Learning to Succeed - portlandschools.org

Learning to Succeed

PortlandBoardofPublicEducation

BusinessMeetingTuesday,March29,2016BusinessMeeting‐7:00pm

Workshop–ImmediatelyfollowingBusinessMeetingExecutiveSession–ImmediatelyfollowingWorkshop

CascoBayHighSchool,Room250

BusinessMeeting‐7:00pmI. ReportofChairII. ReportoftheStudents‐PATHSIII. ReportoftheSuperintendentIV. ReportoftheSecretary a. ConsiderationandActiontoapprovethemeetingminutesofMarch22,2016[A‐50‐15/16] Moved____Seconded____Voted____toapprovethemeetingminutesofMarch22,2016. [A‐50‐15/16]V. ReportoftheCommittees a. Curriculum b. Operations c. Finance d. Policy e. PublicAffairs f. OtherCommitteesand/ormemberconcernsVI. ConsentItems a. PortlandArts&TechnologyHighSchoolreceivedCAMsoftwarefortheirMachineToolprogram fromSolidCam,Inc.outofOviedo,Florida.Thissoftwarehasanestimatedvalueof$8,000. [A‐53‐15/16]VII. OldBusiness

a. ConsiderationandactiontoapprovetheFY17Budgetintheamountof$103,602,884.[A‐51‐15/16]

Moved____Seconded____VotedtoapprovetheFY17Budgetintheamountof$103,662,884. [A‐51‐15/16]VIII. NewBusiness

a. Considerationandactiontoapprovethevoteentitled“VotetoApproveSubmissionofSchoolBudgetwithAdditionalLocalFunds,”informpresentedtothismeetingandthatacopyofsaidVotebeincludedintheminutesofthismeeting.[A‐52‐15/16]

VOTETOAPPROVESUBMISSIONOFSCHOOLBUDGETWITHADDITIONALLOCALFUNDSThatunderandpursuanttosection15690(3)(B)ofTitle20‐AoftheMaineRevisedStatues,theschoolbudgetapprovedbythePortlandBoardofPublicEducationforthe2016‐2017FiscalYearisinexcessoftheCity’s

Learning to Succeed maximumstateandlocalspendingtargetasestablishedbytheState’s“EssentialProgramsandServices”fundingmodel,andisherebyrecommendedforapprovalbytheCityCouncil:ORDERED,thatunderandpursuanttotheCity’sFiscalYear2016‐2017AppropriationResolveandapplicablestatelaw,theCityherebyapprovethefollowingschoolbudgetarticleforFiscalYear2016‐2017:AuthorizationtoExceedthePortlandSchoolDepartment’sMaximumStateandLocalSpendingTargetEstablishedPursuanttoMaineRevisedStatutes,Title20‐A§15671‐A(4)andAppropriatingAdditionalLocalFunds:ThattheCityraisesandappropriates$15,331,171inadditionallocalfunds,whichexceedstheState’sEssentialProgramsandServicesallocationmodelby$16,331,256asrequiredtofundthebudgetrecommendedbythePortlandBoardofPublicEducation.ThatamountisneededtocovertheSchoolDepartment’scoststhatthestate’sfundingmodeldoesnotrecognizeorrecognizefully,includingcoststomaintainclasssize;SpecialEducationcosts;PATHScosts;RegularInstructioncosts;FacilitiesMaintenancecosts;technologycosts;transportationcosts;professionaldevelopmentcosts;debtserviceforpensionobligation;anddebtservicecapitalrenovationcosts.StateMandatedExplanation:TheadditionallocalfundsarethoselocallyraisedfundsoverandabovetheCity’slocalcontributiontothetotalcostoffundingpubliceducationfromkindergartentograde12asdescribedintheEssentialProgramsandServicesFundingActandlocalamountsraisedfortheannualpaymentonnon‐statefundeddebtservicethatwillhelpachievetheCity’sbudgetforeducationalprograms.[NOTE:Citycouncilapprovalofthisorderrequires5affirmativevotes,see20‐AM.R.S.A.section15671‐A(5)(B)(2)(requiringforcouncilapproval“amajorityoftheentiremembershipofthecouncil”)andseeArticleII,section11oftheCityCharter(requiring5affirmativevotesforfinalpassage).] Moved_____Seconded_____Voted____toapprovethevoteentitled,“VotetoApproveSubmissionof SchoolBudgetwithAdditionalLocalFunds,”informpresentedtothismeetingandthatacopyof saidVotebeincludedintheminutesofthismeeting.[A‐52‐15/16].

b. FirstReadtodeletePolicyJH–StudentAbsencesandExcuses.[A‐54‐15/16]

c. FirstReadtorevisePolicyIMBB–ExemptionfromRequiredInstruction.[A‐55‐15/16]d. Considerationandactiontosigna“SecondUseofFacilitiesAgreement”forthePortlandPublic

SchoolstousetheformerCavanaughschoolbuilding,GuildHallgymandassociatedparkingatacostof$15,000permonthforatermofthreeyearscommencingJuly1,2016,subjecttotherightofPortlandPublicSchoolstoterminateafteryearone,andauthorizethesuperintendenttoenterintothatagreementonbehalfofPortlandPublicSchools.[A‐56‐15/16]

Moved_____,Seconded_____Voted_____tosigna“SecondUseofFacilitiesAgreement”forthePortlandPublicSchoolstousetheformerCavanaughschoolbuilding,GuildHallgymandassociatedparkingatacostof$15,000permonthforatermofthreeyearscommencingJuly1,2016,subjecttotherightofPortlandPublicSchoolstoterminateafteryearone,andauthorizethesuperintendenttoenterintothatagreementonbehalfofPortlandPublicSchools.[A‐56‐15/16]

IX. PersonnelX. BoardFocusonEducationalIssuesXI. PublicCommentPriorto10:00PMonanyitemsnotontheevening’sagenda

Learning to Succeed XII. Adjournment Moved____Seconded____Voted____toadjourntheBusinessMeetingat____.Workshop–ImmediatelyfollowingBusinessMeeting

a. SuperintendentSearchProtocolandInterviewWorkshopwithBWP.[W‐11‐15/16]ExecutiveSession–ImmediatelyfollowingWorkshop

a. ConsiderationandactiontoenterintoExecutiveSessionpursuantto1M.R.S.A.§405(6)(A)todiscusssemi‐finalistSuperintendentcandidates.[ES‐8‐15/16]

UpcomingSchoolBoardMeetingsMon,Apr4,7:00pm CityHall,CouncilChambers SchoolBoardPresentsRecommendedFY17BudgettoCityCouncilTues,Apr5,7:00pm CityHall,CouncilChambersMon,Apr25,5:00pm CityCouncilWorkshop,CityHall‐CouncilChambers FY17BudgetWorkshopand1stReadMon,Apr25,7:00pm PublicHearing,CityHall‐CouncilChambers FY17BudgetTues,Apr26,7:00pm KingMiddleSchoolUpcomingCommitteeMeetingsThur,Mar31,6:00pm JointFinanceandOperations,PortlandHighSchoolTues,Apr4,5:15pm Policy,CityHall‐StateofMaineRoomThur,Apr7,5:30pm CityFinance,CityHall,Room209 ReviewofBoardRecommendedBudgetTues,Apr19,6:00pm Curriculum,PortlandDistrictOffices,Room353

Portland Public Schools Glossary of Acronyms

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ACCESS (Assessing Comprehension and Communication in English State-‐to-‐State) -‐ an assessment that measures English language skills (listening, speaking, reading, and writing for students identified as limited English proficient.

BASE (Benefit Association for School Employees) – collective bargaining unit for maintenance, transportation, food services, computer technicians, accounting specialists, and secretaries.

BHP (Behavioral Health Professional) – specially trained staff focusing on support behavior skills for students with identified needs.

CIP (Capital Improvement Plan) – five year financing and construction/acquisition plan for public improvement projects including school facilities.

CPAA (Children’s Progress Academic Assessment) – assessment to measure learning and progress for children in pre-‐kindergarten and early primary grades

CTE (Career and Technical Education) – schools that specialize in skilled trades, applied sciences, modern technologies, and career preparation such as PATHS.

EL (Expeditionary Learning) – a school model that uses project-‐based, interdisciplinary learning formed in partnership between Harvard Graduate School of Education and Outward Bound.

ELA (English Language Arts) – a core content area of education that includes skill development in reading, writing, speaking, and listening.

ELL (English Language Learner) – any individual who is actively in the process of acquiring English and where primary language spoken at home is one other than English.

ELO (Expanded Learning Opportunity) – learning experiences that may occur outside of the school physical space, outside of the regular school day/year, and/or outside of the regular school program. Examples include – externships, summer course work, and early college/dual enrollment.

ESEA (Elementary and Secondary Education Act) – federal legislation that appropriate funds for primary and secondary education establishing rules for school access and spending of federal funds which emphasize equal access to education and establishes high standards and accountability.

ESSA (Every Student Succeeds Act) – federal legislation amending ESEA that establishes rules for states and schools to provide equal opportunity for education to all students. It was approved in 2015 to be fully enacted in school year 2017-‐2018, replacing NCLB.

FLS (Functional Life Skills) – learning environments and programs that support students with significant cognitive challenges to learn to become more independent and self-‐sufficient.

IB (International Baccalaureate) – a school model focused on delivering the intellectual, personal, emotional, and social skills needed in a rapidly globalizing world.

IDEA (Individuals with Disabilities Education Act) – federal legislation governing the services and learning environments schools must provide to students with special needs.

JTG (John T. Gorman Foundation) – a local foundation that has provided support to a number of district initiatives and therefore is often used as a title for the programs that were supported.

Lau Plan (Named after Supreme Court Case Lau vs. Nichols) – a school district plan to ensure equitable access to education for English language learners.

Portland Public Schools Glossary of Acronyms

2

LEP (Limited English Proficiency) – students who have little or no skill to communicate in English.

MEA (Maine Education Assessment) – annual assessments mandated by federal & state legislation and chosen by the Maine Department of Education.

MEA (Maine Education Association) – state teachers’ association.

MLTI (Maine Learning Technology Initiative) – Maine Department of Education program focused on supporting 1:1 computer device programs.

NCLB (No Child Left Behind) – federal legislation amending ESEA that establishes rules for states and schools to provide equal opportunity for education to all students. It was enacted in 2001 and is being replaced with ESSA.

NEA (National Education Association) – national teachers’ association.

NWEA (North West Education Association) – the developers of an assessment for student learning in math and English language arts, term used to identify and refer to those assessments.

PEA (Portland Education Association) – city teachers’ association and bargaining unit.

PAA (Portland Administrators Association) – city administrators’ bargaining unit.

PD (Professional Development) – courses, meetings, workshops or other training opportunities for school staff to learn and improve performance.

PBIS (Positive Behavior Interventions and Supports) – a set of ideas and tools that schools use to promote and maximize appropriate academic and social behavior of students.

PEVAL (Principal Evaluation) – the district’s system of evaluations measuring principal performance and effectiveness.

PLBSS (Professional Learning Based Salary Scale) – the compensation scale used in the collective bargaining contract between PEA and PPS that awards salary increases for a variety of types of professional learning in additional to university course work.

PLP (Personalized Learning Plan) – short and long term goals and strategies for learning developed specifically for an individual student’s needs and progress.

PPS (Portland Public Schools)

PSAT (Pre-‐Scholastic Aptitude Test) – standardized used to help prepare students for taking the SAT.

RTI or RtI (Response to Intervention) – a system that defines early, systematic and appropriately intense assistance to children at risk for falling behind.

SAT (Scholastic Aptitude Test) – standardized test widely used for college admissions in the United States, currently used as the required MEA assessment for 3rd year high school students.

SIOP (Sheltered Instruction Observation Protocol) – a method of organizing teaching that supports development of all students, particularly English Language Learners.

TEVAL (Teacher Evaluation) – the district’s system of evaluations measuring teacher performance and effectiveness.

PPSPreK Analysis

March 29, 2016

Four Year Old Program

Began 11/12:

67 Enrolled

Projection 16/17:

Year 6

124 Enrolled

What Does the Research Say?

• Positive ImpactD = .52

(Visible Learning, J. Hattie, 2009)

– 13 hours a week

– 15 or more children

– Structured

– Biggest Impact w/ Neediest Students

PICUS Report(L. Picus & A. Odden, 2013)

• Students who experience PreK:– Perform better academically– Attend college at a greater rate– Engage in less socially-undesirable behavior

• Return of $8-10.00 for every dollar invested in PreK

• Report Recommends:– 1 Teacher/1 Aide for every 15 students

PPS PreK Enrollment

•2011/12: 67 •2012/13: 84 •2013/14: 80 •2014/15: 103•2015/16: 108

Enrollment Trends

• 3rd Grade: 49/67: 73% remain enrolled

• 2nd Grade: 63/84: 75% remain enrolled

• 1st Grade: 67/80: 84% remain enrolled

• K: 90/103: 87% remain enrolled

• PreK: Currently: 108 enrolled

Disaggregated Enrollment

Math Proficiency

PreK Class Current Grade Level

Proficiency Measure Used

PPS PreK Other Students

2011-12 3 NWEA 51% 51%

2012-13 2 CPAA 71% 67%

2013-14 1 CPAA 59% 60%

2014-15 K CPAA 78% 73%

Reading ProficiencyPreK Class Current

Grade LevelProficiency Measure Used

PPS PreK Other Students

2011-12 3 NWEA 51% 54%

2012-13 2 CPAA 78% 63%

2013-14 1 CPAA 79% 70%

2014-15 K CPAA 76% 67%

Cost Analysis

COSTS:

• 2015/16: $ 522,000

• 2016/17: $ 592,000

BENEFITS:

• More children accessing quality PreK

Next Steps:

• Continued Expansion:– Universal PreK

• Continued Professional Development– OWL Curriculum

– Everyday Math

“The real question is how to use available funds wisely. The evidence supports the policy prescription: Invest in the very young.”

James Heckman,

Nobel Laureate in Economics

Thank you for supporting our PreK program!

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Learning to Succeed

Executive Summary

Portland Board of Public Education

Business Meeting Agenda Item

TOPIC: Meeting Minutes of March 22, 2016 DATE: March 29, 2016

PREPARED BY: Jeanne Crocker, Interim Superintendent

Recommended Action: Action Item – Consent

Action Item – First Read

Action Item – Vote

Discussion Item

Information Item

Agenda Reference:

Meeting Item iv.a.

School Year Item A‐50‐15/16

Recommendation(s): That the Board approves the meeting minutes of March 22, 2016

Purpose: To approve meeting minutes (Policy BEDG).

Connection to Comprehensive

Plan Framework:

Objective 5 – Maintain efficient and effective business practices.

Background: Per Policy BEDG, the Board must approve the records of each meeting, with additions and corrections, as needed. These records are made a part of the permanent files and kept by the Office of the Superintendent.

Fiscal Impact: N/A

Attachment(s): Meeting minutes for March 22, 2016

1

Learning to Succeed

Executive Summary

Portland Board of Public Education Business Meeting Agenda Item

TOPIC: Consent Items DATE: March 29, 2016


Recommended Action: Action Item – Consent Action Item – First Read Action Item – Vote Discussion Item Information Item

Agenda Reference: Meeting Items VI. a. School Year Items A-53-15/16

Recommendation(s): That the Board approves, by unanimous consent, the listed donation.

Purpose: To accept donations to the district (Policy KCD).

Connection to Comprehensive Plan Framework:

Donations benefit educational programming, thereby supporting all goals of the Comprehensive Plan Framework: Goals 1 – All Portland Public School students will graduate from high school. Goal 2 – All Portland Public School graduates will demonstrate college readiness in the areas of academics, communication, and critical thinking. Goal 3 – All Portland Public Schools students will participate in activities that demonstrate service to our community, individual creativity, and physical wellness.

Background: Per Policy KCD, the Board is required to formally accept gifts or bequests of a durable nature, of substantial value, or of historic or commemorative significance.

Fiscal Impact: N/A

Attachment(s): N/A

1

Learning to Succeed

Executive Summary



TOPIC: Deletion of Policy JH: Student Absences and Excuses.

Revision to Policy IMBB: Exemption from Required Instruction

DATE: March 29, 2016

PREPARED BY: Becky Foley




Discussion Item

Information Item

Agenda Reference:

VIII. b, c School Year Item: A‐54‐15/16; A‐55‐15/16

Recommendation(s): Deletion of Policy JH : Student Absences and Excuses.

Revision to Policy IMBB: Exemption from Required Instruction

Purpose: To omit duplication of policies and to revise needed policies that are

connected to the Proficiency Based Statute.


Plan Framework:

Goal 1 – All Portland Public School students will graduate from high school.

Goal 2 – All Portland Public School graduates will demonstrate college

readiness in the areas of academics, communication, and critical thinking.

Objective 3 – Create a coordinated system for student support.

Objective 4 – Create a culture of accountability and support for staff.


Background: In May 2012, the Maine Legislature passed LD 1422, An Act to Prepare Maine

People for the Future Economy. One of the primary purposes of the

Curriculum Committee currently is to ensure that policies related to the

statute are reviewed and revised. The recommendation to delete JH: Student

Absences and Excuses is a result of Drummond Woodsum’s review of

Portland’s policies. Since the adoption of JEA, this policy is no longer needed.

The revisions of IMBB are primarily around providing alternatives for

instruction, rather than exemptions. Additionally, the revision gets rid of

references to the “Local Assessment System” since it no longer exists.

As you know, this transition to proficiency‐based learning is one of the

underlying tenets of the high school work that is currently underway at Casco

Bay High School, Deering High School and Portland High School. The

Curriculum Committee will continue to review all policies related to

2

proficiency to ensure that the class of 2021 will be ready to graduate with a

proficiency based diploma.

Fiscal Impact: None

Attachment(s): Policy JH: Student Absences and Excuses

Policy IMBB: Exemption from Required Instruction (DRAFT and current

versions)

1

Learning to Succeed

Executive Summary



TOPIC: Cavanaugh Facilities Agreement DATE: March 29, 2016





Discussion Item

Information Item

Agenda Reference:

Meeting Item VIII.d.

School Year Item A‐56‐15/16

Recommendation(s): That the Board authorize the Superintendent to enter into agreement with

the Roman Catholic Bishop of Portland for use of their facilities for a three

year period commencing July 1, 2016.

Purpose: To maintain programming for Portland Public Schools Adult Education

program at the Cavanaugh school building.


Plan Framework:

Goal 1 – All Portland Public School students will graduate from high school.

Goal 2 – All Portland Public School graduates will demonstrate college

readiness in the areas of academics, communication, and critical thinking.

Goal 3 – All Portland Public Schools students will participate in activities that

demonstrate service to our community, individual creativity, and physical

wellness

Objective 2 – Support quality instruction for every student, every class, every

day.

Objective 3 – Create a coordinated system for student support.

Objective 4 – Create a culture of accountability and support for staff.


Background: To maintain successful programming for Portland Public Schools Adult Education program, Portland Public Schools looks to enter into this “Second Use of Facilities Agreement.” The current agreement with the Roman Catholic Bishop of Portland ends June 30, 2016. This second agreement’s terms will run for another 3 year period beginning July 1, 2016 and ending June 30, 2019. The terms remain the same with a user fee of $15,000 per month for use of Cavanaugh school building, Guild Hall gym and up to 48 parking spaces for staff and visitors of Portland Adult Education.

Fiscal Impact: N/A

Attachment(s): Second Use of Facilities Agreement between Portland Public Schools and the

Roman Catholic Bishop of Portland.

Learning to Succeed

Draft: January 6, 2016 Approved:

Under the Report of the Secretary: January 5, 2016 Ms. Morrione called the meeting to order at 7:04 pm. Members Present: Laurie Davis, Anna Trevorrow, Pious Ali, Stephanie Hatzenbuehler, Jenna Vendil, Sarah Thompson, Ludiya Abdalla, Blaize Vail (arrived at 7:08 pm), Matthew Suslovic, Kevin Segal, and Chair Marnie Morrione Members Absent: John Eder and Holly Seeliger Report of the Chair Chair Morrione:

1. Provided an update on the Superintendent Search. 2. Reminded everyone of the joint Finance and Operations Committee at Portland High School on

March 31st to provide an update on Buildings for Our Future. 3. Discussed work with Public Affairs and parent surveys.

Report of the Students Casco Bay High School student Representative Matthew Suslovic:

1. Reported that seniors have completed senior expeditions and are signing up for colleges. 2. Seniors beginning Power of Words expeditions. 3. Juniors began their documentary work downtown Portland in preparation for their trip to Detroit. 4. Announced that this Thursday is the Casco Bay Math Cup – school-wide ‘pi’ competition. 5. Reported that some students have started a fundraising drive to raise money for refugee camps in

Seria. 6. Ultimate Frisbee season has begun.

Report of the Superintendent Superintendent Crocker: 1. Discussed the FY17 Budget and thanked those who worked to put it together. Report of the Secretary

1. Consideration and action to approve the meeting minutes of the March 16, 2016. [A-47-15/16]

Ms. Vendil moved, Ms. Thompson seconded and it was voted unanimously of all t hose present to approve the meeting minutes of March 16, 2016. Students voted with the majority.

Report of the Committees

1. Curriculum and Educational Planning – Ms. Davis a. Has not met since last meeting. b. Next meeting is April 9, 2016 at 6:00 pm Portland District Offices.

2. Operations – Ms. Hatzenbuehler a. Has not met since last meeting. b. Meeting on March 31st at a joint Finance/Operations Committee at Portland High School.

Learning to Succeed

3. Finance – Ms. Trevorrow a. Met on March 17th and concluded review on Superintendent’s FY17 budget that included

additional EPS. b. Overall amendments brought budget to a .8% increase with a .2% tax increase. c. Next meeting is joint City/School Finance Committee this Thursday, March 24th at City Hall.

4. Policy – Mr. Ali a. Has not met since last meeting. b. Next meeting is on Monday, April 4th at Portland District Offices at 5:15 pm.

5. Public Affairs – Mr. Eder 6. Other Committee and/or Member Concerns a. Student Representative Ludiya Abdalla announced Portland High School’s talent show

on March 24th at 6:00 pm and encouraged everyone to participate. b. Student Representative Blaize Vail announced that Dr.Lindiwe Sibanda came to Deering

High School to talk about food insecurities in needy countries. Consent Items - None Old Business - None New Business

1. First Read of FY17 Budget. [A-48-15/16]

2. Public Hearing FY17 Budget. [A-49-15/16]

Sheryl Joseph of 263 Cumberland Avenue, Portland addressed the Board. Dr. Tim Rozan of Chenery Street, Portland addressed the Board. Stephen Scharf of High Street, Portland addressed the Board. Personnel - None Board Focus on Educational Issues - None Public Comment Prior to 11:00 pm on any items not on the evening’s agenda Adjournment Ms. Trevorrow moved, Mr. Ali seconded and it was voted unanimously of all those present to adjourn the Business Meeting at 7:36 pm. Respectfully Submitted, Jeanne Crocker Interim Superintendent

NEPN/NSBA Code: JH

PORTLAND PUBLIC SCHOOLS Page 1 of 1

STUDENT ABSENCES AND EXCUSES

The Portland School Committee recognizes that regular attendance is the primary foundation upon which a successful school career is built. It is expected that students will attend class on every school day. State law establishes conditions under which students may be excused from attendance from school. Pupils in the system’s schools may be excused temporarily from school attendance for the following reasons:

A. Personal illness; B. An appointment with a health professional that must be made during the regular school

day; C. Observance of a recognized religious holiday when the observance is required during

the regular school day; D. A family emergency; and E. A planned absence for a personal or educational purpose which has been approved.

Parents or guardians shall provide a written explanation for the absences of a student. These shall be required in advance for types of absences where advance notice is possible. Authority to pass upon the validity shall rest with the principal or designee. Absences not listed above or approved specifically by the school administration shall be classified as unlawful. Legal Reference: 20-A MRSA § 5001-A Cross Reference: JE – Attendance Policy JHE – Make-up Opportunities Adopted: November 28, 1984 Revised: August 26, 1992; June 4, 2003; ________

NEPN/NSBA Code: IMBB


EXEMPTION FROM REQUIRED INSTRUCTION

The curriculum of the school unit is designed to reflect the learning expectations for all students in all content areas of the system of Learning Results/Common Core Standards, as well as other reflect statutory and regulatory requirements as well as other content and learning expectations and content areas specified by the School Portland CommitteeBoard of Public Education. The School Committee Board acknowledges that from time to time individual students may be exposed to some ideas and materials with which they or their parent(s)/legal guardian disagree. Students and their parent(s)/legal guardian cannot be required to adopt ideas with which they disagree, but such disagreement alone is not a sufficient basis to exempt a student from the prescribed curriculum. Exemptions from the required curriculum should be minimized because they can detract from the overall instruction provided to the class as a whole and the educational objectives sought to be achieved by the curriculum. The School Committee Board recognizes, however, that there could be topics in the curriculum which may be objectionable to individual students and/or parent(s)/legal guardian based on their particular sincerely held religious, moral or philosophical beliefs. Alteration of Exemption from instruction which infringes on such beliefs may be requested by the parent(s)/legal guardian. Requests for exemption from accommodation of beliefs in instruction must be made in writing to the building Principal and are subject to the approval of the Principal. The Principal shall notify the Superintendent as soon as practicable of any request for exemption accommodation from instruction and of his/her decision. If the Principal denies an exemption accommodation request, the parent(s)/legal guardian may appeal to the Superintendent, whose decision shall be final. In considering requests for exemption accommodation, factors that the Principal should consider may include: A. Whether the course or content area is required by state law or regulations, or

School Committee Board policy; B. The educational importance of the material or instruction from for which

exemption accommodation is requested; C. Evidence regarding the sincerity of the belief on which the request is based; D. Whether the school has a legal obligation to accommodate the exemption

request;

Formatted: Strikethrough



E. The effect of exemption or accommodation on the validity of the district’s local

assessment system; and F. Other factors that bear upon the particular request. Exemption from Accommodations in regard to required instruction does not excuse the student from meeting statutory curriculum requirements, the requirements of the Learning Results/Common Core Standarsd or from total credit hours, or other requirements for graduation, or from performing alternative work. When the Principal determines that the curriculum that has been aligned with the system of Learning Results statutory requirements conflicts with sincerely held religious, philosophical or moral beliefs of a student or his/her parent or legal guardian, reasonable accommodation in the curriculum shall be made for the student, within the scope of existing resources. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with appropriate instructional staff and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption from required curriculum are made for religious reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendentis . If the Principal denies an exemption accommodation request, the parent(s)/legal guardian may appeal to the Superintendent, whose decision shall be final. If the accommodation in the curriculum that is requested is so great that the validity of the local district assessment system is compromised, the Superintendent will determine how to address the situation, subject to the approval of the Commissioner, if appropriate. When a student is exempted from any portion of the regular curriculum for other than religious reasons (exemption based on sincere philosophical or moral beliefs), the staff will make reasonable efforts, within the scope of existing resources, to accommodate alternative instruction for the student. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with the classroom teacher, and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption are made for philosophical or moral reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendent, whose decision shall be final. Legal Reference: 20-A MRSA § 6209 LD 1536, Chap. 51 Resolves Ch.. 127 § 3.07 (Me. Dept. of Ed. Rules (Me. Dept. of Ed. Rules) Ch. 131 (Me. Dept. of Ed. Rules)





Cross Reference: ADF – School District Commitment to Learning Results IJJ – Instructional and Library Material Selection IMB – Teaching About Controversial/Sensitive Issues

Adopted: February 5, 2003 Revised: October 6, 2004; January 3, 2007



EXEMPTION FROM REQUIRED INSTRUCTION

The curriculum of the school unit is designed to reflect the learning expectations for all students in all content areas of the system of Learning Results, as well as other statutory and regulatory requirements and content areas specified by the School Committee. The School Committee acknowledges that from time to time individual students may be exposed to some ideas and materials with which they or their parent(s)/legal guardian disagree. Students and their parent(s)/legal guardian cannot be required to adopt ideas with which they disagree, but such disagreement alone is not a sufficient basis to exempt a student from the prescribed curriculum. Exemptions from the required curriculum should be minimized because they can detract from the overall instruction provided to the class as a whole and the educational objectives sought to be achieved by the curriculum. The School Committee recognizes, however, that there could be topics in the curriculum which may be objectionable to individual students and/or parent(s)/legal guardian based on their particular sincerely held religious, moral or philosophical beliefs. Exemption from instruction which infringes on such beliefs may be requested by the parent(s)/legal guardian. Requests for exemption from instruction must be made in writing to the building Principal and are subject to the approval of the Principal. The Principal shall notify the Superintendent as soon as practicable of any request for exemption from instruction and of his/her decision. If the Principal denies an exemption request, the parent(s)/legal guardian may appeal to the Superintendent. In considering requests for exemption, factors that the Principal should consider may include: A. Whether the course or content area is required by state law or School Committee

policy; B. The educational importance of the material or instruction from which exemption

is requested; C. Evidence regarding the sincerity of the belief on which the request is based; D. Whether the school has a legal obligation to accommodate the exemption

request; E. The effect of exemption or accommodation on the validity of the local

assessment system; and F. Other factors that bear upon the particular request.



Exemption from required instruction does not excuse the student from meeting the requirements of the Learning Results or from total credit hours or other requirements for graduation, or from performing alternative work. When the Principal determines that the curriculum that has been aligned with the system of Learning Results conflicts with sincerely held religious beliefs of a student or his/her parent or legal guardian, reasonable accommodation in the curriculum shall be made for the student, within the scope of existing resources. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with appropriate instructional staff and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption from required curriculum are made for religious reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendent. If the accommodation in the curriculum that is requested is so great that the validity of the local assessment system is compromised, the Superintendent will determine how to address the situation, subject to the approval of the Commissioner. When a student is exempted from any portion of the regular curriculum for other than religious reasons (exemption based on sincere philosophical or moral beliefs), the staff will make reasonable efforts, within the scope of existing resources, to accommodate alternative instruction for the student. Alternative instruction may be provided by the school or through approved independent study. Any alternative instruction shall be approved in advance by the Principal in consultation with the classroom teacher, and shall meet the standards and objectives of the part of the curriculum that is being replaced. When requests for exemption are made for philosophical or moral reasons, a parent/guardian who is dissatisfied with the Principal’s decision may appeal to the Superintendent, whose decision shall be final. Legal Reference: 20-A MRSA § 6209 LD 1536, Chap. 51 Resolves Ch.. 127 § 3.07 (Me. Dept. of Ed. Rules (Me. Dept. of Ed. Rules) Ch. 131 (Me. Dept. of Ed. Rules) Cross Reference: ADF – School District Commitment to Learning Results

IJJ – Instructional and Library Material Selection IMB – Teaching About Controversial/Sensitive Issues

Adopted: February 5, 2003 Revised: October 6, 2004; January 3, 2007

1

PortlandPublicSchoolsProposedPlanningMeetingAgendaandBoardInterviewSchedule

SubmittedbyDr.DebraHillandDr.DavidVanWinkle

Wednesday,January13,2016 5:30pm–7:30pmOneCenterCity–Portland,Maine–Dr.DebraHill,Dr.DavidVanWinkleandBoardMembers

ProposedPlanningMeetingAgenda

DiscussiononSearchProcessandProtocols

Identificationofcontactindividuals Transparency Confidentiality Communicationstrategies Positionadvertisement Contractinvoices

IdentificationofConstituentGroupsfor:

Phoneinterviews(BoardMembers)‐Others? FocusGroups Surveys(on‐lineandpaperdocuments)Threetiers

Discussiononscheduleddates,timelineandlocations

Applicationdeadline FocusGroups Surveys Profiledevelopment&presentation Applicationinitialinterviews PresentationofSlate&BoardTrainingforinterviews Committee1stroundinterviews Committeereviewandidentificationoffinalists Committee2ndroundinterviews Committeedeliberationandselection Contractdiscussion PresentationofFinalist

DocumentsforReviewandDiscussionTentativeCalendarfordiscussionandreviewCommunityInputSurvey/FocusGroupQuestionsSampleFocusGroupInvitationSampleSurveyAnnouncement

2

1stannouncement(requiresapproval)PossiblePaidAdvertisementSitesConfidentialityAgreementPossibleBoardInterviewQuestionsPossibleBoardInterviewFormBoardInterviewScheduleDraft3

Tuesday, January 12, 2016 (phone only)

12:00 pm Anna Trevorrow Debra Hill

Stephanie Hatzenbuehler David VanWinkle

1:00 pm Holly Seeliger David VanWinkle

Wednesday, January 13, 2016 (face‐to‐ face, Portland School’s District Office Conference Room, 353

Cumberland Ave.)

3:00 pm Marnie Morrione David VanWinkle

4:00 pm Jenna Vendil Debra Hill

5:00 pm Pious Ali David VanWinkle

Thursday, Jan. 14, 2016

8:00 am Laurie Davis (face‐to‐ face, Portland School’s District Office Conference Room, 353

Cumberland Ave.) David VanWinkle

9:00 am John Eder Debra Hill

10:00 am Sarah Thompson (face‐to‐face, Maine Medical Center Cafeteria, 22 Bramhall Street)

This may have to be phone conference Debra Hill

To be scheduled:

Blaize Vail

Ludiya Abdalla

Matthew Suslovic

Kevin Segal

**Anytime on Tuesday, Jan 12 or Friday, Jan. 15 for Phone interviews (TBD)—waiting to hear from

students

3

PossibleSearchCalendar–Draft1

· Jan.13,2016 BoardPlanningMeeting· Jan.13‐15 BoardInterviews· Jan.19‐21 Additional1‐1interviewsifrequested· Jan18 VacancyAnnouncement1Posted· Jan.21‐26 Additionaladvertisementsposted· Jan.21–Feb11 CommunitySurveyInput· Feb3‐4‐5 FocusGroups· WeekofFeb22 DistrictAuditandCandidateProfilePresentation(Bd.Mtg.2/23)· Feb.23‐29 FinalApplicationposting· March1 ApplicationDeadline· March2‐4 BWPApplicationReviewandInterviewsScheduled· March17‐18 BWPInterviews· March29 ListofCandidatestotheBoardofEducation· WeekofApril11 Board1stroundInterviews· WeekofApril25 Board2ndroundInterviews,sitevisitsandcommunityinputsessions· WeekofApril25 BoardDecision· WeekofApril26‐29 ContractDiscussions · WeekofMay2 CommunityAnnouncement

4

Portland Sample Letter for Focus Group Invitation

Greetings,

Portland Public Schools announces the beginning of a search for a new Superintendent who will assume

responsibilities on July 1, 2016. The new leader will succeed Dr. Jeanne Crocker who is currently serving as the Interim Superintendent. The Board of Education has selected BWP & Associates, a national search firm, to assist them in this process.

In an effort to engage all stakeholders and clearly communicate all aspects of this process, there will be three opportunities for participation. Search team consultants will conduct one-on-one phone interviews with Board Members, focus group discussions will be held on (day, date, and time locations) for representatives from designated stakeholder groups, and an on-line or hard-copy survey will be available (dates) that can be accessed by any member of the Portland community who wishes to provide input. We ask that you share the availability of survey participation with members of your constituent group. The data collected from these sources will contribute to a profile that will be developed and used to identify and select the most highly qualified individual for this very important position. The posting of the position and advertisements will be listed in several publications and the deadline for application submittal will be (date). (In addition, constituent group representatives will be invited to meet and greet the candidate finalist on (day, date, time, location) to provide input into the selection process.)

You are invited to provide a representative from your organization to attend a focus group discussion conducted by our search consultants on (day, date, time, location). The discussion will last approximately 1 hour. In response to this invitation, please provide the name of the individual who will serve as your representative no later than (date) to (name and e-mail information). We encourage members of your organization to provide this invaluable input via the community surveys and we hope that you will encourage your members to participate in this important process. Please contact (contact person) by e-mail (list e-mail) or by phone (list number) if you have any questions.

Sincerely,

5

Survey Announcement Sample To: District and Department Personnel for Posting regarding the survey using their usual method of communication, i.e. newsletter, phone tree, flyers, etc. Portland Public Schools announces the beginning of a search for a new Superintendent who will assume

responsibilities on July 1, 2016. The new leader will succeed Dr. Jeanne Crocker who is currently serving as the Interim Superintendent. The Board of Education has selected BWP & Associates, a national search firm, to assist them in this process.

In an effort to engage all stakeholders and clearly communicate all aspects of this process, there will be three opportunities for participation. Search team consultants will conduct one-on-one phone interviews with Board Members, focus group discussions will be held on (day, date, time locations) for representatives from designated stakeholder groups, and an on-line or hard-copy survey will be available (dates) that can be accessed by any member of the Portland community who wishes to provide input. (In addition, constituent group representatives will be invited to meet and greet the candidate finalist on (day, date, time, location) to provide input into the selection process.)

We invite interested members of the community to access and complete the survey via (The Portland Public Schools link and or school link) beginning (date). Hard copies of the survey are located (list where they will be located.) Returned surveys will be collected by school personnel and forwarded to the consultants. Results of this confidential survey will be tallied and analyzed by the search firm. The data collected from these sources will contribute to a profile that will be developed and used to identify and select the most highly qualified individual for this very important position. The posting of the position and advertisements will be listed in several publications and the deadline for application submittal will be (date).

Please contact (contact person) by e-mail (list e-mail) or by phone (list number) if you have any questions.

We hope you will provide us with your input.

Sincerely,

6

Portland Public Schools Superintendent Needs Profile Input Survey

The Portland Public Schools Board of Education requests your suggestions to assist them in the development of a leadership profile to be used in the search for a Superintendent. Data gathered from the questions below will be analyzed by consultants from BWP & Associates and presented to the Board of Education as an element of the search process in February 2016.

Which group do you represent? (Please circle one)

Teacher Administrator Board Member Support Personnel Student Parent Business/Community Other

School location: Cliff Island Elementary East End Community Gendron Hall Elementary Longfellow Elementary

Lyseth Elementary Ocean Ave Elementary Peaks Island Elementary Presumpscot Elementary Reiche Community

Riverton Elementary King Middle Lincoln Middle Portland High Deering High Bay High

Briefly describe the significant strengths of the Portland Public Schools District.

Briefly describe the significant issues or concerns facing the Portland Public Schools District.

Briefly describe the characteristics the next superintendent needs to be successful in the Portland Public Schools District.

What other information would you like the Board to consider when selecting the next superintendent? Is there someone you know that would be a good candidate for superintendent?

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8

Portland Advertisement Possibilities

AASA Conference (American Association of School Administrators) Flyers with the posted announcement will be distributed at the AASA conference Feb 11-13 at the AASA Conference in Phoenix AZ. AASA BWP can place a vacancy notice directly on to their website through JobTarget. They have a specific format to be followed (blanks to fill in) when placing ads. Rates currently are: $410 for 30 days; $640 for 60 days; and $880 for 90 days. Plus they have all these enhanced posting things, like - 30-day posting plus the job emailed to thousands for superintendents, job stays near top of list on job board, and job highlighted on job board - for $690. There are others, if there is interest we will look into them. ASCD (Association for Supervision and Curriculum Development) BWP can place a vacancy notice directly on to their ASCD SmartBrief website. They have a special format where we fill in the blanks. Currently rates are: $450 for 30 days or $300 for 14 days. Education Week There are 2 options: online ad or ad in the magazine. Online ad: They will place it for $495 for 30 days. We have a simple format that we routinely use, send it to them, and they will post. They need about a 24-48 hr. advance notice, so there is time to send the request and sign a contract that they initiate and send to BWP. Magazine: The magazine comes out most Wednesdays. To get an ad in, we need have to get the ad copy in 10 days before print date. We send them the camera-ready copy that they will include in the magazine. They charge by the inch plus the width AND the number of times published in the magazine reaps you a discount. Also, if an online ad is done at the same time, we will usually get a discounted price for the print ad. Usually, we send the ad draft to them and ask for a quote because pricing can get a little complicated, and sometimes they have a special that isn't announced. NABSE (National Alliance of Black School Educators) We can place the ad directly on their site. Current cost is $250 for 30 days Maine School Management Association We will investigate the possibilities for advertising. New England Association of School Superintendents We will investigate the possibilities for advertising. Maine Department of Education We will investigate the possibilities for advertising. We can investigate the possibilities for advertising in a local paper.

9

Portland Public Schools Board of Education Superintendent Search Confidentiality Agreement

Each member of Board of Education agrees to the following:

Board members will have access to confidential and sensitive personnel records and information related

to the search for a superintendent, as disclosed by BWP Associates. Board Members will not discuss,

distribute and/or release any information related to this material to anyone except when explicitly

directed by the Board President.

Handling of Confidential Information

1. Board Members shall ensure that disclosure of such Confidential Information is restricted to Board

Members having the need to know for the same purpose;

2. Copies or reproductions shall not be made except to the extent reasonably necessary for the purpose

of Board review and all copies made shall be the property of the Board of Education;

3. All Confidential Information and copies thereof which is in a physical form shall be returned to the

Board President and all other information, data, and other records in a machine readable form shall be

deleted or destroyed at the conclusion of the search process.

4. Board Members shall not divulge any Confidential Information, in whole or in part, to any third party

unless so directed to do so by the Board President.

Notices

All notices under this Agreement shall be in writing or through secured electronic communication.

Termination

This Agreement shall continue in force from January 13, 2016 thereof until termination by mutual

consent of members of the Board of Education.

WHEREFORE, the parties acknowledge that they have read and understand this Agreement and

voluntarily accept the duties and obligations set forth herein.

Board of Education Member:

Signature: Date:

Discloser of Confidential Information: BWP Associates

Signature: Date:

10

PORTLAND PUBLIC SCHOOLS PROTOCOLS FOR INTERVIEWS

AND

OTHER PHASES OF THE SEARCH PROCESS

Dr. Debra Hill & Dr. David Van Winkle, Consultants

11

PROTOCOLS FOR INTERVIEWS

AND

OTHER PHASES OF THE SEARCH PROCESS

Table of Contents

Planning the Interview 1

Conducting the Interview 1

Processing the Interview Interaction 2

Importance of Confidentiality 3

Selecting Candidates 3

The Candidates’ Second Visit 3

Identifying the Finalist 3

Planning for Visit to Finalist’s Community 4

Concluding Site Visit 5

Making the Selection 5

Final Steps 5

Proposed Interview Questions Attachment 1

General and Personal 1

Board Relationships and Responsibilities 1

Fiscal Management 2

Organizational Management 2

Curriculum/Instruction/Assessment 3

Personnel 3

Public Relations 4

Contract and Terms of Employment 4

Legal Guidelines for Asking Questions 5

Suggested Sample: Superintendent Interview Form 6‐8

1

THE INTERVIEW PROCESS PLANNING THE INTERVIEW Conducted effectively, the interview is the most useful tool in the hiring process. It produces

information about the candidate's interpersonal and professional skills, which are difficult to obtain

from applications, resumes, references or site visits. In preparation for the interview, each Board

Member should be familiar with the Applicant Data Form. This practice communicates to the candidate

the thoroughness with which the committee is undertaking its selection of a Superintendent.

Candidates will feel complimented by your knowledge, and they will feel comfortable that they are

communicating with members of a "professional “Board.

CONDUCTING THE INTERVIEW Board Members should remember that the most natural interview setting would be one where a

reasonable informality exists. The interview will be much more productive and effective if you establish

a forum that will encourage interaction between the Board Members and the candidate, but with the

calculated assurance that the candidate does most of the talking. We strongly encourage you not to

assign one Board Member to pose all of your questions. What you might save in time and "careful

listening," you will lose in several other respects from such a stilted unnatural setting. The person you

are talking with could be your next Superintendent. Consequently, provide an opportunity for a natural

exchange where individual and group "chemistry" can develop and be sensed.

Dates, location and any other arrangements for the interviews will have been tentatively made and

should be confirmed. Someone should be assigned to greet each candidate at the interview location.

We recommend that the Board initially interview each candidate in closed session for a period of 1‐1/4

to 2 hours. The schedule can include sometime around a conference table with a carefully planned, but

informally conducted discussion.

Interviews are especially productive when the committee has agreed upon a set of questions before

starting the interview. We have included a number of questions you may consider for use during the

interview process. A candidate's response to a preplanned question often will give rise to spontaneous

and important follow‐up questions. Don't hesitate to ask such questions. (See Attachment 1) We have

also provided an interview form for your convenience.

The Board also may desire to pose hypothetical problems or ask for specific experiences. The response

to those will reveal the candidate's attitude, reasoning ability and judgment in areas of particular

interest to the Board.

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PROCESSING THE INTERVIEW INTERACTION Board Members must do more than simply "hear" the responses. They should actively focus on the

responses and give the candidate enough feedback to encourage more in‐depth answers. Try to listen

not only to what is said but how it is said.

While forming a "reading" of the candidate, Board Members will want to consider such things as:

Depth and thoughtfulness of the responses

Relevance and insight of the candidate's questions

Level of mental and physical alertness

Candidate’s reaction when you probe for more specific answers

Candidate’s composure and comfort during the interview

Degree of creativity in previous positions

Evidence that the candidate has been successful in problem solving

Candidate’s ability to simplify complicated issues and problems

Body language during the interview, especially eye contact

Firmness of speaking voice

Ability to communicate accomplishments without overusing the word "I"

Evidence of steady career progress

Ambitions expressed during the interview

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Willingness to be forthright rather than always providing safe, “middle of the road” responses

Board Members should recognize that the interview is a reciprocal process. Candidates will be sizing up

the District at the same time the Board is evaluating the candidates. Consequently, the interviews

should provide the opportunity for applicants to ask questions or make statements prior to the

interview being concluded. Board Members should be prepared to answer questions. For example, a

candidate might ask what criteria the Board would want to be used to evaluate a new educational

program or strategy. Responses should be brief since the major purpose of the interview is to listen to

the candidate.

IMPORTANCE OF CONFIDENTIALITY Board Members should agree not to discuss the candidates and to remain open‐minded until all

interviews are completed. No candidate is to be discussed in the presence of another candidate.

Although media, staff and some members of the community may be curious about the candidates and

the reaction of individual committee members to them, we strongly urge complete confidentiality in all

matters relating to candidates. Breach of confidentiality in candidate material can place the District and

Board Members in jeopardy. Be guarded with your comments to others and keep all of your notes and

the candidate files where only Board Members will have access to them.

SELECTING CANDIDATES It is imperative that the Board make the final determination of which candidate will be recommended as

a finalist. If the Board decides to involve staff and community in part of the interview process, the firm

recommends allowing the community input in a manner that does not allow public comparison of

candidates. A candidate vote by staff and public will always create dissension. People will never

unanimously agree and the final candidate will always be considered a compromise Superintendent.

THE CANDIDATES' SECOND VISIT Following the initial interviews with the first group of candidates, the Board should reach a consensus on

two but no more than three candidates who they wish to return for a second visit. The second visit of a

candidate to the District should include some formal orientation to the organization. A day visiting the

schools and meeting with selected members of the community is an effective process. Also, the

committee will receive insightful information about the candidates from those who interact with them

during the daylong visit.

IDENTIFYING THE FINALIST After all of the interviews have been completed, the Board is to identify the finalist. The selection of the

Superintendent should be a corporate decision, a matter of true consensus. Avoid starting the process

with a Board Member championing a favorite candidate. This approach tends to close minds, cement

allegiances at an early stage, overlook the alternatives and shut off discussion prematurely, making it

unduly difficult to achieve unanimity. It also is important to be vigilant in keeping Board Member

differences on other matters from intruding upon this decision.

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First, narrow your selection by eliminating less suitable candidates. Discuss the relative strengths and

possible weaknesses of each candidate and listen to other Board Members' perceptions of all

candidates. Each Board Member should address the issue: With the best interest of Hazelwood in

mind, which candidate appears to be most acceptable to the entire Board and most capable of working

with the Board as a whole? This tends to be more productive than addressing the question: Which one

is my favorite candidate?

Allow sufficient time for full discussion but try not to let differences delay the final decision too long.

Some candidates may interpret a long delay as an indication that the committee is "hung" and may

withdraw. The longer the decision is delayed, the greater the risk that a candidate may be lost. Again,

experience has shown that it is desirable to identify finalists through a process of eliminating the least

suitable candidates rather than voting for favorites.

PLANNING FOR VISIT TO FINALIST’S COMMUNITY Prior to making a final decision on your next Superintendent, the Board may decide to visit the

community where the candidate is currently employed. This should be an agreed upon process.

It is important to make these arrangements prior to your community visitation:

1. Inform the candidate by telephone of the impending visit and determine if the candidate's current employer is aware of his/her interest your Superintendent position.

2. Ask the candidate to make arrangements for the committee representatives to meet and/or telephone persons in some or all of the following categories:

Board members Recognized leaders of the faculty Recognized leaders of support staff or civil service associations PTA, PTO or school council officers and/or leaders Local business and/or professional people The mayor, city manager and/or council members Media executives Leaders of special interest groups Management staff Other community or association leaders

3. Ask the candidate to supply: Names and telephone numbers of Board members Names of administrators in the District or organization with their current position

noted A map of the community to facilitate travel

4. Advise the candidate that contacts will not be limited to the names supplied by him/her. The delegation will use the list only as a starting point.

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5. It is optional to indicate that the Board Members will be interested in meeting the candidate's spouse and family.

CONCLUDING THE SITE VISIT Assuming that everything has gone well during the site visit, it is advantageous to have a time set aside

where two Board Members could have approximately an hour to discuss with the candidate certain

details related to filling this position. At this point ask the candidate if he/she would accept the position

under mutually acceptable conditions. If you receive an affirmative response, you are ready to discuss

items such as reporting time, living in the District, housing, general terms of salary and fringe benefits,

etc. The candidate should also be notified that a complete physical examination is required with the

cost being borne by the District.

MAKING THE SELECTION Board Members should feel comfortable that they all have fully deliberated the attributes of the

candidate and that they, hopefully, can make the appointment with a unanimous vote. The committee

should offer the position after a full Board vote and only after it is assured that the finalist is ready to

sign a contract. The preliminary discussion on details should have provided a reasonable start for this

stage.

Publicity about the appointment should be released only after the prospective Superintendent has

signed a contract. A prepared news release should be provided simultaneously to the media in your

community and the new Superintendent’s community.

FINAL STEPS After the Superintendent is under contract, candidates should be contacted to thank them for their

interest in the position and informing them of the Board’s selection. A Board Member or the BWP

consultants should promptly call the candidates who were interviewed by the Board. BWP will send a

letter to all other candidates.

1

Attachment 1

Proposed Interview Questions

Portland Public Schools Superintendent Selection

General and Personal

1. Please tell us what you know about our organization.

2. Please tell us why you are interested in this position.

3. Why you are considering leaving your present position?

5. What specific capabilities do you bring to this position?

6. How would you describe yourself? What is your approach in handling interpersonal conflict?

7. What has been the most challenging task you have faced and how did you deal with it?

8. What are your long-term career objectives?

9. How do you spend your spare time? What activities or hobbies do you enjoy?

Board – Superintendent Relationships and Responsibilities

1. Describe how you keep your Board fully informed between meetings.

2. Describe how you would prepare an agenda for the next Board meeting. What is your procedure for determining how items get on the agenda?

3. How would you prepare the Board to make a decision on a politically sensitive or controversial issue?

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4. How do you believe the annual evaluation of Board and Superintendent performance should be handled? What elements should be included in the evaluation?

5. What is the Superintendent’s role in developing district policy?

6. What role should the Superintendent play in orienting new Board members? How should this be accomplished?

7. What experiences do you have is addressing issues of governance of a school district?

Fiscal Management

1. How would you describe your understanding of school finance?

2. Describe the budget-making process you have used.

3. What has been your experience with budget management, budgetary controls and budget reduction?

4. What financial responsibilities have been assigned to others in your district or current position?

5. How would you suggest establishing a reasonable balance between budgeting for needed District improvements and maintaining the fiscal integrity of the District?

6. How large of a budget have you managed?

Organizational Management

1. Is there a difference between management and leadership? If so, what might that be? Can an individual be a manager and a leader?

2. How would you describe your management philosophy? What are your managerial strengths and weaknesses?

3. What is your concept of strategic visioning and planning?

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4. How would you determine long-range and short-range goals for the District? Who would you involve in the planning process?

5. How would you implement short- and long-range district goals? How would you monitor and evaluate their implementation?

6. When, if ever, do you feel the use of faculty or citizen advisory committees is appropriate? How would you use them? What process would you use?

7. Do you encourage participation of employees in any District decisions? If so, what process do you use?

8. What kind of decisions or responsibilities do you delegate to others? How do you monitor the performance of those who are responsible?

9. In what administrative effort have you failed? What did you learn from the experience?

10. What has been the most unpopular decision you have had to make and how did you handle the reaction to this decision?

11. In considering your last one or two positions, describe specific successful programs or accomplishments which you would attribute to your leadership.

12. How would you go about evaluating the effectiveness of our current administrative team? If you were to decide some re-alignment was necessary, how would you go about making a change?

13. How would you determine whether an excellent school system needed to be improved?

14. Describe your experience in working with other governmental agencies such as the legislature, executive offices or municipalities.

Curriculum and Instruction

1. What experiences have you had with alternative schools and schools for special needs individuals?

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2. How would you conduct an assessment of the District’s current curriculum and its instructional programs?

3. Discuss how you would ensure the relevance of a District or school educational program for students in the 21st century?

4. Describe an appropriate role for the District in curriculum development.

5. What do you see as the emerging role of technology as used in education?

6. What curricular innovations have you implemented in your district/organization?

7. What challenges have you experienced in meeting state and federal special education mandates?

8. What research-based educational trends do you see as having significant impact on education in the immediate future?

9. When looking at outcomes, what are you looking for?

Personnel

1. What is your philosophy concerning the recruitment of personnel?

2. What process do you find most useful in recruiting administrators and teachers?

3. Describe your experience with negotiations. What role do you prefer to play? How much has your Board been involved?

4. How do you maintain a collaborative relationship with the faculty, and/or the teachers' association?

5. What kind of authority do you delegate to program chairman/principals/administrative staff and how do you hold them accountable?

6. How would you determine whether a staff member should be retained or dismissed?

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7. If a teacher expresses concern to you about a principal's written evaluation of his/her performance, what would you do?

8. What is your philosophy concerning human resource development?

Public Relations

1. Give some specific examples of ways you have successfully communicated with citizens about your districts' or organization’s accomplishments and challenges.

2. How is the content of regular reports to the community determined?

3. What evidence can you cite which indicates your success in gaining Board/staff/ administrative and community support for educational programs?

4. How important do you believe it is for the Superintendent to be visible throughout the community? How would you decide what activities/organizations are worth the time and effort of active participation?

5. How would you inform the staff of action taken at the last Board meeting?

6. How would you handle complaints about staff performance?

7. What experiences have you had working with legislators, other superintendents, and other community leaders?

Contract and Terms of Employment

1. If chosen, would you accept a multi-year contract with student and organizational performance criteria included or a single year contract?

2. How would you propose to have your performance evaluated? By whom? On what criteria? How often?

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Legal Guidelines for Asking Questions

Finally, it is critical to keep in mind those questions that should not be asked. Questions relating

directly or indirectly to the following aspects of the candidates' backgrounds are prohibited by federal

and, in many instances, state law:

Religion

Race

National origin

Age

Gender

Marital or family status

Lifestyles

Disabilities

Criminal record

Financial affairs

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Portland Public Schools Superintendent

Sample Interview Form

Candidate: ___________________________________________________________________________

Date: ________________________________ Time: ________________________________________

Descriptive Information: _______________________________________________________________

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During the interview, you may wish to record your perceptions of the candidate's compatibility with the criteria.

Qualities Desired Comments

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Other Comments: ____________________________________________________________

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Overall rating on a scale of 1 (Not Satisfactory) 2 (Good) 3 (Outstanding)

Other Notes:

Learning to Succeed - portlandschools.org

Documents

Transcript of Learning to Succeed - portlandschools.org