District Administration - July/August 2011 - (Page 63)

Look, Listen, Learn Advice for new superintendents about to start their jobs. Above,Superintendent Heath Morrison (on left) spends the first day of school with students and staff members at various schools. He walks with students from Sparks High School, and rides the bus home with students from another school. In her first job as superintendent, Deborah Jewell-Sherman led the Richmond (Va.) Public Schools from 2002 to 2008. She was essentially pushed out by critics, including the mayor at the time, but she accomplished much. www.DistrictAdministration.com hen DeBorAh JeWell-shermAn BegAn To lead the richmond (Va.) Public schools in 2002, she faced a board of education that had voted 5-3 to hire her. And with that, the board stipulated that she increase the number of accredited schools from 10 to 20 within a year. If she couldn’t, her contract would be terminated. Jewell-sherman’s contract was one of the first in the state and one of only a handful nationwide that tied a superintendent’s job security to student scores on standardized tests. Jewell-sherman met the demand, and the district showed gains on the state’s standards of learning tests each year. As of the fall of 2008, just after she resigned, 92 percent of richmond schools met full accreditation, and two schools were selected as national Blue ribbon schools. Jewell-sherman, who is now a senior lecturer on education and director of the Urban superintendents Program at the harvard graduate school of education, has this advice for new superintendents seeking jobs: “I don’t think anyone should take a superintendent’s position on a 5-3 or 5-4 vote unless they are very knowledgeable of the district and have a plan of action,” she says. “you’re already defeated before having a chance.” starting your first job as a school superintendent can be daunting, and Dan Domenech, executive director of the American Association of school Administrators, points out that the job has become even tougher now because new superintendents don’t have the luxury of expanding successful programs or reducing class sizes given the struggling economy. “A new superintendent coming on board has to be incredibly savvy and a communicator to survive long enough to bring about change,” he says. “It’s best to move slowly and cautiously and build support within the community and then move forward to implement [a plan].” Anne Bryant, executive director of the national school Boards Association, believes communication between the superintendent and school board members during a transition is crucial. “Trouble happens when there is no clarity,” she says. July/August 2011 63 W By AngelA PAscoPellA http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - July/August 2011

District Administration - July/August 2011
Contents
From the Editor
News Update
Facilities News
Inside the Law
District Profile
Administrator Profile
The Social Media Dilemma
Is Year-Round Schooling on Track?
After 50 Years, Ethnic Studies Still Controversial
Finding the Right Purchasing Solution
Look, Listen, Learn
Research Center
Supervisor’s Opinion
Going Mobile
Superintendent’s Insight
Books
Product Focus
New Products
Online Edge

District Administration - July/August 2011