Superintendent Entry Plan

Purpose & Leadership Commitments

I do not want to walk into a superintendent role acting like I have all the answers before I get there. My initial months would be spent learning about the district, the people who make it run, the traditions that are important, what is working, and where people believe improvement is needed.

Building relationships and trust is where my leadership begins. I would spend time talking with students, staff, parents, Board members, and community members while also studying achievement data, finances, facilities, staffing, programs, and daily operations. At the end of the process, I would want to clearly communicate where the district stands, what it values, what needs attention, and what we can realistically tackle together.

Entry Plan Snapshot

Phase I — Pre-Entry

The Board of Education

Goal: Establish a transparent, collaborative relationship with the Board of Education.

• Hold one-on-one meetings with each Board member to discuss their vision for the district.
• Clarify Board expectations and Board-superintendent roles.
• Agree on communication preferences, protocols, and a regular meeting schedule with the Board president.
• Review Board goals and the superintendent evaluation instrument.
• Participate in a Board-superintendent planning retreat.

Existing Administration & Staff

I would meet individually with administrators and department heads to learn what is going well, where they need support, and what they need from me.

District Review

• District strategic plan and Board policies
• Current budget and three to five years of historical financial data
• Enrollment, staffing trends, and student achievement
• Curriculum maps and school improvement plans
• Negotiated agreement and staff evaluations
• Facilities, transportation, and technology plans
• Safety, emergency response, and special education plans
• Accreditation documents, audits, grant reports, and capital projects

Phase II — Entry & Listening

Overall Objective: Become visible throughout the district and community while learning about strengths, weaknesses, and priorities.

Goal 1 — Establish Trust With Students, Staff & Community

• Visit classrooms and be visible throughout the day.
• Attend athletic events, activities, performances, and community events.
• Meet with student leaders, teachers, support staff, and parent groups.
• Visit local businesses and meet with government officials and community organizations.
• Maintain an open-door philosophy.

Goal 2 — Listen to the Educational Community

Hold listening sessions with the Board, administration, teachers, classified employees, students, parents, business and community leaders, and local officials.

Goal 3 — Teaching, Learning & Student Achievement

• State test scores and ACT scores
• Graduation and attendance rates, including chronic absenteeism
• Student discipline
• College, career, dual-credit, and CTE readiness
• Special education
• Curriculum and instruction
• Professional development and instructional technology needs

Goal 4 — Evaluate Financial & Facility Needs

I would work to understand the district's financial position and ensure resources support students while preserving long-term financial stability.

• General, Building, Depreciation, Bond, and QCPUF funds
• Cash reserves, valuation, state aid, federal support, and grants
• Staffing, transportation, technology, and major equipment costs

Goal 5 — Develop a Strong District Culture

Culture is built by what the superintendent says, does, supports, and allows. I would work to be clear and consistent, recognize people when they do good work, and make sure expectations are understood.

Phase III — Develop the District Action Plan

After several months of listening and learning, I would organize the information gathered from Board conversations, staff and student meetings, community discussions, classroom visits, financial and facility reviews, achievement data, and program discussions.

Set Board-Superintendent Priorities

Near the end of the entry process, I would hold a Board retreat to identify approximately three to five district goals. Possible areas could include student achievement, employee recruitment and retention, school culture, curriculum, CTE, technology, facilities, fiscal health, community outreach, attendance, and college and career readiness.

Once the Board and I agree on district goals, I would want those priorities connected to the superintendent evaluation so that the work identified as important is directly tied to performance expectations.

Communication of Findings

I would keep the Board, staff, and community updated throughout the process rather than waiting until the end.

• 30-Day Update: Initial observations and activities.
• 60-Day Update: Emerging themes and areas requiring further study.
• 90–120 Day Report: Stakeholder feedback, district strengths, concerns, and opportunities.
• Final Entry Report: Recommended strategic priorities, action steps, owners, timelines, and measures.

Indicators of a Successful Entry

• Trusting, clearly defined Board-superintendent working relationships
• Visible superintendent presence across schools and community settings
• Representative stakeholder feedback
• Accurate understanding of instructional, operational, financial, and facility conditions
• Three to five shared priorities supported by measurable action plans
• Regular public communication about progress and next steps

Conclusion

I would not come into a superintendent position assuming I already knew what needed to change. My first job would be to understand the district and the people in it. Every school district has things it is proud of, areas that need attention, and traditions that matter to people.

If I do the listening and relationship work first, I believe the Board and I can make better decisions together. The goal would be to protect what is already working, address what needs attention, and keep moving the district forward in a way people understand and support.