TSP Competencies Work

Transition to Superintendency Program (TSP)

COMPETENCIES posted to date, following:

FINAL = Ready for work
DRAFT = Still being developed

Please contact me with corrections, and/or ideas for new or improvements to competencies.
James M. Merrins, Ed.D., Executive Program Administrator >>>> CONTACT ME

Orientation to the Superintendency

Orientation 1 – New Superintendent - FINAL

Identify a new (first time) superintendent in a local school district prior to her/him starting in the position. Complete a CONFIDENTIAL assessment of her/his entry into the school district. The assessment must include, but is not limited to, the following:

your review of all newspaper articles (including editorials), referencing the appointment and entry,

your attendance at the first three board meetings of the new superintendent and assessment of the role the new superintendent played at each meeting, and how his/her role changed over the three meetings.

your identification of at least three employees within the district willing to discuss the new superintendent with you, listening to what they have to say about the new superintendent at the end of the first month, second month, and third month, and compare and contrast their remarks against each other and your own observations/assessment.

your assessment of what you consider to be the strengths and weaknesses of the new superintendent based on your observations/assessment.

your assessment of the new superintendent's entry plan and its success.

Standard: Professionally written (insightful) assessment of the new superintendent's entry.

Required Submission: Copy of your analysis. Letter of certification and competency evaluation.

The Self Environment in the Superintendency

Self 1 – 360 Degree Feedback Evaluation - FINAL

Complete a 360 Degree Feedback Evaluation of yourself as an instructional leader. Have someone else collect the evaluation to ensure confidentiality of the evaluators. You must have a minimum of two evaluations from each of the following – 2 supervisors, 2 Board members, 2 colleagues, 2 teachers, 2 parents, 2 community members (non parents), 2 students, ...
360 Degree Feedback - pdf only

Standard: For each of the area of evaluation in the 360 Degree Feedback Evaluation, write a candid evaluation of your strengths and weaknesses in each area of evaluation as perceived by your evaluators.

Required Submission: Copies of the letter to evaluators, copies of the evaluations, copy of your candid evaluation of your strengths and weaknesses in each area of evaluation as perceived by your evaluators. Letter of certification and competency evaluation.

The District Environment in the Superintendency

District 1 – Labor Relations - Negotiations - FINAL

Complete the two-day "At the Table Negotiations Skills" workshop. Identify and work with a superintendent of schools. Either, A., complete one cycle as an at-the-table observer for a actual negotiations of a contract, or B., under the guidance of a superintendent of schools and business administrator "price out" all the proposals from a bargaining unit's proposal. At the Table Negotiating Skills - 15 CPE Credits

Standard: A professional level of involvement.

Required Submission: For "A" a letter of confirmation from the superintendent of schools certifying your completion of one cycle as an at-the-table observer for a actual negotiations of a contract, or for "B" a copy of the "price out" all the proposals from a bargaining unit's proposal certified for accuracy by the superintendent of schools . Letter of certification and competency evaluation.

District 2 – Standard Hiring Procedures - FINAL

Based on your district not having written standard hiring procedures, with the approval of your superintendent of schools, and working with fellow administrators, develop a written Standard Hiring Procedures for your district. Use the 'Standard Hiring Procedures' on the www,SuperintendentOfSchools.com website as your model.

Standard: The level of development indicated in the model.

Required Submission: Copy of the complete, and superintendent of schools accepted, Standard Hiring Process for your district. Letter of certification and competency evaluation.

The Community Environment in the Superintendency

Community 1 – Ongoing Media Coverage - DRAFT

Select a school district in your region that is reported regularly in the media (press and TV). Over a three month period collect all press articles and TV clips [reported on the station website]) on the district.

Standard: TBD

Required Submission: TBD. Letter of certification and competency evaluation.

Community 2 – Crisis Media Coverage - DRAFT

This is a opportunity based competency. Select a school district in your region that is reacting to a major crisis being covered by the media (press and TV). Collect all press articles and TV clips [reported on the station website]) on the district throughout the crisis.

Standard: TBD

Required Submission: TBD Letter of certification and competency evaluation.

The Superintendency and the Board of Education

Board 1 – Board Meetings - FINAL

Select a local Board of Education (other than your own district) with a schedule of two meetings a month. Attend a minimum of six consecutive Board meetings (as an observer/student, no interaction). Let the Superintendent know you will be attending as an observer. Complete a CONFIDENTIAL assessment the Board Meetings relative to the following:

Who runs the Board meeting (Board President/Superintendent) and to what extent?

What is the apparent relationship of the Superintendent to the Board President and to each Board member?

On what issues does the Superintendent speak and does he/she have a segment of the meeting that is his/hers (Superintendent Report)?

Does the Board differentiate the two monthly meetings (workshop v. business)?

Is it evident that all Board members have read their Board Packet (pre-meeting) materials?

Does the Board use a "consent agenda" for any of its business?

Who gives the financial reports?

Quantify in which areas of education does the Board expend its time - Curricular (test results, student programs, etc.) v. Operational (finance, capital projects, budget, transportation, etc.).

How active are Board members in asking good follow up questions to reports given to them in public?

Which district and school administrators are present and what role/s do they play?

Are meeting agendas provided to the audience (public)?

How does the Board handle public comments (beginning/end of the meeting, time limits, acceptable tone, etc.)?

What groups regularly send representatives to the meetings (observers)?

Are Board meetings covered by the media, and if so who and why and what type of reporting appears in the media as follow up?

What are the lengths of the meetings (start/end, public/executive)?

How does the Board handle executive sessions (before/after/during meetings, length, etc.)?

Standard: Professionally written (insightful) assessment of the Board meetings.

Required Submission: CONFIDENTIAL assessment. Letter of certification and competency evaluation.

Board 2 – Board Members - FINAL

Select a local school district with a reputation for having a philosophically split Board of Education. Attend a minimum of six consecutive Board meetings (as an observer/student, no interaction). Let the Superintendent know you will be attending as an observer. Complete a CONFIDENTIAL profile and assessment of each Board member (identified only by associate assigned pseudonym) relative to the following:

years of experience on the Board,

family in the schools (children, grandchildren, spouse),

personal work/education background (current job, level of formal education, skill set, etc.),

level of self-education on school district matters,

preparation for the meeting (reading the Board packet),

areas of interest and areas of expertise (student progress, finance, special education, athletics, etc.)

relative power on the Board,

personal agenda v. "public good" agenda,

loyalty to children v. loyalty to taxpayers,

"playing" to the media/audience,

alliances with other Board members (friends, shared philosophy, power play, etc.),

support of the Superintendent,

alliances with specific district administrators (business official, principals, etc.),

meaningful participation in the "Board Process,"

etc.

Standard: CONFIDENTIAL, professionally written (insightful) profile and assessment of each Board member.

Required Submission: CONFIDENTIAL Profile and assessment. Letter of certification and competency evaluation.

The Superintendency and the Law

Law 1 –

The Superintendency and School Finance

Finance 1 – Fiscal Navigation - FINAL

Complete the "Fiscal Navigation for Superintendents" workshop series. Identify and work with a school business administrator. Complete and submit all homework assignments. Fiscal Navigation for Superintendents - 14 CPE Credits

Standard: The homework assignments must be complete as prescribed by the workshop presenter.

Required Submission: The completed homework assignments. Letter of certification and competency evaluation.

Finance 2 – Fiscal Power and Authority - DRAFT

In a local school district, review of Superintendent’s contract, Board of Education Reorganization Meeting minutes for the past two years, and all Board of education Policies for….

Standard: Analysis

Required Submission: Copies of the analysis. Letter of certification and competency evaluation.

Transitioning to the Superintendency

Transitioning 1 – District Scan - FINAL

Complete a CONFIDENTIAL scan of a school district with a current Superintendent of Schools vacancy, including a review of data and information gathered, persons interviewed, the needs of the district, and "observations and conclusions" in each area, your assessment of personal/family fit (personal and professional), and your ability to meet the needs of the district. (if possible, select and scan a district in which you are interested in applying.)

Standard: The model district scan provided by the administrator.

Required Submission: Copy of your district scan. Letter of certification and competency evaluation.

Transitioning 2 – Application for Superintendency - FINAL

Complete the application process for current Superintendent of Schools vacancy, including letter of interest, resume, "supplemental resume", completed application form, professional references sculptured for the position, and up-to-date college placement file.

Standard: A "Superintendent level" application and application support documents.

Required Submission: Copy of the vacancy notice (brochure), completed application form for the position, copies of all your application materials, including resume, list of references, and college placement file. Letter of certification and competency evaluation.

WORKING:

School Business Officials Training & Support Program - 40 CPE Credits

Tenure Culture Service - CPE Credits by program

Best Practices for Extraclassroom Activity Funds - 3.5 CPE Credits
      with attention to Internal Fiscal Controls and Fund Safety

Successful Administration of School Construction Projects - 5 CPE Credits

Board Member Fiscal Training - Fiduciary Responsibility and Accountability
   - 6.5 CPE Credits

Tenure - Developing a Culture of Quality and Accountability - 5 CPE Credits

The Great Game - 3 CPE Credits

Audit Committee Training - 3.5 CPE Credits

Effective Evaluation of the Problem Teacher - 5 CPE Credits