2. School committee members have taken steps that exceed their role and authority in policy and decision-making or that do not appear to be aligned with the district’s 2012-2014 priorities and objectives. For example: a. The “School Committee Agenda” of July 30, 2013 included nine school committee motions. One motion required the administration to justify a decision to provide double blocks to offer Honors CP level Algebra I, Geometry and English courses. This level of involvement by the school committee usurped the authority of the superintendent and school leaders. 3. At the December 3, 2013 meeting, a school committee motion required the superintendent to recommend a new program of second language instruction at one elementary school for the beginning of the next school year, noting that it would be a recruitment tool to make the school more diverse and respond to an interest in second languages by families at the school. This is unrelated to the previously-established district priorities, including the Innovation Agenda. C. The school committee has not demonstrated optimal collaboration with the superintendent. 1. Rather than acting on a meeting agenda collaboratively developed by the superintendent and school committee chair, committee members create a second “School Committee Agenda” for each regular committee meeting. a. The committee has two agendas: one for the superintendent to present what he needs the committee to vote on and one for the committee to present their own items for a vote. D. A member reported that the School Committee Agenda sometimes includes motions submitted by a parent or community member to a school committee member. 1. Principals said that they spend many hours developing educational proposals, which are often changed in significant ways by the school committee without regard for educators’ opinions. 2. Teachers agreed that the school committee gets involved at a level which they characterized as “way too deep.” They offered the example of a parent listserv of with a relatively small number of participants to whom committee members pay strong attention. Teachers believed that committee members focused on this small sample of parents rather than listening closely to the superintendent about what is happening in schools. Impact: The school committee election structure in the district makes it difficult for members to collaboratively embrace a long-term vision for the district. In addition, the committee’s fragmented approach results in a loss of focus on district priorities and inhibits the district’s ability to plan and implement long-range strategies for improvement.
2. School committee members have taken steps that exceed their role and authority in policy and decision-making or that do not appear to be aligned with the district’s 2012-2014 priorities and objectives. For example: a. The “School Committee Agenda” of July 30, 2013 included nine school committee motions. One motion required the administration to justify a decision to provide double blocks to offer Honors CP level Algebra I, Geometry and English courses. This level of involvement by the school committee usurped the authority of the superintendent and school leaders. 3. At the December 3, 2013 meeting, a school committee motion required the superintendent to recommend a new program of second language instruction at one elementary school for the beginning of the next school year, noting that it would be a recruitment tool to make the school more diverse and respond to an interest in second languages by families at the school. This is unrelated to the previously-established district priorities, including the Innovation Agenda. C. The school committee has not demonstrated optimal collaboration with the superintendent. 1. Rather than acting on a meeting agenda collaboratively developed by the superintendent and school committee chair, committee members create a second “School Committee Agenda” for each regular committee meeting. a. The committee has two agendas: one for the superintendent to present what he needs the committee to vote on and one for the committee to present their own items for a vote. D. A member reported that the School Committee Agenda sometimes includes motions submitted by a parent or community member to a school committee member. 1. Principals said that they spend many hours developing educational proposals, which are often changed in significant ways by the school committee without regard for educators’ opinions. 2. Teachers agreed that the school committee gets involved at a level which they characterized as “way too deep.” They offered the example of a parent listserv of with a relatively small number of participants to whom committee members pay strong attention. Teachers believed that committee members focused on this small sample of parents rather than listening closely to the superintendent about what is happening in schools. Impact: The school committee election structure in the district makes it difficult for members to collaboratively embrace a long-term vision for the district. In addition, the committee’s fragmented approach results in a loss of focus on district priorities and inhibits the district’s ability to plan and implement long-range strategies for improvement.
2014-0049.docx