Leadership Profile Report

Durango School District 9-R

November 27, 2007

Executive Summary

This report summarizes the findings of the Leadership Profile Assessment (LPA) conducted by Hazard, Young, Attea and Associates, Ltd. (HYA) for the Board of Education of the Durango School District 9-R. The data contained herein were obtained from reviewing over 127 Leadership Profile Assessment (LPA) forms and meeting with approximately 157 stakeholders identified by the Board in either individual or focus group settings on October 29,30 and 31, 2007. Because some respondents completed both a form and attended a focus group, it is estimated that the responses contained herein can be attributed to about 225 individuals. The questionnaire, interviews and focus groups were structured to gather data to assist the Board in determining the primary characteristics it might seek in its next superintendent of schools. Through this process, the consultants attempted to identify the personal and professional characteristics desired in the new superintendent as well as the skill sets necessary to maintain what stakeholders valued and to address current and emerging issues which the District may be facing in the future.

Durango School District 9R has many positive attributes as recognized by its stakeholders. The location of Durango with its natural beauty, recreational, and cultural opportunities makes it one of the most attractive places to live and work in Colorado. Furthermore, the district is fortunate to be located in a diverse community with citizens, families, and staff members who want the school system to be successful. People recognize the value of a strong public education system and want to be involved in activities related to the district.

Academic performance is relatively strong and teachers are consistently mentioned as professional, caring, and committed to the success of their students. It was reported that the district is able to attract many applicants for most teaching positions. In addition, the relationship with the teachers’ association is positive and there has been a commitment to keep class size as small as possible considering the financial limitations of the school system.

Constituents frequently mentioned the high academic achievement of students as one of the strengths of the district. Most stakeholders feel that there are excellent opportunities for college bound students and that the relationship with Fort Lewis College is a positive asset for the district. Additionally, there is a wide range of student support programs that are well-staffed.

The school district is consistently commended for having excellent school building facilities and people appreciate that the fiscal operation of the system has been well-managed. The quality and availability of technology to students and staff members are also believed to be adequate but in need of additional funding support.

One of the most significant factors mentioned by all stakeholders is the wide range of community and government partnerships that are available to support the needs of youth and families in the area. These agencies provide assistance to the school district as well as to the diverse population of the area.

The primary needs or concerns shared with the consultants revolved around five clearly defined areas: renewal of the level of trust between the superintendent, Board of Education and the community; a clarification of roles between the Board of Education and the superintendent; the need for long range strategic planning; high school reform; and, low teacher salaries. In addition, as demographics of the community have changed, there are diverse opinions as to how the district should address the needs of all students. It will be necessary for the Board of Education to fully understand their responsibilities under Policy Governance and delegate appropriate authority to the superintendent so that s/he can spend most of her/his time in the community and be visible in the schools listening to the needs of all the stakeholders.

Additional needs or concerns expressed by stakeholders included: teachers and administrators are overwhelmed with the number of programs and reporting activities that are required; the Professional Learning Communities program needs to continue with an evaluation process that includes input from all those affected; the need to improve communication between central office and the school sites; too many federal and state mandates; and, the appropriate level of site based decision making.

What does the school community seek in terms of characteristics of the new superintendent?

The stakeholders of the district would like to have someone who is a visionary leader with educational experience, one who has outstanding interpersonal skills, is collaborative, is passionate about children, and accessible to all members of the staff and community. S/he must have the ability to work effectively with a new Board of Education that needs support, coaching, and leadership. In addition, this individual must demonstrate a joy and interest in working with the community and in developing relationships with governmental, civic, and volunteer organizations to build collaborative relationships. This individual should be a strong diplomatic leader with a willingness to make difficult decisions and accept a high degree of accountability for the results.

Durango School District 9-R desires to find the ideal person to assume the role of superintendent. Realistically, there is no individual who will meet every expectation of the school community. The challenge that the Board of Education and HYA have is to find an individual who possesses many of the desired characteristics and the leadership skills necessary to build upon the existing strengths of the District and successfully address the challenges the District will face in the future.

Respectfully submitted.

Richard O’Connell

Ellen Bartlett

Hazard, Young, Attea & Associates, Ltd.

Introduction

This report presents the findings of the Leadership Profile Assessment (LPA) conducted by Hazard, Young, Attea and Associates, Ltd. (HYA) for the Durango School District 9-R. Upon appointment of HYA as consultant to the Board in its search for a new superintendent, an assessment instrument was prepared to secure and structure data collected by interviews of Board designated individuals and groups. Richard O'Connell and Ellen Bartlett met with 157 people in interview settings, focus groups and open forums on October 29, 30 and 31, 2007. In addition to interviewing current board members and those who will take office after the elections in November, the consultants met with administrators, faculty members, parents, students, community members and support staff. They also met with former board members, business leaders and retired administrators. For those who were unable to attend one of these sessions, the District also made the Leadership Profile input questionnaire available on the Durango 9-R web site where it could be downloaded, completed and returned by mail or fax, or hand carried to the office. This report includes data gleaned from 127 questionnaires as well as from the individual interviews and group forums.

In developing the Leadership Profile Report, the consultants sought opinions, recommendations and general comments with respect to the preferred traits and qualifications desired in the next superintendent. They attempted to identify the District's strengths, as well as issues and concerns that could bear upon future leadership requirements and influence the selection criteria for the new superintendent. It was agreed at the outset that the consultants would report the findings to the Board, enabling it to use the data as it proceeds to define the qualifications to seek in the next superintendent. At the interviews, group meetings and focus sessions, the consultants noted that the Board was seeking the views from the community and staff in this critical stage of the search. However, the Board has the legal responsibility to finally determine the leadership characteristics and selection criteria to be utilized in the search.

The assessment instrument that was used to solicit responses provides the framework for reporting comments expressed to the consultants. To highlight broad themes within each topic, data are aggregated into several response groups. Under the category "consistent" are comments that were frequently heard from most groups. Comments raised by only one or two of the groups are listed under the respective group designated on the Leadership Profile Assessment Form: board, administrator, community, faculty, parents, students, and support staff. It should be emphasized that the data are not a scientific sampling, nor should they necessarily be viewed as representing the majority opinion of a group. Items are included if, in the consultants' judgment, they were repeated with sufficient regularity to warrant the Board's attention.

In closing, the consultants wish to thank the members of the staff for the cordiality and to all of the respondents whose concern for their schools and commitment to educational excellence were evident as they provided us with the perspective we were seeking.

WHAT DO YOU CONSIDER TO BE THE MOST SIGNIFICANT STRENGTHS OF THIS SCHOOL DISTRICT?

CONSISTENTLY REPORTED

Supportive and involved community that values education

Professionalism, training and quality of teachers – smart, caring and committed

Academic performance of students – CSAP, ACT

School building facilities

Small class sizes

District strong in preparing college bound students

Staffing to support programs

Location of district – natural beauty of the area, recreational and cultural opportunities

Size of district

Relationship and cooperation with Fort Lewis College

Community and government agencies that support the needs of youth and families

Financial stability and resources

Community rich in natural, human and financial resources

Diverse population

Community partnerships

Technology

Quality of students

Strong programs for high performing students at the high school level (Some also said that programs for high-performing students are not strong enough.)

Strong applicant pool

Positive relationship with the teachers association

CURRENT, FUTURE AND FORMER BOARD OF EDUCATION MEMBERS

Elementary school teachers and principals

Strong organization for curriculum development

K-12 coordinated curriculum

Strong finance advisory committee

Stability of central administrative staff

The current excellent opportunity for positive change

High per pupil expenditure at elementary schools

COMMMUNITY and BUSINESS LEADERS

Financial management

Insulation from big city problems

High expectations

The new Animas High School is ambitious and positive

G&T program and coordinators in each school

COMMMUNITY and BUSINESS LEADERS (Cont.)

A new school board that will dialog with the community

A safe environment for students

7-year curriculum cycle

Classes for kids and parents beyond the classroom (e.g.: computers, ELL, Love & Logic)

PARENTS

Strong elementary school programs

Administrators

ADMINISTRATION

Quality of programs

Choice of programs

Resources – financial/staff/programming

Parent coordinators

District looks outward for new ideas

District is healthy and in good shape

Many teachers with masters’ degrees

R.T.I. (Response to Intervention)

Tutoring for elementary students

Special education support

FACULTY

Strong arts programs nurture the entire child

Interest-based bargaining process

STUDENTS

Good teachers with good teaching skills

Many teachers focus on individual needs and learning styles of students

Strong security system in high school

Lots of choices for sports and clubs

Off campus lunch teaches responsibility

SUPPORT STAFF

Financial resources for kids

Amount of volunteer support

Superintendent has been an asset to the school district

Strong teachers and support staff

WHAT DO YOU CONSIDER TO BE THE MOST IMPORTANT CHALLENGES OR ISSUES FACING THIS SCHOOL DISTRICT?

CONSISTENTLY REPORTED

Need programs that serve the needs of all students in the community including those who do not plan to attend college

Support for students at risk

Teacher salaries are too low considering the cost of living and as compared to the state average

Lack of trust - within the district and from parents and the community toward the district

Teachers and administrators are overwhelmed with the number of programs and reporting activities that are required

Time and energy spent by the superintendent on Board of Education activities detracts from time and attention for schools, people and programs

Demographic shift within the community - Diverse opinions among different factions of the community about the needs of students and direction of the district has led to polarization

Lack of a long-range plan

Professional Learning Communities need continued support and evaluation

Too many programs – need to focus

Need for high school reform

Poor communications

Top-down decision-making

Too many federal and state mandates

Perception that a small group of people has undue influence with the Board of Education

Superintendent needs to spend more time in the schools

Drug and alcohol use and sexual activity of teens

Need to make full use of community resources and programs

Low morale of employees

Inconsistent management of each school – too much site based decision making

CURRENT, FUTURE AND FORMER BOARD OF EDUCATION MEMBERS

Not as satisfied with middle and high schools as with elementary schools

CSAP scores are good but flat/lack of significant improvement in test scores

Need to be more focused on specific priorities

Board needs additional training on policy governance

Roles of Board and superintendent not clearly defined

Housing costs for staff are too high and salaries are too low

Income from oil and gas tax base is eroding

High administrator turnover

Need more focus on basics for the majority of students

Legislative mandates with insufficient funding

Need a strategic plan for the future

We need to share information more openly

CURRENT, FUTURE AND FORMER BOARD OF EDUCATION MEMBERS (Cont.)

New Board of Education will need to review Robert’s Rules of Order and similar protocols

The transition from middle school to high school

Teacher evaluation system needs to be revised

Review the resources allocated to the elementary, middle and high school levels

Are we providing enough challenge for students

Guidance counselors need to provide more direct assistance to students

The grading system

The Board of Education is mired in too many issues

Making students leaders for the future

Need to expand experiential learning opportunities for students

COMMMUNITY and BUSINESS LEADERS

Parents and community members need a vehicle to communicate concerns and discuss educational issues

Parents feel marginalized

Few options for students who struggle

Need multiple pathways to graduation

Failure to engage the community

High school is too large

District is reactionary to multiple issues

Achievement of children of color

Some educational and corporate resources not being utilized

District needs to be proactive

Need more options for students

Special education issues

Support for teachers to take classes

Need more coordination between the district and Fort Lewis College

Not enough professional development

Impact of Animas High School and private schools

Contract negotiations

Need additional emergency training

Open campus creates a safety issue

Drop out rate – especially among minorities

Structure of school board meetings does not foster involvement

Political mandates (e.g.: CSAP testing)

Need to help students learn how to process information

Curriculum needs to be more experiential and engaging

Basic math skills are weak

Lack of transportation for after school activities

Student teacher ratios

Adjusting to growth and change within the community

Teaching to the lowest common denominator because of NCLB

COMMMUNITY and BUSINESS LEADERS (Cont.)

Inconsistency in carrying out high school athletic programs

District leadership needs to establish a vision for social-emotional education

Need more ethnic diversity among staff

Too much standardized testing

The trimester calendar

Lack of true career counseling – not everyone should go to college

Balancing holistic education and achieving the required test scores

Transportation costs

PARENTS

More support needed for at-risk, disabled and minority students

Retention of teachers and administrators

Wide variation in values and expectations of parents and community

The achievement gap

Need to promote from within

Need a firm attendance policy

Funding is insufficient

Role of DAAC needs to be clarified and supported

Size of high school too large

Declining participation of parents in middle and high schools

ADMINISTRATORS

Organizational structure needs to put the superintendent closer to schools and principals

High school needs to pay more attention to the whole child – (e.g.: drug & alcohol programs, tutoring)

We need to be open to reveal our weaknesses in order to keep improving

Relationship between the central office and the school sites needs to be improved

Wide range of opinions within the community related to school issues

Program inconsistencies at elementary and middle schools (e.g.: report cards at elementary schools)

Inexperience of the Board

Better use of policy governance

Micromanagement by the Board of Education

Need to provide mentoring to new principals

Professional development needs to be more focused and requires follow up

We’re being pulled in too many directions and can’t focus as a result

We can’t rest on our laurels – We have to keep improving

Realign budget priorities

Cultural Competency program needs to be supported

Technology needs to be a funded priority

ADMINISTRATORS (Cont.)

Need to review and evaluate PLC’s to explore new ideas for school improvement

Need to develop internal student assessments and refine data-based decision making

Too many written reports required

Need student-centered budgeting

The organization is not structured for student performance

Need to reevaluate the structure of superintendent’s cabinet

Teacher, support staff, administrative and BOCES salaries too low

The conflict between site-based and centralized decision-making needs to be addressed

We need to look at 21^st Century competencies

Need to hire a new CFO

Professional development

Community of privilege

FACULTY

Balancing NCLB demands with authentic preparation of our children for life in a rapidly changing world

Larger S.E.S. (socio-economic status) gap between students

Professional development needs to be ongoing

Funding to invest in implementing current initiatives (e.g.: Minority Student Achievement Task Force recommendations)

Funding for technology

More relevance to professional development activities

Need input from teachers re professional development needs

We’re not meeting the vocational needs of kids

ELL and special education issues

We’re weak in systems management

Need time to work on high school reform

Need time to apply new training

STUDENTS

Administration and board need to seek more student input

Advisory period is not helpful to students

Middle school needs more activities in addition to sports

Need more collaborative decision-making

Graduation requirements are geared to college prep students

Too many core requirements limit the electives students can take

Drug and alcohol problems

School administration not included in decisions from the central office

Some teachers not accessible to students

Some high school teachers don’t care about students’ needs or about helping us learn

STUDENTS (Cont.)

Too much focus on standardized testing

Class sizes too large

PLC time means teachers are less available to students

Students do not know the superintendent

Some classes have too much information and others not enough

Standard English curriculum is too easy

Trimesters at high school are not aligned with semester programs at colleges

75-minute classes are too long

Dress code for girls is too strict

Disruptive and non-cooperative students in some classes are a problem

Need more opportunities for music programs

School day is too long

Lunchtime is too short

SUPPORT STAFF

Support staff needs more information on district direction

Concerns and inconsistencies related to salary placements and classifications

Organizational structure and responsibilities need to be clarified and communicated

Need more communication with superintendent

Low morale and apathy

Support staff feels no one listens to them

Perception that support staff are less important than certified staff

Support staff employees do not feel they are part of the team

Need for stronger minority representation in workforce

Evaluation inconsistencies

No correlation between performance and pay

Salary increases for support staff have been smaller than increases for others

Small groups of vocal people with personal agendas

Need to prioritize initiatives

It’s unclear who makes some decisions

Lack of Board support for superintendent

Too many personal agendas on the Board of Education

Lack of organization and central coordination

Top-down communication

PLEASE SHARE CHARACTERISTICS YOU WOULD LIKE TO SEE IN THE NEW SUPERINTENDENT

CONSISTENTLY REPORTED

Integrity

Honesty

Experience in education

A trust builder

Able to inspire and motivate

Professional

Articulate

Courageous

Ability to work with and involve all members of the community

Fair

Visionary

A good listener

Accountable

Visible at schools

Culturally competent

Able to bring focus and direction to the school district

Welcomes and respects community involvement

Understands policy governance or willingness to learn it

Strong interpersonal skills

Personable – warm and friendly

Understands how to work on achievement gap issues

Excellent communication skills – speaking and listening

Innovative and forward thinking

Collaborative

A strong leader

A team builder

Listens to constituents and is responsive to their input

Positive

Compassionate

Will make decisions based on what’s best for students

Proven ability to maintain/enhance solid academic performance at all grade levels

A strong, diplomatic leader

Willingness to make difficult decisions and accept a high degree of accountability for the results

A joy and interest in working with the community and developing relationships with governmental, civic and volunteer organizations to build collaborative initiatives

Proactive

Strength of character

Someone who’ll stay for a while

Someone who’ll support “bottom-up work”

Focused on student achievement

Understands and supports cultural, religious and socio-economic differences

CURRENT AND FORMER BOARD OF EDUCATION MEMBERS

Knows, or will learn about, the community

Ability to work with a challenging board

Good understanding of what life skills students will need to be competitive

A CEO, not necessarily an expert in education

Someone who’ll hire the best people then trust, support and guide them

Someone who fosters teachers’ creativity in the classroom

A person who can make unpopular decisions and still be respected

Strong

Tough

COMMMUNITY and BUSINESS LEADERS

Someone with a vision for the future where all our children succeed

Able to build a vision for the district with input from others

Focused on educating the whole child

A coalition builder who can deal with a diverse community

Proactive, not reactive

Varied teaching experience

Open-minded

Thick skinned – has the “hide of a rhino” to take the scrutiny of this community

Understands the need for global education

Able to improve collaboration with other districts in region

Asks insightful questions

“Imaginer”/creator

Architect/inventor

Empowering

Strong work ethic

Able to “herd cats”

Ability to shape public opinion

Will take charge and not let each school do what they want

Creative and flexible in designing programs and solutions

Understands social and emotional education

Able to balance the needs of schools versus the demands of the community

Energetic

Someone with respect, love and knowledge of the historical, cultural and ethnic diversity inherent in the Four Corners area that has a strong Native American, Hispanic and western pioneering heritage

Success in a multicultural environment

PARENTS

Successful superintendent or similar experience

Able to evaluate the organizational structure of the school district

Understands the relationship between the school board and the superintendent

Supportive of both small class size and higher teacher salaries

Able to align district budget with district priorities

Knowledge of best practice and emerging research

Understands and is able to facilitate the change process

High school experience

Respects and supports school choice

Progressive

Ability to deal with growth

Involved with negotiations and the master agreement

Able to articulate needs of the district

Successful teaching and principal experience

Sensitive to issues and needs of teachers and can articulate to the community

ADMINISTRATION

Able to articulate a coherent vision and long-range plan

Confidence and capability to hire and/or develop exceptionally able employees at all levels and give them a significant role in the decision making process

Experience with systemic school improvement around focused and clearly articulated goals

Familiar with and supportive of high school reform efforts

Evidence of success in modifying the culture of an organization

Understands elementary, middle school and high school programs

Accountable and willing to admit mistakes

A hands-on instructional leader

Delegates and follows through on projects

Someone will provide support and mentoring to new administrators and principals

Understands technology

Risk taker and supportive of district staff who take risks

Successful experience as a principal

An advocate for public education

Ability to work effectively with a Board of Education that needs support, coaching and leadership

A position of non-negotiable accountability for improving student achievement

Adaptability

A problem solver

Someone who will directly supervise the principals

FACULTY

Knowledge of instruction

Someone who sees value in diverse education – (e.g.: the arts, vocational education, community service)

Ability to bring out the best in others

Bilingual (Spanish) - from the Southwest U.S.A. – familiar with Native American and Hispanic cultures

Appreciative of the many perspectives in this school district and community

Varied teaching experience

Someone who will listen to the professional voices of teachers and who will respect their opinions and expertise

STUDENTS

Connected with and listens to students

Visible at school

Someone who will attend Student Council meetings

Background in sports

SUPPORT STAFF

Superintendent experience

A leader

Sense of humor

Clarity of direction

Holds people accountable

Passionate

Caring

Able to prioritize

Organized

Tough-skinned

A leader in school redesign

Open door policy

Decisive

Able to help people achieve to their potential

Both theoretical and practical

A strong delegator who follows through to hold people accountable

Someone strong enough to enforce the rules we make (e.g.: dress code, language, cell phones)

PROCESS RECOMMENDATION

Participants frequently recommended that the Board of Education include others in the process for selection of the new superintendent as a way to begin to reestablish trust between the school district and its many constituents.

Ranking Summary

Respondents were asked to rank the following characteristics in order of importance from 1-15 with 1 being most significant.

Board

Admin.

Comm.

Faculty

Parent

Student

Supp.

Staff

Visionary leadership

4/5

Ability and willingness to deal directly and fairly with faculty, staff, students and parents

Organizational/management skills

13/14

7/8

Accountable for all that happens in the District

12/13

7/8

Effective oral and written communication skills and excellent listening skills

Collaborative