Presentation is loading. Please wait.

Presentation is loading. Please wait.

+ ENTRY PLAN November 2013 Richard F. Dunlap Jr., Ed. D. Superintendent Upper Darby School District.

Similar presentations


Presentation on theme: "+ ENTRY PLAN November 2013 Richard F. Dunlap Jr., Ed. D. Superintendent Upper Darby School District."— Presentation transcript:

1 + ENTRY PLAN November 2013 Richard F. Dunlap Jr., Ed. D. Superintendent Upper Darby School District

2 + DATA COLLECTION One hundred and one people were interviewed with the same set of questions as presented in the original Entry Plan. Each interview lasted on average two hours. Many went beyond two hours. Some organizations were brought back for discussion on a number of occasions to complete the questions. One organization met for eight hours. The information contained in this PowerPoint represents the general content of the discussions. This information will be included into the Entry Plan and shared in a different document. 2

3 + UPPER DARBY SCHOOL BOARD Entry Questions 3

4 + Why did you seek election to the board? What do you hope to accomplish as a board member? Budget Process Hiring of Superintendent Minority Candidates Infrastructure (Facilities; Staffing Organization) To Help Kids Help Build a Sense of Community 4

5 + Assessment of the district’s instructional program. To what extent do others hold these views in the community? Very Good Reading and Math Supports RtII Arts American Dream Outstanding Academic Program Curriculum 5

6 + Assessment of the effectiveness of school personnel Value System: Support and Help Expectations/Discipline Safety Ability to Make Decisions 6

7 + Most important needs of the staff Value System: Support and Help Expectations/Discipline Safety Make real time decisions without influence of the news media 7

8 + Two or more most important systems needs to be addressed by the board Budget Revenue: Restore Fund Balance Changing Demographics/Cultural Changes Teacher Evaluation Better Market What we Do Communication at Board Meetings Security Sustaining Solid Administrators- ACT 93 8

9 + Influences on our schools Parents Political Climate Police Press Dealing with the Diverse groups is a strength, but we need to be more together 9

10 + System goals: On target? What obstacles? Student Achievement Communication Professional Development/Time Funding and Mandates On TargetObstacles 10

11 + What is most important to preserve and to change in the UDSD? Arts * Recognize Students and Teachers More Than We Do Now Our Identity Leadership and Staff: Gender/Racial Diversity Board Meetings Committee Structure Our Climate PreserveChange 11

12 + Describe a difficult decision you had to make Hearings for Employees Presentations for Charter Schools Budget Votes Management of our Processes Looking at things through the lenses of nine people 12

13 + What are your expectations of me as Superintendent? Open Communication Confidentiality Decision Making Leadership Committed to students and staff Visibility Grooming the next leaders 13

14 + Common Themes Budget/Funding Infrastructure Academics Arts Expectations Discipline Safety Leadership Professional Development Communication Board Meetings Diversity Student Achievement Security Changing Demographics/Cultural Changes Politics Press Police Time 14

15 + Entry Plan Upper Darby School District Central Office

16 + What would you like to most accomplish in your position? Improve Pupil Services Empowerment Registration/Student Accountability Reduce Litigation through paperwork Assist teaching staff (Putting out fires, never getting enough time to do the real work of assisting teaching staff Reduce the amount of paperwork Increase Diversity Training of Staff 16

17 + What would you like to most accomplish in your position? Improve Scale and realign the Act 93 Agreement Improve/Maintain Budget without having an effect on students Use of Supervisors in observation and hiring process (K-12) Map the Curriculum Committee Structure with School Board Social Media Access to Provide Information to our Community Systemic Approach, Stop the Revolving Door with Initiatives 17

18 + What do you see as key issues in program, personnel, and school-community relationships? Lack of Resources Systems/Infrastructure Size of District/Diversity Amazing Student Supports Offered Professional Development Reductions in Administration and Budget Outstanding Administrators Outstanding Teachers Positions to Fill/Retention ProgramPersonnel 18

19 + What do you see as key issues in school-community relationships? Communication/Social Media Social Issues Parent Support Trust Transparency 19

20 + What is the nature of relationships between superintendent/central office, central office/principals, and central office/community? CENTRAL OFFICE/PRINCIPALS Accountability Strong Rumor Mill SUPERINTENDENT/CENTRAL OFFICE Open Door Chain of Command Collaborative Supportive CENTRAL OFFICE/COMMUNITY Informative and Collaborative Need to improve Communications Overall 20

21 + Who are the people and groups active in the schools? What is most important to change? Make the public part of the solution, let us run the schools Leadership Pool Need for a Direction for the UDSD Penn and Harvard, School Improvement Need to Re-define the role of PIP Use of Social Media Professional Development, More PD Time 21

22 + System goals: On target? What obstacles? On Target with Academics Layered Initiatives More with Less RtII Parent Involvement LRE/SAS – Professional Development Time PBIS Time Forced Mandates Mental Health Resources Money Student Achievement ON TARGETOBSTACLES 22

23 + System goals: On target? What obstacles? Communications Plan, Social Media Presence, Positive Press Accountability with Student Achievement Data Budget, Expenses are Outweighing the Revenue Students need to Read by the End of Third Grade Technology – Infrastructure, Equipment, Professional Development Teacher/Principal Evaluation Systems Mental Health Supports Use of Family Clinics Mapped Out Professional Development Plan; Time ON TARGETOBSTACLES 23

24 + What is most important to preserve and to change in the UDSD? Arts People’s Beliefs we are here for the students Our Focus on Student Achievement Robust Curriculum at High School; Variety Pride in Upper Darby Athletics Trust Bring Back Academic Supports Funding for Our Students Two Districts into One PreserveChange 24

25 + What is most important to preserve and to change in the UDSD? State Funding Communications Communications with parents, Meet ELL Needs Base Budgets on Programmatic Needs Technology Improvements: Infrastructure, Equipment, Professional Development Electives at High School All Zip Codes considered UDSD PreserveChange 25

26 + What has been or is most difficult for you in your position? Unfair what we have to do compared to other school districts Better celebrate what we do Sending students out of the district to be educated Clear Guidelines, Need for more “How To Manuals” Changing role of jobs as we make cuts Keeping to deadlines, Volume of work Finding $, Federal reductions, January Budget 26

27 + What has been or is most difficult for you in your position? Adjusting to Constant Change Losing Coaches and Specialists Keeping a Focus on the Students instead of dealing with the Politics and Community Struggles Sending Students Out of the District to Be Educated Unrealistic Expectations to Get it All Done, More with Less 27

28 + What changes, if any, in working relationships or job structure do you see as necessary? People who are the right fit for the job Grooming talent for sports Professional Learning Environment Need for Special Education and Content Area Supervisors Need for support on the district administration level More Professional Development Time UDSD Table Of Organization, People Shared Between Departments 28

29 + What changes, if any, in working relationships or job structure do you see as necessary? Committee Structure with the School Board More Push for Student Achievement K-3 Leave the District Financially Sound Having the District and Foundation Support the Same Initiative 29

30 + Common Themes Budget/Funding ***** Diversity ****** Academics/Student Achievement; K-3 READING Arts Expectations, Reductions, Budget, Funding, Staff Curriculum ** Safety Professional Development ***** Communication ******** Board Meetings/Committee Structure ***** Registration Systems Approach, Multiple Initiatives Technology ***** Changing Demographics/Cultural Changes Politics Police Time************ Parental Support 30

31 + Entry Plan Upper Darby School District Building Administrators

32 + Accomplishments with pride Climate of Building Professional Development Team Leaders, Autistic, Life Skills, Multi-handicapped Programs Bringing People Together, Collaboration Parental Support Relationships with Teachers and Students RtII PBIS District Identity, Become All Royal 32

33 + What goal would you most like to achieve in your building? Technology/Social Media Pride In School/District Positive Culture Parent Communication Race, Differences Move Students Academically, Socially, and Competitive Overall Relationships with Students and Teachers Infrastructure (Technology) Terminate the Brain Drain, More Students Attending the High School From our Middle Schools Need a System to Communicate about Diversity Separation from Community (Physical) Reduction in Staff Too Many Initiatives Time for Professional Development GoalDifficult 33

34 + What is the nature of relationships between superintendent/principals, central office/principals, and central office/principals/community? CENTRAL OFFICE/PRINCIPALS More Time for Administrator Professional Development Good Relationships SUPERINTENDENT/PRINCIPA LS Communication More Team Building More Professional Development for us to work through together before Initiatives Roll Out to the Staff CENTRAL OFFICE/PRINCIPALS/COMMU NITY Communication, Turn Over Rate of Administrators Our Relationships MUST IMPROVE! Build Trust! 34

35 + Assess your building in terms of personnel and program. Change in Administration Over Time Change in Teaching Staff Excited About New Direction/Leadership Classroom Management Technology New Math Program PBIS Need For Better All Around Communication Science, Writing, Reading, Math Need More Time to Supervise and Develop “Best Instructional Practices” With Teachers PersonnelProgram 35

36 + Building goals: On target? What stands in the way of achieving this goal? ON TARGET Climate, Student Achievement, Communication – Dealing With Constant Discipline OBSTACLE Communication: Need easy way for parents to access, Systemic District Communication That is Carried Out and Followed Through On Volume that Teachers and Administrators Deal With is Way Too Heavy To Handle To Make Effective Change Need For More Building Inservice Time Improve Student Attendance Align Our Goals More Professional Development Around Data 36

37 + What individuals or groups influence your school? Politics Parents Community Groups- Both Positive and Negative Arts Leadership Team Central Office Trust Issues, Parental Entitlement How To Reach The Parents? 37

38 + What is most important to preserve and to change in your building? Arts Data Meetings PBIS Student Support Teams Once a Week Administrator Trainings Class Size Capital Improvement, $ For Building Discretionary Use Leveling for Math and LA Diversity Training, Celebrate Diversity Behavioral Training to Enable Academic Achievement Promote The Good Things More Support and Initiatives for K-3 Programs PreserveChange 38

39 + What is most important to preserve and to change in your building? Discipline Centers Variety of Curriculum at High School Data Diversity Balance of Teachers Across the Board Influencing of Decisions Free up the Putting out of Fires so we can do our job Pride in District Physical Part of the Job Relationship Building Communication Follow a Plan PreserveChange 39

40 + What is most important to preserve and to change in your building? Services for All, Electives at High School ARTS! Diversity Training Sense of Belonging Need our kids to Know Our community Staffing Based on Need Act 93 Lead Teachers Should Be Building Level Administrators, AP’s in All Buildings PreserveChange 40

41 + What responsibilities are the principal’s alone? Shared with other principals? Building Level Decisions Time for General Discussion limits Sharing With Building Principals Need for Building Level Principals to Help Lead District Initiatives New Administrator Academy 41

42 + Decision-making areas that are unclear? Evaluations Budget Curriculum Include in The Decision Making Process HAS/Booster Oversight Staffing More Connection with Maintenance 42

43 + Common Themes Budget/Funding ***** Diversity *** Academics/Student Achievement; K-3 Reading Arts Expectations, Reductions, Budget, Funding, Staff Curriculum ** Professional Development ****** Communication **** Systems Approach, Multiple Initiatives Technology ***** Changing Demographics/Cultural Changes PBIS RtII Time**** Parent Support, Build Collaborative Relationships Be Part of the Decision Making Process 43

44 + UPPER DARBY SCHOOL DISTRICT

45 + Accomplishments with pride Climate of Building Professional Development Bringing People Together; Collaboration Parental Support Relationships with Teachers and Students District Identity, Public Identity is Negative 45

46 + What goal would you most like to achieve in your building? Equitable/Equal for All/Student Achievement Technology Pride In School/District Positive Culture Parent Communication Race, Differences Move Students Academically, Socially, and Competitive Overall Relationships with Students and Teachers Separation from Community (Physical) Reduction in Staff Too Many Initiatives Time for Professional Development Need a System to Communicate about Diversity GoalDifficult 46

47 + What is the nature of relationships between superintendent/principals, central office/principals, and central office/principals/community? CENTRAL OFFICE/PRINCIPALS More Time for Professional Development Good Relationships SUPERINTENDENT/PRINCIPA LS Communication More Team Building More Professional Development for us to work through together before Initiatives Roll Out to the Staff CENTRAL OFFICE/PRINCIPALS/COMMU NITY Communication; Turn Over Rate of Administrators and Teachers Relationships 47

48 + Assess your building in terms of personnel and program. Change in Administration Over Time Change in Teaching Staff Excited About New Direction/Leadership Technology Safety Systems New Math Program PBIS Need For Better All Around Communication Science, Writing, Reading, Math Need More Time to Supervise and Develop “Best Instructional Practices” With Teachers Classroom Management Need Better Communication in and out of Buildings PersonnelProgram 48

49 + Building goals: On target? What stands in the way of achieving this goal? ON TARGET Climate, Student Achievement, Communication – Dealing With Constant Discipline OBSTACLE Communication: Need easy way for parents to access, Systemic District Communication That is Carried Out and Followed Through On Volume that Teachers and Administrators Deal With is Way Too Heavy To Handle To Make Effective Change Need For More Building Inservice Time Improve Student Attendance Align Our Goals More Professional Development Around Data Buildings should use the Building Reps to Solve Building Issues Before Being Turned Over To Human Resources Unless The Severity Dictates The Need To Involve HR 49

50 + What individuals or groups influence your school? Politics Parents Community Groups- Both Positive and Negative Arts Trust Issues, Parental Entitlement Teachers’ Association Central Office 50

51 + What is most important to preserve and to change in your building? Arts PBIS Student Support Teams Class Size Capital Improvement, $ to Bring Back Specialists Leveling for Math and LA Diversity Training; Celebrate Diversity Behavioral Training to Enable Academic Achievement Promote The Good Things More Support and Initiatives for K-3 Programs Class Size Give Building Reps Time to Speak to the Teachers After Each Faculty Meeting PreserveChange 51

52 + Principal responsibilities Building Level Decisions Time Need for Building Level Principals to Help Lead District Initiatives 52

53 + Common Themes Budget/Funding ***** Diversity *** Arts Expectations, Reductions, Budget, Funding, Staff Curriculum ** Professional Development ****** Communication **** Academics/Student Achievement Turn over of Staff/Administration Technology ***** Changing Demographics/Cultural Changes PBIS RtII Time**** Parent Support, Build Collaborative Relationships Be Part of the Decision Making Process 53

54 + UPPER DARBY SCHOOL DISTRICT Clifton Heights Upper Darby Township Millbourne

55 + Accomplishments with pride Positive Teachers Elementary and Middle Schools Parent Forums Pride In Upper Darby Able to Reach the Parents Diversity Providing Resources for Upper Darby Videos and Website for Parents 55

56 + Accomplishments with pride that are a need Build a Relationship with the District Be a Resource for the District Parent Involvement 56

57 + What goal would you most like to achieve? District’s Reputation Teachers Talk Bad about our System in Front of the Students Making Decisions with Transparency, Heads up, Better way of Communicating with the Public COMMUNICATION!!!! Arts Integration Social Media Equity in program Between the Schools (MS Course Offerings) School/Community Relationships Board Meetings Should Include Parents More Funding Special Education Needs of The District Reshape the Role of PIP GoalDifficult 57

58 + What is the nature of relationships between superintendent/principals, central office/principals, and central office/principals/community? SUPERINTENDENT/PRINCIPA LS Disconnect between Administrators/Parents/Schoo l Board Visibility School Board Should Be Able to Address Questions and not Rely On District Administration To Answer Public Forums Excellent CENTRAL OFFICE/PRINCIPALS All Three Groups are Not Always on the Same Page Board Meetings, Public Perception/Trust, Access to Information Through a Process COMMUNITY Reputation of School District is Bad, Bad Press, Leaders Talk Bad About our Schools Racial Equity 58

59 + What is the nature of relationships between superintendent/principals, central office/principals, and central office/principals/community? Perception of Mistrust Principals are Micro- managed Equity Teachers are Disrespected 59

60 + Assess your building in terms of personnel and program Stability In Administration Racial Equity (Gender, Race, Ethnicity: Doesn’t match the population) Deal with too many discipline problems Need for Professional Development People are Fried Explain things about program to parents, MORE. False Information Too Many Fluctuations in Regards to Program MATH, L.A., Science, and Social Studies K-8 Arts More Time For Professional Development More Gifted Education PersonnelProgram 60

61 + Assess your building in terms of personnel and program Keeping the Staff on the Same Page, Sometimes Divisive Within the Organization Sharing Information with the Community Out of Context Need for More Administrators Coming from Outside the District Curriculum Alignment Technology (Elementary Schools) Frightened about losing more programs, not just the arts Library in the Schools The District and Township Should have the Same Vision and Work Together, DIRECTLY RELATED TO ECONOMIC INVESTMENT! Teach Our Children With A Well- Rounded Set of Skills PersonnelProgram 61

62 + Building goals: On target? What stands in the way of achieving this goal? OBSTACLES Climate, Student Achievement, Communication – Dealing With Constant Discipline Communication: Need easy way for parents to access, Systemic District Communication That is Carried Out and Followed Through On Middle School Students not Attending the High School Negativity Surrounding Our Entire School District Finances, Staffing, and Professional Development Building Leaders Need To Be Permitted To Lead Difference in Zip Codes Class Size Academic Placement of Students 62

63 + What individuals or groups influence your school? Politics Parents Community Groups- Both Positive and Negative Arts Trust Issues School Board and Central Office Home and School Associations; Restructure the role of PIP 63

64 + System goals: On target? What obstacles? Time Forced Mandates Mental Health What System Goals? Need to be Established and Set in a Specific Direction? Engage Parents in Data Collection Professional Development and Time for Compliance in Regards to Special Education Resources Money/Funding Student Achievement 64

65 + What is most important to preserve and to change in your building? Library Gifted Program Arts Health and PE Programs Extra Curricular Programs Hire a Grant Writer Diversity and Equity Across the District; Same Curriculum and Opportunities More Professional Development Parental Responsibility Community Involvement Outdoor Education Level Unified Arts Education Across the District Communication: Websites, Newsletters, Parent Forums, HAS (Buildings and District) PreserveChange 65

66 + Common Themes Budget/Funding ***** School Board Structure***** Diversity *** Arts Expectations, Reductions, Budget, Funding, Staff Curriculum ** Professional Development ****** Communication *********** Academics/Student Achievement Turn over of Staff/Administration Technology ***** Changing Demographics/Cultural Changes PBIS RtII Time**** Parent Support, Build Collaborative Relationships Be Part of the Decision Making Process***** 66


Download ppt "+ ENTRY PLAN November 2013 Richard F. Dunlap Jr., Ed. D. Superintendent Upper Darby School District."

Similar presentations


Ads by Google