Entry Plan
It is my honor to serve as Smithfield’s new superintendent of schools. Over the next few months I will be working hard to get to know staff, students, families and the community while also conducting the everyday functions of a district administrator. To aid me in this effort, I’ve devised a formal entry plan process, which I have outlined in this first blog post. Look for future blog entries to focus on issues, insights, and various topics about education in general and Smithfield schools in particular.
The entry plan process is designed to help me develop a comprehensive understanding of the Smithfield Public Schools, an appreciation of its strengths, and insight about the needs and concerns of the School Committee, staff, parents, students, community members, and other stakeholders.
The implementation of this plan will provide a foundation on which to base future goals and prioritize both time and resources. Although the data may be useful for strategic planning purposes, it is primarily for focusing specifically on my work in the district. Most important, it will also establish a relationship, based on trust and mutual understanding, between the various members of the school community and me.
In any organization, and particularly in schools, individuals may be anxious about the changes that may ensue under new leadership. During the entry plan process, which I project will take approximately three months, it is important to agree that decisions involving significant changes (that have not already been set into motion) should be suspended. In this way, time is spent developing a deeper understanding of the culture and values of the community so as to ensure that future decisions are well based. This, of course, in no way absolves me from carrying on the routine functions of my role and from making the types of decisions that enable the smooth operation of the schools.
Following an analysis of this information, I will draw inferences that will inform collaborative goal-setting with administrators and School Committee members.
Goals of the Entry Plan Process
The entry plan provides a course of action through which:
- The School Committee, staff, parents, students, community members, other stakeholders and I will get to know each other as fully as possible;
- I will examine the formal and informal policies and procedures that govern the work and relationships between the School Committee and superintendent, school and central office leadership, parents and schools, town offices and schools, and other school-related groups;
- The roles and responsibilities of key leadership positions within the school system and how these positions can best be supported will be clarified;
- I will identify communication channels to enhance the sense of connectedness and build trust throughout the organization; and
- Key issues of the schools and community will be revealed.
Course of Action
Interviews: I will interview the individuals listed below, asking four common questions as well as questions specific to their role. The four common questions are:
- What are the strengths of the schools?
- What may need to be strengthened or are in need of change?
- What practices and traditions should be upheld?
- How can I best serve you in my role as superintendent?
- school committee members
- administrators and former administrators
- teacher leaders
- town administration and key department heads
- other school personnel, including clerical staff and maintenance staff
- union leadership
- school department attorney
- PTO/PTA/Educational Foundation presidents
- special education parent advisory council president
- leaders of other parent groups, including co-curricular booster clubs
- town council members
- students and student groups
- parents of current students and parents of recent graduates
- neighboring superintendents and staff from the department of education
- business leaders
- Town emergency officials, including fire and police chiefs
- members of the media
- other individuals identified through discussions
Visitations and Open Forums:
- Full day visits to each school and an open forum with staff members
- Evening community open forum with parents
- Union executive committee
- Other community and business groups – Chamber of Commerce, Rotary, etc.
Document Review:
- School committee minutes and policies
- Curriculum guides
- Emergency operations plans
- School and district improvement plans
- Teacher evaluation documents
- Capital plan
- Budget documents
- Federal, state, and competitive grants
- Town budget
- Collective bargaining agreements
- Organizational chart and job descriptions
- Administrator contracts and evaluations
- School and athletic handbooks
- NEASC accreditation report
- Special education appeals, hearings, and decisions
Data Review:
- State test scores
- AP enrollment and testing
- NWEA Map assessments
- Special education census
- Discipline
- Budget
- Demographic projections
- Survey Works
- Staffing (historical)
Analysis: I will synthesize findings from the information gleaned so as to effectively inform collaborative goal-setting with administrators and School Committee members. These findings will be first shared with the administrative team for further insights before being made public.
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