001I call this work study session to order. It's 5:30 on Thursday, December 11th, 2025. We're at the Jerry Roie District facility. We have three board members present. Uh Brian Sinion, Kelly Zimmerman, and myself, Sarah Schmidt. We also have Dr. Christy Wilson and Dr. Steve Joel from McFersonson and Jacobson present. Um item 1.2 is the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Item 1.3 is the superintendent search process with Dr. Steve Joel and Dr. Christy Wilson from McFerson and Jacobson >> and I will let you take over. >> Well, I'm going to have Christie pass out the agenda. You've got it copy agenda. So, we're uh we're honored and excited to work
002with you. You I'm sure you uh you've learned about our firm just as we try to learn about district. >> Oh, you have to talk in the microphone. Oh, sorry. Um, I'm I'm sure you've you've learned about our firm. We've done quite a few searches here in the Phoenix area. We know that um there's great opportunities here. We also know there's great challenges here, too. And so, our company really takes great pride in getting um getting the right people into the right seats and stability because, and I apologize, I've got a uh I've got an allergy thing going on. I actually um not I'm not contagious, just so you know. Um but anyway, uh we we believe very strongly that a superintendent needs to be in a seat for five years and we know that
003in order to move the needle for your children in a positive way, that has to be the case. So every every position that that uh that we begin to recruit for and we work with districts with, we want to learn your culture and uh because candidates are going to be asking us about your culture. We want to uh we want to learn what your challenges and what your opportunities are. And then we uh we we just take really we're just really proud of the fact that we've got a high longevity rate. So superintendents that uh that come through our model, they like our model. It's it's very inclusive. Um it's very transparent and um we uh we communicate with them on a regular basis. So, what we'd like to do today, uh, the the the
004primary work today, and I'm I'm really happy that Christy, Dr. Wilson's going to be working with me on this. She's been with the company as well for a while. Um, what we really want to do, the the primary work is you need to tell us what you're looking for so that we can begin to profile the position and ultimately post it. Um, but we want to cover some just logistics of the search. And we'd like to hear from you a little bit too, um, in terms of, you know, what has been your experience. Um, if there's things that we don't need to duplicate, we we'd rather not duplicate. Um, but by the same token, we want to make sure that if we're going to be representing you, we know you, we know your district, we
005know your community, uh, very, very well. And having, uh, Dr. Wilson very close certainly is going to be a benefit to the search as well, too. Um, so with that, uh, if you if you would, let's take a look at the calendar. I think everybody is interested in that. I I appreciate the fact we appreciate the fact that you want to get going quickly. Um we will tell you that this is prime time right now for the superintendent search. Um there's quite a few openings in Arizona as you know it's um around the country but the the window between December one and February the end of February March one is really when the the first round of superintendent searches um take off. So the timing for this is good. we would propose that we advertise
006the position December 15th through the 29th. And we not only advertise, we'll recruit in your behalf, too. So, we have about they just told me this the other day, we have close to 5,000 registered ED leaders with our company. And so, um, immediately after we get the paperwork done on the posting, we'll reach out to every one of those folks. And and interesting enough, almost every search that we do, there are um people in states probably that you you wouldn't think was the case that are interested in coming back to the area. Um some are success, many are very successful administrators as well. So, we'll cast a wide net on your behalf. Um and that advertising, Dr. Wilson and I will be uh we'll our company handles all the paperwork. We do all the candidate
007um vetting and and callulling. Um we close it on the 29th and what we'd like to do is uh schedule a meeting on February 16th or 17th in which um we can and it it doesn't have to be that day. I'm just putting that out as a as a calendar consideration. We would like all the board members to be there if at all possible and we can arrange that around, you know, whatever time of day you'd like. But that that'll be the day when we come in. We need about 3 hours of your time when we will bring uh completed files on the applicants that most closely align with what you're looking for. And when we do that meeting um and in Arizona, we're able to do that in close session or personnel reasons. Um
008and that's to protect the the candidates. uh we uh we basically will give you the lowdown on each and every one of them and then we include a video interview with with each of those that we believe are short list uh candidates meaning they most closely align with what you you're seeking and then um you'll have access to all of the candidate files. So, you'll have uh their resumes, their references, their answer to the uh the application question when we write it. And then um as if if you're like every other board that we've ever worked with, you'll be Google searching who these folks are as well, too. So, it's really our responsibility to make sure we know everything about the candidate. We share that with you, which is why close session is more appropriate.
009um primarily because uh we'll let you know if there's anything there that uh is cause for concern and then we'll help you through um through a process. We'll tell you this um Christie and I talk about this all the time. There really isn't a sitting superintendent that I know of anywhere in America that doesn't have a couple of bad articles on something, right? I mean, that's just the nature of the game. But we also know in this day and age of instant communication and social media that um there's there's just a lot of scrutiny that that takes place. So really we want to make sure that we're wellversed with these candidates as well as you. But remember when I talked about we have to learn your culture, we have to know what we're talking about
010with these candidates because we don't want to sell them a bad bill of goods. And when we talk about, excuse me, when we talk about the fact that you've had multiple superintendents in a short period of time, we we need to put forward our our best foot and and make sure that we can we can convince candidates that this is going to be a long-term arrangement. Um because that's what superintendents are looking for. They're looking for an opportunity to make a difference. And it's really our job to work with you and your school community to just put that the elements in place to get that done. And typically with through our searches, boards come together in a unified way because this is the most important decision you have to make and communities do as well
011too and they appreciate the ownership. So um we'll talk more a little bit that when we get there. So then on February 6, we'll present the finalists and then typically um we would say you can interview the next week and that just gives people an opportunity to make arrangements to get here. Um they could be local, they could be southern part of your state, they could be a surrounding state. We may get somebody that um that's from Wisconsin that just is dying to come to Liberty. I mean there's does happen. Um, honestly, I will tell you this. Uh, because it's February, January, people in Minnesota and Michigan and Wisconsin are thinking about warmer climates. Um, so any questions on that? And and we'll work more closely with you on those dates. Um, but you know,
012again, we need about three hours on that 16th or 17th, and Christy and I cleared our calendars for that. So, if those dates work, great. If they don't, if we have to negotiate those, we can. Do we know when our meeting is in February? I should know that, but I don't. >> Uh the 9th and the 23rd. >> President's Day is February 16th. So, I would not suggest that day. >> February. >> Yeah. >> It's 9th to 23rd. Yeah, I did. >> So, is the 17th a better day then? >> Uh, yeah. Since President's Day is the 16th and there's no school and, you know, we need the staff. So, the 17th um I I mean I say that we just decide right now that it's the 17th and everybody can arrange, you know, people
013have two months to arrange their calendars to make that work. >> Okay. um because this takes top at this point. So, um we'll just do that. Just going to put a journal entry here. Um 5:30 6. I mean, you you name the time. >> 5:30 is our standard starting time. So, let's just go with that. Sorry, Brian. Is that okay? because I know Tuesdays are hard for you. >> I can make it work. >> You can make it work. Okay. Thank you. >> And again, we need about three hours to we'll talk a little bit more about what what that that meeting will include, but the big the big part of the big the most important thing is we'll present finalist. Yeah. >> Uh can I ask a couple questions about um kind of parts
014of what you have shared? Um so in terms of this um this meeting, one of the things that I had asked like when we interviewed the firms was um this idea of like a portal and we'd be able to like kind of preview the candidates >> because um I'm a processor like I'm just going to speak for myself, right? And I like to have time to read and not feel rushed. I mean I think it's a really >> So are we going to have the opportunity to do that? Okay. prior to that? >> Yep. We will um we'll we'll ask that you sign a confidentiality agreement and you know and once we have that we'll give you access to our portal so you can look at the candidates. But one of the things that we
015we we do our level best to guarantee the candidates is that names don't get leaked out until >> we're ready to leak those out. >> Absolutely. >> So >> yeah. >> Okay. Um, >> in in regards to that though, the week of the 23rd, if we're doing that, those interviews will be in public. Correct. >> Are you trying to put those? >> So, let's talk about that if you don't mind. I mean, so >> in Arizona, we typically um do that. we make them public and uh when when we meet on the 16th or on the 17th to meet with you, what we'd like to do is whittle that down to a manageable two. You know, maybe three if we just got outstanding candidates. Um a lot of a lot of ed leaders are comfortable
016if it's one of two. Um as opposed to, you know, say interviewing four people publicly. So, um, if if that's and that just works, you know, the best in terms of making sure that we get the quality of candidates that stay in the application process. Does that make sense? >> Okay. >> Uh, is it okay if I ask? Okay. Follow-up question. So, um, in this meeting then, um, like where we're narrowing it down, we're going to have a video interview. Um, right. That's what you said. >> Yes. >> Okay. Will we get to choose the questions for those? >> Okay. So, the video interview really is we build So, so the the purpose of this meeting on on and I'm going to back you up just a little bit because this we're building this on
017the premise that when we come on the 17th, we're going to bring you the list of people that we're going to bring you all the applicants and you'll have access to the applicants. So you you may create your own list, which is fine, but we're going to for for the integrity of the search, we're going to find those that most closely align with what you're looking for. And then those people will have done a video interview that we'll bring to the meeting. And if you want to ask those questions, that's great. But typically, we once we learn your culture, we'll we'll create three questions that are pretty consistent with what people are looking for. But it's not to decide who gets the job. It's just more or less a meter grid. Does that make sense?
018So that's not a formal interview part of it. Now, if you wanted to do a round one, you know, certainly you could do that. You could bring people in for round one. We wouldn't think that would be necessary for this search. >> Let me let me say something. So, I think like what you could expect from a video, like tell us a little bit about your experiences, tell us who you are. Um, maybe you could um, you know, because we'll we'll help them kind of with our questions. So, the video is not going to be super long. It's not going to be like an hour long video, but the questions um it's it's designed so that that you will get a sense of maybe a little bit about their background, maybe a little bit about
019their experience. So, you just it's more it's more of a snapshot of like you'll walk away going, okay, this person has maybe some, you know, it's a seasoned superintendent or maybe it's it's not a superintendent but an assistant superintendent from a larger district or smaller district. you get an idea of who they are. Um, that follows with the paperwork. Does that make kind of give you a little sense? >> Yeah. I'm kind of envisioning that it's really more of a way I like for me I'm thinking of it as in when you look at someone on paper, you don't get a good sense of who someone is necessarily, but if we have a six or seven minute video where they're speaking, you get to hear how they talk. you see what they're doing and that
020helps you understand the person on the paper a little bit better. Not that we're really getting an in-depth background on them, just that like they're not just this two-dimensional thing. We now have three dimensions and we can we can see that better. So, that's kind of how I envisioned that >> and I get that. I guess my concern with just I basically feel like they're going to kind of regurgitate what's on paper and I'm like I don't know that that's going to help me personally narrow it down and if you'd like us to get to two or three that feels like a lot for me and I don't know how many people we're going to get right like I can only base it off of like what I've already experienced what I experienced as a
021community member and lived that experience as well. Um, so to me, yeah, >> and and I would Kelly, I would say that um once we get here, you you'll feel pretty comfortable with it. Um, you'll have a chance to review the applications yourself. I mean, in in the old days, we didn't do the video interviews. And to your point, Sarah, it's exactly what it is. It's it's to put a face with an application and and how they present themselves, right? Um, and by the way, in terms of regurgitation, there'll be three unique questions. So, we'll we'll pull those off of the things that we learn about your culture. Um, and so it it might be the first question might be tell us why you're the best fit for this position, but then we may drill
022down, you know, in terms of, you know, what it is that you're looking for specifically. So, you'll see that. Now, is it mechanical? Yeah, we they're not going to read anything, but you're going to see them in a in a it's staged. They've practiced. >> Sure. And but you know, you want somebody using good grammar, you want them to have good voice tone, you know, all of those things. >> It could also be though that let's say as we learn more about the district, I'll just make something up. Let's say the district's experiencing um declining enrollment and budgetary issues. I don't know. And when as we learn the culture through one of the questions, we want to find out has the has the candidate figured out how to solve that in an innovative way and
023we ask them talk about as your leadership journey. What did you do specifically about that? It's like a tease almost and you want to know more about that. >> Yeah. And I think I would feel more comfortable if there was like one question that was a little bit more specific to the needs of our district like you know thinking about like the how to build a you know positive culture like to me there will be you know >> and that I think will help us not just see you know okay I I know what your experience is you know I can read it right. >> Correct. >> Okay good. Um, so let's talk about those those interviews because you you mentioned uh Brian um you asked a question about the interviews. So on the when
024you decide when we decide and we'll work with you on this one. How do you narrow it down? I mean that's why we're gonna we'll present alphabetically. Let's say we have four people that we think meet your criteria. We'll present them one by one alphabetically. You look at the video. You got the files. You've done your home. You've done your homework. You've looked at the portal. So, you've got a pretty good sense. Um, we'll be able to answer any questions about anybody that, you know, we don't think is deserving of being a finalist. That doesn't mean that you can't ask for them to be brought forward. Uh, we just probably won't have a video interview of those people, but that's doesn't happen often, but on on the rare occasion that it does, you know, we
025we'll be prepared to uh to to to get the information that you need. Um, and then you narrow down to that two if we can and three if we we have to. And then the question really is who would you like to include in the interview process? Um, because that typically is a public interview um where they spend um a good portion of a day in your district. What we've done in a lot of the other Arizona searches is we pick an interview day at some point in the future in February 23rd, could be the 24th, 25th, and then uh we round robin them, right? So, a lot of the Arizona districts will have a of course you for an hour and a half. We like to build in for the interview with you and
026the and the candidate. But then you might u want a community group um community business group. You might want um staff group. You know, we would recommend um a staff group. Certainly admin would would should be included in this. Um typically what we do is we we say four groups. We can do a a roundroin schedule with four groups in the board. somebody would start with the board at 9:00 or 10 o'clock. There's probably a day when um you know, you might have to take off some work in order to get that done. Um but then you you decide who you want to include in that process and we work with their chairs uh to tell them that you don't get to rank them, but we the board really wants your feedback. So we have
027a really simple form that we give everybody that participates in your process. What are the strengths of the candidates? What questions or concerns do you have about the candidates? Um, we include students as well too. A lot of times we pair students with staff and gives a good flavor if if you feel like that's worthwhile. Go ahead, Brian. Question. >> No. So, I just want to make sure I got this right. So, on the 16th, we're it's we're not actually going to talk to any candidates. Like, you're just going to bring packets and videos. Sorry, I didn't 17th and then once we boil it down to two or three then that week of February is when we're going to start the actual one-on-one or group yes interviews. Okay, I'm good with that. And I do
028like the fact the round robin method that I like that too. Um even if the only concern with the round robin that pops in my head when we're doing that is the members who might be on a committee might not be in the same location. Correct. So they might not hear how the interview went. I guess they can go back and look at it, but we're after that that day, are we are you expecting us to make the decision? No, we'll come back, right, the following week and make a decision. >> Yeah. So, that's typically what we've done is you're a processor. So, probably trying to make that decision right away is isn't going to yield the best result. So, you schedule a meeting say a week. Do you have a board meeting sometime after
029the 23rd? So >> March 9th. >> So not that day. >> I can try and call in. >> So >> well, could you do a special board meeting? And I'll say that. >> Yes, we we do them all the time. >> I guess the other part of the question is after that week, do you collect so you're going to collect the rank? Not rankings, but what people thought, feedback, right? >> So, do you collect that as soon as that group's done? So, when do you collect feedback for the from the community who wasn't part of that group, but then had a day took a day or two to actually watch all the videos? When do you get that feedback? >> Well, we can we can set something up online pretty easily for that. That's what
030we've done some of the other searches, right? So, they can they can submit comments >> um and we'll work with your tech folks on how to do that through the live feed, right? So they sort of like entering it into a chat. Um but to your question, we'll when you we decide which groups you want to use, we'll ask you to populate them and then we'll ask you to give us the name of a chair that you believe could be the organizer of that group. Right? And so what will work what we'll do is we'll coach them up and we'll say after each interview have your committee members fill out the information form, put it in a sealed envelope and then when the second interview is done, turn that in to somebody and then you
031get to see all of that at a time when you deliberate. Um I kind of want to um go back for a second to talk about these. So um when we did this when your company actually did this process for chef when we hired Lori Chef um there was just one committee essentially that was a mix of staff and parents but that interview wasn't public. That interview was just the people that served on the committee and then the interview with the board was public. So I think we as a board have to decide if we want to record essentially all of those different interviews or just because it made it Brian made it sound like we would be recording all those. >> Yeah, we would recommend we haven't in the other searchers. Yeah. The only
032thing because a lot of the a lot of the folks that are serving on those committees, I mean, they they they're not looking for the public part of that. What they want to do is board service for you and then the public meeting is the board meeting. >> And so >> that makes sense. >> Yeah. I think it might be a little tricky to do everybody, but it would be important to me for the board interview to be public and that there is an opportunity for like some Google form or something that people can to me that seems like the easiest, right, that we all have access to that we can just quickly like look at their feedback. Um, so but I just kind of wanted to clarify that before we went forward, but um,
033have you guys ever done like a task like have the candidates do some sort of task, you know, or um, >> yes. Um, it's a little unnatural, but we have and it it typically is asking the candidate to prepare a 15minute presentation on the first on the highest priorities for the district and strategies to address those priorities. And so, it's a PowerPoint presentation to do. We can do it. I think you can get the same effect through good questions. >> I I do want to mention um make sure we're clear on this Google form that you're talking about. So I I want to make sure or um feedback form. I don't know if it has to be Google, but um because I I think it's important to distinguish the difference between So when we do
034our um I think we're calling them roundroin interviews. >> Um we collect feedback and then give it to you. That's different than um when we do um kind of like a we call it a stakeholder form or you know interview. That's not an interview but a stakeholder um what we call it um with K12 insight. What is that called? Um >> well stakeholder engagement and we'll talk about that here in a minute. >> I just want to make sure >> that's different. You're talking we're talking about the interview now. >> Yes. Yeah. And I think I think it is important for it for it to be differentiated between the round robin because we know that they like fully participated were in there the whole time. you know, the Google sheet will have to consider that,
035you know, they only watched one of the interviews or they listened to their neighbor on Facebook or, you know, like I mean, you know, and that's as I think our our responsibility as board members to, you know, be cognizant of all those things. >> Well, we want to capture as many voices as we can on the front end, but also during that that interview part. Um, but at the end of the day, honestly, the people on the committees are going to have a good feel for it. And what you're really looking for is consistency in in in how they present themselves, how how they what kind of a fit they are for your district, right? So when when when we do those committees feedback forms that we get would typically be strength is good communicator
036has a plan there's a vision has experience in Arizona you know has been a success everywhere they've been right I mean those are good themes uh concerns would be you know is coming from a big city to Liberty is that too much of a of a leap that's the kind of feedback you that um which is supplemental to what you've experienced through the interview. It works. And you know, again, we we feel really good when you have a tough decision to make because it means we brought in pretty good candidates. Um and really what we're looking for is two. You know, if we can get two high quality people that make a tough decision, then we feel like we've done a good job and then you get the superintendent that you want. All right. Does
037that Now, one thing that um I know uh Don Gring did the presentation, right, Dr. Gring, was he here? Yeah. Um, one of the things that we do too that makes a difference for our company is you get the superintendent through phases one through four and then we come back in and work with you and the new superintendent to set those first year performance objectives. And we really believe that that is the difference maker in terms of our longevity percentages because really the board and the superintendent then getting on the same page. It makes that first year productive as opposed to how do I figure this out? So, okay. All right. Um, for advertising, we would recommend um our website, which gets close to 10,000 hits a month. Um, we're going to do a at
038least one, probably two mass mailings to all of our registered ed leaders around the country. And then um AWSA is one that is pretty much a gold standard for school districts, right? And it's about$500 or $600, but it's well worth it. And all of the superintendents and assistant superintendents in America really pay attention to it. We get something every day from ASA talking about where those opportunities are and then they provide a link back to the application. Um so we wouldn't that that would be really it. I mean, we wouldn't we wouldn't ask you to do Ed Week and some of the other ones. Um, and there are other I mean, we can we can purchase other advertising venues. We're trying to be uh cost conscious. So, does that make sense? Those two. Okay. And
039again, our website is is where we taken off. Um, I'm gonna I'm going to skip the uh because I want to get over I'm going to skip the search criteria for a second. And >> could we go back to the stakeholder engagement? >> Yeah, that's what I said. >> For the week of January 12th. >> Oh, I'm sorry. I skipped over that. Apologize. You want to talk about that? >> Sure. So um the stakeholder engagement what it and we've done it a couple different ways but what we normally do on that is we spend a day in the district and um we talk to a variety of stakeholders can involve students but many times it's a group of teachers classified um administrators um and we ask them basically three questions um both basically want to
040get a feel for the culture like Steve mentioned of the district And we spend um just a fair amount of time talking to them about um you know what is it that um you know the district is um you know what are the positives about the district. You know we start off with you know the basic question is tell us a little bit about the district and what what would a a potential superintendent want to know about the district? Why would they want to come be a part of the the Liberty community? you know, and so we just gather all kinds of feedback, take a lot of copious notes about that. The second question is really uh centered around the characteristics and traits of uh you know, what what is it that they're looking for
041in that superintendent? Really hone in on those those traits and characteristics. And then the third question is um what are the primary um opportunities or challenges? And so, um, we feel like we we just spend as much time as we can talking through a variety of, um, stakeholders about those three questions. And then afterwards, we compile a a really thorough uh, report um, in an executive summary type um, uh, format and we present that to the board. And so, you'll get um, you know, a really um, complete summary of what the the stakeholders um, said. Um and then Steve, why don't you talk about the K12 insight that matches goes along with that? >> So not every we need some some staff support on SK setting a schedule, right? So typically um during that day
042it would be your administrators, it would be your teachers, it would be your um certified non-certified employees, it would be students. And then we like to do something with your community, right? So, an open invitation to attend um a meeting with the consultants and it's it's really around those three questions, but we also know not everybody can make those meetings. So, we'll do a um we'll put on your website a um survey that's that's done by a company that we partner with, K12 Insight. They're national or in half of the districts in America. and we'll run a uh an open invitation to anybody that wants to respond to those three questions and we'll run it for about 10 days. So we can gather all this feedback and then typically the the stakeholder feedback through K12
043insight is organized in such a way that you know we know are they students, are they parents, are they community and what are those top themes that people are interested in. Um and then when to as Christy mentioned then we'll compile an executive summary that we'll present to you publicly. Um and then we'll give you the the other data too that you can look at too in terms of tables you know what people were saying. Question that I had coming in because you've been through other superintendent searches. Have you done that with the other groups with the other firms? Um I I I can't remember like if it was done with Lorie Shuff. Um but uh certainly not um with Dr. Monroe because they hired him as an interimm and then didn't do a permanent
044search and just hired and just transferred him. >> And we we did the shuff search. Okay. >> I wasn't involved in that one. >> And one of the things I really like about the stakeholder um survey it that K12 does is you can sort it. So you have really great data that's you know this is someone that's that's a um resident without children who who said answered this question this way this is a parent with children um this is whatever and it gives you some really great data into the culture of the district. So, I don't know. You may, that's a good question. If you have the data or you have survey data that's similar to this, you may not need this, but you may decide that you want this. >> So, is it an
045additional cost? Is that No, this is all included. >> Okay. Oh, okay. Just >> So, you were making it sound like you if you already have it, you don't need it. I was just trying to understand. >> Well, the only reason I said that is typically when a district had a previous search, they've gone through all of that, right? So, you know, people people might say, "Why am I being asked this again?" If that's not the case, this is great because we'll uh this this will be original. And so, we'll get a chance to meet with that. So, what we'd like to do then is um have you maybe ask a staff member to work with Christie on a day to to spend here and then um some kind of a community forum. Maybe it's
046at at your library or, you know, some kind of a central gathering place. we get good turnouts in Arizona for these stakeholder sessions. I mean, people really do care about their schools. So, with enough notice, we should get some good participation. And at the end of the day, what really matters here is that you're willing to invite them in, provide that feedback and input, and they're going to appreciate that. And that's going to help with the ownership of the next superintendent who you appoint. >> It's fairly informal. the times we've done it, it's just I just take notes, I ask questions, you know, they kind of raise their hand and you know, we just go around the room and it's very, you know, you gather the themes and just write the executive summary. Is that
047good? Okay. So, board interview questions, I'm skipping uh compensation and search criteria. So, board interview questions, the way we like to do it is this. We like to ask each board member to come up with three four qu three three to four questions that they would like to ask in an interview and at some point between now and you know we'll we'll send reminders but let's say we we want to bring we want those to us a couple of weeks before we come back in and meet with you which would be on the 17th and we'll we'll take your questions and we'll compile them into something that um will be will be will read well. So if there's duplications, we'll do some combining. If you want to write a question about a scenario um and
048if you struggle with that, we got plenty of questions. So, but we really are interested in what you're interested in. And so maybe um you can think about that and by February 1st you get those questions to us and when we come back in on the 17th we'll go over those with you hopefully in close session because that would be proprietary and and uh we can just do a little practicing for your part of the interview. >> Um oh sorry okay um so then you know you're thinking that we would ask around 15ish questions to the candidates. >> Yes. >> Okay. Actually, I will tell you, having done this so many times, 17 is sort of the magical number for an hour and a half. And then the last question is, do they have any
049questions of you? So, that typically will be a five or seven minute interaction that you'll have and they'll have questions and we'll prep you for that too. Um, in terms of the interview questions, so you want three to four per board member and then you'll kind of, you know, read through them. I'm sure there's going to be things that are very similar. You can combine them, you know, write it into a good question and then you're going to bring them back to us and we will have the final say on what questions will be used. >> Okay. So, we can make sure that all of the >> the important issues are there's a question relating to all of the major. Yeah, that's why >> because that was an issue at the last one that there
050were definitely things missing. We didn't get to approve the questions before the interview. Um, and I felt like there were some glaring omissions that we should have asked the candidates. So to make sure that we have final approval of the question >> final approval, they're your questions. >> You know, one of the things that I know some some groups go to a bank of questions It's the same qu this is this these need to be your unique questions by your district. Okay. All right. So if you flip the page um we talked a little about the interview format. So you know depending upon schedules maybe it's something that starts at 1:00 in the afternoon and goes till about seven or eight. We'll work on a roundroin sort of a format. Decide exactly which groups uh
051you want to include. Um and then when we come back on the 16th or the 17 on the 17th, one of the things that we would like to do once you've got those groups populated and a chair identified, we'd like to meet with those chairs and then um they do it the same way. We say to the chairs, reach out to your committee, ask them to come up with a question or two. They only get 45 minutes typically in our model. Um and then uh we we work with the chair on making sure that the questions are legal and don't cross any any boundaries or anything like that. And then um how to collect the data so that the it could be reported to the board. >> Um how many people do you typically like
052>> six to eight? >> Okay. And there's just less than I was thinking. I just think that there are going to be one a lot of people that want to be involved. Um, and so that and so you suggest that as a board we pick all of those people or >> Yeah. So here's here's an easy way to get >> I think we're going to need 10. I think each of us are going to need to pick two. >> Kelly, we can do 10. >> 10 is fine. I mean >> but but we 10. We can do 12. But but the problem the issue is we want to make sure that people that are on the committee feel like their voice is being heard. >> Yeah. So again, with 45 minutes, it makes a little
053tough, but what we can do is um and a lot of boards will do this is let's see who shows up at the community forums because they'll that those are the people that are pretty interested. The other thing we've done um pretty regularly is each board picks two two people that they like to put on there. Um so we can we can do it any way you'd like, but you you reach out and uh get those groups in. You got a little bit of work to do between now and when we come back in on the 17th. >> Can you can you discuss those the groups again? It was like administrators. >> Yeah. So admin is typically a standalone group. Um staff is can you can do one of two ways. You do staff and
054students or you can do certified non-certified to put them in the same group. Um uh community And then you >> 10 is good. >> And so the chair would be responsible for working with the committee to come up with the questions. >> Yeah. >> We can help. >> We help. >> Okay. Ahead of time though. >> Yes. >> Okay. >> Uh the turnaround time is so the 17th to whatever the interview is. So, there's four or five days there. Um, excuse me. Um, they have to move pretty quickly, but once they do, it'll it'll run well. >> But we, the board could work on getting the committees organized ahead of time. >> Yeah. >> Okay. >> And if you know, if you had those committees organized, let's say shortly after the first of the year,
055got your chairs identified, we could have those meetings Zoom, right? >> And put them in position well in advance if they'd like that. Okay. So, if you look at the 17th and the 16th is no longer in play, but the 17th when we come back, that's we're going to present the final our recommended short list. Doesn't mean that that's the only people you're going to talk to, but that's going to be the ones that we vetted. By the way, with every viable candidate, we do an individual interview with them. So, you know, we're not going to leave anything to chance. We want to make sure who they are, they they are who they say they are. Um, we'll uh we'll help you. We'll work you through a process on who you're most interested in interviewing.
056We'll finalize the interview schedule. We'll talk to you about a decision-making process that we use a lot. Well, we'll actually use it when we whittle down to who you're most interested in interviewing. And then we'll work with you a little bit on offering and negotiating a contract. We don't negotiate contracts, but when we have a chance to talk with you about salary parameters, we make sure our candidates know what that salary parameter is so there isn't any surprise with regard to um that. And then um the week of February 23rd when you do the interviews, you know, we've talked about the format. We can do a round robin. Um we always encourage expenses for candidates. A lot of the Arizona districts like it when we reimburse the candidate for expenses and then we appropriately submit
057that bill to you as part of our final bill. Um consultants don't typically attend interviews but we can that's above and beyond the contract. Um it's a nominal amount. Christiey's so close. I mean I would think that you wanted that we could certainly have somebody here for that. Um, and that's about 5050 with the districts we work with in terms of them wanting a consultant as part of the interview process. And then, uh, additional vetting, which isn't going to be, um, anything we have to be concerned with. And then you once you make a decision, we start thinking about that retreat in June or July with the new superintendent to uh, create that framework for success. >> Okay. The only thing that we didn't decide and um I would just suggest that the week of
058January 12th we do stakeholder meetings January 12th from Monday it's a Monday if we can and I can work with whoever you >> that's the board. >> Okay. Is that well is that are those like doesn't involve you guys because the stakeholder meetings would be teachers >> but they want to attend a meeting and we we require administrators to attend. >> So maybe a day that week a different day that okay so who who do I work with? Who's the point person in the district to like do all the scheduling and that to you know once we decide is it Sarah or >> I had an I had an idea. I was thinking about what if we had Ed Slope do it. More of a neutral person. Take it off of Minnie's plate. Um, but
059I'm fine with Minnie doing it, too. Okay. Well, I I can also do January 15th, which is Thursday. You guys are not in session on Fridays, right? So, >> correct. There's no school Fridays. Thursday the 15th would also work. >> The 16th. >> Yeah, I can do it that day >> of January. >> Oh, that might work. It just might be easier to to to be able to, you know, interact with staff easier and, you know, not, you know, >> Sure. >> That makes sense. >> That makes perfect sense. Okay. I'll and then we'll figure out who to that way. Okay. >> You can email me as the point person and then I'll I'll figure out who it needs to go to from there. But yeah, you can you can send it to me first.
060Um, and then I'll work from there. I'm getting good at that. >> All right. So, any other questions about sort of what the service that we're going to provide? We're going to post it once we develop this criteria. We're going to handle all the applications, the recruiting. If you know of somebody that you've come across in your board service that might have the skills to be successful here, we would ask you to send those names to us. We'll follow up on every reference that we get. There will be some inside your district that will send us names. It's just pretty natural. Um, and then we'll uh we'll we'll get ready for that meeting where we do the presentation. and you'll work on interview questions, put those groups together, identify a chair, and then we'll pick
061a day where we'll do a Zoom meeting and do the training for the chair. And so we'll have everything almost ready to go when we come back in with the presentation of candidates. But that's going to be the big work on that day and then go over the interview questions, too. And for your colleagues that aren't here, um hopefully we can you can bring them up to up to speed on Um, the other thing we would like to do is do a one-on-one with each one of you via telephone or Zoom. Uh, we just want to get to know you better. Candidates always ask us questions about the board. Um, and we we can do a much better job when we know you and we sort of know what your interests are. So, if that's
062okay, um, Sarah, we we'll reach out to you, try to, uh, set up some times and we can do those. Christine and I'll divide those up. Just informal conversation, just sort of your, you know, your your thoughts on the search and your thoughts on the district. >> Sounds like a plan. >> Okay. All right. Anything else, Dr. Wilson, on that? Okay. >> All right. So, you've got a piece of paper in front of you. What I'd like you to do now is take a moment or two and List out, let's just say three to five of the most important criteria that you believe the successful candidate must be able to must possess or be able to demonstrate. And here's here's how that reads in a posting. The Liberty School District is seeking a highly qualified
063superintendent that can demonstrate colon and that's what we're looking to build consensus on tonight. So what come what do they need to be able to demonstrate? What do they have? What do they need to possess? Skills, traits, characteristics. What are you looking for? Who gets your job based on your individual perspective? And then we're going to reach consensus. Feel this loose. >> Do your own work. >> I think ready to list out some characteristics. I'm going to write them down. So, so here here's how we'd like to engage this. Give us the first one on your list with no explanation. Just give us the list. We're going to put them up there. We're going to see how common we are. We're going to ultimately do some combining because we want to the posting is going
064to be four to seven max uh bullets. And then um I'll have you explain why you put what you put after we exhaust a list. Okay? So, if there's a uh somebody says something, you've got it on your list, unless you want to add to it to make it stronger, go on to the next one that you Sarah, you want to start? >> Sure. Um, strong leadership. Strong in bold capitalized letters, please. >> It's fine. You don't have to do that. But that is how I have it. >> Strong and bold leadership. Okay, Kelly. >> Clear and respectful communication. >> Thank you, Brian. >> Um, there is uh relationship builder. Back to you, Sarah. Well-versed in school finance. Okay, thank you. Kelly >> clearly understands the role of the board and the role of the
065superintendent. Can't wait till you explain that one to us. >> I like it though. >> Ryan, >> uh I was somebody with experience. >> Experience. >> Correct. You do you want to qualify that experience as >> experience as a super prior experience as superintendent >> basically because you've been without somebody's a lot of work when they show up. >> Oh, sorry. No, no, I mean experience could be anything, right? Could be life experience. Okay, Sarah, >> I'm trying to think about how to say this. Um, I want somebody who can help grow the uh who can create a culture where growth is promoted and encouraged. I know that's a lot of words, but that's good. Okay. Kelly >> um maintains integrity in all decisions and actions. >> Brian. Oh, that's my last one. But transparent.
066Transparent. Okay. Sarah, you got any more? I would like someone who's from a similarssized district at the least. So larger would be fine, but not somebody from a tiny district. >> Okay, Kelly has Okay, I'll go with this one first. Um, clear, fair, and transparent expectations. Done. Okay, Brian passes. Sarah I think this one is kind of aligned with the previous one, but um a positive culture builder like >> Yeah, >> just let's just add that to create a culture where that's why positive culture where growth is encouraged. Okay, that's a good idea. >> Create a positive culture. >> Yeah, >> this is why we revise and edit. >> Kelly >> is a team player and ensures voices in the district feel heard and reflected in district decisions. Okay, Brian passes. Any more, Sarah? I
067mean that should go without saying but is as support staff you know um most supers are former teachers but you know that kind of like has been in the in the trenches and knows what it's like to to be in the front lines. Um, kind of going along with uh what Mr. Senion said about superintendent experience, I'd love for this person to have both like experience in the ED services side and the operational side, like having worked to >> to me experience is a little more important. >> I would tend to agree. I think um you know preferred sure but I don't think it should be um a disqualifying factor if they have the experience necessary. >> Do you have any more Kelly? >> Okay. So let's go through these real quick and put some
068context to it. So let's start with uh strong and bold leadership. What do you what do you mean by that? I think that um going along with what was said about needing someone with experience, you know, we have had a vacancy of leadership um since September for sure. And then, you know, prior to that, we've had all of these changes and multiple superintendents. We need someone who can come in and really take it by the reinss and lead and be that vocal, well seen, well-heard, in front of everyone. Follow me and I will take you on the right path. We're going to get there together kind of leader. Um, you know, some people are quiet leaders and I think that that works fine in some instances. I don't think we need a quiet leader here.
069I think we need the the cheerleader leader um to get us on the right track. >> Good. Good. Clear and respectful communicator. >> I think, you know, we need somebody that is, you know, direct, right? Like this is what I need from you. It kind of I feel like goes along with bold leadership. like clear to me is like direct but not in a rude condescending like I'm better than you because I'm at the top, right? Like we're a team. Like I wanted to be respectful but also I am the leader, right? And this is the direction we're going and I'm going to listen to you and you're all going to play a part. But I really do think it goes along with like but you know I'm the leader of the ship and this
070is the direction you know we're going to work on the direction together but you know, you're going to know what to expect from me, right? Like I'm going to be clear and direct >> relationship builder. >> Yeah, that goes with the staff and the community. Um because we our community is a little diverse. We have some like I don't know if you would call it like suburban area. Um then we have a lot of rural area. So they need to be able to navigate both and and be able to talk to the community. It's all farms down here, but up there it's >> people who normally commute to work. So, they'll be able to do both. And along with having a different community, our teachers come from the different communities, so they need to be
071able to communicate with them also. >> Actually thought I was in Nebraska when I pulled in over there. >> Yeah. Um, voices are heard and reflected in decisions for the district. Um I think you know I'm gonna say for the last 18 months to two years that a large majority of the community does not feel like their voices are heard. Um and I' I'd go to say staff too. And if you look at our climate surveys from the last two years that's what you're going to hear. I I don't think they feel heard. I don't think they feel valued that their input matters. And I think in order to build this community, build the trust, that person has to make people feel heard, right? And not just heard, but that, you know, their input means
072something and they're going to see it reflected. >> Good. >> Finance. Um, well, we currently and have not had an executive uh director of finance since last February, I believe. Um, and so we've had one person sort of running all of the things and it's a huge task and last year we were going to be over budget if we didn't make some serious cuts in the spring. So, we had to, you know, make have hard decisions where we had to make cuts and pull back things and um were tight this year, too. We're kind of in that same thing. So, we need someone who really knows the finance part of it, too, and has a good handle on that to help, especially since we don't have I mean, it would be fabulous. And hopefully we
073have one by the time the new superintendent starts, but we we don't currently have anybody in charge. >> But you have a you have a position open. >> We have a position open. We Yes. But that the executive director of f of um business services overseeing finance is currently vacant. So >> and has been. >> Okay. Um totally understand that. Clearly understands the role. That's the one I've been waiting. Um I think that um that there the governing board certain governing board members have overstepped into the running into the role of the superintendent and I think that that has created a lot of turmoil in this district and I think it's very important for the superintendent to clearly understand that role. um that they are the superintendent and the board should not be involved in
074the day-to-day operations that we, you know, are governance team, right? That the board only acts as one and we only do that in a public meeting and that you know giving direction behind the scenes that that needs to be a boundary and the superintendent needs to be comfortable to set that boundary and ensure that boundary remains. Um, >> got to editorialize on that one just a little bit because I think most superintendent candidates and superintendents understand that the problem in some districts is what happens when members of the trustees don't follow that. Right. >> Right. >> And so many many times the superintendent is in a position to correct that behavior. That has to be self-corrected by the board. And we do that through governing principles, right? Operating principles. But it sounds like um you
075want somebody that's pretty that's not afraid to say you're getting into my area here and that's not good for the system. So I I understand that >> and I think it again goes back to strong and bold leadership that they have the confidence, right? And the ability to be like, hey, this is a boundary, right? and and because I really think has interfered in, you know, with the running of the district. >> Oh, there's no question. I mean, that's you look at the vacancies across the country and you can 80% of them are because there is some adverse board behavior and that makes it very difficult. If they're a good superintendent, they're going to go someplace where that isn't the case. Right. So, >> um that's good. I appreciate you sharing that. Great. um >>
076superintendent experience, actual superintendent experience. >> Yeah, I think so. And it kind of goes along what Miss Dur was saying. We have a lot of vacancies right now and a lot of issues in the past. So, whoever is going to take this position is going to have a lot of catching up to do um and hitting the ground running. And so, I just want them to have some experience to fall back on so they're not trying to learn it on the go. >> Um one question I did have though is when you said operational and educational, what do you mean by operational? Because to me that means something totally different. I don't want to like exclude somebody cuz So what do you mean by operations though? So, you know, in my mind, I'm thinking somebody,
077you know, on the ed services side, like teacher, principal, like had some type of experience curriculum, that kind of thing. And then some side of the operational side, like HR, finance, um, maintenance, like because I feel like those are two very, you know, different avenues. And so, can they see how those things, you know, are all necessary to like on a district. >> Would that be like in something you would exclude somebody or preferred? No, >> I think it might be a preferred. >> Yeah, preferred 100%. And you know what I was thinking? Um, you know, I think I'd love to have somebody with superintendent experience, but I'm not, you know, I didn't know if we would be able to find somebody, um, that had that. Um, but for me, I wanted them to at
078least have to have been an assistant superintendent. Okay, >> that makes sense. >> Um, >> so we can make it preferred as >> Yeah. And I'm okay like if if the consensus is we want that, that's totally fine. Um, >> so principles and assistant superintendents and districts where superintendents do a good job. They will come with those experiences, right? So, they don't they actually haven't been a superintendent, but they work with boards, they make decisions, you know, they've got they understand transportation, special education, all those things that matter. Um, sitting superintendent, of course, they have to do it all. So, I understand your point about the experience part of that. And let me just say, you know, even though you want to maybe have somebody from a district your size, you might find that there
079are um folks that are directors or executive directors or whatever the title, but they come from a little larger district and they have, to Kelly's point, experience in operations or um maybe even ed services or um what have you and they're looking to advance and go to a smaller district and become a superintendent. So, you know, we just want to make sure that we don't, to Brian's point, exclude anyone by having required on it, but it's important to say, you know, we want to prefer um that they, you know, have some experiences in all of these areas, including, you know, maybe a school administrator or something like that so that they they're well-rounded to come in and help in area in the areas that are that are needed here. I I think one thing one
080reason also goes back to like understanding the the the boundary between superintendent and board roles. I think it would be kind of hard for somebody who's never been in that superintendent spot and dealt with boards before. Very valid. >> It is very >> well and you know again I I would tell you part of our work with you is whoever you do hire will do our level best to try to coach them but it can't be an impossible situation because if it's an impossible situation you know people are not going to be willing to take that chance. >> So um okay good I that defines it uh culture uh where growth is encouraged. Uh, that one was me again. Um, so I this one is important to me and it and I'm probably bringing my
081own work into this, but um I think and I just saw this uh post on LinkedIn where it said, you know, people don't leave um jobs where they're happy and respected and can grow. And you know, that hits home to me. So for me, that's what this one is about. People want to be respected at work. They want to know that they're valued at work. They want to know that they have the opportunity for growth. Um, however that may look to them. It's different for everyone. Some people are happy with one thing. Some people, you know, want to go all the way to the top and that's different. But as long as we have a culture built where that is allowed, it is encouraged. we want people to do more and learn more and want
082to do that. Um, and kind of the idea of it being a safe work environment where you're allowed to stretch and maybe fumble a little bit, but that's okay because we learn from those fumbles. But all of that, so you know, like I said, I'm kind of bringing it in from where I come from from work and that's how my environment is. were encouraged and I unfortunately hear from people that that is not how they feel. Um and so that's really something that like the positive culture and culture starts from the top. The superintendent sets the culture for the whole district and it trickles down. So if if the superintendent is positive and encouraging the people right underneath them, then it trickles down to everyone and it reaches our students at the end of the
083day because their teachers are happy and encouraged and growing. So um I feel like the culture has been pretty negative and we need to change that so badly. Okay, >> good. Um integrity I mean, I don't, you know, they they just need to have integrity. And I I feel like it kind of goes back to like the boundary of the board and the superintendent, right? And that we are not allowing one or two people to like make every decision. our drive, you know, that that we have integrity, that we um, you know, are respectful and, you know, >> Yeah, I get it. >> Um, transparent was >> kind of goes into what she just said, too, but it's more like I don't want somebody making I don't say backdoor deals, but working with certain members
084of staff or the board um, and then trying to not share all the information with everybody. That's a really important one. Um, similar size district experience. >> Yeah, that was meaning um I and I um kind of to what your point was earlier that we could get like an executive director from a larger district who may have lots of experience because of the size of the district and what goes along with that. And I completely respect that which is why I would say similar size or larger. I think as we've talked about with a lot of the other things, we know that we've got things that need to be taken care of and, you know, vacancies and um I just think if somebody came in from, you know, a pretty small district, a single school,
085a few hundred students, it would just be completely overwhelming to walk in to to what they're going to need to be able to do when they get here. So, you know, very similar sized and obviously if it's been a larger district, they'd probably be in in a great spec spot, but um we had a couple people who applied for the interim who were from like, you know, a 500 school 500 student district and I was like, you know, that might be we have a school with more than that, you know, so like that's a lot to take on. So that's why I think that's important. >> Could I add? >> Yeah. >> Okay. And you know, kind of when I think about this, like I think about um like your point about having superintendent experience,
086but if they're coming from a one school dis, you know, district, like that's not necessarily the experience that I think we want. And so that would be my concern with saying like only superintendent experience because you have to think when people move um jobs, they're looking for an advancement in some way. And so, you know, usually, you know, you're either going to come from a smaller district, right, trying to get to a bigger district to be a superintendent, or you're going to be an executive director, assistant superintendent in a larger district and come to a smaller one to be a superintendent. And I would tend to feel, I think, more comfortable with a larger district experience, but I hear what Mr. Senion is saying is like, but they don't, you know, they won't have necessarily
087had that board experience. And I that is something that's so important to me personally. So it it feels really hard, you know, to know what is the most important, but obviously it'll kind of depend on the candidates. >> What I what I would say to that is this is all great information. I'm appreciate the clarification. Comes down to leadership. If they have the ability to lead, then you know they can they they can come from a smaller place. They can come from a bigger place, but they got to be able to learn and they have to be able to lead and people have to trust them. If they can't be transparent and trustworthy, they can't lead. >> Okay. Um clear, fair, and transparent expectations. I think anytime you have a new leader that comes in,
088sometimes staff can be apprehensive. Um, you know, what's going to happen? What are they going to want? And so, I want them to have high expectations, but I just want them to be clear. I don't, you know, kind of like a no back room, like no gotcha moment, like just be very clear, be fair, you know, have integrity. All of those things come together. But I I think about our staff and how much they've been through in the last two years. and we're going to bring a new person in again. Um, which we need to do, right? We absolutely do. But, you know, I want them to feel good about it, right? And that person coming in and that they're not going to play gotcha or they're not going to listen to one person and
089say, you know, say negative things like, you know, they're going to come in and have clear, fair expectations and you're going to know what they are. Okay. support staff. >> I think that was mine. Um, but it really, you know, if we really look at this list, a lot of them are very closely related and all tie back together. Um, so again, this one is is kind of the same thing goes along with um the, you know, positive culture, supporting the staff, making sure that our teachers and our staff all feel like you respect them. And at the end of the day, they're happy at work because they know that their job is valued. They're they you know, they don't feel like you think that they're replaceable easily, right? We can just get rid of
090you and put someone else there when we know that that's not true. Our teachers are the reason that everything happens. Um and if they feel like you think they're replaceable, that's that's not a way to work. So, I want, you know, I want a cheerleader. I I want the person in the front who's like, "No, you all are amazing." and and says it. Um, you need to say it. You need to tell people >> and the new at team player. >> Yes. >> Is that you too? Okay. >> So, >> I'd like to take back what she's saying real quick at at that same time, but they need to be able to have that hard honest conversation, >> not just be the cheerleaders. That goes back to the leadership, but >> like the expect, you
091know, >> sorry. Yeah. to that point. Um I say I want a cheerleader, but um I think that when we're talking about a leader and a and somebody who knows how to lead, they're the cheerleader when it's the appropriate moment, but they're also the one who can sit you down and have the hard conversation when that needs to be done, but still support you and lead you forward. Right? You can have a hard conversation and still make a person feel valued at the end of it and you're helping them move forward instead of having a hard conversation and having somebody walk out of the room and feel dejected um and beat down. So, it's just but it's all going back to leadership and knowing how to be a leader and what it means to be
092a good leader. Um that you want to make everyone around you look better and that makes you a better leader. So it yeah, it's all the same thing. I think >> you need somebody that can inspire others to do good. Um okay, look at that list. How can we combine? What sort of goes together? Um I think every one of you mentioned leadership. So let's put a circle around strong and bold leadership. What what else really gives definition to that? I think clear and sorry um clear and respectful communication goes along with that. Um I think um integrity and actions and decisions. Yeah. I think it's easier to say what's not part of it. >> Are you comfortable with strong and bold? >> I mean I I I think that that >> I think that's
093an invitation. >> I mean I think it helps whoever's looking at that and sees that that is what we say. It is very clear that if you're kind of a meek, quiet leader, you probably should not even try. >> That's what I was thinking. Yeah. >> Exactly. So a strong and bold leader that is also an effective communicator with experience um you know with well doumented positive educational leadership experiences. >> The top one >> team player. >> Yeah it's probably in the leadership. >> Okay. What color? >> So, so I see it as, you know, leadership and then you've got the relationship part of leadership and then you've got school finance that's standalone, right? I mean, you don't have any you don't have a director of school finance right now. >> So, I think finance
094is an issue with every district in Arizona, probably the whole country. So, >> all right. So, it's a clear understanding of >> yeah, >> school finance. >> What else is a standalone? I mean, I I I can write a great bullet for leadership based on what you've described. Okay. I I would encourage that we stay away from superintendent experience, but maybe superintendent like experience, meaning high school principal in a or a principal in a district where they've been given the opportunity to do district level work. Same thing with an assistant superintendent or a director. More likely assistant soup or a director. >> I'm not sure I'm going to be okay with that. And that's well and that's that's probably wasn't a good example but talking more about central office people. >> Yeah. >> I think
095it goes back like I prefer superintendent experience but at the same time to come from a 10,000 student district and they're yeah you know >> then it's a little different. I'm thinking I'm thinking of my own experience like the the district I taught in which was like a 25,000 student district that had five assistant superintendents. You know, they had a wealth of experience. And I think if somebody like that came, we'd be like, "Oh, yeah. I mean, you've you've done all the things in um but if it was right an an executive director from a thousand student district, that's probably not enough experience." But yeah, so I think superintendent preferred. Um, but I like the superintendent like because that kind of gives a bit of an opening. Um, while still letting them know that, you
096know, we're probably looking for more than a principal who's trying to move up. But yeah. >> Okay, I can write that. I like that. If you do, >> you repeat what you said earlier. Do you have it? >> Yeah. So, experience as a superintendent or um see on experience as a superintendent preferred or related educational leader experiences in a similar district >> similar or larger. >> Okay, we'll make that one. >> I don't Can you read that last part again? >> Yeah. And by the way, I'm going to work on these on the plane tomorrow. >> Um I'll send them to you and you get a chance to word smith them out. Okay. Okay. >> I'm just want to capture the essence of we want to capture the essence of what you're talking about. >>
097Um experiences a superintendent preferred >> or related educational leader experiences in a similar district >> or larger. I think it should just be or larger because if they're the same size, I think we just say we kind of want somebody with the superintendent, but if it's larger, then we're willing to take a like experience. Correct. >> You don't want to read out too many. >> Yeah. Because if if somebody had let's say you know five years of ED service you know assistant soup and then they moved over to the operational side for five years in a similar district would do you know what I'm saying? >> I understand we don't want to weed people out but that kind of goes against what we just said five minutes ago that if they came from a larger
098district then we would be okay with them having like experience. So I think it needs to be said larger district in the posting. Oh, I think it should say similar or larger. But I think so I I think the example that Kell Kelly's using is if it was an assistant superintendent in a similar size district who had been an assistant soup for, you know, five to 10 years or something. Um the example with the larger district maybe was more of an executive director position, maybe not a superintendent, maybe hadn't been there quite as long. Um, at least that's how I'm looking at it. Because if you had somebody who's been an assistant soup for a long time and has had a couple different roles maybe, um, even if the district is pretty much the same
099size, they've probably hit all of the things that we're looking for or have experience in all of that. um >> or the >> and I think here's my other here the last thing I'm going to say about that is um I'm a big believer in we hire people because they're experts in what they do and so we hired a search firm because they know how to weed people out based on what we want. So if we let it be open so that they can get more applicants and then they can review through and sort of weed through and find the ones that match us best that would be great. But if we narrow it too much, we might be cutting out. You know what I'm saying? So, like I just don't want to make the
100I don't want to make our posting too narrow. >> I understand what you're >> and just let them let them do the weeding. They know what we want. We've been very clear about what we want. >> I understand what you're saying, but it's still our responsibility to determine the search criteria. the yeah I mean at the end of the day that's why we're doing this exercise right because we want to hear from you and you know we have a good sense um let me work on the the language and what I just need I need some plain time to >> that's fine I might read it tomorrow and Phil like read it differently so >> all right I'll get it I'll get it to you I'll get it by the time I land you a
101copy I want Chrissy put her eyes on it first how about this on the leadership one. Strong and bold leadership that can inspire others to grow and develop to their best ability. >> Does that capture >> relationship? >> Well, that's the next one. Um, clear and respectful communicator that will build relationships based on trust and integrity while being transparent. What else is Let's What about a director of finance from a big district? >> Well, I just I Okay, can I respond? I just I'm not sure that I think that like somebody that's coming from a just a director of finance can be a superintendent like that can hand all of the HR like concerns, all the board director of finance has their head in an or else spreadsheet. >> I meant that as a joke.
102I'm sorry. I shouldn't have. Um but but I here's what I would say. Districts of size. I was in Lincoln, Nebraska. So we had 43,000 kids. Every assistant superintendent had skill set to be a superintendent, including the director of finance. And it was because of the way we structured their experiences, right? So they they had an HR function, they had um a board function, they had a community, a legislative, all of those functions. So what we want to not do is limit that, right? Um but they would have to be able to show that they've got that skill set because if they don't have that skill set, I I always joke the accountants that I that I know very well, they don't really have the personality, right, to to be the inspirational superintendent. But what
103if there is somebody out there that does and can do it? So we don't want to close the door on that. >> But we get it. I mean I understand it. >> Um so you want school finance as a standalone, right? I mean that's an essential knowledge of school finance. >> Well, I would say knowledge of Arizona finance because >> and are we limiting it to >> exactly finance? I mean they've got to have background for this position. I mean I this is just my opinion. I would agree with you. I have some sort of background in finance. We don't have a finance director. >> Yeah. >> But I mean, I hope that we find one. You know what I mean? So, I guess to me, like, you know, kind of going back to a
104different point. I feel like this feels a little limiting to me if we say they have to. >> I mean, we hired a search form to to find them. >> Well, maybe preferred Yeah. So >> maybe preferred >> I I I honestly think based on how you describe the finance situation, they they need to come in with knowledge of finance. I don't think it hurts it and and I will tell you this again, every mo most of the people who are serious applicants are going to have >> I would never want to say Arizona only because I think you're going to be pulling in from multiple states. >> True. >> Okay. Um, so we've got transparent, we've got relationship builder, >> um, >> things going down. >> We got communicator. I feel like that was
105kind of like goes with relationship builder. >> I think that kind of goes with the experience in leadership. I don't know how you would write that. Yeah. I I just don't know how you would write that as a a require. I don't know. I'm just asking like you must be able to tell the board. >> That's your boss. >> Yeah. >> I'm not saying it's an easy thing to do. I mean, I'm not. But I just think when I look at our situation over the past two years, that's the number one thing that stands out to me. >> Oh, I agree. I'm just trying to figure out how they would write that as a job posting. >> Right. Do you have integrity in there? >> Um, I do. What about what about a team player
106that ensures that all voices are heard and respected? I think you know we'll be able to get a sense um about the whole experience with board and their relationship with the board um if it's a current superintendent. >> Yeah. I was wondering like if if a current superintendent or has superintendent experience, do you talk to like previous board members as part of your reference checks? We always do >> good and the bad >> and I think we'll just have a really good idea they understand their role or not >> right >> let's talk about this understanding of role and um because I I I do worry that that will be a hard one that that might scare people off >> because we the absolute truth >> it is but we won't have the benefit of
107explaining it to them as they're looking at the job posting. So, with all due respect, I think I'd like to see that as a question during the interview more so than on a poster. Only because I don't want to I don't want people to say, "Oo, that doesn't sound good." Even though it's it's accurate. Okay. All right. Let me play with these. I'll get you um Sarah a copy of them tomorrow and then uh share with your colleagues. Wordsmith them out. Let us know. I want to get it posted by Monday. um whatever the 15th is. Tuesday, is it Monday? Okay. Okay. This is a good exercise for us because we learn quite a bit about what you're looking for and what we need to be able to talk with candidates about. Any other questions
108about the search process or where we go from here? Because we do would like a a close session for just a few minutes to have that I think it's at the beginning that we can right >> so we salary compensation is what we talk about. So, >> um I consulted with our uh board attorney who said we could do it in public because it is a public uh because it's a public record. Um so, unless somebody has a major objection to it, I I I'm fine with it. >> Okay. So, we don't put a number in our postings. we talk about a range um or we talk about regionally competitive. So, um we'll probably like to see a copy of the contract that you've had for your previous superintendents and candidates are going to ask
109us what what it is. So, if we can talk about a range, if you're comfortable with that, that would be helpful for us. And then length of contract we want to talk about as well too because superintendents are um reluctant to take on a position with challenges anything less than at least a two-year contract and you can go more than two and floor is open. >> So I guess I'll just start uh with just the length. I'm okay with two years. I don't know how you guys feel about that. >> I would not want to do more than two years. >> Yeah, I get it. I'm not opposed to a one-year contract either. >> Okay. Well, I'm not I would prefer one year, but I know it's going to be really hard. >> Um I
110understand the idea of the one year, especially with where we've been and not wanting to get locked in. Um, however, I also understand that most people are not going to want to jump in when you're only saying, "Hey, come for a year, but we have a mess for you to clean up. Uh, good luck." And so, I think, you know, I I get that two years at a minimum is probably all we're really going to if we want to attract a good candidate, we're probably going to have to offer two years. Um, I would worry that anything shorter than that, as we've kind of discussed, would be someone jumping ship from somewhere they're not happy with right now just to go somewhere else. And maybe they're here for a year and then they leave to
111go find someplace that'll give them two or three years. Um, I I but I think two is is reasonable. Um, but I wouldn't want to do than two either. So, I think yeah, I think we're kind of along the same lines here. >> Well, that definitely helps us. I mean, and helps us with candidates um because they're seeking stability, too. I mean, this this seems like it's uh a job for a very confident, strong, bold leader that understands that it's not going to be the it's not going to be turnkey easy. um and that as tough decisions get made and you know again we're going to do everything in our power to create this cohesive unit if we can with the superintendent um but that doesn't always work right depending upon you know how people
112approach that that whole work thing but I think a two-year contract at least gives them the ability to say to themselves you know I got two years to prove myself um and then if they work you know do whatever you and uh wrap them up for as long as you can because again we want five years as the ultimate goal for a superintendent and the stuff that you're dealing with now becomes a distant memory right finances get get addressed your stability with staff and if you have a lot of turnover that gets addressed your community trust gets addressed but the one and done and even the two and done just is not good for education and kids and communities so Okay. What about salary compensation? Is that something you're comfortable talking about? >> I mean,
113do you guys have like a range that you would recommend based on our district size, our location, you know, things like that? I mean, I think we all know what we've paid other people, but I'd just be curious your >> We haven't done that homework yet. So, let's let's do this. Let's uh if if Minnie would send a copy of the existing superintendent contract to us for review, we'll do that and then we'll do um Christian I'll do some research on comparable size districts um and see what that range is. >> I mean I think it's fine if we >> Yeah. So we paid the interim superintendent $180,000. >> Okay. >> Um and um The one that was his base, right? >> That was his base. >> The permanent one, >> the last part of
114it, I think initially his was 182 and then it went up like when they changed him from the interim to the permanent. So I want to say it was like 188 was his base. >> Okay. Um, >> yeah, I'm almost positive that 188 was the base on the contract that Dr. Monroe had uh when they moved him from the interim to the permanent. But yeah, that's base and then all of the normal >> things that go along with it, the car stipened and the cell phone and all that kind of stuff was all included as well. >> Plus, you have the performance stipen too, right? >> Yes. >> Which really our model lends itself well to that because we set those first year goals with >> them. Okay, that seems very reasonable. Um, but we'll
115we'll term it regionally or u uh what's the term? I lost it. Um, regionally competitive with similar size districts. So, u but when we have the conversations with them, they're going to ask. >> They'll never ask you, but they'll ask us or they just All right, I think we have what we need. Any other questions that we can answer? >> Is it Oh, sorry. Is just for because my memories. Is there anything that we put off that we need to go over be before this gets posted? Cuz I feel like we talked about a couple things. Um, go through my notes. Let's make sure I'm not missing anything. I mean, do you need us to approve the profile because we have it for later in the agenda, but if you know, we're not able to
116see it. How do you want us to handle that? >> Um, okay. So, you put it you put it on the agenda for Well, >> we don't have to. It's >> here's what you can do. you can direct us to submit a draft of the posting of of the profile position profile. Um the home office it's going to take them a day or two to put the entire package together. So I mean you can just approve I mean if you feel like you have to approve something you can just approve that um that we get a draft to you as soon as possible for your review. How did we um how did we handle it last time? Wasn't it last time that it was we gave direction and then wasn't the motion something about giving
117the board president the ability to approve it or something along those lines. Um or you know so then >> can you do you remember when that was? Do you have the minutes? If not, I'm sorry. I I think you I think you got it covered in your agenda item. >> Yeah, >> we we do have it on We did put it on the agenda just >> um in case we needed it. >> Yeah. Yeah. >> Um >> but because we don't have because there's not a draft yet. We're just trying to figure out how to, you know, >> you you'll get the complete draft next week >> before the poster. >> Sorry, what was that? Like I I almost feel like we have to wait until that's in front of us to vote on it.
118>> I I I kind of agree. I mean, that's, you know, was my kind of concern is And so we may just need to have like a Zoom, you know, meeting next week once you provided the draft. So you're what we need what I need we need you to do is look at the search criteria tomorrow and then get it back to me. We'll give the search criteria with the dates to the home office. The point of contact information that we need about board members, size of district, anything in that you want that describes your district goes into the actual posting. Um and that can all be done pretty quickly, a day or two. So, we can do this step one criteria, step two, um, point of contact information. You've got somebody working on that
119now. If we can get that tomorrow, Monday, then we can get you the posting probably Tuesday and Wednesday, and we're right on schedule. >> There's not a whole lot to approve because you've approved. I'm not sure what you're going to wait to approve. All you're going to see is what Steve just described unless you are looking to approve following what you're wanting to approve because you're tonight approving the work that we're going to be doing >> process and timeline. >> So I think what you might be thinking is like oh we're going to see like a brochure or like a pamp or something really fancy but it's really not. It's just a timeline. So >> the criteria that we just established tonight >> as directed >> exactly you have a motion in front of you.
120>> Minnie was prepared. >> Um can I just go back? I'm just looking at like my notes. um in the application are is there going to be kind of a written yes portion? Okay. >> But it's not it's it's basically this and we can do it any way you want. We no longer ask them to kill themselves off by answering seven questions. Right. So, it's one universal question typically based on your skills and experiences and the position profile for Liberty. What makes you a good fit for this position or why are you the best candidate or why are you interested? We'll word it something like that. And we limit them to like three to 500 words. So, you'll get to read that response just like we will. >> Yeah. >> But then on the video
121interviews, if you have a certain question you want us to ask, you know, do that. But we're going to pull it off of Christie does the stakeholder feedback. We're going to have a pretty good sense of the culture and we're going to create some questions based on what we heard there. >> Okay. Yeah. I just found um when we did the interimm search that being able to kind of read their writing and just it was just one question also was I found personally very helpful. >> Are you an English teacher at NHS? >> Uh social studies. Any other any other questions? We're excited to get rolling on this and sorry about the confusion on the agenda item, but um we'll uh >> that's not a confusion on your part. I think that's more we were
122prepared. We're all we're all set. >> Um we're just making sure we have all of our eyes dotted and tees crossed so that uh make sure >> nothing can come back back at us. when when I send you the criteria tomorrow, I'll just do a a quick rehash of everything we need for the posting so that you all know, right? But big thing is start thinking about interview questions that you want to ask. I want them we want them to be yours and then um anything comes up from time from now, feel free to contact either one of us through ourselves. You got my contact info. >> Share it with other colleagues if you'd like. >> Okay. >> We would like to maybe see if we can schedule 30 minute one-on- ones with each board
123member. um probably getting close to the holidays here, so it might have to be next week if we can and uh we'll build that around your schedule. >> Okay, Minnie, is that something you could send out an email to all the board members? Just >> we send you some dates and times >> then if you would just schedule those, that'd be great. And again, 30 minutes and uh we'd really like to do that with each one of the board members, too. That would be great. Yeah. And I can um share uh I can share your contact information with the the whole board. You're good with that? Okay. Um and then again, you can I can be your point of contact in general. >> Okay. >> But >> you're very responsive >> even when you're at
124tournaments and Thank you. I know. You really are. >> We we we chatted when I was in Utah. That's what we do. Okay. Well, we're going to make this as positive a process as we can and we're going to put uh our best foot forward and so we uh we're just excited to get rolling and we got a little quite a bit of work to do between now and whenever we uh once the posting is out between now and when we come back. But that'll be a good meeting. >> Perfect. Okay, >> sounds great. All right, we can adjourn the work study session at 7:19. Heat. Heat. N. Heat. Heat. Hey, I call the special board meeting to order. It is 7:24 p.m. on Thursday, December 11th, 2025. We are at the Jerry Roie District
125Office. We have three board members present. Um, board member Zimmerman, board member Sarinion, and myself, board member Schmidt, sorry. The first item on the agenda is 3.2, approval of special meeting agenda. >> I motion to approve the special meeting agenda form consistent with board policy 1-302 and temporarily suspend governing board policy with which this agenda may be inconsistent. >> Second. >> All right, we have a motion and a second. We can take a vote. Uh, board member Zimmerman >> I. >> Board member Sion >> I'm also an I. We'll show that pass three to zero. Um, item 4.1, approval of consent agenda. >> I make a motion to approve the consent agenda. >> Second. >> Right. We have a motion and a second to approve the consent agenda. We'll take a vote. Um, board member
126Zimmerman. >> I. >> Board member Sarion. >> I'm also an I. That will pass 30. We will move on to item 5.1. Discussion approval of permanent superintendent search next steps and process. Um would anybody like to make a motion? Motion to approve McFerson McFersonson and Jacobson to proceed with the Liberty Elementary School District permanent superintendent search as discussed in the work study session. Second, I was just gonna say, can we have a discussion real quick? Um, just do we want to add like that you are the point of contact? >> Um, discussed. >> Yeah. Okay. It's all covered. All right. So, we have a motion and a second. Uh, we'll take a vote. Board member Zimmerman. >> I. >> Board member Sarion. >> I'm also an I. We will show that pass 30. All right.
127Item 6.1. Board member comments on agenda topics and items for future consideration. Does anybody have anything they would like to add? Uh I actually have one thing um in for the this is very specific for the March meeting. Can we have a note um to have a presentation by the purple star uh for blue um sorry for Loretta Zumbra's signature program? I have an email I will forward you about that that March works but I wanted to get it down as well. Um otherwise no one else. All right we can move on. upcoming board meetings. Um 7.1, we have Monday, January 12th as a regular board meeting. Monday, January 26th is currently scheduled as a special board meeting and optional if we need it. Um Monday, February 9th is a special board meeting and a
128regular board meeting. And then Monday, February 23rd, um we have a special board meeting. We also have Tuesday, February 17th. now scheduled as a special meeting to meet with McFersonson and Jacobson and discuss the superintendent candidates. All right, then. Um, it we can move on to 8.1 and adjourn the special meeting at 7:28 p.m.