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).
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