What Madison Wants In A New School Superintendent

The job posting for a new Madison school superintendent reads as follows:

Must have the ability to lead a high performing school district to even higher levels. The successful candidate will have a proven track record of success, a collaborative and inclusive leadership style, extensive district-wide and building level leadership experience, and the fiscal acumen to manage in an era of declining enrollment.

While that is the case, the list of attributes and qualities being considered by the Madison Board of Education and the Trumbull search firm guiding the process is actually much longer. After a series of meetings with town residents, school and staff, and other interested parties, Cooperative Educational Services of Trumbull presented a draft of the attributes sought at a recent school board meeting.

Tom Jakubaitis and Jim Ritchie, search consultants from the Cooperative Educational Services in Trumbull, said an analysis of the discussions with different facets of the community highlighted the following attributes:

• a collaborative, inclusive leadership style, one that values the opinions of others and promotes a culture of enabling others to express opinions without fear of reprisal or retribution
• an excellent communicator who establishes open and honest relationships (dialogue) with the variety of constituent groups that comprise the community; from educators to parents to taxpayer groups to public officials and the community at large
• has a proven track record of success, the Madison superintendent must be adept at getting thigns done efficiently, effectively and in a timely manner
• has the fiscal acument to develop and manage the school budget in a manner that is transparent and engenders confidence in all constituent groups; understands, is willing to participate in, and possibly, expand the "shared" services approach currently implemented between the town government and Board of Education
• has the vision and skills to manage in an era of declining enrollment, to anticipate issues and plan for the maintenance of high quality results with possibly fewer resources
• has extensive district-wide leadership experience; in addition, has been a school building leader and can relate to the issues facing building leaders and teachers
• will be visible in the schools and community; has an approachable demeanor, respecting the opinions of others and their ideas
• will not come to the district with a predetermined agenda; there is no need to overhaul programs or operations
• will work with educators and the community to define challenges that will enable the schools to improve and reach increasingly higher standards of quality.

A report provided to the school board summarizing the community assessment said that a total of 237 people participated in the process, including those who attended meetings and those who completed an online survey.

"These numbers are indicative of the prevailing mindset of this community: Madison's residents (and those who are employed here) are committed, thoughtful, and engaged. This is a town that cares deeply about its students and learning," the report said.

Declining enrollment and full-day kindergarten areas of concern

Two areas of concern that came up repeatedly were "declining enrollment and its attendant consequences," along with "consideration of full-day kindergarten."

"Declining enrollment is common in many school districts throughout Connecticut and is attributable to the economic downturn and cyclical shifts in population trends," the report said. "Contending with declining enrollment does not require extraordinary feats, but it does call for creative thinking and strategic redeployment of resources. There are indeed challenges, but innovative leaders will view these circumstances as opportunities rather than obstacles."

Full-day kindergarten also is a complex issue, the report said.

"There are financial implications, staffing concerns, facilities issues and questions of constiuent demand/support for such an initiative," the report said. "These considerations must be weighed against the current educational data, which generally upholds the benefits of full-day instruction. ... The right leader will weigh all sides, choose wisely and proceed with caution."

Other issues cited as well, including lack of auditorium at high school, levels of stress

Another subject that came up was the lack of an auditorium at the high school. "Not knowing the particulars of why this situation exists, it's hard to assess its signficance," the report said. "Still, it seems to cause a certain frustration for students and teachers and so it should at least be 'on the table' for discussion."

The high levels of student stress also came up during discussions, the report said.

"Because Madison is a high-acheiving district, there is commensurate pressure upon students to excel. This is typical and not necessarily negative," the report said. "However, some parents expressed concern (both online and in focus groups) about students' stress levels. The effects of too much stress in the academic environment should not be underestimated. It is important that students remain focused and motivated, but as educators and guardians of our young people, we must also be mindful of their limitations and be able to provide help when needed."

The report ended by saying that it's clear Madison has a "highly successful school district with a dedicated faculty and an accomplished student body. The willingness of residents to participate in this process is a measure of the town's pride in and support for its educational system. There is a clear commitment to the mission of academic excellence, expressed by all cohorts, especially students."