June 20, 2017 (2pm)
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.
I’m
a 27-year educator. That includes positions as teacher, assistant principal,
principal, curriculum director, and then superintendent. Each position allows me
to see the whole picture of the education process.
Married
27 years, 2 children. Enjoys sports, church, and singing.
Basic
tenant of education: I think educating children is one of the most challenging
things we face as a society today, but also very rewarding.
2. Why did you apply for this
position?
I am
very passionate about K-12 education, and after looking at DCS, I think Decatur
is a good fit for me. I don’t want to bounce around. Once I find a place, I dig
in my heels and get to work.
3. What do you most look
forward to in being Superintendent of Decatur City Schools?
First,
meeting students, educators, and the community. Then being an advocate for
public education and for Decatur City Schools. I think that is a missing
piece—I’ll tell the story of this district. I’ll tell the stories and overcome
challenges.
Student Achievement
1.
How important to
you personally is student performance on standardized tests?
Standardized
testing compares our students with a norm reference group. Whether we like it
or not, we are being judged by one day, one test, and that is just a snapshot.
We are currently being measured by a test (ACT) that is designed to prove
college readiness, not passing or failing school. I would like to change that. Standardized
tests are just an autopsy—changing based on scores is too late.
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.
What works
is time and pervasive culture across the schools of a mission to increase performance. Begin with the end in mind. First, focus on finding effective
teachers and leaders. Then, make sure our education evaluation is relevant to
our system.
We want
teachers to not be ashamed of going down the hall and listening to someone they
think teaches well. It’s peer learning.
We need to
analyze what type of professional development is necessary for targeting our weaknesses as a system.
Students
need to own their data—they need to know why
their test scores are dipping or rising.
Every student
needs a mentor—many do not have a father/mother figure to depend on.
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.
Regarding
minorities in general, start with home/school connection. We need to look at
where each student begins, and we should tailor our instruction to each child.
We should listen to each minority community and develop and strengthen our ties
with each group. Learn from each other, respect cultures, and respect all of
them.
4.
How do you
balance the dynamic of teachers and administrators being accountable for
student achievement with possible student apathy and still improve scores?
It’s hard to
make someone care, but some strategies can be effective, especially when test
scores affect students directly. Apathy is a problem because students are not
seeing a personal connection with their test scores.
5.
What is the role
of extra-curricular activities in a student’s school career? How do they
interact with instruction?
Extra-curricular
activities are extremely important in a student’s high school career, and it’s
up to us to provide that for them. I believe extra-curricular activities are
channels to help grow student traits employers say are missing.
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?
This needs to
be taken seriously, done consistently, and be focused on raising academic
achievement. We should see student growth as well as professional growth in
teachers. Evaluation should not be done to
a teacher as a one-time event, but if it is a process with standards and
expectations in place, and support has been given, then we should begin to see
results.
2.
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.
The
relationship between a board and the Superintendent is vital to a school
system. We should avoid the board micromanaging—that’s not healthy or
successful. Communication is a huge role for the Superintendent.
3.
How will you
communicate with the BOE?
Two most
important factors: openly and honestly. I expect communication flow to be
two-way. Most crucial is to be pro-active.
4.
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 am bound to
uphold decisions that are not necessarily easy. Toughest decision ever: to
close a school because enrollment had declined, and it was not fiscally
responsible to keep the doors open. Held community meetings. Tried very hard to
provide personnel positions for each displaced employee. Announced the closing
one year prior, then the school and the system spent the final year celebrating
the school’s history.
5.
While we realize
that each person is responsible for their own morale, give us your thoughts on
school system morale.
It is most
important for morale that teachers and administrators realize that central
office staff is there to support them. Morale is a by-product of school
processes. When teachers are empowered, morale can’t help but go up.
6.
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.
First, choose
best candidate based on qualifications. Treat everyone fairly during hiring
process—be respectful of diversity. Non-negotiables: students first, focus on
achievement, align with mission of DCS. I want to surround myself with people
who are successful and will help balance my own weaknesses.
We should
have a pool in Decatur of people who we have been cultivating as potential
leaders for our educational system.
I’m more
competitive than most people, and so I need people who will help us win as a
district.
7.
Do you believe
school principals and other administrators should live in the city of Decatur?
Why or why not?
Yes, because
they will prove that they want to invest in the community. It’s easier to have
a vested interest if you live where you work, and if your children are going to
school in the system.
Finance
1.
What priorities
drive your budgeting process?
Bottom line:
emphasize instruction first, and then others will fall under that.
2.
How do you use
the budget to raise academic improvement?
Focus on teachers
in classrooms, whether it be intervention or better teacher/student ratios.
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?
Anytime a
budget cut is needed, my goal is to protect effective classroom instruction.
Start with internal program audits, and then make changes. See if services can
be streamlined or combined. Be knowledgeable about the hidden costs of
substitute teachers.
Decatur City Schools
1.
What is your
vision to improve DCS in all areas?
I want to
answer these questions: Is this where students want to come to school? Is this
where teachers want to teach? Is this system what people move for their
children to be a part of?
I want to
address achievement gaps, and partner with community industry leaders.
2.
What would your
first 90 days look like?
First 30
days: do a lot of listening, build rapport with leaders. Spend time reviewing
data and financials to familiarize myself with those areas.
First 60
days: be in schools visiting classrooms, meeting teachers, noticing morale,
identify those who need help. Build plans to address weaknesses noticed while
listening. Be a presence in community. Ask for feedback.
First 90
days: get plans into the community. Begin evaluations of personnel, and meet
with them one-on-one. Develop system-wide dashboard.
3.
What role should
Career Tech play in our system?
My husband is
a plumber, and a trade has put food on our table. Let’s look at jobs increasing
and trending in Alabama, and then put kids in those fields.
Miscellaneous
1.
Please share an
example of how you have been successful in building relationships with
students, teachers, or other stakeholders in your community.
Lauderdale
is comparable in size to Decatur. I was of a firm belief that I needed to
support every single student in my jurisdiction. I visited classrooms and
talked just to the kids—no subject was off-limits, so they could share what
they thought about their school.
Send career
coaches to different businesses to find out what skills were needed to work
there.
2.
If offered the
job as Superintendent, when could you begin?
Tomorrow.
3.
When can you move
to Decatur?
Right away.
I’m at your disposal.
Final Statement by Gray: I will work hard if given this opportunity. Any
failure would not be from lack of trying.
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