Interview of Dr. Michael Douglas by the Board of Education

June 19, 2017 (9am)

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.

Board of Education member comments are listed at the end of the interview.

General questions

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

My personal motto is Faith, Family, Work (in that order). I’m a 3^rd generation educator and a 2^nd generation superintendent. I started out as an elementary education teacher so I could learn the foundational methods on how to be a teacher.”

Dr. Douglas gave sweet descriptions of each of his 3 children, including his son, Jack, who was celebrating his birthday on the same day as the interview. “After this, I’m going to watch Cars 3 and eat at Cracker Barrel.”

My proudest accomplishment is that I was named Marshall County elementary teacher of the year in 2006.

In the past, I have been hired as a principal based on my passion. My father always maintained that a superintendent had to ‘find the right fit’, and the balance of academics, arts, ands sports in Decatur City Schools fits me.

2.        Why are you a good fit?

I appreciate the focus of DCS on student achievement. And I’m good at motivating people to do what’s best for children.

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

I look forward to having the ability to impact 8400+ students. That’s the biggest number yet.

Student Achievement

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

It’s important to grow kids no matter where they start. So if you can raise their educational level (but not necessarily their test scores) you will still have succeeded.

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.

If you start with the little things inside the classroom, all the rest of the big stuff works out. I have a non-negotiable: I believe in bell-to-bell instructions. That means the teacher is working hard and the students are engaged.

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.

I want to give our teachers the resources they need to teach our students enough so that they can achieve high performance on standardized tests. I have found professional development such as Laying the Foundation (which DCS is currently using) to be one of the best.

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?

I want to use peer models of our super-star teachers to encourage other teachers, engage those who need inspiration, and reward those who do well. I want to put good teachers in leadership roles, and put good students in leadership roles. I also want to implement a unique teacher-based approach to dictate how even the administration leads.

5.       How do you balance the dynamic of teachers and administrators being accountable for student achievement with possible student apathy and still improve scores?

Regarding apathy, I believe there are 3 ways to reduce poverty level effects in education. (1) Reduce class size, (2) increase class interaction with intervention teachers, or (3) reduce poverty itself.

6.       How much time do you suggest principals spend in the classroom?

There is no set amount of time, but a principal can’t be in there enough. It shows teachers what you value; if you value the classroom, you’ll be in the classroom.

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

I view education as a triangle. Academics should be the top point with arts and athletics as the bottom two corners. I call it a “triple A” education, and all are important.

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?

I think every person should be evaluated on a yearly basis, even if they are a bus driver, because they all affect how our students perform academically.

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

Yearly. My priorities:

Teachers: if they are accomplishing bell-to-bell engagement

Principals: if they are working hard, staying in the classrooms

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

As long as you’re using it well, the 360 evaluation works well. You have to ignore the all 5’s and the all 1’s. Evaluation should be used as improvement, not a terminal thing.

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.

The board is elected, and involves more policy. My job is more day to day. I know that my job is to communicate with you to make this district better. I will also say that everything will run smoothly if you don’t get too involved (especially with personnel). Stay in your lane. One thing I like to say is that if I’m going to require my principals to cook the dinner, then I should let them buy the groceries.

As the superintendent, it’s my job to take the blame for the bad things and not worry if I’m getting the credit for the good things.

5.       How will you communicate with the BOE?

I will ask individual people how they best want to communicate. Then I will communicate with them effectively and constantly.

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?

It was always regarding personnel, and that’s always a committee decision. We have to do what’s right, no matter how hard.

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

Because school is one of their top ten life events, we have to provide students with a good school morale. We have to tell people we appreciate them; we don’t do enough praising.

We also have to care about our staff or they’ll desert to neighboring districts.

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.

First, hire the best you can. We should be adept at identifying talent, and elicit help from people who know what they’re doing when you feel under-qualified. Use committees for high-profile people such as band directors and head coaches.

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

Yes. If you’re not getting your whole family into the district, then you don’t fully support the district, or at least that’s the message you’re sending. At the very least, it should be a non-negotiable where you put your kids.

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

I’m a community superintendent. I’m going to speak at clubs in Decatur, eat in Decatur, go to church in Decatur; it’s a 365 day job. I’m going to get my hair cut in Decatur; it’s just what I do.

Finance

1.       What priorities drive your budgeting process?

We have to make priorities financially, and the classroom always comes first. And it’s just a fact that we should apply more resources where there’s more poverty.

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

We have to pay for good professional development, including compensating employees for any time they invest over the summer.

We also have to have good progress monitoring in our programs by listening to our teachers, and budgeting for classroom needs. The classroom is where it starts and ends.

Decatur City Schools

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

My vision is very simple: I want to be the best in everything. I’m competitive; I want to win.

2.       What do you think of career tech?

I have to know the kids in my district. We’ve got to take care of them on every level. Those who want to go to college—we have to prepare them academically. Those who want to start their careers—we have to prepare them just as well.

Miscellaneous

1.       If offered the job as Superintendent, what would you accomplish in your first 90 days?

First, hold meetings with teachers to hear what they need and want. Next, hold meetings with principals to hear their perspectives. Then, I would plan Institute (the Back-to-School assembly of all employees). Honestly, the teachers in this state need a pick-me-up. I’m going to tell them to change lives, and I’m going to tell them I’ve got their backs.

I’m a listening guy. I want to start in a district by listening to what they need, and then adjusting to what they need.

One final question was asked by Dr. Douglas: What are you looking for in a superintendent?

Board’s answers:

Mrs. Baggett: I’m interested in relationships with faculty, morale, and identifying what it is you want teachers to do. I’m interested in something with good accountability skills.

Mrs. King: I’m looking for someone student-driven who is focused on curriculum. I want someone to hold teachers and principals accountable.

Mrs. Duke: I want our superintendent to build a dynamic system and make us the very best we can be. Together.

Mr. Lane: We have a capable set of administrators, but we need a leader in our system. We need a team-builder. You will inherit a strong, cohesive team, and we want to keep building that.

Mr. Jett: We need a leader. I want a superintendent who accepts responsibility while demanding accountability.

In response to the Board’s answers, Dr. Douglas requested two final statements:

1.       “That’s me, that’s me, that’s me, that’s me, that’s me, that’s me.”

2.       “I think I fit here, and if you think I fit here, I’ll give it my best.”

After the interview, some board members provided comments:

Mrs. Duke: I liked Dr. Douglas’s caring demeanor—it came out in almost every answer.

Mrs. Baggett: I can tell that he’s going to build relationships, and I liked that his expectations are clearly defined. I like his quick humor, and how he is unafraid to talk about poverty and personnel problems.

Mrs. King: I admired his humbleness to get down in the nitty-gritty and work out the nuts and bolts of the system. He was very practical about how we should use our resources. I admired how forthright and open he was about the wrestling accident. Because Dr. Douglas is coming from such a small staff, he’s learned how to do everything from coaching golf to making hard decisions.