Greatra Mayana

Career & Employment Opportunities

GBAPSD Board of Education Special Meeting: October 24, 2019

♪♪ANNOUNCER: The views and
opinions in this program re not
those of CESA 7, or Spectrum.♪♪ ♪♪ ♪♪ ♪♪ ERIC: So, looking forward
to maximizing this time, certainly some things
that we’ll tackle by email, afterwards, but I’ll
hand to over to you guys. MAX: Great, well thank you so
much and we’re excited to be here, and can’t wait to get
immersed in the community and look forward to a very
productive session this afternoon. I don’t think you’ve
met Constance yet, Connie Collins, and she’ll have
a chance to introduce herself in a second. We do have the
agenda and the timeline, and Pat is the lead
associate, Pat Neudecker, so I’m going to ask her to take
us through the agenda today, and we have
highlighted the areas to know, the things that we
really need to get done, decisions that we
have to make today, and some of this we’ll be
able to accomplish by email, but we want to make sure that we
have time for discussion on some of these important issues. Yes, Ms. Maloney. KATIE: If I could
interrupt for just a moment? Would you prefer a longer table,
so that you can all have surface to write on? It’s, we gave you the
three person table, and we’ve got four people here. We can easily swing one over. MAX: I, I’m done talking, so
I’ll bring it over right now and pass this off to Pat,
but I appreciate that. I think that would
be more comfortable. PAT: I would not being
doing a lot of writing from my left side. MAX: Thank you. PAT: Thank you for that. MAX: Hit that,
microphone button. No, not that one,
this one, this one. PAT: There we are. Well again, ditto,
thank you so much, we are really excited to be
here and more importantly, we’re very excited
to work with you, so it’s wonderful. As Max said, I will be
the lead, that’s only for organizational purposes. The three of us will work
equally on your search, and we’ll be here together. We’ll be doing all the
work together and all the writing together. The lead just means more
in operational connection, so that we can keep all the
information in one place, as I’m sure Eric, perhaps
would be your contact as well. Is that true? ERIC: Yes. PAT: Great.
Perfect. Okay, well with that said. KATIE: Do you
want to scoot down? PAT: Sure, now we’ll scoot. KATIE: Thank you. PAT: Thanks Katie. I appreciate that. Now that we have the
table, let’s use it, right. There we go. Thank you. KATIE: Are you good? PAT: Wonderful. Oh thank you, perfect. So, I believe you all have
a agenda in front of you, so we’ll take a quick peek at
that and then we’ll go through in sections. Our purpose today is to really
get this search organized, and so you’ll see everything
from information that we need to just share with you, to
conversations that we need to have so that we have
clarity, to actually a schedule, so that we know work, you know
work products and when they’re due and the type of work that
we’ll have to be doing and when. So that pretty much is
laid out in your schedule, and if you’re okay with that,
we’ll just go through this a point at a time. Is that all right
with everybody? Great, super. So, introductions again, we
do have your bios from your website, I believe with
maybe not as much completed information on you, Andrew, so
we’ll want to get that from you, and we also will be doing
interviews with each one of you. But to start, and if
you’ll notice on number one, the introductions. Is there anything that
you’d like to just tell us real quickly that we
might not have seen, and when I say bio, I
mean this type of work, that’s on your website. So we just use this as a
springboard for each of us. Would you like to take a few
minutes to just share something about yourself, or would you
like to wait for the interviews for that? You think you’re okay. So let’s dive in. I think we can get the
background information, and we’re going to
divide up the board. Obviously, and the
superintendent interview in the three of us, and then
we’ll do a couple of you, and what we’ll be doing is
we’re going into that next is mentioned to you that we’ll
contact you personally for that. So, we don’t have to
worry about that right now. Great. The board liaison, I
think we just confirmed Eric, which you’ll be the person. True that Sandy and I
would work through, again for organizing. Okay?
Great. Number three, my understanding
though Max is that the contract is complete, so we don’t have
to do anything like that here, so that’s good on both sides. Let’s spend the majority of our
initial time taking a look at the timeline, if you would? And I believe that’s on the
back page of your packet. MAX: Separate one too. PAT: Or a separate as well. And I have one with
notes and one without notes, that I’ll leave with you. No, I had one that
had writing on it, that I wrote on. There we go. So this pretty much outlines
the whole search and you know, using good instructional
design with the end in mind, we hope to have a superintendent
for you by the end of February. Is that what you
were looking for? And obviously without any
difficulty that’s the timeline that we think can adhere to. People that are
looking for positions, frankly especially a
school district of your size, they’ll be looking early, so
you’ll be in that first wave, I believe of applicants and
you know without any unforeseen circumstances, I’m pretty
sure we can meet that need. So our work is chunked out so
that we can meet that deadline with you by early spring, okay? So, let’s take a look at
that planning meeting, even though I know
this is a formal meeting, it’s really a workshop. We’re really going to just get
through this and then decide. We would like to
open the survey, yesterday, no we’d like to
open it as soon as possible. We will do that and we’re going
to leave that survey open until the close of November 11. Now remember, a lot to these
things we’re talking about, even though we’re looking at
them in a linear format are all happening simultaneously. We’re reviewing applicants,
your posting is out there, your survey is open, and
all of that is happening simultaneously, but this just
gives you some benchmarks that you can look forward to. So, we will work with Sandy, I
believe in creating just a link on your website, and then you
will help us understand how the traffic will be driven there,
how you’ll advertise that, because the survey will be
open to your whole community, and we’ll come back and talk
about more of the specifics. Okay, this is just
pretty much the timeline. We’ll be doing that advertising
in October and November, and we would like to start
our stakeholders interviews, focus-group interviews, and
community forums if possible, and we can get this organized,
we would like to do that in about two weeks, so it would
be the week of November 5, 6, and 7th, which is
a Tuesday, Wednesday, and Thursday, and the three of
us would be at your disposal, and the disposal of the
schedule that’s arranged for us, and we’ll get into more
detail to actually live in your community day and night and do
whatever it takes to make sure that you have input from
all the groups that you need. And we think we can meet that
need as long as Sandy and the three of us can work
together to get those set up. That’s going to be the–and
you said that you’ve done this. Is this similar to
what you’ve done before? Okay. Great.
Thank you. And that would then allow us, I
think the first real benchmark if you will would
be November 18th, and you would have
your profile by the 18th. That will be a combination of a
summary of everything that we’ve learned in the
interviews, and the survey data, and so we’ll actually do
a presentation for you, like we’re doing now, and
we’ll share all of that, and you’ll have
that in written form. Did you have a question, Eric? [inaudible] PAT: Sure.
Sure. I think the structure,
and everybody can jump in, the structure is
probably somewhat similar, and what makes it different
obviously is the different groups in people. We have the, we will divide
up and we’ll sometimes do two people and sometimes one,
depending and we will be going through a list of
suggestions of groups that you might want to consider. Basically we’re asking them what
their hopes and dreams are for this district, what
they’re proud of, what they’re excited about,
what your future looks like, and we don’t get into
the weeds of the past. It’s pretty much are there any
challenges that we should be aware of, and it pretty much
shapes and gives us a sense of what that group is looking for,
and then we transfer that to, and the last question
would be something like, how do those things apply to
your impression of what a new superintendent should
bring to your district. Does that make sense? ERIC: So is that the dialogue? PAT: It’s really a focus group,
it’s a conversation with, yeah. MAX: And for, now
I’m–for the larger forums, it depends on the size, whether
we have the whole group as a large group, or whether we
break it up into small groups. If there’s 100
people we break that up, you know into two or three
different sessions and one facilitator with each, but we do
have the same generally standard questions and during
the, both for focus groups, and especially for the community
survey we make sure that they have post-it notes or pieces
of paper for to jot down notes, to hand things out, to hand us
notes and afterwards if they are too shy to speak up,
if they have an idea, and we also use this free
technology piece called Padlet, where they can put in
notes during the meeting, and we leave that open
for a couple of days, 48 hours after the meeting, so
if they have some thoughts after they leave, they can enter that. And Padlet’s nice and it’s a
great way to collect it and we can just print it out
directly and give it to you. During that time we will want to
schedule one online forum too, and I will run that, and that
will be a URL to the community, and we’ll use the Zoom
Technology for that, and that’s worked very
well, but same type of thing. We’ve got the six questions up,
and people respond and they can type in their answers, and we
can type some back in real time, with a couple of people helping. We have 500 slots,
but usually we have, you know about 15 people,
but the thing is we’ve made it available to everyone, and if
we get more that would be great. We’ve had some on other issues
with more than 100 people and it works just fine. CONNIE: There you go. I just wanted to add that it
really is important that the word gets out to the community
so that no one is saying I didn’t know anything about it,
and so the way it’s advertised, both in writing as
well as, you know orally, is really important so that
as many people as possible, and you know that everybody
has an opportunity to be heard. SARAH: And just
following that point, putting it on your website is
another way of being sure that word gets out, as well as each
school announcing it to their parents through
their newsletter. ANDREW: Yes, so
could you give me just, and this really
deep in the weeds, but just a brief version of,
we’re doing all of this and we’re getting the
community the profile developed. Can you just give me a hint of
an idea as to where profiles differ, like in communities? I mean because
obviously you know, everyone’s going to want
high student achievement, and you know everyone’s going
to say diversity awareness, even people, you
know if they don’t, even if they aren’t really
concerned about it they’re probably going to say it,
because they’re supposed to say it, or whatever,
so like where do, what kind, what are some ideas
of things where communities end up looking a little
different in their profile? CONNIE: Can I just
sort of start with that? In some instances you want
people who have had experience or can demonstrate that
they’ve had experience, in certain areas, not that
they just talk about it, but what is the evidence that
you have actually done this. In other instances, if a school
district has some particular issues on the table, or
areas that are coming up, and you want to know that you
are looking for a superintendent you want to put in the profile
that you want someone with experience and, whether
it’s closing schools, or anything else, then those are
things that not every district would be interested in, but
that you would be interested in, if that’s the case. PAT: I think the
other difference is yes, a contemporary leader would sign
on to all the same things that you just mentioned that school
districts are looking for. Those are your
school district goals, and that’s what we are
trying to do for children. I think the survey and the
interviews help us find a little more about the
characteristics of the person, and so, and it can
depend on–you may have had a superintendent that was very
authoritarian and you know, had a style of decision making
that perhaps the community, or different groups
would like to deviate from, so they may say something like,
we need somebody to rebuild teams, we need somebody to be
more collaborative in their style, so we don’t really get
into discussing the current superintendent, or
the personality, but we do talk about what are
the attributes of a leader and that will align and bring
success to your district. Does that help a little bit? You know, decision
making style, personality, where they engaged
in the community, you know we’ll hear
things like, you know, I know the
superintendent’s name, but I’ve never seen this
person for three years, or our
superintendent is everywhere, and we need that. Our community wants that. Those are the kind of thing that
really help somebody decide if this is a fit for them. MAX: Attention to detail,
versus the big picture is a big differentiator that we
find in various districts. ERIC: On the topic of forums,
I’m wondering and we talked about this a little bit
in the interview process, but I’d really like to find
a way to engage some of our minority communities
that don’t speak English, and so if we could find a way to
schedule a forum that we could, maybe somebody in the district,
a translator could reach out to the Hispanic community,
or the Somalia community, or the Hmong community, because
if we just put out a flyer and ask them to come, we’re
not going to engage them, and that’s a voice that I really
like to strive to reach out to early in the process. RHONDA: I would say as well as
our community members that in this point aren’t even in the
minority when it comes to our student body that
do speak English, we need to find
access to that as well. PAT: Well, with your permission,
let’s skip around in the agenda a little, and let’s go to
number seven on the second page, because it sounds like we’re all
interested in talking about who these groups might be. So, if we’re all in agreement
of kind of what this is going to look like, what these
focus group interviews, and you’re okay with that, let’s
talk about who those people might be, and how
you would like us, and this is where we’re going to
have to work with hand in glove, with Sandy, obviously
to get this set up, and hopefully get it set up the
remainder of this week and next week’s so that we can start
the following week on a Tuesday. Is that going to work? Oh, yeah, but I mean if
you can organize or set, do you think next
week is doable, as far as getting it set up
and organized and invited, so we can do it
the following week, or are we too tight? KATIE: Maybe too tight. PAT: Okay.
Okay. Should we try it and see? ERIC: You know shoot
for that first week, but if it has to go
over into the second week. I mean honestly, when I
looked at your overall timeline, I thought the end of February
was pretty aggressive for the whole process, but you guys
are the ones doing the work, so that’s okay, but I
would be personally okay, you know I thought kind of
spring break was sort of my, I think we’ll sort of
be right around there, so if we have to
bump things by a week, I, speaking for myself,
I would be okay with making sure that we… PAT: Oops I’m sorry. And we can do
whatever fits your need. We don’t want to miss the
best candidates for you, and that’s why we’re
trying to stick to maybe a little more aggressive. This is a big job, and
this is a great position. People who are looking for this
type of position will be looking now, and so we want
to keep it moving, and then we can
extend if we have to, but if we push it out a
little too far in the beginning, I know it’s a horse a piece, but
we want to be able to bring you the best folks, so we’ll try. SANDY: So, we probably wouldn’t
be able to get the invitations out until the end of next week,
so that’s only giving people a few days to make it work. Are you, I mean
what are you thinking? ERIC: Yeah, I wonder if, I
mean I get the invitation piece, but are there other, other
channels that we can push out on social media, and things
that we can do individually, word of mouth, and if there’s a
formal invitation piece of it, that would be at
the end of next week, you think? SANDY: Yeah, because
in the past we’ve done, I think,
neighborhood associations, so we have to find
all of those groups, and we have to find
all these people, so that’s what’s
going to be challenging. We actually had to make a lot
of phone calls to see who the contact person is for
this neighborhoods. Yes. Yes. The city has a list of all
the neighborhood associations, contact people I would think. ERIC: I think that if
we work early next week, and we get a couple
of things scheduled, even if it’s not
everything, if we know, you know this group, or
this is happening on this day, we do it through Facebook, we
do it through word of mouth, we, you know make the right
contacts in the community, and get other people to help,
you know just kind of do some gorilla marketing type
things, and then if it, you know, handout for the, you
know in the school folders or something, and then maybe that’s
where we have to push something back a little bit, but I’m
confident in our ability to spread the word. RHONDA: I have a question. Tell me again, or remind me
again district staff cannot be part of this, right? They can be. Okay, so, okay, okay, I don’t
know why it didn’t occur to me that’s the case. So, is the equity department
able to help with this? Well to get the word out
to make sure we are covering everyone, right? SANDY: Mostly through our
communications department. RHONDA: Right. SANDY: Wait to get organized. RHONDA: Yeah, but… SANDY: We don’t want to
have some groups on the 5th, and then go to
the following week, you want to do them
5, 6, and 7, right? PAT: Well we want you to
start that way if you can. The three of us are going to
come over and we’re going to live here for a period of time
and stay over and just really work out the community, and
so it’s really more of an efficiency, but it certainly
will affect and stretch it out. RHONDA: Okay. SARAH: If you needed
to schedule a group, for instance, community groups
at three different times there are three of us, so it would be
relatively easy to give people choices and say group choices,
and we can work from 6:00 a.m. to 11:00 p.m., so… PAT: In all of the communication
maybe should all agree too that in every
communication that goes out, you also reinforce
the survey link, because that’s another
way I can’t make it, but I’d better go
online and fill this out, so we could make sure
that they have those. CONNIE: We’re also able to, so
if there are groups like the chambers, et cetera, that are
having meetings on any of those days or whatever, we could also
go to a meeting that’s being held, so those are
some options too. KRISTINA: I’m glad
you brought that up, because that was going
to be my next question. Can we go to people rather
than have them come to us? And where would be
some of those locations, central locations, and
then the other piece too, just getting the word out. Facebook, I think
is just an easy, nice way to,
especially our parents, creating an event, and then
we can easily find those key leaders, and especially other
community locations we can tap in and ask them to share on
their Facebook pages as well, and that quickly, you know gets
to additional people as well. I would suggest that we do that. PAT: We could say too that,
because I am a little sensitive to saying to somebody
the end of the week, hey come and talk to us next
week when they don’t have a lot of time to plan, so
maybe we even say, you know we’re anxious to start
our first round of community input, so that we leave that
open and we may have to build in some other words so
they don’t feel like, you know how it’s going to be. Someone will read that and say
well they must not want me to participate, because there’s no
way I can get there next week, so we can overcome that. KATIE: That being said, is
your availability on the 12, 13, and 14 a possibility,
or is that not an option? Because I think there is
that element of people wanting, we want this to be a
thoughtful process and to give us enough time. PAT: I can do, we can do,
let’s see if we can all do that. I think we can make
those things work. We are looking at the Hmong,
well I think we can make that work, and we’re hoping to
present the profile too, that Monday, the 18th, so you
think we can get the writing done and everything. We work on the 15th
for writing, so 12, 13, 14? BRENDA: We have a
board meeting on the 18th. MAX: You do, don’t you? BRENDA: Yes, so is that, you
were trying to hook up with our board meeting? MAX: That was our goal, was to
present that leadership profile to you at the
board meeting again, if you feel comfortable in that
back to work session we can do that as well. Again, that’s why
this time line, we want some flexibility, but we
want to make sure to have board dates and workshop dates
when you’re available. BRENDA: We could potentially
look at scheduling that meeting on not a board meeting night. MAX: Yes, like this. BRENDA: Like this, right. MAX: Something like this,
right, an afternoon session, or something like this. BRENDA: And that would give you
a few more days if you’re coming the week before to be
able to prepare that. PAT: Well it is, you know
it is a thoughtful process, so I’m sure your
agendas are full, and depending on what other
things you have on your agenda, it might be nice to
have that separately. We did just
sidebar a little bit, and we could just spread
out and use both weeks, so because of our availability,
we can kind of overlap, dovetail a little bit, so
anything that could be scheduled like on the 5, 6, 7th,
we would go ahead and do, the ones that you
think are possible. BRENDA: A through F week. PAT: And we could do
the next week as well, so we could use
both sets of dates. ERIC: The one thing that I do
like about the 18th though, is so that profile is sort of
culmination of our community, and our regularly
scheduled board meetings, there’s a retention to
those, there’s more people here, if we do it at
1:00 on a Tuesday, we’re going to get this, so I do
like the idea of putting it on a board agenda, because
then it’ll be able to highlight all of that. PAT: There’s an
advantage publicly for that. ERIC: For sure. PAT: Let’s shoot for
the 18th, and still use both weeks for dates. Let’s do both and shoot
for it, and like we said, let’s plan for the best
and if something happens, we might have to adjust,
but let’s plan for the 18th, and let’s use 5, 6,
7, 8, if we need to, and 12, 13, 14, we’ll use those
and spread it out depending on what’s needed. The survey piece, you
know is all automatic, so it does not take long
to generate that data, which is very, very specific,
so we’ll be able to add that and we’ll work on the
writing as we go along. We’ll receive
summaries of the work as well, as an analysis of
themes across all the work, so we’ll do that. So let’s focus then, if we’re
in agreement that we’re going to use both weeks,
both sets of dates, and we’re still going
to shoot for the 18th, that’s what we’re
all hearing, correct? Okay, we’ll do that, so
we’ll work with Sandy on 5, 6, 7, 8, if needed, and 12, 13,
14 and wouldn’t want to go past the 14th, because we will
have to have some writing time. In fact that week, if
we could maybe do 12, and 13, we could use
14 for a writing day, and that would be great for us. Okay, so with that set, let’s
take a look at item 7 on page 2, and let’s go through this list,
to make sure we know who you’re interested. We will, we will contact
you individually for board interviews, and if it’s okay
with you we’ll do them by phone. Are you okay with that? Perfect. We can probably accommodate
everyone’s schedule that way. We will also, one of us, or
two of us will interview your superintendent as
well, and we use the same, if not very, very similar
questions through all of these. So you know research
design would call for that. Are there district
level administrators, this would be the cabinet group,
or whatever you call it here, that you would like
interviewed individually, or would you like a
cabinet focus group interview? That would be your directors,
not your principal group, your directors and your
assistant superintendent, your district
level administrators. Rhonda, you had a thought. RHONDA: Speaking
for myself on this, in your experience,
what have you seen, because obviously you
want something very honest, and usable, and authentic
coming from that conversation, so is it better to have that
conversation with individuals, or as a group? PAT: I think we’ve seen that
doing it as a group seems to work best. They have to move this
district forward as a group. We always leave ourselves open
for them and say that if there’s anything that you
need to follow up with, you know sometimes for
the good of the group, they have ideas that they just
don’t want to share in a larger group, and we’re open for that. We can do that
through a conversation, or through a phone call. A district of your size, to
get into everybody’s individual opinion, is going to
be a little fractured, perhaps, so I know that we will
get good results for you in a group, and we will leave it open
that if there are individuals they can follow up. Are you comfortable with that? No, okay, we’ll
talk about that, then. RHONDA: So, I’m looking for
more conversation about that, so how do you avoid group
think in a situation like that? MAX: The, I like to say
that honestly you don’t, and other than leave
yourself open for follow up and individual contact, and also we
always give people notepads to write notes and
they’ll slip you something. One thing I like to preface all
the meetings with is the Abilene paradox, you know the
journey to Abilene, I’m sure you all have
heard that somewhere, but it is when everybody decides
to go somewhere and none of them really want to go that way,
but they go along to get along. But I think past
point is critical, because they do have to work
together to move the district forward, and in my experience
that’s helped when you’ve had the Chief Academic
Officer and business person, and HR Director, and
Communications Director all there and they bring
their own insight into it, and if there is someone
afterwards who wants to talk, we haven’t found
that they don’t. You know you don’t know
who doesn’t take to you, but we have had people
follow up in larger districts. PAT: If we go ahead with a group
interview and you feel strongly that there’s somebody that
needs more individual attention, then we certainly
can schedule that, and that doesn’t have to be,
you know a matrix of issues or ideas, we can certainly
follow up and often it’s not, it’s usually not the person that
you’re interesting in capturing, it’s something that’s
going on in that department. It might be your equity office,
it might be your finances, and so the way to do that and
call attention without calling attention to the
person, and leaving it like, well how come they got a
personal interview and I didn’t, the board may say that we would
like greater depth from our finance department, we’ve like
greater depth from our equity office, and we can
do that as well. Would that help? RHONDA: Considering the size
of our table of organization, how many people
are we looking at? PAT: I would recommend that you
do the general meeting with the cabinet, and that you do
individual interviews with each of the director reports
to the superintendent, because rather than just making
someone decide if they feel compelled to give
you more information, make that expectation, and
I think it’s a reasonable expectation to have direct
reports who have a more intimate relationship with the
superintendent give you feedback, and to them
individually after they have all attended the cabinet,
the joint cabinet thing. KATIE: How big is the cabinet? SANDY: Eight or nine cabinet,
and it’s the same for directors. BRENDA: They’re in
that group of 8? KATIE: It’s the same people. That’s like… ERIC: The cabinet is… BRENDA: The
cabinet is very small. She has a learning, and
what’s the other group, that’s bigger that
used to be her cabinet? ERIC: Executive
director’s not in it anymore. BRENDA: Yeah, no the executive
directors are not in the cabinet, no, no. PAT: So the cabinet are all the
direct reports and we may need another group here, then. BRENDA: Yes. PAT: I think we
need your cabinet, which is district level, and
then we need this group as a second group. BRENDA: Yeah, cause
cabinet is communications, legal, HR, finance,
facilities, technology, two more. Oh, and then John and Vicki. PAT: A little more on
the instructional side. BRENDA: No Mike is facilites. PAT: Oh facilities too, okay. BRENDA: Our technology. PAT: What did you
call that group? BRENDA: Leadership team. PAT: Okay, so that
cabinet I was listing, well they call it the
learning leadership team. KATIE: So the next
level then, the? ERIC: Directors. BRENDA: Executive
directors, yeah. SANDY: It depends how
big you want to get it, we have an operational meeting
which captures food service and all of those people, or
if you want to go smaller, then it’s, you know more
the instructional people. BRENDA: Yeah, I’m wondering if
you split that next layer into instruction, and operations. PAT: So let’s do that. They’ll be an operations group,
and an instructional group. That takes care
of the administrators. Go ahead. MAX: And I think individuals. PAT: With the cabinet. KATIE: I would at least
have individuals with direct reports. BRENDA: Which is all eight. Yeah, so I think that… KATIE: No, then I would have
individuals interviews with Vicki and John, the two
associate superintendents. MAX: Okay. Not all. KATIE: It doesn’t have
to be the other six. Now the other six
director reports, I didn’t realize
that they were all… ANDREW: Does it,
do people opt out, or is there an unwritten rule
that you opt out if you’re going to be a candidate,
or not necessarily, or is there a written rule
that if you’re going to be a candidate you opt out? ERIC: Nobody on that
cabinet is going to apply. PAT: I think we want
their, this is input remember. We’re not sharing out
with them, so it’s input, and as long as you’re
comfortable with them giving their input, their one voice,
later on when we talk about how you want internal
candidates treated, we might come up with a little
more format for how you want that handled. I would say include them. CONNIE: Yeah, I’ve had them
included in searches that I’ve done, and it really seems to
really make no difference to the other members of the group. They speak their mind, and I
want to speak to that point. The groups that I’ve hosted,
have not been hesitant to say exactly what they thing,
regardless of who else is in the circle. They have been
strong opinion sharers, and so I don’t think we need to
worry too much about not getting the essence, because they see
such value in who’s coming next, and they don’t want to let
this opportunity slide by, nor to defer to their colleague. PAT: What I think is, your
report will capture themes and ideas, and it won’t
be he said, she said, so it really is the essence of,
you know the information that was shared, and
to Sarah’s point, they’re strong leaders and
they’re used to speaking up and advocating for
their positions, so with that said we’ll go with
the cabinet and we’ll leave it open to individual
interviews as well, and then we’ll also have
operational and instructional, and so now that c administrators
has turned into 3, and later when we get into
talking about how we’ll handle internals we’ll loop
back, but for now we will just include them. Another thing, your other
administrators might now know if they’re applying or not, so they
might not want to tip their hand either, you know and say
well I’m not going to, because I’m going to apply,
and they might not know that, so I think we’ll be fine with
that and I don’t think you have to worry about not capturing. Okay, D is your principals
and assistant principals, and I know you’ve got a
long list of schools. We thought rather than
divided by grade level, we would just offer two dates
and then they could go and that would spread out the group
and that would allow them more opportunity, or are you
preferring to have your grade level groups speak together? BRENDA: Do you have
experience both ways? PAT: Yes, in most, because
of the size of a district. BRENDA: So you do see that
it’s, you do see that you get different information when
you elementary and secondary together, and or, compared
to when you have them in two different groups? CONNIE: You know I think that
the value is in having those groups that is made up of
different levels hear each other. And so, I think you
get good feedback, and they get to hear
other, which is the additional advantage. PAT: So we thought
perhaps two dates, at least two dates, and we could
go into the two weeks now too. We could do more,
because you’re very, very large, I know, and a number
of schools we could bring in a couple each week. BRENDA: Sandy, two
after school dates. PAT: I’m thinking after school
might be the easiest for them, kind of after the
las bus rolls out, is what we’ve
found to work well. Did you have a concern, Rhonda? RHONDA: Is there
anybody on the board that, I just look into the list and
I see administrators in the cabinet, but knowing the
special education needs, our investment, what we’ve done,
I’m just wondering how that works, because it is
such a big, you know, to me it needs the
right amount of attention. Is it possible for that, I don’t
know how it works in what you’re doing, but I don’t want it
to get lost in the mix of everything else. PAT: Well a couple of things:
one thing knowing that we can make sure our questions and our
prompts really probe for that. I don’t think we’re opposed to
doing something individually, but a word of caution then your
booster club athletics are going to want a separate and then
this will want a separate, and then everybody else
will want a separate. No. ANDREW: Oh, yeah, I’m
okay with saying no. I would be okay with saying
potentially yes to maybe special ed, or special ed student
services combined group having a special session, and also
okay with saying to the athletic booster club, no. I mean if there, those are so… RHONDA: I would say knowing the
challenges and the importance and significance
of that department, I wouldn’t ever classify them
with booster club athletics. PAT: So, just to probe too, is
there an addition to students with special needs, which would
be what we traditionally think of that population? Are there other individualized
student needs where we would capture and call
that group larger, like student services, or
then it’s nursing and it’s counseling, and it’s direct
services for students with special needs. It’s all of that, or are you
really wanting to hone in, are you really
honing in on special ed? ‘Cause just help us
understand, we can do it anyway. RHONDA: And again,
speaking for myself, I’m, we have, I think we have it
seems to be a national problem, issue, challenge with
finding enough staff, which sometimes can mean, and
I’m not saying this is the case, but finding the right person who
understands the importance of preparing the staff for those
jobs and being able to reach for this positions. Just for my personally it’s a
very important focus group, just for me. PAT: Clarify again,
what is the group, really specific to
special education, or is it the whole gamete
of special needs of all, support services of
all special needs. RHONDA: Again, and I
mean feel free to chime in, but I’m just thinking maybe
special needs in general. So even
socioeconomic needs as well. PAT: Students services
team, but keep in mind too, we will also capture those
issues when we talk with parents, when we talk
with community leaders, and we will be cognizant of
that need when we look for the superintendent, so I’m not going
to minimize the need to have a focus group, but know that
we’ll hear from that input, but we also will be aware when
we look for a superintendent. KATIE: I understand
what you’re saying, Rhonda, but I’m thinking that
as integrated as our special education program is
within the district, that I would certainly hope that
as you talk to administrators, as you talk to futures, as
you talk to support staff, that should all be heard, and if
we can put you on alert that if you’re not hearing enough,
I would however consider encouraging us to
do a special group, or perhaps parents
of special needs, because I think it’s the parts
who are not going to necessarily feel as comfortable talking
with a general group of parents, and they’ve got very
specific concerns, and I think I would definitely
focus in on the parent group. Just being,
that’s okay, you can, just be mindful as you’re going
through these other interviews, that if you’re not
hearing a lot about special ed, then you should be
hearing a lot about special ed, then we need to dig
deeper, you need to dig deeper. RHONDA: And to that you may not
hear a lot about special ed from parents, because parents of
students with special needs have a lot going on, and are not
always tapped into what we’re even doing today, so I
think it’s important that maybe some effort. I do like the idea
of a parent group, but I think just
to really be able, because it is something
that I think we need to, we need to. KATIE: That’s why we’re
paying them the big bucks to seek them out. SARAH: Does your
department have a parent group? PAT: Do you have parent advisory
groups that already organized, already mobilized? Okay, we could find that out. BRENDA: I thought
there was a EL one. I’m not sure about special ed. PAT: I think we’re
hearing the need. We are reinforcing to you, I
hope we’re reinforcing to you that we are aware of
this, the whole process of what we could do. We will reach out, and I also
hear the need for people to be heard, is a factor and
we’ll have to work with Sandy, and probably your people
services team to figure out how we do that. Does that seem right? KRISTINA: You had mentioned
using Zoom and technology to meet. Can you talk a little about how
you see that showing up here, because obviously we have a lot
of folks that would not be able to be there in person, but might
be interested in technology. Can you talk about that? MAX: So, we can
offer that anytime. You know we want to do at least
one large virtual town hall committee forum, but we can, I’d
be glad to set out social times for a contact with that. I think that’s a fabulous idea. We have run single issue
meetings in where I previously worked on Spout, whether it
was full day kindergarten or the budget, or opening
and closing school, I mean there were things
that we would do those virtual, so we’ll, we can set those up,
and I think that’s important to do, you know given the size of
the district and just to make that offer, so as we go through
the list of focus groups, we’ll identify those where we
do want to have separate online availability. That’s a great idea, yeah. PAT: I want to look
ahead, and I just, sure go ahead. SANDY: We will end of
with special needs, and I got the parents of
special needs students, but did you still want special
ed focus group staff separate? MAX: Yes. I had that down. BRENDA: Katie did not want that. KATIE: There’s,
they’re working together. BRENDA: Turn your mic on. KATIE: To have that conversation
together we’ll go much deeper than do that. PAT: Because they would
come up in two groups, because it would
begin the cabinet, and in those other two
operational and instructional. We would make sure special
needs are threaded through all of that. ANDREW: If you’re
not, if you’re not, if your opinion is that
we’re not integrated well, that might be uncomfortable
in a combined meeting. If we’re combining together
because of how well integrated we are, then I think we’re not. No. KATIE: I think if you have
everybody in the same room, the concerns are more
likely to surface than not, and I think that you
need to have that first. ERIC: When I, sorry. KATIE: No you’re not. I breathed. I took a breath. Sorry.
Sorry. I just think we can, because
then you still have the option of digging deeper and bringing
in people that you feel that you need to get more
information from. ERIC: She’s done. KATIE: She’s done. Don’t talk about her like that. ERIC: I, the one thing that
I worry about and I’m very sensitive to, if
we say teachers, open to interested teachers,
if you’re a social worker, if you’re a counselor, if
you’re a school psychologist, that doesn’t speak to you, so
either we have to change that language, or we have
separate whole group, any support. CONNIE: Certified, yes, that
there was a search that I was working with where they had
a certified staff meeting, and then there was a
classified staff meeting. PAT: Just before we
close, or move past, I want to make sure that you’re,
that we’ve captured what you need, Rhonda, and
I’ll ask the board, aside of the people,
and the leadership, are there issues that you want
us to probe when it comes to meeting the needs of special,
students with special needs? SANDY: I would say that
something that we’re going to be chronically having to deal with
is underfunding from the state. Our next superintendent
is going to have to be able to navigate that. Our current one can, and does,
but our next one is going to have to also understand
that the state is not, it’s not, it’s not
doing its share, and we’re going to have
to have someone who’s… ERIC: That was totally by… LAURA: Yeah right, to navigate
politically and to push constantly for more
funding for special ed. Our district has made a huge
investment in the last few years in special ed, but
it’s never enough. PAT: And I was just looking
back at our notes from the previous meeting. I think your data shows a little
over 15% with students with specific
disabilities, and 22% ELL, so you do have a
pretty heft population. Are you saying that is an
area that’s growing for you? Okay, and the needs, I would
assume like many districts the extreme needs, right? ERIC: I’m sorry, I was
just going to add that we’re scheduled to go for nine minutes
and some of us are on our lunch break, so we want to make sure,
and this is an important topic, so I’m not trying
to minimize it, but it’s not. PAT: This is the beefy part,
so when we get past this and go over the schedule we’ll
get you guys out of here. MAX: What other focus groups
that aren’t listed in our agenda are you concerned about? PAT: So the others are obviously
union leadership and we’ll work with you on that, support staff,
if you have unions for your support staff
we’ll work with them. G will change to
certified staff, and we thought again,
two meetings after school, multiple dates, or
a couple of dates, rather than break them out
by, you know grade level, or building. Support staff. SARAH: That’s class staff. PAT: Right. SARAH: Let’s label classified,
yes H will be classified. I’m sorry, you don’t. What do you say? Support, okay,
leave it as support. BRENDA: So we’d have two
meetings after school for them? PAT: We could, uh huh,
two, and then students, is there a superintendent’s
advisory of students that already set up by chance? Ooh, was that, I
think that sounds good. We want student voice. What’s tough is you know
it’s tough to really capture representative student voice. ANDREW: I think what
has to happen with ICSC, and I think you want to
reach out to that group, and we need to make sure that
group reaches out to invite additional people to make
sure that it’s representative, and I think they’re, you know
given the green light by us to do that, they’ll probably do
it, but if it’s not specifically mentioned to them, then they’ll
probably just see it as a meeting of them. PAT: What’s ICSC? BRENDA: InterCity Student
Countil, ICSC. PAT: Okay, we will do that. Are there former board
members you want included individually or as a group? MAX: Or not. PAT: Or not. MAX: Some districts
want that and some don’t. BRENDA: We have a few that have
remained pretty active in our district, and I’m
wondering about them. KRISTINA: You
thinking about Mike Blecha, maybe, or Judy Crane? BRENDA: Those are the two that
come to mind that are involved. ERIC: Rather than have a
special group for Mike and Judy, I’d rather someone reach out to
them and say there’s a session, we’d really like you to go,
we’d like to get your feedback, rather than try to
engage them individually. SANDY: I can’t think of
any more than the two. BRENDA: No I can’t. Go ahead. KRISTINA: I would also
like to have Selestine Jeffries added to that. She’s the only person of
color to ever sit on this board, and she’s the
mayor’s chief of staff. PAT: Interview, we can, a lot
of times you get the individual voice, but you
also get the history, and that’s what we’re
trying to capture here. KRISTINA: Judy and Mike can
give a lot of long-term history, Selestine bring a very specific
voice and has a lot of offer as far as local
political things as well, and she obviously
works for our mayor. PAT: Those names are
Judy Crane, Mike who? KATIE: Mike Blecha. PAT: Who? KATIE: Blecha, B-L-E-C-H-A. PAT: And Selestine Jeffries. KATIE: You could probably
do Mike and Judy together, or… BRENDA: Or invite them. KATIE: …invite them. KRISTINA: Send them a
separate invitation. KATIE: I would almost be
inclined to send a separate invitation to Selestine, because
with her work schedule and things like that,
you know, right, and you could capture. ERIC: You might be able
to go to mayor’s office, and put the mayor
on the list as well. KATIE: Right, right, that. LAURA: Are you saying
have them together, Eric and Selestine? ERIC: Yeah. LAURA: They cover a
lot of the same stuff. KATIE: One right
after the other, I would leave it up to them. PAT: We could do a phone
conference as well too, I mean we could,
we’ll work that out. Okay, your councils,
PTA, and PTO councils, I assume together. I mean we can’t do every
school individually obviously. What are you thinking? BRENDA: An all call. PAT: An all call for them. Okay, all calls for PTOs, PTAs. BRENDA: What else? No, this would be every PTO. I mean that would include any
parent that wanted to come. Yeah, but yeah the
superintendent also has a parent advisory. CONNIE: That’s good. PAT: We want that. BRENDA: We’d specifically
send out invitations to them, I think, but then, and I don’t
know how many parents would come in terms, if you want to
schedule a couple of them. PAT: A couple of them, sure. We could do that. And sometimes those
can be during the day, sometimes, you know. Maybe the elementary parents. KATIE: Actually, if you could
do one in the day and one in the evening to give people
with work schedules. BRENDA: Yeah. PAT: You mentioned the mayor,
are there any other individual business leaders or groups
that you would like contacted? You mentioned the mayor. BRENDA: The county. The county board. PAT: County exec? BRENDA: Executive, yeah. PAT: Do you have a chamber? MAX: That would be a
good focus groups. PAT: Yes, we have a chamber. KATIE: We have a chamber
of commerce and our current superintendent has worked
very hard to develop a pro public education. BRENDA: There’s also a Partners
in Education group that is a combination of chamber
and local superintendents. And so, that business, the
business people from that Partners in Ed are
the most invested. Or not necessarily the
most, but are invested in education in the region. MAX: Yeah, so I’ve reached
out to Lori Radke already, and she and I
were going to meet, but the date we
picked is after all these, so I’ll have to
reach back out to her. But there’s a couple of
groups within the chamber, Partners in Ed,
and then, Rhonda? RHONDA: Thank you. No, it’s just more about I think
the current Young Professionals Group, when I think, because
they’re potentially future parents, I don’t think any
of them are at this point, yet. But they would be,
I would imagine, potential, I don’t know,
families coming into the… PAT: Part of this will be we
want to make sure they’re all heard. Help us understand how important
it is that they have to be individually heard. Because we
can–we’re putting them, but I mean, even
putting groups together. Does each one of the
groups needs a separate invite, or a chamber group that
specifically calls on those, or do you want those separate? ERIC: Yeah, I think if we–if
you go to the chamber as the top, and we mention these
other groups specially, they can
incorporate all of them. The other thing, too, is while
building this candidate profile is important and we can ask
every single person in our community, really, where we need
to knock this out is when we start to get candidates, and we
get people in front of people. So, we want to be
thorough with this step, too, but this is the first step,
and the second step is really where we pick somebody. And I, you know, so not
trying to skim over this again. But I would want to make
sure that if we’ve got some candidates, that we specifically
reach out to current and say, hey, we’d love you to come and
meet our two candidates and give us your thoughts. KRISTINA: I would
also just like to add, we were contacted by UWGB being
interested in participating in this process. I think was it the chancellor? But he’s not there. BRENDA: He’s not there. KRISTINA: I’ll follow up and
find out who it was that they had recommended
and let you know. But also, NWTC, we have
a lot of partnerships with them in higher ed. KATIE: And St. Norbets. BRENDA: There’s actually two. PAT: Well, how about a
higher ed category then? Let’s do that. BRENDA: There are two community
groups that I’ve been contacted by that very much want
to have a part in this. And one is the
Turbocharge group, which is UWGB, the technical
college in our district, and they are multiple people
from each of those organizations working together with that. Then there’s also
Achieve Brown County, which is another collaborative
between the chamber and business partners, non profit partners,
and our–actually our ten districts in our county. Our district’s been
very involved in that. So, I know they have–our
current superintendent has set on their leadership
team for that group, so they’re very
interested in having input, so that’s… PAT: So, as an example, could
the three–Achieve Brown County, Turbocharge, and this
other higher ed group, could they be
invited to one session? BRENDA: Yes. PAT: Okay. BRENDA: Because they
will–they actually cross over. PAT: They’re
probably similar people. BRENDA: Or in some
cases the same people, yeah. PAT: So, for now we’ll
call that our higher ed, or post secondary,
and then we’ll know, Sandy, to
incorporate all of those. ANDREW: Are there topics
besides the focus groups? Just because I have a
meeting at a school at 2:30. It’s close enough by, but I
wanted to make sure if there was others that have to leave, too. Are there other whole
topics that need to be… [inaudible] MAX: Yeah, two things. I would like to–for
the online survey, will be
aggregated for six groups. We can talk to Eric
about that, parents, teachers, and you
can [inaudible] the online survey. So, we need that information
in order to get the survey. And then other piece that we
have to have is for the–sorry. I was pressing at the
beginning, now I’m not. Is for the
application materials, what you want for the
application materials. Because we’re
recommending a resume, three references, with
cell phones and emails, cover letter. But if there’s other prompts, or
other indications you want for those applications, we need to
know those two things before we split up today. PAT: And the description
for your advertising. MAX: That would help. I mean, we can write a
generic ad description, but if you have specific
key words you would like, thanks, Pat. Key words in that advertisement,
we can work with Lori from communications,
or Sandy, or Eric, but we want to get the
advertisement post right away. PAT: We can work with Sandy
and make sure your key words, to your point, Andrew, it might
be good that we all listen and reiterate the bit
about confidentiality. Once we get into this and
we get candidates’ names, it is critical that we
keep those confidential. You’ll, for all
the obvious reasons. You’ll have candidates where
their school districts won’t know they’re interviewing. So, please be careful, because
the candidates are interviewing you as well, as you are them. So, we all need to agree
together that we won’t talk about candidates’ individual
names outside of when we’re working together as a team. CONNIE: Do we know what
languages that we want the survey in? Because if we want more
than English or Spanish, then we need to
be aware of that. KRISTINA: Somali? PAT: Are your Hmong–is
your Hmong population–are the parents readers, or is it oral? BRENDA: I would say a large part
of our Hmong populations are multiple generations, so
the parents speak English. PAT: Right. BRENDA: But we still
have families that don’t, but know what their read is. PAT: It’s very… BRENDA: And I think the equity
department would be able to help us to know how to–because we do
surveys and reach out to capture voices that, you know,
aren’t automatically looking for surveys and things like that,
and make sure their languages that they can use. PAT: You mentioned a couple of
times your Somali population. Would we have the opportunity
to host a survey evening at a school with a translator where
they could actually fill it out right there? Would that help? KRISTINA: I’d actually–if
you’re going to do that I would suggest reaching out to KAMZA
and going directly to their space, they’re on the west side,
they have their own building. Have them set it up. They can provide the
translator for you or with you. But you’ll get a much better
turnout if you go through them. PAT: Perfect. And so, Sandy, you’re aware of
that and who that is and how to do that. I think rather than translating
the whole survey and using the time for that, I don’t
think we have Somali. KRISTINA: I’ll email
Said’s number and email, he’s the lead of this KAMZA. PAT: All right, we’ll go through
there and we’ll walk through the survey with their translator and
they can actually enter–we can then take–we can do a
mini focus group that way, too. KRISTINA: Thank you. PAT: You bet. So… SARAH: Survey, six groups. PAT: Okay, survey groups, we’ll
finish up the focus groups then. Is there anything there–do
you have a faith group? We’ll talk with
Sandy about that, local government. We’ve captured some of those. Are there any we’re
missing that come to mind? We might be able to
slot them into a group. BRENDA: I’m not
leading the meeting, we’re pretty informal. RHONDA: What about the Brown
County Taxpayers Association? ERIC: Yeah. RHONDA: I mean… KATIE: Good point. RHONDA: I guess because, right? They’re active, especially
during referendum projects. So you might not want to… PAT: …on the
side of including, right? So, we’d be glad to
do that with you. ERIC: The other group
that’s reached out to me, and I don’t think they
need a special group, but probably a special
invitation is the Green Bay Advocates for Public Education. KRISTINA: Oh, yeah, Betty
will be mad if you don’t. ERIC: Yeah, she’s
called me several times, how come you haven’t
gotten in touch with me? I said, it’s coming on
Thursday, just give me a break. [inaudible] ERIC: Public Education. So, again… BRENDA: We also have Champions
for Green Bay Public Schools. Same kind of concept,
but two different groups. PAT: Okay, I would say it
sounds like you have quite a few groups. And if you’re comfortable with
us working with Sandy just to make sure all those groups
get personal invitations, but we may combine them. Okay, good, perfect. Just so we leave
with that agreement. That should be great. BRENDA: I’ll
assume we’ll want… PAT: And always they can follow
up individually if they need to. BRENDA: Right. PAT: Okay, with
respect of time, let’s, I think it might be a good
idea to go through a community leadership profile grouping. Remember, you select six groups,
and that will allow us to disaggregate your data. I apologize if you don’t
have it in front of you. But we’ll read them. We can give you our opinion of
some that might not be worth creating a separate
group, because they’re small. In fact, I’ll read them. KRISTINA: That’s good. PAT: We’ll go back. LAURA: Who’s doing… PAT: So, if you want
them as a separate group. So, because there’s about 12,
administrator separate groups. So, when they answer,
they all would be answering, and you would know
that all administrators. Now, think of how many
administrators are going to do a survey, or are you going
to get that somewhere else? So, administrator,
separate group, yes or no? BRENDA: Yes. PAT: Okay, board
members, yes or no? Personally I’d say no,
there’s only seven of you. We’re going to
talk to all of you. I wouldn’t waste a
group, because of your size. Certified licensed staff. Do you want to
know how your staff? Different staff
think differently? BRENDA: Yes. PAT: And then classified staff,
I assume would be a yes, too. BRENDA: What’s classified? PAT: Oh, I’m sorry,
support, support, you’re right. ERIC: When we say support
staff, does that include facilities and maintenance? MAX: Yes, sir. BRENDA: Monitors, yeah. Clerical, yeah, everybody. PAT: Community member, that
would be your at large group. MAX: Without kids in school. BRENDA: Yes. PAT: Okay. Employee, I would say no,
because if you’re going to disaggregate. Faculty, maybe no. Okay, parents of
students attending school. BRENDA: Yes. PAT: Yes, okay. Staff, that would
be like employee. Okay. BRENDA: We’ve already
got them all covered. PAT: Student. Are you going to push
this out to your students? That would be a way
to get student voice. Let’s put it as a yes for
now, we’ll go back and count. Support staff, no,
because we already. Teacher, no. Teacher licensed, non licensed. So, if we go with what
you said, your six groups, disaggregated,
would be teachers, certified
licensed, support staff, community member, parents
with students attending school, and students. I think you’ve got everybody. Super, all right. We’ll use those. That takes care of that one. Let’s talk quickly, unless
there’s other things that jump out for you. Internal, or can we
wait with that even? MAX: I want to make sure we
get application materials. So, we–in the bigger
districts this is what we do. We really–it’s resumes
with three references and a cover letter. In the cover
letter, for example, Denver wanted them to address
what evidence can you share that you’ve addressed
achievement gap issues? And now, Glendale, we want to
talk about how would you work with different groups–with
different racial ethnic groups that have
opposing points of view? Because they had a big
issue that created a national stir there. I don’t know what
Fort Wayne is doing, though. They had 4,000. Are there anything beyond that? Because we’re going to
collect all the applications, we put them in a board
portal, and I’ll send that out, probably Monday to each of
you with the minutes in here. It’s a shared drive, basically. So, all the applications are
going to go in there anyway, you’ll be able to see them all. But do you want prompts in
that, do you want other application materials? BRENDA: So, right
now if we do nothing, the cover letter will be
whatever they decide to write to? [inaudible] MAX: We don’t collect
letters, not in this, yeah. We just ask them for
the names, phone numbers, emails, titles. BRENDA: I’d be interested in a
very open ended question that would get at multiple
things, I would think, but it would be interesting
to see how they answered it, just to see what has been your
experience with improving equity in your district, or in
your–something like that. MAX: Is the board in
agreement with that? KRISTINA: I was
thinking a question on equity, too, but I… BRENDA: Turn yours on. [inaudible] BRENDA: That’s exactly
why–that’s why I don’t want it to be specific. I purposefully want
it to be open-ended. ANDREW: Even here, probably. I have an idea. I guess that would let you
draft it and get back to us, rather than… BRENDA: Well, no, I just want
it to be open-ended because how someone answers an open
ended question– PAT: Will tell you a lot. BRENDA: –tells you a lot. If you direct them to
answer a specific question, you’re getting an answer
that maybe you wouldn’t be getting otherwise. PAT: As I look behind
you, your taglines, engagement, equity, excellence. Would you like us to
say something like, would you please make sure you
include your experience with engagement, equity, and
achieving excellence? Or do you just want to
stick with the equity. ERIC: Yeah, I think if you ask
somebody in a cover letter to address all three of those,
you are going to get some cover letters that are longer
than cover letters should be. Let’s
just–something about equity, let it be open-ended, see
where they want to take it. [inaudible] ERIC: Sure. ANDREW: I’m going ahead to
my meeting at my school, there’s nothing I
would have added, you know, differently here. Okay, thank you. RHONDA: In any part of this
does anyone–have they ever, or have you considered having
somebody provide a two minute video testimonial? They do this for
corporate America. So, some sort of–where
you get a feel for someone? Is there ever anything
like that out there? Other than… PAT: Well, we
interview all the candidates, either face-to-face or online. So, I know maybe that’s
not bringing it to you, but we will have met and talked
to every other candidate before bringing their name to you. Does that help it? Does that take care of it? All right. ANDREW: Unless someone
didn’t meet legal minimum qualifications, everyone
will–and everyone will have a face-to-face, or at least video. Unless–I don’t want
to waste your time, unless someone doesn’t
meet legal state requirements, obviously. Okay, thank you. PAT: Thanks. That’s an
interesting suggestion, I think it’s a technology piece. So not to get
bogged down in the time, just know that we will
face-to-face all of them. So… MAX: Let me just add, that
maybe a good differentiator for the slate. Yeah, before you
interview the slate, we could ask them to submit
a two or three minute video. One of the things we like to do
with slate candidates is give us a sample presentation,
a board presentation, I think that would be great. So, let’s think about
that for the second round, maybe just a little
video testimonial. KATIE: Andrew, did you
hear what he just said? LAURA: A video
testimonial for the slate. MAX: Yeah. BRENDA: Yeah. And the slate are the candidates
that you’ve chosen as the ones–the top
however many we decide. MAX: Six to eight. BRENDA: The ones that you
feel fit–that’s a good idea. PAT: And it’ll
depend on the pool, but just so you’re comfortable
with at least six to eight, and we’ll see if there are more. But that’s usually a
pretty substantial pool. Okay, that’s good. So, we’ve got that one. We made an assumption, but
we should ask you about candidate expenses. Are you in the position
to cover any expenses for the first round? And don’t feel obligated. KRISTINA: No. ERIC: I said, uh-huh. PAT: Okay, we just
want to make sure. SARAH: What about the finalists? [inaudible] ERIC: What? PAT: The first round, and
we all said the same thing, if a person is
interested in you, they need to get here. Okay. Application we talked about. We can do salary
fringe, and to Sarah’s point, candidate expense
when we get to that. LAURA: Can I ask a question? Have you–have you
given any thought? Is it too premature to ask what
we should be offering for this position as far as a salary? I’m pretty curious about that,
but if it’s too premature now, I understand. PAT: I don’t think
we’re prepared to talk now, but we’ll bring you comps. So, when we get to that point,
probably our–one of our next meetings together,
or we can do that, Max, would you send it
to her, or whatever? We can get some comps for you
so you have data to look at. State and then maybe
across the nation, districts your size. Would that work? Is that okay? So, you’ll have some
information to work from. SARAH: Do we have a copy
of the superintendent’s salary package, yes. BRENDA: Sandy can
send it to you. SARAH: Okay, great. PAT: We know there’s no
residency requirement anymore. Max, do you feel? KATIE: Is there not? Somebody has
hand-written in the column. [laughter] KRISTINA: We found
out that it isn’t. SARAH: Municipal–municipal
employees cannot be bound by residence. We’ve been advised that
includes–the law was passed, I think, in 2013, because in my
contract in Kettle Moraine I did have a residency requirement,
but it is no longer something that you can require. LAURA: So, do basically we’re
left with strongly urging them to live within the
city boundaries? SARAH: I’m not sure
you can even do that. But you can certainly
say, and we can say to them, how much the board would be
enthusiastic about seeing you in the voting booth. LAURA: I am highly enthusiastic
about having them live within. KATIE: And you can tell
them that historically the superintendent has
resided in the district. Yeah. [inaudible] KATIE: Right, right. [inaudible] BRENDA: Oh, interesting. KATIE: That’s interesting. [inaudible] PAT: That’s great. Another thing, too, we’ll advise
candidates that re–you know, because every state’s different,
it’s important to understand the expectation of your community,
whether it’s yay or nay or legal or not. What is the expectation? In my opinion, a
district your size, it would be difficult, if not
impossible to not live here. I mean, how–I can’t
imagine how you would do this. And so, know that we will
really probe for that as well. Yeah. Can’t be at… [inaudible] BRENDA: They need
to be able to vote. PAT: Well, and we’ve all seen
in communities when there’s an issue, when the
superintendent doesn’t live, that becomes the
lightning rod, the scapegoat, if you will. We’ll watch for that for you and
take the monkey off your back a little bit. Is there anything else
that you’re curious about, either of us, did
we miss anything? Or Max? MAX: Can you do the key
words for the applications, for the advertisement. ERIC: Suggestion for that,
because this is how–we posted something on our website a
couple of months ago just to announce that we were
kicking this process off. If you could send me
something generic, I will send it to
the rest of the board, they’re pretty good
at word smithing, or hey, throw this
sentence in there, or take this one out. And then I’ll send it back
to you once we’ve edited it. But if you can get
us a starting point. BRENDA: You
might–Lori Blakesly, who is our
communications director, she has a brochure that
she just put together for teacher recruitment. It’s a description of how you
describe our district to people who aren’t here yet. So, that might be a
helpful place for you to start. PAT: We’ll use that,
but just one more time, are there key words that
you definitely want in there? Anything come to mind? It maybe in there
already, but just call it out. SARAH: Engagement,
equity, excellence. BRENDA: Yeah, those three. PAT: Those three, okay. BRENDA: Yeah, I don’t, I
mean, our strategic framework, you’ve probably
seen that before. PAT: In the circle. BRENDA: Excellence,
thriving workforce, personalized
pathways, and engagement. I don’t know if those–those
might be in this description. PAT: I think working with
your communications department, that sounds great that there’ll
be a springboard to tweak it to be more to an
administrative audience. And anybody who’s doing
their homework will look at your website, right? I mean, they should. There should be evidence
in your cover letter that they have been aware. BRENDA: Yeah. PAT: Sure. KRISTINA: One thing for me, and
I know we’ll get into this when we get into the
interviews, but for me, it’s shifting
demographics of our students. We need someone who has a first
understanding and experience, uplifting an entire
community together, and how that aligns with
and works with the shifting demographics, not
only of our students, but of our school
district and of our community. So, to me that’s top
of line, thank you. LAURA: Let me piggyback off that
and say that there are plenty of people in our community that
don’t see all that diversity as a plus. And we need someone who sees
that as like a superpower. So… [inaudible] PAT: Spoke after
we left last time. What a great board
you appear to be, and that you come
across very genuine, very serious, but
joyful about your work. We’re really excited to
work with you and it shows. So, yeah, it did, we did. That was our parking lot. Sure, we’d be. [laughter] PAT: We’ll write the
soundbite for you. So, yeah, but the genuine
nature–but honestly you have this genuine nature of going in. I’m sure you have very
hard issues to deal with. But your
commitment really shows. LAURA: Come to our
meeting next Monday. [inaudible] RHONDA: And this is maybe
something that’s already covered, and maybe I
don’t have to think about it, but is everything that’s
going to be out there, is it phone and computer? Tabletop or laptop accessible? Okay. That’s the word. Yeah, I guess,
whatever the word is. So everyone can access it? PAT: Anything that comes to mind
that you came in thinking about? And keep in mind you
just–either through Eric or through Sandy, get your
questions back to us. We’ll be very much in
touch with you 24/7 basis. ERIC: As the focus groups start
to get finalized and dates start to get set, just let us know,
because we’ll be just as good advertising as
anything else we can do. So, we’ll promote and push. Is it okay, I would assume, that
board members attend any and all of the sessions? Or would you
recommend agains that? SARAH: I think it’s an
interesting question to think about, because there are
some circumstances where board members diminish the
honesty of frank comments in community forums. And I know that some board
members have really wanted to come, and some have come. And some feedback that I
have received from some of the participants have said, I owl
have said something different if the board member
had not been there. [inaudible] CONNIE: Yes, and I’ve also seen
situations where sometimes it’s been very difficult for
board members not to respond to something that was said. [laughter] CONNIE: So, that has, yes. [laughter] ERIC: So, you’re
not telling us, no, but you’re telling us
to be cautious about it, and just be aware of how
that could impact the feedback. [inaudible] SARAH: Allow you to
decide I’m going, but the rest of you have made
the decision that you don’t want to do that. LAURA: How do we, then, make
sure that they–these groups understand that maybe we
would like to be there, we’re–maybe it’s making a
conscious decision not to come for the obvious reasons. KATIE: You do that by
way of introduction. LAURA: Yeah. PAT: And every
interview will start with, we’re here at the
request of your board, to your community. We’re here at the
request of your board, we’re representing their
for in soliciting your input, so it’s always that we
were working for you. And that you’re the
driver in all of this. It did remind me, though, that
one thing that wasn’t on our group list, do you
want, at this point, just an all open community
at large evening session? Or do you want to save that? We didn’t get
that, I don’t think. Or did you get that? MAX: I thought we did. PAT: Oh, we did? Oh. BRENDA: With the
Zoom, the Zoom meeting, or you’re talking
about an in-person. PAT: Right, or do
you want to save that? BRENDA: Both, okay. KRISTINA: If we do an all
community I would like to do that not here or at a school. I’d like to do it at… MAX: Could you say that again? KRISTINA: If we’re doing an
all-call community meeting, I’d like to not do it at a
school or a district location, I’d like to do it at
an offsite community. Or at a library, yes. The downtown library works. KATIE: You could use the
library auditorium a lot. KRISTINA: Yeah, auditorium. [inaudible] PAT: This, too, is it catches
people who couldn’t go to other sessions, it’s just
another date usually. It’s kind of a generic. Okay, we’ll add one of those. KRISTINA: You get a couple
free every year as a non-profit. BRENDA: Okay. [inaudible] BRENDA: Because
they’re booked, yeah. It’s hard to get in, yeah. [inaudible] PAT: Okay, I think we have
gone through the agenda. We’re only five minutes over, so
I think we’ve done fairly well. We’re excited. We hope you feel
confident in us. That’s what we’ve
tried to convey. We’re excited to get going and
we all have candidates already that have expressed an interest. So… [laughter] [inaudible] PAT: Yeah, that’s right. SARAH: So, everybody’s happy. PAT: Keep the
feeling going, right? Life is good. But thank you. [inaudible] [laughter] [inaudible] PAT: The duality, but it’s
very noticeable when a board is focused on a common end, and I
think that’s what really shows in your work. ERIC: So, we would expect to
hear from you for the individual one-on-ones, to
schedule those next? MAX: Yeah, as
feedback here, yeah. These three will schedule
individual interviews with you, the superintendent,
other individuals. I’m going to follow up with an
invitation to a shared drive. A draft of the minutes will be
in there and as we put the–I’ll send this to you first, Eric,
but then it’ll be going to the board, the advertising language,
and then as we get the dates and schedules, that will–everything
that we do will be popped into that shared drive with you, and
it’ll be organized by folder in that, okay. LAURA: Quick question, are you
using our contact information from the website? Because I have a cell phone
number that would be better if you want to contact me. And that’s not on the website. [inaudible] LAURA: But you have
my cell phone number? It’s 920-819-2741. Yes, yes, so you can
text me and call me. BRENDA: We can adjourn,
because I know we have to leave. But grab whoever
has to leave quickly, if you need their
contact information. But otherwise we can
probably go ahead and adjourn. ERIC: I need a
motion to adjourn. KATIE: So moved. LAURA: Second. BRENDA: All–oops. ERIC: All in favor? ALL: Aye. ERIC: Opposed? BRENDA: Those words. ♪♪ANNOUNCER: You have been
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