Envisioning Committee and Focus Group Meetings Summary

I. Introduction

This report presents the findings from the Envisioning Committee meetings and the focus groups meetings conducted during April and May 2012 by Nancy Broner of Broner Consulting, Inc. on behalf of the Duval County School Board. In late March 2012, the Duval County School Board embarked upon a search for the next Superintendent of Duval County Public Schools, creating an Envisioning Committee comprised of community leaders, business leaders, principals, teachers, parents and students to provide input and guidance to the School Board in answering the following “big” questions: “What are the components of a globally competitive school district?” and “What are the traits/characteristics desired in the new superintendent?” These questions were also posed to ten focus groups of school district personnel, including teachers, principals, assistant principals, guidance counselors, and district administrators. Additionally, input was gathered from all groups regarding the assets and challenges of the district as well as questions for the superintendent candidate interviews.

Findings will be presented in two ways: as a synthesis of input and as distinct voices of the groups. Input is presented without editing or editorializing in order to protect the integrity of the process.

II. Participation

Three meetings of the Envisioning Committee were held during April and May to explore the national landscape of superintendent searches in large urban districts; understand the competitive market for urban superintendents; solicit input from their peers and organizations they represent and report findings to the Envisioning Committee regarding the big questions posed by the School Board; discuss and answer the big questions within the Envisioning Committee; and react to input provided by the ten focus groups. Attendance at the Envisioning Committee meetings was as follows: April 9=40, April 16=33, May 14=24.

ENVISIONING COMMITTEE MEMBERS
Type of Member Member Name Organization/School
Community Group Dr. Christine Arab Florida State College at Jacksonville
Community Group Elnora G. Atkins NAACP Education Committee
Community Group Dr. Lois Becker Jacksonville University
Community Group Terrie Brady Duval Teachers United
Community Group Mayor Alvin Brown Mayor's Office
Community Group David Coffman Jacksonville Sheriff's Office
Community Group Judith Cromartie Military Affairs (US Navy)
Community Group Trey Csar Jacksonville Public Education Fund
Community Group Dr. Larry G. Daniel University of North Florida
Community Group Dr. James Ewers Edward Waters College
Community Group Patricia Hill AFSCME
Community Group Connie Hodges United Way of Northeast Florida
Community Group Melissa Kicklighter Duval County Council of PTAs
Community Group Jim Love Jacksonville City Council
Community Group Rachel Raneri District Advisory Council
Community Group Pamela Rogers Retired Duval County Administrators Assn.
Community Group Ben Warner Jacksonville Community Council Inc.
Community Group Cleve Warren Jacksonville Chamber
Community Group Nina Waters The Community Foundation in Jacksonville
Community Group Senator Steve Wise Duval Delegation
Community Group Colleen Wood Save Duval Schools
Principal-District 1 Scott Schneider Terry Parker High School
Principal-District 2 Debra Lynch Atlantic Coast High School
Principal-District 3 Jackie Cornelius Douglas Anderson High School
Principal-District 4 Angela Maxey Justina Road Elementary
Principal-District 5 Jackie Simmons Grand Park Center
Principal-District 6 Michelle Floyd Hatcher Westview K-8
Principal-District 7 Denise Hall Lee High School
Teacher-District 1 Shannon Wine Woodland Acres Elementary
Teacher-District 2 Laurie McDonald Duncan U. Fletcher Middle
Teacher-District 3 Michael Federico Hendricks Avenue Elementary
Teacher-District 4 Deborah Bonner Ribault Middle School
Teacher-District 5 Mary Mott James Weldon Johnson Middle
Teacher-District 6 Kimberly Ryerson Ed White High School
Teacher-District 7 Thaddeus Boggs Mandarin High School
Parent-District 1 Marla Bryant  
Parent-District 2 Edward Cottrell
Parent-District 3 Suzanne Jenkins  
Parent-District 4 Garlene Atcherson  
Parent-District 5 Carrie Davis  
Parent-District 6 Angelia Moore  
Parent-District 7 Colin Murphy  
Student-District 1 Derrick Scott Terry Parker High School
Student-District 2 Ashlee Hester Duncan U. Fletcher High School
Student-District 3 Courtney May Englewood High School
Student-District 4 LaTeria Robinson Ribault High School
Student-District 5 Tyler Saffore Frank H. Peterson Academies of Technology
Student-District 6 Bethany Graham Baldwin Middle-Senior High School
Student-District 7 Kenedy Talley Mandarin High School
Student-Alternate Kahla Coney Lee High School

FOCUS GROUP MEETINGS

All principals, teachers, assistant principals, guidance counselors, district academic and support administrators, and district operations administrators were invited to attend these meetings held at the Schultz Center for Teaching and Leadership during April and May 2012. Attendance was as follows:

  • High School Principals - 8
  • Middle School Principals - 7
  • Elementary School Principals - 8
  • High School Teachers - 4
  • Middle School Teachers - 4
  • Elementary School Teachers - 8
  • Secondary Assistant Principals and Guidance Counselors - 12
  • Elementary Assistant Principals and Guidance Counselors - 6
  • District Academic and Support Administrators - 26
  • District Operations Administrators - 23

Discussion was held during these meetings speculating about reasons for the low attendance, revealing several consensus themes: employees felt that their input would not make any difference in the search process; employee morale (especially among teachers and principals) has created a sense of apathy (not toward their students) and/or hopelessness; and fear of retribution for attending these meetings and expressing their honest views.

All attendees expressed gratitude to the School Board for the opportunity to participate in the search process and expressed regret about the low attendance of their peers.

III. Condition of the District: Bruised but not broken

DCPS is in an emotional depression. The people of the district are fiercely proud of the quality of teachers, principals and staff, proud of their students, proud of their schools, and proud of the work being accomplished. But they are weary and depressed about the current conditions and attitudes in the district, city, state and country about education. There are so many legislative mandates (many unfunded), ever-changing state and local directives, over-testing, extreme pressures about FCAT results, and of course the economic decline and budget cuts. Teachers are particularly troubled by the frequently expressed attitude in the past two years, most significantly at the state level, about the poor quality of teachers, especially the notion that “if we just got rid of all those bad teachers our schools would be successful.” They feel that they have all the responsibility with very little of the authority.

Teachers and principals also expressed frustration about their role, or lack thereof, in the decision-making process of the district. They feel irrelevant. Even when their input is solicited they believe it is not used to inform decisions; that is, they feel that their input is disregarded and often is solicited just for “show.” As professionals they believe they have substantive, “on-the-ground” knowledge to contribute but that too often the decisions have already been made. These feelings have resulted in a high level of cynicism and apathy toward participation in the superintendent search, which makes it critical for the School Board to genuinely apply their input to the process.

In spite of this depression in the district, all participants expressed a belief that a healthy environment could be created within the district, where employees feel valued, students feel well prepared for the demands of the workplace or college, parents feel that their children are being inspired to achieve, and the community feels that the district is an asset to Jacksonville.

They are pinning their hopes on the selection of a new superintendent who can change the culture of DCPS.

IV. What type of leader does DCPS need?

On this most important question, the following prevailing themes emerged:

  • Professional experience/background: Reaction was mixed regarding preference for the new superintendent to have an education, business or military background. The focus groups were fairly evenly split on the issue, while the Envisioning Committee preferred an education background to business/military background (74% to 26%). More important to all was the presence of strong leadership qualities.

    Interestingly, while the majority of participants prefer a superintendent with an education background, they identify the primary role as CEO/Manager vs. Instructional Leader (78% to 22%). This finding reflects a recognition of the district as a complex organization requiring business and organizational skills.

    Key comments:
    • An educator with CEO mentality
    • Knows how to run a great organization—not necessarily an education expert
    • Demonstrated ability to move urban district forward
    • Blend of educational/business background
    • Cares deeply about education no matter whether their background is education/business/military
    • Understands the nature of a diverse urban district
    • Business savvy
  • Consensus builder/Collaborator:

    There was universal and overwhelming desire for a superintendent who would collaborate with all levels of the district, build unity around a clear vision, and do so by being a great listener. When asked to choose between an authoritative, top-down management style vs. a collaborator/team builder, the Envisioning Committee voted 67% to 33% in favor of a collaborator/team builder.

    Key comments:

    • Requires authentic collaboration internally and externally
    • Can lead a diverse group and unify the district
    • Inclusive and collaborative: “We’re always riding on the rear of the horse, and it’s a bumpy ride back here”
    • Clear communication with teachers, the “little man”
    • Will create a culture of respect and honor of teachers
    • Will remember that without students in the desks and teachers in the classroom, there would be no need for the rest of the system
    • Will have culture of communication
    • Consensus builder who can reconcile factions
    • Wants input from the “trenches”
    • Consensus is the goal but must be able to act without one
    • Ability to invoke sense of peace in times of turmoil
    • Ability to operate from the barber shop to the board room
  • A leader of people:

    The new superintendent must be able to build and inspire a highly effective team by being a good judge of people in the organization, identifying talent and placing the right people in the right jobs with a non-biased, open-minded approach. The Envisioning Committee voted 100% for a leader vs. a manager.

    Key comments:

    • Someone people are willing to follow and can be inspired by
    • Knows how to grow talent; know how to help people grow
    • Can build tight-knit team throughout the whole organization
    • Effective people developer who positions staff according to greatest assets and needs of the district with succession planning
    • Can rebuild trust
    • Get rid of “you know who” culture in the district
    • Good judge of talent; will use input of principals
    • Leader who develops a culture that builds leaders who are not afraid to fail or to experience the repercussions of failure
    • Capability to build capacity from within
    • Able to build a highly functioning leadership team with the right expertise and right management skills
    • Highly effective in attracting talent throughout the country and has strong track record of retention of good talent
    • Delegates, empowers and holds employees responsible for results
    • Ability to place people in jobs that maximize their strengths
    • Leader who can assemble a quality team that includes current and new employees
  • Fearless leader:

    There is a strong desire for a superintendent who will “fight” for the team as a passionate defender of public education in general and DCPS in particular.

    Key comments:

    • Fearless in being willing to step out and lead
    • Inspiring and energetic leader who believes in public education and can sell the value of our schools to the public
    • Bold and inspirational with substance
    • Leader who is not afraid to say “no” to the politics—will stick to supporting the vision and belief system
    • Possesses sufficient ego strength to withstand criticism and second-guessing, but not egotistical
    • Will advocate for educators, especially at state level
    • Will make us shine and make private schools jealous
    • Politically savvy
    • Knowledgeable about Florida’s education and legislative climate
    • Moxie—ability to stand up for our district and advocate
    • Connections to key politicians
    • Courage/strength/backbone to make change
  • Good change manager:

    There is widespread understanding of the difficulties and implications of change in a large organization. People are both in favor of needed change but at the same time desire stability. The Envisioning Committee voted 63% to 38% for “believes few major changes are needed/will accelerate current status of district” vs. “believes district needs major reform.” There is nervousness around the rallying cries of reform—many want reform as long as it doesn’t affect them. There is also a call for a transformational leader, but when asked, people have a hard time defining what needs transforming. This topic of reform/change needs to continue in the district as well as in the broader community.

    Key comments:

    • Good change manager
    • Not implement change for the sake of change
    • Don’t throw away what’s working; lots of good stuff going on
    • Transformational
    • Leader who understands first and second order change and understands how to implement second order change
    • Comprehension of change theory and best practices
    • Ability to be innovative of the appropriate pace of change
  • Values and celebrates diversity:

    The value of diversity in our district was highlighted by every group, with diversity mentioned as the strength of our district. This parallels one of the core beliefs of the School Board. The appreciation for diversity in the district is also echoed in the section, “Assets of DCPS.”

    Key comments:

    • Focus on diversity in schools, programs, students
    • Values and celebrates diversity at all levels and understands Duval County’s demographics
    • Understands the nature of a diverse urban district
    • Understands issues of race, especially in the South
    • Will learn and understand Jacksonville
    • Believes in diversity, opportunity and choice
  • Visionary:

    Frequently mentioned but not defined, there is obviously a desire for the superintendent to have a strong vision for the district. The emphasis on the superintendent being a visionary is most likely a reflection of the perception of a lack of a clear vision that everyone in the district can rally around.

    Key comments:

    • Visionary, thinks long-term past their tenure
    • Visionary with big ideas and commitment to focus on what is important
    • Can develop and carry through a game plan
    • Convey clear expectations
    • One voice/One direction
    • Visionary—not fad-driven
    • Will bring in one concept everyone can follow vs. lots of programs
    • Shared vision among superintendent, Board, all stakeholders
    • Clear plan of action
    • Shared vision (Spillane)—set the path and communicate it well
  • Systems thinker:

    The district is a large, complex school system, and many people discussed the difficulty of leading such an organization.

    Key comments:

    • Systems thinker well-versed in marrying research and practice
    • Understands systems thinking (Senge), implications of actions, connections between schools and communities
    • Understands systems thinking and quality processes; i.e. performance metrics, customer services and program effectiveness
    • Understands that the system is dynamic and changing
  • Personal characteristics:

    The new superintendent must be a person of impeccable character with the fundamental personal qualities of integrity and honesty. The Envisioning Committee voted 100% for a charismatic/energetic personality vs. a low-key personality.

    Key comments:

    • Motivational
    • Genuine
    • Reflective
    • Motivational
    • Inspirational
    • Charismatic/dynamic
    • Humble
    • Articulate
    • Approachable
    • Trustworthy
    • Open-minded
    • Doesn’t have “Duval hurt”

DESIRED CHARACTERISTICS OF NEW SUPERINTENDENT

ENVISIONING COMMITTEE:

Students

  • Focus on diversity in schools, programs, students
  • Believes in a stable school system
  • Believes in having a high quality staff
  • Supportive of technology
  • Believes schools should have equal finances and resources
  • Considers all opinions of the schools

Teachers

  • Fearless in being willing to step out and lead
  • Understands that the system is dynamic and changing
  • Someone people are willing to follow and can be inspired by
  • Highly effective communicator
  • Must be a person of impeccable character
  • Strong academician, but forward thinking
  • Displays discernment concerning data collection and usage
  • Knows how to run a great organization—not necessarily an education expert

Principals

  • Inspiring and energetic leader who believes in public education and can sell the value of our schools to the public
  • Inspires the possible and embraces the difficult
  • Listener
  • Results driven
  • Empowering
  • Genuine
  • Visionary
  • Reflective
  • Motivational

Parents

  • Visionary, thinks long-term past their tenure
  • Experience as Superintendent or Assistant Superintendent in a similar urban district
  • Can lead a diverse group and unify the district
  • Educator with CEO mentality
  • Proven track record
  • Demonstrated ability to move urban district forward

Community member

  • Visionary with big ideas and commitment to focus on what is important
  • Requires authentic collaboration internally and externally
  • Community-minded collaborator
  • Has experience in working with and establishing community partnerships that produce results
  • Strong communicator who understands value and power of marketing to build positive culture
  • Able to build a highly functioning leadership team with right expertise and right management skills
  • Highly effective in attracting talent throughout the country and has strong track record of retention of good talent
  • Delegates, empowers, and holds employees responsible for results
  • Values and celebrates diversity at all levels and understands Duval County’s demographics
  • Success in working with school district with comparable diversity
  • Understands issues of race, especially in the South
  • Possesses sufficient ego strength to withstand criticism and second-guessing, but not egotistical Has appropriate personal boundaries and is aware of own influence and impact
  • Consistently acts with integrity
  • Strong instructional leader
  • Not an ideologue but holds firm views and professional education philosophy based on “what works” and “what will work in the future”
  • A strong decision-maker who is student focused
  • Prioritizes low-performing and low-income schools
  • Generates and increases financial resources, improves productivity and efficiency

FOCUS GROUPS:

High School Principals

  • Good change manager
  • Can assemble a strong leadership team
  • Can show appreciation for all staff (need more frequent recognition)
  • Ability to build capacity and strong organizational structure in the district
  • Needs to be aware of institutional barriers
  • Ability to place people in jobs that maximize use of their strengths
  • Will empower principals and trust them to lead the work at their unique school—not “one size fits all” in program implementation
  • Believes in professional development for administrators
  • Networker—community-friendly, business partner builder
  • Articulate
  • Ability to learn, evaluate and improve existing programs
  • Not implement change for the sake of change
  • Academic leader—experience in the educational arena
  • Doctorate degree
  • Transformational
  • Humble
  • Decision-maker
  • Has love for young people

Middle School Principals

  • Leader who can assemble quality team that includes old (current) and new Background in education—school-based experience Has big business experience/knowledge Blend of educational/business background Proactive, not reactive Collaborative: “We’re always riding on the rear end of the horse, and it’s a bumpy ride back here” Approachable Responsive to needs Visionary Decisive—makes decisions in the best interest of kids Child-centered: willing to risk own job for kids Fearless Great communicator Knows how to grow talent—knows how to help people grow Hands-on with schools Can build tight-knit team throughout whole organization Good judge of talent; will use input of principals Can rebuild trust Courage/strength/backbone to make change Doesn’t have “Duval hurt”

Elementary School Principals

  • Leader who is not afraid to say no to the politics—will stick to supporting the vision and belief system
  • Leader who understands 1st and 2nd order change and understands how to implement 2nd order change
  • Leader who develops a culture that builds leaders who are not afraid to fail or to experience the repercussions of failure
  • Outside set of eyes bringing innovation from global/national perspectives (knows research)
  • Strategic
  • Will invest time to get to know each school and the diverse needs of each
  • Knowledgeable and resourceful
  • Trustworthy
  • Business savvy
  • Motivational (like Denzel Washington)
  • Charismatic/dynamic
  • Good listener (4)
  • Good communicator
  • Open-minded
  • One voice/one direction

High School Teachers

  • Bold!
  • Capability to build capacity from within
  • Knowledge of common core standards
  • Change manager
  • Experienced negotiator
  • Legislative experience
  • Able to identify institutional barriers
  • Able to show innovative use of educational technology
  • Ability to show how to be effective in austere economy
  • Narrow the focus and make data-driven decisions
  • REI, differentiation of other terms
  • Works with state and local universities on licensing requirements
  • Knows the programs: who is the champion of the program? How long has it been in use? How’s it working? Next steps?
  • Is in the schools and classrooms a lot
  • Get rid of “who you know” culture in administration
  • Get rid of movement of ineffective administrators to other areas
  • Teacher-focused in addition to student-focused
  • Leads by example
  • Values and supports teachers
  • Can develop and carry through a game plan
  • Can put right people in right jobs
  • More rigor and more discipline
  • Should have military background
  • Will have frequent focus groups in the schools

Middle School Teachers

  • Will “LET US TEACH” (2)
  • Teacher-focused (2)
  • Clear communication with teachers, “the little man”
  • Leader who can provide consistency across the district in expectations
  • Conveys clear expectations
  • Supportive in disciplinary actions (2)
  • Will create culture of respect and honor of teachers
  • Will set expectation of great behavior
  • A builder: takes what we have and builds on it
  • Accessible/available (2)
  • Visits all schools
  • Advocate for educators—especially at state level
  • Polished—has a “presence”
  • Good track record
  • Will make us shine and make private schools jealous
  • Will cut downtown (district) bureaucracy
  • Focus on retaining and training teachers
  • More professional development
  • Accountable
  • Focused on streamlining the expectations of the administrators for their educators
  • Has spent a large amount of time teaching in the classroom as a teacher
  • Will remember that without students in the desks and teachers in the classroom, there would be no need for the rest of the system
  • A supporter
  • A strict disciplinarian
  • Believes in uniforms
  • Fewer mandates, less data (teachers used to do lesson plans, grades, parent conferences, join the PTA)
  • We need support: “we are so lucky to have you; you are great” instead of it’s all about “gotcha”

Elementary School Teachers

  • Cares deeply about education no matter whether their background is education/business/military
  • Values teachers (through classroom visits, consistent communication, round-table discussions, direct communication)
  • Clear vision
  • Long-standing commitment to stay in Duval
  • Visionary—not fad-driven
  • A people person
  • Was a classroom teacher
  • Will get rid of clusters and go back to regions
  • Won’t be top-heavy in administration
  • Has background in education, and either the superintendent or deputy has an elementary school background
  • Diverse experience (urban, turnaround, ESOL, etc)
  • Will bring in one concept everyone can follow vs. lots of programs
  • Will weed out what’s not working
  • Build district from foundation (elementary schools) up
  • Headstrong about holding teachers accountable
  • Provides adequate training for teachers
  • Will have culture of communication

High and middle school Assistant Principals and Guidance

  • Politically savvy (2)
  • Knowledgeable of Florida’s education and legislative climate (2)
  • Consensus builder who can reconcile factions
  • Positive instructional leader with proven track record in schools and large districts
  • Financial/management success
  • Visionary
  • Effective communication skills (2)
  • Transparent agendas and hiring practices
  • Consistency and stability
  • Shared vision among superintendent, Board, and all stakeholders

Elementary school Assistant Principals and Guidance

  • Can put together a quality team
  • Wants input from the “trenches” (teachers, counselors)
  • Can wipe out inequities
  • Clear plan of action
  • Innovative
  • Understands turnaround work
  • Not cookie-cutter approach
  • Will learn and understand Jacksonville
  • Can build partnerships
  • Good judgment/common sense
  • Shows appreciation for staff

District Academic and Support Administrators

  • Shared vision (Spillane)—set the path and communicate it well
  • Understand systems thinking (Senge), implications of actions, connections between schools and communities
  • Understands systems thinking and quality processes; i.e. performance metrics, customer services and program effectiveness
  • Systems thinker well-versed in marrying research and practice
  • Balcony (Heifetz and Linsky)—objective observation of climate, relationships, etc.
  • Concern for growth of all in Duval (HR—Bolman and Deal)
  • Moxie—ability to stand up for our district and advocate
  • Long history of effective decisions
  • Connections to key politicians
  • Desire to find the gems and celebrate what is good
  • Judge of character
  • Strategic team builder
  • Experience with large urban district
  • Connections and respected critical partners
  • Extensive experience in partnerships with business and civic organizations
  • Ability to operate “from the barber shop to the board room”
  • Effective communicator (4)
  • Comprehension of change theory and best practices
  • COURAGE to lead (2)
  • Integrity, team building, principled (2)
  • Instructionally grounded
  • Learning leader
  • Situational awareness
  • Tech savvy
  • Proven record of success in an urban setting with a diverse resume who understands teaching and learning pre-K to completion
  • Ability to be innovative of the appropriate pace of change
  • Business and financial savvy
  • Effective people developer who positions staff according to greatest assets and needs of the district with succession planning
  • Mix of business and instructional knowledge to better forge community partnerships and implement best practices in operations and academics
  • Bold and inspirational with substance (2)
  • Ability to invoke sense of peace in times of turmoil
  • Focused on what’s in the best interest of children
  • Creative forward thinker
  • Not fearful of making hard decisions
  • Active listener
  • Builds and maintains positive relationships internally and externally
  • Effective communicator who is able to articulate the value of the work that has already been done
  • Builds accountable collaborative relationships
  • Experience and deep understanding of work in a large, urban district

District Operations Administrators

  • Remains committed despite challenges
  • Strong, persuasive, inspiring leader
  • Flexible
  • Relies on staff and holds them accountable (no micromanagement)
  • High intelligence
  • High energy
  • Engaging
  • Displays honesty and integrity
  • Highly values staff—recognizes accomplishments
  • Don’t need a problem identifier—need a problem solver
  • Approachable
  • Consensus is a goal but must be able to act without one
  • Understands the nature of a diverse urban district
  • Ability to make tough decisions in the face of criticism
  • Superior communicator at all levels
  • Believes in diversity, opportunity and choice

Student Health Advisory Council (SHAC):

A superintendent who will promote student health and wellness

V. Assets of DCPS

Prevailing themes regarding assets of DCPS reveal a tremendous pride in the work of the district. The perception is that the district possesses the ingredients for a successful district but needs a great leader to “put it all together.”

Top assets:

  • Diversity
  • Great teachers, principals, staff
  • Professional Development, Schultz Center—but big disconnect/tug-of-war between the district and Schultz Center
  • Pride in DCPS as cutting-edge, open-minded to reform
  • A Jacksonville community engaged in education

Envisioning Committee

  • Dedicated 10-year focus on professional development for teachers at Schultz Center
  • Community-wide commitment to achievement gap closure
  • Many national award-winning schools and programs
  • Upper trend in graduation rates
  • Opportunities for leadership success for new superintendent
  • Opportunity for new superintendent to develop own team due to retirements
  • High level of interest in community for public education
  • Many nationally recognized programs
  • Hard-working staff
  • Research programs
  • Community/business partnerships in schools; great outreach
  • Great diversity in system—administration and students
  • Great ongoing low- to no-cost professional development for teachers at Schultz Center
  • Good curriculum offerings at schools
  • Environment
  • Access to multiple schools
  • Initiatives throughout city
  • A supportive Mayor’s office
  • Diversity in students and programs
  • Access to high-quality programs
  • Many upper-level vacancies
  • Farm system of administrators to go up in the system

High School Principals:

  • Professional development
  • Ability to build capacity due to professional development and leadership programs
  • Coaching model
  • Professional Learning Communities—great collaboration
  • Much better job preparing kids for post-secondary experiences
  • Diversity and number of programs/pathways/options
  • Strategic plan—the fact that we have one and that it is realistic
  • Coachable community
  • Resource rich
  • Diverse student population
  • Vast number of academic programs
  • Capacity to build from within the district re: personnel
  • Talented personnel
  • Diversity of programs
  • Instructional resources available
  • Values of the community re: education
  • Strong, unified Board
  • Strategic plan
  • Leadership capacity

Middle School Principals:

  • Strong community partnerships
  • Good resources in local colleges and universities
  • Diversity
  • Our city—size, beauty
  • Talented professionals
  • Great professional development
  • Good organizational structure of district
  • Strong, workable programs
  • Reading focus

Elementary School Principals:

  • Professional development
  • Quality of academic instruction and expectations
  • School choice
  • Diversity—people, expertise, programs
  • Diversity and willingness to change
  • Data management support with training teachers
  • Innovative, cutting-edge district in instructional practices and collaboration with local colleges and universities
  • Creative, risk-taking school-based leadership

Middle school teachers:

  • Jacksonville is a family-oriented city
  • Navy
  • Magnet programs
  • Dedicated teachers
  • Good schools
  • Good teachers and administrators
  • Great city for families
  • Size of district
  • Increasing graduation rate
  • Availability of educator professional development
  • Faculty Family—genuinely care for children—dedication and love of teaching
  • Better community camaraderie but could still do better
  • Partnerships with Jaguars, Mayor’s office, Navy

High and middle school Assistant Principals and Guidance:

  • Diversity—socio-economic, cultural, motivational
  • Caring, involved community
  • Accountability in place for all stakeholders
  • Educational community—good resources, collaborative culture
  • Clear pupil progression plan
  • High expectations for students
  • High graduation standards
  • CAST—when fully implemented well, will be an asset

Elementary school Assistant Principals and Guidance:

  • Great, dedicated teachers and staff
  • Adoption of common core standards
  • Good support services for students
  • High emphasis on professional development
  • Diversity of population
  • Global view
  • Ed Pratt-Dannals a true educator
  • Good partnership with Schultz
  • Magnets, school choice

District Academic and Support Administrators:

  • Great employees
  • Passionate employees
  • Quality teachers
  • Competent, committed school-based leaders/principals
  • Diversity (4): diverse community; diversity in culture, socio-economics, ethnicity; diverse student population (rural, urban, suburban)
  • Multiple pathways for students (2)
  • Diversity of program offerings: AICE, IB, AP
  • Innovative district: Career Academies, Virtual School, Acceleration programs, turnaround, National work
  • Aligned Instructional System focused on common standards
  • Data access and use
  • Locale (beautiful Florida city)
  • High quality professional development—Schultz Center
  • Community partnerships—civic, private, educational entities

District Operations Administrators:

  • Diversity (3)
  • Dedicated workforce (4)
  • Teamwork
  • Stable operations
  • Newest bus fleet in state
  • Communications
  • City committed to education improvement
  • Lots of school choice options for students
  • Nationally recognized schools
  • High-performing schools
  • National recognition for resources, summer programming, schools
  • Good infrastructure/well-maintained facilities in spite of aging facilities
  • Integrated operational and accounting system (SAP)
  • Strong benefits

VI. Challenges of DCPS

There was a great deal of frustration regarding the challenges in the district as well as hope that comes along with a change in leadership.

Prevailing themes:

  • A culture of low morale among teachers and principals
  • A deep and pervasive disconnect between schools and the district administration
  • Poor communication within DCPS
  • Inconsistencies among schools across the district
  • We have two school districts within the district: turnaround and non-turnaround schools
  • Challenge that diversity brings with meeting the ever-increasing need of a diverse population of students
  • Frantic pace—too many programs, too many conflicting directions
  • Lack of clear, simple vision everyone can understand and follow
  • Funding—inadequate funding, overly restricted funding, unfunded mandates

Envisioning Committee:

  • Finances
  • Perception of lack of safety for students
  • Highly complex, regulated, large, difficult organization to lead
  • Projected turnover of key positions
  • Negative public image
  • Diverse district—one size does not fit all
  • Micro-managing of state funds
  • Regaining public trust
  • Underachieving and turnaround schools
  • Unfunded mandates
  • Cookie-cutter programs
  • Politics
  • Size of the district
  • Public Education Capital Outlay (PECO) funds—retrofitting facilities, etc.
  • Sense of community lacking
  • Perception problem, especially when students get to the 6th grade
  • Inequitable parent involvement in schools
  • Technology

High school principals:

  • Media scrutiny
  • New evaluation system
  • Vast amount of assessments
  • Lack of latest technology
  • Organization
  • Lack of diversity (ethnic) in all of personnel
  • Absence of boldness
  • Need to improve positive communication of vision and public school image
  • Increasing the bottom quartile reading gains
  • Ensuring all students graduate from high school ready to enter post-secondary education and/or the workforce
  • Haven’t marketed CTE [career and technical education] programs enough
  • Too much competition for students in same geographic area
  • New teacher evaluation system stressing everybody out
  • Too many assessments
  • Communications break-down—timeliness, quality, quantity of information
  • So much change that everyone’s in an upheaval
  • Jack of all trades—master of none. No systems thinking
  • Culture of people afraid to make mistakes—afraid to pull the trigger
  • Too much movement among principals
  • Resources not aligned
  • Institutional barriers; i.e., foreign language requirement when intensive reading is mandated by state
  • Two-tiered system: turnaround and non-turnaround schools
  • School improvement plans need to be used more regularly

Middle school principals:

  • Diversity
  • Community perception
  • Poor communication
  • No accountability except at school level
  • Lack of cohesiveness
  • Some personnel stuck in the past
  • Political structure: “who you know”
  • Low morale due to: CAST, legislative micro-managing, excessive testing, lack of funding
  • Too many programs
  • No true focus
  • Lack of consistent focus
  • Want quick fixes

Elementary school principals:

  • Testing
  • Funding
  • Diversity: size/land mass; population; suburban, urban, rural
  • Equity among schools
  • Lack of communication and trust between schools and district level
  • Age of facilities
  • Too many academic initiatives
  • Lack of systemic implementation

High school teachers:

  • Lack of cohesive, long term, and consistent plan of action through a cohort of kids
  • We start a lot of things in DCPS but don’t follow through
  • Ping-pong change
  • Lots of changes in reading programs
  • Stick with a program for at least 3 years
  • Level 1’s and 2’s in advanced classes
  • Grade recovery for all is a big mistake—kids play the system
  • District tries to manufacture stress to keep teachers and students on edge
  • We’ve destroyed student accountability—discipline and rigor gone (because of grade recovery, pressure to not write referrals, etc)
  • Burden of responsibility more on teacher than student—wrong!
  • Lack of professionalism among students (dress code, discipline)
  • Need alternatives to college-bound: “Not every child going to college”
  • More career academies
  • “One size fits all” curriculum not good for kids
  • Teachers have all the responsibility but not the authority
  • Inconsistent game plan. Need to develop a plan; allow at least 3 years; monitor during this period; then assess and adapt
  • Accountability within DCPS building
  • Lack of enforcement of discipline
  • Always had “open door” policy—not at all schools now—repercussions

Middle school teachers:

  • Diversity
  • Inconsistent expectations of teachers across district
  • Not communicating well with kids about higher education beyond socio-economic boundaries
  • Deterioration of discipline.
  • CAST system
  • Teacher morale
  • Fear
  • Lack of trust
  • Retaliation

Elementary school teachers:

  • Inequity of resources across the district
  • Lack of consistent leadership
  • Inconsistent support in the schools
  • Support for the schools spread too thin
  • Better ESE support
  • Inclusion not working—lack of training
  • Inconsistent discipline approach.
  • Everyone not on the same page
  • Too much principal turnover, especially in turnaround schools

High and middle school Assistant Principals and Guidance:

  • Diversity
  • Overbearing legislature
  • Size of district
  • Continuing misperception regarding “college ready” curriculum
  • Teacher attitudes toward non-traditional AP/Honors students
  • Teacher attitudes toward non-traditional students overall
  • CAST
  • Per-student funding
  • Mobility rate of students
  • Poor communication
  • Systemic inequities/inconsistencies

Elementary school Assistant Principals and Guidance:

  • Diversity
  • Global view re: AP classes, college push
  • Inequities across district
  • Low morale
  • Poor communication within district
  • CAST
  • Reactive, not proactive district
  • Reactive re: programs (professional development for common core)
  • Entitlement mentality of community toward district.
  • Imbalance in school capacities
  • District has identity crisis
  • Funding cuts to support services
  • Over-testing
  • Poor coordination between departments
  • Tug-of-war between district and Schultz Center
  • Magnets result in resegregation

District Academic and Support Administrators:

  • Student performance and the achievement gap (2)
  • Too many initiatives
  • Departments working in silos
  • Poverty among students (4)
  • Development and retention of teachers and leaders
  • Poor communication, both internal and external
  • Inequitable resources
  • Budget issues: lack of funding, under-funded and unfunded mandates
  • Legislature that does not value education (3)
  • Sunshine laws

District Operations Administrators:

  • Tale of two cities—extreme socio-economic disparity
  • Size of district—population and geography
  • Senior leadership changes
  • Negative perception of schools
  • Negative perception of administrators (high salaries, don’t know the schools)
  • Diversity—economic, cultural, social
  • 7 or 8 different unions
  • Family nucleus weakening—less engaged parents
  • Budget constraints (4)
  • Employee morale—overworked staff; no administrative raises; unfunded mandates
  • Regulation from state and federal government
  • Accountability across the district
  • Lack of common vision
  • Deteriorating facilities

VII. What are the components of a globally competitive school system?

The School Board had the foresight to formulate a definition of a globally competitive school system based on their own input and the input of the Envisioning Committee and Focus group. Many School Boards initiate a superintendent search without first defining the type of school system they aspire to have. The prevailing themes are:

  • Culture of respect and trust
  • A socially just school system
  • Culture of genuine shared decision-making from bottom to top
  • Choice within the district for students
  • All schools equitable—resources, curriculum, programs, teacher quality
  • Consistent and thorough communication within the district
  • Adequate funding
  • Effective spending of the funding
  • Diverse system that meets the needs of all stakeholders
  • High quality and high accountability (teachers and principals), with tools and resources to go along with it
  • Student-focused—enrichment, academics, career training, curriculum options
  • Cutting-edge technology
  • Multiple pathways for students to achieve

ENVISIONING COMMITTEE:

Students

  • Many choices in academics and many opportunities in programs
  • College-prep courses (AVID, SLS, Trio)
  • Tutoring for students who are falling behind
  • Extra-curricular activities—high level of student enthusiasm for their school
  • Highly qualified teachers/staff/administrators, and students who want to learn

Teachers

  • Respect for the time it takes to make substantive change
  • Surpasses community requirements for workplace and college-entry
  • Stability of principal leadership
  • A system that all stakeholders want to be involved in and are proud of
  • Diverse program meeting needs of all stakeholders
  • Uses measurable and defined data to drive programs and changes

Parents

  • Student focused—enrichment, academics vs. assessment, career training & curriculum options
  • High quality and high accountability (teachers and principals), with tools and resources to go along with it
  • Business and community engagement (seat at the table for business, partnerships in resources, mentors, etc.
  • Technology-bring it up to speed, “cutting edge”
  • Equality across the city (one district, funding, resources, programs)

Principals

  • Leadership that displays bold, fearless decision-making, not reactive but proactive, able to make decisions even if not popular
  • A highly successful teacher in every classroom and highly effective leader in every school
  • A place where principals have true input and flexibility and be true CEO’s of school
  • Technologically forward thinking; constant diverse use of latest technology
  • Real research in decision-making occurs
  • A place where all students are developing their skills of imagination, creativity and innovation in order to be prepared for tomorrow’s workforce (encompasses risk-taking, collaboration, team building)

Community members

  • A “socially just” school district
  • A district that delivers education in a flexible manner with a variety of courses to meet the needs of all students
  • Board members who effectively work with other elected officials and the business community to reduce barriers, eliminate unfunded mandates, increase resources, and generate public support
  • School Board governs and superintendent manages—effectively, efficiently, and with transparency
  • A system willing to innovate and is results oriented, empowering principals and teachers
  • Every child graduates to compete for global careers or colleges
  • Culture of high expectations and high performance
  • Adequately funded system to meet these characteristics
  • Rigorous academic programs for all students, regardless of neighborhood
  • Develops students who will be successful in any school, district, state through engagement in a portfolio of diverse public institutions
  • Focused on eliminating the achievement gap, graduating all students who are prepared for the international marketplace
  • Strong parental, business and community support and engagement
  • Strong partnerships with school, community and families
  • Parents are viewed as partners in the mission, goals and work of district
  • Creative, equitable and effective use of technology by all, every day
  • Provides state-of-the-art technology and learning materials and creative spaces for their use
  • Promotes and embraces a culture of respect and celebration of diversity so we take pride in all of our accomplishments
  • Supportive of and by a diversified economic base; community engagement

FOCUS GROUPS:

Middle school principals:

  • Positive energy in the district
  • Well-versed in best practices
  • Employees feel free to speak without reprisal
  • Strong sense of learning community
  • Collaborative
  • Room to take risks, try something creatively
  • Let superintendent be the superintendent—not politically driven/controlled
  • Let principals be principals
  • High trust
  • Not cookie-cutter approach—honor diversity of schools
  • Multiple pathways for schools
  • Strong lines of communication
  • District calendar that is well-coordinated and fully distributed throughout district
  • Recognize need for teachers and principals to be in schools—not at meetings away from school

Elementary school principals:

  • Shared ownership of decisions
  • Technology update
  • Equity among schools
  • One Voice
  • Continuity
  • Time needed to implement change
  • Has a leader who clearly articulates benchmarks and progress
  • One Voice
  • Research-based programs utilized in pure form—not “Duval-ized”
  • Models community support for schools (positive press)
  • Systemic implementation of programs, development of teachers
  • Shared vision that is not left up to interpretation
  • Effective communication
  • Collaborative conversations regarding progress (feeder pattern conversations)—Clusters now lack collegial, intimate conversations
  • Stronger support system all levels (R & I for schools)

High school teachers:

  • Student accountability should be a major focus in academics as well as social life in the school
  • Have an identifiable plan applied with fidelity

Middle school teachers:

  • Every school safe
  • Choice within the district
  • Strong neighborhood schools
  • ATOSS for elementary students
  • Parents are accountable
  • Fully informed parents
  • Technology for all
  • SMART district
  • Consistent discipline approach
  • Best teachers in schools that need them the most
  • Safe travel to school—buses

High & middle school Assistant Principals and Guidance:

  • Innovative, highly trained teachers and administrators with high accountability
  • Use of data on international level re: educational benchmarks
  • Advanced/cutting edge technology for all
  • All schools wireless
  • Consistent and high expectations for all kids
  • Accessible high-quality curriculum
  • Great neighborhood schools and choice within the district
  • College & career prep
  • Broad access to variety of world languages in elementary as well as secondary schools
  • Adequate funding!
  • Uniforms for students
  • Multiple paths to graduation

Elementary school Assistant Principals and Guidance:

  • Rigorous and appropriate curriculum accessible to all kids
  • Accommodations for all learning styles
  • Honor differences in students
  • Every child reaches full potential
  • More options in trades
  • Nurturing, supportive environment for students-- balanced with responsibility
  • District with clear direction
  • Courage to stand up to Commissioner/Governor/Legislature
  • Student focused
  • Equity across the district—funding, resources, personnel

District Academic and Support Administrators:

  • Full access to technology resources so that there is integrated use of technology in all aspects of academics and operations
  • Culture where administrators and teachers exhibit positive belief system about students’ abilities daily
  • Teachers with ability to “scaffold up” students’ academic proficiency instead of “dumbing down”
  • Create culture where truth is spoken to all stakeholders (e.g. teachers, parents, administrators, etc)
  • Common language re: curriculum, practice, belief systems
  • Collaborative, transparent, broad-lens culture re: curriculum programs (PK-12); quality of staff; equitable, accessible technology; diversity is valued; rigor and high expectations with defined support; multiple pathways PK through graduation; networking nationally and internationally
  • High quality educators
  • Infusion of global education in pre-K through graduation
  • Access of technology to all including virtual education
  • Investment in professional staff
  • Following common core standards-based education
  • Customer focused
  • Real world learning and application
  • Alignment with workforce development, economic development
  • Postsecondary partners
  • Digital culture
  • Entrepreneurship
  • Freedom and flexibility with accountability
  • Innovation
  • Professional development relevant to the time
  • Cutting-edge technology
  • Interactive curriculum

District Operations Administrators:

  • Fully prepared graduates for global environment
  • Cutting-edge instruction and technology
  • Innovative, visionary instructors/instruction
  • Resources to attract/retain top talent
  • Engaged citizenry with one accord re: education
  • Leaders in education business
  • High public expectations and support
  • Strong operations leadership and management
  • All employees believe
  • Choice in educational methods/programs
  • Business community says Duval kids are top notch
  • Strong STEM base
  • Strong, creative thinking
  • Students eager to learn
  • Strong vocational curriculum
  • Multiple pathways for kids
  • Recognition of staff, using data to discern

VIII. Questions for superintendent candidates

All participants were invited to submit questions they would like asked of the superintendent candidates.

Envisioning Committee:

  • In your experience in leading school districts, what was the greatest single challenge and how did you address and/or overcome the challenge?
  • What is your vision for our urban school district and what is your track record about bringing change to make that happen?
  • What do you consider the greatest obstacles to student success?
  • How do you ensure that every child receives an excellent education?
  • What are three ways you will improve DCPS?
  • What is your core belief about the value of public education and how will you live it every day?
  • Describe the ideal leadership team who will help you reach your goals.
  • When have you been successful working with community organizations for educational reform? What made that relationship successful?
  • Why do you want this job?
  • What is your greatest accomplishment and why?
  • Tell us about a time when you were required to make a decision where what was right was not the easiest choice. What did you do?
  • Are you willing to participate in a public forum?
  • Provide an example of an important decision you have made that was the right decision even though it may have been unpopular.
  • What has been your most meaningful experience in education?
  • In what type of school system did you grow up?
  • If you could achieve only one big thing during your superintendency to improve outcomes for kids, what would it be? Why would it be transformational?
  • How do you envision running a school system that is large and extremely diverse that prepares all students for success at the next level?
  • What are you going to do for DCPS?
  • How do you define equity and what is your vision on leading with equity? How do you intend to lead with equity?
  • Where do you see DCPS in 5 years? In 10 years?
  • What innovative qualities could you bring that no other superintendent has not already brought?
  • Can you define student success?
  • What is your vision for the future of DCPS and what traits do you possess to make this vision a reality?
  • What is your definition of the term “urban district?” What attributes would that district have to be considered “urban” and how will you address them?
  • Do you believe that all students can achieve and what will you do to accomplish this?
  • What, if any, past experience do you have with collective bargaining and labor unions?
  • Give an example of your improving student learning. What processes did you establish to make it possible, scalable, sustainable and accountable?
  • What is the most unique thing you know about our school system? Why did you choose that?

High school principals:

  • What is your vision for this large urban school system? How will you communicate and monitor the implementation of this vision?
  • How would you structure your leadership team and why? Please take a moment to share what your Apex will look like.
  • How will you balance your ability to be BOLD (make bold decisions) with the need to fine-tune some of the great work already being done?
  • How do you select, build and rally a team?
  • Describe your initial approach to opening communication with your district staff and principals.
  • How would you design and implement a district-wide “school improvement support team?”
  • What systems or processes would you use to streamline some data and programs in the county?
  • How would you deal with state mandates?
  • What are some of the factors that you need to know to propose your plan of action?

Middle school principals:

  • Do you have other knowledgeable professionals to bring with you to move the work in Duval?
  • Are you open to listening to principals directly?
  • Do you view our district as being in need of 1st or 2nd order change? Why/why not?
  • How do you wrap your mind around meeting the needs of a school district this size?
  • With regards to school improvement, do you believe one model serves the masses?
  • How would you address the cultural diversity within the district to ensure the needs of all schools are met?
  • Will you subscribe to every new initiative or program without feedback from teachers and building [school] leaders?
  • What are the strategies or techniques you would use to take the principals we have in place and grow them to be even stronger for the children they serve?
  • What do you see as the role of magnet schools in DCPS?
  • What is one initiative you implemented in your current employment? What were the results and how did you measure the effectiveness?
  • What will you do to keep this county focused on the important issues?
  • What are you looking for in a district this size?
  • What strategies do you have in place to build community relations?
  • A critical aspect of leadership is to select the right work. As you have done your homework in preparation for this potential leadership position, what do you view as your first order of business?
  • A great number of teachers do not perceive themselves as valued and are demoralized as a result of the new teacher evaluation system. What will you do to help rebuild and inspire them to increase their level of effort?

Elementary principals:

  • Scenario: FCAT scores have recently come out. There are several schools that have dips in their scores. What would your course of action be in dealing with this?
  • How would you begin to change a culture where there has been nepotism, lack of effective communication and lack of clear direction and encourage staff to believe in Duval County Public Schools again?
  • Given the challenges inherent in housing special needs populations in/on school campuses, how would you go about equalizing the load in our schools?
  • Describe a situation in which you led systematic change through an organization where you assured that all voices were heard.
  • What is the bottom-line foundational principle(s) by which you will base all decisions?
  • What systems/mechanisms would you put into place to ensure successful implementation of second-order change?
  • Explain how you will decide on the direction for our district. How will you move the district toward a high-performing district?
  • Do you prefer to be liked or respected? Why?
  • Test scores, capacity in buildings, morale, etc. are at an all-time low. As our leader what will you do to help us weather this storm?
  • Where do you see our district in the next 5 years?
  • Describe how you will involve yourself in the day-to-day operations of all schools.
  • What role has education played in your decision to pursue this position?
  • What challenges have you heard about Duval County and how are you planning to change those challenges?
  • What would you do to stand up to unfunded, unnecessary state mandates?
  • Describe an initiative you led that was not successful and what you did as a result.
  • In this age of testing and accountability the pressure revolves around “right now” result. In what ways would you build proficiency in the key areas of reading, math, writing and science in such a diverse urban district like Duval County?
  • How would you bring the dynamic energy needed to cultivate and inspire a large urban district?
  • What is your vision for Duval County Schools? What immediate avenues will you take to ensure your vision is implemented?
  • If a school needed to be closed for financial reasons but the community refused, what would be your recommendation?

High school teachers:

  • How are you going to improve teacher morale?
  • How are you going to improve discipline?
  • How are you going to improve reading?

Middle school teachers:

  • How do you intend to boost teacher morale across the board?
  • What do you see as your main challenge in undertaking this job?
  • If teachers are the most important factor in the classroom to improve learning, how would you treat the goose that lays the golden egg?
  • Uniforms can be a great “equalizer” among the student population as well as contribute to lessening discipline issues. Will you consider implementing the requirement of a student uniform dress code?

Elementary school teachers:

  • Do you feel every teacher should have an opportunity to teach in a turn-around school?
  • What is your vision for our district?
  • How do you feel about No Child Left Behind?
  • How will you ensure teachers feel supported?
  • How will you ensure that teachers know and understand your vision in making DCPS great?
  • What are your plans to improve the performance of our turn-around schools?
  • In a district of 8441 teachers what will you do to communicate your vision and beliefs to each teacher? How will you maintain an open line of communication with classroom teachers?
  • How will you budget monies fairly to schools—not based on an A-F grade per school?
  • Where do you see Duval County Schools going under your leadership? Where will we place in this country on an educational level?
  • How would you unite a district the size of Duval?
  • What would you do to make things “fair” between the Duval schools around the city and at the various levels?
  • What do you consider to be your strong point? Weak point?

Elementary school Assistant Principals and Guidance:

  • How would you solve the inequity issues of our district? Have you had any experience in this area?
  • How will you change the inequities (resources, funding, personnel) that exist across the district?
  • How would you improve the low morale within the district (with teachers, staff and administrators)?
  • How would you build a district leadership team? What type of people/backgrounds would you need to support you?
  • How do you plan to listen to all of the stakeholders throughout your tenure as superintendent?
  • What is your plan to help students with learning challenges?

High school and Middle school Assistant Principals and Guidance:

  • What strategies will you implement to make challenged schools become high-performing schools?
  • How can we better provide for the social-emotional needs of students in the process of improving standards, increasing expectations and meeting the overall development without alienating the kids, the parents and the teachers?
  • Describe the process you would use to polarize [galvanize??] all stakeholders to share your vision for this district.
  • Under your leadership what does a Duval County Public School look like? Can or will we “see” the change?
  • What are three things you have done to positively affect the education of students in your last district that had measurable, positive outcomes?
  • How much political experience do you have? Fundraising experience?
  • Describe your position on supporting the social/emotional development of students and give specific examples of the way you have done this in prior roles.
  • What will you do to reconcile the discrepancies in educational experiences for students attending some neighborhood schools who do not have the same experiences as those in others?
  • What steps would you take to ensure all schools have equity in funding?
  • What is your most significant accomplishment? How did you develop the plan? How did you motivate and influence others?
  • What do you know about the Duval County Public School District? Have you engage in the data?
  • What do you see as the role of school counseling programs with regards to student achievement?
  • How will you address the social/emotional needs of students in our district?

District Academic and Support Administrators:

  • What would be your top three priorities to improve instruction and close the achievement gap?
  • What are your plans for the first six months of your superintendency?
  • What are your plans for the first 30 days?
  • How would you identify existing staff members’ strengths to best position them for success within the district?
  • From your research of the performance of Duval County’s students, how would you close the achievement gap?
  • What are the first few things you want to learn about if you become superintendent?
  • Can you fire bad principals or are you just going to move them to another school?
  • During your professional career, what was the toughest decision you had to make that impacted the largest number of your employees?
  • Having an idea of the challenges you would inherit, what do you bring to the table that would set you apart from the other candidates?
  • Tell us about your experience working with schools that do not appear to be making academic progress. Include how you would address the needs of the “whole” child academically and behaviorally.
  • How can you enhance DCPS?
  • How would you organize this district curriculum-wise so that you can guarantee improvement in DCPS?
  • How would you ensure that our district moves into its next phase as one voice, one vision for all students?
  • How will you ensure increased student achievement and elimination of the achievement gap in every school?
  • What is your vision for a large urban district?
  • Describe your leadership style.
  • What is your plan to eliminate the achievement gap?
  • Phil Schlecty wrote that the district leader’s job is to create and manage systems that allow principals and teachers to mind the core business of schooling. What are a couple of specific areas in which you would want to clarify or improve these systems in Duval County?
  • What strategies would you employ to increase the involvement of the business community and higher education community in Jacksonville?
  • How would you infuse rigorous global instruction at the elementary level?
  • Describe your vision of a successful urban district. How would you lead Duval County to reflect this vision?
  • What is your background with career and technical education and how do you see the future of CTE in this district?
  • How will you instill, promote and maintain a safe instructional environment in every school in Duval County?
  • Knowing your own strengths and weaknesses, what key types of people will you want on your immediate team?
  • Describe a new initiative you led and implemented. What were the challenges and successes you experienced?
  • What do you feel that you “bring to the table” for Duval students? Teachers? Community?

District Operations Administrators:

  • Duval is a “choice” district with over 30,000 students attending a school that is not their neighborhood school. As superintendent would you support choice or work to reduce choice? Why?
  • How do you plan to manage the diversity of the Jacksonville community in facilitating the vision of providing an excellent education to all students?
  • How would you handle unpopular decisions involving staffing at schools/district positions?
  • How will you inspire all students to learn?
  • How do you plan to work with the community to get parents more involved?
  • What do you believe are the challenges in the next five years?
  • What tangible, understandable approach will you take to educate our neediest students?
  • A new superintendent often results in staff changes. What is your plan to reorganize/restructure the staff and how soon upon starting do you plan to implement the changes?
  • How would you motivate and reward achievement of staff and students?
  • What is your vision for Duval County Public Schools? How do you see your vision change our district?
  • What do you feel has the most impact on school improvement: the principal and the leadership or the curriculum and teachers?
  • What is your vision for DCPS? In 1 year? In 5 years?
  • How do you navigate this diverse system?
  • What is your vision of a progressive school district? of education? of operations?
  • How do you make an organization your own?
  • What will be your legacy?
  • What will you provide for our district that no other candidate will/can?
  • If you are convinced your decision is right, would you be willing to proceed in the face of a divided board (with a majority in favor)?
  • Tell us of a time when you had to make a tough/unfavorable decision that resulted in you being alone in your stance.

IX. Final thoughts

This report is intended as a practical, working document to inform the superintendent search. There are powerful messages embedded in the comments from participants that tell a story of hope and frustration, energy and fatigue. This is a district that believes it is on the cusp of being a globally competitive school district.

The School Board has the opportunity to boost confidence among employees that their input is truly valued by meaningful and substantive use of the input in helping select the next superintendent.

The School Board, the people of the district, the new superintendent and the community all need to be mindful of the appetite for and ability to endure reform. Reform brings about an inevitable tension between the desire for change and the desire for stability.

Does the district need a gunslinger or a sheriff? A great superintendent becomes what the district needs at any given time. Seek a superintendent who can constantly assess the culture within the district and adapt his/her leadership style to become what the district needs.

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