Presentation on theme: "TRUMANSBURG CENTRAL SCHOOL DISTRICT SUPERINTENDENTS ENTRY PLAN Cosimo Tangorra, Jr. Superintendent of Schools."— Presentation transcript:
TRUMANSBURG CENTRAL SCHOOL DISTRICT SUPERINTENDENTS ENTRY PLAN Cosimo Tangorra, Jr. Superintendent of Schools
THREE PHASE ENTRY PLAN b Data Collection and Introduction b Establishment of Work Plan b Evaluation of First Year
INTRODUCTION The goals of this plan are to: 1) become familiar with the operations, culture, and community of the Trumansburg Central School District in a relatively brief period of time; 2) examine the key issues of the districts past, understand the systems of the present, and determine the conditions that may effect the future; 3) identify tasks that must be completed and rank them in order of priority; 4) establish how these tasks are to be accomplished.
TRUMANSBURG CENTRAL SCHOOL DISRTICT SCAN The sources used to conduct the scan include, but were not limited to the following: < Report Card Data < Trumansburg Central School District Website < Report to the Governor and Legislature on the Educational Status of the States Schools < New York State Education Department Website < Trumansburg Board of Education Minutes < Trumansburg Central School District Collective Bargaining Contract < Trumansburg Newsletters < The Ithaca Journal < Trumansburg Central School Districts Proposed School Budget
GUIDING PRINCIPLES b b Strategic planning b b Research and best practice b b Effective communication b b Leadership development b b Trustworthiness Clear expectations b Humor and levity b Compassion and respect b Motivating work ethic b Shared responsibility b Visibility and approachability b Prudent leadership
CURRICULUM PHILOSOPHY Adopted from the work of Dr. Bruce H. Crowder b b SYSTEMIC - District curriculum is systemic as it prepares students for their next grade level of instruction in each academic area across all levels. b b ALIGNED - District curriculum is aligned with the New York State Learning Standards and Core Curriculum. b b UNIFORM - District curriculum is in a uniform format and structure that clearly display. b b MAPPED - District curriculum is mapped from each grade and subject area to reflect a sequence and time line. b b PREPARED - District curriculum is prepared for delivery at the point of instruction to ensure student opportunity for learning and performance. b b TAUGHT - Teachers teach the district curriculum.
CURRICULUM PHILOSOPHY Adopted from the work of Dr. Bruce H. Crowder b b ASSESSED - Teachers assess students acquisition of the district curriculum with multiple approaches at the point of delivery and on a regular basis. b b EVALUATED - The district evaluates the effectiveness of the district curriculum by means of periodic, district-wide assessments aligned with the state standards and performance indicators. b b SUPERVISED - Principals regularly supervise the delivery of the district curriculum. b b FAMILIAR - Parents are familiar with what the schools are teaching and know how they may contribute to their childs learning based on information shared with them by teachers.
FIRST WEEK b b Establish office procedures with staff b b Budget status meeting with Business Official b b Review facilities plan b b Request status reports from administrators and supervisors
FIRST WEEK b b Identify key community, parent, and booster groups b b Meet individually with each administrator, supervisor, and union leader b b Contact school attorney, auditor, and official depositories b b Establish Board Meeting agenda setting procedures with the Board President
FIRST MONTH b b Establish standard operating procedures with Board of Education b b Develop work plan and schedule with office staff b b Review all district plans through the lens of the Mission Statement and strategic planning b b Review all building plans through the lens of the Mission Statement and strategic planning with each building administrator
FIRST MONTH b b Establish regular administrative and supervisory meetings b b Review facilities with Business Official, Building Administrator, and Superintendent of Buildings and Grounds b b Establish budget calendar that reflects student need and supports the Mission Statement Initiate 5x5 classroom visits in each building
FIRST SIX MONTHS b b Explain strategic plan and Mission Statement to business, community, village, and town leaders b b Collect and review all requisite data b b Identify and evaluate all student achievement improvement initiatives b b Meet individually with each board member b b Evaluate instructional improvement/curriculum teams
FIRST SIX MONTHS b b Assess progress of agreed upon tasks with administrators and supervisors b b Meet with various groups of students, and request to be invited into classrooms b b Attend faculty meetings in each building to share entry plan progress
FIRST YEAR b b Board retreats to set annual agenda, establish Board and Superintendent goals that are aligned with the strategic plan and the Mission Statement b b Publish Board of Education and Superintendent goals b b Establish supervisory and administrative goals that reflect the strategic plan and the goals of the Board of Education and Superintendent b b Analyze evaluation systems and procedures
FIRST YEAR b b Engage in working relationships with business, village, community, and town leaders b b Attend a wide variety of extracurricular events and community meetings b b Visit all classrooms in every building b b Publicly share entry plan progress
BOARD OF EDUCATION ACTIVITIES b b Request a list of suggestions and expectations for my first year b b Individual interviews with each Board member b b Strategic planning and Mission Statement indoctrination b b Meet with Board President to discuss the role of the Board President and the Superintendent b b Administer questionnaires on school board procedures and ground rules
DISTRICT OFFICE/ADMINISTRATOR/SUPERVISOR ACTIVITIES b b Strategic planning and Mission Statement indoctrination b b Initial group meetings regarding personnel, procedures, curriculum development, budget, transportation, maintenance, purchasing, finance, food service, athletics, etc. b b Individual interviews b b Development of work plans b b Initiation of professional development sessions b b Establishment of regularly scheduled meetings
FACULTY AND STAFF ACTIVITIES b b Strategic planning and Mission Statement indoctrination b b Letters of introduction b b Regular informal walk throughs b b Meeting with union leadership b b Verification of tenure, certification, and seniority status b b Faculty and staff meetings b b Group meetings b b Individual interviews
STUDENT ACTIVITIES b b Strategic planning and Mission Statement indoctrination at appropriate levels b b Addressing groups of students b b Individual interviews b b Attendance at concerts, sporting events, plays, special class presentation, etc. b b Regular presence in individual buildings
COMMUNITY ACTIVITIES b b Strategic planning and Mission Statement indoctrination b b Attendance at PTA, booster meetings, etc. b b Participation in PTA / booster functions and events b b Meetings with government officials: area legislators, village and town officials, law enforcement and fire department officials, etc. b b Meetings with community organizations: churches, service clubs, media representatives, etc. b b Individual interviews b b Attendance at concerts, sporting events, plays, special class presentation, etc. b b Establishment of Coffee and Conversation with the Superintendent sessions.