Palo Alto Unified School District LEADERSHIP PROFILE ......2018/02/13 · 2 HYA Signature Search – Leadership Profile (*The School Board did not complete the survey, but each School

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HYA Signature Search – Leadership Profile

Palo Alto Unified School District LEADERSHIP PROFILE REPORT Executive Summary This report presents the findings of the Leadership Profile Assessment conducted by Hazard, Young, Attea & Associates (HYA) in January 2018 for the new superintendent of the Palo Alto Unified School District. The data contained herein were obtained from input the HYA consultants received when they met with the five Board members and from meetings with individuals and groups identified by the Board in either individual interviews or focus group settings on January 12, and January 17-19 and from the results of the online survey completed by stakeholders from January 8-29, 2018. The surveys, interviews, and focus group meetings were structured to gather input to assist the Board in determining the primary characteristics desired in the new superintendent. Additionally the stakeholder interviews and focus groups collected information regarding the strengths of the District and some of the challenges that it will be facing in the coming years. Through this process, the consultants also attempted to identify the personal and professional qualities desired by the constituent’s groups. Participation The numbers of participants, by stakeholder group, in the two methods of data gathering are listed below: Not all focus groups were a group that was disaggregated for the online survey.

Group

Personal interviews or focus groups

Online Survey

Board 5* 0*

Administrators 39 43

Community Members 12 49

Parents with Children In the District

29 604

Students 17 47 Support Staff 15 59 Teachers 9 208 Total 126 1010

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(*The School Board did not complete the survey, but each School Board Member was individually interviewed for approximately one hour.) The community survey report and a draft of the desired characteristics are provided under separate cover and are meant to be stand-alone complementary pieces to the Leadership Profile Report. It should be emphasized that the data are not a scientific sampling, nor should they necessarily be viewed as representing the majority opinion of the respective groups to which they are attributed. Items are included if, in the consultants’ judgment, they warranted the Board’s attention. Strengths of the District Academic Excellence Palo Alto school district’s reputation as a high performing district with a cherished tradition of educational excellence is a source of pride for all stakeholders. The richness of the curriculum offerings in the arts, music, and athletics which allow students to pursue their individual interests was considered a strength of the district. It was noted that many families move to Palo Alto because of the innovative schools, and the individuality of each school and the ability to have school choice options is appreciated by many. Focus on Students There is general agreement that the students are valued and appreciated for their love of learning and for always striving to do their best. The district’s focus on the social/emotional well-being of students in addition to the rigorous academic program was considered important to many. It was noted that the students who graduated from PAUSD were well prepared for their futures beyond high school. Staff Groups supported the belief that the district’s employees were hard working high caliber professionals. The staff was appreciated for encouraging students to be inclusive and for their commitment to all students, especially under-represented students, and teachers were highly praised for their quality of instruction, their care and connection with the students, and their hard work on behalf of the schools. It was noted by many that the district was able to attract and retain highly talented staff because of its reputation for excellence.

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Leadership There is widespread recognition that the district administration values parent input and gives a voice to parent groups. The district’s equity focus and its encouragement of innovative teaching and learning is noted as a strength. The Board is seen as strong, hands-on, active, and engaged. Employee unions have positive relationships with the district, which was viewed as strength. Parents and Community There is a great deal of pride in the tremendous support the parents and community give to the schools and the district. The community values education and is seen as vested in providing children with high quality educational experiences, and it readily provides funding sources through parcel taxes, bonds, and the Education Foundation. Stakeholders are appreciative of the financial support provided by the community which enables the district to offer rich curricular opportunities, credentialed library staff, lab assistants, and small class sizes. Challenges and Issues Facing the District Collaboration and Relationships A consistent message from all stakeholders was the need to build morale and bring all stakeholders together in supporting students in the PAUSD. It was clear that the need to build a leadership team with district and site administrators is a priority. There is not enough collaboration between school sites and the district or between elementary and secondary schools. Additionally, the need for a stronger unified governance team with the school board was seen as important for the next superintendent. Data Informed Decision Making Using data to inform decisions has not been consistent in both operating the district (district operations- budget, human resources, special education) and insuring academic achievement for all students. A clear message on the importance of school autonomy while having consistent systems throughout the district and a willingness to recognize that this will cause conflict, will be essential for the next superintendent. There remains a lack of operational systems, progress monitoring and accountability throughout the organization. This is related to both the operation of the district, as well as, student achievement. Equity and the Achievement Gap Working on eliminating the achievement gap is an academic challenge for PAUSD where some students, Latino, African-American and special education, are not achieving at the same level as their peers. Many saw equity as important where leadership is needed to focus on insuring equal access and opportunity for all students instead of lowering expectations for some students. Culture of the District

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Balancing the academic needs and the socio-emotional needs of students is a current challenge. The rising number of Office of Civil Rights complaints has led some to conclude there is a challenge with over reporting making it difficult to do the operational work of the district while others are concerned that the increasing complaints are indicative of a culture in need of immediate change. This dichotomy in experience and belief also is indicative of a significant challenge for PAUSD, the need to rebuild trust among and between students, staff, administrators, board members, parents and members of the community. While it is very clear that parents are very supportive of their school, both personally and financially, effective collaboration seems to be missing from elementary school to secondary school and from school district to the community. HYA and the Board intend to meet the challenge of finding an individual who possesses most of the skills and character traits required to meet the needs of the District. The search team will seek a new superintendent uniquely qualified to build upon the District’s success while effectively addressing the challenges the Palo Alto Unified School District faces now and into the future. The search team would like to thank all the participants who attended focus groups meetings or completed the online survey for insights and candor. A special note of thanks goes to the Palo Alto Unified School District staff members, who assisted with our meetings, particularly Anne Brown who provided daily support in seeing that all our needs were met.

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Summary of Comments from Focus Group Meetings The structure of the focus groups was open, allowing for participants to build upon each other’s comments. Participants were asked to respond to the following questions.

• What do stakeholders value regarding the schools? What strengths do they desire to retain and build upon?

• What are the issues this District currently faces, and, will face in the next three to five years?

• What personal and professional characteristics are expected in a new Superintendent?

Administrators (39)

Date: January 12, 17, 18, 19, 2018

STRENGTHS • # 1 in state on test scores, AP offerings • Arts are valued - students can pursue what they love • Attracts and retains highly talented individuals • Balanced approach to socio-emotional needs • Building strong partnerships with agencies and organizations • Changing culture around collaboration and trust • Collaboration good at sites, elementary principals, mid-level managers • Community of families is strong - global, highly educated • Community support for bonds, parcel taxes, volunteers • Decentralized district now but working on coordinating parts • District is collectively innovative and schools are individually innovative • Education highly valued by the community • Elementary schools • Employees are high caliber • Equity focus of the district • Everyone wants to do well • Facilities • Good people doing really hard work • High performing • Inclusive practices • Individuals work very hard • Meeting needs of high achieving students • Money provided to district from the community • Motivated students, teachers

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• One team trying to decentralize but another team is trying to be hierarchical; currently evolving

• Parent community cares, invests, and shares resources and high expectations for students and staff

• Parent involvement • Personnel a strength • Principals working hard on collaborating • Professional development, release time, support for Tier 2 interventions • Professionalism among teachers and their commitment to learning • Recruited good new teachers • Reputation outstanding • Resources, i.e. personnel, mental health support • Salaries competitive • Schools strong individually • Sexual harassment concerns proactively addressed by district • Sharing of practices • Site administrators see power of working as a team • Spirit of innovation • Staff committed to students • Staff intentions are good • Staff is smart, committed • Strong level of commitment to the work • Teachers care about the students • Tremendous opportunities for students • Trying to make LCAP and Strategic Plan unified across departments, new initiative

CHALLENGES, CONCERNS, ISSUES • Accountability lacking for staff • Achievement gap - SED, SPED, Black and Latino students • Administration does not feel supported by the Board – changed morale • Administrators are not notified prior to Board members meeting with parents • Advocacy by some trustees for internal groups or outside organizations • Agenda not set by time frames – moving agenda items around - structure not consistent • Alignment of different goals, LCAP not the driver, we have another set of goals • Alternative options for students besides Paly or Gunn needed; different placements are

unavailable at the secondary level • Anonymous online postings being paid attention to by trustees

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• Attendance rates of SES students are not taken seriously – common practices of others not done here

• Autonomous culture now rather than a unified one which the Board expects • Budget cuts hit administration first • Budget will be an ongoing challenge • Building trust overall is needed among all groups • Business department unable to provide a budget for departments • Business office needs upgrading systems-wide • Cabinet is dysfunctional, no strategic alignment, do not collaborate with each other • Civility policy has not been implemented but is needed • Collaborative culture versus a hierarchy and now it is a free for all • Competing agendas stifle alignment • Conflict with autonomy and board request to tighten up procedures and processes • Constituents are listened to and staff ends up adding these things to their To Do list • Decline in morale • Destination District, do not worry about recruitment • Differences between elementary and secondary schools are an issue - need a more

unified approach • Difficulty in projecting enrollment • Discrepancies between business services and human resources • Discrepancies in new divisions of work – lots of frustration and defensiveness • Discussions by the Board can go multiple rounds – not authentic or transparent • Ed code adherence negated by administrator due to parent contacts • Enrollment issues with the new Stanford University housing • Evaluation process at all levels confounding • Everyone is questioned and doubted by highly educated parents • Exit interviews lacking; why people leave is unknown • Focus on high schools –importance of middle/elementary not seen • Forward motion is difficult – change is difficult • Fund distribution is skewed toward high school • Gathering data is inconsistent • Hard place to work, emphasis on UCP and fear of complaints, an inordinate amount of

time to complete forms for seemingly minor infractions • Hiring a legal team from outside to deal with problems • Individual Board members go to the press • Lack of follow up/detail on initiatives and vision

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• Lack of respect for administrators - example: elimination of the ‘me-too’ for administrators

• Lack of sense of team at District Office • Lacking a lot of systems • Leadership of administration is not respected by some trustees • Legal responsibilities are overwhelming • Level of resources in the District are not used to address the needs of low SES students • Lines between Board work and district work are blurred • Lots of fear – everyone takes notes because if they don’t have documentation “fake”

info is rumored • Managing the press - position vacant with no plans to fill • Mandatory trainings not attended – no accountability • Math curriculum adoption for elementary/middle school’s compatibility not considered • Meeting the needs of both high and low achieving students • Meetings before the meetings to navigate adult responses • Mobility rates for students is increasing • Morale is very low • Need a Public Information Officer • Negativity in district consumes us • No coordination between K-5 and 6-12; no cross - grade level group articulation • No Ed. Services meetings – lack of communication and cohesiveness • No systems anywhere • Not on the same page- processes have not been implemented • Number of goals not doable • OCR problem - too much attention given- lots of other things have fallen by the way side • On boarding system non-existent, little or no information provided for new hires • Parent population drives many decisions • Pedagogy hasn’t kept up with the inclusion of students in general education • Policies and practices are not articulated or implemented • Policies not always adhered to by Board • Politically driven (special interests) agenda • Programs like Reader Writer Workshop do not follow to middle school • Rapid rate of management turning over- culture of fear - jobs at risk • Relationship with Board feels adversarial • Retaining qualified management employees Scary and stressful place to be as an

administrator - administrators are not happy • School connectedness with low SES lacking

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• Sexual harassment complaints - too many too fast with not enough resources to do that and our jobs

• Some educators feel the Board is out of sync with them • some staff have better access to Board members than others • SPED - vocal parents get their way • SPED services impacted by financial constraints • Staff is not buffered from number of requests • Students get lost in the agendas of the Board • Students who drop out, typically Latino, are not tracked and no attempt made to bring

them back • Surveys are distributed by Board members to gain info from constituents • Systematic communication needed • Systems are not in place to deal with areas of concern • Systems for accountability needed • Talented educators leave • Teachers feel lack of support due to decisions such as the math adoption process • The lack of respect for administrators by the board has created fear and uncertainty- no

one wants to work in district office • The media is out of control • Things happen behind closed doors, not sure what drives decisions • Three different data bases • Time management and preparation for Board meetings • Trust lacking • Trust not high • Upper cabinet is not functional seen as a secret society • Visionary leader needs a detailed Deputy Supt. position

DESIRED CHARACTERISTICS

• Ability to institute systems with accountability, follow-through, fail-safe mechanisms • Ability to work with unions and understands interest based bargaining • Able to reach a wide variety of people • Approachable • Be able to answer what each of the departments do • Be the face of the district • Bring people together at all levels. • Build morale • CA experience

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• Calm and articulate • Clear and consistent communication • Confront status quo • Deals with multiple opinions • Diverse background – breadth of experience • Effective boardsmanship • Emotionally intelligent • Encourage risk taking • Experience in dealing with controversial issues • Experience in the role and in similar type of district • Experience with elementary/middle schools - this is where the achievement gap widens • Experience with system changes • Fair • Fearless • Fiscal management skills - produces transparent budget • Focus on equity authentically • Fosters collaboration • Have “double lizard skin”- agile in situations, bounce back and still lead • High expectations for staff and supportive of their work • Highly ethical • Institute accountability practices and procedures • Interested in serving the whole child • Knowledge of special education • Knows Basic Aide • Knows the best practices of teaching and learning • Knows the culture of PAUSD • Laughs, works the room • Learns from all departments and knows what is going on in schools and departments • Listens well at all different levels • Long tenure as superintendent • Made some kind of system change • Motivate and inspire - rally the troops • Not a micromanager • Not from the outside • Not necessarily ‘buying in’ on the status quo - challenge what we do and look for what

works • Ongoing champion for equity and change

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• Patient and resilient • People will know how decisions are made • Personable, cares about your life outside of work • Present and accessible • Promotes personal and professional growth • Raise funds from the community • Sense of humor • Special education understanding • Stamina, grit, grounded with a sense of themselves • Strong leader who will reign in the out of control board • Superintendent experience • Systems thinking • Team builder • Understand politics- different stakeholders need to be listened to and not be pandered

to • Values work life balance • Visible on campus - seen by students • Vision of inclusiveness translates into success for all students • Will seek input from the members of the district but not polarized by different opinions • Willing to maximize the abilities of all students • Willing to say NO to the squeaky wheel

BOARD MEMBERS (5)

STRENGTHS • Amazing group of teachers - committed • Athletics, art program • Community support- volunteers • District is attractive to high quality people; visibility and prominence • District leadership are hard-working and care about the success of all students – Cabinet

focused on the right thing • District sees itself as high performing but it is the students • Educational Foundation funding school sites • Elementary and middle schools innovative • Engaged supportive community; positive energy from parents at all sites • Everyone is aware of the strengths of the district • Excellent academic reputation

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• Exceptional students who love to learn • Fiscal resources to fund higher staffing, more programs, etc. • Focus on expanding definition of success – spoken priority • Good relationship with teachers who are devoted • High performing students, affluent community, educated parents • High schools have seeds of innovation happening • Investment and priority in education • Many opportunities in and after school day • Pockets of Innovation at the secondary schools • Schools open to community input • Students prepared for beyond high school • Wide range of programs

CHALLENGES, CONCERNS, ISSUES

• African American males not making the academic progress they should be making • Alternative programs needed – pathways are now started at the high schools but aren’t

scaled up yet • Area of student stress and need for wellness focus • Bifurcation in achievement- those with resources and those without • Business policies, HR procedures, data, basic compliance and operations not monitored • Classroom experience at high school too traditional; lecture style in many classrooms • Competing interests in community which creates a fear of change • Compliance attention – especially Title 9 – on the path but needs continued attention • Conservative instructional practices not necessarily best practices or innovative • Core teaching and assessment practices need to be improved systematically • Culture needs to be changed to focus on operational policies, procedures and

monitoring and accountability • District had too many goals – need to focus on 2 – 3 main things to improve next year • District is badly managed • District needs to be managed with a focus on the students • District office management doesn’t reflect best practices • Equity plan and all outliers focus • Fiscal concerns • Following the Education Code • From top to bottom the district is incredibly weak as an organization • Hiring strong senior district leadership • Historically decentralized organization and now trying to centralize

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• How to juggle parent input while allowing professionals to do their job • Implementation and execution of ideas needed • Implementing the vision • Improvement needed in adversarial relationship between parents and district • Keeping track of stuff- not enough metrics to evaluate activities and programs • Lip service to broadening the definition of success – especially from parents • Many students are still underserved • Ongoing issue of balancing achievement and student stress • Operations and management; oversight and compliance areas • Partner better with city and Stanford • Policies that were approved were not implemented due to resistance to change • Schools are autonomous but challenges with uniformity • Shift the fundamental experience children are having in classrooms • Sloppy around basic operations – Brown Act, budgeting, operations • Social emotional learning and computer science • Special Education an area of failure. Need to accurately assess student needs and

provide services to meet those needs • Students at high school are just “doing school” • Support for innovative programs and teachers • Support to scale up and grow • Title 9 and related issues • Too much drama and distraction – self-inflicted • Tough job juggling parent demands • Wealthy constituent groups given too much time

DESIRED CHARACTERISTICS • Ability to see risk ahead of time/ legal, political, etc. • Ability to work positively with unions • Advocacy for the district • Balance between managing cabinet and staff and knowing how to manage parents • Balancing being an educational leader and taking input and giving a recommendation to

the board with a rationale • Delegate but check and verify • Deliver on basic operations • Engages in the community - great if bilingual but not required • Ethical with a reputation for honesty • Experience with an engaged and committed community

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• Experienced as a superintendent • Genuinely manage parent concerns with what is best for kids • Good manager, demonstrated experience who can improve the overall functioning of

the organization • Hands-off enough to allow people to grow and feel successful but detailed enough to

know what is going on and probe • High level of expertise in what should happen • Implement changes in teaching practices • Innovation and cutting-edge strategies not needed – we have talented staff members • Knows California Public Education and is committed to it – not just smart kids • Make us boring – avoid mistakes • Manager with educational vision • Manages by walking around • Need a manager who also knows how to move forward educationally • Need someone who can change the culture to be more accountable, put systems in

place, etc. • Need someone who knows what’s going on • Need to be a bit of a salesman to engage with the community • Need to build trust in the community • Operations, people management, versed in best educational practices • Probably needs a PhD • Proven track record • Quick on his/her feet • Relationship builder • Sense of what is educationally beneficial to students and how to manage the community • Someone who doesn’t make independent decisions without Board discussion • Someone who is clear on what is best for kids – not just knowing but also doing • Strategic thinker- pan in and zoom out • Strong management skills • Successful advocacy and support for underserved students- data to support • Team building - using new and developing existing • Unbiased decision making • Understand California systems – not necessarily from CA • Understands Basic Aid financing and risks to funding • Well - documented track record

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COMMUNITY MEMBERS (12)

Dates: January 17, 18, 2018

STRENGTHS • Addresses social emotion learning issues • Cherished tradition of education • Classified staff is great - custodians, secretaries, aides • Community is supportive of education • Diverse population of students and parents • Excellent academics • Facilities are good • Financial support – property tax base • Forward thinking higher education culture • Global diversity • High Standards • Highly educated professional community available as resources • Located in heart of Silicon Valley • Lots of different options offered at high school • Parent resources, most educated community in CA, many Stanford grads here, network

of parents • Parents bought here for the schools • Parents stretch to come here – strong interest in having their children get the best

education • PTA’s collaborate • Reputation of the district and its academic excellence • Resources available for teachers • Rigorous courses as well as wide variety of electives • Safe routes to school volunteer program • Strong interest in education for our children • Student transitions between levels of schooling • Students and families • Students are given voice in decisions • Teachers are excellent - especially at high school • Teaching core • Unified district of reasonable size • Volunteer community

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CHALLENGES, CONCERNS, ISSUES • Accountability of staff • Achievement gap • Administration not held accountable by anyone • Black, Latino, SPED achievement gap • Budget error and cuts caused distrust dye ineffective communication because it wasn’t

communicated effectively eliminate • Communication between the Board, the union, the District, lacking • Compliance with the law • Culture lacks transparency • Dearth of trust; financially District mismanaged latest negotiations process; (reporter

uncovered) - Details were overlooked and not paid attention to • District looks good on the surface but is dysfunctional • District not meeting obligations of a public entity • District settlement of lawsuits for compliance issues costly; paid $846K for one report • Distrust in district operations on the part of parents • Education has been ‘down graded’ • Equity issue around students in high level courses having outside tutors • Financial deficit • Financial stress • Home Hospital program needs better coordination and more support • Involved community and parents • Listen to people not associated with Stanford University • Managing operations • Marginalized part of the district that needs attention • “Me too” clause in contract was change in past practice; Some parents don’t want to

pay the administrators same raise teachers received • Meeting requirements i.e. students with disabilities • Mistrust between administrators and parents • Nepotism, cronyism • Parents all have strong opinions • Parents question more things as students go to high school because they are not

informed along the way • Preferential treatment given Asian and Hispanic students • Putting students’ interest first • Raises were expected but after the budget error, reopened the contract which caused

tensions

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• Sexual assault incident, District was not forthcoming about what happened • Sexual assaults covered up and not reported • Stress in many forms, student’s academic expectations, budget, sexual assault • stress to succeed • Strong price for homes creates high expectations for schools – want schools to make

sure their child receives an excellent education • Students with disabilities attend private schools because their needs are not met in

PAUSD • Superintendency is becoming a rotational job • Support of district decisions requires parents see the data • Teachers at the high school don’t feel they are being paid relative to the work they are

expected to do • Teachers don’t feel appreciated • Teachers don’t follow the rules and the law • Teachers’ union is powerful – adult centered culture • Things not running smoothly now • Title 9 teacher support of principal in spite of report finding • Transparency and accountability are needed • Well educated population who expect their children to attend high performing colleges

DESIRED CHARACTERISTICS • Ability to communicate vision in practical terms and how the vision can be moved

forward • Accessible, accountable, answerable for their actions • Accountability at all levels • Appreciation for diversity • Backbone/ not a push over/ stands his/her ground • Clear and transparent communicator • Communication skills • Connected to parents and community • Decisions need to be made based on data and presented to the community • Dedicated to putting students first • Has a doctorate, knowledge of teaching and learning • Has CEO skills – keep the organization running smoothly • Have a healthy skepticism; be able to ask questions • Hold students, administrators liable • Inspires teachers to follow the law and the vision of the district

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• Integrity, restores public trust • Knows how to interview and hire staff and hold people accountable • Leadership to mobilize personnel and monetary resources • Manages competing risks i.e. capacity issues, align and prioritize community

expectation, cannot do everything, involve the community • Manages the financial interests of the district • Monitoring risk – align resources to risks, i.e. safe environment, compliance issues • Must be willing to change the way PAUSD does business • Need to be an excellent manager and “reign in” the high school principals • Not a visionary with head in the clouds • Operational integrity and ability to inspire teachers to follow district vision rather than

independent contractors • Pays attention to details • People skills • Prioritizes essential needs and aligns with what is most essential • Reasonable balance of expectations between achieving success and balanced life • Rebuilds trust • Respect for students, taxpayers and parents • Respect the law - be an example • Respecting the value of parents and community who contribute heavily to the success of

the District • Responds to email and phone calls • Strong communication skills, written and oral, encouraging input from a variety of levels

putting • Student focused, student centered • Takes responsibility • Talent and experience • Understand the expectations of the parents and community • Understands this is not a trophy position – clean up will need to be done • Visible in East Palo Alto and paying attention to that part of the district which has been

marginalized • Was a teacher • Will admit when he/she is wrong • Willing to manage what is needed

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PARENTS WITH CHILDREN IN THE DISTRICT (29)

Date: January 12, 17, 18, 19, 2018

STRENGTHS • Arts and music options for students • Bicycle program- 70% of middle school students bike or walk to school • Caliber of student extremely high • Commitment to equity–District level staff keeping it a priority • Commitment to public education-a minority of students go to private schools • Commitment to social/emotional development of students • Committed parents – especially elementary schools • Creative community – access to Stanford, technology and business-mentorships,

Independent academic research program- paired with mentors who are actually in the field doing research

• Curriculum in high school • Different opportunities for learning • District administration values parent input and gives a voice to parent groups • Diversity of community • Educated parents, many with graduate degrees • Elementary reading program • Elementary schools are safe • Elementary schools have many programs for students • Emphasis on social/emotional learning – support inside the schools and outside • Focus on inclusion for all students • Great infrastructure in many sites • Hands on board • High achieving students; good inclusion model • Internal review of SPED • Lots of opportunities for kids- art, music, field trips • Many folks working hard in the area of student wellness • New hires doing well • Number of wonderful teachers who would help if supported • Opportunity to give students mentorships, etc. in high tech fields because of the

connections with business community • Parent involvement- money and time • Parent pool different at each school • Parents and children value academic excellence

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• Parents are informed because they attend meetings, read materials • Parents like choice schools • Parents who are informed, caring and supportive of the teachers • Parents’ commitment allows teachers to innovate • People move here to attend our schools • PLC’s beginning and best practices are starting to share out • Project Cornerstone helps students feel valued in the classroom and needs to include

SPED students • Reputation • Retirees volunteer in schools • Self-motivated children who want to study and know education is a path to success • Social and emotional learning- schools and PTAs provide support inside and outside

school • Social Justice Pathways at PALY a model program and needs to be scaled up – connects

learning with real world events • Social support among students as they support each other • Socioeconomic mix of children at schools • SPED kids incorporated into the classrooms to the best of their abilities – aides in

classrooms • Strategic plan included community input • Strong and long history of education foundation that supports the district and keeps

parents involved • Strong board, active and engaged-not a status quo board • Strong volunteer base for all interest groups that collaborate well together and with

district office staff • Students are well prepared for college • Students encouraged to be inclusive, diversity celebrated • Students perform well on tests • Teachers are inspiring and caring • Teachers have good salaries and benefits • Turnover of teachers is minimal • Variety of programs to choose from – 2 lottery choice schools • Volunteer base is strong - collaborates well with district administration • Wealthy affluent area has resources

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CHALLENGES, CONCERNS, ISSUES • 2000 students are low income and under represented • 56.4% of Hispanic and Latinos are social/economically disadvantaged • Academic performance determines the status of middle and high school students – you

are nobody if you are not a top student • Academic stress, bullying, peer pressure, high expectations are the root cause of

student concerns • Achievement gap- a group of students have not been well served. • Administration defers to teachers • Adversarial relationships have been set up between parent and the district creating

distrust • All is about avoiding liability – nothing is put in writing • Art classes available but often sections not available • Arts deemphasized at middle school • Balancing academic achievement and socio-emotional learning • Bias based on color of your skin • Bias from administrators • Board is not on top of the issues, i.e., the budget • Cabinet is half new and half old so could be a challenge to those who want to take a

fresh look • Capacity does not match demand–lottery does not meet desire • Community and school values need to be aligned • Compliance issues need to be adhered to • Constant demands to jump higher and do more • Data disaggregated by race, ethnicity and income is needed and it has not been

forthcoming • Debate over the weighted GPA is a good example of how decisions need to be made in

the best interest of students while at the same time listening to parents • Discipline system is penal • District Cabinet is exceptional – trying to do difficult things and need support • District does not have a clear understanding of what is ‘stressing’ students • District does not have a long term view- board’s priorities have no meaning at the

school level • District does not know what to do well with a big capital gift- continues to act on a very

shortsighted basis. • District is reactionary not strategic • Don’t need reformers

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• Elements of the district need to be standardized - practices, procedures, best practices, and compliance. The district needs consistent messaging throughout the system.

• Every year students have the same goals until the ones that aren’t met get dropped • Fear of leaving messages or putting things in writing • Feedback from parents goes into a black hole • Few SPED specialists – time is valuable and need to be used more efficiently to meet

student needs. They shouldn’t be doing clerical tasks. • Fiefdoms at high schools – don’t listen to DO or obey laws • Focus on equity where the district supports all students • For seven years promised a handbook – never done. District won’t put things in writing • Good ideas take a long time to go from pilot to scale- too slow moving • High school faculty believes SPED students don’t belong in AP classes – access an issue • Highly demanding school community that is always raising the bar on everyone • Hispanic and Latinos account 11.5-12.8% of the student population, 18.9% have IEPs

and 70% are males • Important to understand the cultural diversity and parent expectations based on their

cultural background • Inclusion done overnight without adequate teacher training especially at middle school • Inconsistency in decision making, decisions must be made by using data • Infusion of the quiet Asian (Chinese ) student population who receive summer tutoring • Kids want options, treat them as if they have good minds • Lack of continuum of SPED services from elementary to middle – included but not

taught- • Lack of strength to make decisions based on the evidence when there is push back by

some • Latino and African/American students are underachieving - they face sterotyping and

bias • Leadership team needs to focus on the equal access for all students • Litigious district parents go straight to the superintendent. • Local formula (LCFF) illegal • Long bus rides for some elementary students • Losing secondary principals a concern • Lower expectations for Latino students • Lower socio-economic students have very different experiences and are often not

welcomed • Maker Space? Needs to have more attention • Many parents pull students out

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• Many students get tutoring in order to be successful in accelerated classes but economically disadvantaged students can not get tutoring and may not be able to keep up

• Media perception of PA high schools • Middle school lacks social/emotional development programs - counselors are available

but too busy • More understanding of IDEA laws throughout the district • Most students are tutored which makes pace of learning faster – students who can’t

afford a tutor drop out • Need data to determine how our minority students are doing • Need earlier SPED identification in elementary schools • Need grading and course work consistent throughout the district • Need long term prevention • Need to ask students their opinions • Need to look at data and make decisions based on facts • New hires are not representative of the student population they serve • New immigrants want achievement over everything creating a toxic culture that is not

focused on the well being of students • No transparency • One size fits all approach to inclusion • Over consulting and an attempt to make everyone happy • Parent groups are at extreme positions and at odds with each other • Parents advice and doctor’s expertise not listened to • Parents are risk averse in high schools but ok with risks in elementary • Parents input not valued even though they finance the schools • Parents need to be brought in as full partners in their children’s education • Pockets of success – needs to be scaled up not based on individual case managers • Principal turnover (5 principals in a year) • Problems at Gunn- a changing population where students are identified as troubled has

led to scapegoating • Professional development needed for all staff • Public school that is unified – not all schools perform the same • Publishing where students go after graduation is demeaning to some students • Real data that’s transparent is needed • Recent turn-over in district office which makes trust difficult • Recognition that students are advantaged who have after school tutoring, attend special

classes and have children who read to them

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• School board decisions are not adhered to • School profile doesn’t show weighted GPA • Services on IEP’s are not delivered • Sexual harassment and not believing students • SPED specialists need to partner with gen ed teachers for effective inclusion • Staff does not have the expertise to make decisions regarding what services are needed

for students • Staff is traumatized; lack of transparency, defensiveness, lack of compliance • Stress level in students and staff • Students who do not go to tutoring or attend math camp in the summer cause

classroom issues as they have already mastered the material and those who struggle • Suggestions go nowhere • Suicide cluster (Gunn) sexual assaults (Paly) Long term intervention for these issues • Surface involvement of parents – especially in under-represented populations • Teacher attrition and turn over at Jordan Middle School, alignment of programs at

Jordan • Teachers lobby students • Teachers receive form letter on how to get in touch with parents indicating parents are

not welcome creating an adversarial relationship • Tension at Gunn between administration and teachers where the reform efforts are not

warranted and options are being taken away • The Connections program is highly desirable and it requires more work for teachers who

need support. The district should consider it for more of the district students. • There is an adversarial relationship between SPED parents and the District • Too many consultants are hired to make a decision • Turnover in leadership roles at cabinet level, middle and high school • UDL philosophy – making changes so all students can learn needs full implementation • Underserved population – only some students get into challenging programs, others do

not • Unique population of parents- 50% with graduate degrees- scientists- expect data to

support decisions • Use students in resource programs as our measurement, not students with tutors • Weighted GPA – undercutting parents

DESIRED CHARACTERISTICS • Ability to hear the cultural battle in the community between groups • Ability to serve very diverse community and different constituents

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• Ability to withstand the pressures of the impossible situation of meeting constituents, unions, parents and student needs

• Accessible, accountable, answerable for their actions • Accountability – showing how there are moving the needle forward for ALL students • Advocate for students and families • A-G requirements-close the gap by bringing up the bottom • Appreciation for diversity • Awareness of what’s going on throughout the district • Be able to create a plan with goals, targets and metrics • Be visionary or process oriented- don’t believe one person can be both • Brave, strong, supportive leader • Can make decisions in the best interest of students • Can take the pressure of this district • Collects data and uses it • Communicator who will help find common ground • Courage to make decisions based on evidence and data regardless of push back from

parents/teachers • Create a public school culture that services all the students • Develop resources in Cabinet and support and empower people to do the work that

needs to be done • Develops the resources they are given, supports the people on his/her team • Doesn’t assume everything is going well – fix what needs to be fixed • Educational law background • Educational law background • Empowers people to do their job – not doing it all him/her self • Equity mindset- not just focusing on some schools. • Experience • Experience working with Latino community • Expert in education- teach the board how best to make the right decisions • Fires people who do not or follow the law • Good communicator • Has a doctorate, knowledge of teaching and learning • Here for the long haul • Hold teachers and administrators accountable for all student progress • Holds principals accountable for following the law • Ideally the superintendent has vision and has great staff that can do the operational • Identify new hires who are right for the system

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• Integrity, restores public trust • Invested in public education • Know difference between equity and equality • Knowledge and confidence to stand his/her ground • Knows the duties of the superintendent • Leader who can bring different groups together • Listens • Maintaining a vision but not necessarily a visionary – not someone who is going to

change everything but will know what’s happening on the ground and taking a good look

• Management skills to recognize the needs of the system • Needs to be an expert and his knowledge needs to be deep • Needs to be mindful of suicide culture in district • Non-traditional candidate – no educational background • Not a reformer but deals with real concerns • Not hiding things such as sexual harassment • Objectivity and discernment • Operations person • Priorities include special education and equity • Proven track record • Provides training for Title 9 • Recognizes that academic achievement of some students is enhanced by private

tutoring • Recognizes that the district needs to deal with prioritized issues • Respect for students, taxpayers and parents • Says no to things that are not a priority • Strong academic background, credentials • Student focused, student centered • Support Education Foundation • Supports staff • Supports the work of Cabinet that is going in the right direction • Supports the work of other district leaders, can envision what can happen when other

leaders perform at a higher level • Takes responsibility • Transparency in providing information to constituents • Trust and credibility

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• Understand and communicate clearly the decision-making process - thoughtful and clear process for how decisions get made and when community input is for the decision or whether it is informational only

• Understand that elements must be standardized • Understands and prioritizes equity in SPED • Understands revenue model in California • Understands the high stress level and works to minimize the level of stress • Understands the meaning of “public” • Was a teacher • Will address controversial issues such as cyberbullying • Works with different ethnic groups

STUDENTS (17)

Date: January 17, 18, 19, 2018

STRENGTHS • Broad range of electives offered • Community involvement- very vocal about their investment in education • District involves students and parents in decisions • District solicits info from parents • Emphasis on involvement at sites • Ethnicity and religion don’t matter – kids can be themselves • Lots of clubs • Lots of opportunities to get engaged • Mental health focus has improved • Paly administration does a great job getting input from students • Paly hires good teachers – all are caring • Parent involvement • Pressure to achieve makes students try harder • Qualified administrative personnel • Strong curriculum • Strong in academics • Students are inclusive • Teachers are good • Teachers connect with students • Wellness initiative is a strength

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• Arts funding, choir funding needed • Be aware of involved parents in district; they don’t like change • Board’s lack of focus on elementary and middle schools • Communication and transparency with students • Disconnect with minority students • Encouragement that success takes many forms is needed • Lack of consideration for student voice; parent voice given the most consideration • Lack of transparency – Board is transparent but all stakeholders are not. Need to engage

in more ways than just attendance at the board meetings to learn • Need to know parents have a limited point of view – staff knows more than the parents • Parents give more pressure than the school does • Parents verbally attack administrators – difficult to maneuver • Previously administrators stood behind the teachers but now teachers are not feeling

supported by administrators • Schedule has been changing every year; it needs to stabilize • SELF – social emotional learning and functionality – is not popular with Frosh students • Sources of Strength might be cut – need a vision for what is needed in the community • Student input is falling on deaf ears – once input is given, follow-up is lacking • Students need to be valued as a whole, not just for their academic success • Teachers feel they are at the bottom of the hierarchy • Teachers have ideas to grow programs but they get shot down • Teachers selected students to attend certain forums – not inclusive selections • Tendency to scapegoat personnel when things go wrong; band aide instead of fixing –

need to look at causal factors • Things too slow to change – implementation of the equity coordinator took years but

when politicized things change fast • Too much pressure can be detrimental • Trust and honesty issues

DESIRED CHARACTERISTICS

• Active leadership • Approachable and present on campus • Be a communicator, reply to emails • Be a learner- learn from the community • Celebrate district accomplishments

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• Communicate with teachers as well as community • Communication skills • Emphasize student voice – student board member should have a vote • Gives students priority • Good vision but don’t let it obscure the day to day operational issues • Honesty, Integrity • Messaging to students • More connection with minorities, especially because they feel singled out; not given a

good base to start from • More emphasis/funding for equity programs, mental health, etc. • No self-biases that interfere with decisions • Open and friendly • Organized • Presence at schools • Relatable - everyone can talk to superintendent • Supportive of all groups, but someone who can hold his/her own against strong parents • Talk with minority groups more • Visibility- be around in the community, attend events on campuses • Willing to receive input from others and be open about what they are trying to say or do

SUPPORT STAFF (15)

Date: January 12, 17, 18, 2018

STRENGTHS • 85% of students go on to higher education in PA • Academic levels of students • Attracts top level teachers • City puts education first • Classified staff are respected equally with certificated; all feel valued • Classified staff is amazing at all levels across the district • Classified staff treated like family at sites • Commitment from staff and parents is exemplary • Commitment to Homeless students • Commitment to social/emotional learning and having adults who care • Commitment to SPED • Culture and diversity is appreciated

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• District focuses on at risk students and educates parents who need resources and support

• District sees a problem and wants to come up with a solution • Employees give students a “safe place” • Employees know the district well; many “lifers” • Employees love their jobs in the district • Extra curricular opportunities are rich • Families came to Palo Alto for the schools • Funding is available for enrichment programs • Good working relationship between CSEA and the district – collaborative • High standards; excellent preparation for students at all levels • Lots of generational family ties with employees • Parental involvement is impressive • Pay and benefits are good for classified – highest in the area • Quality of education – private school education in a public school district • Quality of staff hired • Safe place for immigrant families – sanctuary district • Schools have very caring staff and parents • Social/emotional well-being important to teachers • Some autonomy at school sites – not cookie cutter; Choice elementary schools • Staff cares about under-represented students – LGBT, SPED, EL – genuine concern • Teachers are happy and excited about teaching here • Teachers are hard working • Use of technology for communication


• Administrator didn’t know the name of a custodian who was awarded a service pin • Classified not appreciated – treated as second class citizens • Classified often ignored; focus is teachers • Classified staff always works overtime and doesn’t claim overtime pay • Consistency and transparency often a problem – differential treatment of people and no

communication • Depth versus breadth needed – teachers frustrated that there is not enough time to do

everything • Disconnect between departments in District as well as between District and sites

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• District says it is committed to a lot of things but the actions show that this is a one path journey – rigorous course requirements at the expense of students taking enrichment classes

• District starts things but unsure who is going to actually implement • End users not always consulted • Everyone other than teachers are in CSEA and many people don’t realize the important

role CSEA members play in the district • Feeling of alienation – classified feeling they are left out – they separate themselves

when they attend functions • Fractured relationship between Board, Superintendent, and Site Administration • Lack of classified personnel to do the work – told lack of funds • Lack of unified systems • Leaders have focused on lawsuits not on people • Need more unification and alignment in policies and procedures – uniformity in forms

and paperwork needed • Need to be mindful of students’ mental health – how do we keep all of our students safe

and sane • Need to do reclassification – not done in 18 years • Need to provide alternative post-secondary choices other than 4 year universities • New forms and new processes not communicated • No district-wide meetings, communications, systems for efficiencies – everyone is

inventing their own wheels • No longer do service recognitions for either classified and certificated • No one who does manual labor is in the room. Maintenance, Custodial, Cafeteria, IT, are

not here • No training for new employees – no processes in place • No vocational pathways for students – need more offerings • Parents are a blessing and a force to be reckoned with • People are afraid to come forward because there are “sides” • Pressure parents put on their students is a concern • Role and importance of what classified staff does is not known • Salary schedules/classifications/job titles all out of date and not equitable • Silos at sites and when people leave, new hires have to start from scratch • Upper level management is doing more things that the classified should be hired to do

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DESIRED CHARACTERISTICS • Ability to get folks working together on shared vision • Available for regular meetings with classified • Cares about individuals in the district • Commitment to SPED and minority groups • Communication skills • Create a sense of team in the DO • Crisis management and public relations with press • Deals effectively with prestigious, well-educated community that is very opinionated • Defuses parent concerns • Doctorate not necessary • Empathetic • Ethical • Family oriented • Finesse; great interpersonal skills • Forward-thinking in education • Genuinely personable, intelligent, bright, etc. • Hears everyone’s voice equitably • Independent and willing to tell the truth • Integrity • Involves people impacted by decisions – gets outside the Cabinet for input • Keeps the main thing the main thing – not always respond to every small parent

complaint • Local; not out of state • Management and supervision abilities • Models a balanced work/personal life • Provides opportunities outside the box for classified personnel • Site administrative and teaching experience • Tact; relationship builder • Understands and values classified staff • Understands this community • Visible to classified • Willing to shadow classified employees • Works on the social-emotional condition of students

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TEACHERS (9) Date: January 17, 18, 19, 2018 STRENGTHS

• All about what is it good for the kids • Attracts highly qualified teachers, some are specialist in their fields • Can do attitude, if you have a creative idea there are resources to make it happen • Cultural equity program was good • Educational programs/options for students • Encouraged to be innovative • Facilities quite good • Full time person who sets up the labs • Social emotional teaching at elementary and middle schools • Hardworking teachers who go above and beyond • High student achievement and graduation rate • Parents are highly active • Many resources • Facilities are good but some are not up to par • Opportunities for growth, Professional Development • Pay and benefits • Peer tutoring 4 days a week, math teacher who stays after school to help students,

during finals; there is food and teachers there to help • People choose to live here due to reputation of the school district • Selection of electives, lots of choices-like a college catalog • STEM focused, but also arts and languages • System values education • Teacher librarians • Teachers do a good job teaching critical thinking skills and problem solving


• Administration gives in to avoid conflicts • Administrators don’t make a safe environment for staff • Board involved in making curricular decisions without involving teachers • Board not trusted due to decisions made • Board policy encourages us to maintain a distance from students but verbally

encourages us to be warm and caring • Board tries to do too much but do not do much very well

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• Civility policy not adopted • Classified staff for special education hired without training • Communication among staff is not honest or true due to fear of losing jobs • Complaints are more numerous now • Co-teaching for full inclusion implementation • Culture of having to be the best • Email blogs and chats cast aspersions on teachers • English Language instruction needs leadership

o full day kindergarten to close achievement gap • “Experts” called in to deal with anything other than high performing students • High stress for teachers and students • Inequitable salaries between top administrators and teachers • Jumping on the bandwagon with new ideas • Lack of follow up on student discipline at high schools – teachers under stress to pass

students o math adoption

• People go to Board for questions about academic issues • Press not supportive • Programs for SPED, EL and low socio-economic students are lacking – limited support for

those students • “Resume-building” district • Some elementary sites have more interventions than other • Specialists spend too much time testing • SPED program is overextended • Students are being crushed by the pressure put upon them • Teacher morale is low • Teachers don’t fail chronic absentees because of fear of parent litigation • Teachers held responsible for student stress but is there no limit on number of AP

classes a student can take • Teachers undermined in decisions • Team concept nonexistent

o text book adoption o tracking in 9th grade English

• Trust issues within staff – we do not know whom we can trust • Turnover at secondary schools in DO and front offices hurting the district • UCP process encouraged rather than resolving at the lowest level with the teacher • Underserved students are not being prioritized

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• Vocal parents are the minority but powerful • Weighted grades

DESIRED CHARACTERISTICS • Ability to hire and retain staff over time • Appreciates that students are not just data points • Commitment to equity-track record in dealing with equity issues • Encourage and open to collaboration • Experience in a similar district, maybe Basic Aide • Fiscal management skills • Hears us and open to our ideas • Honors processes and procedures • Honors teachers’ concerns – listen • Honors the history of the district • Instructional background strong • Integrity • Open, honest communication • Partner with Ravenswood to share best practices for meeting low performing students • Political savvy to know how to do the right thing and manage conflicting opinions • Prioritize support for struggling students • Respects staff for their expertise and experience • Sees the whole child • Supports teachers • Team builder • Values staff • Values students at all academic levels • Was a teacher • Will encourage Board members to come into our classrooms, builds trust

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Palo Alto Unified School District

Criteria for Selection of Superintendent After seeking input from, administrators, community members, parents, teachers, staff members and students, The Palo Alto Unified School District Board Members seeks a transparent ethical leader who possesses the following skills and characteristics.

An effective and systems-thinking manager who: • Can lead a system of schools operating under a variety of structures with varying degrees of

autonomy and flexibility in local decision-making; • Has the ability to assess district systems and implement change where needed; • Hires talented staff, reduces administrative turnover, and holds administrators and teachers

accountable for student achievement; • Leads and manages a large complex district through effective delegation, supervision and

accountability; • Utilizes the fiscal resources of the district aligned with organizational priorities to meet the

mission and goals of the Palo Alto Unified School District; • Listens respectfully to all points of view and has the courage to make decisions that are in the

best interest of students.

A knowledgeable, capable communicator who: • Engages all stakeholder groups in collaborative dialogue regarding improvement efforts and

works to create meaningful partnerships with educators, parents, community groups, and students;

• Believes in collaboration and ensures that decision-making processes are transparently communicated;

• Has regular, direct conversation and dialogue with students and considers students first when every decision is made;

• Fosters a positive professional climate of mutual trust and respect among faculty, staff, community, and administrators; is a positive and unifying force;

• A leader who has demonstrated the ability to: • Work with the school board to create an effective governance structure, with clearly defined

roles and expectations; • Inspire and work with others within a high performing school district where academic rigor and

student success are the established norm • Build organizational capacity at all levels within the district; • Identify, confront and resolves issues and concerns in a timely manner; • Understands equity and fully committed to continuing that work in the district

The following leadership experiences, accomplishments and credentials are highly desirable: • A demonstrated track record of working in a high performing, diverse environment • An earned doctorate from an accredited university • Experience as a teacher, principal and district level leader

Documents

Palo Alto Unified School District LEADERSHIP PROFILE ......2018/02/13 · 2 HYA Signature Search – Leadership Profile (*The School Board did not complete the survey, but each School