Interview of Mr. Chresal Threadgill by the Board of Education

Interview of Mr. Chresal Threadgill by the Board of Education

June 21, 2017 (4pm)

Please note that the following are the highlights of this interview session. Not every question is represented, and answers have been abbreviated to provide an abridged and balanced representation of the candidate.

General questions

1.     Please tell us what you would like us to know about yourself.

Married for 15 years, 3 children, originally from Mobile.

Demonstrated leadership ability as principal, assistant Superintendent, director of special ed. programs, federal programs director, curriculum director, discipline officer, liaison between Troy city schools and Troy state, and Superintendent. These many jobs prepared me for many things.

During job as Superintendent of Elba City Schools, Threadgill raised graduation rates from 63-96%

2.     Why did you apply for this position?

This school system and community has such a family atmosphere that I would love to continue raising my family in this environment. I think Decatur has great potential.

3.     What do you most look forward to in being Superintendent of Decatur City Schools?

I am looking forward to leading Decatur City Schools to becoming a transcending school district by bridging gaps. Just “working” isn’t good enough, we have to be transcending. Decatur is right there at that point of transcending. We need to abandon things that “just work.” We need to have strategic plan that will lead Decatur City Schools to be a transcending district.

Student Achievement

1.     How important to you personally is student performance on standardized tests?

First, I think we test too much. We can’t keep a test long enough to have any valid data. But standardized tests are important for accountability, and how we’re compared to those around us.

We should have the urgency, pride, and dedication to teach our children every day, so when we do take tests, it’s just another day.

2.     Specifically, how do you currently plan to raise our students’ performance on standardized test scores? We say, “currently,” because we realize you will know more about our system if you become our superintendent.

You’ll have to hire me to get the answer on that (humor intended). But here’s the textbook answer. Test data, analyze weaknesses, maintain strengths, and keep doing it over and over again.

Framework is necessary: mine is called VISA (Vision, Integrity, Structure, Accountability)

Must focus on foundations: lower grade levels first

3.     How will you develop instructional leaders in our schools who are capable of consistently raising our students’ performance on standardized tests both across the school system and from year to year? We have numerous students who truly excel and some who have much room for improvement.

We should steer away from one-dimensional administrators—those who are uncomfortable doing many kinds of jobs. It’s my responsibility to grow them into multi-dimensional leaders. It takes tough conversations, training, and equipping them to be successful.

We have to push education through motivation – relate to the kids, understand them, and they will improve.

4.     Specifically, how will you instill, for teachers, administrators and our students, a sense of importance and priority in our students’ success in standardized test scores?

When you show kids through your effort that they are important, test scores are bound to go up.

5.     What is the role of extra-curricular activities in a student’s school career? How do they interact with instruction?

Extra-curriculars teach us the same principles we’re supposed to learn in the classroom, but in a practical way.

Governance/ Chief Executive Officer

1.     How will you use the formal evaluation process to support the goals of the Board and the system, especially as relates to academic achievement?

It doesn’t make sense to have a generic document when so many teachers need different things. I think evaluation should be tailor-made for each teacher and how they grow in different areas.

2.     What priorities will drive your evaluation of DCS teachers and administrators? How often will you evaluate principals?

That’s easy: my priority is instructional focus. Also, focus on the individual needs of teachers and students. Do it formally twice per year, but practically every single day.

3.     Please provide your opinion on the occasional (every other year) evaluation of superordinates by subordinates; for example, teachers evaluate principals, principals evaluate the superintendent, etc.?

I have no problem with it, as long as it’s used to inform and pick up patterns. Not to be used to fire someone.

4.     What do you consider to be the role of the Board of Education? Please give examples of the Superintendent’s responsibilities and the Board’s.

Mine is to lead day-to-day operations. Board is for policy. But we have to get along, and pull in the same direction. Every decision I make is going to be about the kids; about my babies. I tell principals, “if I have to come on down there and do their job, I don’t need them.” As long as your direction is kids, we’ll be fine.

5.     How will you communicate with the BOE?

However you would like me to! I’m a face-to-face kind of person, and I like to communicate often. I have no secrets.

6.     What is the most challenging and troublesome decision you have ever had to make as an administrator, and what was the process you used to make that decision?

I’ve had many on every level. Most recent: central office restructuring to find or transition to multi-dimensional leaders. Even if it’s tough, we still have to do what’s best for our students. Once I ran a school from the hallway, and that was a tough deal.

7.     While we realize that each person is responsible for their own morale, give us your thoughts on school system morale.

I have strong traits: building relationships and building morale are something that comes naturally to me.

I have a list of all my staff and their birthdays, and I love to celebrate successes.

8.     What are your guiding principles on hiring? In providing your answer, please discuss the hiring of district level administrators, school principals, head coaches and band directors, teachers and classified employees.

Take time to investigate the people coming in—don’t rush because of personnel needs, no matter how urgent. I always lay eyes on new hires because I need to know who’s going to be with my babies (students).

9.     Do you believe school principals and other administrators should live in the city of Decatur? Why or why not?

Yes, it’s important to be there in the community. But some situations we can’t help, and those will have to be dealt with individually.

10.  In the capacity of Superintendent, how do you see yourself as the public face of DCS to our community?

I see myself as a people person—my door is always open. My number one job is daddy and husband. I’m a role model to my kids, but also to all of my students.

Finance

1.     What priorities drive your budgeting process?

Good personnel are crucial. Programs are good, but nothing can replace good instruction. We need instructional technology that will equip our students.

2.     How do you use the budget to raise academic improvement?

Having meaningful, professional development. The more adults interacting with students raises student achievement.

3.     Imagine you had to cut 2% out of our budget. For us, that would equal $1.986M. How would you determine the areas to be reduced? Follow up: Where would you make the cuts without harming academic achievement?

Perform personnel internal audit.

Decatur City Schools

1.     What is your vision to improve DCS in all areas?

Leading Decatur to be a transcending school district by bridging gaps. We already have incredible teachers; our test scores should be off the roof. Decatur should be leading the pack.

2.     What would your first 90 days look like?

Everyone on same page, expectations, vision. Have conversations with almost everyone—assess the situations. Get feedback from people. Eat lunch with the kids, because I need to build relationships with them. If I’m going to work 24/7 even on the weekends, then I have to personally know whom I’m fighting for.

3.     What role should Career Tech play in our system?

A huge role. We need to help our students find jobs. Career Tech doesn’t have to be just K-12, it can be community, if we just think that big.

4.     What role should technology play in our system?

Huge. We have to think about what our kids will need 20 years from now. Students shouldn’t be teaching the teachers about technology.

Miscellaneous

1.     If offered the job as Superintendent, when could you begin?

My truck is packed now... As soon as possible.

Threadgill’s final questions: Do you want to be transcending? And what do you want in a Superintendent?

Baggett: We want to be that elite system you’ve been talking about.

King: I’m looking for someone to build relationships from the top down. Someone to step outside the box and be the non-traditional system.

Duke: We have good people in Decatur. I want a leader to lead them and encourage them to improve student achievement for our kids.

Lane: Student achievement is important to us; and we need someone to lead our children forward beyond just test scores. I want a team-builder and role model. My target is for you to be here more than 10 months (humor intended).

Jett: Our students are great. We are competitive, but we need lots of help. I want to be a transcendent system—no excuses. We need a leader, stability.