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LEBANON PUBLIC SCHOOLS SUPERINTENDENT SEARCH - 2015

Phase I: Research Report - Executive Summary

Prepared for the Lebanon Board of Education

Superintendent Search Committee by

Dr. H. Kaye Griffin, Executive Search Consultant Cooperative Educational Services

Executive Search Services Trumbull, CT 06611

2/12/2015

©C.E.S. Executive Search Services Lebanon Superintendent Search of 13

LEBANON PUBLIC SCHOOLS SUPERINTENDENT SEARCH - 2015

Phase I: Research Report

INTRODUCTION TO THE REPORT

The Lebanon Board of Education, in the capacity of Superintendent Search Committee, is conducting a search for a

new superintendent to fill the vacancy resulting from the retirement of the current superintendent, effective June

30, 2015. The selection of a school superintendent is a state-legislated responsibility of Boards of Education in

Connecticut. Therefore, the Lebanon Board of Education members are fulfilling their statutory duty functioning as

a search committee.

The Search Committee recognizes that the new superintendent must be a "good fit” for the school district and

meet the leadership expectations of stakeholders in the school community as well as those of the Board of

Education. As they began the search process, the Board of Education recently focused on gaining input directly

from the school community to gain a better understanding of the school community's general perceptions of the

leadership attributes and personal characteristics desired in the new superintendent.

To that end, the Board of Education, after having negotiated a contract with Cooperative Educational Services

(C.E.S.) Executive Search Services for executive search services, directed the C.E.S. consultant to proceed with

implementing the C.E.S. search model consisting of four phases: Phase I: Research, Phase II: Recruitment, Phase III:

Selection, and Phase IV: Transition. More information about each phase of the C.E.S. search process is available on

the district website for those persons wishing to learn more about the steps in the search process.

To implement the research component of the search model, the Board authorized the C.E.S. Executive Search

Consultant, Dr. H. Kaye Griffin to conduct data collection (community input) activities focusing on the leadership

expectations of all stakeholders throughout the Lebanon school community. The data that was collected has been

organized into a leadership profile that the Search Committee will use as a guide in the recruitment and selection

of the next superintendent of schools.

The end product of the research phase is this report which provides documentation of the research data and

equips the Lebanon Superintendent Search Committee and community with a consensus profile of leadership

attributes and personal characteristics they desire to see in the new superintendent. The leadership profile

presented as part of this report is based on data collected through the online survey and the focus groups that

were conducted in the school community in January and February.


PARTICIPATION IN THE DATA COLLECTION ACTIVITIES

The C.E.S. consultant applied an unbiased, structured research model involving administration of an online survey

and face-to-face focus group meeting to collect data. Seeking stakeholder input on a number of essential elements

of superintendent leadership, the consultant asked the online survey respondents and the focus group

participants to identify the skills, qualifications, and personal attributes and characteristics that they deem most

desirable for the new superintendent. Additionally, participants were asked, from their own perspectives, to

identify and comment on the district's future challenges - again, providing insight into the type of leader needed

for the district.

The data presented in the comprehensive report represents input from 185 respondents who participated in

individual focus groups conducted for key stakeholders and/or the online survey. The consultant met with 72

people in the focus groups and 113 people responded to the online survey. The schedule for the focus groups can

be viewed on the district website by clicking on the link for superintendent search information. The online survey

was administered from January 14 - 30, 2015. The number of participants, by stakeholder group, that participated

in the focus group sessions can be found in Appendix B that accompanies this report. Persons who took the online

survey were not required to identify their demographic or stakeholder category to ensure that all comments

would remain anonymous.

In its entirely, this report contains an Executive Summary of the information gathered as well as detailed data from the stakeholders. The online survey results can be found on in Appendix A and the focus group results are included in Appendix B. Frequently mentioned or consistent ideas heard throughout the data collection process are included in the Executive Summary as is the Leadership Profile resulting from the aggregation and interpretation of the data. Also, respondents to the online survey may have participated in both a focus group meeting and the online survey, thus expressing their opinion/thoughts more than once in the process. Additionally, the conclusions set forth in this summary may not reflect the opinion of a majority of any singular category of constituents represented, particularly if the participation rate for that category was low. However, the number and cross-section of participants who took part in the data collection effort assures that many voices were heard.

Finally, the summary and conclusions are based comprehensively on the data collected throughout the research phase of the search and summarized in the data charts included in the addenda to this report. The online survey results, with the exception of the open-ended questions, are rank-ordered with the responses presented in order of frequency. The focus group comments are not rank-ordered and are presented randomly within a focus group category. Due to the sampling methodology, the information included in this report should not be considered scientifically accurate. For example, although the online survey was designed to be completed only once per each unique computer URL, it might have been possible for an individual to respond to the survey on two different computers. To control for that circumstance, the consultants eliminated redundant responses that appeared to have been written by the same person and counted only one of the responses in the data totals.

Dr. H. Kaye Griffin (C.E.S. Executive Search Consultant) and the Board of Education / Search Committee, wish to express gratitude to those people who took the time to respond to the online survey and/or to attend one of the focus group meetings, and by doing so, participating in the search process.


Executive Summary

Strengths of the Lebanon Public Schools

The stakeholders of the Lebanon Public Schools who participated in the data collection activities expressed their personal pride in the community's historical past and present amenities, and readily discussed their ongoing interest in and commitment to shaping the future direction of the public schools and the town. Discussions with the focus group participants generated an array of strengths and positive statements about the schools and community that can be organized around several broad areas that appear to be representative of the most frequently citied opinions across all stakeholder groups.

The random listing of strengths presented below is not intended to suggest that any one strength outweighs another and is, therefore, designed to avoid giving such an impression. Although there was a wide range of comments around a variety of strengths, the consultant identified those most frequently expressed by stakeholders. Those strengths are listed below:

Small "close-knit" town with "sense of community" Rural environment with history of agriculture and farming Committed educators Excellent student body Supportive parents Some strong academic and athletic programs for students

Discussion of Strengths

Lebanon is a small community: Focus group participants were quick to identify Lebanon a small-town school community that, as a by-product of its “smallness,” easily fosters relationships among students, staff, parents, and members of the community. A strong "sense of community" was apparent in the discussions and many participants commented that they both live and work in the Lebanon community. Lebanon's small size, in the words of the participants, should attract a new superintendent who would find the town to be an opportunity to work in a district and community in which he/she could easily build relationships and know people both in the schools and the town. It was pointed out that Lebanon is large geographically but the population is small, thus allowing its citizens to know one another and feel that they belong to a community.

Lebanon possesses a rural environment: Focus group participants expressed pride in Lebanon's history of agriculture and rural nature of the town overall. One participant noted that "Lebanon is farm country," a comment that seemed to capture the sentiment of many of the focus group attendees. The rich heritage of agriculture has contributed much to the town and the school district. Lebanon citizens, both long-term residents and newcomers, champion the town and school district ties to agriculture and consider, even in a 21st century curriculum, that vocational-agricultural educational programs have great relevance for preparing their youth for the future.


Lebanon employs committed educators: Lebanon Public Schools employs administrators, teachers and support staff who are (1) dedicated to their work/practice, (2) supportive of their students, (3) caring toward one another, and (4) interested in the success of the schools, and the extended community, and (5) are resourceful. Additionally, teachers and the staff expressed a desire to continue to grow and develop as educators so they can better serve the students in the Lebanon schools. For example, teachers stated that they want to learn new skills and improve the use of technology in the instructional setting. The school staff, which represents a good blend of experienced and beginning educators, share common goals and care about the students and their education. Students described their teachers as "flexible and supportive of the students - they care about their students."

Lebanon schools boast an excellent student body: Participants boast an exceptionally “good” and “industrious” student body that (1) participates in both school and community activities, (2) takes learning seriously, and (3) behaves respectfully and responsibly toward their teachers, peers, and the community. Students were also described as "top-notch, well-behaved, full of school spirit, great kids, willing to try new things, actively involved in sports and other school activities, and proud of their school and town." The students themselves appeared to be aware that the smallness of their school, although it presents some challenges as well, contributes to the environment in which they all know one another and experience a "community of students" that is comfortable for them.

Lebanon schools benefit from supportive parents: Participants in the focus groups stated that Lebanon parents are (1) supportive of the schools, (2) involved and engaged in their children’s education, and (3) for the most part, are focused on helping the Board of Education, the administration, and the staff improve the schools for the benefit of the students, although support for the budget does not always readily come from all of the parents through the budget referenda. Some stated that the parents are genuinely interested in the success of their children in the educational process and understand the importance of seeing the "bigger picture and the welfare of the whole."

Lebanon offers "some" strong academic and athletic programs: Focus group participants stated, almost unanimously, that the high school provides an exceptional Vo-Ag program opportunity for students, many of whom have benefitted from the award-winning program over the past years. The program enjoys a rich history of excellence and participants were quick to state that they perceive the program to be a "drawing card" for other students in the region. They take pride in knowing that the town of Lebanon has historically been associated with this outstanding program, although they recognize that similar types of programs throughout region provide more competitive options for some students.

Challenges Facing the Lebanon Public Schools

As stakeholders in the focus groups and through the online survey considered the future of the Lebanon Public Schools under new leadership, it was not uncommon for the known challenges, concerns and issues to be at the forefront of their thinking. Therefore, the consultants considered identification of the most pressing challenges / issues to be of significance to the success of the selection of the new superintendent, assuming criteria for selection would include assessment of leadership skills to address those and similar challenges.

The random listing of challenges / issues presented below is not intended to suggest that any one challenge or issue outweighs another and is, therefore, designed to avoid giving such an impression. Although there was a wide range of comments around a variety of challenges / issues, the consultant identified those most frequently expressed by stakeholders. Those challenges / issues are listed below:


School district declining enrollment and implications for future of school district Lack of strategic planning and vision for school district Lack of adequate fiscal support for the school district as perceived by many Lack of effective communications and positive relationships both within the district

and across the community Evolving lack of quality and variety of educational programs for students,

particularly at the high school level

Discussion of Challenges

Declining Enrollment: Participants in the data collection activities expressed their concern regarding the declining enrollment in the Lebanon Public Schools. Additionally, they believed that the district is not adequately preparing for the projected trend of declining student enrollment and managing future implications for the school district in light of school space utilization, future budgets, program offerings, staffing profile, etc. There were varied views as to what is contributing to the decline in students, including the following: loss of high school students resulting from expiration of cooperative agreement with Columbia; loss of students at all grades as a result of parents choosing other school options for their children such as regional magnet schools; and loss of students resulting from a perceived change in the demographics of the town with the population shifting toward more homes without school-age children. Many participants expressed their desire to see the leadership of the district do a more comprehensive job of "marketing" the assets of the school district to other smaller school districts in the region as a way of attracting families and growing the student population.

Need for strategic planning: Stakeholders are concerned that the leadership of the Lebanon Public Schools, along with the citizens of Lebanon, is operating without a strategic plan that would provide focus and both short- and long-term direction for the district. Therefore, participants frequently voiced the need for the development and implementation of a comprehensive strategic plan to guide district-wide decisions and initiatives. Hand-in-hand with this concern was voiced the perception that there is no “shared vision” for the future of the Lebanon Public Schools, nor are there organizational structures required to realize that vision or manage resources to support implementation of the vision. They readily expressed their desire to see the district, under new central leadership, address this challenge by working with the Board of Education to move Lebanon forward on a trajectory overall improvement.

School district budget and funding: Participants on all sides of the budget issue expressed concern about funding of the annual school budget, some stating that a lack of adequate funding is doing damage to the school district while others stated that the current level of funding could address some of the identified needs if the district would apply strategies of consolidation of resources and reallocation of existing funds. As is typically the case in many small-town communities in Connecticut, each side presents a rationale for the conclusions drawn regarding the "state of the school budget."


In the wake of declining federal and Connecticut state aid and budget deficits, all of the stakeholders contend that there is generally an increased and somewhat urgent need for additional measures to be taken to ensure that adequate funding of the school budget continues to support the financial needs of the school district while addressing the concerns of the taxpayers. Improving efforts to explain, clarify, advocate for, and pass annual school district budgets for the Lebanon Public Schools appears to be a clear challenge for the next district leader who should have no difficulty in engaging all constituents in a conversation around the general topic of the future funding of the Lebanon schools.

Communication and relationships: Improving communications, both internally and externally, and fostering better public relations throughout the Lebanon school community will be a challenge for the district going forward. There is the perception that communication between some town officials, the superintendent and the Board of Education, primarily around budget issues, has broken down and in need of repair for the good of the school district. Many perceive this situation to be serious and in need of immediate attention before additional harm is done to the image of the schools and community. Additionally, many participants in the data collection activities expressed their perception that leadership will need to take action to bolster the “deflated” staff morale and "issues of trust." Over the past two-three years, educators throughout Connecticut have faced the challenge of implementing several accelerated state-level initiatives, contributing to, and in some cases actually causing, much stress and pressure on educators, both certified and non-certified. Lebanon is no exception to this ongoing challenge and the new leadership will be required to rebuild relationships and trust with the faculty and staff as well as foster mutually respectful relationships between the district leader and the school administrators, faculties and staff.

Lack of comprehensive programs for students: Several of the participants, and particularly the high school students, expressed concern regarding the district's challenge to develop, and is some instances, sustain quality course offerings and programs for students. Again, the Vo-Ag program was touted as an example of a successful and productive program for Lebanon students that has lost some of its "drawing power" for other districts in the region. Many see this situation as a "fall out" from budget reductions, while others look to a lack of vision and leadership at the district level in spite of the recent efforts on the part of the district to facilitate implementation of the Common Core and relevant student assessment protocols. Students, parents and staff discussed the loss of course offerings for high students, as well as some middle school students, due to teacher attrition and consolidation of courses. All perceived these circumstances to be damaging overall to the quality of the educational experience for Lebanon students. Regardless of the varying contributing factors, the perception of the participants for this challenge is that the Lebanon Public Schools will need a very focused and concerted effort to keep up with the demands of 21st century curricula and the application of technology that such curricula requires in the instructional setting. All involved in the discussion were enthusiastic about the district's ability and desire to meet the "curriculum development challenge," but recognized that the variables of funding for focused professional development that enhances teachers' and staff members' instructional skills, along acquisition of instructional materials where needed, will require the support of the new district leader, the Board of Education, and the town.


The C.E.S. consultant cautions the Superintendent Search Committee and others not to look upon the identification and discussion of these challenges or issues as criticism of the Lebanon Public Schools as an organization. Every school district faces challenges because school districts are very complex organizations and boards of education and superintendents have very difficult jobs in governing a school districts. Instead, the discussion of the challenges should be regarded as an attempt to "take the temperature" of the school community and assess what stakeholders perceive to be the most pressing challenges / issues in the present and immediate future of the school district. The Superintendent Search Committee will do a better job in the search process by knowing which challenges or issues are of greatest significance to the stakeholders. The Superintendent Search Committee will use this information, along with the other data that was collected, to identify an individual in the applicant pool who has the skills-sets and background to respond to the challenges over a period of time.


Leadership Profile for New Superintendent

To assist the Lebanon Board of Education / Superintendent Search Committee in the search for a new superintendent for the Lebanon Public Schools, a variety of stakeholders from the school and extended communities offered the C.E.S. consultants the following compilation of the most frequently identified desired leadership attributes and personal characteristics for a new superintendent.

Past Professional Experiences: Respondents to the online survey, when asked to identify the three most relevant types of past professional experiences they would expect the new leader to have had, stated the following top three in ranked order with one very close fourth choice:

Served as a school principal or an assistant principal (83%)

Served as a classroom teacher or other certified faculty position at the school level (71%)

Served as an assistant superintendent in another district (64%)

Served as superintendent in another district (58%)

Note: Refer to Appendix A: Online Survey Data for comprehensive data

Educational Background: Respondents to the online survey, when asked to identify the most relevant graduate degree they would expect the new superintendent to have earned, made the following choices:

Master's degree in educational leadership or other relevant area (66%)

Doctorate in educational leadership or other relevant area (34%)


Leadership Achievements: Respondents to the online survey, when asked to identify the most relevant leadership achievements they

would expect the new superintendent to have accomplished, made the following six more frequently

selected choices:

Facilitating school administrator and staff efforts to create and sustain a positive learning environment and school climate for ALL students (81%)

Facilitating and sustaining a climate of trust within the school district (72%)

Facilitating, monitoring, and sustaining a "healthy and productive school district culture based on expectations of excellence in performance of all (70%)

Working with the Board of Education to engage in strategic and long-range planning for the school district (62%)

Recruiting, training, and retaining "high quality" district and school employees (60%)

Improving and expanding professional development programs for ALL staff (57%)


Other frequently chosen leadership achievements included the following:

Working effectively with parents and parent groups / organizations (56%)

Facilitating and sustaining a climate of trust throughout the extended community (53%)


Administrative Skills Set: Respondents to the online survey, when asked to identify the most relevant administrative skills or skills

set they would expect the new superintendent to possess to be successful in the Lebanon Public Schools at

the present time, made the following six more frequently selected choices:

Skill in fostering good faculty relations within and across the district (85%)

Skill in fostering good, productive community relations and communications (77%)

Skill in operational budget development and management (68%)

Skill in communicating the district's needs and goals through the annual operations budget (65%)

Skill in instructional leadership and setting high standards for student achievement (56%)

Skill in professional development of staff, both certified and non-certified (53%) Note: Refer to Appendix A: Online Survey Data for comprehensive data

Frequently Identified Leadership Attributes and Personal Characteristics: The following leadership attributes and personal characteristics were identified by the stakeholders who

participated in the focus groups and in the online survey. In that most of these attributes and characteristics are

often associated with successful superintendents, the fact that Lebanon data collection participants included

these descriptors in their comments ensures that, as a whole, they were diligent in their efforts to respond

constructively to the questions asked of them. The list is arranged in ranked order reflecting the most

frequently mentioned descriptors in descending order:

Lebanon stakeholders desire a new school superintendent who IS . . .

AN EFFECTIVE COMMUNICATOR:

The superintendent is expected to be an outstanding communicator (verbal, written and listening skills) who develops and implements an effective and predictable communications plan to foster positive and productive communications and relations with the faculty, staff, students, parents, community officials and citizens, and the media. He or she must possess strong interpersonal skills and recognize the significance of communicating with all stakeholders, while actively advocating for the Lebanon Public Schools.

HONEST and SHOWS INTEGRITY: The new superintendent is expected to be consistently tactful, straightforward and honest with all stakeholders in the Lebanon school community, even under difficult circumstances, and to demonstrate honesty and integrity in the eyes of the stakeholders.

• TRUSTWORTHY and TRUSTING:

The new superintendent is expected to deal fairly with all people in Lebanon and create the feelings of trust and belief while establishing respect for the school district stakeholders overall. He or she


must be trusting of all school employees and delegate work effectively to allow school-based decision-making as appropriate. He or she is expected to be an effective delegator who will hold people accountable for their area(s) of responsibility without micro-managing their work.

KNOWLEDGEABLE:

The new superintendent is expected to understand school district management as well as educational programs, and be a leader in implementing the Common Core; to read widely and keep up with current events; to remain knowledgeable about state and federal laws pertaining to education and bring that knowledge to the Lebanon Public Schools.

COLLABORATIVE and OPEN-MINDED:

The new superintendent is expected to accept criticism and new ideas without displaying defensiveness or dismissing new ideas without further consideration; to foster an air of openness throughout the school organization. He or she is expected to work collaboratively with all stakeholders in the Lebanon Public Schools and throughout the Lebanon community.

A STRONG VISIONARY LEADER:

The new superintendent is expected to be a visionary leader who, working with the Lebanon Board of Education, can articulate a vision for the school district that is both educationally sound and fiscally prudent to help the district regain the district's image as a very desirable educational choice for both Lebanon families and families across the region. He or she is expected to play an important role in the region and promote the formation of collaborations with smaller school districts in the region to promote attendance in the schools in Lebanon. He or she is expected to recruit the most talented teachers and administrators in the region, to provide ongoing professional development opportunities, and to retain the faculty and staff, thus assuring continuity in the staffing profile for Lebanon students.

BUDGET DEVELOPMENT / MANAGEMENT EXPERIENCE:

The new superintendent is expected to possess financial acumen and have a proven record of successfully and effectively developing and managing a significant budget. He or she will be expected to provide fiscal guidance and appropriately devote resources to the school district's educational priorities.

RESPECTFUL:

The new superintendent is expected to demonstrate consideration for and sincerity toward all Lebanon

Public Schools patrons, students, staff and board members.

SUPPORTIVE of DISTRICT and COMMUNITY: The new superintendent is expected to endorse and openly support policies, procedures and philosophy of the Board of Education; to support staff and students; to support (actively) community activities and functions; and to be visible as the community's educational leader.

COOPERATIVE:

The new superintendent is expected to work well with people who represent opposing views — to

demonstrate tolerance and to be tolerant and to mediate disputes to reasonable solution(s).


DECISIVE and STEADY:

The new superintendent is expected to take a stand when necessary, particularly as an advocate for the

Lebanon Public Schools; to use a decision-making process that is thorough and open to input; and to

think quickly, soundly under stress.

RESPONSIBLE:

The new superintendent is expected to follow through on commitments, to accept responsibility for successes and failures and to avoid placing blame on others.

ENTHUSIASTIC AND PERSISTENT:

The new superintendent is expected to show interest and enthusiasm in work and people; to have a

record of a high level of energy; to demonstrate initiative and persistence in spite of setbacks.

INNOVATIVE:

The new superintendent is expected to find creative ways to resolve difficult problems and to be aware of new developments in the field of education. He or she is expected to conceptualize and implement educational innovations that are appropriate for the Lebanon school community, resulting in the candidate being labeled as a change agent.

RESPONSIVE to STAKEHOLDERS:

The new superintendent is expected to take action without undue delay, to follow through on questions, calls, requests, problems. The new superintendent is expected to create and sustain a feeling of unity and enthusiasm in the Lebanon Public Schools; to make certain that decisions and ideas are respected; to demonstrate an administrative style based on positive human relations; to be easy to converse with and be visibly accessible to staff and citizens.

MOTIVATED and a MOTIVATOR: The new superintendent is expected to take the initiative and have the capability and desire to carry projects through to completion that benefit the Lebanon Public Schools and the students. Stakeholders seek a superintendent who is supportive of professional development opportunities for administrators and teachers and who will encourage people to want to do their best, while encouraging them and supporting them in their efforts to motivate students to learn and grow.

ETHICAL: The new superintendent is expected to exemplify the highest moral, ethical and professional behavior; to set the standard for all employees of the Lebanon Public Schools.

FLEXIBLE: The new superintendent is expected to adjust to new situations and/or crises in the Lebanon Public Schools district and respond effectively to sudden changes in conditions and to model flexibility and display confidence and a positive attitude.

COURAGEOUS:

The new superintendent is expected to show a willingness to take a stand, to make a decision that is unpopular, and/or take a risk, if necessary, for the benefit of the Lebanon Public Schools and the students in particular. He or she is expected to be a courageous advocate for the Lebanon schools.


Closing Comments:

The Lebanon Superintendent Search Committee now faces the challenge of finding candidates who possess the leadership attributes and personal characteristics that stakeholders have identified to be important to them for their new school superintendent. Equipped with the valuable data collected in Phase I of the superintendent search process, the Search Committee and the Search Consultant are committed to this challenge and to finding a new school district leader who measures up to, not only their own expectations as a school board, but to those expectations expressed by the stakeholders who participated in the data collection activities. The Search Committee will use the Leadership Profile extensively throughout the Phase II: Recruitment and Phase III: Selection steps in the search process. The Search Committee and the Search Consultant wish to openly thank the Lebanon Public Schools stakeholders who took the time to attend a focus group meeting and / or to take the online survey. Your efforts to assist and inform our work are much appreciated and we are grateful to each of you for your participation in the search process.

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