001All right, this uh order tree is call to order. Thank you all for being here. It is being streamed. Is it being streamed live? >> All right, it's being streamed live. Um welcome. Uh today for our board retreat, we're welcoming welcoming Dr. Barbara Jenkins. I just want to spend a minute to read her bio because it's pretty impressive. >> Please don't read the whole thing. Um I will try not to but I don't promise it. So um Dr. Jenkins has been serving students for over 30 years. In 2012 12 she was named superintendent of for Orange County Public Schools which is the eighth largest in the nation. 106,000 students. >> Uh she retired from Orange County Public Schools in December 2022. So pretty recent. Uh under Dr. Dr. Jenkins leadership, the district won the prestigious
002board prize for urban education award. The district also received the governor's sterling award and and attained the district accreditation from advanced CD for its best practices in educational field. The sustained excellence award was attained for exemplary performance uh using researchbased practices in business. The district also passed a second I'm not sure what this means half penny sale tax referendum for capital projects sold $2.4 billion and two property tax referenda for operation projected at $1.2 billion to support a $5.5 billion annual budget. Most importantly, the district reached unpreced unprecedented graduation rate of 97% for tra traditional high schools during a tenure. We also have some past recognitions for Dr. Jenkins, which include the Association of Latino Administrators and Superintendent Hispanic Serving School District Superintendent of the Year. Um, Florida Association for Career and Technical Education, CT
003Superintendent of the Year, Florida Music Education Association Superintendent of the Year, Orlando Sentinel and Orlando Magazine's most powerful list, Orlando Business Journal CEO of the Year and Women's Executive Council Woman of the Year. Jen J. Dr. Jenkins is also past president of the Florida Association of District Schools School Superintendent and served five years on the Florida Council of 100, a nonpartisan organization advising the government on key policy issues from business community perspective. In 2017, Dr. Jenkins was also named the Florida Superintendent of the Year and one of four finalists for the national tit because there's there's a couple more good stuff here. >> I have a feeling she wanted you to stop. >> I'll stop now. Maybe I'll share it later. I'll just pepper it throughout the meeting. >> Pepper it throughout the meeting like
004when you were on. >> All right. Well, may I introduce Dr. Barbara Jenkins, if you can take that. So, let me just say uh two things. First of all, I am certainly very humbled by the introduction and by the thing we were able to accomplish in Orange County, California. But I told the group yesterday I was speaking with, it was not because Jacobs being so brilliant. It was because I had an incredible school board who understood governance who helped drive the vision and the mission for our children. And I had an incredible team much like what Kim's been able to assemble here to help get the work done. One individual cannot accomplish what needs to be done for our children. To that same end, I want to thank each of you. Um I was trying
005to advance the slides here and it's not working. care. >> I want to thank each of you for the work that you do on behalf of children. I was speaking to someone that came in. It's not um not a gracious Okay. Thank you. It's not um not a job that most people would have initially signed up for because the job is challenging now to be a board member. So, I want to thank you to you for what you do on behalf of children across the country as well. I also wanted to mention um some people may remember Jim McIntyre. It's not advancing on the screen. >> Jim McIntyre was my partner last time we were here. He actually had to zoom in. I'm just going to mention folks remember him. He is still the dean
006of college, but he does not yet do much additional work. wife who had a health episode at the time when we was here a year ago has had continual decline in her health. So I want to mention that to you so you know I still consult with him. We still have opportunities to do some work for Yale school in the school of management at Yale um and other things that we consult on together. But just wanted to mention these people your thoughts as well that we have. Oh, we have connection. Okay. All right. So, we're going to do um I'm going to go past the agenda pretty fast. You've seen it in advance. Um Rosanne is helping with timekeeping so that we can try to get through everything, but it's a pretty aggressive agenda. Think
007we can get it all done today. We will squeeze out time where we have to, including on your break if if we have to. We'll just keep going right through the break. But there's our agenda. And then um here are our norms for today. And you will notice the teacher in me because I had started out as a teacher. Never thought I'd be any else like a superintendent. I was happy would be a teacher because I love my first grade teacher. And so the teacher in me will still have you engaged. I can't stand be in a meeting where you just sit and get what we call rear end numbing. another term for that I won't say since we're broadcasting but that kind of numbing sitting I just can't stand for it. So you'll notice
008there'll be some time that we move around get some things done and interact with each other. First thing we're going to do is go coral reading. What are our norms for today? Let's read together quickly engage listen and seek to understand. Focus on what's best for our students. Assume good intentions. both and self regulate your air time. Is there anything else we need to add? >> Pretty complic. And so, um, we're going to do this expeditiously, but it gives you some familiarity with one another as well. You tell two things that are true about you. They can be first, they can be professional, and then you tell one that is not true. You got to keep poker pace. Got to look like they're all true because the rest of the group has to try to
009decide which one is not true. So, I'll go first. I um am extremely proud to say that I was actually a cheerleader when I was in secondary school. number one. Number two, I am um extremely proud that I have three degrees from the university that inducted me into their hall of fame. Thirdly, I've had two husbands because the superintendency is very uh demanding on marriages and so we have a history of plenty of divorce among superintendent. So, I'm on my second husband and he is wonderful. Her husband was wonderful as well. It just didn't last through the stress. All right, you have a minute to think and you got to tell me which one is a lie. Just about >> second husband. >> Yeah, >> cheerleader. >> The most detail. >> Three people said cheerleader
010>> and two people said second husband. I'm still on my first husband. 38 years. Harold is a saint. What everything else I said was true. Just demanding it does create a lot of divorce. But Harold is a saint and he's been married to me for 38 years. >> Okay. All right. So, now you know a little something about me on the personal side. Someone else. Two truths and a lie. >> I went to the first grade when I was three. >> Um I have two master's degrees. One in urban planning, one as a masters of business administration. Trying to think of the third one. [Music] >> I learned how to swim when I was about 15. >> All right. Which one's a lie? >> I don't think you >> I think I think you told
011me this. >> I went to the first grade when I was three. I have two master's degrees. One is a masters of business administration. One is an early and I didn't learn how to swim until I was 15. >> All right, quit. Somebody >> swimming. >> You say swimming. What do you say? >> I think it's the first one because we talked about this and I don't think you were three. I think you were like four or skipped first. >> You can't tell everything, you know. You think it's a three-year-old, threey old? >> Which one is it, Michelle? swimming. >> All right, someone else quick. >> Wasn't right. >> Someone else. You got to have three in mind when you go. You can't >> um um I completed the Iron Man. I spent three months
012backpacking through Patagonia, the mountain, not the store. I was uh one of my works was published on the slave trade and its effect on American >> that one. That one >> three months back >> published for article on >> going second and that's it. I'm sorry I've had >> ma'am. I'm going with number three. >> I can see you doing >> anybody else. I'll go number two. >> Number two. >> What did you say? Kimchi. >> Number two. >> What is it? >> Number three. >> It's almost published, but my professor >> wiggling it out. >> Look at that. Iron Man. >> All right. >> Someone else also join us virtually. >> Oh, Relle, you will have to give us uh Oh, I don't see your face up there. But Michelle, you will have to
013give us your truth and a lie as well. >> Okay, I'm here. >> Are you want to go now, Michelle? >> Oh, yeah. I can go now. >> Nice to meet you, by the way. Go ahead. >> Nice to meet you. >> I'm sorry be here in person. >> Thank you. Me, too. I'm super bummed about it. Um, okay. The first one is that, um, let me think. Actually, can somebody else go first? I gota think about this. >> I can go. I All right. Um, I got a splinter from my wooden engagement ring. >> I had to push my kid out of the way of a whale shark and I ran into a child upstate New York pre- internet in a bar in one of my days. That was yesterday. >> Splinter from my
014wooden suspect. Michelle, can you mute your Michelle? Can you mute your microphone for a minute? >> I did not ever get a splinter from my >> I do. It's broken. It broke right before I got married, but I have it in a box at home. >> Oh, cool. >> All right, somebody else. All right, I'll go. It's challenging. I'm gonna do it twice because I've needed to hear everybody's twice, I think, so far. Um, I've run hoods to coast four times in the last 10 years. I spent most of my college courses studying the Civil War in aftermath. And I once got to tell Shaquille O'Neal, "Happy birthday." >> Same again. >> Oh, yeah. I forgot. I have run Pentacost four times in the last 10 years. I spent most of my college courses studying
015the Civil War and its aftermath. I got to tell Shaquille O'Neal happy birthday. >> Oh, number one. >> I'm going to say one first one because you ran five times. >> Yeah, like nine times or something. >> I'll say that. >> I'm saying three. >> One one. >> All right. The answer I have from those four times, but thank you. Um the one that obviously we've talked about like what I studied with civics, which is our constitution team, which is why number two came up. But um I share a birthday with Shaquille O'Neal, but I have never >> shout out to Shaquille O'Neal if you're watching this. >> I mean, Taylor, right? I met him and I walked to him and said we share the same birthday and he just ripped it down. >> He's
016so big. >> I mean, it's really something person. >> All right. Very good. Thanks for sharing that. Someone else or Michelle, you ready? >> Michelle, you ready? >> Yes, I'm ready. >> Ready. All right. Go hit us. >> Okay. Uh the first is that I grow award-winning roses. Uh the second is that I was uh the prom queen when I was in high school. And the third is that I have been to Bermuda three times. >> What was the first one? >> I grew award-winning roses. >> Number two is the lie. >> Yeah. >> Uh no. Number one is the lie. >> You grow beautiful roses. >> I grow just regular roses. They haven't won any awards. >> Not awardwinning roses. >> All right. Great way to trick them, Michelle. Thank you. Who else? >>
017Okay. Um, I have a diploma in early childhood education from the University of London. I was a cheerleader in college and I have four children. young or there's a difference in age of 18 years between one and I think it's three Okay. I don't have four children. That was kind of sneaky. >> What was it? Which one was it? Pe I have three children. >> That was tricky. >> You ain't gone yet. >> I can go. Okay. Um first one, um I moved out before I graduated from high school. Um, second one is my favorite class in high school was cle. And my third one is I once threw a party for you two >> number two. What did I do? >> Perform high school. >> Glee club. >> You guys are right. only because
018my high school didn't have a glee club. >> That's so required. >> Fairly recent. >> That was tricky. I knew you too because I saw something in your bio. So, I'm gonna fall. I watched your board meeting. I read your bios. I know some things about you. Oh, go. >> If you're in the bullpin, you got Okay. Um I was a cheerleader in high school. I was Rose Festival Princess and I was um alumni alumni of the year from my and Patty's home. >> What was first? >> Junior Rose Festival. Regular Rose Festival. >> The only race I've lost in my entire life. >> Emily Perry. >> Rose festival. >> Mhm. That's funny. >> That's hilarious. >> They were so left. >> Oh, okay. Let me write mine out really quick. >> Okay, here we
019go. Two of my four kiddos are 16 minutes apart. Um, I have one more home visit for my foster care license and I lived on the East Coast for one year. >> East coast. >> One East Coast. >> I think you're being tricky on the 16 minutes. I'm just calling that out. >> Yeah. Um, I've never lived on East 20. >> I thought that was like the number. >> Yeah, exactly. She was so specific. I thought >> a red herring. >> Everyone did. >> No. >> I have four granddaughters. Um, I lived in Turkey growing up and I played softball all the way in college. All the way through college again. >> I have four granddaughters. I have I lived in Turkey growing up and I forgot the last one. Oh, I played softball uh
020in through college. >> I think you did. I did. I think you have a different number of grandfathers. One. >> Go with one. >> I'm going to go with one. >> One. I became a grandma before I was a mom. >> That's really not fair. >> So, you grew up in Turkey? >> I feel like [Laughter] we weren't keeping score, but did Patty get most? >> I think she very >> not all I missed on him. >> All right, then. We're going to um get ready to bring in Dr. Joseph. Our icebreaker is completed. We are on schedule. These folks come on at 1:30 to talk about your CTI review. Are we ready? I hear a sound. >> Do you hear us? >> Are you there, Sean? I see you. Can you hear us? >>
021Can you hear me? Hello. >> Can hear you. >> Hey, Michelle. Good to hear you. >> Hey, good to see you. >> Okay. Okay. Are we okay? >> We're good. You're on. >> Okay. if you can uh take your uh screen down. I can I can pull mine up right now. It won't let me. >> You don't want me to mention them. Come on, Carol. >> I hope you hope you all are doing well. It was great hearing your um your your warm-up activity. Got some some interesting uh lives and and your TTI is very interesting, by the way. I really enjoyed having an opportunity to um review it and and I'll walk you through it now because I think there is some uh good implications uh for it just uh let me come in
022if you can see my screen here just a little bit uh you about myself I can't believe I've been in education now for 30 years uh you know I started um coming from Lincoln University America's oldest historically black college and um I was there hoping to be a medical doctor long story short. I found I met a student from South Philadelphia High School, you know, who couldn't read and and I didn't understand uh back in 1994 how we could put somebody on the moon and and not teach a a black child how to read in this country. And I switched my major in my junior year from biology to English education. And since that time, I have been an English teacher, a reading specialist. Uh I was a team leader, a dean of students, an
023assistant principal. I was Maryland state principal of the year back in 2009. And then supervised 34 schools all in Montgomery County, Maryland. It's right outside of Washington DC. Uh they have about 160,000 students there. And then I left my uh position supervising those 34 schools to actually become a superintendent in a small rural district uh in Seaffort, Delaware. If you've ever gone to Rahobath Beach, uh you've you've gone through Seaffort. It's right there on Route One in southern Delaware. Uh just a district of six schools. Um you know, um but but high needs. Uh, and I did that for two years before taking on the deputy superintendent job in Prince George's County, Maryland, which is right outside of Washington DC. They have about 28 schools and uh 132,000 students. I did that for two years
024before going to um Nashville, Tennessee, where I assumed the superintendency uh for three years there. Uh when I left Nashville, I went to Forom University in New York. I'm originally from New York and so uh went there for two years. Had an opportunity to reconnect with my mom and family and everybody and then winded up coming on back to the DC area uh where my wife and kids and I had resided for about 20 some odd years uh to assume an assistant super excuse me an assistant professor role at Howard University. And at Howard um that's where I had an opportunity to meet Michelle. your wonderful board member because at Howard I did a bunch of things including I was in the tenure track and I taught the politics of education and urban education class.
025Um I ran an urban superintendence academy and and during that time there 5 years we placed 23 superintendents around the country. So I was really proud about that. Uh and then we had a partnership with the National School Board Association to do um board work focused on policy development uh superintendent evaluation and budgeting. And so that that was great. And then this January, uh, to my to my surprise and to my family's surprise, um, I decided to come on back into the superintendent role and now I'm I'm serving as interim superintendent in Prince George's County, the place where I was deputy superintendent for, uh, two years. And, um, doing that, doing that right now. So, so life's definitely like a box of chocolates because you never know what you're going to get. And during my
026time, I had an opportunity to write two books. I wrote a book called the principal's guide to the first 100 days of the school year creating instructional momentum published by Rutled uh way back in 2012. And then after I left the superintendency I wrote a a piece called finding the Joseph within just a reflection kind of a on the fact that uh you know uh God gives us a challenge as a as a blessing in life uh because it makes us stronger and and gives us a bit of wisdom. So I just took took a moment to to look at that. So that's a little bit about about my uh background and as we and I'll also say I'm a I'm a senior consultant for Hazard Young and Associates I guess that's important to mention
027and and over the course of the past um I know six years uh we've worked to support superintendents around the country and and school boards. So, uh, in that role, I I I led the efforts to place the superintendent in Atlanta public schools in, uh, Las Vegas or Clark County, uh, public schools. Uh, we did, uh, Rochester, New York, Montgomery, Alabama, and Patterson, New Jersey. Those were the the the searches that I led. I know you all have worked with Mai Ali, a colleague of mine, I believe, with you all. >> A great great great um, great colleague. and and we we collaborate a lot on a lot of national searches for for hazard young and associates. Um, as we look at your TTI, thank you for completing it. Uh, you know what what a
028TTI measures are four areas. It's a disk assessment. So, it looks at your dominance, your influence, your steadiness, and your compliance. When I talk about dominance, I'm speaking about so how do you respond to problems? It really looks at how assertive are you? All right? Are you a person who like is take charge uh very um uh very forceful in in communications and getting things done or or more on the passive side. So that's what it's measuring there in terms of influence. It looks at you know how much social interaction do you like or want right and then steadiness you know how what's the pace in which you like to do work you know some people like to do things one thing at a time other people just like give me like give me 10
029balls and I like running with them all at the same time so where are you on that continuum and then finally compliance you know how much of a rule follower are you and and how uh analytical and detailoriented are you in your work so when you look at your overall team you see you have three people that have strong dominance, right? Like strong drive. You have two people who have really strong desire for interpersonal social relationships. You've got uh uh let's see here. Am I looking at Hold on. Let me make sure I got the right uh >> I was going to say one. Yes. Yes. Let me Yes. Let me pull the right one. So 30 30 seconds. I'm like wait a minute. Look like a lot of people. Yours is much smaller. Hold
030on. I'm sorry. Let me pull it up. You know, I had two uh let me take this one off. All right, let me try this one more time. Same the good these reports are all the same here, but just different, you know, different types. Here we go. Portland governance team. There we go. So, I do I do hundreds of these a year. Here we go. >> And can I just insert that you also did this for the cabinet um full cabinet team? >> Yeah. So, yes. So I've done it for your cabinet. I've done it for your operations team and I've done it for one other team within. So just yesterday I had a wonderful debrief with um John in the operations team. Um, and it was very very um insightful and hopefully um they
031they saw the the benefit and I know they did because we we spent an hour just kind of debriefing and talking and answering questions and I have a number of cabinet members who have me doing follow-ups uh from it and and introspection. So, it's an excellent tool for for introspection and um you know all all leadership particularly I mean I I I follow the work that you've been doing in Portland for some time and I know you all have been very equity conscious and trying to get things right for all children right and all journeys with equity begin with oneself and and understanding you know yourself because if you're going to lead you have to have followership and to have followership you've got to be able to adjust and adapt and So, uh, when you
032look at this particular team, uh, you've got three folks with strong dominance, right? Strong kind of want to take charge and move the ball forward. You've got one person who really, um, has a natural profile for really uh, engaging and connecting. You've got two folks who probably like having lots of balls in the air and running uh, really fast. And and you've got one person who really is a strong rule follower. Not to say that you all aren't, but but just you got one in particular who really uh follows rules and is very uh thoughtful and analytical in terms of of approach there in terms of behaviors and the the these type of assessments try to describe people. So um there are about eight different behavioral types that you get kind of clustered in with
033this assessment, right? So you can be a conductor, right? Those are people who tend to be directed, direct, decisive and seek results. You've got persuaders. Those are people who tend to convince others by appealing to reason, understanding or emotion. You have promoters. Those are people who tend to verbalize uh many thoughts in order to influence outcomes. You have relators who are people who tend to take time, think positively, and focus on interpersonal relations. You've got supporters. Those are people who tend to champion sound ideas working steadily and diligently to ensure a project is fully realized. You have coordinators. Those are people who tend to be factoriented and adhere to proven methods to complete projects and tasks. Analyzers are people who tend to seek out accuracy in all activities and ensure the highest quality possible by
034gathering precise data. and implementers uh people who tend to assess leverage facts and figures and advance towards a solution. So when you look at um your prototype here, you have two people who are conductors who who would be considered conductors, right? Um you've got about four people who would be in that persuader realm. Uh you've got about, you know, three people who would be supporters and two people who would be coordinators. And you have no natural analyzers, implementers, uh promoters or relators. that has an impact and and I'm going to talk a little bit about that as we get to the kind of so what and I'll I'll happily answer any questions. So what I'm going to do now is I'm just going to walk you through um who's where and you have your individual
035profiles. In your individual profiles um I I gave you the profiles without the narrative u because we were communicating via emails and you know we didn't want any um potential foyer requests or things to happen uh there. But if you ever want to have a one-on-one and and see the full piece, we can figure out how to um you know, look through uh that um and then I can talk you through it. Anyway, uh some some detail, but you have your your ratings. And now I'm just going to kind of go over the strengths that each bring and and talk about the uh implications. though in terms of the persuaders and you have three out of the seven people who took the assessment here. Um uh in terms of what you bring as a persuader
036are uh persuaders are optimistic about their team goals. They promote and accept changes. They engage others in projects and tasks. They get results through team members and they can be decisive and aggressive when presented with challenges. And your three persuaders are Kimberly Relle and Michelle. Yes, a persuader. So, when you look at your when you look at your individual reports that you have, you're going to see at the bottom of of your reports that you're going to have two different um bar bar graphs there. One's going to say it's your adapted style and one says it's your natural style. The natural style is when Michelle wakes up and she walks out into the world, how would she function? What would her behaviors be like? That's what your natural style is. The adapted style is when
037Michelle goes into work, if she changes, how would she change, right? So, you know, and and and many of us change in environments, right? Because leadership is always about context, right? And you know, me being a 6'2 dark-kinned African-American black man, uh I understand that there are times that uh when I walk into a space and people don't know me, there might be perceptions that that emerge, right? So knowing that I tend to be naturally in environments much more passive than what I would naturally be. I speak less than I probably naturally would. Uh you know I tend to you know try to listen deeply and respond succinctly um because I you know I'm mitigating and you know potential um narratives that I know people might have formed just not knowing me but knowing the
038profile. But that's what I mean when you change adaptively. So my beh when you look at my profile you'll see my natural style my dominance would be dramatically stronger than the way I might show up uh in work and and and somehow someway these tests do measure that as they go through. So if you see a difference in your profiles that's why and and when you look at your charts you'll see there'll be a chart that has a star and a circle and it talks it maps your natural and adaptive styles. That's that's showing if there's a difference in you where it shows up, right? But when you look on the bottom of your chart, last thing I'll point out is there's a a dark line right in the middle here. We call that the
039energy line, right? On and that energy line just lets me see for the millions of people that have taken this assessment, uh, is your behavior stronger or less than the typical person. So for Michelle and Kimberly and Michelle, their dominance, which is the red line, and their influence, which is the the yellow line, are much stronger than the typical persons. It'll show up, right? So so so so they're they'll they're more assertive and they're more social than the typical person and and that that's the profile. So when you look at their and then but when when it looks at their rule following and their um the pace you know they're much less than the typical persons per se much much you know might might be quicker to move than the than or slower to move
040or in this case quicker to move than than the average person the try new things is when you look at that. So this kind of gives you a snapshot of the overall profile as you do that. Uh, so those are your persuaders. When you look at your supporters, and you have two supporters here, uh, they conform to established procedures. >> Hang on, Sean. >> Oh, she was asking Virginia if Virginia is a coordinator. Is that the word? >> No. Collab. No, you're not. >> Oh, I'm a bright red, I think. >> No, no, no, not in the disc, but in the >> He'll get to you. He'll get to you. >> Go ahead, Sean. >> Okay. So I'm on supporters. So supporters um supporters conform and establish conform to established procedures. Uh they show loyalty
041uh to those they identify with. They listen well to others. Uh they conform they they comfort others and they show patience and they focus on team activities. And your two supporters are Christy uh and Patty. Uh so you can see um for you know the supporter uh they have a higher um it's a combination of a very high green um which is the the steadiness of of how they do uh what they do and then also it' be a higher um I believe blue >> can I see the weaknesses for supporter? >> Sure. >> Thank you. You I can just read quick. >> Sure. And I only focus Yeah. I only focus on the strengths and the the debrief. I mean, we could spend more time. >> No, I just want to read them real
042quick. Thank you. Okay. >> Sure. >> Sounds sounds accurate. >> Yeah. When we when we talk about conductors and you have one true conductor and what this shows is your your really your your highest um uh area here. So, your your conductors, they're forward thinking and they tend to be competitive. They don't mind confrontation, right? like they they pay more attention to um let's get this thing done versus making people feel good right about it. Like they they they pay more attention to the outcome than maybe the process. Okay. So they they're driven towards results. They're happy to work on challenging assignments and they seek to solve uh problems. And you've got Virginia >> who is your enjoy confrontation. I would say that's completely inaccurate but the rest of it might be You're a conductor
043there. >> I notice Dr. Joseph didn't say >> now you have one coordinator, right? Coordinators implement uh and fine-tune plans. Uh they set and accomplish goals to high standards. They can make tough decisions without letting their emotions interfere. Uh they identify problems, rules, errors, and procedures. and they like to work for a leader uh and a cause, right? And your coordinator is Eddie, right? >> I don't think any of my past employers would agree, but yeah. >> And then you don't have you don't have any natural promoters, relators, or analyzers or implementers there. So, when you look at your your profile, it's very interesting. Uh so, you have um a split on your team, right? So you've got one conductor, two supporters, three persuaders, and one coordinator who who took the assessment. All right? And
044so you don't have any promoters, analyzers, impleers, or relator. So that that's going to have an impact on your team dynamic. And and we'll talk about that in a moment. But before we do, we'll jump to your um and I'll just point this out on your individual sheets. uh when you look at yours, you you you have adapt you have wheels there. What the wheel shows is kind of where you fall. And this is where you'll see if you change from your adapted style to your natural style, where you change and how that falls. And I just say the the closer to the center your star or your box is, the more intense the behavior. >> Okay? So, so it measures your intensity there. And it's a way for you to visually see that here.
045So, you could see here. So Michelle um Michelle here in her natural style is an intense persuader. So her her desire to kind of drive and push for example and and to try to persuade is intense. You'll feel it, you'll see it. Um you know it's it's you'll and also here um Eddie is an intense you know uh coordinator and analyzer. So Eddie might what this says without knowing Eddie this this the profile would be he's somebody that would ask a lot of questions be really analytical um and and want to have all the facts before moving forward and making sure things are right and really you know pays attention to you know not making errors like like that intensity would be high there. Okay. And then going into um the why you do what
046you do. So this test shifts over and measures your why, right? and and it has 12 different potential wise. One, an instinctive person is a person who trusts their gut, right? An intellectual person is somebody who wants to read and get all the facts before they move forward. Uh then you have selfless people. These are people who don't mind spending 20 hours of work. I call them, you know, the workaholics on your team. Uh and resourceful people. Um you know, they want to u make sure they get a return on investment for how they use their time. So they're real conscious about how we're w spending our time. All right. You've got objective people. These are folks who uh they walk into work, they make a list of things they want to accomplish and they
047won't leave until they accomplish them, right? And then you've got the harmonizers. I mean, they're they're more concerned with, you know, how people are are feeling and and keeping the peace, you know, over necessarily getting the result all the time, right? You've got intentional people. These are people who um they'll help you, but but they want to know like what are they getting for their help, right? And then you got altruistic people who are willing to work for a cause greater than themselves. You've got collaborative people. They prefer to work in a group setting and and do things together. And you've got people with high command. Uh these are folks who, you know, at the end of a game, they want the ball. And they they don't want to be micromanaged. They don't want to
048be controlled. Just give me the task. Let me go do it. And you know, and and it'll be done. Right. Right. And then you've got receptive people uh who are willing to try new things and you've got structured people. So we'll move but we want to move when we know that there's research behind it and says this is worthy of moving forward. So those those are the behaviors that this assessment um tracks for. And um right now I'm going to identify if this was your number one score. It's going to show up here. And this is what you're going to see what what your number one was, motivating force was. But in a second, I'm going to show you the way this test measures. It looks at it. It it it clusters all 12 of
049these items as your primary driving forces, your situational driving forces, or your indifferent driving forces. If it's in your top four, it's very important to you. It's going to show up. Then it's your situational driving forces is the second set that that it it is not as important but depending upon the leadership context it can be important to you and it'll show that and then you've got the last set which you're either it doesn't affect you at all or you've got a negative reaction to it like it's absolutely not you and you kind of are repulsed by it. So so it shows those type of things. So, so what this pays attention to and what I'm going to talk to you about in your top four, that means it shows up and it's really important
050and that's what we're going to talk about here. So, when we talk about you've got two people where intellectual was their number one driving force and for these two people um they're eager to learn and discover. They focus on information and facts. They continually seek knowledge and information. They seek to make the unknown known and they research much more thoroughly than the typical person. And those two people are Virginia and Eddie. Okay. Uh again with you can see for Eddie his his is a 94. And then and then uh Virginia's is a 76. So so this is going to show up. So this means you know Eddie typically is probably the person that reads everything through that big board packet. All right. And knows the details and wants to know the information before before making
051a decision. All right. And then you've got altruistic people. And you have two um where altruistic was their number one. Uh they will volunteer and give of themselves. Uh they act to alleviate the suffering of others. They take notice of and respond to people in need. They believe that all people should have an opportunity to be the best they can be. And they seek to help and support others. And there you have uh Kimberly and Relle. Okay. With with altruistic being their their strongest suit. Uh then you have command, right? command and you have one. They strive to set themselves apart. Uh they value status and public recognition. And sometimes it's status and public recognition not for themselves, but if you're a part of the board in in Portland, then you want the board to
052be, you know, stand out and you want the board to get recognition. So it doesn't have to be personal recognition. It could be just for the organization you're a part of or the, you know, the team or department you're a part of. Um they seek to control their own destinies. Uh they want to create winning strategies and outcomes and they strive to advance their position. And you have Michelle uh with uh high command. All right. And then uh instinctive uh instinctive are people you have one uh people who seek information that has a direct application. Uh they're comfortable starting a project before having all the facts or information. Uh they seek specific information to address a situation they're in. They rely on their past experiences and they value their intuition and that's Christy. All right.
053And then you have one selfless uh that was number one. Uh and they accomplish tasks just for the sake of accomplishing tasks. They're willing to participate without consideration of personal circumstance. They define value or success by what comes out of a situation, not what you put into it. uh they focus on the completion of tasks rather than efficiency and they provide assistance and resource with minimal expectations of return and then you have Patty there and then you didn't have any structured or resourceful or harmonious as number ones or objective is number one or intentional is number one or collaborative or receptive is number one. >> So when you look at here like I said if it's in your top four it matters. So, that's what I'm going to look at and that's what I analyzed
054here. So, you can see in terms of your intellectuals, you've got three people, uh, Eddie, Virginia, and Michelle, where it's going to show up. They're they're going to be the ones that research, that read, that have lots questions much more than the typical person. And then you've got Christy who's going to trust your gut much more than the typical person. >> I do trust my gut, >> right? Or or trust your gut or or not or or past experiences and so forth, right? Then you've got um your kind of workaholics and you've got a lot of them here right of on your team. So Patty, Michelle, Virginia, Michelle, Christy will spend lots of time and hours on things they think are important. U you know without without you know um asking for a lot on
055how much time they put in like no they don't ask for a lot of return on investment for that time. They feel it's worthy they'll they'll put the time in. Right. You've got uh three objective people, right? Kimberly, Michelle, and Virginia, all right, with strong objectives. So, they're they they want the results. They want to get things done. And you've got Patty, uh who harmonious is strong there that that really thinks about how people are feeling in the process as you're working towards things. And then you've got a bunch of altruistic folks, uh Kimberly, Relle, Christy, Patty, and Eddie. you know, all are willing to take on things for a cause they feel is greater than themselves, right? If it's if it's good, we're willing to to jump in and and try to to do
056something for it there. And then and then you've got a split between command and collaborative. So, you have Michelle, Relle, and Christy who, you know, um really want to want to focus on winning. How do we, you know, they want a little more independence? Just let let's get this stuff done. And then you've got Eddie, Patty, and Kimberly who want to maybe bring people around the table and work on things and come up collectively and, you know, focusing more on consensus here as we try to get things done. And then uh when you look at receptive, you've got Kim, Kimberly, Virginia, Eddie, and Michelle who are all willing to try new things pretty easily. Uh and and you don't have any necessarily structured folks there. So So that is your report. I did send it
057um off. So you you should have you'll have a copy of this uh collectively uh for you. But um the so what of it is uh this and I'll I'll come here because I know my time my time is running short. So when we look at the strengths of your team so um the way I've kind of looked at it let's see continue to share. uh I see the strengths of this team is uh this team will be able to communicate a vision with a sense of urgency right and uh the group dynamic of this team is task oriented like this overall team will want to get things done the team won't mind putting long hours in to get things done and this is a team that'll be passionate about doing what's right and advocating
058for a cause greater than themselves on behalf of the community and finally this team is open to trying new approaches to doing things differently from the way that they've been traditionally been done. So based upon your profile of both your behaviors and your driving forces, that's kind of what I pulled in terms of strengths. In terms of potential challenges for your team, uh challenges, the follow through and accountability will be a challenge for this team. Uh I think it's going to be uh essential to clearly define who's responsible for what by when and to establish structures that require uh the team to regularly review return on investment and overall impact. Right now you don't have any analyzers, any impleers and only one coordinator. Um and so what that means is your your natural profile. This
059is a team that might see things that'll that'll talk about things but but really focusing on execution is something that um you want to be planful for because it's not a natural behavioral style. All right, then uh this team could struggle with execution if sufficient time is not devoted to discussing how the work will be carried out and if clear expectations are not established. For this particular team, it'll be critical to communicate what success looks like at the onset of each activity and to discuss in advance exactly how the work will get done. And the reason for that is you've got a a real split between command, people who want to do things independently, and collaboratively, people who want to come together. Right? So, that was a three split. I know you have eight board
060members, but so I don't know where that goes, but for the six that took the assessment, you're split. Uh, which means you're going to have this team can easily get stuck in arguing, getting frustrated with each other just because stylistically you're split different e evenly. So you, this is a team that needs time to just talk things through and be clear about what would success look like, how are we going to do this? It's like if you don't plan for that, you can plan to be frustrated with this team with that behavioral style. And then finally, uh this team risks becoming consumed with activities and spending excessive time on busy work without evaluating whether those efforts lead to better outcomes. It'll be important to identify and prioritize a few big rocks. So, you've got a
061lot of folks who are willing to just try new things. Simultaneously, you've got those same folks who are willing to put in long hours without looking at what are we putting our long hours in for. And that's where that's where the challenge can become because if you're not clear and accountable and have real kind of strong KPIs and a process for monitoring and looking at that, it's not a natural orientation for this particular team uh with four receptive. So the receptive people are going to be willing to try every time every time there's a good cause, you know, and they say, "Hey, can we try this?" You know, we be like, "Let's go for it. Let's do it." Absolutely. That's important. Well, we know when everything is important, nothing is important. And so the ability
062for this team to focus is is going to be important and there's going to have to be somebody that says, you know, what do we want to do and what are we going to lock to? So, how are we locked to our That's nice, but that's not a part of our strategic plan. That's nice, but that's not what we said we were going to do this quarter. >> Like, if we don't lock in, this is a team that is very susceptible to uh initiative overload and just adding keep adding things to the plate and without taking things off. I'm going to stop because remember I don't know you all. I just read your profile. You could say Sean, you are so full of it. None of that stuff was us or not. What do you
063think? I'll stop. >> Questions? I'm just gonna say I feel like you read through our inbox today. Like I really appreciate the like little hearing about the challenges in particular because knowing knowing what we know about ourselves if you agree to it then we can also fix that like we can we can we can choose how we show up in the work. And so it's an opportunity. But yeah, I think you're I think you I feel like this is really correct. >> Okay. >> Challenges piece. But we have strong, you know, good people. We're smart people. >> Yeah. Listen, there's there's nothing >> I should have said this up front and I usually say this that there is no right or wrong behavior. Um there is no right or wrong behavior. There's no behavior that's
064better or worse than. Um they're just different. What happens is when a team comes together though, right? Like like for me, I'm a relator. >> I I know how to tell a story. I know how to make people feel good, you know? Like that that's my strength. My weakness sometimes is just execution. Like like I don't want to always do the work. Like I I love casting vision, but getting in and doing the work like like you know, you look at my chief of staff and that's what she loves that stuff. So together we are a super team, you know, but I need her and she needs me because she hates having to communicate the big vision and things of that nature, you know. So it's just your team makeup and you're a board that's
065elected, right? And so um you know, it's not like you're hiring. Here's the team that you have, but knowing your natural strengths as a team. Just being aware helps you think about, well, what do we need to do to make sure that we get what we need to get done done? and and working through you know so and I have some recommendations but definitely want to hear I know there were more questions >> questions comments >> I'm curious oh yeah question well I don't know if question um uh it really spoke to me at the part about the challenges that we have three command collaborative because I think that actually very true even with previous boards and every work environment um but the challenge in terms of defining the clarity like defining clarity on what
066the goals and what success looks like. >> I think that that has been a challenge especially um sometimes not everyone agrees on what success looks like. Um and so you know how to bridge that gap in terms of creating a you know just more clarity and understanding of what where we're going. >> Yeah. And and what I what I meant there because because you're so different here and it's split across the board and it's so it's going to be natural challenge. This is a board that just needs time to talk things through like because because you can anticipate on any big issue you're going to have disagreement here and and when you start talking about the how you're going to have disagreement particularly if you're doing the work together cuz you just got to know
067that. But knowing that, you know, you should have be very thoughtful about your um how you plan your your agenda planning for your board meetings, your agenda planning for your your work meetings and things of that nature because you're just going to need time to talk through stuff and take time to come to consensus and agreement. Um that's going to be really important for this board. If you put too many things on and do too many things, you're going to frustrated because your behavioral styles are different. Um there's going to be a natural frustration that comes and you won't get things done. you'll you'll um this is a team where you know you see I see a lot um groups that um just they they they spend a lot of time talking about stuff but
068they don't they don't lock in and and coming together like with this team I would recommend like quarterly just say what would success look like on this issue this quarter because you you as a governance team you'll make it very challenging challging for your superintendent because she has to take direction from you and so if you don't provide that clarity on this is what success looks like. So she she'll have a hard time moving with her team to focus on executing because those differences will cause some challenge invariably. I guess I would just make the comment that like in this conversation and in working with really because of the campaign season, I've gotten to work with a lot of you either on school board or or running for office um or in the times. Um
069and I feel like I I know everybody pretty well and I feel like we have a lot of values alignment and like a lot of like wanting a lot of the same things. Like I feel like if we were to drive out to like another community in Oregon, we might have people that have disagreements about values that I just don't think we have. I think we're pretty aligned like politically, values-wise, etc. Like what the major problems of the district are. I think what I'm seeing is maybe like a difference in like how we get things done or approach. Um, and so I think that speaks to um, the desire to have that work plan or the focus areas that Rosanne's drafted up for us and really fleshing that out into like a here's the calendar,
070here's who's responsible. I think it just speaks to like the need for us to have that sort of framework to help us get our work done based on the challenges we're hearing. Um, and then also to maybe just remind us all that sometimes when there is conflict, my guess is and being on the board, I've seen this so far that conflict is more like we all support the bond, but how much time did we spend having conflict and like drama about the bond that then was like, oh, I support it and it was more like about how to get things done, you know, in that time. So I think basically just trying to remember that when we do have conflicts to like try to remember like oh actually we have the same values we're probably
071aligned on this is just how we get it done which might mean that like having those conversations play out in a full board meeting might might mean that maybe sometimes we can put some brakes on and be like hey it seems like maybe we need to talk about how we're going to get this done and maybe we can do that in a committee meeting or whatever. So, if we ever find ourselves arguing about how to get things done at a board meeting, I guess because I I've seen it happen, um I think maybe it's a good chance for us to like call ourselves out on that and try to take it to another venue to work out would be just a thought that I have. >> Yeah. And I would say I I would agree
072with you. I mean, five of you are altruistic, which means you're, you know, five of you probably have strong strong beliefs about things you want to, you know, you're more alike in probably identifying the big the big rocks and the things that are important in terms of value system. You know, there's five of you that that that, you know, really have a strong belief in, you know, doing things for the greater good and probably, you know, service and and, you know, supporting those in the greatest need. Can I just piggy back off of what Christie said real quick? Um, so as a conductor, which is which is fairly accurate, like no execution plan drives me crazy. Um, it's it's a very difficult environment for me to function in. Um, which is why I can sometimes
073be like I'll just do it myself kind of person. >> And um, I like to move quickly and I'm like super focused. Um so I have spent uh a lot of time working uh very deliberate about learning how to delegate um in my you know work environments and uh it's really helpful. So um because it doesn't come naturally to me um but I would say like because of that I tend to work really well in a team environment but um with a plan and I am worried about the work plan because we've got this we need to work plan but I feel like we're leaving meetings with no plan to do the work plan right >> well that's interesting because we have our own work as a board and we also like the staff has
074a lot of the stuff coming out of the committee meetings would fall to staff to do the work plan. >> I mean our board work plan like the key things need to be >> so we don't h we don't have I I agree we probably need to work on execution but some of what needs to be executed is not in our purview. It would be I mean just an example facilities >> anything that comes out of that would would go to to staff and the staff would need to come up with a plan to execute. Um I'm just thinking about the grant lights. >> There's really you know aside from us talking about in committee and agreeing to go forward with it that's our job is done there except to come back and evaluating us.
075Does that make sense? it or maybe two work plans. I maybe >> like the ABCDE E which we haven't really finished when we started but but we there's no plan to finish and solidify like what >> do you kind of understand what I'm saying? >> Yeah. Yeah. We like looked at it. I think I scored on the agenda tonight or today or tonight and it's not. So I think we just need to make sure we circle back to it because what we're hearing is we are people who need to have a plan know what respons what we're responsible for have our eyes on that prize. I think it'll just be especially important for us to get back to that work to that focus areas doc and turn it into a work plan. I'm I'm also
076hearing I'm also hearing that there might be a need to meet more often to sort of maybe quarterly rather than annually to figure out what we're doing because it it's going to be very easy for us to get off track. um there's a lot of stuff coming at us in the inbox right now and you know do we have the time to take the time to analyze like whether it's on that list of things to do so I I agree we need to kind of solidify a work plan because I feel like those folks important for Dr. for our stroke to be successful. >> I just want to interrupt really quick because I want to get back to this because the work plan is on the books. We will do it. But I just want
077to say like fundamentally I think we all have the same I think we all agree on the direction what needs to be done. I think there's still strong disagreement about what that looks like >> and I think that needs to be fleshed out. So, I think we we really need to spend some u really good >> quality time just fleshing out what it looks like because I think we don't disagree with where the the stuff that needs to be done. I think it's it's yeah, like I said, what it so we'll we'll plan some time to to really flush that out because I think we really need >> and that and that leads nicely into uh my suggested next steps here. And and you know, Michelle has heard me say, I think one of the
078major problems we have with school boards in America, and again, I work with the National School Board Association in collaboration through Howard University on a lot of stuff, right? And one of the big problems I see is boards try to do too much uh without the capacity because you got full-time jobs and do stuff. So when you have all these committees and things of that nature, like Michelle said, that really work ends up being given to staff and it can take them off of focus uh in in the thing. I mean, I I I really think that board should if if you boards really just need three uh committees. That's it. Uh you need a policy committee, you need a superintendent evaluation committee, you need a budget committee. Everything you need to get done with
079governance can happen in those three areas there. You can talk about that some more but but adding all the other stuff particularly your team because your your team it has an orientation that doesn't lead to execution. So, I don't I have no idea what your committee structures and things are, but if you've got a whole lot of committees and things, I can tell you you're going to be I your behavioral profile says you'll be frustrated uh is is is what I know for a fact without knowing anything. So, based upon that here here are my just four recommendations. One, it would help this board if you just identify a few important highle goals. What are they? Right? Develop written action plans that clearly communicate the key roles, deliverables, timelines with clear accountability measures and you're
080clear about what success is going to look like before you start, right? Be intentional about communicating that plan. And it should be written out like your your communications plan should be written out because then if you take the time to do that, you'll you'll address the the how piece that will challenge you because you're split three, right? in terms of how you typically do work. So coming to consensus on that and being clear. So you'll put a lot of time, effort, and work into the front end of the stuff. But if you get it done, then it's just a matter of we're clear, we know how we're going to be communicating, and then it's just a matter of execution. That'll help you tremendously. Two, I suggest >> Can I interrupt really quick before you move
081on? When you say communication plan, do you mean like how we communicate with each other or do you mean like communicate with both? I think I think you I think as a board it'll be really important for you to to come to consensus on the how of what you're going to do. You know, I think because you're probably more aligned than than not. And that's that's a that's a blessing because there there there are a lot of boards across the country that are not aligned in the what. Um so they can't they can't get they can't get to the how because they're they struggle on the what. I think you all can come to consensus on the what. But where you'll have differences is in the how. Uh so taking that time and communicating with
082one another about it and coming to consensus on it amongst one another first then separately going out into your community because if you're divi if you're divided on the how without question your community will be divided on the how. So that's why you have to come to consensus first so you can have a a coherent uh collaborative communication strategy going out as a collective board to your public uh because because your your public's going to be you know your public isn't working as intimately as you are. So so they'll you'll have people who are happy and angry with you because you know all public uh elected folks have people who love us and hate us, right? That's the nature of the beast. But at least if you're unified and you're clear and collective, you can
083get through it because because when the community sees you divided, uh, they continue to the the fuel the fire if that's the case. And I don't I don't know if you're divided or not. I'm just saying out loud. If if that were the case, it's a challenge. Yeah. The second thing Oh, >> go ahead. Go ahead, Sean. >> No, no, I'm sorry. Go ahead. I was going to say we're getting close to time so I want to give you time to to wrap up. >> So number two, uh develop public dashboards for those things that you deem important, what your KPIs are. Establish timelines for public updates and accountability. This is just because you don't have any implementers or um uh impleers and and just one coordinator and and and no strong analyzers. Having that
084saying something and and and holding yourself accountable to it is important and public dashboards are easy to do that. Uh, I'd say set boundaries on sending emails, texts, and work hours. Uh, this team has the potential to burn itself out because you've got so many selfless people. You'll be working all day and night and you'll be sending emails all day and night and that that will be problematic uh for for everyone and and will dramatically affect your culture in a negative way. And then lastly, be intentional about learning about one another. So, you know, finding intentional time to just meet and understand each other's why and and coming to consensus on your ambitious goals each quarter would be beneficial. And that's all I got. I could answer any questions or we can find another time
085to to process any of this stuff. >> Anything for the group? >> Thank you. I just I I just again want to say that some of the next steps were really right on point and I'm thinking particularly about setting boundaries. Um so our prior superintendent worked seven days a week. Um took like one sick day a year if that uh vacation included. And um and there was no stopping to the work. It just went on and on Sunday and 10 o'clock at night and there were no boundaries. So I really hope that as a team we can sort of establish some boundaries around that because it's a great way to get burned out. I can say after five six years >> I remember meeting with him uh there was one time where he was talking
086about how spent about five hours a day answering board work that could have been done elsewhere. >> Yes. >> Five hours a day in an eight hour day. Well, I think he worked like 17 he works 17 hours a day. But um but that's that's to say when when we that it's a synergetic relationship between us as a team and you and your team. It's synerget it's synergistic synergistic and we need to figure out what that balance is that we're not requiring five hours of your time every day. um and we can still get our needs met, our our questions answered or you know it it's going to be a balance. It it feels >> it's really important. Yeah, it's really important that you hear that because again your behavioral profile habits are hard to
087break. You've got to have it and and the only way you break it is making a commitment to doing it. But uh look, I' I've been working in large urban districts for 30 years and it what makes it so hard? Why is their superintendent burnout? Because of this orientation >> is when it's just nonstop all the time. You could your body can only take so much. So, one of the most important things a board does is take care of their superintendent and the team and asking the questions, how do we ensure that their mental health and their physical health is is is a priority and and what are the things we do to ensure that they're okay, right? Because if you're texting and emailing all day, all night, all weekend, then that has an impact
088because then uh Dr. Armstrong's going to be sending stuff to her team all day, all night, all weekend to respond to you and they'll they'll be burnt out and they'll be leaving in about a year or two. >> Yes, we've seen all of that. >> Dr. Joseph, let me thank you for your time, for your expertise. Brilliant as always. We'll be in touch and talking to you soon. Let's give him our >> Thank you. >> Take care. >> Cara, while you're getting me back online here, let me mention a couple of things. Um, I neglected to mention at the beginning. One is we will keep a parking lot for items that come up that are not on our actual agenda. So, we don't want to lose track of them. There will always be room for
089parking lot issues. Secondly, trying to close the loop. One of the things that um Dr. Joseph just mentioned, want to make sure we're keeping tabs on items that need further action. This is a retreat. You will not vote or make decisions here, but there may be some things you want to bring back by resolution or work session that need further action. I want to create a group memory here for that as well. And then as I was rushing Eddie to to get through the introduction, I rushed him right past saying something about our perks. I'm sorry, Eddie. >> So, you want to read it now since I jumped you right past it? >> Y'all can mute yourself, right? >> Uh yeah. Yeah. So, the I mean the purpose of this retreat thing I was meant
090to say in the beginning was you know we're we're trying to well a have a good relationship with each other at least in terms of governance. Um that really helps PPS move forward. you know, the ultimate goal is to leave this place where we came when we first got here, right? And so, uh, and how does that what does that look like in terms of like what do we do and how does that lead to student outcomes that we we're looking for? And so, that that's kind of the purpose of today and or hope for. Of course, we only have five hours. This is something um I just want to share some background. I think last year we did it in eight hours and then previous year we had previous years before I was on
091the board that had really long all day retreats and I think there was some consensus about how like uh it may be more effective to kind of chunk it up into smaller more regular uh retreats instead of one huge one because I think people's attention tend to ferment. So um >> and there one thing you said too when we spoke earlier chairman you said um how about want to leave a legacy like time on the board is limited. >> Can you leave a legacy? Can you set governance and policy in place that is longlasting it really creates a legacy for the time you work life is precious life is short so make it count. I neglected to emphasize something else earlier and I'm not doing this just to make Deborah embarrassed here, but uh if
092you can flip your cell phones over. >> Oh yes. >> Let me tell you, I I saw the superintendent do this in a meeting. She had her staff check on her laptop because she said, "I know you're going to be checking emails." >> Wow. That was like a management That is so good. We also ban cell phones in our schools, but I would love to see that. >> So give it a shot. I promise I'll give you a break. You can check all of your messages. I promise. All right. >> I'm not I'm not disrespecting it. My kids are home alone because my childcare fell through. So, I'm going to keep my >> Thank you for letting us know that right here. Thank you. >> Thanks. I appreciate it. >> All right. So, we got
093our charts up. We got our purpose further action parking lot. Uh you'll notice some things around the room. I am going to ask you to get up and move a couple of times to do some some work as well. Here is uh the gist of what uh I want to make sure we clarify for uh foundation. It's this notion about the governance relationship. Governance means you've got authority, you can make decisions, you set policy, but there's a difference between governance and management. And so I wanted to go over this briefly because on the governance side of the road, we use terminology stay in the right lane. Doesn't mean there's not some overlap, but it means essentially there is evaluating the outcomes, adopting policies, adopting the vision under the board's authority. Superintendent then develops plans and
094regulations, implements the operation, and evaluates the progress. But look at this line down the middle here because it's very it's very tight. It's close. The superintendent cannot just say she can do directives to her management team, but she cannot just say we will have no more cell phones here. She can bring a recommendation. The board still has the authority to adopt the vision and goals, adopt the policies, and to evaluate outcomes. very different responsibilities on the management side of the road and the governance side of the road. >> Can I ask a question? >> Sure. Sure. >> About evaluating, can you just tell me what you think of the difference between evaluate outcomes and evaluate progress? >> So there's an evaluation at the end. That doesn't mean you don't have interim evaluation or assessment. doesn't
095mean the superintendent doesn't bring interim reports to the board and you give feedback but the evaluation is usually at the conclusion. >> So we can still get like updates >> evaluation discussion around progress interim report but the evaluation is actually at the final stage of of an activity. >> So Dr. Jenkins, where when you're saying evaluate outcomes, are you saying that through the um superintendent evaluation is where they evaluate the outcomes? >> They're going to hold the superintendent accountable. You hold your staff accountable. They can't hold anyone else accountable. So, they have to hold the superendent, >> but they evaluate outcomes is directly connected to the superintendent. >> Yes. Yes. And I I had some a question about um so there's a superintendent evaluation but there's also like progress against um >> our board goals
096>> the bond >> self evaluation >> and we did not do a self-evaluation as a board last year. It's best practice and we would I think like to do I I haven't talked to anybody. Um we we could do that because we are actually how we choose to show up. We're actually in the synergistic relationship. The outcomes that we envision, how we show up will influence those outcomes. I don't know if I'm being articulate enough, but we if we can understand our governance role and try to stay in our lane as much as we can, sometimes things come across our desk and we need to get out of our lane. >> Yeah, we'll talk more about that. But if we can do that, if we can do an excellent job as a board, not just
097a good job, an excellent job as a board, we can expect that to um be show up in our outcomes, our student outcomes in particular. >> So I'm saying that maybe other we all understand that, but I'm still need clarity on what Christy asked. >> The difference between an outcome and progress. Yes, it was progress was on the superintendent side. Outcome was on our side. How what do you mean? I mean outcomes of test scores and the progress on that outcomes of >> I'm sorry >> the way we talk the board >> or no. So let me separate let me separate out so we're not just cramming everything together. >> Yeah. >> I want you to think of your organization as a continuous improvement organization which means always looking at progress. You're always looking at
098interim reports. to not going to wait until the end of the year and say, "You know what? We didn't hit our targets uh for reading for third grade reading." Interim reports continual improvement ought to be the way that the board functions. >> The final assessment has to do with the superintendent's final assessment. You're you're evaluating the organization as a whole, but you have >> one employee, maybe you have a couple in some instances. So, that evaluation as a whole does fall back to the superintendent. Did your CEO accomplish what you had set in place to be accomplished with clear with clarity. I heard Eddie say that with clarity and what success looks like. Then the final evaluation or assessment does come to your employee. Now when you judge her work, you're judging the entire organization
099because they've worked for her. >> So you're judging the entire organization, but it falls to how you assess your superintendent. >> Make sense? >> It does. is sort of the strange >> I have another question. >> Tell me tell me I'm sorry Patty. Tell me. >> It's just a strange graph to me. >> Yeah, tell me what >> governance and we're evaluating outcomes and I guess we need outcomes of students outcomes of >> projects of of your goals >> and then management. We are we come around this little arrow and we evaluate the progress of management while management is also evaluating project at the same time. That's their authority. >> Yeah. I'm sorry. Let me be more clear. This is the superintendent and her team's side of the street. This is the board's side of
100the street. But there is crossover because if she's evaluating progress, she's going to bring you that information. >> So there's some crossover. It Yeah. It all It's collaborative. She's not going to just keep it all a secret and bring it to you at the end of the year. It's collaborative. She's going to be looking at progress. She's going to be informing the board continually on how you're moving toward reaching your goals. But at the end of the day, the board evaluates the outcomes, adopts policies, adopts vision and goals. >> Would it be fair to suggest that oversight of management is something uh more like holding the district accountable for results? Yeah, oversight management is holding the superintendent accountable. When you hold her accountable, she supervises your entire organization. >> Sense. >> I think it also
101helps to read that graph not in order. >> Yeah. >> Because the arrows make it look like there's a flow, but it's actually like for example implement operations. That's a superintendent's job and the superintendent will evaluate that progress of how those correct, you know, it can go both ways, right? Correct. And so I think it helps to read that in order. >> Yeah. Don't think. >> Yeah. I think the graph is the graph is difficult but the concept isn't. >> So we've seen we've I I can show you another graph that just says above the line and below the line. Governance is above the line. Operations is below the line. So the board sets in place what they expect and then the details of executing it falls below the line for execution for getting the
102work done. Want to stress too this is important. um we'll mention it a couple of times that left hand side the board's authority is the board as a whole the majority of the board gives that direction not individual board members so they're not seven bosses for Kim there is a board as a whole and Edd's responsible for bringing together cohesion and the majority rules when it comes to directing what management should be looking I would like to make clear it's not seven individuals giving uh adopting policy and vision and evaluating outcomes. It's the board as a whole and the democratic process of the majority. Make sense? >> Yes. Thank you. >> All right. So another way of looking at it, the board sets a vision, goals, reflect uh on the community's priorities. You hire and
103evaluate the superintendent. You create policy, adopt budgets, monitor progress toward vision and goals. Then of course evaluate superintendent takes vision and direction goals uh direction on vision and goals from the board as a whole uh implements that policy manages the day-to-day operations and makes recommendations for policy. Superintendent does not set policy she can bring recommendations to the board. So, now we're going to do our Harvard case study, and I want you to set aside any assumptions, even if you've seen it before, because we're going to dissect it. Once you've read it, we're going to turn around to this board to dissect what we actually read in the case study. Tell folks in advance, Harvard's very protective of their copyright. Notice those documents actually say um I put them over so you can start reading while
104I'm talking. You'll notice big bowl right there that says approve for me to use. I pay for every single copy that's made. They're very particular about their copyright. >> Yes, they are. >> But it's a but it's a fun pace for us to go through. So here's what Before you start reading, I hand it to your hands back. I want to say tell you a couple things as you read it. >> Does anyone else need one? >> Everybody got one? >> I have an extra here. >> Okay, I will collect them. I don't care if you write on them, but I collect them back because I don't ever want to be in trouble or my name is on. All right. So, here's the thing. As you read it, I want you to pay particular attention
105to something that we're going to dissect. I want you to pay attention to the superintendent, to the chair, to member Garcia, and to the board. >> Garcia, it's in here. >> Oh, Garcia. Thank you. >> I'm sorry. Good. >> You're going to read it in a minute. All right. I want you to pay particular attention because we're going to dissect in the Harvard way and Harvard way includes cold calling. Like you don't have to raise your hand. I just called on you as opposed to Yeah. >> that cold call that they're so proud of. Anyway, you I want you to pay attention to those four different groups, individuals or groups. And when we dissect and I ask you particular questions, I'm going to ask you to site which paragraph you actually found that in. So
106don't just give me your gut. If you answer a question, you got to be able to say where you saw it in the case. All right, flip it over. And I want you to number your paragraphs. 1 2 3 4 5. That's going to help you when you are making your case and try because somebody may disagree with you. And you got to be able to say, "Oh, no. It's right here in paragraph three." So remember those paragraphs one through uh five on the back. I'm sorry. Five and six on the back. Five and six on the back. Going to give you a few minutes to read it. Pay particular attention to the superintendent chair and the board and we will dissect it in a moment. One minute. All right, just from here, if you
107just turn your chairs around so you're facing the whiteboard, we will start our dissecting word about case study from Harvard. Their school of business does a brilliant job at using authentic case studies that help us reflect and look at our own practices and make some determinations around best practices. Chair all the way around, but we will be facing this way for a minute. Um, John Kim who directs the program and and their business cases are authentic. They are actual cases. John Kim wrote this case specifically for school boards. It is not authentic. It is not an actual school board. From his experience having worked with several districts though some of the behaviors are certainly similar. So at the end of their case studies quite often you're making a prediction. You're trying to give corrective action
108and then he can tell you here's what actually happened in in that particular instance. In this case it is all fictional. Promise you that. But the process of dissecting it and working through it helps us to analyze some of our own practices and and essentially to magnify what's really critical for school boards. So let's start out by saying I love the cold call to if you've ever experienced it. So Sharon, it's a cold call. The question didn't come first. They just put somebody on the spot. come back in law school. >> So, so I knew you would recognize. That's why I called on you first. I knew you wouldn't panic. So, tell me what we know about the district. What do we know in essence before we get to these four categories? What do you
109know about the district that we're talking about here? >> It's an urban district with 75,000 students, K12. It's got >> a pretty good size, 75,000. It's got um a diverse student body and a split in terms of its um socioeconomic maybe is the right word uh between the north and the south and uh it's geographically spread out. >> Not very different from some of our urban districts that we know of in the country today. >> All right. So, um I want to talk a little bit about the superintendent. Um, what can you tell us? Every call is every question not a cold call, I promise. What can you tell us about the superintendent? And Sharon, I assume you cite paragraph one >> and two. >> One and two. All right. Um, so tell us what
110we know about the superintendent. It's very limited, but what do you know from the case study about the super? Um he I think it's a he is making a um list of or re re recounting retirements and principal openings just he's sharing out kind of the state of hiring. >> So he's in this process of trying to fill vacancies. He's in an intense part of his year probably looking at doing things and don'ts. >> Yeah. What else do you know about superintendent? >> Not a good face. Say it louder. >> Not a good poker face. >> It doesn't specifically say that word, but >> paragraph four and paragraph five. >> Because it says >> they said it's she can sense real displeasure from the superintendent. And then in five there's I believe an audible sigh.
111Um, superintendent nodded in agreement and let out a quiet sigh of relief. >> All right, that's not a good poker face. Let's talk about the chair. What do you know about the chair from the case study? What do you discern? >> Okay, the chair knows how to take a hard situation and make it easier. >> How do you know that? What paragraph? Uh that was Yeah. Well, it was five. >> Okay. Know anything about the chair's tenure? Give us any idea how long you've been in the position? >> I don't think so. >> I didn't think they mentioned >> what what else do you know about the chair? >> They're gender neutral. I mean there there's no he or she reference people just assume it's a man [Music] as if it was a woman. >>
112Well, he knew he or she knew about uh the responsibility of the board and was able to articulate that >> um also the chair was listening in paragraph five acknowledged the comment and then try to kind of deflect or educate. >> Sounds like he was attentive. >> Attentive and responsive. Yeah. >> Stephanie. >> Well, I mean, I appreciate things. I don't disagree, but also just moving on to the next agenda item um seems a little flip. If you've got community members who are on board and other board members who are not in agreement, um they might be I'm wishing maybe to just spend a little bit more time making a fracture. >> So it comes across maybe a bit dismissive. >> Yes. >> Anybody disagree with that? >> What paragraph? >> All right. Virginia, what
113do we know about Garcia? so much. >> She's very um caring and has a lot of knowledge about this community. >> U that's what struck out stuck out to me. >> Number one, >> okay, >> noises can read well. >> Okay. and she might be susceptible to taking the response of the chair personally. >> What do you find that >> um paragraphs have felt let down and confused? >> So tell me tell me what your assumption was again. >> That she could take the decision of the chair person. Anyone take the counter measure on that counter for that? >> I don't know if that's >> different opinion. >> Uh well, no. Hey, Dad. >> I was going to say maybe she has some trust issues. >> What makes you think that? uh because in paragraph
114we wanted to name herself as one of the members on this committee to select >> because maybe doesn't trust >> that is a really interesting like that is a really interesting >> you think she may not trust >> others may and no is I I don't know but >> it's okay and you cite it's all hypothetical it's okay it's great discussion so but you cite this notion that she wanted herself to take charge of it so it may be an indication that she didn't trust >> my my from okay just b in this completely inferring just this small article um Garcia has a lot of knowledge of the community >> has a a lot of knowledge of working in the community but nowhere in does it say that she has much knowledge about how the
115process of hiring envir hiring or hiring and finding principles and how that works and so um I don't she may not be an expert in that process but still inserting trying to insert herself into >> so I could say doesn't know hiring process >> you want to say it differently I'm sorry >> oh I'm just unclear whether she understands When I read that section, I thought there was some fear when she signed up to >> I'm gonna go to somebody else trying to get a word first. >> I I mean I don't I I guess when I read that like the way that you the way that you put it at first that's like they have trust issues and I read it as like wanting to help and like be part of the solution. So
116a more like altruistic interpretation of the intention but also Yeah. Also, I would add too that as we were talking about it and as I thought about it, having trust issues sounds like to me a little bit like um different than may not trust others that she ended up as. And I do think she doesn't trust the superintendent or the system to get it right for that community. >> So, I do think that trust plays in, >> but less like it's like a a character. I'm sure. I think once you articulated it at first it was like oh she has trust issues right that's like how I heard it and I was like but I think it's an altruistic motivation but also because of a lack of trust in the people got it >> yeah
117but she also um has a lot of knowledge she probably does have >> a lot of knowledge about how to hire >> very I think Virginia to Michelle then >> um second raising Oh, this is >> Does Michelle have a copy of this? >> Michelle, can you hear us? >> No, she wouldn't have copy. We would not electronic. >> Yeah, I can hear but I don't have a copy. >> Okay, go. >> Um, I found her to be assertive and I the trust issue I would not say that is inherent to Garcia because in this case This is the third principle. So I would say that the superintendent has demonstrated that they cannot solve this problem and she's assertively calling it out. I don't think there'll be a trust issue if we have enough people.
118>> Does that make sense? >> That's why we've got a trust issue. >> Okay. >> Yeah. I love starting a conversation. >> Um it it seems very familiar. I know it's a it's a not a real case study. Um but I I guess when I read that paragraph about uh I think in three I felt fear from Garcia and also a deep knowledge of the community um and but not a deep knowledge of you know uh maybe the board responsibility but as a community member and a board member um that knows the community very very well and has seen the turnover um and probably having some trust issues or maybe to your point Christy altruistic, you know, wanting to help. Um, she felt compelled to say something. >> Um, and had questions about like what
119what do we do about steps? How do we interrupt the system? >> Kimberly. >> Yeah. I think I'm going to cite paragraph six and I think what I pull from this is that uh Garcia is uh feeling pretty let down and I think maybe around role clarity. I think it's a situation where she feels like she has you know maybe given up some things to be an advocate and lead in a different way. and um after reading paragraph 6, not feeling like she is given the opportunity to lead in a way that she imagined for a community that she supported for quite move on to the board. What do we know about the Oh, sorry. Go. This sort of might answer actually exactly what you just mentioned, but I was going to say the relationship
120between Garcia, the chair, the superintendent, and frankly the board is that if the board is communicating, she's come up with a good idea to try to resolve a problem. The idea might not be appropriate for the board to sit on such a but a board chair could have said, well, let's flesh this out a little bit. >> We're going to get to that in a minute >> and try to figure out how to make this within our lane. >> So, tell me what to put under Garcia. Uh, I mean, I think it would actually go under the chair more because um the chair was pretty dismissive, but unwilling, unable um to open, >> but I think you're on to something for Garcia. She had good intentions, didn't >> she? She had great intentions. >> Yeah.
121Yeah. Yeah. And so I And I'm coming I will say I'm coming at this with it feels very to your point, Michelle. It's a I know this is hypothetical, but at our school, we had a community group hire our new principal when our other principal left. And so, Garcia's got this idea, don't have a board member sitting on it, but you know, direct the superintendent potentially to have a community, you've got community members sitting here nodding their heads. >> I'm getting ahead of me. So, but she had great intentions. She's knowledgeable. She's caring. >> She's a little bit insulted. Kind of took the comments personally, which they were personal. I mean, a couple of the the behaviors were quite personal. Um, and there may be things that her ability to be trusting, understanding the superintendent
122and the system. Deborah, before we move on to I agree with all things about Yeah. I would just say from this and then I'm inferring that she's a new director because that's what in the same title but she didn't it didn't look like from this that she actually asked what the process had been before because there already might be that process and that could have helped inform her um you know she could have asked about what what is the process they go >> before any public meeting >> before exactly with publication. All right. Tell me about the board. What he's gonna know about I'm sorry. >> I was gonna didn't know Roberts [Laughter] the chair. >> I could have made it a discussion point. >> Yeah. Yes. >> Y rather than straight to action. >>
123What do we know about the board? Let me see. Who haven't I done? >> What do we know about the board, Christie? So the board we know that well actually we didn't learn a ton about the board but we know that there's another six so there are seven four in paragraph four and then we have the poker faces of the board to report which we have a mixed response um >> what were their responses >> there's a couple people who are irritated and disapproving and then one who nodded in was bored. The other who looked at her and smiled. I'm not sure if that was how that that could have been like a oh that's real cute smile. >> Um or it could have been a with you smile. But so that's that's what I
124learned the reading book. She trying to take her cues from them. This is confusing. Somebody's irritated. Somebody shaking their head with disapproval. Someone's nodding and someone's smiling. Not quite clear. They certainly spoke of these. They very different opinions about the direction she's taking. Any indication of how long they've been on the board? >> Any indication of what? >> How long they've been on the board? >> There is none. I get the feeling they are probably have a longer tenure than Garcia. The majority of them probably may have a longer but at least the disapproving the irritated probably have a little bit more experience. The smile maybe they're brand new as well. We don't know. They're not. Maybe they're brand new. >> All right. Or they remember being brand new. All right. Let's talk about let's
125talk about where each one of these groups went wrong. Where did the superintendent hit the wall? Where did he go wrong in this whole interaction? And then I want to know where did the chair go wrong? Where did Garcia go wrong? Where did the board go wrong? We're going to talk and then we will get to send what they could have done differently. I would say knowing that um there's a board member that is highly connected to a community with close ties, not giving them a call and just having a a conversation first before getting it on the board agenda. >> I I can imagine if there was an opening I with some of the ties that I know >> would have been easy to get the phone and and touch base with her. Just
126a heads up. >> What else did the What else did the superintendent do? >> I I mean I clearly by saying not a good poker face I think they could have with draw any opinion on what they were hearing from the public meeting and receptive to >> Sure. been receptive and hearing more. Yeah. >> Curious intellectual. >> Yeah. Yeah. Yeah. So either complete just staying neutral and chilling or being open-minded with their face instead. I don't think the chair >> um so one because I mentioned Robert but one of the purposes of it is to understand that you know individual board members don't have power but it's the board that has so it's the chair's responsibility to figure out what uh the direction the board is what and I think um I mean it is
127kind of a little heavy-handed just to say, "Oh, yeah, a great idea. Uh, but it's not our job." It it would maybe better avenue to um solicit who may be interested in this discussion. >> And come up with options. >> You're into my third area, so you solicit. >> Solicit. Um, >> chopping a bit, so I'm just going to go ahead and do that third row right now. You >> want me to stop? >> No. >> Solicit. >> Um, yeah. solicit uh the will of the board. >> So there's a a real tight roof here in a public meeting come across heavy-handed to someone who is has also been publicly elected. It seemed heavy-handed. I would agree with that because you don't want to embarrass a fellow board member and someone who is also an
128elected official. So I think that heavy handed is is spot on and that's probably where he went wrong insulting could have been more gently dealt with. What do you think? >> I agree. I think um I would say the chair along similar to what the superintendent um should have done um the chair should have known I mean Mrs. Garcia is wheelhouse. This is her community. why you would not have contacted her in advance and had this conversation both exch of the board what would >> come back to that in a minute that's a good question um chair anything else for the chair Not that I can think of. I was just giving a thought. No. Where did go wrong? Good intention. She's caring. She's so knowledgeable. She wants to help. >> Assertive. Disappointed. L ro
129clarity. Great intentions. which you're wrong. >> Well, I think that um while her intentions were great, the um she got right to the endstead of opening dialogue and so starting a conversation about I see that we have a lot of school openings. I see their field there is open again. Could you please let us know what if any process is in place for hiring? Is there community involvement? You know, like getting information which might back up the desire to then say we need to step in direct the district to do something. Nothing's happening. >> She jumped into the solution to solution. >> Patty, you're saying something that Virginia >> I was going to say I don't think she I I would have asked what do you think is causing the problem before I move forward
130with everything. >> That's me too. I'm always wondering like what are we actually trying to fix >> actually add to the jump to solution >> is that it came to a surprise before this idea of a committee like so so therefore like >> does it give people the opportunity to kind of like think about or have discussion come up with alternatives or or best course scenario right and so not again this this may go back like you know who knows it's like they may have gotten the documents long time ago. Um, and didn't raise this issue beforehand to the superintendent surprised everybody without >> Yeah, that's a good point. um surprised not just the woman who is most knowledgeable about her community but um surprise entire board. >> Does it matter though if that's a
131a question coming and going or like part of the agenda? >> Yeah. So personal agenda or >> established I'm going to tell you it's a common fact personel agenda sometimes drop on the day of the board meeting or the day before the board meeting because in most states superintendent has authority over personnel recommendations and the board then has to approve without cause should not just be intervening saying who they want to be selected. So it's not unusual for personnel items to come rather late but this one was a grenade. I mean, he knew the last three had failed in that. So, he could have done some pre-work, >> but personal agendas typically are not a week or two weeks out in advance. Sometimes those decisions do come closer to the actual board meeting, but but
132he he knew this was problematic, >> but this says at the last board meeting. >> So, she had known about it from the last meeting. >> I'm sorry, second paragraph. Sorry. [Music] looked around the room. At the last >> start, >> at the last board meeting, superintendent shared a list of principal retirements and openings. >> Garcia was disappointed. Okay. So, he shared the openings but not the appointments, >> right? >> Okay. >> Yeah. >> And she he was disappointed. So, there was time there was time for either of them to or communicate with each other. >> Or this could just be a storytelling setup. This is what happened in the last that's an interesting that's a hard clause there. >> Um I would like to point out the obvious here that she what she did
133wrong here is she made there's sort of like a there's like a two infraction in my opinion move here. One is more serious than the other in which she's like I want to be on it. So that is coming out of her lane, like jumping over the middle of it and just running in the wrong way very quickly. Then there's the suggesting that there be a selection committee, which I actually feel like gets into the superintendent's role. I actually feel like that would be viewed, at least in my experience so far, as overstepping. Um, but it's less egregious. So, I'm going to separate them into two separate pumpkins. >> I feel like I feel like I as far as doing something different, I feel like I would have gone to the superintendent the idea like
134privately because I honestly feel like if I said it in a meeting, not to like assume what Dr. Armstrong would do, but I feel like if I said it maybe, Dr. story might be like but then if I were to register about it sidebar that's a great idea like 100% let's go >> that's an excellent >> failed to discuss it privately >> right >> a communication issue I think is is throughout >> this case study >> all right what did the board do wrong >> they didn't have you come train them on relative roles board the chair blame that on >> the collective. [Music] >> So I'm going to go down to this end. Uh there there is potentially we can't actually see it in the case but we don't know what kind of orientation
135>> was provided for a fairly important member. So we can make a rational assumption that perhaps orientation was lacking for that new board which could have helped her understand some of this >> orientation onboarding >> and and I mean I think it could also be experiential too though like you know it's a it's an iterative learning process there's no manual I mean maybe there are there are books on how to be a not a terrible All right. Virginia. >> Virginia. >> Um, >> I didn't ask question. That was your cold call. >> Oh, >> Virginia. >> I thought it was what the what the board did wrong. >> No, I'm just pausing for a minute to let you feel that trimmer when you get a cold call. But >> Virginia, >> but I am on
136this topic. What the board do wrong? >> Well, I was scanning the last paragraph. I didn't do much. >> I mean, the only thing I could think of was, you know, I didn't love I say that a lot, you guys. Like, I didn't love. So I don't like um board members frowning irritated suggestions like showing that kind of emotion in board meeting um is a little off the bush. >> It's going to it's going to create a mega relationship. >> Absolutely. Absolutely. >> And maybe maybe I'm extrapolating. >> Wait a second. I want to make sure I got Virginia's point though. Your your point is don't make a face. Don't don't do the frowning. And frankly, the nodding and the smiling, if it's not authentic, some of that should just be avoided. That the body
137language gave Garcia signals that she thought were either approval or disapproval. >> And so, I think to your point, frowning and showing dislike, especially, you create relationship issues. >> It's very condescending. It creates a condescending >> condescending. and and then you got longerlasting relationship issues beyond this whole >> Yeah. >> The media also picks up on it sometimes. Um you know, it doesn't seem like everybody was like all in on going for a bond. >> Yeah, >> that's problematic when you're trying to 300,000. helpful helpful for the board to look more united or neutral in a public setting than to show this for the meeting to pick up on. >> So was frowning and showed absolute dislike for member Garcia. They shouldn't be able to try to interpret that. Anything else on the board? They
138uh it's it's almost as if they were having almost one-on- ones at least uh nonverbal one-on- ones with the people of the public which is um can can be problematic or just interchange that wasn't through public comment period >> interacting with the audience from the audience. All right, last section. Rewind clock and prove what what should have been done by each? You've already alluded to it as Eddie did on chair. So, let's start with the chair. Um, what could the chair what should the chair have done in this instance other than the little board? >> Eddie. >> No. Okay. Um I'm think yeah I mean the solicit yeah understand the the role of the board understand that it it's the whole board that has the authority um so what it should have done is um
139instead of just dismissing be like this is a great idea for a further topic I will reach out to you to discuss what potential options we have right if there's any and you know what I meant by solicit will the board is that you know the chair has a responsibility to the board and understand you know are there others who are interested in this as well and then um you know whether set up a one-on-one with the superintendent or with the chair um but just to to make sure that um this is a learning moment not a down moment >> learning moment not a down Stephanie, >> I think that the fact that uh fact that in a room at a board meeting there were a lot of faces in the crowd nodding their heads
140in agreement with her paragraph three her idea of trying to get more involvement in finding principal chairman an opportunity to recognize that the um those who elected the board are in need of the board to step in in some way. Um and so I think that the chair needs to an opportunity to be connected with >> acknowledge the audience. >> Yeah. >> Even if it's we hear you, we understand our responsibility. Let us take it from here, but we absolutely hear what you're concerned. >> Acknowledge community. Good point. I wonder if asking the superintendent is well I'm sort of still confused about this other board meeting but but assuming the superintendent is either at the das with them or in front of them to just kind of say almost what they said um but then
141to say like what's what do you think about that idea to the superintendent which could give the superintendent that moment to shine. This is my lane. I see what's happening in this room and I like that idea. So, we're gonna do it on it. You know what I mean? And then the superintendent has a moment to take back what's hers. Well, I don't know the gender of the super wears. And um so anyway, it was like a a moment that could have potentially been resolved even in that moment and then the superintendent could have had like it could have given director Garcia and the super a win. put the seats by doing something like that. If the superintendent chose to say, "Yeah, that's a great idea. Let's do it." >> So, you want that to
142go under the superintendent or chair >> by the chair ask you the superintendent like what do you think about that idea? >> Now, given the superintendent to both superintendent says that's an inappropriate idea, I don't need a committee. It's my job to It could have just made it work. >> I was a gamble, but you could have pitched it to the superintendent. Do you would you like to comment on that superintendent >> and hopefully he or she would say, "It's an interesting point. Let me take it back um with my team. Let me work on it. I'd like to meet with member Garcia. I hear the audience is concerned. Let me let me take it back and look at it for you and bring you some recommendations." >> Well, hopefully they know their superintendent well
143enough that if you pitch it, I'll catch it. I'll deliver it. Yeah, that's what I I was gonna say. I was going to say I trust our superintendent to see what's being picked on and seize the moment. We are We are We are almost out of time. What could the superintendent have done differently? >> We need room. There's a law in that explains the process that they are using >> that he or she does use and then if there is no community involvement in hiring the principal say director had a valuable point here and I see there's a lot of interest too an opportunity to have further discussion didn't have to be crushed or approved on the spot >> superintendent also could have coached her team big poker faces to praised their team. >> The
144staff was >> Yeah, because the staff was >> say impressive >> tended to do that when it seems like the chair kind of shut down the conversation already. Yeah. So like it doesn't seem like have the opportunity >> not much opportunity if it had been finished but ahead of time say staff >> board member brings some information forward. Even if you have an opinion about it it's appropriate to have that kind of response. >> All right. Talk to the superintendent about it beforehand. [Music] >> Anything else? I could also ask for this idea to be discussed later. >> Sir, it just came to her. If it just came to her, she think I'm just thinking, is this something we can discuss, have discussion about >> later discussion? Anything else? Virginia. >> Um I was starting
145I was thinking it was okay if I were sitting in the same person and she's like what would I have said um I think I would have said something like I know this community well I want to be helpful let's connect online I know let's connect offline Any other comments? About to wrap this up because my timer's waving at me. >> You had to in a nutshell say what the biggest issue was in this whole scenario. What would you say it was in a single word? >> Communication. So much of this could have been solved by appropriate communication. relationships, trust, communication, all rolled together as one could have made a difference here. >> All right, I don't have a resolution to tell you anymore whether they broke out into a brawl and what happened because
146authentic so you can make up your own ending. Thank you for being so thorough. It's not an easy case. Patrick cases specifically doesn't matter on them. >> Yeah, account for them. We're going to take a a 7 minute break. Veterans are this way. We miss you. >> You're missing out on some good fruit. Mhm. >> Should just cold call Michelle test her BS skills. >> Yeah. >> You haven't read the story. >> What would you say? >> All right. I'm going to roll through a couple of definitions and then get you um brings for another activity. >> Here's what the research >> holds. Am I missing someone? Oh, I'm sorry. Superintendent delaying doing this in the next five or six minutes. >> Call to service busy week. >> All right. So, here's what we know
147from the research around governance. Um, so I'm showing full screen here. Is that the best get up on the screen and carry? >> Yeah, >> it's fine. I just want to make sure I haven't done something when I switched. That's better. Thank you. So there's been research done um most of um the extensive research been done by Campbell and Puland and they say our vision is of a governance system school board and superintendent working together as a cohesive unified team with a common vision driven by a shared moral imperative. On your copy, I want you to underline shared moral imperative. Important words. It's a dynamic powerful role for school boards. Its governance system that fulfills its responsibility to all the children and the community it serves. I want to underline one other word that is
148the word cohesive. I want to talk a little bit about this notion of coherence and a shared moral imperative. So think of governance. Governance is your authority to set rules to set policies to set standards on a daily basis. The board has governing authority governing power. this notion of alignment. I said this to superintendent's team yesterday. You can have alignment. Got to work together on the budget. You got to work together on your strategic plan. You got to work together on various entities that the district is responsible for. That's not the same thing as coherence. And so I want to talk just for a minute uh from uh uh Campbell Cohen's work around coherence and give you a couple of scenarios that might kind of help bring it into focus. Logical consistent quality quality of
149forming a unified whole integration of diverse elements, values and relationships. In other words, school board doesn't have to have identical values, identical beliefs, identical relationships. They don't have to be madly in love with each other. They need to be civil with each other. But there's this emotional tie that can make the difference on successful school boards who make progress for students. And that emotional tie is the moral imperative, a shared moral imperative. Even when we disagree, when it comes to children, we're going to do A, B, C, and D. It's usually a vision statement, a mission statement, what have you. That's why we come together. That's what brings cohesion. That emotional element brings about coherence. And it is the difference between boards who do things well and boards who struggle get things done. It is
150the difference between boards who have positive impact on student and boards who do not. Think of coherence as this sort of synergy everything coming together. Some of you have probably seen um the diagram that talks about random acts of improvement where the arrows are going in every direction. Coherence means we are all aligned and heading in the same direction because we have the moral imperative around what we believe in for children that helps us coales around that vision even when we don't agree on the particulars on the how on the when. We may not agree on everything but when it comes to our students there is coherence a synergy a coming together a moving all in the same direction. Random acts of improvement have arrows going in every direction. Well intention like Garcia good intentions
151but it won't get the work done. So boards who get the work done actually have coherence a moral imperative that they all agree to this is our northstar. This is why we do the work. This is what we will uh um set our goals for no matter what else is going on. moral imperative and coherence. Make sense? Good. Because you're going to pair and share. Now, uh, effective school boards according to NSBA have these things in common. And so, we are going to pair and share what stands out to you in that list. not just in the list but also when it comes to even if it's a very short tenure for this board working together what stands out to you in the NSBA standards going to give you a minute to look at it
152and then you're going to pair with uh your shoulder partner on either side of you have one triad >> what do we want to do with Michelle >> say again >> what about >> so Michelle can't share because she's not here. But I will certainly let her >> Oh, everybody's going to share out. I'm sorry. I should have said that, Michelle. I'm sorry. When they do the parent share, you will still participate in the share out. What stands out to you among these NSBA standards for effective school boards and over them and then you're going to prepare and share with your partner. It's time to All right. definitely have that. All right. Um, I like children that looks like Yeah, we had this debate really like million. >> I like that because I think what
153you point out here teach >> Yeah. Of course, >> but at the same time, [Music] >> that's what I was. Yeah, exactly. So like >> um I would like to see a connection between how I don't know. I guess it stands out to me. >> I can't I want to see [Music] >> administr reminding ourselves One more minute. Oh, they also are 2020. all that when I talk to >> her community's automatically. >> Oh. went to the house yesterday. >> Yeah. Um were like the ceiling. At least be careful with >> Thank you. All right, time to share out. >> What stood out to you? What stand out on that list? >> Well, I'm going to make sure I follow her. >> Okay. Thank you. >> I don't know. considerate altruistic. >> Yeah, I put
154a note right there for somebody to remind her. Michelle, >> I see you. >> I'm here. >> Can you hear us? Yeah. What stand out? What stand out to you on that list? >> Um, number three stood out to me. Um, I think a lot of the things that land in our inbox from the community are operational issues. Um, and while they can inform um, where we need to be creating policy and goals, um, it's also not our role to like solve operational problems. Um, and I think that kind of uh, ties to number four. So like how we work in collaboration with staff and the community um while still being in our lane and um engaging from our role uh as board directors. Um, and then I think uh number eight also um and
155just you know taking advantage of all of the opportunities to learn more about and understand our role and how to be effective in it. Um, and also number seven, I think like historically in the district, a lack of trust has led to um a lot of challenges uh that I would like to see us avoid um by really being a united team with the superintendent. >> Excellent points. Excellent points. Thank you, Michelle. And thanks for >> Thank you >> for hanging in there being all isolated by yourself. We we think about it. Even if I don't, I'm always thinking. >> Is there a followup to that or is just gonna call people? >> Anybody any Well, everybody should have what stood out to them. So, >> but no responding to what stood out. >> That's
156okay. Oh, okay. I appreciate number three being lifted up. And I know sometimes that feels overly um restrictive, but I think when I think of white policy, it's those um those anchoring documents that should outlive all of us. >> And it's, you know, it's easy to get caught up on like a specific thing or a specific body of work or specific people leading the work. And then when you like kind of step back and say, but how do I make longl lasting um change in the organization? And I think that's through policy. But I also wanted to call out that we have like systems and structures that automatically um pull um I think you all into um operational things. And I think the more that we kind of get calibrated and aligned on that, but
157>> just >> that I I hear what NSBA is saying about effective boards and also just recognizing and calling out that we have some systems that are counter this >> to impact that systems that are in place so that the board can be more focused on things that matter the most for student achievement. >> All right. Other um partners, what did you come up with? What really stood out to you? >> Oh, I had one that kind of plays off what both Michelle and Kimberly said. It's actually not listed. Well, it is listed here, but separate. Um I would actually like five plus three like how do customers what stood out to me is how do we combine five which is monitoring data and using that information to drive continuous improvement >> and how to
158drive relate that to focusing on policies that improve overall student using that to point the right way. Yeah, you get it. You get it for what other groups come up with math? >> Um I uh have zeroed in on number two and the ability to teach all children at high levels. That's something that really stands out to me. what I want for PBS >> um that average is not okay that we should have high expectations of our kids and um otherwise how do we expect high expectations for our kids rather than of our kids >> that's what achieve if we don't give them >> yeah we don't give them what they need to achieve >> very good others >> I'd be curious what stood out to Stephanie >> um so I had other >> was
159that a cold call won't call me. It's pretty cold call me all day. >> Uh, so I I think that um two things, one stood out to Deborah, which I'll talk about in a second, but the things that stood out to me are similar to Virginia, which is student achievement, um, teaching all children at high levels. >> And then to Michelle's point about trust. Um, trust, as we all know, is not born, it is grown. um and to just assume that the community will trust us. New board members, even board members who have been for a couple years, a newish a newish um superintendent, we have to prove to them that we have their students best interest at heart. Um, and they will hopefully see that over time if every decision that's made, every communication
160that's had brings it back to the heart our northstar, which is a term people are using of student achievement and that it's for all students and that we don't let kids fall through cracks and that we're raising all of the students up and that we are striving for high levels and I I say striving for that even if we can't accomplish it because some people are not funding us properly that we still have that as our goal and then we can talk about why we can't reach rather than setting a goal as mediocre education for our students which is just unacceptable. Um and then Deborah had talked about strong communication which plays in part with frankly everything that the trust with the community the trust within the organization making sure we have strong communication and
161then she pointed out it is often something that is cut um for studentf facing positions and then student facing positions and the families are not hearing what they need to hear because there's no communication. It all goes back to funding. I mean, it's always about funding, but um that's Deborah's point out, which I think is um very insightful. So, those are my thoughts. >> Any other? >> Um I guess I'll just we one thing I thought it was great that I both agreed. We feel like we do have that vision um you know, already in mind, which is nice that we're not struggling with that. >> Um and then I put a boxer on number four, which I think is deeply related to so much else on here. Um, there's a couple things about it
162that stood out to me. So, one is I would argue, and I'm sure that it would be hard for some people to hear that there's been that collaborative relationship between staff and the community has not been there. And I would also argue that the collaborative community um relationship between staff and staff. So, like the district and the schools have had a lot I'm like looking for approval. Thank you for nodding. so that you're not feeling like I'm like doing a call out or something. But to me, it's like a major issue for us in like an area that I think we really have a lot of work to do as a district. And it's nice to see that we have a role because a lot of times I think some of this feels like seat
163like sit down. Not that anybody's doing that to me personally, but as I experience these trainings, it's like not nope, you go over there and sit in the corner and don't say anything and just vote. Um, but then here's something where I'm really passionate about it and it actually is saying like we have a role here to have that collaborative relationship to establish strong communication structure. So I feel like it's a place where like the board and the district can partner together to actually get our hands dirty in something together and not in a bad way but like just get into the get into weeding the garden together I guess is what I'm trying to say. So I'll just call that >> it is research based equipment and effective for schools. Yeah, and I think
164we have a lot of work to do and I think it's why we end up spending time on operational issues. community doesn't trust us and then they're after us on operational stuff and they're trying to help get things solved so that the district looks good so we can rebuild the trust and it's like this cycle of like so I feel like if we can spend a lot of time that piece it will help other so that we all understand how to work that piece because I think some people respond more than others to the community know the proper way to do that it's really be helpful and another thing that stood out to me is to data savvy which we don't really get data too often but I think when we do we really need
165to pay attention to it and um and even when it as this even when it's negative use it talk about it see what we're doing and hopefully next time it's better >> it's frustrating we can always keep saying money but there's other things to do too >> agreed Speaking of money, I noticed nobody said number four. Not number four. I'm sorry. Number six. >> Number six. Yeah, I didn't have that one checked. >> I think it's because we are so it's so depressing for us that just like >> Yeah. >> No. Or it could be it could be that that's like duh, you know. It could be that yes, >> the line and sustained resources we have a fiscal responsibility. Um >> this actually it was in think this is important >> because professional development
166>> there's been many cases in the past where I mean people like you know when budget cuts happen you know one of the first things people tend to look at when Virginia pointed out was that you know people tend to start cutting professional development but there's been so many cases in the past where professional development especially board members have prevented very costly mistakes in the future or at least led to um processes that have prevented such mistakes. And so I mean you may be spending like few thousand dollars here but it could save you millions of dollars on I think that's something that is unfortunately very difficult to see with a lot of the immediate effects of professional development are >> right and so first thing >> yeah we require professional development right especially with
167the the reading programs >> that's been part of the program. Yeah, >> and probably another funding mandate, but we will go. What did Chris say? Duh. Well, >> I think it's already an issue. Okay, so the next slide talks about um a little bit more precision around effective schoolboard behavior that are associated directly with student achievement. So, we're going to do standing meetings in three different areas of the room. When you see the three charts up and in each area, you're going to say either by experience, by observation, or by intuition, what do we do well? What do we struggle with according to the effective schoolboard factors associated with student achievement? You can certainly still use some of those that we just spoken about on the previous list. But in each triad, I need I
168think it'll be four one. I need someone who has been on board previously and someone who's brand new to the board. So, I'll let you move and decide on your own, but got to have at least one experienced and one inexperienced staff member. >> No, I'll meet with Michelle. I'm just standing on the camera. So you got to go toelle's going to have to report out by herself again. >> Michelle, you okay if I call you on the phone? >> She >> Yeah, that works. >> I just feel bad that you're >> out. >> I'm calling you right now, I think. Okay, got it. >> Tell her to turn her microphone off. Michelle, turn your microphone off. Mute. Mute your mic. >> No, you [Music] look like they're tied up. doing well. >> There's two
169columns. >> So I think go through this. >> So is that we do >> creating a vision? How about communicating? >> I know right in the middle >> communicate vision. >> Yeah. because the follow >> I think we have >> using data Write down for student achievement instruction using data. >> I don't know what they are involved. [Music] We do get [Music] >> Stephanie's with us now. I think we're agreeing that use of data goes into struggle >> because I think connection to decision making the example of literacy >> I don't know if you want to repeat [Music] it like I think I think the Matt setting goals I could be wrong for some reason where we need to go. >> I don't know. Okay. Because I mean we have our words very clear >>
170but you know it wasn't >> Yeah. So that goes into number. Yes. >> Because I think that the words for me next time. Okay. Creating awareness. I saw you. >> I saw your face. And that's that's I think where you're actually I'm not sure because one of the things that >> I struggle with a lot is that the people we hear from are small population at the same time the people we hear from are often people who don't understand things like or like that we are some classes. So I think there's some struggle here because creating awareness >> well heard over and over Yeah. >> Yeah. Okay. >> Seems like it's too strong desire problem to Anyways, sometimes That was controcess. Okay. Ask that question. >> Oh, wait. >> You want to hear from people
171understand? I really like >> throw it in the middle. >> Good examples examples of good >> makeup. This is a big question. >> Tell One sec. [Music] High expectations I know are such a weird way. Can I put my shot on? providing [Music] staff to help When I first started, it was great. >> It's like my >> sister something that I think >> you're late for me. things are changing. >> Yeah, I would think. >> All right, time for the middle. Okay. Me either. >> There you go. I was going to say that I can't I also have one >> by way. Yeah. [Music] >> Stay by your chart. So niceart. >> Did you tell us they're telling us to stand by our chart and we're going to hang up? >> I'm going to hang
172up there. All right. All three groups are going to report out on what do we do? Well, >> we're only doing what do we do? >> Even Even if it straddles, even if it straddles a line, what do we do? Well, Michelle, you're going to go first. What do we do? Well, >> we um do staff development. And I was going to add board development. We do that really well. like it's a learning institution so we put you know some attention to resources there um using data to make decisions um we create a sense of urgency but we need to prioritize because like I was just using today's talk as an example everything's urgent so we need to figure out how to prioritize um connecting um I don't know what that superintendent >> superintendent was
173that the board We feel like we connect well like you know our superintendent inviting us in and we're getting to know you know the the team etc. >> Excellent. What what do we do? Well, next group what do we do well? >> Well, um we have a vision that we're going by. We may want to change it but we do have one for um monitoring progress. We are doing it but we want to improve it so we actually do something with what we learned. Okay. Um let's see. >> Only the do well side. >> Um creating awareness and urgency. We think we're doing that well. We are engaging with the community. We are struggling connecting with um >> not the struggles yet. Not the struggles yet, Patty. Not the struggles yet. Just the do well
174side. >> Okay. Um some of them are on the line. staff development. We're doing well. Uh we're focusing on student learning and we have a unified uni practicing unified. Okay. Practicing unified. >> All right. Very good. All right. This group, what do we do? Well, >> my TTI says I follow rules and procedures, so I decide to break it. right now. Um I think we we have a middle column because I think some of these things are improving. That's why we put it there. >> We got four. >> Yeah. Yeah. We rule breakers here. You put all the rule breakers in one group. Um I think uh we're um strong and do well in creating climates. Um just kind of the focus on like high quality teaching and learning. Um there's a lot of focus
175I think everyone is pretty aligned >> uh especially in our district about um making sure that all students get the best they can get. Uh setting goals even though um I think what some of us are talking about is that I think our goals are very clear. You know we struggle with how to do it but I think in terms of what the goals are strengths. >> All right. You want to say something about the NA? Where'd you put in NA? >> Oh, um connecting with district leadership. Um I think it's because there's a new we have so many new board members. We're still like that's still >> working on it >> to be seen. Um developing policy um with the focus on student learning. uh we haven't had that in the past but I
176think there's a desire to um and then demonstrating commitment again it's because you know most majority of new board >> okay >> very good what do you struggle with back in this >> um it's interesting because we're opposite of the other two groups in some of these are so we think that um we struggle with communicating like broadly communicating the vision um so that everybody understands like what the portrait of a graduate is and what our goal old list or graduates. Um I think we struggle with engaging with the community although we have we lost a lot of our community engagement team. We have done really deep engagement around the center for black excellence for instance. Um we struggle with frequency of data sharing and getting data to us. Um we struggle practicing unified governance
177consistently. Uh we struggle with policies that remain focused on student achievement. And um >> this was about communications and people in the community. I guess action future um idea for future action communication with community is that it >> what are you supposed to do when somebody reaches out to you that >> yeah that was a protocol question in terms of when somebody writes in you know do we all respond we all like you know we we need a a way to >> respond to people and we haven't worked that out. So >> got it. We also climate the climate one over on struggle >> which other people didn't >> I just show we we do have a climate report that comes back. >> Okay. >> All right. So for struggles I feel like I'm like
178oh my gosh I'm the new girl. Um using data um I actually we were split on the goals. So we put it in the middle because uh the board goals when you walk into the district talk about uh only academic achievement and for me I see those under that that's one goal high quality education and we have other goals like providing safe modernized schools um that we should revisit our goals and um we need to be capturing more but that we might want to just think of this little thing um and uh otherwise Like I said, you know, our our all of our bottom money wouldn't be capturing one of our goals, which is I think I don't think that was um monitoring progress and corrective action um over here, but I have a note
179will improve with the community structure is really uh what the purpose of the committees is. Um connecting with district leader leadership. We have a special guest in our group which is Dr. Ashra and we talked about uh doing this more regularly. We all have um >> you talk about doing the what? >> Uh connecting with district leadership uh on a more regular cadence and um I have undergrad climate a note over here and where we're struggling. We need to do a better job of communicating our wins. >> Communicating our wins. >> Third group. Um like this group we also um believe that we currently struggle with using data um creating an awareness and an urgency and we really talked about how the urgency um is is case specific and independent to whoever is thinking that
180that there is this problem and so we struggled with whether we understood that or where we would put it or how the district handles that or how we handle that. Um but that's something that provides development. Uh practice unified governance. Why did we put that over here? >> So any Michelle pointed out that was like the first part identifying potentially one of our biggest struggles. >> Yeah. >> Because of the polar polarized nature of our TTI assessments. Michelle There's lots of noise.Elle. Um my thought about this was that um based on our assessment results um this is something that uh will likely be a challenge for us um because of uh kind of some of the gaps that we have and uh some of the concentrations of of strengths just in in certain areas. Um,
181so I don't I don't know that we're one or the other at it right now, but it's something that um we'll have to be intentional about paying close attention to. >> Got it. So, this is a good uh point to point out anything that we need to put on our list for further action because we can retreat all day. If we don't have some action items at the end of the day, we will forget them. And so, I know Sharon group came up with one item for further action. We'll put it up there for protocol for on communications related >> yeah sorry >> read it to us >> Michelle Christie I just want to make sure it's captured it >> you wanted a board protocol on communications related to emails you receive. Is that right?
182>> That's what I thought we were talking about. >> Yeah, it would be like um understanding like a process flow. So, because right now it's like it see we we seem very not unified on how we're responding to people that are writing in and everything's urgent and I think it'd be really helpful for us to kind of just at least agree to how we're going to we want to make sure people are responded to >> and we also want to understand like if three board members are responding to one person that writes in and anyway we're getting a lot of mail that is either batch emails like a whole school will write in or one offs, you know. >> So, anyway, just understanding how we're responding to the protocol. >> do we have the board?
183We've got a board office that can help with that. So, do we employ them? >> It needs further action. >> Further action. >> We don't have to solve it now, but it needs further action. What else uh from what we talked to today needs to be on this list for further action? Eddie, I think you said something earlier, but from this activity, anything should go on that list for further action. um like maybe like looking into how to use data. I think we had a good discussion about literacy literacy data and the gaps in terms of like >> so data training data training how to use the data >> potentially data training um I think just put on the list so we don't lose >> clarity of how to use data >> yeah too >>
184all right anything else on the anything else on the further action list >> uh you had mentioned earlier including um having the time to discuss our work plan. work plan work >> how we're gonna operate together that be agree and three >> work plan discussion >> um we need to figure out yeah we need to remember that from agreeing to the work plan so all of this other stuff that's coming in we can just we need a north star >> anything else on that list we can add to it later but anything else come to mind from this discussion Virginia >> um we need to uh we need a new strategic plan which should incorporate our vision it works out by the end of 2025 so that's new strategic strategic plan. >> Got it. >>
185And board goals. >> Goals. >> Revisit board goals. >> New strategic plan. Revisit. >> You notice how I just made you my pride without that being like process. >> The vision was >> goals, new strategic plan. Anything else for our further action list? We'll revisit it again later. But >> mostly I just want to make sure everybody heard. I think there was a little I was talking, but the strategic plan expires this year. So we do need to have a new one. That's not just because we have people. >> We're going to talk about that a little bit today too. This >> school is 2025. >> I wonder whether it I would like to consider >> sort of a too long didn't read or too long didn't attend or watch >> community cliffnotes for the
186board meetings as a way to community engage. >> Like >> you can look at you can look at an agenda and then you can not for participate or watch later. Left not for board meetings >> minutes or short shorten minutes >> like this is what was talked about. I could just see like a two sentence so people are able to feel engaged and know what the board is doing. >> Some district could practice that. >> I well I just had one idea or suggestion was maybe put that in the umbrella of how to improve community engagement. >> Yeah. >> They call it board briefs. >> Board briefs. >> Yeah. Yeah. >> That'd be great to send out in the school newsletters. >> Yeah. I had a dream that each take one. So like you would
187do a meeting, you would do one, I would do one. Anyway, I had this idea we could each write like our experience of what was what happened at the board meeting and just take turns so it wasn't like a huge lift and then it could be like from us >> or it's or it's internal through schoolboard services of what has Okay, got to move everybody back to your shared. We are ready for our legal briefing on school board. Make it short. >> Let me read the news feed. >> Um, let me let me mention there there's more research around effective school boards. The list that you just went through, that's from 2023. Um that research is from 2023 but it goes back as far as 1997. The messaging, the research, the data is clear around
188effective for the board. You can read it in your spare time. Let's talk about um the governance relationship. Um okay. So actually this bank in Oregon is pretty broad. So if you look at 332 072, it's just a broad legal grant. And because I'm kind of a legal nerd, I was looking at the statutes and looking at history. This actually hasn't been amended since 1965. >> So you're operating under a framework and I'll talk to you about a couple other statutes, but this is you're operating under a framework that is fairly dated and was really meant to be for smaller pool districts. So what then do you do with it? You you can look to the next slide which is 332075. It's the next one which is not a fit. authorized to sue. >> Yeah.
189Yeah, that's pretty much it. You be sue and be sue, but it's very broad authority. It doesn't really tell you what you're supposed to do. Um, but the powers of the board and the roles are supposed to then, this one was written in 1969, so it's a little more more updated. >> Um, and it has a a litany of things that the first section, everything under paragraph one are the things you may do. You don't have to do any of these. These are things you may do. And I'm not going to read them to highlight it in blue. I particularly thought it was kind of um very organ that we have a specific statute about how you go about assigning a mascot. I thought that was very interesting. Um but well, it's related to a
190Native American tribe, so it does make sense. But I do think I thought it was I thought that was very much something you would not find in many other states in my life. >> It's also that might that be be part of the thing that changes, right, >> as we consider like now it's like of course you wouldn't have a mascot, >> right? Right. But the history around that was it was needed. >> Um but the the point of it is these are the the may of 33275. They're very broad and it grants you it puts you in a position to govern the district. There's only two things in this statute that you must do. Um in paragraph two, which is the next slide, you must um all the contracts that the school district enters
191into must be approved by the board before the order can be drawn for payment. I love that language. Drawn for payment. That is a very dated student. >> Yes, it is. >> Yes, exactly. Drawn for payment. But the key is that that then can be delegated to the superintendent. So, paragraph 3 says you must no nothing can be paid unless you authorize it. But you can delegate to the superintendent. And all of you probably know that currently the delegation authority for the superintendent is 150,000. That hasn't been adjusted. I'll just call that out. It's one $2 billion organization and 150. >> I'm your lawyer or I'm the lawyer for the district and I would just say that's probably something that you maybe want to take a look at in an organization this size. >> Um
192that one again has been around the actual delegation for the 150 has been around for a long time. So it hasn't been adjusted at all. Um the other thing that to to call out is all the policies we have are on the website but the ones related to purchasing and contracting you have to go a little further because it is so complex. So there's a whole body of work around that because of the importance it is the one thing you must do one of the things you must do. The other thing to call out is you cannot delegate authority for contracts that are collective bargaining agreements or service contracts that include a provision of labor to another district. So if we're going to enter into an intergovernmental agreement, superintendent, even if it's for 50,000, superintendent
193would need to bring that to the board. And you will obviously see all collective working agreements called out by statute. And there you go. Then you you were into the general catchall, which is the general duties of the board. Again, this is this one is a 1969 statute because you can um cause the district to state to fill out state blanks. I had to do a little bit of research and figure out what that meant forms. Fill out the forms that this that the state wants >> in a mime. >> Yeah. Exactly. Yeah. Right. Exactly. >> Yes. So, and and what it what you land on is then the rules for the state, excuse me, the the statute permits you requires you to establish rules for the government of the schools. So, again, it's putting
194reminding everything that Dr. Jenkins has talked about it. you must establish rules for the governance of the excuse me of the district. So the broad it's the it's the inverse triangle you're by statute you have un I shouldn't say unclear but very broad general sweeping statements written in 1965 and then you get to well what what are your legal parameters and that's really in your policies and that's really where you look so if you look at policy 1.1.010 010 it defines what the role of the board of education is as well as the resolution 6298 staff expectations and operating protocols. When we talk about the legal when when I think about the legal framework for how you all operate I rarely ever go look at a statute. They're so broad they don't really answer the
195questions about around this school board policies do. So, um, I have the expectations if you put in if you want them and the board policy is very clear as well. So, if you want to take a look at them, you can. Great. Um, and I'm happy to hand out hard copies because I know Dr. Jenkins is going to ask you some questions to facilitate. So, I can pass them around. >> So, this is just which one? This this is the resolution that was passed and it is the the one that staff expectations and operating protocols for meetings and all those kinds of things. This is this is what's in place and this is Whoops. This is the actual policy that's also coming around which is one. It's the role of the board of education. Um
196these >> can you see them when you click on it? >> They were added to the meeting. >> No, I can't. >> Look in your meeting materials >> or you can go to pps.net and click on the policies. It's the very first one. Ro of the board. Don't look through your phone because if you look at the on your phone, you can't actually click on anything. >> So, I do have >> um not to make it awkward. So, she's in the space. I think it's an important question though because I know that I'm not your only employee and like most of our like policies and procedures and you know the direction of the board as a majority and providing like work plans or direction or anything like that is all centered towards superintendent and I
197guess I wonder like where does the other narrative come in with your other employee not to like derail or anything but I'm just like you know >> so the answer framework I'm sorry. >> We have a policy, right? We have a policy and a charter for the committee. >> That's the committee. >> I'm going to need one person at a time. Say it again. >> We have a policy and a charter that describes oversight for >> so the legal the legal framework which we do have a charter but the charter isn't isn't even really a legal thing. I mean, I I don't want to discount the charters for the committees. They're important communication tools, but that doesn't endow authority on anything. It's clarity for communication. So, isn't a a legal structure, but you did the
198board did act in a inactive policy. It's 1.60.040. It's in the very first set of policies. It describes what the district performance auditing role is supposed to be and anything the go that the district does, excuse me, let me try this again. The board has outlined what the role is and what is expected of that in that what govern >> you say 1.60.040 >> yes ma'am 1.60 >> 160.040 40. >> And I was confused about the charter because I thought the charter covered the auditing committee, not the function. >> A long time since I've read it. >> I hate to ask again. Could you slowly say the number so I can put it in my notes? 1.60.04. >> Thank you. Didn't want to do the Bur walk. I think it's important to bring that into
199>> there's another human >> and I will say as far as I know I don't know that you've gotten to all of us but I had a sit down and going over the policies job description. So we sat down and spent an hour or so reading the documents and asking questions and talking through it. So, we actually as board members that have had a chance to meet one-on-one with Janice have had her documents with us and share that just for what it's worth. So, just kind of like we're doing now with this. I haven't done this yet, but I have gone through her stuff. >> So, we're going to put up >> like I haven't seen like one of the go ahead. One of the things we got told at both the OSBA conference and
200there was another training that some of us attended too that like we should there's certain things we should like see for example which is not a complaint like at some point the newbies probably should see like your contract so we make sure we're not violating your contract and um your goals um that maybe that's in the evaluation tool but there's just some things like that that like it's a point to spend our wages so we have something older books Sorry. See how we have >> No, I think there's a section for superintendent email eval towards the end. >> Yeah, we're going to try to get to that because we're running short on time. So, and we do not have time here for you to actually read and go through and parse out the policies, but
201I will tell you >> more often than not boards are not familiar with what their own policy says. And so I want to add to the list for further action that you actually have a session where you walk through and Stephanie just looked around so I'm going to let her be describe. Here you go. >> I'm going to need a second. >> So would that be a staff walk through of our entire policy >> of the policy that was just handed out? >> Oh this the policy and policies. >> I suggest it be a section all the one all about the board the role of committees. >> Yes. So the chair, excuse me, >> who's suggesting that we revisit this? I'm confused. >> We don't have time. >> You want to go through it now?
202We don't have time. >> Somebody from the board suggest the suggestion is to go over the clear what say? >> Yeah. Not not for amending the policy. Getting familiar with the policy. we don't have time to do today, but I want to challenge you. Make sure you take the time so the entire board is familiar with your own policy. >> Never mind amendment. You may decide you want amendments, but I think you need to at least be familiar with the majority of boards are not always clear on what their own policy says. Now, once you go through it and you determine that some things need to be adjusted, that's certainly something for your discussion. We just can't go through it now. your homework assignment, too. >> So, there's questions on here that we can revisit
203at that time. >> We will revisit at that time, but there's no way without having done a pre-eread homework assignment, but I want you to take them as a homework assignment so that you can have a discussion and make sure everybody understands your current policy. Then you decide whether or not there needs to be any amending of a policy through your committee process. Everybody clear? So, there's no need of asking. Do the guidelines sound appropriate if we haven't familiarized ourselves with the guidelines? But these are the questions you ought to ask in a subsequent conversation. Anything missing? Anything need to be adjusted? That's a discussion for another time and hence Stephanie put it up on our further action needed. Everybody clear? Let's talk about board committees. So board committees what what I would call that
204is you have a let me back up statutoily board committees are not a thing they there no delegation authority you don't have the ability to delegate what is true board authority but you can absolutely create committees because you have a policy that enables you to do it and that is policy 1.20.014 014 again is in the ones where you can find everything that really pertains to the board and the board can create committees but it cannot delegate authority to the committee to do it to do action that is otherwise required. Um and there really if when you look at the the policy what it really is is to consider actions in detail that would otherwise not on the flexible agenda. So it's really an information body ga information gathering body. It is not a deliberative
205in the sense of decision making. It is an advisory role. Um so as you then look at the the committees one of the things I want to take an opportunity to say as the lawyer for the district is um and and to share a cautionary tale. I don't know if you all saw the article in Burbonian about the city council and on the emails. >> Yeah. Well, within text or email. So, this is my plug for think about who's on your committee, too, because that all of those city council members, six out of the seven have complaints pending with them at at the Oregon government ethics committee commission. The penalty runs to you all individually if there is a finding. I'm not prejudging what happens at the city council, but that we're with the city
206council. But that's a timely reminder that what you talk about, you also have to think about whether you're on the same committee or not. So the rules apply even though it is not a deliberative body in a governance sense that when you have two of you engaging in a conversation about something from the committee, this is my plug. Please take it out of email or even as a full board member, take it out of email, take it out of text. Really, the Oregon law on this is is um very strong. Sorry. Yes, ma'am. >> So, I just thought that reminded me of something. So, or brought a question in my mind. So, when when we talked about um having a protocol for how to respond to emails. So, say I write an email to the
207board and I say, I want you to pass this policy and Christy responds, I am totally supportive of that policy. Stephanie responds, this is to to all. I am support of that policy. That would be serial deliberation as well. So that's another area that we need to be careful about was like when Michelle was talking about three or four people responding to an email >> from a constituent. >> Absolutely. >> Okay. >> I've been hoping to get this out in the open because it's why I don't respond and either I respond and I don't copy everybody. >> So you can or I a lot of times I forward constituent things. It's like this is not my lane that there's you know dog poop in a box somewhere. So >> but I can >> address it
208by forwarding it to Just picture me every time you go to take your mouse to go to the rep by all. If you can picture me saying pause, think about who's on that email. >> If you could do that every single time, you will probably avoid inadvertent because we we all do it or reply all on a text. But before you engage in that communication, if you could just picture better yet the Oregon Government Ethics Commission let me take so just to avoid the error. So if you are on a committee, you're the only person. >> So if you just talk to one person, >> you should not do that. So you should always have those conversations at the committee meeting. It's a public meeting. >> I think that only pertains to topics that may
209or may potentially could become a topic in that committee. Like for example, if two of you are on policy comma, >> that's that's not a problem. But if you're talking about, hey, I'm thinking about this new policy. If two of you are on the policy committee talking about it, then that's >> yeah, >> pretty much. >> Can you revise about using a Google doc outside >> the same rules of fine whatever the technology is? Again, we got to go back to the statutes that were written in ' 65 before anything and the Oregon the Oregon ethics rules have been revised since then, but it's not really in they're not really envisioning a world like we live in that AI and Google Docs, all those things. Google Docs are the same thing. If you're in one
210Google doc altogether, you're having a conversation and that needs to be a public meeting >> and you have to have noticed it and you have to have I don't know how you're going to let the public on that Google doc that would potentially problem. So that was my I don't want to belabor it because it's really about board committees but it also was a timely opportunity for me to put in a plug and a cautionary reminder about that. >> A question before we move on. >> Sure. Is this is the statute specific to deliberations versus like that's where I'm kind of struggling is it's one thing to say you know um the policy example like I want to talk to you about this like policy idea I have like that is obviously limits and u
211but if you know let's say I'm talking to Michelle about facilities committee and I say hey um I'm going to send out an email to you guys so you can submit you know things for me that's not deliberate That's not celebrating. It's more administrative. But I would I would suggest you let Rosanne do that. >> Got it. >> Because that's for job. That's for rules. >> Oh, let Rosanne do >> and on even agenda setting that should not be fly. >> Yeah. >> And there's just so folks know because I really did mean it that I was going to do work on our new serial meetings law and how it really has jumped the shark. >> There's strong agreement from counties. there's strong agreement from city governments. Actually, I think city just did a great
212disservice to changing it probably because now it'll look like it's about them. >> But um but it's there's it's a new there was like there was like lack of clarity so they like tried to like tighten up the statute and when they tightened up the statute which was very recent they've then just come down. I mean, there was like a period of time where it was basically like if you talk to a member of the public um that that could create serial meeting issues if that person then talked to like a core of the committee. I mean, it's just they it really just has gone so far that it's like impractical and then it's going to make it so that people just don't follow it and then it's broken all the time because it's just
213too ridiculous to even like if you can't like tell if they can't tell you, hey, you're the chair of a committee. I would love this on the agenda. We decide that >> that's crazy >> because we >> Well, unless you're not on the committee. >> Well, right. Right. Unless I'm not on the committee. >> So, so basically just know that there's like work of foot to try to get some work done to have the or because the because the or the OGC knows also that it's a mess. >> So, so in the meantime, use do not apply all. >> Yes. Exactly. and committees are info gathering and advisory in nature. Take that back up and finish sharing. >> Yes, that's I mean that's really kind of all there is. It's all in your policy and
214it's all very straight or very um clear what the role is and it has to be reported out to the full board >> and I believe uh chair you do have the report out of committee. I saw that when I did a board meeting so that's already in in practice. Um how should how can the chair be absolutely certain that the entire board is kept aware in between board meets even I mean is there a role there as well? >> Yeah I mean um one thing we do is like in genda setting we one of the board protocols is is to uh send the notes for the genda setting meeting out after they happen. Um, one thing I I do also want to note is that being the chair, I'm not in any committees. So,
215it's also I think the chair's role to uh because we wouldn't violate like because I'm the only one not in any of the committees um to help coordinate efforts between the um committees to make sure that we're moving towards our goals. Again, that's tricky, but that you know, most of that will happen. Um and then uh sorry I was thinking um yeah and then that means the majority of is just uh I think really enforcing that committee our committee chairs do a proper um report out every meeting. Patty has been an amazing role model on that. >> I like that the chair is that you're not filing because the chair can help >> because you're not on any other committee. You can help set the agenda and work with the chairs. >> Can I ask
216a question? And just based on like what we just heard, this document has the meeting notes coming from the board manager, not the board chair. So would wouldn't something like that coming from the board chair like to all of us potentially if we reply create an issue >> if you reply potentially. >> Okay. So wouldn't it be safer to keep it with the board manager? >> That that would be my recommendation board manager for >> I suspect that's probably the way why it's the way it is. >> And that was my question too. >> But it can still meet with individual committee. >> But in terms of after a facilities meeting or policy meeting if if the board manager or if there were a noteaker that was tasked with also sharing those out to everybody.
217>> That's what that's the problem. >> That's what Okay, >> we're giving you >> they do that. Yeah. No, they already do that. Also to address you one of the things that we were playing around with the idea of having me send out the board notes and one of the things that what has worked in the past is that when you reply to the chair um you just reply not reply all and the chair doesn't like so what has happened in the past is like you usually the chair or the vice chair will go around have one-on-one like calls or meetings with everybody weekly but they the chair and vice chair don't share that with other people. So it's it's literally one in one but because one of the one of the goals is actually
218to figure out like oh yeah there are three or four board members are interested in this topic >> you know they haven't talked to each other it's not a serial meeting but because the the chair has collected this data or the the interest from what solicit the interest from everyone realize oh yeah there's some some things that are in commonality and I think um that's something I think we should do because um outside of you know regular board meetings sometimes it's hard to to solicit but I think the Another thing that we also talk about changing is um I want to do a better job at the end of our if you notice at the end of our board meetings there's always a time slotted for you know future topics. >> Yes. >> And um
219I needed I'm one of my goals to do a better job of prompting all of you to start talking about >> what has been on your mind and to see if there are any things that we are aligned on. And again the thing is that you know the board as a whole has authority but not an individual member. But if there's three or four of you that are like, "Oh, yeah. I really want to dive deeper into literacy, for example, that that then that's the time to so I really want to start um exploiting exploiting >> uh exploit or just utilizing that time better at the end of my work. >> Can I also just I I would love to just uh this is a great opportunity for clarification, so I just like to make
220this point. So, you have um a couple of individuals in the board office and I I'm sure that you all are like, "Okay, I've gotten this." But like Rosanne, when you think of like task and calendars and activities of the board, she really manages that and is your source for like, oh, I want to do a town hall or I want to um do a session and like get me connected to the or you know, please connect me to the schools and the folks that can help me um sort of get that activity off the ground. like when you think of like those activities and those tasks, that's Roseanne where um Deborah Capori comes in as chief of staff and then also um overseeing the board office like when there are like big political things
221um things that we need to move on and get responses on pretty quickly or um make sure that you have some information on, then that is where um the chief of staff role has traditionally came in and played. And so I'm I'm really there to, you know, a get to know you, develop those relationships, make sure that you're clear about what's on the agenda. I'm providing information about what's happening across the district and the leadership team. I'm answering your questions. I take your questions and then I get more specific and timely information from my staff. And so I just I I want to make sure that folks understand the roles. And then if it's all confusing, >> emailing Roseanne is like emailing me. were talking all the time. Um, so if that gets confusing, but
222I think it's just helpful to understand like how the three of us come together and then you know Sharon has that dual role of, you know, being a district lawyer but then also representing the interest of the board doing district work too. So just want to make sure that that's clear. >> Very good. All right. School board meetings. This is really a facilitated conversation for you. You I mean for you to to tell us what they want to do the from a legal lens. You you have a policy that is 1.70.011. Again, we can go through it, but it it describes what you all are supposed to be doing in your board meetings or or what the policy says you should do in the board meetings. And then you have that um additional um obligation
223to approve the budget once a year. And that's that's a separate statutory scheme, but that's all all local budget law. And that's your other obligations by July. >> July one, you have budget. >> Do we go ahead? >> So, and the and the resolution I passed around has information there about board meeting, when you're going to get information, and those I don't know if you want to go into that, which is really the next thing. Before I do that, can I say one thing? This is a a request. It's advice. Um, back to the committees. when you are engaging with the committees and allowing public comment. It's important to have a protocol on how you do that time limits in particular, not because I'm a dictator about anything. It's not me. It's it's a question
224of you're going to get to the point and I've seen it begin to happen in some committee meetings where people are going to have very strong opinions. Yeah. >> And you don't it is it would be in inappropriate to cut it off based on content. So across the committees would be ideal, but absolutely within a committee, please, whoever's leading that, think about what your protocol is and what your time frame is so that you're not going to get into a position down the road where you're getting into content based restrictions. So that would be an important protocol even >> I would submit that needs to be consistent with all the committees that I would hope so as well. But yeah, that I mean that's a strong recommendation of committee chairs because I mean obviously you
225know the people made the effort to come here and and testify. You you really want to give them the time. I understand that totally. But imagine the worst case scenario. Someone comes in going into a racist diet trial, right? And then suddenly you cut them off and then they get, oh, you gave that person eight minutes and I got two. Yes. And now they're going to, you know, you get a whole slew of issues that come about that when there's discrimination. >> We want to talk about that as a group of committee chairs. Is that something we need to discuss at board meeting? >> I think as long as No, I think the committee chair can make that decision. But I think you should >> We want to be consistent with each other. We can't
226each other. >> Oh yeah. Okay. I misunderstood the question. Yeah. So >> sorry. >> So So look at this slide quickly because we got to move on to strategic planning. So when it comes to agenda setting, are we clear? Do we need any uh further clarification on how the agenda is set? >> I guess we could answer the question. If the committee recommend the committee pops something out, should it be automatically added to the board meeting agendas? I would say yes. Anybody else? >> So the so the chair is the one who normally manages the agenda. So anything that sounds like automatic is probably out of order. I can certainly check your policy. >> Oh, I was reading just this question that's right here. >> Yeah. Never mind my question. I'm talking about your practice.
227>> Oh, okay. Great. So it's going to be answered by your policy. So >> why is this question here that our answer is already in policy? >> Because I don't live here. >> Oh, I see. I see. Okay. although I would love to live in Oregon. Let me just say for the record >> the weather. >> Well, I guess >> the weather and the sales tax. >> Oh, actually questions for us. >> I see. >> There's general questions to get the discussion going. So, and when it comes to your con I'm sorry, Chrissy, I was being a little flip. That was inappropriate. >> I can take it. >> So, you are pretty tough. Okay. So, so when it comes to agenda setting, the real question is, is everyone clear on how the agenda is set?
228Any questions, any concerns around agenda setting? >> Yes, I have a question. >> Let's hear it. >> Um, so I would love visibility to what other >> board members are asking for um on the agenda and to to be added to the agenda. And I feel like the only way for that to happen is to have Rosanne make it part of the notes from the agenda site or from the end of the meeting when they say when people want to be see agenda for future meeting >> because I was actually address that. >> Okay. >> Um >> I forgot Ros does everyone have access to the or view or view able to view the agenda note or the agenda setting document? the tracker. >> Tracker. >> I was happy. >> Yeah, >> right. A view
229only. But yeah. Um, >> so one of the things and this is kind of again talking about the board protocols but also you know in terms of like uh meeting laws and stuff like that. So >> one of the things about you know like the role of the chair right is to to make sure that again reinforcing that whole thing that a single individual board member doesn't necessarily have doesn't have authority but the board as a whole right so sometimes like the the chair I'll get like lots of different requests and this is this is a problem I'm trying to solve I'm not saying this is the this is what um what we're doing and that's it um we're trying to solve this you know like for example I'm just going to give hypothetical >>
230step example from today if I rather just because for this retreat, you know, Stephanie says, "I want to talk about chocolate and its effect on students >> in our school lunches >> and maybe actually three of you would actually be interested in talking about that because you don't know and haven't heard that from Steph, they never occur to you, right?" >> And so, so the the two changes I want to kind of implement is that, you know, as you know, as a board chair, I have to figure out like, oh yeah, what are these which ones are oneoffs, right? Maybe it's an issue from only one person which trying to run a board meeting if we put every issue on it's just going to go on for 18 hours right and so trying to figure
231out which ones rise to like it's got to go on the agenda. So that goes into my number one problem solution. At the end of every meeting where we talk about agenda topics, >> future topics, >> that's the time where I'm going to list, hey, these are the topics that have come to me. >> Okay. Is there any of these topics resonate with anybody else? And I think that would be a good time that we can start sharing like, oh yeah, >> I would love to also talk about chocolate in school lunches, right? Um chocolate milk, right? Or something like that. So I talking about no um so yeah a lot of um >> so I think that's one potential solution for that. >> When is the agenda setting is only because things may come
232up between the board meeting we're sitting in and >> you know I mean that's you have to be a whole month in advance too. >> Yeah. No actually technically at any time. I think that I think the only the only restriction in terms of timeline is just the posting requirement. I think we need to post it 24 hours ahead of time, right? So like let's say 48 hours ahead of time for people be like I would like this on the agenda. >> Yeah, we flexible to changing the agenda. That's really nice to know. >> Just to clarify it's 48 to >> Oh, sorry. Thank you. Okay. >> So, 49 hours before the meeting and suddenly four people are like, I would like this on the agenda. >> Yes. >> Well, she's saying it has to
233be 72. So, they >> Oh, more than 48. Okay. I didn't know 72. >> Okay. More than 48. >> Um, also could people just >> Oh, just want to finish it. It It gets complicated too. Um because also it needs to coordinate some some issues need like staff to prepare >> right >> and and so that's when things like you know in terms of like how soon we can do it. It may have to be bumped to like the following meeting two weeks later instead of that meeting. So, but in terms of like how soon we can put it on there, you know, it's also over 48 hours >> after that. Beyond that, it's all about logistics if we have staff can prepare or if there's other things that are more >> and if your
234colleagues have enough time because we've heard I mean that's the whole thing of posting when we post information on board books is that you people work and people have >> less. So, get making sure that you're telling people you get their reading materials as well. Okay. Yeah. >> Which takes us to the board information and materials timeline for providing various documents. Are there exceptions, grace periods, etc. What's the current practice? How how far in advance are you posting materials? >> Just change not very far in advance like trouble. It's been difficult for me personally. A lot of full-time working. >> What's your parents? So um we're I think we're trying to implement OSBA you know or in schoolboard associates recommendation is that um there's a lot of leadup time for decisions like for example so
235we have work sessions every other meeting is a work session every other meeting is a regular session and votes happen on regular sessions >> work sessions and then what that means is that the work session is the time that we have the discussion and really like you know in information dive and have the presentations everything before the just the vote on the regular session. So, it's a it's a it's literally we have to plan three meetings and have you know we're currently currently at like just you know just reality we're like two and a half >> you know trying to get through meetings. >> The difficulty also comes in when like urgent things pop up whether there may be like a new contract or maybe some uh the roof collapse in a building right or
236something like that that need urgent attention. um that that kind of has been a little bit afable in the issue, but the the goal is that things have a long leadup time. So when we have to vote on it, we've already had a chance to discuss it. That's also one of the roles of the committee. In practice, has that been perfect? No. And I think I think that's where we need some work in terms of how to improve it. >> So what are your thoughts? >> Sorry. I I think there's there's a little bit, you know, because we literally just starting the school year and with a new board, so we haven't really had a chance kind of build that plan out yet. >> Um, >> so does it go on further action needed on
237that list? What are we going to say? >> I would love to decide what the how many like our minimum number of business days in advance for awarding materials is. I'd love to decide that today. >> You can't make decisions today. >> Oh, right. Sorry. It's a discussion. It's a discussion. Um, is there a recommendation from the Oregon Association? >> We can't decide. >> We can discuss. >> Yeah. Their recommendation was what I said is that you have >> all the information discussion in the work session. >> And then the vote. So that >> that kind of counters that need to have things posted. >> Um, a lot of a lot of the I guess >> I think we'll still have to have the posted agenda for community. >> Yeah, exactly. And can I can
238I just I I want to insert I know that some of you >> either hold on hold on. Okay. No. No. But can we not I don't want to move off the back. Did you say something about not posting materials? >> No. >> Okay. I think we must the point I was trying to make was that sometimes there's like last minute things that happen in the district whether it's like new data just arrived and stuff like so in the past there was a struggle between like oh if there's a minimum of 12 days before we can post it well we just like got this new data that came out 3 days ago before the meeting so I guess we're delaying this meeting another two weeks >> gotcha >> right and so that was the reason
239why there was a lot of discussion debate about the four days >> and I just wanted to add context to that. So the 12 to 13 day that I think that you all came to either experience or hear about was when um we moved from two board meetings a month to one board meeting a month and I think that was the agreement that we'll do one board meeting a month and that will mean then that materials because it is one board meeting and it means it's going to be super packed materials it was an agreement but not in policy that materials would be available. of like you know 12 days I >> it was 12 days >> which is different from posting to >> right sounds like that's another thing we should probably have >>
240I think it's really worth watching the um so back in 2023 the year before I came Michelle was there um there was a big old retreat too that they were working on the board protocols so these four protocols are from 2021 I believe And in 2023, they worked on a whole new set of board protocols that was never adopted. >> Never, >> right? And >> that was in 2023 >> because there was two parts of it. It it it had more it it called out for more accountability on the staff side, but also called out for more accountability on the board side. I think people were having trouble with both, I think. And so that never got adopted. There's a lot of push back for adopting it. However, some things were kind of like picked
241and choose to continue. Even though um it doesn't really work except as a whole because it it establishes rhythm and the pattern happens, right? And we don't have like the hole. You can't really pick and choose. It's like, oh yeah, I'm only going to replace my front left tire, >> right? >> Never look at the others, right? It doesn't really work. So, um so if we want to talk about the board protocols, I think that is worthy of a whole separate >> I do too >> few meetings. It's a that's great. >> I think it's worth watching. It's still on YouTube the 2021 >> 23 >> um because there's a lot of great information here. >> But then I think back to question what does the OSBA recommend in terms of posting items um for
242the board before meeting? I don't think I remember see I will just put it out there because I think that whenever we talk about this feel like this is a public meeting and I'm going to be as kind as I can be but if it doesn't feel kind just I'm doing my very best. >> It feels like there was like discussion about changing the number from 12 to 4 and a decision was made to do that and then it was just shared with us that that was the decision that was made and that's fine. I understand that the board leadership and the superintendent can in some cases have authority. What I want to say is like a mom who has a full-time job um and very little vacation time that if I get something on
243like a Thursday and I have to review by a Tuesday and I better not have any family plans over the weekend. I better have time where I have internet access like this summer that's been challenging like vacations which I think you all would like me to be able to take my kids on cool adventures. But then for example the OSBA conference week I had to work like 10 hours a day in order to acrew enough time off because I don't have any vacation so that I could take Friday off to go to that training opportunity. So it's these challenges like are real with our time and 4 days just isn't quite cutting it for me. And so I'm just putting that out there that I understand you guys talked about it and think that that's
244what's best for staff. But I just really hope that we can also consider like what works for board members who have full-time jobs and children. Especially because we now have majority of the board that have full-time jobs and children at home that require a lot of extra >> attention and don't we don't like have control over our own. So, I hope we can just continue the conversation because I don't want to be hard on the staff, but I also just know that like if something's posted on a Thursday night and I have if we're going away that weekend or whatever, then I'd end up with just Monday and maybe Tuesday where I have to work all day where I should be reviewing things. >> I don't see why it's hard on staff to have more
245time to come up. >> Yeah, let me I just want to respond to that really quick because I think um that Okay. So, um I totally hear what you're saying. I'm I work full-time. I have a kid. Me, too. Right. Middle school. I I get it. That four days is really soon. But I I want to make sure that we understand what we're talking about cuz here's the goal that we're trying to do, right? So, the four day there's a difference between items for decision that are leading up to a decision and there's a difference between items leading to decision and items for information. Just like for information only, like just it's cool to to see, right? um items are leading up to decision. We're what we're trying to do is that we post it
246four days before the work session at least and so we can talk about during the work session and then you have another two weeks before a regular meeting where you take a vote. So in totality, you know, the I the hope is that you have >> 18 days. >> I was going to say 19, but yeah, 18 or yeah, 18 days before you have to vote on it. Now for things that are just purelyformational like hey this is a check out this new building we're doing or let's post the the you know like the DAG from one of the things have a new architecture design things that we are not voting on I think the those are the ones that have been less strict in terms of like how far in advance they've been posting
247because I think one of the one of the issues is that when there were some board members in the past kept claiming you have postings 12 days in advance that was never an agreed upon or voted upon protocol, >> right? And >> so, so only one board member got the whole board. >> Yeah, it was one board member was in the whole board. And not only that, but it also didn't differentiate items that were >> leading up to a board vote, >> a decision that we have to make versus purely information, right? And so I think I think it's important to differentiate these two because if we treat both of them the same, it does put a lot of stress on the staff. But if we treat like for example um uh things are leading
248to a board vote that yes we need a long leadup time for that I think that is very fair and that's something that we can push. So I again I'm I'm not I'm I'm just throwing this out there as like this is what what we're yeah the why >> context >> um we are fine with changing it but I think we we need to have discussion that needs to also involve staff because it is a you know it is a big big you know task for a lot of them to do >> so short time >> well >> yes and no I'm not going I'm trying to say something else. >> I feel like I'm hearing everything that Christiey's saying and she's not alone. I would be really careful that I'm not breaking any media
249rules, but it does feel like there's been some conversations had that we weren't part of. And if we could add it to the next board meeting agenda, I'm certain there will be robust conversation around. >> Absolutely. >> Well, you can >> you can continue your conversation now. >> We're not voting today. I mean, I I will say I um so we're prepared to meet whatever expectation the board has. So I I don't want you all to walk away hearing that like we're just saying it's impossible or we're unable to do it. I think one of the things that um director Wong was referencing was um prior to this past year, you know, there would be items that would, you know, pop up to like be added to the agenda and then an expectation that staff
250needed to turn around a um plethora of data and resources within like a two or three day turnaround to meet the 13 12day um posting guideline. and that was a constraint. I think when I imagine who you all are as a board and these work plans that are really clear and the um topics and where it'll be during committee or work session or regular um and we're clear on that and it we don't I don't know imagine some last minute items coming in unless it's like urgent then I I think we can be prepared to meet whatever um the the group decides that's not an issue. There are a few times though when there are items that come up that are urgent and we put it on and you know we would ask that hey
251that 12 day isn't yeah >> um realistic or possible but we can certainly have it by you know um that this particular date. So >> and I'll just share like what to me I think makes a lot of sense is something like a week in advance because for me actually like what's been hardest for me is I've done all this training stuff. So like to prepare for today because I was at a training on Friday and a training on Saturday that was all about being a good schoolboard member and I wouldn't have traded those trainings but it meant I had to work on Sunday so that I could take time off today for this because I had to work the extra four hours so I could be here this afternoon Sunday and yesterday. So then
252I was like just looking at the stuff for today last night because by the time it was posted I was like on to the next thing. So just I'm giving these examples of how it like works in practice. And so if we have like a whole week then it seems to me like it just gives more opportunities for us to prepare. And I get what you're saying about it's like >> it's like >> for it's like for um a decision then we need more time. I would actually say like I want to be prepared for the discussion as much as I want to be prepared for the decision. I don't view that as different personally. And I really think that um like to me you want us to be prepared. You don't want me preparing
253for the retreat like after I worked an hour and a half last night between 9 and 11 so that I could then prepare for the retreat from 11:00 to midnight which was my reality and then realizing you know certain things weren't what like I looked at the agenda for today was like oh we're not doing a work session today. Okay. So, I didn't even know that because I hadn't had a chance to look. And so, that's not going to have me in a position to be like an effective board member and it's gonna burn me out. Right. >> Right. >> So, like I want you to know the real experience cuz I just think that you should know it like what's happening to me with this stuff and then how it feels to be like
254unprepared. Like I hate that you just saw my stuff. Could you imagine how it feels to be like a supporter and want to be like ready to go and like part of the team and just be like I'm faking it. I'm faking it. Like I'm faking that I'm prepared sometimes. >> Christy, thank you for your transparency for sharing those thoughts and feelings that brings context as did the chair's comments as well. But for you to be that open and transparent about what you're experiencing public I think >> I also have to say that I as a single parent experience the same pressure with a full-time job and other you know community obligations and family stuff. So >> I hear you. >> We have it on we have it on the list for further >> and
255I have one little thing to add to this. >> I think that this is a really good conversation. I think that there's obviously a large area between 12 and 4. I also think that one of the things that we haven't brought up along that was not only was the 12 for staff part was that then we were not allowed to make a change and so that is another going to be another thing here. So if there was a change in a slide deck >> it would start all over. So, I think that that is also easier that >> and I just bottom line for the superintendent uh schoolboard relationship. I want you all to feel like you're at your best >> and I am prepared to make sure that we rise to whatever the occasion
256um is with the dates. So, I don't want that. I don't want uh staff to be a a reason. we we will meet uh your needs. And if that means that we need to move some items to a whole different month because we're not prepared with the items, then we'll be prepared to do that. >> Or like like I'm down to be flexible, too. If I've already had the chance to read three quarters of all the stuff to prepare for the meeting and then I get an email that says, "Hey, we're going to add an agenda item. This is urgent. Here's the materials. It's in workbook and it's here." Easy peasy. then it's one thing I have to read and it's not like the whole packet you know what I mean so I think like
257we could come up with >> very helpful schedule >> I think if I can just say one thing I think the point to your staff the staff rising the important part about more time it's not only for us who shouldn't be giving up two weekends a month as a volunteer position in order to be prepared and in my line of business being prepared is not just reading it's having the opportunity to sleep on it engage in thoughtful processing just not everyone processes immediately regurgitate right away the opportunity to spend a couple days or nights processing emailing staff with questions and getting responses in a timely fashion. So being and so if I am getting material Thursday night and then to this point maybe spending the weekend reviewing the materials then I'm expecting answers on the
258weekend which means your staff is working on the weekend and that's not good boundaries or burnout for anybody. So the more time means that people get to set boundaries and get to say it's Saturday it's my time with my family. They don't need to be worrying about questions from the board because they've had it Monday, Tuesday, Wednesday, Thursday, Friday. And if they send me something Friday at 7 p.m., I'll get to it Monday at 9:00 maybe. You know, like it's just boundary setting. And it may seem stressful at first, but um people settle into change and suddenly seven days will feel like what we've been doing forever and everybody is just on this new timeline and calendar. But it's it's reciprocal, right? Like we don't want to give up our weekends, but you also deserve
259your weekend as do your staff. And but if we have questions on the weekend because we just have a question on the weekend on a Friday so then Monday you're scrambling like this is this is for staff this is for us >> schedule send. >> Yeah your friend send >> that's a good that's a really good uh context piece there as well. I appreciate that. I think um I think as a whole keeping up there for further action needed is still appropriate but the conversation here is critical so everyone understands everyone else's issues >> and the flexibility I mean I mean seven from 12 I mean that's you know that's that's a huge step so >> you know I'm not doing anything >> and you heard what Sean Joseph said I heard term burnout twice
260here said you try to pile on you try to do too much rather than doing fewer things and doing them well and thoroughly >> and thinking through them as opposed to trying to do too much and burning out all that critically >> yeah I still nobody answers why it's better for staff to have a short time I mean we have no if we just have those four days >> and ask them a question they have to do now. >> Yeah. >> Why is that purpose? >> I think um >> it's not I don't think that was the point the purpose. So the >> I I kind of want to reiterate thanks Deborah for adding that context. One of the reasons um >> by the way I I hear all of you. We're going to fix
261this issue. We'll have some time to discuss it. This is an important thing to fix. So we'll fix it. I I'm not opposing anything. I just want to kind of give some context going back. Uh the original board protocol says 4 days in advance. Going back to that wasn't >> this. >> Yeah, this board profile. >> This one says posted to board say board. >> I think there is this one says post it to board book which suggested to me public. >> I don't know that in here says anything about the number of days it's provided to the board. >> So I think one of the the the reasons for defaulting back to the protocols was not to shorten the time that us members get the information. We the the goal was still to give
262the information to us as soon as possible. The reason for defaulting back to the the original resolution that was actually passed was because the old practice or you know one board member reinforcing this 12-day rule meant that we had months delays on some of like the contracts >> that were coming up you know as things were changing or last minute and that was increasing costs for the district >> and and also delay and other things. So it wasn't it wasn't going back to the four days wasn't trying to be like oh there's less time for salary. It wasn't dealing with all this. It was just dealing with the fact that was causing immense delays and a lot of things that needed to be approved. >> So it sounds like we need to differentiate between when
263we as a board receive materials and when when they're posted to board >> book. Yeah. Okay. >> Exactly right. Like I got that like 10 minutes ago. Virginia. >> All right. Sticky notes to answer your question. >> Sticky notes. um I don't have control of the staff but I think the goal is again trying to but then also keeping flexibility so like for example if there are things that may be posted late you know we may have to ask like hey can we move this to the next board meeting so that people have time to read it unless it's something urgent >> yeah I would say that revert that revert back to the policy wasn't solely based on um staff preferences I think it was just to go back on guidance of like here's our
264anchoring document we of anchoring documents. Here's the anchoring document. What rule was this posting falling under and let's go with that until there is another clearer way. Um the 12 just created lots of confusion >> in terms of when it's posted to board book. >> No to staff to you. >> No to staff 12 days items. Yeah. >> Sorry. I I moved on. I'm sorry. >> Oh, sorry. I've got like five. So when it's posted public publicly to board book um just want to make sure that all the documents four days in advance that all the documents included because the public to give them time to review items they want to provide public comment to write it make time to come to the meeting those sorts of things and and the price still want to
265be like really mindful that the documents the supporting documents not just the agenda are up the Thursday Yes, >> I've been at the other end when we go away. It's very frustrating. >> All right, take out your sticky notes. We're going to cover three last items. >> We're going to cover the three last look at the next section. >> Everybody know sticky notes at >> Yeah, take out your sticky notes. >> So, there are four sections. The next uh four slides are around communication. We're going to cut across this and make it go faster while we're getting all of your thoughts on it. Here's what you're going to be putting on your sticky notes for the four sections. Communication with the superintendent, communication with district employees, communication with the media, and communication with constitu I'm
266sorry, media, staff, superintendent, and employees. Yeah. Four slides, four different areas. Here's what you're going to be putting on your sticky notes. one. And when you look at each one, you're going to say, "Start doing this or stop doing it." Anything that you don't put on the list means you're okay with. When you look at those four slides, if you're okay with it, if you're okay with it, you don't need to put it on a sticky note. Anything that you want to start or stop, put on a sticky note. They're going to be two charts over there that say start to stop. If you're okay with it and you want to see it continuing, do not put it on the sticky note. We're only going to put up charts that say stop this or start
267this next four slides on communication. My two charts over here and stop. They're all for on communication. If it's if it's already a practice and it doesn't need to be started, stopped. >> You're only doing start and stop. If it's something continuing, you don't need to put it on. >> All right. >> The district employees >> start something. Let me say it one more time. Let me say one more time. >> If it's Michelle, let me try it. Let me try it one more time. If it's already happening and you're happy with it, you don't need to put it on a sticky note. >> If it's something you want to see started, >> put it on a sticky note. If it's something that's driving you bananas and you'd like for it to stop, >> those
268are the only items you're putting on sticky note because up here there's one chart for stop and one for start. That's all we're interested in. >> On the slide, >> are they things that I do not understand? >> So, by way of example, >> if we if text messages for critical, emergent, and time sensitive situations didn't already come from Rosanne, like, "Hey board members, I sent an email that you need to look at right away." and we're like, "Dang, that's a really good idea. We should put stop." Yes. >> But if it already happens and we like it, we don't do anything. Right. If we got like 14 text messages from Rosanna a day, we would say, "Stop. >> Please stop." >> Okay. So, these aren't hard protocols. These are just general. >> There's some
269ideas. Some things you already do, some things, just ideas, some best practices that might be helpful. Hard and soft all we have about six minutes. When I write start, do I tiny letter down here which one I'm talking about? >> Yeah, you don't have to write the word. Just see that chart up there says start and stop. Don't write the word on it. Write the idea. Write the practice. I'm trying. Is it a coincidence that it's a girl's basketball picture on your spine? It >> is a coincidence, but I'm looking superintendent. No, just that I'm talking about Starting. question. I'm fine. Yeah. Okay. >> Thank you. >> Take your notes up. Well, >> are you there? >> I'm here. >> So, I'm thinking you can um potentially um I'm thinking to send your um start
270doing and stop. Uh, are you comfortable, uh, just emailing them to Rosanne? >> Uh, yeah, I can. That sounds great. >> Email or text. >> If you send them right now, I'll put them on a sticky note. I can get them on the board. >> Uh, okay. >> Thank you, Terry. some teenagers. How hard are you on >> I think we should maybe sit at five. >> We're all set. >> Yeah. I'm going to go a little further on the eval to start immediately following this one. So once it's over, we're >> okay. So >> yeah, it's 6:00 or immediately following the end of this meeting. >> Okay, we don't want to go too close. Not much going to be crowded down there for a 10-minute meeting, but >> yeah, >> we'll go. >> It's
271just a 10-minute meeting, right? >> I mean, we just >> Oh, God. We get them here where it gets too hot. >> Falling off. >> I mean, they probably feel like different technique. Does your >> goat >> do I don't have the biggest gear available to me because the bike's challenged the taken what you call a derailer stuck in this middle here which normal people would be just fine but I want to really want to get a little exercise when I use that thing and I can't bring them Now I should >> two minutes >> everybody sticky notes up there. Thank you for your grace. >> Take a look at it. >> We can do we can do a gallery. [Music] a gallery. You can walk by and see what's on the list. >> She
272was a ferocious rebounder. >> Her recent accomplishment was in the staff >> staff kid. She's a teacher. >> Yeah. Staff kid basketball game. She had her highest score ever of 20 points as a 47y old woman against the middle schoolers. >> She [Music] I know. I think as a And I don't see non-stop if we weren't eating. here. [Music] >> We're fine. decision. Yeah. >> Wait. [Music] That's also why there is a spreadsheet. Sure. >> Oh my god. You want to be >> right. [Music] All right, back in our seat. I just used to see you. >> We have three remaining topics and we're going to get them done. says we can have till 6:05. So, we got to go to strategic planning, uh, brief overview from the superintendent, uh, some discussion about superintendent evaluation,
273and then a brief tidbit around the board self- evaluation, and I think you can make it, chair. Kim, you're on. >> Yes. And I will be um quick. So, really quickly, I just want to share about where we've been and then where we're headed. Now, some of this will be familiar, but in 2019, Superintendent Guerrero developed the PPS re-imagined and the graduate profile, which led into work in 2021 on the strategic plan that is 2020 through 2025, and it was about creation of an instructional framework. Um, a consistent district-wide vision for high quality teaching and learning were the pillars. just so happened right then that the first version of that instructional framework developed by the design team uh with feedback from community leaders and all of that would be implemented starting in the summer of
2742022 which is when I came in as chief academic officer. Um and so from 22 to 25 I feel like I even when I stepped away to go to the other district have been closely tied to that work. And so one of the things that we're pretty proud of is that even though there's been a superintendent change, there were like three changes in the chief academic officer, the core work didn't change or stop with um some of the goals and objectives. And so the next slide talks about something new this year which is our um district continuous improvement plan. And so we've had school continuous improvement plans. All of our sites have one, but we hadn't yet developed a district improvement plan. And this is actually important because as you know, House Bill 9 with
275a focus on accountability talks about a district continuous improvement plan. So we already have that up and going which really just talks about what it means to assess needs and then um go through the cycle of creating a plan, monitoring and adjusting. Now we use the word strategic plan. strategic plan, not in a big like 2030 plan sense, but like what is that strategic work that we're planning to do this year? So, I realize that there some of the vocabulary might uh be a little different. The next slide then shows um the steps which really get to the heart the core of our work which is around alignment and coherence. So number one is about the vision and um the mission and the goals of the district from that right that's where we know that
276we support the district uh board of education goals and those goals were established prior um to me coming in even as a chief academic officer. Um, so they've been around for for some years. And then after that then is supporting the strategic plan work. Again, when I think of strategic plan, those strategic actions that we're doing this year around the district continuous improvement plan and the theory, which really talks about those ideal student conditions we want to be true for every student. And I'll show a little bit more of that district continuous improvement plan. Um, and then getting to principles. principles is lever. Making sure that at the district office, all of our work is about making sure that our leaders at our sites feel supported, that we're responsive, and that they have all of
277the resources and tools they need to be successful. Um because we believe that if we do that, then our educators will have what they need to um accomplish the goals that they have in their classroom and that our students will grow because of all of that. So that just kind of like is a snapshot of the way in which we're thinking about alignment and coherence across the system. So then the next slide that I wanted to show you which I did delete one for this presentation but it's still with the um it's really just a combination of the two with the packet the four across. So when you think of the district continuous improvement plan like what is that? It's basically the four goals that we want to be true by June 2028. So there's
278attendance, increasing and improving attendance, reducing a disproportionate gap, um literacy, increasing literacy PK through 12. And really what we want our goal um to really focus on is that all of our students, 100% of them know and understand the learning targets and success criteria. um and that they are engaged in grade level and standards aligned tasks. So we believe that if 100% of our students are doing those things then their academic needs are being met and they will um continue to to move and and accelerate. And that's the same with math. The same thing know and understand the learning target and success criteria and then be engaged in grade level standards aligned task and district approved high quality instructional materials. And then the ninth grade success one, that's our high school one. Um well that
279you know like I the other two are PK that actually they're all PK through 12 but this one is particular to the ninth graders and making sure that our students are um passing finishing 9th grade by passing all of their their courses and um that we're closing the opportunity gap and that we have focal students and our focal students are our um black and native students, our students with um disabilities and our English language learners are are focal and we know though that uh when we uh do right by subgroups of students and we make sure resources are in place then um all rise. So if you look at the next page in your packet, it just really is just a summary of all of those things. Um but on this what was projected was
280um just the narrative of what we want to be true by 2028. Now, we are excited and I know that there's some interest of like, hey, when are we starting this um strategic plan and ready to get into to the meat of that, >> right? Well, we're looking at the 2030 plan um and launching into that work. We'll be involving of course all of you, but we're trying to figure out um through the board work plan once we see where you all are at on that. And then the spring, we know that we have budget reduction conversations. We have to talk about school optimization. There are some pretty big topics that we're going to talk about that will be seeds to what we want to be true for 2030, which 2030 happens to be when
281all of our um high schools will be complete, including the fields. So, >> context over. >> Yeah. Um, and also this is really making visible the work that's kind of like going on every day. Um, it's helpful to see it in black and white like this. >> Yes. And then the last little note that I'll say, thank you for that, is that one of the things that I'm planning and I'm still going to get with the team, but I would love to be able to launch one in the next few days, which is like a drop in information sess session for board members when I see that there's some trending hot topics. I know as you all are receiving emails that one of those trending hot topics is class size um cohort um middle school
282athletics and I want to be able to bring together the players with the most relevant information pull you into that space if you're available in groups that are appropriate. I know there's limits and share what we have and then send the summary out um an email in my um Friday newsletter. But I know that some of you could benefit from a Q&A session um that probably would represent where others are at. And I if that goes well and you all are liking that, then I want to be able to create more of those opportunities, especially around um just some quick learning. I know in my oneonone with Patty I with director Sullivan. I love the idea of just some quick little information learning sessions about some of these things that we're talking about so that
283you understand the work that's moving in the system. Um sort of like that little um hot topic pop in for 10 minutes and then we'll capture it somewhere or even potentially uh record it and send it out. still working through some of that, but um it's clear to me that we need to respond a little bit quicker and deeper to some of the things that are coming up. >> Is there an action item superintendent that needs to go up there for strategic planning? >> Yes. Um >> I think there continuous improvement. >> We I think we already have an action item. I know that the the board has asked for a larger session on additional continuous >> I'd like information about sequencing the work because right now like this week everything feels urgent but it
284it seems like there is a plan that's kind of stretched out through 2028 or 2030. So if we could, you know, it maybe here you're thinking about the sequence of when these things will happen because they they can't all happen this year and they're going to be and some body some some buckets of work will feed into uh buckets that happen, you know, continually throughout the time. So >> yes, >> just sequencing like bubbling when maybe some >> just to make it visible >> just for um we don't need to discuss it now but maybe just making sure that um when we do get that presentation that we hear how students and uh administrators and teachers were involved in developing it. Something I'll certainly ask about. So just >> ready to share that. >> Yeah.
285Oh, perfect. Yeah. It's on all of our >> All right. Superintendent evaluation. Any chair? It looks good to me now. >> Yep. All right. Um, so there was a resolution adopted back in two. Um we've the superintendent evaluation is kind of inconsistent process with the issue that the usefulness and the utility of the practice has also been kind of up and down as well or or unclear. And so last year we had attempted something a little different where we hired um the board hired a an outsider basically someone who's been a superintendent for 30 years to help with this process uh take the board super um sorry the board all the board's uh evaluations and synthesized a word document that kind of synthesized the main themes that were gathered from everyone. It wasn't it wasn't
286perfect and even even our person that we hired our the other superintendent had a lot of uh yeah Steve Lauder who had a lot of recommendations for how to improve this practice. So the again one of the things you know as you know from my educator background um I'm very adamant that assessments also need to be learning tools right and we're not just saying hey you did a great job pat the back do any good for anybody right um but at the same time what we also don't want to do you know because it's going to be a public document you know we don't want to be in the business of like bashing superintendent right so um so the so the goal here is trying to figure figure out how to uh do an assessment
287that is worth our time and provides valuable feedback and also is a learning tool for for Dr. Armstrong or superintendent. So that's that's where we're at. Um uh I am still reaching out to Steve Lauder to kind of come up and and and talk about potential new ideas, but I think from that conversation also from all of you if uh have any ideas as well. Um I think this is something that we should talk about and set some time aside to talk about as a board in terms of how to create a more effective process because to be honest the what has happened in the past has not been effective. >> Has not been good or effective. Yeah. >> Um, in that it didn't really provide any >> anything beyond just kind of busy working
288and just checking the boxes. >> Patty, I'm sorry. I couldn't hear you, Patty. >> Oh, uh, I did. I thought it was pretty effective and you would have um actual some data with it. So, >> yeah, I I found it interesting. And then we all put in our own ideas and then he consolidated. I didn't even know if we needed somebody else. So I guess we did make it consolidated and seems worked pretty well. I don't know how >> I wasn't about it. >> Sorry I wasn't referencing this last one we just did. I was talking about >> in previous years. >> Oh okay. >> And this last one was trying to make it more effective by having an outsider come in. But yeah I I agree. Thank you. Sorry confusion. I don't want to
289read the time. >> Exactly. >> No, even though it's recommended to have a evaluation. Can I just share that I've been through uh now like five >> processes and including this last one and um definitely want to make sure that it's useful and that's a good use of our time. You know, to Stephanie's point, we're volunteers. Um during my fellowship on schoolboard partners, they recommended a continuous like a meeting quarterly check-in that wasn't a gotcha. The last um superintendent evaluations have been really difficult because it's kind of like they're looking for everything wrong and that goes in the evaluation and um it it's not helpful for someone's learning and improving on their job. And so my my hope would be that whatever we come up with this year is useful to you. uh is a
290is is is a way for for us to keep you accountable to measure progress against our goals and not to be used as a weapon. um >> uh in previous years it has been um but but I also really >> I like the um idea of the consultant that we had um and I would be really interested to hear his feedback, his critical feedback and I would be interested in your experience as well just because I like to collect data um before I make decisions but you know I would just say I hope that we end up with the the best instrument ever. Um, maybe not use the schoolboard associations template. I'm not a fan of it. Um, and and make a process that's that's generative and helpful and not weaponized. Yes. >> Good points.
291Anything else? >> And we will have we will have data at this time. Um, but I I like the idea. The reason we hired a consultant was because we thought that would be the best way to get the best work out on the board and sympathize us as a board, not one individual over another. >> Chair, anything? >> I'd love to add that I sent an email to Rosanne and um Sharon asking if they can share my contract with the board. >> Thank you. Yeah, I was going to say like maybe we have a session at some point during like a work session where we look at your goals or and then that beforehand and then you come and prepare to have Dr. Louderder present his thoughts on improvements or you know just come up
292with a plan for doing that work session. Right. I think that's appropriate because there's a review part to my contract that is scheduled for this academic year and I I would love to be able to talk about a couple of things in there. >> I was going to call out the time frames. I have the contract here and we'll send it at your request and um it's important to be aware of the time frames contractation >> time and I think it references I'll have to remember it references the goals that you've already established coming into this next year right >> no there's not goals in the contract I think that's something and I I think that's something to be determined is that something I'm doing with board leadership or the board in a work session
293is based on uh the goals that I've set with the team or there goals that you all have for me. I think for me to I I know it's not time to get into the whole conversation, but I will say that it always is wonderful to know um how you're evaluated and what your um supervisors are are looking for and determined to be a measure of success. >> Yeah, I think if we're clear that helps um everything. Um, I I'm skeptical or really skeptical of putting board goals in a contract. Uh, we tried that one year. We tried paying an extra $25,000 for percentage point increase in in student scores. And that just was a disaster. The process was a disaster. The outcomes were a disaster. It was really a waste of time. And we
294spent um what should have been, you know, a one-mon process, two-month process, weeks >> uh with people holding out and digging their feet in saying, "I'm not going to sign off anything unless we add in, you know, $25,000 perly. I want to encourage the board to commit to a self evaluation. I know it was talked about before was come to fruition. >> Yeah, I want to guess up. Um, Director Sullivan >> did a lot of work on this. >> Um, and it is something that I think I I didn't ask you beforehand, but I was asking to ask now that we're in public meeting a lot of work. I went to college ran into somebody who does and she was willing to do it last year and the year before though we never got it
295down and it's fairly inexpensive. I don't I' I've heard it's good but it just pretty much involves everyone filling out a sheet. It goes back to them. They come back to talk to you about it's fast. It's simple. Um, and I've heard it's good. So, I can definitely contact again. I guess she used to work for the district. >> Oh, and she was very willing to do it, but we never found >> that's a good idea to do a selfie evaluation. >> $750, I believe. >> 750. I'm seeing. >> All right. It's on the list. It's on the list that you're interested in pursuing. And you know, especially I think I want to again it's our decision as a board. >> Yeah. >> But I really like pushing the idea of having an outsider come
296in who has done it for at least guiding us in the first maybe first two years. >> Um that way we know how to do it and then we can and then then we can decide to continue ourselves. It would be nice to have a coach come >> and otherwise we're just reinventing the wheel just you know a waste of time. Thank you. >> Got that. Got it. Chair. All right. The last thing we have to do are pluses and deltas. What went well in your retreat? What didn't go so well? What could be improved on? Pluses and deltas we called them. Um along with your self-evaluation is also the possibility of determining that you're going to do retreats on a quarterly or by annual basis more than once a year. That's a decision that
297the board has to make as well. Tell me quickly. We're going to go round robin really fast. We didn't get to do our activity that was designed for the bell. I repurposed it because we were short on time, but tell me what went well in your work together today and what can be improved on. Go around Robin. What went well? >> You should start with Michelle. >> Oh, you >> Michelle. What went well? I am so sorry you couldn't be here. Can you hear me? >> Yeah. Um, one thing that >> um I don't know. I feel like like everything went well besides me being sick. Um, I I thought that the content was uh really helpful and this was really productive. Um, but I guess if I have to be specific, I really liked
298uh learning about everybody's individual styles and uh how we can all work better together. >> Excellent. Thanks for being a troop for hanging in there while you're not feeling well. Hope you feel better soon. >> I'm gonna I'm gonna um go around the room quickly for classes and then we'll get the bill. >> Okay. Um I got a lot out of this today that I um frankly didn't know based on the agenda. So I learned a lot. I appreciate the materials. Um I liked getting up and moving around and working in little groups and talking about things. Um, I wish I know it's you're not looking for deltas right now, but I wish we'd read these aloud so we could all hear what we wanted to start, but that's not I have another delta, so
299I'll wait on that. >> And we'll send out the mountain. So, >> you're going to type those out. >> Yeah, we did the You mean the sticky notes? Yeah, we did the gallery crawl. That's a way for everybody to see what everyone else wrote. You may have been on break at the time, but we had cross. >> What went well? Quick. I'm a data collector, so I I really appreciate and value hearing from all my fellow board members and staff they're here today about their thoughts and values and support. >> All right. What else? >> I liked the uh TTI exercise and learning that we're pretty much in two very separate camps. >> Keep going. >> Um I liked the personality exercise as well, but I really about it is um I wouldn't want us
300to all be the same. Um I love that it's spread out because I think everybody's bringing like different strengths to the table. So I actually really appreciate that. >> All right. >> Yeah, I appreciate it. Lovely work together. Um just because they are new people to new people to me and it's just fun to work with other people. >> All right. just generally enjoy being in the company of the people in this room. Yes, >> Dr. >> Oh, um just good content and I thought the conditions for learning was excellent. >> I have one more I'd like to add. Um there was uh some a lot of critical thought today coming really gracefully and uh appreciate that. >> Anybody else? >> Big thanks to Rosanne and Cara for the setup and making sure that everything
301was really smooth. Yeah, it's it's a nice set up all the way around and see each other. >> Definitely a lot more natural light than in other spaces. >> Yep. Once once Sharon said let the shades let the shade >> What could go better? What could go better? >> All right, starting over here. >> All right, on this side I'm going to go this way. >> Go ahead. She's >> um I felt like there were some like decisions that were made in the power in the slides that then we kind of talked about but then we let go and I'm still included on just by existing I've already agreed to all these new changes that we didn't >> there were no decisions. >> Oh gosh. >> What could be better? >> I'll tell you for
302for a meeting I thought it was fantastic. anything. >> Thank you. >> Um, I thought it went great. I wish we had a little more time. Maybe another hour, hour and a half would have been missed a few things. >> I was hoping somebody would say that. >> That was my feedback as well. You needed more time, a little bit more time to dive in. >> More time. >> I'm going to add to that. Um, I think this is like only the first chapter. Like I think we need like I would like us to do this >> quarterly because so we can keep developing our teamwork and our ability to work together and work out stuff like how to get information board members earlier. >> Where are the Yeah. Yeah. Um I remain confused why
303we didn't have an opportunity to talk about the school board and superintendent work focus areas because at the board meeting we delayed it so that we could talk about this today and so this is really really important I think because it's a draft and I know a lot of us have supplied ideas we want to add to it or talk about it and said this remains what you call the document again >> it's called focus areas the dot title >> school board I'm sorry >> board superintendent work focus this areas and we've talked about it now. >> We've not we've not talked about it talked about it now three or four times without actually talking about it but always saying we're going to talk about it next time and then never talking about it and
304it's really important and I thought this is what we're going to be talking about this over here. >> Work plan. Yeah, >> we're calling it a work plan and it's a document that's intended to keep us kind of focused on several things, not everything. >> Okay. I think we're members. >> Let me let me make sure. Work focus area is the same as work plan. >> Yes. >> Like the board's work plan. I think it says September. I think what we're missing is the board's actual >> like the focus areas and now we need to build it. >> Exactly. >> We have some of the focus areas, >> right? We might still need to finalize those. >> We need to stop. >> Yeah. Also, I just wanted to add that like we didn't do the
305TTI thing. It's no surprise there. I would like us all to remember that some of the answers given and some of the results given might depend on what time of the month it is, whether we're tired, whether we're hungry, whether we're feeling crabby or happy. And it wouldn't I would hate for us to feel boxed in like we're not we don't have anyone in the board that can do these things because I think we do. I think everyone here is committed flexible and willing to step up to the plate. So I don't like that this TTI has sort of said you don't have these aspects on your board, you are screwed. And I don't think that's true. So I would just ask us all to remain He didn't say you're screwed. >> No, just stuff
306to watch out for. >> Yeah. Yeah. Yeah. Yeah. >> Insightful but not conclusive. >> Exactly. Yeah. >> Good point. You have to remember they said >> get your answer fast because if you thought about it, >> yeah, these personality inventories have those kind of um downsides to them, but >> in general, yeah, in general, they can still be very >> perceptive and useful, but not conclusive. All right. Anything else for the good of the order? >> Thank you. Thank you. Thank you. >> Thank you for your hard work, for all that you do for the children here in Portland. For school board members who don't get paid to do the work but volunteer, I applaud each of you. anti- Korea wars.