Interview with school board president

Interview with Connie Troynek, School District of La Crosse-Board of Education President

1.  How does the board know that the district’s vision and mission reflect the student achievement expectations and needs of the community?

Dream, Believe, Achieve is what we envision...what parents dream...this is our goal to help all students have success in many different fashions...not all are members of sports teams, academic decathalon, etc.  Our mission is short Dream, Believe, Achieve.  Our vision is too wordy.  We have many community partners...this is one way in which we gauge how we are doing with comm. expectations.  Different linkages on a regular basis, northside neighbors, senior centers, etc.  This is an integral part of our plan...gp7e is our calendar of events.  Rebuilding for relearning community summit...breaking down barriers...how do educate those kids who are in survival mode.  

2.  How does the school board evaluate itself in terms of student achievement?

Monitoring reports.  We monitor not only reports that come in from staff, but we monitor ourselves including whether or not we are meeting our goals (exec. comm.)?  Is our policy written so that it is accomplishing what we intend it to.  Do we have the information that we need to get.  School profiles, student achievement...in the fall we will look at standards-based academic programming.

2A.  (I went on a tangent here) Tell me about how you go about bringing on new board members, indoctrinating them in policy governance.

We sit down with all candidates even before they run to explain what policy governance is...we don’t micromanage...we hire good people to do that job...I’m a school nurse, not a teacher.  Randy Nelson is the only person that is accountable to the board.  We do sit on committees, but when it comes to us for a vote, we approve.  I don’t think we could ever go back to functioning any other way.  We need to remind ourselves from time to time...

3.  Do the school board, administrators, and staff model mutual respect, professional behavior, and a commitment to continuous learning?

Absolutely.  Working in another district, with ACT 10 for example.  There were a lot of districts who said, “this is what we can do, so we’re going to do it.”  We didn’t...we brought people in and listened to them.  The board has tremendous respect for everyone that is working in the district.  I sometimes hope that our community would do the same.  We are able to banter back and forth and be friends...other boards are not that way.  We are proud of our institutional history on the board and longevity of the members...we have Ken.

4.  What is the level of understanding/commitment within the board and district administration related to continuous improvement?

We are all about continuous improvement.  We want everyone to take classes and we have workshops ourselves.  There are so many initiatives out there.  We need to keep informed of these things.  We feel it’s necessary for administrators and staff to keep abreast of learning.  We are all educators…we need to have our people trained.  We encourage this...we are educators and are in the business of continuous improvement.  Without it, we are not providing the quality education we should be.

5.  How does the board ensure that policy and budget decisions are research-based and data-driven?

The data retreat...we get data on a continual basis.  Last night we got data on homebound programming.  We don’t make decisions unless we know what the outcomes will be and the reason for it.  We need data to back it up.  We need follow up.  

Based on the responses to these questions, I am very pleased with our board president.   By the way, she has served for many, many terms and this type of longevity on the board is common.  Though I am scrutinizing responses as part of my professional growth, I realize how fortunate I am to have such a supportive board that understands policy governance and why it is important for the culture of our district.  There was only one area in which I will seek clarification and that is with regard to continuous improvement.  With all of the things our district does so well, I think that embracing the concept of continuous improvement through a PDSA or similar model would yield even greater student successes.  This is a concept that needs to be embraced on a district-wide level, complete with training for board, administration, and teachers as people are all over the map in their understanding of it.  I believe that this confusion between continuous improvement and professional development is widespread in our district.  

As superintendent, I would encourage our board president to assist in redefining our district vision.  It IS too long, it IS too hard to remember and isn’t referred to nearly often enough as a result.  This needs to be a thoughtful statement that is referred to in word and deed frequently and is an important part of our correspondence internally and externally.

“Students will:

Discover their talents and abilities and will be prepared to pursue their dreams and aspirations while contributing effectively to their local, national, and global communities.

Demonstrate continuous improvement toward a high level of individual success in all required and elective academic/curricular areas using multiple measures of performance.

Strive for mutual understanding as contributing citizens in a diverse world and global community.

Acquire the knowledge and skills necessary to make effective and responsible life choices.”

Secondly, I would engage the board in professional development about continuous improvement.  By building capacity within the board first, I believe I could nurture a cultural shift in our district toward utilizing continuous improvement in our operations.  

Finally, I would engage the board in more studies wherein we would look to similar-sized districts who are achieving at higher levels to learn what practices are working for them.  For example, Janesville.  Similar size, similar demographics, much higher rates of student success.  What can we learn from Janesville (and other districts) that would help us improve?

Excellence in the board room...Excellence in student achievement

Without question, there is a definite correlation between the framework of school board governance and student achievement and the district’s vision/purpose.  To clarify, let’s combine the last two components because quality districts will certainly elevate student success to be part of their vision and mission.  Certainly, there are some examples of districts who experience tremendous student success and also have boards at varying depths of involvement--some being FAR beyond policy making.  However, when one considers some common critical elements of high-functioning school boards (and districts), patterns begin to emerge.

Focus on policy...the overarching system.  This focus allows boards to do their work and  educators to do their work.  There is so much that needs to happen within an educational system and a variety of experts come together in every district so that their specific skills can serve the needs of students most efficiently.  When boards begin to dive deeply in to district operations (hiring, curriculum, etc.), the focus of the board begins to blur.  Similarly, not all board members are equipped with the knowledge necessary to be as deeply involved in district operations.  Additionally, it can hinder both the work of the board and of educators.  By keeping at a policy level, their focus is more concentrated and the policies they set can serve as guiding forces for administrators and teachers to put in action. 

When we talk about efficiency, we expect each component of the system to be working to its potential.  When boards begin delving into district operations, the efficiency of those responsible for various aspects of operations (buildings and grounds, food service, curriculum, etc.) can be dampened.  These leaders are sometimes unable to operate as quickly as necessary when board members involve themselves in micro-management.  In every high-functioning system, there is an element of trust that must be present.  By infusing board work into the operation level, that trust is questioned (whether intended or not).  In order for people to operate at maximum efficiency, micro-management needs to be kept at a minimum. 

Finally, school boards are part of democracy!  It is the way communities connect with public (publicly-funded) education.  When parents and neighbors speak highly of their schools, it is more likely that overall support for education will manifest itself by having families encouraging their children in school and becoming a part of the school community.  In such instances, the likelihood for increased student achievement is greatly increased.

Meeting with Associate Superintendent

I met with Dr. Troy Harcey to talk about his calendar of activities for each year. Troy was a teacher, Assistant Principal, Principal, and now Associate Superintendent. Some of the regular, standing meetings that require preparation include board of education meetings, weekly IRT (Instructional Review Team) meetings, monthly DLT (District Leadership Team) meetings, principal meetings, Curriculum Team meetings, to name a few. During the course of the year, there are definitely “seasons” that recur: summer means planning for beginning of the year staff development, training on new initiatives, and a review of program profiles. Fall involves reports on class sizes, determining how to support teachers in the implementation of programs, framing up the choice and charter entrance procedures, and being visible in schools. Winter is when preliminary budget reductions are calculated and the structure for rolling out program or staffing cuts is determined. Spring is when contracts are issued, construction is scheduled, programs are evaluated based on data collected over the year, and all sights are placed on getting the next school year ready to go.

We spent a lot of time talking about the “unplanned” things that can consume days and even weeks. For example, he likened media/open records requests to the “upset parent” scenarios that play out at school. His current work was revolving around the question, “How much did Common Core cost?” As you know, there are layers upon layers to this question making it very difficult to give a figure.

Rely on experts...we can't possibly know everything that is going on. If we do, there's not enough going on! Part of the work of superintendents is to arrange people so that they can be most effective and make the best decisions while playing to their strengths and areas of expertise. Our superintendent uses Dr. Harcey the same way.

We talked about the political/public nature of things these days. When an upset parent didn't get satisfaction, they used to say, “I'm going to the school board with this.” Now, that parent says, “I'm taking this to the media.”

Board relations...transparency builds trust. Our superintendent took lots of time to develop personal and professional relationships with our board. Our superintendent keeps the board apprised of what is happening and deeply values transparency.

Collective effort...we need to work together and build on each others' gifts. Building social capital is a goal for Dr. Harcey.

We spoke about some of the things we are seeing that blur our focus on student learning: there is not enough teacher prep compared to other countries, we want our staff to be proud of our district, we want our staff to love coming to work (the “way it used to be”), we worry about prospective teachers who are being turned off to education...we need to put instruction back in the driver's seat (not technology, not assessment).

We discussed never ending issue with regard to communication in a large district. There is always someone who feels like they were left out of a communication circle.

We talked about the importance of emphasizing where we are going...not where we've been.

Sometimes resources are the answer, sometimes they are not.

We are going to have to get uncomfortable with instruction in order to improve it.

Using Blanchard's situational leadership model, there were many signs of Dr. Harcey being a “delegating” leader. He is a passionate leader but mentioned “getting the right people in the right places in order to maximize the use of their expertise.” He also spoke of relying on experts and realizing that he was going to have to trust the leaders in program areas to come up with innovative program suggestions. There were also elements of the “supportive” leader. His leadership style has never been a directive one.

Using Blake's model, Dr. Harcey was very high on concern for people and lower on concern for product. He spoke of people's job satisfaction, concern for pride in our schools, etc. He talked about building social capital. At several points during our conversation, I asked directly about continuous improvement and our conversation took a different turn.

Dr. Harcey's leadership resonates with me and I see a lot of myself reflected in him. To this end, while I really enjoy meeting with him and value our professional relationship, I know that if I'm ever to grow, I'll need to spend some time with leaders who are more directive and product-oriented.

School Board Meeting June 16

The La Crosse Education Association president was a public speaker and thanked the administration for their cooperation leading to contract ratification. There was hopefulness expressed that such cooperation would continue.

At several points during the meeting, our superintendent reminded the board of the strategic plan and especially how the reports (ELL, Youth Options, and SAGE) aligned with the plan. During these comprehensive reports, the supervisor, Rob Tyvoll, was applauded for his thoroughness in reporting and the results he achieved as reflected in ACCESS scores, overall enrollment numbers that have dropped nearly 50% since ELL was started. This was credited to a combination of fewer ELL students as well as many of them being exited from the program. 12 different languages are spoken by students in La Crosse who are served by ELL and this diversity was celebrated. One particular program that was celebrated was the ELL Science Adventures program in which students were pre-taught science skills and learned language in the environment which involved extensive travel. The DPI honored our ingenuity in this summer program. In the AMAO's, for WKCE, those exiting the program, and progress in language goals we met expectations. There was a call to continue supporting Preschool through grade one with increased support. Also, we showed our appreciation for our partnerships with higher education. Exit interviews with students were very favorable overall. Some were not so favorable, and serve as opportunities for us to improve.

Youth Options Report. This program for students in grades 11 and 12 affords students great flexibility in what courses can be taken. Data presented included numbers of students and the classes they enrolled in. Mr. Tyvoll brought up a new change in our law called course options in which students could take courses from other school districts. The only provisions for blocking such requests at the moment include if there's a conflict with an IEP, if it doesn't support a college or career pathway, or if it does not meet graduation credit requirements. We will keep a watchful eye on costs (figured on prorated open enrollment). This is far from solidified, but being a large district with a wide variety of courses, we stand to benefit.

SAGE report. This has been a long-standing commitment in our district. Our associate superintendent of human resources made this report highlighting the goals of SAGE. 900+ students qualified at a reimbursement rate of $2,000+ per student. While the total dollar amount has increased, it was only due to the increased number of free/reduced lunch students...not increased financial support from the state. We have made a commitment to support every k-3 classroom with SAGE. Reports were made based on $ received by each school.

Along with the proposed budget came Instructional Priorities. This was submitted by all instructional supervisors. Included in the report was a status of initiatives led by the team, as well as future planning as it relates to the strategic plan. This was directly aligned with the board goals and this is where many new ideas were presented. One overarching goal reiterated by Dr. Harcey was the commitment our district will be making to a customized learning plan for students.

We showed good gains in all levels on the WKCE and this was a separate report. However, time was not allotted to discussion about each school. Data was reported by grade/school/content. 

Reviewing the checklist from the NSBA publication:

 

Our board and staff have been trained on the principles of continuous improvement...this has been partially achieved. Some of our board, most of our administration, and some of the teaching staff have been trained in aspects of continuous improvement, but to varying degrees.

We have developed a culture that promotes quality among the first considerations...this has been partially achieved. While some of our district programs (Fine Arts, Health Science Consortium, Preschool) are distinguished, we lag behind the state averages in reading and math. This isn't necessarily a new problem, but we are falling into the trap of making excuses for not reaching goals instead of focusing on quality.

We manage by facts and our decisions are data-driven...this is partly achieved. We have come a long way in terms of using data, but our decisions are sometimes “softened” when we realize the many different possible causes for problems. For example, there is a very clear understanding that each building is a different community and in some buildings where academic success is not as high, we are willing to use excuses like “the demographics of that school inhibit them from achieving as high as another more affluent school.”

We focus on our customers and clients in designing and delivering our services...we have mostly achieved this goal. We really reach out to provide a variety of instructional programming and make it accessible to all of our constituents (our choice and charter program for example: lottery selection, bussing from satellite schools, etc.).

We practice problem solving, prevention and intervention rather than reaction to promote student success...this has been partially achieved. Our district's revision of the RTI process is demonstrative of our proactive (rather than reactive) approach to helping struggling learners. Where the process breaks down, however, is in details of unsuccessful interventions that lead to referrals. Not accepting students in Special Education because of procedural errors is a disservice to our students.

We use problem solving and risk taking to move beyond incremental improvement...this is mostly achieved. Our year round school is an example of our district taking a calculated risk to support this endeavor. This was a bold move and has been supported by our board.

We use strategic planning to focus and drive our decisions and strategies for achieving our priorities...this has been mostly achieved. The strategic plan is posted, referred to often at our district leadership team meetings, and referenced continually in our board meetings.

We practice bench making with other school districts and businesses...this is partially achieved. We have called upon our community partners in setting goals and even in instructional design (Health Science Academy). However, we seldom collaborate to set academic goals with other districts.

We treat all stakeholders with respect...this is fully achieved. We recognize our community partners regularly at board meetings, celebrate staff accomplishments routinely, and have made customer service a goal this past year.

We practice constancy of purpose...this is mostly achieved. See above.

As Superintendent, in order to improve the board's focus on continuous improvement, I would make the following 3 recommendations:

1. After successful (thorough, thoughtful, positive) reports I would ask openly, “How can we do this better? Are there ways we can expand the success of this program to touch more students? The data represents a successful program is in place. What is our next step to make it even more successful?”
2. We often function with blinders on as a district. At best we compare ourselves to our neighbors. I think we need to take a wider look at the state and look at other districts our size with similar demographics who have distinguished themselves as being exceptionally high-achieving and model some best practices after their work.
3. Are we looking at the right data when making decisions? Do we have the right tool to house and access that data? Last, are all of our administrators and teachers trained in using data correctly...leveraging it to make changes in instruction that result in increased student learning? At the moment, I would say no to all of the above. I think we are using a “shotgun” approach at collecting data...burdening our teachers with collecting data that is reported and not used (i.e. AimsWeb, DRA, PALS, and district assessments all being recorded in kindergarten. 

Reflections on COMMUNITY

There are some fundamental shifts that weave their way throughout this book. The shift from thinking about our problems to focusing on possibilities. The shift from blame to choosing accountability. The shift from focusing on deficiencies to focusing on strengths. The shift from a focus on leaders to a focus on citizens. If we are ever to move forward, we need to avoid the pitfall of dwelling on our past. Each of the shifts listed above move us toward a positive, productive conversation in which everyone around the table has a place and, collectively, we have the talent to make our community better. I find it puzzling when people need to “vent” and I hear emphasis on problems, blame, and a focus on weaknesses. Venting has its place, but it is important to move on, to let go of those couter-productive feelings and to make our situations better. When I have been part of high-functioning teams, we have definitely had a future focus and without being asked, each member of the team began taking on work to further the cause. On the best team, it didn't rely on one person...we actually changed leaders during our work and forward progress continued.

The power of conversation...small groups lead to belonging and community. Small groups of people invited to gather together provide a platform for the kind of intimate conversation necessary for people to have voice and hear one another. Everybody has something to contribute. Some people are comfortable voicing their opinions openly and without prompting. However, many of the deepest thinkers I work with are most comfortable sharing their views in small group settings. I also believe that these people are more willing to take on work when they feel as though they have been listened to and valued in conversation.

Focus on the future, not on the past. We can't just re-implement past initiatives or buy a new product or change leadership to improve our community. This is so true. In our community, our demographics have changed, our staff has turned over, and our population is decreasing. This being the case, it would be futile to think that we can turn to our past (i.e. the early 90's when we had money, “morale”...) and think that the same programs used then would work now.

Enforcement and labeling is not the answer. This is one of my pet peeves with our government right now. For example, we are quick to label people as illegal immigrants and write legislation to get “them” out of our country. What would happen if we welcomed these people as “us,” eliminated the red tape for making them citizens, and found ways to bring them into our communities-recognizing this diversity as necessary for our advancement as a community?

Build on collective intelligence. We can't do it alone. We all realize that more minds are better than one. The key to unlocking this potential is to realize the diverse gifts brought to the table by many different people.

Leaders need to: bring people together, provide a blueprint for processes, listen.

The importance of engagement: build in time for discussion, questions are more transformative than answers.

Updating District Mission/Vision

If I were superintendent, I would call upon the advisory team/cabinet and share my plan for developing or updating the district mission and vision. Before implementing any parts of the process, I would want the cabinet, the administrative team, and the board to support the process. Change takes time and before change, listening must occur (Community). To this end I would expect this process to take two years...the first year to gather stakeholders together and the second to forge the vision and share it with the community. As a starting place, July and August would be when I would listen to the cabinet in weekly meetings and administrative team during a leadership retreat or similar event. I would be asking: 1. To what degree do we believe this work will enhance the educational experiences in our district? 2. What are we most proud of in this district? 3. Assuming that there are no barriers (financial, etc.), what are our next steps toward becoming the district of choice in our region? 4. If we could make shift in thinking to better our district, what would it be? To start, I would ask people to reflect upon these questions and write personal responses to them. Then, I would employ the World Cafe model for people to share their ideas and have discussions about them. These responses would be compiled and reviewed by the cabinet. This would give me a picture of the beliefs held by our administration. Question 1 gets at the value our administration places on vision and mission in general and may underscore the need for me to be very transparent-communicating openly about seeing this through in order to make it meaningful (especially in the event that there was distrust or frustration with this type of work in the past). Question 2 reveals what our administration believes to be most important to our district. It also allows us to build or capitalize on our strengths. Question 3 drives at what the team believes to be our next work toward a positive outcome. Question 4 reveals what thought processes could be challenged in order to improve.

I would repeat this process with the board of education in a retreat. This would give me insight into the board's perspective and would allow me to see where alignment or dissonance occurs between the cabinet, administrative team, and the board.

Following these conversations, I think it appropriate to share the results with the board and administrative team, to build upon consensus and to build understanding if there is disagreement.

The next step would be taking this to the schools. I believe that community buy-in occurs when the district is visible in the buildings. At each school, I would ask the same 4 questions of the staff during a staff meeting using the world cafe process. After school, I would invite the parents, students (as appropriate), community members, business-owners to a meeting. This would be promoted through social media, newsletters, web sites, mailings, and personal invitations. At this meeting, I would ask a similar set of questions: 1. To what degree do we believe this work will make our district better? 2. What are we most proud of in this school? 3. What are we most proud of in this district? 4. Assuming that there are no barriers (financial, etc.), what is something we could achieve together that would make our community even more proud of our schools? Our schools are the center of our community and our neighbors need to feel welcomed and invited to be part of shaping the direction of our schools.

After these discussions have taken place, the cabinet and board will study the responses. We will build upon consensus and learn where there might be disagreement. Where possible, themes will be grouped together and we will form a small set of goals (4-6) with several specific goals underneath each using the SMART goal format.