001Everyone tell us now it's you're out. >> All right. Good afternoon. I'd like to call to order the November 5th, 2025 special meeting of the York County School Board. We received 972 responses to the superintendent survey which highlights the importance of gaining input from staff, families, and community members. We thank you for your valuable input of which we will be going over today. So, first discussion we're going to have is to establish um the superintendent candidate qualifications. Um the BSB compiled all the data for the survey and we each have the summary in front of us. So, we can begin at that. So, looks like most of our responses came from parents. >> Is this available to public to see as well? >> It's posted. Excuse me. >> This is just for us to discuss
002now that we have the survey information >> and I'm assuming each one of you probably have your own ideas of importance and like what you would like to see. like this weighted average number like what exactly does that >> like on responses one to three like top three choice like order like they have to respond back >> it starts on page seven you see the weighted averages average. I was kind of trying to figure out is it like all three of them combined together like [clears throat] >> see which is the more important factor >> because we have like what's number one that's high but like >> oh yeah >> I know in education weighted averages or you know calculus gets a higher weight than standard math >> kind of thing when you're doing your
003GPA Just like in this instance, like I'm not >> clear on it what exactly it is. >> Yeah. Is there a way to call VSBA the reps and ask them? >> I don't know that they were weighted, but it it certainly ranks them. >> Yeah, I didn't I didn't even look at weighted [clears throat] average when I >> identify. What did the community say >> like the top three >> like for example on page four experience as a principal was top for everybody that respond >> earned a doctorate already >> right >> residency experience central office in Virginia that >> the survey when you do a little average an example is People rate a product on a five star scale. Two people give it four stars. So your weighted average is a 12. Three times
004four. Four people give it three stars. Weed average four time three is 12. So you're getting the average >> and some kind of an average but not >> what average was. So it's whatever ranked higher >> basically. >> So this would have organized and efficient was the highest they ran. See there's a lot of people. >> [snorts] >> Do we have a standard number that we're supposed to pick for these qualification? You know, are we we [clears throat] supposed to put together five or six or >> Oh, no. It's it's whatever the board wants. >> I'm fairly good with the three to five of what um what [clears throat] our respondents picked. They might not be in the exact same order, but I'm um I'm pretty consistent with what um what the community wanted. >>
005It's interesting. I took I actually took the surveys. I don't know if anybody else did, but as well >> my um my responses kind of lined up with >> community responses, too. >> Um you know, I I don't think Well, it's not impossible. I really don't think you can garner the respect aspect of people unless they know you've kind of walked in their shoes. Meaning you have experience as a principal. You have experience perhaps as a teacher and usually you have a teacher to become a principal. Um and then to fulfill the role of a you know superintendent obviously you might have to have some level of um experience working with others in that capacity of like central office but I think to earn that level of respect um because how do people know you
006really know and identify with what I think >> having respectful on there that would show up in the recommendations as well was the SBA saying that they were vetting the recommendations and not just the recommendations that they put in, wasn't it, that they were also they would follow up to find out what their relationship was from their previous experience. >> So, we are we're taking I'm just saying that like for me when I look at experience which is you know parents obviously that came out very strong for many people >> why that's so important and why It should be something that we tell the SBA, hey, we want this in a candidate. And their job when we give them all this is to find us those type of candidates, not bring us something totally antithetical
007to what we asked for. >> So I ran a report to the CHP kind of to get summary. >> I'm sorry, what? I I say I ran the report for the chat GPT kind of to get a summary of everything that's going on. Uh and basically like with the parents and school teachers being the majority of the responses. So parents [snorts] being 63%. Um this is kind of like know what desired qualifications listed as a top five. So experience as a principal it's uh 60% of marked as required. uh superintendent was a strongly preferred about 60% but they didn't make it required but just strongly preferred doctor degree was mixed views uh which 46% required so I think on average that's pretty high it's not over half but I think it's on a higher scale
008>> uh residents in York County people felt like it's not required but would be preferred if they would stay and then teaching background uh just you know, higher education like principal that's >> something >> and in those folders I just handed out there are this the law policies so about halfway through the pack is HBAC20-390-10 division super qualifications that are listed by law and then policy follows >> what is the number again 20390-10 So it's about halfway through all the different laws that are applicable starting with the constitution all the way down. >> Yeah. >> I mean I think like stuff that we're discussing that's pretty what's expected in a normal matter. I don't see anything in violation of that constitutional law. It's like right after this. I'm making a note here as you said
009that about some of the top. Yeah, like qualifications I think at uh principal >> I agree with that that experience it's very important uh for me I think uh as far as the >> teaching experience >> I mean I don't have that experience I don't with you guys what do you think umentary yeah I mean become a principal you can't not be a teacher at one point right >> most places that I know of you would be a teacher before you would become a principal Right. >> So I mean I I I really >> that sounds like is it like elementary school or the primary school? >> What's the way I'm looking at it is that um that I think we need to have someone with elementary school experience because that is going to be
010one of the key uh focuses over the next 10 years of trying to staff because they're one of the the key [clears throat] levels that aren't >> I would that would make it >> aren't being filled. I definitely preferred. >> Yeah. And I don't know that you can say specifically elementary, but teacher >> that was one of one of the questions. >> Yeah, they did break it down. >> I know. I know. I did preferred on two of them, but I did >> I know that, but I mean I'm I'm thinking when you get the candidates in >> um to say it's preferred and you have none of the candidates that have elementary. >> Okay. >> I could go with preferred then because then >> I don't want I don't want any leave anyone out
011for that. >> Yeah. And it's it's the same thing with um well I understand principal um if you put principal slash CEO you know I know that's down further but um so that we don't close out anyone you know who has lead you know military leadership corporate leadership that type of thing that if we open it up and they they have been teaching within their their corporation with how the the state requires it for that exemption. >> I would disagree and here's why I would disagree with that. >> Um while I said you don't necessarily have to, I think that not having that experience as being >> a principal in education. That's very different from being a CEO. >> It's different. It's not you can't it's not oneonone. I mean here you're in charge of
012a a business. We're not a business. There may be business like model running certain ways in the department. >> That's I guess I'm looking at it from that standpoint. The the majority of work with a superintendent um from what it it seems like from what I've seen um is you're you're dealing with the budgets and the buildings and all of that that a CEO of a corporation handles. that compassion with the teachers, that connection with the teacher. >> Yeah. And even look at it, you know, from a teacher standpoint, if you know, once again, this is, you know, personal experience, >> the it's the superintendent's job to hire people who have that background as, you know, whether you call it the cabinet or, you know, the [clears throat] executive >> superintendent of the corporation. So
013like I wouldn't shut the door to it, but saying like know that that disqualifies and I will keep it open. And if they want to apply, they'll go through the same process everybody else. It's not going to be one over the other. Like it's going to be, >> you know, what they bring it to us, what they how they going to fight for our children for their success for our teachers. So that's what I'm more concerned. But like if that's their background, like know we definitely >> if they want to apply, I would be okay with that. >> Like you know, then just like go through the whole process. >> I' I'd like them to not be thrown out. >> Yeah. >> You know, so that we can see. >> I don't imagine you are
014you putting this together for >> Yeah. I'm wring I'm writing this down. >> I'm just saying somebody put [laughter] we can submit it to BSB. >> That's my job. I'm writing this down. >> I'm somebody with proven track record as CEO. It's a lot. >> All right. If you want to do a principal or CEO and see what you get that >> All right. Uh doctorate degree. >> All right. Should we just go through this list? >> I'm sorry. What? >> Should we just go through this list? >> What list are you talking about? the the superintendent criteria survey. >> The survey the BSBA. >> Oh, >> I mean we could go right down the line. >> Yeah. I'm just making the notes as you guys bring up the top Oh, >> so sure. >>
015I kind of got like top five. >> I think the top five is really what we need from the survey instead of going over the whole thing maybe. >> All right. >> Unless you come up with something after he does the top five come up with something else. We can add >> those top five sir. That's the like from the >> survey from the community it's experience as a principal >> superintendent to be strongly preferred doctor agreed kind of like mixed view but like know strongly preferred uh almost required uh residence is your kids it's kind of like you know yes or no uh it's halfway and then teaching background especially higher uh high high school level really more valuable than other >> I think as far as the residency we need to make a
016decision because that may affect I would prefer them be a res >> and that may affect somebody that applies to go well I'm not going to apply if I have to be a resident or if I'm not going to be res. So you're looking at putting it preferred as >> preferred for the res. >> Yeah. Within a time period >> preferred because if if you if you say must be that like you said >> then they have to relocate and the thing is like you know with the relocation we we provide a relocation package regardless. >> Right. So what it is like if somebody is hired from out of the area right >> moving in here >> we have to pay them in but they would have an option like do I mean >> if
017I was that person applying I would look to live within a school district. >> Well maybe actually instead of preferred we really should must must live eventually in the in the district. >> I think you say preferred >> within a year time limit. >> Yeah within a year. Or you could look at um because when you look at the the way the lines are drawn, James City, Williamsburg, York County, they kind of weave in and out. >> You might want to look at a region as well. That's an option. >> Yeah. Because what if what if somebody lives right over the line and >> so county? What are you going to do? >> Yeah. You know, you can say cuz like Newport News, Hampton, those are more direct straight lines. Whereas when you get up
018towards where is >> those lines cross each other. >> So you could say, you know, district, couldn't you? >> Well, the district is really >> I think we can put it. It's a required but negotiable kind of. >> Yeah, you could even put, you know, >> be part of negotiation that we can do like that. I could identify like the bullseye with so many within so many miles of the schoolboard office. >> See, I' I'd rather have them have skin in the game. Yeah. >> They got kids. I'd like them to be in our school division. >> Yeah, that's true. >> You know, >> and paying the taxes so they understand. >> Well, and the thing is if if it's a someone in Williamsburg, James City County, I mean, they're going to have to go
019to their kids stuff there, [clears throat] >> right? >> You're assuming they have kids. >> Yeah. Well, yeah. I'm hoping that we can [laughter] >> you're may not have kids or kids. Okay, >> let's just make it required. >> You'll make it required. >> Like Mark was saying, skin game, it's like really it's important. >> I'm good with our community. And >> how about required and with a time limit of within >> a year? A year, a year and a 18 months or something. Just knowing >> so they can they can try us out and we can try them out. Yeah. And >> certainly we would be reasonable if 18 months went by and their houses on the market and didn't sell or whatever. I mean, >> yeah, we of course not. >> We would
020certainly not kick them to the curb because of that. >> Yeah. Do whatever we could to work with them. >> All right. So, resident of your county. So, that person would know that they'd have to move. >> Move. Yes. >> Yeah. Within within 18 months. >> Yeah. >> Is that within 18 months of hire or with 18 months of offer? >> I'd say hire. Yeah. Yeah. Yeah. >> Okay, >> that makes sense. >> Yeah, that's good. 18. >> And then that way you know that the person is willing to transfer, >> relocate, however. >> So then that's why something you want to think about are the moving and relocation expenses. Um, I know in the past when I look back on what was done, um, there was moving expenses provided and relocation expenses for six
021months, a certain amount per month >> for the apartment, right? Like that time limit, >> that's something we're going to have to do anyway. >> Yeah, I would do it for six months. If it's takes longer than that then that would >> do we have a location company that we coordinate with stuff or >> we should up to the candidate head. We I think we do have to have a time limit on it that's >> not open-ended and oh yeah it' be six months is tight so that doesn't happen what has happened in the past where someone says well I don't like what's available >> you know I want to extend it another year I was like no you can't keep extending >> I would do [laughter] the the relocation for six months but give
022them 18 months to to purchase or find it mean >> they don't do it then I mean it gives them the incentive to do it sooner certainly And they probably can, >> right? >> Um, >> I don't think the housing market honest with you is like >> No, it's not. >> I don't think even in a corporate world you get that allowance to pay for living expenses like you know the housing when you get a job. >> No. >> It's like you're on salary. >> Yeah. Mhm. you get your pay, you know, it's like we can provide you maybe like, you know, temporary like a month, you know, I don't know. I've seen that the military limits how long >> it's negotiable like whenever they come back, but we we should have, you know, a
023certain amount of money set aside for the relocation and then how you want to use it. >> Yeah. that well it might be you know you decide because that would be something you negotiate with the person you want to offer to and it might be are they out of state or instate you look at those different >> well yeah it's going to depend where they're coming from >> so I think at this point we just we will offer relocation package that's the main thing how much is determined >> really >> more to come later >> was that all the five you had the top >> I missed um >> yeah that's the five top that came out of the survey That's right. I was good with all that. >> Experience as a principal. >> Experience
024superintendent >> principal/ CEO. >> I have that. Okay. Doctorate degree strong preferred. Is that how we said? Strong. >> Doctorate degree. >> Residency and then teaching background. >> Resident of New York County. Preferred teaching experience. Yeah, >> I would say preferred. Yeah, >> um there's one missing. Which one did I miss? >> I don't think you said >> it's experience as a principal. >> Superintendent. a former superintendent. >> Yes. >> And that was strongly preferred. >> Do you want to put either you could also add superintendent or assistant superintendent? Some divisions have assistant. We don't, but some do. >> Yeah, that would be good. >> And I would say put it as preferred because >> it says like, you know, central office experience if that makes sense. >> That's Yeah. Well, that that means >>
025I don't use that term, but that's >> that's executive level, you know, that's like a cabinet. >> Yeah. Cabinet level experience. I think that's probably the word of the world. >> Yeah. Executive SLC cabinet. >> All right. So, >> you're writing those down, too, Melanie. So, well, at least it's recorded [laughter] >> on the TV. We can watch it all. >> I know we can go back, but I just want to make sure from my >> Yeah, I was I was saying that uh doctors prefer preferred, but if they're working towards it, like I'm thinking of of candy back a year ago. Well, if we said preferred, I mean that would be something we would consider >> experience as a superintendent or Yeah, I said that was preferred. >> Um, I would like to have
026teaching experience definitely. >> Yes. >> And then uh principal experience. >> Yes. >> Okay. >> And if I have my brothers, I'd like to see someone that had special ed uh experience. That one that >> well that's part of >> you can ask for the unicorn hopefully. >> Yeah, exactly. >> We'll know that as we're doing >> but I think that you >> I think teaching experience and then like know if they have the special lab that bonus >> you know teaching preferred or >> teaching I would say I mean >> I think if you really wanted her to connect with your teachers it's important for them to know hey I've been where you are. >> Yeah. I think that's an important thing. >> Okay. >> Now, can that be teaching, you know, since we're
027opening it up to CEOs, is that also teaching, you know, at the corporate level >> type thing. So, knowing how to teach, how to put things together? >> Well, if they're going to apply, teacher, teacher, something like, you know, you submit it and we look at it. So, what kind of teaching experience >> you need to have ability to teach, right? >> You have to have ability to teach. >> Okay. So those are the five and that's nice because it really kind of aligns >> I think that what we're looking for >> um >> I mean we are community too so but our responses align a lot with this. >> Yeah that that's in line with kind of what I thought. So it's nice to see that everybody sort of >> especially since it's a
028cross-section of the county >> right you know. >> Yeah. Um salaries next. >> Yes. Okay. So, >> so we only doing the qualifications, right? That's the only >> No, we're going to discuss the next part is discussing the salary >> and the salary. But as far as like what we're looking at in >> No, the the back here the the survey >> because they were having like you know from the leadersh management priorities and all that. We're not going to talk about all those things. >> No, I think that will come more. We need to give them something to start with. That's why I'm >> as we interview those, you know, if you read all the comments, >> there's some comments that really jump out >> want to don't want >> and I think that
029really needs to guide us >> in finding that person, but that will come from those interviews. >> Well, I'll share all this that I'm having with you guys. I'm going to email you. >> Okay. Oh, that would be great. You may still want to look at the page six that has this leadership management skills because those are kind of like fications as well. >> Yeah, that's what I'm having like uh >> yeah, >> I got top five out of those two. >> Oh yeah. >> So number one is that's like the top choice and it's decisive leader. Yep. >> Mhm. >> Then team player, >> visionary, creative thinker, [laughter] >> motivator and organized. >> And then the last one is analytical and data driven. >> Really? >> Yeah. >> That's a I had I had
030visionary, decisive leader, and a team player comfortable with sheer decision making. all those >> I do think that the person needs because of kind of the culture we've created here is somebody who is not going to be sitting behind the desk and it's going to be out they need to be out >> and about you know that's >> that's a really important >> that comes in the next one the personal characteristics >> yeah [laughter] that was a big one for me >> I saw another division that recently I say recently several years ago hired a superintendent and all he did was stay in the Wow. >> People don't want that. They don't want they don't want somebody they don't they want to see this person because if they see you, >> it tells them, "Hey,
031you you're here." >> And you have your thumb on the pulse. >> You have your Yeah. Well, and that that should come out too with the information from their recommendations. You know, if they've been a principal or a CEO, are they just sitting back in their office? Because as a teacher, I've met some principles who I had one one time that the kids the end of the year it was May and one of my students went who's the dude in the suit [laughter] >> never came out I was like that's your principal never came out of the office things like that and >> so it's it's important at that level. >> Do we by any chance have qualification letter from the last source? I know I had in the packet but I forgot my folder.
032What were you saying? >> The one that we posted a job qualifications from last superintendent search. >> Oh, that one >> there. There is a Do you guys have it by the chance? Anybody? >> Um I don't >> It would have been in that big >> in that big the first >> I have it here. Let me see if I can pull it out >> because that's what they're looking for from us at this point. Yes. So, do we need to fill in the qualifications and other stuff that we're talking about? >> I just need to see where >> it is. >> Should be in the front. I think they >> finding a different story. >> This is the guidelines from the board of education. >> Okay, hold on. These are This is historical data.
033Let's see if it's historical data. There should be in there. It's like an app. >> Okay, here we go. Superintendent criteria survey. >> What you were just >> That was a survey. Is a letter that >> There's a letter. Yeah, there's a letter that >> the letter was right. I >> think it was from the chair, wasn't it? >> The letter. Are you talking about the letter? I guess. >> Yeah. Your county school board announced the superintendent. >> That That's the one. Yes. >> Is that the one? Yeah. >> And what were you asking for? It's like know there is a qualifications like know what >> there was like a list. >> It's on the bottom kind of like an inescription >> not on this letter. >> Oh, here we go. It's the neck. It's
034behind it. It's a different one. >> Your county school board establishes superintendent qualifications. >> Yes. So, um what they had was successful record of expertise in instruction, curriculum, education, technology, and school reform. Um, extensive knowledge of budget and finance with lobbying experience at local, state, and federal levels. Proven leadership to include team building, management, facilitation, motivation, organization, and strong decision-making skills. Demonstrated ability to communicate, engage, and unify divisionwide constituencies, including staff, family, community. A visionary who believes every student has value and the ability to learn. and a leader who possesses a passion to advocate on behalf of all students. Preferred experience as a superintendent. Required experience as classroom teacher, principal, assistant principal or and assistant superintendent or equivalent central office administrator. >> Okay. >> And preferred doctorate in Virginia experience. >> I like Virginia experience
035myself. But >> I mean laugh well but that wasn't even >> he had the teacher. >> Well he did that's right Ches Peak. Yeah >> he thought >> Yeah. He was he was special ed. >> I mean a lot of that was what we just covered. It was >> Yeah. We just rewriting of the survey just a little bit more. >> I do like the the line you know listing the budget and understanding. >> I like all those. The first one I'm wasn't a big fan of technology and all that stuff. Yeah, that's fast. >> Um, >> we'll read the first one again. >> The first one I don't know. We have >> access successful record of expertise in instruction, curriculum, ed, technology, and school reform. >> So, >> yeah, >> I could I could
036go with that. I mean, especially in today's climate. >> Yeah, you could go with that. It is important. say we could we could >> I say it is preferred >> reference that those um those bullets and then make sure we cover all the ones we covered. >> Yeah. >> Do that. >> Um >> they have a little bit more details than >> right we would have more detail when she rewrites it up. I'm sure anyway. But [clears throat] >> who was board chair back then? >> Mark Medford. Medford. >> Yeah. Okay. Good. Good job Mark. >> Melanie probably did it. >> Yeah. Really? [laughter] We can't give them credit. >> We give we we come up with the ideas, right? >> Um [clears throat] but yeah, no, they had the experience as a superintendent. >>
037They had that one. >> Yeah. >> Um doctorate >> Virginia experience we didn't have on here, but you make a good point about having Virginia experience. >> I think it's okay. I just want to make sure it doesn't lock out someone. >> We can say preferred. >> Preferred. >> We say preferred. Just preferred. deferred deferred >> because it would be nice to have someone that's dealt with the VDOE and all that stuff >> and well I'm familiar with the process of you know the laws >> and the constitution [clears throat] everything >> they preferred [clears throat] Okay. >> All right. >> So, it is kind of like no, we got to go through all of it >> like the personal characteristics and the leadership management. >> Yeah. Because that's part I mean that's part of
038it. These are the So, we start with the big ones, right? And then you get into more of the sub ones and then those will shape >> and a lot of those were already addressed in that literature. >> True. Well, and some of the sub ones could be descriptions of the major ones, >> but they don't necessarily mean that what what's in this one may not be the same exact ones that we find important. Like, you know, it didn't say anything in here necessarily, unless I missed it about um the part about being present or being visible. Yeah, that that's like a personal characteristics that that came up as a number one good listener and accessible, number two accountable and respectful, number three is caring, consistent and involved. >> So those are top three per
039survey, >> right? >> so those are kind of >> because [clears throat] this one um down here said a visionary who believes every student has value, the ability to learn, a leader who possesses passion to advocate on behalf of all students. See, that's the passion right there. Yeah. >> Yeah. Because I'm thinking of our prior superintendents. Uh and Eric Williams was a nice guy and everything, but he was an introvert. >> He wasn't a rahrh guy, >> right? >> You know, >> I think you have to have >> I think we have to have a rah guy. Yeah. >> Well, especially in today's climate where people just a lot of times feel just so beat down, you know. I mean, it's hard work. It's hard work. So, you need somebody who can >> school should
040be a bright spot for everybody. [laughter] somebody you can come in and you know and a superintendent is very approachable. He's out there like he sees you in the [clears throat] hallway you know you can talk to him. That's why I was like know I like this you know I being involved >> that that's I think like when I'm looking when I came into this position and started observing you know from Vic and actually principles and actually staff that we have >> I see the difference them being involved in to every day in the schools with the teachers they just >> it makes and that's where we're going to weed them out in the interview process. Yeah. Give me an example of how you're involved. >> How you done that? >> Yeah. What you done,
041that sort of thing. >> Right. >> As far as personal characteristics went, I had enthusiastic, confident, and caring. >> Yeah. >> There's a lot of I like all of them. >> I want you to have all of these characteristics. >> I think what we've got there is enough for the applicant, >> I think. So, process and then to interview for the other characteristics after that to narrow. >> Yeah. >> I think it's important to include respectful in there. Yeah. >> Um because it's it's respecting teachers. It's respecting >> accountable and respecting parents. That's the >> number two choice. >> Yeah. A good listener and accessible. >> So good listener and accessible, accountable and respectful and car and consistent and involved. >> See, I think respectful pretty much >> keys in all the other ones. >>
042Well, we're going to separate it and list it separately because that's I think I'm hearing that everybody wants these different things. So, we'll we'll just list them out. Accountable, good listener, respectful. >> What else? >> Accessible. >> Like you were saying, caring. >> Caring. >> Consistent and involved. >> Consistent is huge. >> Those are the those are our sort of subs. >> Then we want a raw person. [laughter] Bring your pom poms. >> That'll probably come out. We'll we'll let you ask that question in the interview. [laughter] >> We're gonna say fair and consistent because that's >> they should go together. Fair and consistent. >> I think we've got enough to craft those bullet points. >> Anything on the rest of the survey? >> Huh? Anything else from the rest of the survey you had
043like community relations on page 13 had the >> information like effectively advocate school issues and needs. Um then under school finding >> what page is that? >> 13 and 14. >> Wouldn't they be interview question or do you think that should be something we should put out in the uh for a you know [clears throat] what we're looking for? I think it's important to put it out um especially since it's a survey question so that you're making sure that you're keen in on what the community >> so would you like bring in uh communicates with community >> effectively advocates um and communicates with >> school issues and needs yeah I I actually put relates well to a variety of community groups it >> really it's necessary for them to be effective Mhm. Advocating the school
044interest. >> I think the top three on page 14 were already in that letter. >> I think they were in there. >> Yeah. >> Funny. Yeah. >> Especially Yeah. Budgeting is very important especially when we have precedent of being able to work with a very lean budget >> yet we are the number one division in the state right now and that's that's amazing and that's hard to maintain. So you're going to need somebody who can continue to do that >> with limited limited resources that we [clears throat] continue to have. See, my my third one there was uh inspires community confidence, which you would be doing through those other things. >> Yeah. Yeah. That's >> I mean, I think if you're out there and your people are talking to you and you're hearing and listening
045>> and they see that that is going to inspire community confidence, >> you know, that it's I think it's a natural overflow. >> Yeah. And see, that's where the respectful comes in also that you're respecting the community, the taxpayers, >> as well as the needs of the teachers. >> You're listening >> and the students. >> That doesn't mean you're a yes person for everybody because you can't be, >> but [laughter] >> it does mean that, you know, you're going to listen and, >> you know, do what you can in the best interest of your division. And if you want to nail down more of the experience for like principal and all that, um the page 15 has your areas of expertise. So you can um say with >> Yeah. Yeah. >> expertise in the areas
046of add that to the sentence. So if there's any particular ones you want. >> Yeah. Student achievement in secondary. >> I mean that's absolutely >> Yeah. It's number one. >> It's the whole reason why we're here. That's why we're here. [laughter] >> It was in the letter already. I thought >> uh specifically as student achievement. I don't know what that listed. It said that they like grouped a bunch of stuff together. >> Yeah, they did. So, >> but I think it was part of that >> curriculum instruction >> that for me that would be the second one. That was my second. I think the student achievement but if you have >> student achievement number one instruction second >> uh strategic planning >> you know it has a huge impact >> but I think we have
047a great strategic focus >> I think strategic planning actually comes before those other two because that's what drives >> right achievement >> but our but he helps us through the five-year plan >> right I mean obviously what we have is working otherwise we wouldn't have gotten to the number one district so that's we have that on our side. So that's good. >> You already said special education, budget and finance. The other one that was there is staff development and evaluation >> that was on there. >> That's that's important too because >> and that's huh >> from an HR point of view. [laughter] >> No, one of the things about Dr. Shandor is he had a knack for putting the right people in the right positions. He was real good at seeing like this person I
048could see them over there and developing them up for that. He was a master at that >> and I think that goes to the overall success >> of the division because you have key people in the right places. >> So that's important and I can attest to that from a managerial perspective. >> Definitely. >> If you don't have the right people in the right positions Yeah, >> it will all go south really fast. >> So that's a big one. So um student achievement curriculum in I think student achievement and staff development and evaluation those I mean to in order to not have like too too many of them. Um do you have strategic planning down because strategic planning drives >> the student achievement and um the curriculum everything else everything is based or it should
049be based on >> first it strategic planning >> strategic planning >> when is our plan go through like >> it goes through 27 >> I think so I think it's 2027 and then you I think you start the process in Next year, don't you to work on your next fiveyear plan, right? Because there's kind of that overlap period. >> Oh, it takes a while. [laughter] >> Yeah. And y'all can bring in a facilitator. >> Yeah. >> Somebody >> Well, when you have community groups and all that other stuff, >> there was a facilitator from >> plan. Is it UVA? >> What's a UVA? >> I think >> I thought it was >> successful development and implementation. >> I thought it was a dude from Connecticut. >> Oh, it was they were from far away. That's
050right. They did fly. >> Yeah. I get confused because we did one with VSBA strategic planning and they had a lady from Maine or somewhere up north. >> Yeah. >> Okay. Staff development. So the top basically the top floor here. >> Yeah. It was a cool process. It was painful process but it was cool. >> Long remember. >> Yeah. >> Okay. >> That was right. That that drives everything else. >> Yeah. You can you can have all the other things as a >> you think we have enough and goals. >> Yeah. >> Compensation. >> Okay. >> Yeah. >> All right. So, we've got enough people taking notes >> so that I can craft and in the small um notebook um is on in the pocket are the salary information that I got from something here.
051[laughter] >> I have it here. >> Okay. And uh it's in the aggregate because um these are all posted. I don't think anyone wants their personal information going out there. So it's aggregate. >> Okay. >> For all of Virginia. >> Okay. So you have >> it's broken down by region first and then it's broken down by size. >> Regionally again >> two. >> Um thank you. Yes. And then deferred compensation is broken down by region and size. And that actually has three pages. And then >> are we considered midsize or large? >> Large. >> We're large. >> Yes. >> Because we have what is and I check 14 and um I also looked I looked at what the usual um types of benefits are provided. Um looking back in previous superintendants um what was offered
052off the bat for the initial contract versus what came later for renewal contracts. >> Um so we we do see uh separate life insurance although that's not common include initial contracts. We do later include that um because RS does provide life insurance. Um, two times the annual salary for natural debt, four times annual salary for accidental debt. So that's automatic with VRS. Then you can also add supplemental through VRS. Um, nowadays a lot of superintendent, if they're coming into the VRS system at this point, they're going into the hybrid version, not the older version. And so you already have um the short-term and long-term disability in that uh because in the past in contracts we've offered disability insurance not initially but later. Um deferred compensation is normally included in the initial contract. Um especially when
053you look at all the region to people it's usually in there. Um it ranges um between five and 8% uh originally. Um you see it graduated in many cases. Um you'd of course want to um do a higher at least match what the executive officers are getting now. They get to 4%. So you don't want to start with higher than that. Um, but I think um 8% is typical at this point because um the original contract that I'm thinking of was 11 years ago. [laughter] So 5% might be a little low for what superintendents are making now. Well, but superintendent pay in the state of Virginia has uh actually because of the tenure of the superintendent, it's going to be on the lower end. >> Yeah. >> You know, >> so when you look at
054like for deferred comp region two, um minimum is 10,000. So that's maximum is 64, average is 20. So if you're looking at 200,000 that's 10%. >> So um then most of them uh you see or have like some type of car allowance um or car. >> These are my notes. >> Oh your notes. >> These are my notes. I'm sorry. >> I'm looking >> because I went through all the data and I didn't want to post all the data because I thought it was too invasive to all the superintendent. >> Let me ask you a question because uh region two >> has one of the highest average base salaries and everything. >> Um but there was only seven respondents. Uh could Vic have skewed that? [clears throat] That's like I have lots of so large
055if you compare large versus region. Region two, the average is 237185. >> For large, the average is 246 676. So I'm not sure >> as a base. >> Yeah, >> because I was looking at the deferred comp too. >> And you also have to look at how long the person has been when they did the survey. How long had been they've been a superintendent, right? >> Because they're going to be higher. Um I think a lot of um I know like some of our real well are probably region two and I have a region too. So the surrounding jurisdictions aren't really comparable. Um the ones that we usually compare to >> Suffk um WJCC >> yeah county Rono County for Smith Alamaro County and York County just because of the size. So you're going from
056range of 11,600 to 13,500. Um, and when you look at those, you're ranging from 187,000 for 11,600 kids to 294,813 for 13,500. That's the high end. >> So, your average Oh, we get this. Your average base would be 2461 174. >> That's for for state >> for right >> but region is 237 >> the region. Yeah, region would be cheap. >> Salary be part of that number and then all of the suits in uh in our region are experience like except >> they well they have yeah they have more than one year and also depends on how many because they broke it they looked at how many years as a superintendent in Virginia, how many years is superintendent total and then how many years in education like in VRS. So, um, a lot of them
057may have had 30 years experience, but they had three years as a superintendent. >> So, and what I found, a lot of them that I was looking at were superintendents first in Virginia. So, they had three years in Virginia, three years total being a superintendent. >> Right. >> I think we've had a lot of term with superintendent. >> Yeah. [clears throat] Well, yeah. What was it last year? I remember the stat was uh 60 60 school divisions had superintendent with two years or lesser >> experience people going through them. >> Yeah. And so yeah and car allowances they range um >> did we ever pay the car allowances before? >> We did. We have um we um >> used to issue a car. Well, we have issued cars. Um, like the chief operation officers, usually
058it's a car because he's out on the go a lot, >> right? >> Um, originally I believe Dr. Shander had a car allowance, but it was later just absorbed into a salary because it didn't make sense to set it off and so that could be used as a negotiating tool. Um, we also pay mileage. Um, that's an option. um the health and dental insurance um usually it's not in the initial contract you would just offer whatever other employees get um I would say regarding if if we look at a car allowance I think it needs to be itemized rather than absorbed into a salary I think I think that our citizens deserve to see what he's actually getting if he or she you know. >> Yeah. >> So that it's completely transparent of what that
059particular benefit is. >> Uh if we decide to do that. >> And then um now if he's getting mileage, isn't the standard um the the nationwide standard for mileage? Doesn't that include it's not only mileage, it's the cost of gas plus wear and tear on your own car? >> Yeah. So it depends on what you where which way you want to go. >> Yeah. So if you're you don't do both, right? >> Okay. I just want to make sure that we don't have double dipping on that line. >> Right. No, you wouldn't want it. >> Yeah. Um there's also um the auto escalation which is um raises every year. Um like 98 or 80 something to percent. It's really high. Um for region two was that it was included that it was tied to teachers.
060Um that's the way YCSD has always done it. Um, but that's up to the board. And >> you're telling their annual raise was always tied to whatever the teachers got, >> right? And they and I never heard the term, but they call it auto escalation. And >> the only issue I you know, and it's it's like, you know, if you take 5% or of a teacher salary >> Yep. >> versus 5% of a superintendent salary, >> several six figures. >> I mean, that's a lot, right? Yeah. >> So, I'm wonder kind of wondering if it's almost better >> to do like, >> you know, a dollar amount >> dollar amount rather than >> Yeah. I'm I'm not a fan of the percentage either. >> I mean, that's change when you think about >> I guess
061the what they were looking at was the if you set a certain amount >> Yeah. >> then what if the state come backs and only gives the teachers a 2% and you've already set that the superintendent is getting a 4%. >> You know, then you're >> Well, you know, true. I mean there's different variables about that. >> Um, >> you know, you don't you don't have to do a set amount percentage wise. You can do an actual dollar amount like I think that's what you were going to you know rather than a set percentage that come up with all those type of >> but that doesn't have to be set in >> not in no that is negotiating. So, it's just the benefits that you're looking at because then >> another benefit is the conversion
062of sick or annual leave >> on an annual basis. >> Um, >> what is it again? >> Conversion of your leave. >> Superintendent don't usually get to take a lot of time off. >> Yeah, because I mean it's hard. I I understand why because it's like >> but by the same token that if teachers aren't allowed to turn theirs into you know cash at the end if they don't use it. Um and you only can do that a lot of times if you retire within the system you're allowed and it's pennies on the dollar. >> Yeah. that I don't like the fact, you know, if you give the superintendent this and the teachers go, "Oh, well, we're glad you didn't use it because it's not costing us that much, >> right?" >> Um, I don't
063like that that there there needs to be fairness and the teachers who aren't making the multiple six figure salary need to be taken care of along those lines. >> So, that would be a negotiation. >> Yeah. Because I look at it that that actually you want your superintendent to take the time because they are I mean the whole idea for vacation is rest and relaxation and all >> and to recharge yourself. >> Yeah. >> I don't want someone to burn themselves out. >> You want to have if if you're doing the job right, you empower other people that when you want to be can take that, >> you know, and sometimes it's hard for some people because >> you know you feel like [laughter] >> Yeah. I can be one of those people like if
064I'm away it's all going to fall apart so I got to stay and get it done or I've checked 100 emails while I'm on vacation. That's not good. >> No, >> I do it. It's not good to do. >> No vacation >> with our cabinet and everything. I think that anyone can take off. >> Oh yeah. >> Yeah, we have a >> So that's Yeah, we but those are things we would discuss. >> Yeah, that's part of negotiations though. But I think right now we list that under negotiable and just list those things or do we not bring it up at all in the requirements? I would think that you just give a salary range. >> Yeah, we're doing the range and deferred interest. >> They they tell you they're pie in the sky look
065at it and then then you negotiate. >> Okay. So kind of looking at this numbers like you know uh it's kind of hard to get that range but I would go just kind of proposing up for discussion like know 185 is the start for the unexperience kind of medium up to 225 with experience and then about 8% deferred or like ranging deferred out >> with 8% deferred compensation. Is that what you said? >> We'll also make that range based on experience. >> Do you want to do it to 225 or 210? >> Yeah, 225. 210's too low. >> Okay. >> I was looking at 230. Our lowest is still above. >> Yeah. Like I was looking I was looking at 237 being our average and dig significant number of deaths. So like you know if
066you dropped it for some that would bring you within range of >> Jim. What did you say, Mark? >> I saying that is our low for the superintendent higher than what we're paying those that he's going to be supervising >> now. >> Yes. >> Well, yeah, you can't >> maybe not after the next >> You can't have Yeah, obviously you can't have your superintendent only making like $10,000 more than your >> Yeah, I mean that's >> They can't be making less for sure. You can't be making less, but there's got to be some disparity because I mean, otherwise, why would you do it, right? I mean, it's a lot of >> then you're you're tying in seniority, too, that if you know, whoever's assistant or, you know, on the executive staff level if they've been
067here for >> years, >> numerous years, it is possible that they could have higher salary than the entering superintendent based on. >> Maybe they shouldn't. I mean, we've seen it hiring internal candidates in the past that they've been here for so long that they may be coming into a new position and they may be very close to what their their supervisor is making because of the time they've been here. >> Um, >> or what if you're Yeah. What if you're looking at an internal candidate and that internal candidate salary >> but also the extra benefits >> falls into that range already. >> What's the incentive? Yeah. The >> the compensation. >> It's the compensation as well as the addition on the the resume if you know if they stick around that the idea that if
068it would step up. >> Yeah. >> And if you put 185 to 225 Negotiable. >> There you go. >> That still leaves you a little bit of room. Negotiable, >> right? >> Yeah. I think the negotiable obviously leaves that wiggle room. I think that range is good. The 185 to 225. I think that's a good >> What do you think? >> You think it's good? Yeah, because you still have the other compensations, the insurance and other things you >> Well, yeah, you have to factor those other things in [clears throat] lower sweep the pot with that car allowance and stuff like that. >> Yeah. See, I'm I'm still leaning more towards having it just mileage or you use a YCSD card >> and I'm not sure we have many YCSD. [laughter] >> I'd rather not
069get into the car business. >> We don't get to talk about that. No, but you know I >> have if we knew what the numbers were and everything like that, but to have that option >> 600 a month I don't see with someone making multiple six figure salary that we're also covering a car for them. And I think that it's not only just common for superintendents, but I think that's what your county also does because I remember when I was over there, your high level executives had the car allowance. >> No, I think it's going to be part of it. Definitely car allowance. We just need to figure out how much. >> Yeah, it might be cheaper than buying a new car. >> Buy a new car. >> To be honest with you, it would
070be cheaper than buying maintaining it. >> Yes. like liability, the insurance, all that stuff that comes along with it. >> Give him a car allowance. [laughter] >> Yeah. Really? Because you do, you know, there's a lot that goes into >> if he wants to buy a geo metro, then that's >> they can buy, [laughter] you know, >> or just use their old beautiful car they have >> or that's what, like I said, mileage covers not only the gas cost, but also the wear and tear on car. >> Okay. So, we've got we've got the items inclusion in the letter. You've got a salary range negotiable with 8 8% deferred compensation. >> You guys okay with 8%? >> I'm going up the recommend I'll go up the recommendation. I don't know. >> I mean that sounds
071bad. Would you say 8 to 10%. >> The recommendation because I didn't want to try and do this all by myself. The recommendation I got Where did it go? >> It was 8% for the last one. I think the last time right >> conversation um recommends starting with 8 to 10% in the initial contract. >> Yeah, >> cuz this start at eight and then that's all >> negotiable. You know that's when you're doing six figures. >> Yeah, but over 10 is I would not >> I think 8% is like I said we start there. We know that there's wiggle room. There's negotiations that take place, but this is a good starting piece. >> It seems like identify it as negotiable >> because that means >> I said it's negotiable, >> but then then again, I
072mean, we're talking about Yeah. It's good money and everything, but we expect a lot out of a superintendent in York County School District. >> We do. And you're coming into a school that's, you know, >> Yeah. And and you're expected to maintain and I mean, they're coming in to have to lead a to follow a high standard. >> Yeah. Yeah. >> So you got to think about that too. And you did are you requiring so prior principles required teacher experience required superintendent that's preferred >> preferred the experience for that >> superintendent and the executive office. >> Yeah. Superintendent or >> assistant. So since that's just preferred you [clears throat] might get people with no superintendent experience. >> That would be closer to the lower end. >> Right. Right. whether you want someone without experience >>
073and then before they even apply they have to have their uh their superintendent's license right >> well I don't know if it's before they apply but before >> I mean when they provision if they're not they have law >> time to get >> identify that we follow you know per law >> cool Virginia code however good >> yeah we good timeline timeline. >> Timeline yes to review looking for my >> I thought it was they said Monday or we need to publish that. >> I need to get this to >> but then we need by Friday. >> They need by Friday. >> So yeah, by Friday we >> So qualifications November 7, November 10th through December 10th they'll be receiving applications. >> Yeah. Advertise on >> December 18th second meeting with VSBA. >> We get
074the 11th on the 11th we get the application >> and then interview with candidates January and February. announcement of person sometime January. >> No, is it the whole board that does the uh interviews? Yeah. All the time. >> Oh boy. [laughter] >> It's like hurting cats to get us together on it. Try to lump them all together. [laughter] >> No, I know what Melanie will do. She'll say, "Okay, we'll have a close session after the [laughter] meeting for four hours." >> You have you They narrow the pool. We narrow the pool down, right? >> They're gonna receive all the applications and then they're gonna sort them out. The ones that don't stack them >> the ones that are >> Yeah. So, we're not interviewing people. >> No. >> Well, we could be >> depending on
075on pool. >> Didn't they say that we would get a list of everyone >> everyone applied? >> You know, everyone who applied as and then their breakdown, >> right? But I want to make sure that we see >> Did they do it all day? They said they're not they're not eliminating that sorting out because people were coming from out of state. So >> how many uh did they have for when Vic came on? How many interviews back then? Do you remember? >> I don't remember. >> But they also said we need to set the exact date for interviews and time that way. >> Yeah. >> Whoever's doing the need, >> right? Did you were you you didn't interview? >> I didn't interview, but I I seem to remember when they interviewed um I think Mark
076told me they were interviewing five or six. >> Was the entire board able to be there? >> Yeah. >> Okay, >> that's not bad. Five or six. >> Yeah, they narrowed it down. I mean, >> right. >> Okay. And then I think they narrowed it down to two or three or two and had a another interview with those that made the final selection. >> Right. >> All right. [clears throat] So we got one A, B, and C. the BSB timeline. This needs to be developed by Friday. All right. I guess that that is it. >> Cool. >> All right. Thank you. We're now uh need to have a close session. >> Can I please have a board member session? >> Okay. Uh, I move that D County School Board uh meet in close session personal
077to the personnel exemption of section 2.2-3711A1 of the Virginia Freedom of Information Act uh for the consideration of an appeal of the disposition of a [snorts] confidential employee investigation. As the matters addressed in close session are confidential, no minutes or recordings are permitted. >> Second. So we have to take >> Okay. Motion made by Mr. Schaefer and seconded by Mr. Povich to the school board to convene in close session as stated. Mr. Spearman, >> yes. >> Mr. Povich, >> yes. >> Mr. Schaefer. >> Yes. >> Mr. Richardson. >> Yes. >> M. >> Good. >> Yes. Pass. 5 Z. >> Now we're in close session. We have >> to adjourn us.