Hillsborough School Bus Administrator Retiring
From the reader comments we now have this one. I have highlighted the sentence that got my attention:
"Posted by ( hhrusso ) on August 28, 2008 at 9:30 p.m. ( Suggest removal )
Jack Davis has been much more than Transportation administrator. After 34 years of service he is very deserving of his retirement. He served the district as an instructor, principal, and administrator. I wish he and his family much happiness in his retirement.
Some of these comments are pure trash. Some Board Members vote on something and then blame anyone but themselves. It is unfortunate that this transportation conversion had some very serious giltches. What you do not here is how everyone is pitching in to get it all on track. With a district the size of Hillsborough it is a difficult task at best.
If everyone would step back and take responsibility for their own that would be great. Parents - it is YOUR responsibility to get your children to and from school. Busing is a SERVICE!!!
Superintendent Elia you have my support. It is a pity that people are so narrow minded that they can't see the good you have done and continue to do for our children. Thank you. Board members take a hard look on what you have before you lose it. You have a leader that is recognized nationwide for her accomplishments. Pity you do not see it at home.
Now watch all the little minds jump on a positive posting with even more simple minded comments."
*****************
Remember when I talked about how the public school system decides to provide something to the public for "free"? Remember when I talked about that when this "free" provision becomes too costly for the school system, the system discontinues the "free" provision. Remember when I talked about how the public then becomes angry and frustrated when something is taken away? Remember how I talked about that when the parents get angry for losing this "free" provision, the school system blames the parents for being irresponsible? Remember when I said that everyone forgets that the school system started the mess by offering a "free" provision.
I conceptualized this when I read the article about "free" breakfast being offered by the school system. What do you think is going to happen when the "free" breakfast is taken away? Parents will be blamed for not being responsible for giving their children breakfast and everyone will forget that the school system was the one that started the dependency.
PRO on HCPS: Blaming Parents 101
Showing posts with label Susan Valdes. Show all posts
Showing posts with label Susan Valdes. Show all posts
Friday, August 29, 2008
Thursday, August 28, 2008
Who Will "They" Hire- Part Two
Embattled Bus Administrator Retiring
As always, read the public comments.
My previous post asked the question "would the person be hired by how long they have worked for the District?"
Please read "Peas" post - the last two sentences (copied below).
Am I the only one that thinks that promotions to administrative positions are based on the "life time of sacrifice" that one has given to the District, therefore they will be rewarded simply based on this criteria?
Does the District promote "The Peter Principle"?
Are people promoted to positions of responsibilities based on their qualifications to meet the job requirement?
Does a person who was first a teacher and then a principal gain the required knowledge to "Direct" or "Supervise" any area in the District?
Has anyone looked at the job history of the current Director of Exceptional Special Education? Is there anyone out there that knows what qualified her for this position?
The same question could be as asked for all of the ESE positions.
"Posted by ( Peas ) on August 28, 2008 at 12:45 p.m. ( Suggest removal )
I cannot in any way say that what happened is acceptable. However please consider, Hillsborough County Schools has 193K kids and 40K employees in one county almost the size of Rhode Island. It is inconceivable that any business process being recreated from the top down would not cause construction inconveniences/mishaps. I do not in any way mean to down play the problems. But it was NO ONE PERSONS GOAL to ever cause this intentionally to the parents or students of this county. Employees of Hillsborough County Schools are expected do more and more with less and less. Ask anyone who works there in any capacity and you will develop an understanding. Although he made a good salary, he was one individual. His job description shows his responsibility. In every aspect of industry the county school system pays its employees FAR LESS than that of private sector employees for the work performed. Maintenance staff, custodians, BUS DRIVERS, food service workers, clerical staff...etc...etc... receive nickels and dimes comparatively and are expected to produce superior results. This administrator did not start off making this salary. He worked in the school system and contributed to the greater good for decades before making the money he made. ANYONE would expect that kind of compensation after that personal investment of time and dedication vs. responsibility."
As always, read the public comments.
My previous post asked the question "would the person be hired by how long they have worked for the District?"
Please read "Peas" post - the last two sentences (copied below).
Am I the only one that thinks that promotions to administrative positions are based on the "life time of sacrifice" that one has given to the District, therefore they will be rewarded simply based on this criteria?
Does the District promote "The Peter Principle"?
Are people promoted to positions of responsibilities based on their qualifications to meet the job requirement?
Does a person who was first a teacher and then a principal gain the required knowledge to "Direct" or "Supervise" any area in the District?
Has anyone looked at the job history of the current Director of Exceptional Special Education? Is there anyone out there that knows what qualified her for this position?
The same question could be as asked for all of the ESE positions.
"Posted by ( Peas ) on August 28, 2008 at 12:45 p.m. ( Suggest removal )
I cannot in any way say that what happened is acceptable. However please consider, Hillsborough County Schools has 193K kids and 40K employees in one county almost the size of Rhode Island. It is inconceivable that any business process being recreated from the top down would not cause construction inconveniences/mishaps. I do not in any way mean to down play the problems. But it was NO ONE PERSONS GOAL to ever cause this intentionally to the parents or students of this county. Employees of Hillsborough County Schools are expected do more and more with less and less. Ask anyone who works there in any capacity and you will develop an understanding. Although he made a good salary, he was one individual. His job description shows his responsibility. In every aspect of industry the county school system pays its employees FAR LESS than that of private sector employees for the work performed. Maintenance staff, custodians, BUS DRIVERS, food service workers, clerical staff...etc...etc... receive nickels and dimes comparatively and are expected to produce superior results. This administrator did not start off making this salary. He worked in the school system and contributed to the greater good for decades before making the money he made. ANYONE would expect that kind of compensation after that personal investment of time and dedication vs. responsibility."
Who Will "They" Hire- Part One
Embattled Bus Administrator Retiring
I first met Mr. Davis in the early years of the 90's. Colson Elementary was opening. Since I do not have time to elaborate, I will just say that I encountered both pros and cons with Mr. Davis. Maybe I could write more on that later.
The question we should all be asking today is what will be the hiring process to replace Mr. Davis. Will the new person be picked simply because how long they have worked in the District?
I first met Mr. Davis in the early years of the 90's. Colson Elementary was opening. Since I do not have time to elaborate, I will just say that I encountered both pros and cons with Mr. Davis. Maybe I could write more on that later.
The question we should all be asking today is what will be the hiring process to replace Mr. Davis. Will the new person be picked simply because how long they have worked in the District?
Tuesday, August 5, 2008
Superintendent's Evaluation
Thanks to The Gradebook for the link to the evaluation.
When I try to analyze information presented in this type of form, I like to reformat how the information is presented.
Here is how it would look:
Faliero:
Standard I. Leadership and District Culture: No Comment - Points = 5
Standard II. Policy and Governance:"Create a more formal process for updating the Board on daily operation of school system. Makes tough decisions and follows through even during difficult times." - Points = 4
Standard III. Communications and Community Relations:"Improved from last year’s evaluation. Continue to develop techniques to gain an unbiased external perception of the school district in the local area." - Points = 4
Standard IV. Organizational Management: No Comment - Points = 5
Standard V. Human Resource Management: "Employees have been the top priority in a time when other school districts are cutting jobs and leaving those unemployed. Mrs. Elia assisted employees in maintaining employment when position eliminated." - Points = 4
Standard VI. Instructional Leadership: "ACT and SAT scores continue to rank the highest in the nation. More students are taking AP courses than ever. The Achievement Gap is narrowing. Student gains continue to rise yearly." - Points = 5
Standard VII. Curriculum Planning Development: No Comment - Points = 5
Standard VIII. Values and Ethics of Leadership: No comment= Points = 5
Standard IX. Labor Relations: "Has been able to provide over 18 percent in raises to teachers over the past two (2) years." - Points = 5
AREAS OF STRENGTH: "Uses resources to improve student academic performance, even when revenues are declining. Streamlined operations in various divisions, creating a more safe and efficient environment in Transportation and Procurement; operations are more transparent; has moved the district forward, even in times of crisis."
AREAS OF IMPROVEMENT: "Provide budget forecasts and where we are operationally, according to Board goals during School Board meetings."
Total score 42 No Comments 4 Comment score = 22 No comment score = 20
****************************************
Edgecomb:
Standard I. Leadership and District Culture: "Working together to create the vision and mission, offered us multiple opportunities and times to share our beliefs and hopes for this district. My expectation is that together we will continue to monitor the efforts, hold each other accountable for achieving those goals, and put into place the support systems, staff expertise, and leadership needed for success. It is also important to continuously keep the lines of communication open among and between all stakeholders. I commend you on your leadership in this area for it continues to be a standard where you demonstrate the skills and direction needed to achieve our goals." - Pts = 5
Standard II. Policy and Governance: "This is an area that, at times, continues to challenge us as a leadership team. In this climate of doing more with less, it is absolutely critical that we never hesitate to find ways to improve our ability to work together. I believe we owe that to our students, employees, and community who want to see evidence of mutually respectful relationships and confirmation that even though we may not always agree, we are willing to put aside our differences to move this school district to the next level." - Pts = 4
Standard III. Communications and Community Relations: "You are to be commended on your continuing efforts to improve in this area. Your small group sessions with employees, the budget updates, your community visibility and involvement, and your outreach to the community are all indicators that you have heard the concerns of many about the importance of timely, on-going, and responsive communication. Because communication and relationships are keys to building trust in and support for our system, you must continue to make this a top priority. It is important that you continue to seek ideas and input from both our critics and supporters and make more visible to them your efforts and the successes in this area." - Pts = 4
Standard IV. Organizational Management: "Your efforts to seek solutions and ideas for addressing budgetary issues, soliciting suggestions from and listening to employees, implementing those ideas where appropriate, and working with the Board on an ongoing basis to establish priorities and implement strategies have resulted in keeping our district financially solvent. Long-range planning, constant monitoring, and timely updates should continue to be the expected way to operate our district with an emphasis on openness, exchange of ideas, data to help drive our decisions, and accountability at every level." - Pts = 5
Standard V. Human Resource Management: "You have been aggressive and forthright in expressing to all the expectations of timely and appropriate evaluation of staff, the importance of offering assistance and support when needed, and expecting and acknowledging quality performance. With less emphasis on recruitment because of the budget, this gives the district greater opportunity to focus on retaining staff and creating plans for succession and cross-training that will offer continuity and opportunity for career growth and preparation. As the leadership team of the district, we must model and seize every opportunity to share our appreciation to our employees." - Pts = 5
Standard VI. Instructional Leadership: "This is one of your greatest assets as a leader. You consistently demonstrate your tenacity, capacity, and skills as an effective and engaged instructional leader." - Pts = 5
Standard VII. Curriculum Planning Development: "This is also an area of strength and one where you provide positive leadership and vision. One of the areas I hope you will pursue with greater urgency is improving our graduation rate for all students, but also developing specific strategies that target minority male students." - Pts = 4
Standard VIII. Values and Ethics of Leadership: "As we continue to face many sensitive and difficult issues, you have made notable strives to work with the Board to ensure that Board policies and procedures are developed and followed, and that fairness and ethical principles are practiced. Keeping these values and actions at the forefront are necessary for building and maintaining public confidence and trust in our district." - Pts = 5
Standard IX. Labor Relations: "You continue to display a willingness to build positive relationships with our employees and our employee unions. There is mutual respect between you and the unions, and because each of you has worked to build such a relationship, we are able to negotiate and work together in an environment that benefits our employees." - Pts = 4
AREAS OF STRENGTH - "Passionate leader that cares about the district and its progress, image, and future.
Aggressive leadership that is always seeking to bring new programs and opportunities for the district that will improve student achievement and promote a cutting edge approach to moving the district forward.
Recognizes the importance of celebrating and rewarding outstanding contributions and
performance of employees.
Creative and energized leader who continues to encourage the district to be at forefront of education reform and a visionary in public education."
AREAS OF IMPROVEMENT: "Communication that keeps Board informed at the same level and improve the communication with staff so that we are kept informed about major and future activities.
Using and including the Board as an active and equal partner in promoting the images and messages of the district.
Make more apparent the programs and support that demonstrate the district’s efforts that targets success for all students, because there is the perception there is not enough emphasis on and opportunities for the average achieving student.
Though efforts have been made in the area of Board and staff governance, as a leadership team we must not lose sight of working more cohesively to continue the progress.
Total score 40 No Comments 0 Comment score = 40 No comment score = 0
*******************
Griffin:
Standard I. Leadership and District Culture: "The Superintendent has shown improvement in leadership and district culture. The district’s
commitment in assisting struggling schools is shown in the improvement of overall school grades. Also, the two-way communication regarding the recent budget issues has helped employees feel empowered by listening to and taking their suggestions -- continue working on communications." - Points = 3
Standard II. Policy and Governance: "Communication with this Board member needs to be strengthened. Communication with staff and the community has improved since 2006-2007; but, based on newspaper editorials written by the Superintendent or staff on behalf of the Superintendent, improvement needs to be made in the area of accepting responsibility for recommendations made, i.e., the sale of Gary Adult." - Points = 3
Standard III. Communications and Community Relations: "The Superintendent has made discernible gains in the area of communication. The greatest issue facing education at the moment is the financial crisis. The direct and concise communication with employees has helped ease fears and concerns our employees would naturally have, given the budget shortfalls. With a large district, however, continued improvement must continually be strived for." - Points = 3
Standard IV. Organizational Management: "Organizational management is one of the Superintendent’s strengths. Due to financial forecasting, Hillsborough County School District is in a much better position with the budget than many districts in the state." - Points = 3
Standard V. Human Resource Management: "Recurring employee evaluations are vitally important to continuous employee improvement. The Superintendent has made this a mandate to principals and district management; however, communicate with employees that this Board and Superintendent places greater importance on evaluations than in the past. This could help avoid issues that have consistently come before the Board during dismissal hearings.- Points = 3
Standard VI. Instructional Leadership: "Instructional leadership is one of the Superintendent’s greatest strengths. School grades and student test scores show improvement; however, it is this Board member’s philosophy that we need to provide a broader range of academic and elective opportunities and be very careful not to place the majority of our focus on College Board curriculum." - Points = 4
Standard VII. Curriculum Planning Development: "As stated in Standard VI, curriculum planning – like instructional leadership – is a major strength. Nonetheless, there is a concern from the community that the school district needs to provide more balance in curriculum and electives. A well-balanced community has college-prepared graduates and career- (not work) prepared graduates. We need to remember that not every student is college bound and college is not the only indicator of success. For the sake of our students and community, we cannot lose site of this." - Points = 3
Standard VIII. Values and Ethics of Leadership: - No Comment - Pts = 3
Standard IX. Labor Relations: "The Superintendent has positive relationships with labor unions and treats both HSEF and CTA with mutual respect." - Pts = 4
AREAS OF STRENGTH
Total score 29 No Comments 1 Comment score = 26 No comment score = 3
**************************
Kurdell:
Standard I. Leadership and District Culture: No Comment - Pts = 5
Standard II. Policy and Governance: - No Comment - Pts = 4
Standard III. Communications and Community Relations: No Comment - Pts = 4
Standard IV. Organizational Management: - No Comment - Pts = 5
Standard V. Human Resource Management: No Comment - Pts = 4
Standard VI. Instructional Leadership: No Comment - Pts = 5
Standard VII. Curriculum Planning Development: No Comment - Pts = 5
Standard VIII. Values and Ethics of Leadership: No Comment - Pts = 5
Standard IX. Labor Relations: No Comment - Pts = 5
AREAS OF STRENGTH: "Mrs. Elia continues to exhibit strong leadership across the district, state, and nation. She has garnered praise and awards for our county. She continues to push the standards of achievement for our students."
AREAS OF IMPROVEMENT: "Community support seems to continue, but communication still has some gaps; however, but it has improved in some areas, i.e., the pop up for info on our website."
Total score 42 No Comments 9 Comment score = 0 No comment score = 42
********************************
Lamb:
Standard I. Leadership and District Culture: "Has been recognized at state and national levels for leadership in raising academic standards. College Board president lauded her efforts." - Pts = 5
Standard II. Policy and Governance: "Is invited to state and national discussions, and has received several awards recognizing her leadership and efforts of district." - Pts = 5
Standard III. Communications and Community Relations: "Tries valiantly to get the “facts” in the media. Wants the public to know what is taking place in our schools." - Pts = 4
Standard IV. Organizational Management: "District strategic plan. Reassignment of staff and downsizing efforts. “Doing more with less.”" - Pts = 5
Standard V. Human Resource Management: "Uses data in decision-making process." - Pts = 4
Standard VI. Instructional Leadership: "Excelerator grant speaks volumes. Attends many, many school/district activities and functions." - Pts = 5
Standard VII. Curriculum Planning Development: "Strong advocate and models use of data in decision making." - Pts = 5
Standard VIII. Values and Ethics of Leadership:"Believes strongly in the evaluation process" - Pts = 5
Standard IX. Labor Relations - No Comment - Pts = 5
AREAS OF STRENGTH: "District is most fortunate to have her in a leadership role. She is very respected at state and national levels. It is most unfortunate that lack of resources from the Legislature have not allowed her to move the district as far as she’d like in some areas.
Has definitely raised level of aspiration in the district.
Provided volumes of support documents/ materials of documentation for her evaluation.
AREAS OF IMPROVEMENT: "Needs to learn to adjust her schedule to have time for herself – especially at certain times in school year. Temper her desire to have everything done now."
Total score 43 No Comments 1 Comment score = 38 No comment score = 5
***************
Olson:
Standard I. Leadership and District Culture: No Comment - Pts = 4
Standard II. Policy and Governance: No Comment- Pts = 4
Standard III. Communications and Community Relations: No Comment - Pts = 4
Standard IV. Organizational Management: No Comment - Pts = 5
Standard V. Human Resource Management: No Comment - Pts = 4
Standard VI. Instructional Leadership: No Comment - Pts = 5
Standard VII. Curriculum Planning Development: No Comment - Pts = 5
Standard VIII. Values and Ethics of Leadership: No Comment - Pts = 5
Standard IX. Labor Relations: - No Comment Pts = 4
AREAS OF STRENGTH: Three items are of particular note. The first is the Superintendent’s foresight and financial management skills. Working with her staff, she has reduced the impact of the economic downturn on the district. Some of her actions have been unpopular, but she seems to be doing a better job of communicating districtwide, and we face much less dramatic cuts than many other districts.
The second item of note is the Superintendent’s ability to articulate district concerns at the state and federal levels, and to impact decisions at those levels. The relationships she has developed at those levels (in part because of her success at increasing student achievement), and her ability to articulate the best interests of students, are of great value to our students and teachers, and to the district.
Last, but not least, the Superintendent’s leadership has enabled teachers to help the students in our schools to move to new heights of achievement – no small feat given the often bizarre twists of testing and grading in this state.
AREAS OF IMPROVEMENT: "Ms. Elia has begun to move away from excruciating emphasis on FCAT scores -- I hope she continues. In addition, I hope we will increase awareness of the value of “non-FCAT: pursuits like recess, art, and music to student learning; we need to continue to build staff morale; and the Superintendent and Board need to continue to work to improve relations. This is primarily a matter of the Board taking responsibility for its actions and operations, perhaps in ways that are not traditional, but the Superintendent must be a part of the discussions as she is our chief executive officer."
Total score 40 No Comments 9 Comment score = 0 No comment score = 40
*************************
Valdes:
Standard I. Leadership and District Culture: "The culture of the district depends on the leadership. There is still much work to be done to change the culture. I do not always see positive modeled behavior that creates a culture of the
described standard." - Pts = 3
Standard II. Policy and Governance: No Commment - Pts = 3
Standard III. Communications and Community Relations: "There has been some improvement in the area of communications and community relations.
There are still some gaps and room for improvement. On several occasions I have brought up the errors in the “en espanol” website and errors still exist.- Pts = 3
Standard IV. Organizational Management: "You have done a great job in the budget/financial aspect of the district. The interdepartmental collaboration and communication needs to improve, as well as internal and external communication." - Pts = 3
Standard V. Human Resource Management: "There seems to be inconsistencies in how employees are treated. Employee morale is low and employees feel that their loyalty to the district is not reciprocated by either the Superintendent or
their management." - Pts = 3
Standard VI. Instructional Leadership: No Comment - Pts = 4
Standard VII. Curriculum Planning Development: No Comment - Pts = 4
Standard VIII. Values and Ethics of Leadership: No Comment - Pts = 3
Standard IX. Labor Relations: No Comment - Pts = 5
AREAS OF STRENGTH: "You’re very hard working and have high expectations for our school district. I appreciate the work that you do. I applaud you in the way you have worked with our unions and equally respect them."
AREAS OF IMPROVEMENT: "Besides the comments I made by the sections noted, the other area of concern is the ability to find a balance between the adult and technical career courses vs. the emphasis on Honors and AP courses and the area of agri-business. In this area is one of our biggest local businesses that
we must prepare for their future and support that industry."
Total score 31 No Comments 5 Comment score = 12 No comment score = 19
******************
Faliero: Total 42 No Comments 4 Comment score = 22 No comment score = 20
Edgecomb:Total 40 No Comments 0 Comment score = 40 No comment score = 0
Griffin: Total 29 No Comments 1 Comment score = 26 No comment score = 3
Kurdell: Total 42 No Comments 9 Comment score = 0 No comment score = 42
Lamb: Total 43 No Comments 1 Comment score = 38 No comment score = 5
Olson: Total 40 No Comments 9 Comment score = 0 No comment score = 40
Valdes: Total 31 No Comments 5 Comment score = 12 No comment score = 19
When I try to analyze information presented in this type of form, I like to reformat how the information is presented.
Here is how it would look:
Faliero:
Standard I. Leadership and District Culture: No Comment - Points = 5
Standard II. Policy and Governance:"Create a more formal process for updating the Board on daily operation of school system. Makes tough decisions and follows through even during difficult times." - Points = 4
Standard III. Communications and Community Relations:"Improved from last year’s evaluation. Continue to develop techniques to gain an unbiased external perception of the school district in the local area." - Points = 4
Standard IV. Organizational Management: No Comment - Points = 5
Standard V. Human Resource Management: "Employees have been the top priority in a time when other school districts are cutting jobs and leaving those unemployed. Mrs. Elia assisted employees in maintaining employment when position eliminated." - Points = 4
Standard VI. Instructional Leadership: "ACT and SAT scores continue to rank the highest in the nation. More students are taking AP courses than ever. The Achievement Gap is narrowing. Student gains continue to rise yearly." - Points = 5
Standard VII. Curriculum Planning Development: No Comment - Points = 5
Standard VIII. Values and Ethics of Leadership: No comment= Points = 5
Standard IX. Labor Relations: "Has been able to provide over 18 percent in raises to teachers over the past two (2) years." - Points = 5
AREAS OF STRENGTH: "Uses resources to improve student academic performance, even when revenues are declining. Streamlined operations in various divisions, creating a more safe and efficient environment in Transportation and Procurement; operations are more transparent; has moved the district forward, even in times of crisis."
AREAS OF IMPROVEMENT: "Provide budget forecasts and where we are operationally, according to Board goals during School Board meetings."
Total score 42 No Comments 4 Comment score = 22 No comment score = 20
****************************************
Edgecomb:
Standard I. Leadership and District Culture: "Working together to create the vision and mission, offered us multiple opportunities and times to share our beliefs and hopes for this district. My expectation is that together we will continue to monitor the efforts, hold each other accountable for achieving those goals, and put into place the support systems, staff expertise, and leadership needed for success. It is also important to continuously keep the lines of communication open among and between all stakeholders. I commend you on your leadership in this area for it continues to be a standard where you demonstrate the skills and direction needed to achieve our goals." - Pts = 5
Standard II. Policy and Governance: "This is an area that, at times, continues to challenge us as a leadership team. In this climate of doing more with less, it is absolutely critical that we never hesitate to find ways to improve our ability to work together. I believe we owe that to our students, employees, and community who want to see evidence of mutually respectful relationships and confirmation that even though we may not always agree, we are willing to put aside our differences to move this school district to the next level." - Pts = 4
Standard III. Communications and Community Relations: "You are to be commended on your continuing efforts to improve in this area. Your small group sessions with employees, the budget updates, your community visibility and involvement, and your outreach to the community are all indicators that you have heard the concerns of many about the importance of timely, on-going, and responsive communication. Because communication and relationships are keys to building trust in and support for our system, you must continue to make this a top priority. It is important that you continue to seek ideas and input from both our critics and supporters and make more visible to them your efforts and the successes in this area." - Pts = 4
Standard IV. Organizational Management: "Your efforts to seek solutions and ideas for addressing budgetary issues, soliciting suggestions from and listening to employees, implementing those ideas where appropriate, and working with the Board on an ongoing basis to establish priorities and implement strategies have resulted in keeping our district financially solvent. Long-range planning, constant monitoring, and timely updates should continue to be the expected way to operate our district with an emphasis on openness, exchange of ideas, data to help drive our decisions, and accountability at every level." - Pts = 5
Standard V. Human Resource Management: "You have been aggressive and forthright in expressing to all the expectations of timely and appropriate evaluation of staff, the importance of offering assistance and support when needed, and expecting and acknowledging quality performance. With less emphasis on recruitment because of the budget, this gives the district greater opportunity to focus on retaining staff and creating plans for succession and cross-training that will offer continuity and opportunity for career growth and preparation. As the leadership team of the district, we must model and seize every opportunity to share our appreciation to our employees." - Pts = 5
Standard VI. Instructional Leadership: "This is one of your greatest assets as a leader. You consistently demonstrate your tenacity, capacity, and skills as an effective and engaged instructional leader." - Pts = 5
Standard VII. Curriculum Planning Development: "This is also an area of strength and one where you provide positive leadership and vision. One of the areas I hope you will pursue with greater urgency is improving our graduation rate for all students, but also developing specific strategies that target minority male students." - Pts = 4
Standard VIII. Values and Ethics of Leadership: "As we continue to face many sensitive and difficult issues, you have made notable strives to work with the Board to ensure that Board policies and procedures are developed and followed, and that fairness and ethical principles are practiced. Keeping these values and actions at the forefront are necessary for building and maintaining public confidence and trust in our district." - Pts = 5
Standard IX. Labor Relations: "You continue to display a willingness to build positive relationships with our employees and our employee unions. There is mutual respect between you and the unions, and because each of you has worked to build such a relationship, we are able to negotiate and work together in an environment that benefits our employees." - Pts = 4
AREAS OF STRENGTH - "Passionate leader that cares about the district and its progress, image, and future.
Aggressive leadership that is always seeking to bring new programs and opportunities for the district that will improve student achievement and promote a cutting edge approach to moving the district forward.
Recognizes the importance of celebrating and rewarding outstanding contributions and
performance of employees.
Creative and energized leader who continues to encourage the district to be at forefront of education reform and a visionary in public education."
AREAS OF IMPROVEMENT: "Communication that keeps Board informed at the same level and improve the communication with staff so that we are kept informed about major and future activities.
Using and including the Board as an active and equal partner in promoting the images and messages of the district.
Make more apparent the programs and support that demonstrate the district’s efforts that targets success for all students, because there is the perception there is not enough emphasis on and opportunities for the average achieving student.
Though efforts have been made in the area of Board and staff governance, as a leadership team we must not lose sight of working more cohesively to continue the progress.
Total score 40 No Comments 0 Comment score = 40 No comment score = 0
*******************
Griffin:
Standard I. Leadership and District Culture: "The Superintendent has shown improvement in leadership and district culture. The district’s
commitment in assisting struggling schools is shown in the improvement of overall school grades. Also, the two-way communication regarding the recent budget issues has helped employees feel empowered by listening to and taking their suggestions -- continue working on communications." - Points = 3
Standard II. Policy and Governance: "Communication with this Board member needs to be strengthened. Communication with staff and the community has improved since 2006-2007; but, based on newspaper editorials written by the Superintendent or staff on behalf of the Superintendent, improvement needs to be made in the area of accepting responsibility for recommendations made, i.e., the sale of Gary Adult." - Points = 3
Standard III. Communications and Community Relations: "The Superintendent has made discernible gains in the area of communication. The greatest issue facing education at the moment is the financial crisis. The direct and concise communication with employees has helped ease fears and concerns our employees would naturally have, given the budget shortfalls. With a large district, however, continued improvement must continually be strived for." - Points = 3
Standard IV. Organizational Management: "Organizational management is one of the Superintendent’s strengths. Due to financial forecasting, Hillsborough County School District is in a much better position with the budget than many districts in the state." - Points = 3
Standard V. Human Resource Management: "Recurring employee evaluations are vitally important to continuous employee improvement. The Superintendent has made this a mandate to principals and district management; however, communicate with employees that this Board and Superintendent places greater importance on evaluations than in the past. This could help avoid issues that have consistently come before the Board during dismissal hearings.- Points = 3
Standard VI. Instructional Leadership: "Instructional leadership is one of the Superintendent’s greatest strengths. School grades and student test scores show improvement; however, it is this Board member’s philosophy that we need to provide a broader range of academic and elective opportunities and be very careful not to place the majority of our focus on College Board curriculum." - Points = 4
Standard VII. Curriculum Planning Development: "As stated in Standard VI, curriculum planning – like instructional leadership – is a major strength. Nonetheless, there is a concern from the community that the school district needs to provide more balance in curriculum and electives. A well-balanced community has college-prepared graduates and career- (not work) prepared graduates. We need to remember that not every student is college bound and college is not the only indicator of success. For the sake of our students and community, we cannot lose site of this." - Points = 3
Standard VIII. Values and Ethics of Leadership: - No Comment - Pts = 3
Standard IX. Labor Relations: "The Superintendent has positive relationships with labor unions and treats both HSEF and CTA with mutual respect." - Pts = 4
AREAS OF STRENGTH
Total score 29 No Comments 1 Comment score = 26 No comment score = 3
**************************
Kurdell:
Standard I. Leadership and District Culture: No Comment - Pts = 5
Standard II. Policy and Governance: - No Comment - Pts = 4
Standard III. Communications and Community Relations: No Comment - Pts = 4
Standard IV. Organizational Management: - No Comment - Pts = 5
Standard V. Human Resource Management: No Comment - Pts = 4
Standard VI. Instructional Leadership: No Comment - Pts = 5
Standard VII. Curriculum Planning Development: No Comment - Pts = 5
Standard VIII. Values and Ethics of Leadership: No Comment - Pts = 5
Standard IX. Labor Relations: No Comment - Pts = 5
AREAS OF STRENGTH: "Mrs. Elia continues to exhibit strong leadership across the district, state, and nation. She has garnered praise and awards for our county. She continues to push the standards of achievement for our students."
AREAS OF IMPROVEMENT: "Community support seems to continue, but communication still has some gaps; however, but it has improved in some areas, i.e., the pop up for info on our website."
Total score 42 No Comments 9 Comment score = 0 No comment score = 42
********************************
Lamb:
Standard I. Leadership and District Culture: "Has been recognized at state and national levels for leadership in raising academic standards. College Board president lauded her efforts." - Pts = 5
Standard II. Policy and Governance: "Is invited to state and national discussions, and has received several awards recognizing her leadership and efforts of district." - Pts = 5
Standard III. Communications and Community Relations: "Tries valiantly to get the “facts” in the media. Wants the public to know what is taking place in our schools." - Pts = 4
Standard IV. Organizational Management: "District strategic plan. Reassignment of staff and downsizing efforts. “Doing more with less.”" - Pts = 5
Standard V. Human Resource Management: "Uses data in decision-making process." - Pts = 4
Standard VI. Instructional Leadership: "Excelerator grant speaks volumes. Attends many, many school/district activities and functions." - Pts = 5
Standard VII. Curriculum Planning Development: "Strong advocate and models use of data in decision making." - Pts = 5
Standard VIII. Values and Ethics of Leadership:"Believes strongly in the evaluation process" - Pts = 5
Standard IX. Labor Relations - No Comment - Pts = 5
AREAS OF STRENGTH: "District is most fortunate to have her in a leadership role. She is very respected at state and national levels. It is most unfortunate that lack of resources from the Legislature have not allowed her to move the district as far as she’d like in some areas.
Has definitely raised level of aspiration in the district.
Provided volumes of support documents/ materials of documentation for her evaluation.
AREAS OF IMPROVEMENT: "Needs to learn to adjust her schedule to have time for herself – especially at certain times in school year. Temper her desire to have everything done now."
Total score 43 No Comments 1 Comment score = 38 No comment score = 5
***************
Olson:
Standard I. Leadership and District Culture: No Comment - Pts = 4
Standard II. Policy and Governance: No Comment- Pts = 4
Standard III. Communications and Community Relations: No Comment - Pts = 4
Standard IV. Organizational Management: No Comment - Pts = 5
Standard V. Human Resource Management: No Comment - Pts = 4
Standard VI. Instructional Leadership: No Comment - Pts = 5
Standard VII. Curriculum Planning Development: No Comment - Pts = 5
Standard VIII. Values and Ethics of Leadership: No Comment - Pts = 5
Standard IX. Labor Relations: - No Comment Pts = 4
AREAS OF STRENGTH: Three items are of particular note. The first is the Superintendent’s foresight and financial management skills. Working with her staff, she has reduced the impact of the economic downturn on the district. Some of her actions have been unpopular, but she seems to be doing a better job of communicating districtwide, and we face much less dramatic cuts than many other districts.
The second item of note is the Superintendent’s ability to articulate district concerns at the state and federal levels, and to impact decisions at those levels. The relationships she has developed at those levels (in part because of her success at increasing student achievement), and her ability to articulate the best interests of students, are of great value to our students and teachers, and to the district.
Last, but not least, the Superintendent’s leadership has enabled teachers to help the students in our schools to move to new heights of achievement – no small feat given the often bizarre twists of testing and grading in this state.
AREAS OF IMPROVEMENT: "Ms. Elia has begun to move away from excruciating emphasis on FCAT scores -- I hope she continues. In addition, I hope we will increase awareness of the value of “non-FCAT: pursuits like recess, art, and music to student learning; we need to continue to build staff morale; and the Superintendent and Board need to continue to work to improve relations. This is primarily a matter of the Board taking responsibility for its actions and operations, perhaps in ways that are not traditional, but the Superintendent must be a part of the discussions as she is our chief executive officer."
Total score 40 No Comments 9 Comment score = 0 No comment score = 40
*************************
Valdes:
Standard I. Leadership and District Culture: "The culture of the district depends on the leadership. There is still much work to be done to change the culture. I do not always see positive modeled behavior that creates a culture of the
described standard." - Pts = 3
Standard II. Policy and Governance: No Commment - Pts = 3
Standard III. Communications and Community Relations: "There has been some improvement in the area of communications and community relations.
There are still some gaps and room for improvement. On several occasions I have brought up the errors in the “en espanol” website and errors still exist.- Pts = 3
Standard IV. Organizational Management: "You have done a great job in the budget/financial aspect of the district. The interdepartmental collaboration and communication needs to improve, as well as internal and external communication." - Pts = 3
Standard V. Human Resource Management: "There seems to be inconsistencies in how employees are treated. Employee morale is low and employees feel that their loyalty to the district is not reciprocated by either the Superintendent or
their management." - Pts = 3
Standard VI. Instructional Leadership: No Comment - Pts = 4
Standard VII. Curriculum Planning Development: No Comment - Pts = 4
Standard VIII. Values and Ethics of Leadership: No Comment - Pts = 3
Standard IX. Labor Relations: No Comment - Pts = 5
AREAS OF STRENGTH: "You’re very hard working and have high expectations for our school district. I appreciate the work that you do. I applaud you in the way you have worked with our unions and equally respect them."
AREAS OF IMPROVEMENT: "Besides the comments I made by the sections noted, the other area of concern is the ability to find a balance between the adult and technical career courses vs. the emphasis on Honors and AP courses and the area of agri-business. In this area is one of our biggest local businesses that
we must prepare for their future and support that industry."
Total score 31 No Comments 5 Comment score = 12 No comment score = 19
******************
Faliero: Total 42 No Comments 4 Comment score = 22 No comment score = 20
Edgecomb:Total 40 No Comments 0 Comment score = 40 No comment score = 0
Griffin: Total 29 No Comments 1 Comment score = 26 No comment score = 3
Kurdell: Total 42 No Comments 9 Comment score = 0 No comment score = 42
Lamb: Total 43 No Comments 1 Comment score = 38 No comment score = 5
Olson: Total 40 No Comments 9 Comment score = 0 No comment score = 40
Valdes: Total 31 No Comments 5 Comment score = 12 No comment score = 19
A Few Recent Dots To Add To The Picture
Steve Otto writes: "It's Time To Apply A Board Of Education To The School Board"
Steve Otto writes: Do We Really Care About Our Schools?
Marilyn Brown writes: "School Chief Improves On Her Evaluation".
Courtney Cairns Pastor writes: District 1 Candidates Clash On School Board Member Roles"
Daniel Ruth writes: "The School Board Is Not An E-Ticket"
As always, read the public comments for added flavor.
Steve Otto writes: Do We Really Care About Our Schools?
Marilyn Brown writes: "School Chief Improves On Her Evaluation".
Courtney Cairns Pastor writes: District 1 Candidates Clash On School Board Member Roles"
Daniel Ruth writes: "The School Board Is Not An E-Ticket"
As always, read the public comments for added flavor.
Sunday, July 27, 2008
Shoes And School Board Members Flying By The Same Rules
Last week I had the occasion to play in a kick ball game with a group of young kids. While this was an activity I used to supervise daily, I haven't done it for several years. Due to scheduling accommodations, I relieved one of the two young adults so that he could go do another task.
I was unfamiliar with the culture of this group's afternoon activities. I also came into an already underway game. I took my place on "my team" as the other team had a young adult already engaged. We are big on "engaging"... it leads to many positive experiences and increases communication skills which lessens frustrated behavior.
I digress. My team was up to kick. One little boy attempted to kick the ball and his shoe flew off. He put it back on, and then repeated this action with the next pitch.
I then asked him if I could tighten his Velcro to see if that would help. He said yes, and he then kicked the ball a short distance (bunt?) and was able to make it to first base. In this brief amount of time, I ranked him as an emerging kickballer, and surmised that he must get picked last a lot.
Back in the day, my favorite "team picking" strategy was to have the captains pick the other's team. The "always picked last" kids then got picked first. These low-on-the-kickball-bell-curve kids didn't care what the implication was, all they knew was they were "FIRST"!
I digress again.
After our three outs, we took the field. Our pitcher was the oldest, biggest, dominant girl. I wasn't sure if she was the "all time pitcher", but she was the commander of "her" team. Back in the day, I had strategies to help others learn to command too, and also help some to learn how to receive commands. But this day, I wanted to learn the culture first and it would be counter productive for me to interject too much.
I digress.
It wasn't long before a kicker on the opposing team attempted to kick the ball, and his shoe flew off. My dominant pitcher immediately yelled "He's out!".
I hesitantly asked "how come?". She said "because Mr. Joe says if your shoe comes off, you are out". Sure enough, Mr. Joe wasn't there to verify. But I had a more pressing question.
"How come when our guy kicked and his shoe came off, no one said he was out?"
I received a blank look with no noticeable facial movement. It was as if I had sold out my own team.
So I explained that if a rule is a rule, it must be applied fairly. If it wasn't called when our guy kicked, then we can't enforce it now. I asked her why she didn't speak up when our guy's shoe flew off and she blew it off with an "I don't know".
The game went on, and no one else had a shoe malfunction.
This scenario reminds me of the local HCPS school board's enforcement of "traveling fees". It is only called out when it is convenient to gain an edge over your opponents.
I was unfamiliar with the culture of this group's afternoon activities. I also came into an already underway game. I took my place on "my team" as the other team had a young adult already engaged. We are big on "engaging"... it leads to many positive experiences and increases communication skills which lessens frustrated behavior.
I digress. My team was up to kick. One little boy attempted to kick the ball and his shoe flew off. He put it back on, and then repeated this action with the next pitch.
I then asked him if I could tighten his Velcro to see if that would help. He said yes, and he then kicked the ball a short distance (bunt?) and was able to make it to first base. In this brief amount of time, I ranked him as an emerging kickballer, and surmised that he must get picked last a lot.
Back in the day, my favorite "team picking" strategy was to have the captains pick the other's team. The "always picked last" kids then got picked first. These low-on-the-kickball-bell-curve kids didn't care what the implication was, all they knew was they were "FIRST"!
I digress again.
After our three outs, we took the field. Our pitcher was the oldest, biggest, dominant girl. I wasn't sure if she was the "all time pitcher", but she was the commander of "her" team. Back in the day, I had strategies to help others learn to command too, and also help some to learn how to receive commands. But this day, I wanted to learn the culture first and it would be counter productive for me to interject too much.
I digress.
It wasn't long before a kicker on the opposing team attempted to kick the ball, and his shoe flew off. My dominant pitcher immediately yelled "He's out!".
I hesitantly asked "how come?". She said "because Mr. Joe says if your shoe comes off, you are out". Sure enough, Mr. Joe wasn't there to verify. But I had a more pressing question.
"How come when our guy kicked and his shoe came off, no one said he was out?"
I received a blank look with no noticeable facial movement. It was as if I had sold out my own team.
So I explained that if a rule is a rule, it must be applied fairly. If it wasn't called when our guy kicked, then we can't enforce it now. I asked her why she didn't speak up when our guy's shoe flew off and she blew it off with an "I don't know".
The game went on, and no one else had a shoe malfunction.
This scenario reminds me of the local HCPS school board's enforcement of "traveling fees". It is only called out when it is convenient to gain an edge over your opponents.
Wednesday, August 29, 2007
Another view of the HCPS spat
Click here: Team Building Turns Ugly For School Board
From Mother Trib. The most interesting quote to me is when Faliero say's "I am entitled to my opinon". I am trying to get the picture. Griffin voices her opinion, and Faliero says get with the program or resign. So Griffin must be entitled to her opinion, but just leave after you say it.
From Mother Trib. The most interesting quote to me is when Faliero say's "I am entitled to my opinon". I am trying to get the picture. Griffin voices her opinion, and Faliero says get with the program or resign. So Griffin must be entitled to her opinion, but just leave after you say it.
Tuesday, August 28, 2007
HCPS Board Spat
http://blogs.tampabay.com/schools/2007/08/hillsborough--2.html?cid=80895545#comment-80895545
I wasn't there. I don't know what was said nor how it was said. But trouble has been brewing, and now it is at a high simmer. Having watched the last Board meeting and saw and heard what was said, and since I recorded it, I have replayed certain parts so I can see it more clearly, I have a question. There were specific comments made during the meeting and the word "disconnect" was used. At least twice the Superintendent made a point that if any Board member had any questions about issues, they should come to her "first". I assume "second" is speaking about it to the public.
Since that meeting, the information came out about Ms. Faliero not living in her respective area. First the St. Pete Times and then the Tampa Tribune reported it with seemingly different perspectives, even if one just read the headlines. I may have missed what responsibility the local Board has to govern their own regarding this matter, but I haven't seen it.
So today, Ms. Faliero apparently asks/tells? Ms. Griffin to resign.
Now to my question: Had Ms. Griffin or Ms. Valdes taken the same action as Ms. Faliero and moved temporarily and initially denied it to the press, and then asked/told another Board member to resign, would the local administration be more open about sanctioning them?
I wasn't there. I don't know what was said nor how it was said. But trouble has been brewing, and now it is at a high simmer. Having watched the last Board meeting and saw and heard what was said, and since I recorded it, I have replayed certain parts so I can see it more clearly, I have a question. There were specific comments made during the meeting and the word "disconnect" was used. At least twice the Superintendent made a point that if any Board member had any questions about issues, they should come to her "first". I assume "second" is speaking about it to the public.
Since that meeting, the information came out about Ms. Faliero not living in her respective area. First the St. Pete Times and then the Tampa Tribune reported it with seemingly different perspectives, even if one just read the headlines. I may have missed what responsibility the local Board has to govern their own regarding this matter, but I haven't seen it.
So today, Ms. Faliero apparently asks/tells? Ms. Griffin to resign.
Now to my question: Had Ms. Griffin or Ms. Valdes taken the same action as Ms. Faliero and moved temporarily and initially denied it to the press, and then asked/told another Board member to resign, would the local administration be more open about sanctioning them?
Thursday, August 23, 2007
What is HRMD? How would we know if it is followed
Did anyone catch this one?
At the Board meeting of 8/21/07, after the vote for the principal of Gary Adult school, there was a bit of action on the floor. Ms. Valdes brought up a concern about hiring the right people for the school . Ms. Griffin chimed in with a concern also. There was some bantering back and forth at some point Ms. Edgecomb asserted that they could not have found a better person for the job than the person that was just voted on to be principal.
Both Valdes and Griffin said their concerns were not about the new principal. They alluded to concerns about the hiring process. Then Dan Valdez jumped in to clarify things. He basically said that the HRMD was followed as it always has been.
Ms. Valdes again said that hiring policies and procedures should be followed at all times.
Sooooo, the question is, why would two Board members be concerned about the hiring practices? How does the public know if the District is following the HRMD?
Where is our investigative agency to protect the public, if the Board can not?
At the Board meeting of 8/21/07, after the vote for the principal of Gary Adult school, there was a bit of action on the floor. Ms. Valdes brought up a concern about hiring the right people for the school . Ms. Griffin chimed in with a concern also. There was some bantering back and forth at some point Ms. Edgecomb asserted that they could not have found a better person for the job than the person that was just voted on to be principal.
Both Valdes and Griffin said their concerns were not about the new principal. They alluded to concerns about the hiring process. Then Dan Valdez jumped in to clarify things. He basically said that the HRMD was followed as it always has been.
Ms. Valdes again said that hiring policies and procedures should be followed at all times.
Sooooo, the question is, why would two Board members be concerned about the hiring practices? How does the public know if the District is following the HRMD?
Where is our investigative agency to protect the public, if the Board can not?
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