Medford School District 549C Superintendent Evaluation Adopted October 8, 2012

Board member’s name: Board Composite Commendable: Proficient: Needs Improvement: Unsatisfactory: Not Observed: Consistently exceeds stated board expectations. Meets stated board expectations satisfactorily. Stated expectations are met infrequently. Stated expectations are not met. The Board member does not have enough personal experience to make a judgment. It is a neutral rating, neither positive nor negative.

Note: Optimum effectiveness of this document will be enhanced by all the board members discussing its meaning and use before its implementation. Part I Board/District Goals
The superintendent will
Commendable Proficient Needs Improvement Unsatisfactory Not Observed

1.

Extend student learning beyond proficiency. We want our students not just to meet academic standards, but to grow beyond minimum levels of proficiency. Increase communication and involvement within our district and with our community. We want to cultivate greater engagement by staff and our community in the work of the district. Increase graduation rate. A high school diploma is a foundational credential. We want our students to complete a solid, academic program, earn a diploma, and have a credible working plan for their growth and training after high school. We seek an annual graduation rate of 100% by 2025. Accelerate the learning for students who perform below grade level bringing them up to grade level by the end of the school year. We expect Special Education students to meet all Individual Education Plan (IEP) goals each year. We expect English Language Learners (ELL) to make at least a year’s growth in language acquisition and exit ELL program in at most five years. We expect ELL students who exit the th ELL program at the end of 7 grade to graduate from high school in four years.

2.

Killen Andersen Prendergast Thomas Killen Andersen Prendergast Thomas Prendergast Killen Andersen

Brading Yesquen Brading

Wallan

Wallan Yesquen

3.

Thomas

Brading Wallan Yesquen

4.

Killen Andersen Prendergast Thomas

Brading

Wallan Yesquen

Comments: Killen – I’m proud of your efforts to give cabinet and supervisors more responsibility, flexibility, and authority to create and/or develop programs that meet district needs, Perhaps I’m not seeing that clearly, but that’s my perception.

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Wallan – Goal 3: No changes to policy, administration, counseling, teaching or structure have been made to achieve this goal. It should come as no surprise, therefore, that our graduation rate is flat. Yesquen - As I visited schools this year and had conversations with teachers and administrators, I have heard that many of our professionals feel overwhelmed. Staff from a number of different schools commonly complained that they are not implementing all the actions the Superintendent notes in his “Summary of Actions…” sheet. Staff informs me they do not have enough time to implement all assessment requirements, successfully implement proficiency grading requirements, participate actively in professional learning communities, and successfully complete appropriate class activity and instruction. I understand the Superintendent has provided staff with a great deal of training and new information to help students learn beyond proficiency. However, it seems something is wrong when staff feels they cannot use what they learn well due to the current system. If our teaching staff does not feel supported or comfortable with the work they are performing, then it will affect our students. Yesquen -(Goal #1 and Goal #4) Engl,ish Language Learners continue to not meet state standards. When asked the Superintendent about the status of the Title III improvement plan he could not provide me with a response. I hope he is actively working on ways to improve achievement for these students. Yesquen - I have been informed by the local Early Learning group that the district is not continuously participating in the Governor’s reform of early learning services/programs. This action speaks to communication with our community as local nonprofits and agencies get together to determine the best use of public monies for early learning programs to help ready Kindergarten students. Yesquen -I continue to have concerns with the communication the board receives from the Superintendent regarding major issues in the district. This leads me to believe those complaints I receive from staff that they do not feel the administration is communicating well with all staff and on the same team. The Superintendent failed to provide timely notice of communication that would be going out to families regarding proficiency grading and security. A recent letter sent to families regarding security did not provide a clear message. Yesquen - Although we have met with the City of Medford and other school boards, I do not see the district working more closely with these entities. I believe it is a mistake to not meet more regularly with these other local governing bodies. Yesquen - The graduation rate for the district did not increase. The board has not been provided with information regarding specifics as to all interventions an supports being established for students. The decline in graduation rate is extremely disappointing. I want to hear more about how the superintendent intends on improving this. Yesquen - I have received many complaints from staff of numerous schools regarding students who are underperforming and have behavioral issues. Staff does not feel well informed as to the special education process. Staff finds it difficult to help other students in their class when they have 1 or 2 students in a class that have behavioral issues. Staff informs me that there use to behavioral support available, but no longer due to recent budget changes. The Superintendent has not specially addressed this issues with the board when brought to his attention. We must know what is going on and what measures are being taken to accelerate the learning for students who perform below grade level. Yesquen - The Superintendent has not provided specifics as to what is being done with the teen parent student who is also underachieving. Yesquen - It has been a number of months now that I have requested information from the Superintendent regarding school procedures for retaining students that go to the Juvenile Detention facility. I have yet to receive this information, but hope the district has a procedure to help schools follow up with these students and make sure those eligible to return come back sooner rather than later. Prendergast - Dr. Long is to be commended for his zealous pursuit of having all district teachers trained in the Professional Learning Communities (PLC) model. Although the results of this accomplishment will have an effect on ALL the board goals, I feel it will especially affect our graduation rates. Prendergast - I feel strongly that the explanation portion of Goal 4 should be re-written to include ALL students performing below grade level, not just ELL & SpEd. That was, in fact, the original intent of the Board when we discussed this at our August retreat, but the wording does not reflect this. Thomas - The graduation rate has been flat for several years. It needs improvement.

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Suggestions for actions leading to improvement/growth: Killen – Goal One: I’m hoping that there will be continued professional development (PD) for both administrators and teachers to encourage proficient use of PLC’s next year; I know that partly depends on negotiating a calendar that will accommodate PD days. Goal Two: I’ve seen much growth here and hope to see even more outreach to parents and other community members. I was very impressed by the Regional Education Forum. Goal Three: Once the state releases more current info, I’d like to see some drill-down of the data to reveal more about demographics among the schools. Goal Four: I’m very impressed by the ELL plan’s being recognized by the ODE as a state model. Andersen – I recognize that with the extraordinary reduction in resources it is commendable to simply maintain, and some progress has been made. But there are so many areas we can improve. Each of the areas needing improvement Dr. Long is well aware of and I believe he is doing as much as can be expected with the resources he has. However, I hope the trend line will begin to see a steeper run-up, particularly with regard to the marginal students who are higher risk. I am looking for more personalized, creative approaches both in the classroom, and as a process in every school, that helps students look forward to learning, and not just looking forward to testing out. The more students experience increasing numbers of positive interactions, not just “red-pencil” “gotcha” experiences, the more they will want to complete the work necessary for academic success. I believe much of this is happening, especially at South, but more is needed. I don’t think we can wait for retirement to change the climate. Leadership will help change it. Clear expectations of what is and is not acceptable with regard to teacher/student relationships needs to be expressed, one on one, with those who have not embraced the vision. Brading - The continued discrepancy between North’s 68% graduation rate and South’s 80% graduation rate and Central’s 11% graduation rate is unacceptable. Failure to inform the Board of interventions at North and Central to address the graduation problem is unacceptable. Overall the Medford School District experienced a decrease in graduation rates for the first time in eight years. Over one third of seniors did not graduate in 2012. The current rate of 549C graduates is under the state average. Brading - Acceleration of learning of students who perform below grade level is not adequately addressed by Support Services. Currently it takes a minimum of 12 weeks or 3 months of interventions by classroom teachers are required no matter the severity of the student’s struggle. The school team refers a student, referral forms are frequently returned to the school team due to minor errors. Frustrated classroom teachers perceive the returned forms as another delay for providing services. Brading - A case study is underway by principals who are documenting their referrals and timelines before any action will be taken to rectify the failure to address student needs in a timely manner. This reckless disregard for students and their teachers who are faced with complex and complicated students with learning, Ell, mental illness or behavior issues is a disservice to those students and the other students attempting to learn. There is a lack of customer service for the school based referral teams. Another long wait for teachers is speech screening. Since Spring of last year at least three board members have reported principal and teacher frustration regarding the delivery of services for students. Transparency with the Board on these problems and other issues needs to improve. Yesquen - See above. The Superintendent should be the educational expert and he should be communicating very clear and specific steps with board as to how he intends to reach these goals. Prendergast - Our district needs to look seriously at re-formatting some of our programs that are least effective in reaching lowperforming students. One example is the district GED program, which is being exploited by many students who use “seat time” to earn public assistance funds but do not perform even close to their ability and seem to want to stay in the program indefinitely to keep receiving public assistance. Prendergast -Although some district staff would like to eliminate the GED altogether in order to improve graduation rates, I believe it raises the ethical question: Is it our goal to eliminate programs that draw low-achieving students, in order to artificially raise graduation rates, or is it our goal to truly serve “all” students, as our mission states? Are we truly preparing all our youth for positive community engagement by eliminating these programs, in order to make our district “look good?”

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Part II – Standards

The superintendent will

A. Leadership and District Culture
Commendable Proficient

Needs Improvement

Unsatisfactory

Not Observed

1.

Facilitate community processes to develop and implement a shared vision that focuses on teaching and learning. Promote academic rigor that focuses on learning and excellence for students. Create and support a community of learners that empowers others to reach high levels of performance to achieve the district’s vision. Promote and expect a district-wide climate of tolerance, acceptance, and civility.
Prendergast Andersen Prendergast

2. 3.

4.

5.

Develop, implement, promote, and monitor continuous improvement processes.

Killen Andersen Prendergast Thomas Killen Andersen Thomas Killen Brading Wallan Thomas Killen Andersen Wallan Prendergast Thomas Killen Andersen Brading Wallan Prendergast Thomas

Brading Yesquen Brading Yesquen Yesquen

Wallan

Wallan

Brading

Yesquen

Yesquen

Comments: Andersen – I greatly appreciate the leadership taken to involve all teachers in the DuFour conferences. I believe this effort alone has done a great deal to shift directions and particularly helps shift the emphasis with performance-based learning. Wallan – No community processes and no vision shared by the community have been developed, whatsoever. While lip service is paid to the idea of student excellence, no data supports this. Prendergast - In my discussions with district staff, I am hearing great appreciation for the PLC training and processes, as well as appreciation for Dr. Long as an ethical and caring leader. Prendergast - Dr. Long has provided excellent leadership in facilitating the district’s new budget process, involving staff in meaningful ways and empowering them to apply their expertise in helping the Budget Committee to devise an effective community process in the face of continued budget cuts. Prendergast – Dr. Long’s leadership has helped to guide the most challenging negotiations this district has seen, succeeding in securing meaningful changes in our staff benefits packages. Suggestions for actions leading to improvement/growth: Andersen – I am concerned about the climate for young people at North and at McLoughlin. I believe there is more potential for gang behavior, as well as racial tensions that are particularly worrisome. I hope we can, together, work to provide the resources and staff skills to quietly shift the direction. I know Dr. Long has the right philosophy, but there are serious undercurrents in some of the staff’s attitudes and emphasis. Brading - Employees who feel respected and valued can assist the district in its image and goals as these employees engage with the community at large. The superintendent must improve his articulation of the district purposes and priorities to the community and mass media. More effort is needed to request and respond to community feedback. More collaboration and consensus building with the board is needed in all areas. The district needs more planning to coordinate social, health, and other community agencies to support each child in the district. Prendergast - Continue to aggressively monitor the PLC process, urging each school to craft its own ways of reaching its neediest students.

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The superintendent will

B.

Policy and Governance
Commendable Proficient Needs Improvement Unsatisfactory Not Observed

1. 2. 3. 4.

Understand and articulate the system of public school governance and differentiate between policy-making and administrative roles. Establish procedures for superintendent / Board interpersonal and working relationships. Promote shared decision-making as pervasive throughout the system. Understand and interpret the role of federal, state, and regional governments, policies and politics and their relationships to local districts and schools. Work collaboratively with local/state/federal governments, other colleagues, professional organizations, business, and community groups in furthering educational goals. Use the board’s legal counsel(s) in governance and procedures to avoid civil and criminal liabilities for the district.

Killen Andersen Prendergast Prendergast Killen Killen Andersen Prendergast Killen

Wallan Thomas Killen Andersen Andersen Prendergast Thomas Brading Wallan Yesquen Thomas Andersen Wallan Prendergast Thomas Andersen Thomas

Brading

Yesquen

Brading Thomas Brading

Wallan Yesquen Wallan Yesquen

5.

Brading

Yesquen

6.

Killen Wallan Prendergast

Brading Yesquen

Comments: Killen – I have made reference to some of these items within the Leadership and District Culture section and the Goals, i.e., the regional forum and the increased use of support personnel to accomplish goals. I appreciate that you brought Thad Pauck to the discussion with the Madrone board president. Andersen – I have been particularly impressed by the manner in which Phil has worked with our State Representatives, as well as with other Districts. His handling of the Ruch matter and his efforts with the Regional Forum for Districts/Representatives/State Educational Representatives was impressive. His involvement in several statewide initiatives, as well as ESD relations, influencing many lawmakers as well as other Districts and their Superintendents has only helped convey our situation and need for greater resources. Wallan – No procedures have been established by the Superintendent for interpersonal relationships. Teachers are routinely left out of decision-making, so while the board and administrators have SOME shared decision-making, it can hardly be called pervasive. Prendergast - Dr. Long has a high level of expertise in school district governance, including a clear understanding of the difference between policy-making and administrative duties, and is effective in reminding board members when these lines are crossed. He has improved greatly in shared decision-making, involving administrators and staff increasingly in these areas. His involvement at the state level continues to be highly professional and effective, and he is highly respected among our state superintendents and by legislators and other state authorities. Other districts continually look to Medford as a model, and I believe this is greatly due to Dr. Long’s leadership. Prendergast - I appreciate the intensification of Dr. Long’s involvement at the state level. I am confident that his meetings with legislators will keep education issues high in their awareness as the begin the next biennium’s budget. Thomas - We still need to continue to work on superintendent/board roles. Suggestions for actions leading to improvement/growth: Andersen – I look forward to our District taking away more good ideas from other innovative programs. One that comes to mind is the Eastern Promise, to better help our high school students be able to get more opportunities for college credit while attending our high schools. I know this is being contemplated, and I look forward to seeing increased implementation. Brading - The board has taken the lead on establishing policies and strategic district goals. Continued filtered reporting to the board results in diminishing trust and the pervasive sense that information is being withheld from the board. Evasive double speak is not authentic communication. A new board policy is being proposed to ensure the board votes on all employee compensation. The entire board needs to understand why a labor lawyer is needed and should vote on the additional position.

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Brading - Display of inappropriate professional behavior toward a Board member resulted in an intervention by the Board attorney, two board members, one of which was the victim and one who observed the superintendent’s behavior. A neutral facilitator brought the parties together for resolution. The superintendent needs to maintain poise and emotional stability in the full range of professional activities. The superintendent needs to improve in supporting board actions in a positive manner. Inconsistencies in keeping the board adequately informed on issues, needs and operations of the school system continue year after year. Prendergast - Continue involving staff at increasing levels in improving district programs, especially as we revise our budget. Improve in involving key community leaders in important program changes and to augment our evolving programs. This is especially important as we look for ways to decrease spending in some areas, as community involvement can help to fill those gaps.

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The superintendent will

C.

Communications and Community Relations
Commendable Proficient Needs Improvement Unsatisfactory Not Observed

1. 2. 3. 4.

Clearly articulate district vision, mission, and goals to the community and media. Develop formal and informal techniques to gain external perceptions of the district. Demonstrate effective communication skills (written, verbal and non-verbal contexts, formal and informal settings, large and small group, and one-on-one environments). Promote involvement of all stakeholders to fully participate in the process of schooling. Demonstrate mediation and conflict resolution skills. Understand the role of media in shaping and forming opinions as well as how to work with media.

Killen Prendergast Killen Prendergast

Andersen Andersen Prendergast Killen Andersen Thomas Killen Andersen Prendergast Thomas Killen Prendergast Thomas Prendergast Thomas

Brading Yesquen Thomas Brading Yesquen Thomas Brading

Wallan Wallan Wallan Yesquen Wallan

Brading Yesquen Brading Wallan Yesquen Brading Wallan Yesquen

5. 6.

Andersen Killen Andersen

Comments: Killen – I have enjoyed your increased use of the media. Your meetings with educational leaders at the county and state level are very advantageous to our district. I’m not sure how the Hoover resolution meeting went and how much preparation you put into preparing Lynn and Julie for that meeting, but conflict resolution is an area that I’ve seen you be very thoughtful and deliberate. Andersen – I believe Dr. Long has been responsive to Board concerns regarding communication and has made considerable efforts to make himself available to both the community and to Board members, both individually and the Board as a whole. The weekly summaries have been useful, as have the “coffees.” He has also been responsive to individual inquiries via email. He has actively reached out to the local media and has made it possible for many more to get a picture of what is good about the school district, along with the challenges we face. I would also say that one of the major reasons for our successful negotiation with the Classified staff was his success in communicating both to the community and to the employees the unsustainable path we (are) on. We have a much more sustainable operation as a result. I anticipate his efforts will also greatly influence our negotiations with the MEA. I am also pleased by the manner he has communicated with each family regarding safety concerns after the Connecticut tragedy. Wallan – The Board has asked repeatedly that its goals be made more visible, with unsatisfactory results. Wallan – No new techniques whatsoever have been tried to gain outsiders’ views of our district. Wallan – Letter home to parents re: Proficiency Grading was glaringly inadequate, as evidenced by the fact that it engendered no comment. Wallan – Letter home to parents re: Jan. Budget meeting also glaringly inadequate, as evidenced by the fact that no one attended. Wallan – Communication with Board re: Administrators’ salaries was woefully inadequate. Wallan – Communication with the Board re: $300,000 during work session was defensive and dodging. Wallan – Communication continues to be a significant problem, so much so that it remains a Board goal. No changes have been made, so no improvement has been made. Yesquen – C and D: Administrators/Managers/Confidential/Exempt Staff Compensation Changes: a. The recommended changes to compensation for these employees made by the Superintendent was not adequately brought to the board’s attention prior to making the information public. In addition, once the information was put out publicly it hindered negotiations with other employees. b. Phil - as Superintendent was in best position to find at least a cost neutral solution - this is not a union group there is really not much choice for this group - they must take what we offer - we should have offered at least a cost neutral option if we

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c.

were really sticking to OSEA measures. This was a poor budgetary decision by the Superintendent. The Superintendent treats these employees as a group. He met with many of them to put together the recommended package and this is treating them as a group and they are not a group. We want to be careful we do not treat them like a group that could lead to organization of a union. These are individuals we contract with as a district. The fact that they are not a union allows the district a lot of flexibility and we want to make sure we keep this so superintendent should look into changing this process in the future.

Yesquen - When the budget was approved the board directed the Superintendent to make approximately $300,000 in reductions in accordance with recommendations made by the budget committee. It was not until months later that the board received information from the Superintendent that he would not be making this reduction. The Superintendent did not give any explanation until he was asked why this action was being taken. This is clear insubordination of a direction from his superiors. It seems to me the Superintendent does not recognize the duties provided to the board under Oregon law. Yesquen - It is unfortunate that a group of parents who raised a considerable amount of money for one of our elementary schools had to come to the board to complain about staff’s level of service. It seems like the reasons provided by the Superintendent as to why he could not accommodate the parents’ request to return a backstop to its original location were not sufficient. I hope that we go above beyond to continue working with parents who are active in our students’ lives and in our district. Prendergast - Dr. Long has facilitated increased outreach to stakeholders through the current budget process, as well as through the various superintendent committees (SpEd, Student Improvement, City/District, Safety, etc.) Prendergast – Dr. Long’s increased communications with media and key communicators has helped to improve understanding of district issues in the community. Suggestions for actions leading to improvement/growth: Killen - #3 I think this is where I’ll comment on the lack of a clear answer about the lack of action on the $300,000 cut that the board asked you to do. I think the procedures were there for communicating with the board prior to December, but they weren’t used. I consider this a glitch. I would have liked to learn you could not make this cut earlier in the year during negotiations. When we were in a public meeting in December, you did not want to speak openly about this. That created a disappointment in me because I didn’t know what the problem was in speaking in public. Andersen – Continue to assertively involve yourself and the staff in demonstrating to the community the successes. Perhaps having some video to share when participating on local TV programs to emphasize some of our successes. I must say, I was not particularly impressed with the quality of the local video plugs used on the web site, but with the limited staff available, it is not worth criticizing. The effort is a good first step, but can be greatly improved, in my opinion. Shorter snips. Brading - Superintendent displays inconsistences in all areas of communication. His first audience to seek guidance and advice is from the board. Persistent controlling of information to the board is a liability. The district needs a credible spokesperson who presents all sides of an issue and potential consequences for the action. Prendergast - Continue delving deeply into the reasons certain programs are less than effective, e.g. GED program, as I stated in Part I.

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D. Organizational Management
The superintendent will
Commendable Proficient

Needs Improvement

Unsatisfactory

Not Observed

1. 2.

Exhibit sound organizational and personal planning and time-management skills, including appropriate delegation of responsibilities. Acquire, allocate, and manage all resources to ensure successful student learning.

Killen Andersen Prendergast

Brading Thomas Killen Andersen Wallan Prendergast Thomas Killen Andersen Brading Wallan Thomas Killen Prendergast Thomas Killen Andersen Yesquen Prendergast Thomas Killen Andersen Brading Wallan Yesquen Prendergast Thomas Killen Andersen Brading Wallan Prendergast Thomas Killen Brading Yesquen Thomas Brading Wallan Yesquen Thomas

Yesquen

Wallan

Brading Yesquen

3.

Make rules and regulations to govern routine matters and see that such rules and regulations are communicated to employees Demonstrate budget management, including financial forecasting, planning, cash flow management, account auditing, and monitoring. Articulate budget complexities to the public in a respectful, understandable manner.

Prendergast

Yesquen

4.

Andersen

Yesquen

Brading Wallan Brading Wallan

5.

6.

Demonstrate the ability to use technology to enhance administering business, student, and other information and support systems.

7.

Develop and monitor long-range plans for school and district technology and information systems, making informed decisions about computer hardware and software and staff development and training needs. Demonstrate knowledge of school facilities and develop a process that builds internal and public support for facility needs, including bond issues. Establish procedures and practices for dealing with emergencies such as weather, threats to the district or schools, student violence, and trauma.
Andersen Prendergast Killen Andersen Prendergast

Yesquen

8.

Wallan

9.

Comments: Killen – Delegating responsibilities to support staff is a consistent improvement I’ve seen this year. I think you recognize your staff’s talents and use them to the district’s advantage. I was impressed by your meeting with safety officials to continue preparation for future emergencies. Andersen – The District’s Audit reports reflect extraordinary competence within the Business Department; we have budget documents that are understandable and that have been recognized by experts in the field to be exceptional. The Federal Audits of the use of Federal Funds have also received high marks. The budget process this past summer helped educate the community and put the District in a good position as we negotiated with the Classified employees. The proposed budget last year was understandable for those with little understanding of education budget approaches. It was interesting to note the classified analysis of the budget was very close to the analysis done by our staff. No one could reasonably suggest we were “hiding” funds, which made the negotiations easier than they would have been. Andersen – I am pleased by the manner the District and the Superintendent handled the security issues after the tragedy in

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Connecticut. The letter to all parents both assures parents and gets us in front of the issue. It also gives the community a “heads-up” on tough choices coming up when we use resources for additional security. Wallan – Handling of the $300,000 in the budget was completely unacceptable and, very arguably, insubordinate. Wallan – White time and effort is spent on new-teacher mentoring, new-administrator training/mentoring appears lacking. This is especially noticeable in the case of the Hoover principal, who is struggling and is apparently not receiving the support she needs to succeed. Yesquen - #3 I’ve heard from numerous classified employees at a few schools that say they are not given a substitute if they call in sick - therefore, they feel pressure not to take time off - or if they are not able to make it - safety concerns increase because no sub means there is one less adult where there use to be so the students suffer - I’ve heard classified employees do get substitutes - if they do then superintendent needs to make sure his supervisors are communicating this policy and procedure correctly - if they are not afforded substitutes, then what is the rationale for this? Prendergast - I have noted a significant improvement this year in communicating with Board, staff, and parents about emergency matters, such as lockdowns and weather challenges. Dr. Long has created a commendable Safety Team that is highly proactive in dealing with gang and other student safety issues, heading off many potential problems before they arise. Current and persistent budget constraints have created crowded classroom situations that understandably frustrate many teachers and parents, but I believe Dr. Long is being proactive in keeping these as minimal as possible. Suggestions for actions leading to improvement/growth: Killen – I hope you’ll keep the board informed at an appropriate level about steps our district is taking in the area of student/staff safety. I still would like all the buildings’ staffs to be polled about suggestions for their particular needs in the realm of safety. Andersen – I look forward to even better correlation of Board Priorities and Goals with the budget process. It was unfortunate that there wasn’t better communication with the Board when it was decided not to make the cuts requested by the Budget Committee. I am personally glad the cuts didn’t need to be made, but the manner in which it was handled was not appropriate. If the Superintendent had contacted the Chair and explained his desire to defer cuts, given the new financial circumstances, much of the minor up-roar may be have been avoided. The Chair could then help determine if it should be put on the agenda or he could have, perhaps, joined in sending out a memo to be included in the packet. If there were any concerns at that point, Board members could have then raised it at the next meeting. There were understandable reasons why this might not have been a good idea at the time, but if the Chair were informed, it could have avoided the awkward situation that arose. Brading - The Board has taken a proactive role in the 2013 budget process. Including the planning of a community round table discussion of budget issues. In the past Board members have complained about being shut out of the budget process and budget committee members have wondered what, if any, role they play in formulating the proposed budget. Brading - The superintendent refused to submit himself to the authority of the board, defying the board directive to reduce the budget by $300K. His noncompliance with the board directive is a violation of a direct order. The superintendents’ act of bad faith is completely dishonorable. Prendergast - Try to be more proactive about situations such as the backstop at Hoover, perceiving potential community problems and dealing with them in a more timely manner. Prendergast - In these days of continued budget cuts, there are many opportunities for grants that could augment district programs. Consider contracting for grant writers services or, better still, find candidates within the district who are inspired to write grants.

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The superintendent will

E.

Curriculum Planning and Development
Commendable Proficient Needs Improvement Unsatisfactory Not Observed

1.

Develop core curriculum design and delivery system based on academic content and assessment standards and best practices. Establish curriculum planning to anticipate occupational trends and school-to-career or school-to-post secondary educational needs. Include the use of computers, the internet, networking, distance learning, and other technologies in educational programming. Assess student progress using a variety of appropriate techniques.

Killen Wallan Prendergast Killen

2.

3.

Prendergast

4.

Killen

5.

Involve faculty and stakeholders in enhancement and renewal of curriculum to ensure alignment of curriculum, instruction, and assessment.

Killen Wallan Thomas

Andersen Brading Yesquen Thomas Andersen Wallan Yesquen Prendergast Thomas Killen Andersen Brading Wallan Andersen Brading Wallan Prendergast Thomas Andersen Yesquen Prendergast

Brading

Yesquen

Thomas

Yesquen

Brading

Comments: Killen – Involving building staff in district committees has been a strength you’ve shown. I would like to see that continued. Andersen – We have more work to do. Although we are in line with other Districts and the State, I want to see greater correlation with RCC, the business community and with various civic and non-profit groups to better provide students who will not be going to a four year college seamless opportunities to get the skills they need to be able to acquire living wage jobs, besides the retail and service industries. We need to better communicate local skill development opportunities, even if it means we have to relinquish some funding in order for students to succeed. We also need to more effectively involve community resources in helping to achieve this objective. Wallan – The Superintendent has not done enough to foster “buy-in” from teachers on the curriculum (another communication failure), nevertheless, it is commendable that he has the curriculum updated and is working toward a cohesive district curriculum. Wallan – Not enough is being done on the school-to-career/school-to-college systems, though some progress is being made. Wallan – Assuming that this year, “student progress” means the use of Proficiency Grading, progress is being made. The communication of this dramatic change has not been done well at all, despite repeated requests. Prendergast - Despite continually downward-spiraling budgets, our district’s curriculum remains strong overall. There has been good work this year in the areas of SpEd and ELL, improving our communication with staff/families and our delivery systems of learning, although there is still much room for improvement there. Our current system of assessing students seems effective in the assessment area, but still appears to consume too much classroom time, which poses a problem as we try to increase learning for low-performing students. Suggestions for actions leading to improvement/growth: Killen – You heard a board member suggest having a district online charter school. I don’t know how legal that is, but it’s not a bad idea. Andersen – The new assessment procedures being put in place have the potential of being problematic with staff, students, and parents. While change is always difficult, we need to be ahead of the curve to make certain all parties are on board and understand the benefits. In addition, because some will be proficient sooner than others, we need to create incentives for going for the exceptional. I hope the Superintendent will take the lead in creating an environment that will motivate all parties to develop intrinsic motivations that go beyond proficiency. And for those who need extrinsic motivators, we need to establish creative approaches that will encourage challenging learning. We need to educate ourselves to learn about creative ways other Districts in the State and

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nation are creating such motivating approaches. I also look for students to be able to more effectively apply their learning, beyond the “test score.” Meaningful Senior Projects, community applications, creative writing, original research, etc. Brading - An increased relationship between the Director of Secondary Education and school to occupations or post high school education planning needs to be proactive and flexible with frequent reports to the Board. The Board is interested in producing more graduates in four years with defined plans for all students’ after graduation. During school visits teachers have frequently mentioned their lack of involvement in curriculum decisions as have some principals. Prendergast - The new Proficiency-Based Grading system has presented significant challenges, and it may be necessary to work with other districts and ODE in avoiding pitfalls as we work to create the most fluid and meaningful transition to this system, while doing no harm to students’ achievement and college scores.

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F. Instructional Leadership
The superintendent will
Commendable Proficient

Needs Improvement

Unsatisfactory

Not Observed

1.

Implement appropriate safety and security practices in schools.

Killen Prendergast

2.

3.

Formulate plans to assess appropriate teaching methods, classroom management, and strategies for all learners. Ensure that staff members are knowledgeable about the characteristics of disabilities and the referral procedures for all students, including preschool children, suspected of having disabilities. Ensure that staff members are knowledgeable about the characteristics of English language learners and the referral procedures for identifying English language learners. Establish instructional strategies that include cultural, socioeconomic, and other diversities, as well as differences in learning styles. Apply effective methods of providing, monitoring, evaluating, and reporting student achievement and using good research and assessments to improve the learning process.

Thomas

Andersen Brading Wallan Yesquen Thomas Killen Andersen Prendergast

Yesquen

Brading Wallan

4.

Killen Andersen Wallan Thomas Killen Andersen Prendergast Thomas

Brading Prendergast Brading Yesquen

Yesquen

Wallan

Comments: Killen – I’m happy we have an active Safety Committee; I hope that the committee addresses safety in light of the Connecticut shootings. Andersen – Last year’s kick-off activity for the first day of school was better than the year previous, but we can do much better. What might be done to clearly demonstrate creative teaching avenues, besides a power point presentation with a lecture? I doubt if any real changes in cultural sensitivity occurred either year. It is an opportunity to model what we expect to see in the classrooms. Andersen – I am extremely impressed with several of the efforts undertaken by various staff members, including Terri Dahl and Tania Tong, implementing many of the State, Federal, and District objectives related to Special Education, various Federal programs, including ELL. Credit needs to be given to the Superintendent for establishing an atmosphere that allows for work being carried out that encourages such innovative efforts. It is also appropriate to note the efforts to involve many parents who might otherwise be hesitant to get involved with the District. Wallan – items #2 and #4 have been too completely delegated to others and that the Superintendent has not taken enough personal interest in either the disability referral process or the elementary report cards. Teachers throughout the entire district are highly frustrated about both, and the Superintendent is apparently unaware that these problems exist and are causing significant learning impediments to students. Prendergast - We still have much work to do as a district to improve the success of low-achieving students, whether ELL, SpEd, or otherwise impaired socially, economically, and functionally. Dr. Long has been working hard in this area, as evidenced by the creation of new and re-formed committees this year. Now he needs to actively monitor and revise these committee’s work in how it relates to and affects student achievement. Suggestions for actions leading to improvement/growth: Andersen – I look forward to seeing how we, both Board and Staff, involve more parents in this effort, particularly with the recent effort to establish parents of students with achievement needs, including ELL and others with language and cultural differences. It is important that the process be both workable for the overworked staff and reticent parents, unfamiliar with the education culture. I look forward to the Superintendent’s leadership to make these efforts work effectively with all parties. Andersen – I also look forward to seeing a timeline that helps us measure where we want to be each year, for those who have special

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needs, along with annual indicators of changes implemented to accomplish these objectives. Brading – See comments in Part 1. Prendergast - As Governor Kitzhaber’s education plan unfolds, and as budget cuts hit, and as proficiency grading rolls out, we have MUCH work to do in revising programs to make them both more effective and more efficient. Given our union constraints and PERS issues, this may entail using non-certified staff and community volunteers for more student contact tasks and teaching opportunities. Creativity and innovation are essential, as well as breaking apart some of our more cumbersome, traditional methods of teaching and learning and replace them with performance-based teaching and learning. Especially in working with our more challenged students, seat time must give way to proficiency demonstration.

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G. Human Resources Leadership
The superintendent will
Commendable Proficient

Needs Improvement

Unsatisfactory

Not Observed

1.

2.

Work with staff and other stakeholders to identify system and staff needs and organize, facilitate, and evaluate effective professional development focusing on integrating district and school goals, improving student learning and applying effective adult learning strategies. Demonstrate the use of system and staff evaluation data for personnel policies, decision-making, promotion of career growth, and professional development. Diagnose and improve organizational morale. Identify and apply appropriate policies, criteria, and processes for the recruitment, selection, induction, compensation, and separation of personnel with attention to issues of equity and diversity. Assess individual and institutional sources of stress and develop methods for reducing stress. Establish effective personnel practices and procedures regarding student information systems.

Killen

Andersen Brading Prendergast Thomas Killen Andersen Brading Wallan Prendergast Andersen Thomas Andersen Brading Prendergast Thomas Andersen

Wallan Yesquen

Yesquen Thomas

3. 4.

Killen

Brading Prendergast Wallan

Wallan Yesquen

Killen Yesquen

5.

Brading

Wallan

6.

Killen Prendergast Thomas

Andersen Brading

Wallan

Killen Yesquen Prendergast Thomas Yesquen

Comments: Killen – The Labor Management team works well to deal with G.1. For G.6, I know the IT dept is working on new grade cards. Since I’ve seen how the system works to hire new staff, I feel G.4 is very smooth. Andersen – Perhaps the best example of effective leadership being demonstrated in this area is the selection of the new HR Director, and Elementary Education Director. I am pleased to see the major improvements in both areas, but one small example of appropriate improvements was the decision to clean up the application process that now makes certain we are asking the question, “are you fluent in other languages.” It’s amazing that was not asked years ago. Wallan – The Superintendent is myopic in diagnosing the morale of the district. He has a small cadre of individuals he listens to and seems afraid to learn what others might be saying. Indeed, he has said multiple times that when he hears of discontent or negative statements that he seeks to find the source and quash it. That is PRECISELY how to create poor morale. Yesquen - The Superintendent continues to negotiate employee salaries and has not once provided the board with information as to where the district stands in comparison to other similar communities. How does he know he is recommending a reasonable salary and/or making a reasonable budgetary decision? When is the last time the district looked at its compensation and where it stands in the local market? Yesquen - Overall, I have not seen much change from the Superintendent over the last year from my last evaluation. His communication skills are extremely weak and hinder the success of the district. Communication skills are extremely important in an effective leader. Unfortunately, the Superintendent has had a significant amount of time to bring much needed change to the success of this district, but has not been successful. Prendergast - Much of the work that needs to be done in this area has been hampered by our continued budget issues, however, as we tighten our belts, we need to devise new ways of improving staff development, such as independent learning (reading, research) and small group study. These might also help motivate staff and improve morale, as teachers work together in PLCs to improve teaching and learning. Prendergast - Work has begun on revising teacher evaluations to be more meaningful and reflective of student progress. I still believe that “incentives” of some sort could motivate teachers to help our more challenging students learn better and faster.

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Suggestions for actions leading to improvement/growth: Killen – I don’t know anything about what’s being done to reduce stress and improve morale. Andersen – Previous comments speak to several of the above items. Brading - During school visits low morale and stress is frequently reported. The principal is rarely mentioned regarding stress and morale. The district office is mentioned most frequently in describing stress, top down management practices and morale. A 360 review would assist in diagnosing the issues and then resolve them. The superintendent has resisted a 360 review. Prendergast - There are ways to improve staff morale that do not necessarily require money, and we would do well to research and cultivate some of those.

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H. Values and Ethics of Leadership
The superintendent will
Commendable Proficient

Needs Improvement

Unsatisfactory

Not Observed

1. 2.

Exhibit multi-cultural and ethnic understanding and sensitivity. Model and promote a professional code of ethics, personal integrity, and accepted moral and ethical standards in all interactions.

Killen Killen Prendergast Thomas

Andersen Prendergast Andersen

Brading Wallan Brading Yesquen

Yesquen Wallan

Thomas

Comments: Killen – I have respect for your ethics and sensitivity. Andersen – It is a challenge for me to respond to question H-1 when so much of our perception is based on our own cultural framework. We know, however, as a District we need to seek out a more culturally diverse employee base for students to have as role models, and that we need to assertively determine how we can more effectively hire classified and licensed employees that represent the diversity in our student population. We are not there yet, and I look to the Superintendent to make this happen. Andersen – With regard to a professional code of ethics, I have found Dr. Long to demonstrate the highest standard of ethical conduct. The challenge for him is to deal with perceptions, often unfair, and often as a result of being in a position where resource decisions means he cannot accommodate all expectations. The way he is dealing with these misperceptions, quietly, without fanfare, simply doing what he believes is best for the District as a whole, delegating where appropriate, while showing sensitivity and implementing changes that address the needs of every student, is the most appropriate approach. Wallan – The handling of the administrators’ contracts and the $300,000 budget reduction are but two examples where the Superintendent was less than honest. Without honesty, there can be no ethics or integrity. Prendergast - Dr. Long has made excellent progress in working with the Latino community to improve attendance and learning for these students, however much work still needs to be done. I feel very hopeful with the increase of parent nights and study groups that are cropping up around the district, and I feel we are on a path to improve learning for ELL students. Suggestions for actions leading to improvement/growth: Brading - The superintendent must lead and demonstrate understanding of the cultural norms, beliefs, values, language, race, ethnicity, customs, family structure and community dynamics of major ethnic groups. An increasing large percentage of students and their parents are members of the district community. Leadership is needed to erase sets of stereotypical expectations or umbrellalabeled groups to avoid categorical expectations. The district focus on learning must be on how we connect with one another rather than the behaviors that make us different. Prendergast - I feel strongly that we need to focus more on low-achieving students whose life situation has crippled their school success. The district Teen Parent Program has become a model for the rest of the state, although there are still deficiencies in certain aspects of student learning, e.g. the GED program.

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I. Labor Relations
The superintendent will
Commendable Proficient

Needs Improvement

Unsatisfactory

Not Observed

1.

Develop bargaining strategies based upon collective bargaining laws and processes.

2.

Identify contract language issues and propose modifications. Participate in the collective bargaining processes as determined by the Board.

3.

4.

Establish productive relationships with bargaining groups while managing contracts effectively.

Killen Andersen Wallan Prendergast Thomas Killen Andersen Prendergast Thomas Killen Andersen Wallan Prendergast Thomas Killen Andersen Wallan Prendergast Thomas

Brading Yesquen

Brading Wallan Yesquen Brading Yesquen

Brading Yesquen

Comments: Killen – Your relationship with the various employee groups is good even though you had tough news for the non-union people. Andersen – Phil’s leadership with regard to both the Classified and the Administrators’ contracts made it possible for a major change in the District’s economic future down the road. These were not easy or politically popular positions, but by his leadership the Medford 549c District is one of the few that is structurally in a good position as we go into the future. Wallan – Labor Relations is one of the Superintendent’s real strengths. Our district will be even stronger with the addition of a labor law firm. However, in another failure of communication, the fact that one was being considered was never communicated to the Board and was discovered via word-of-mouth in the legal community. Prendergast -I can’t say enough about the commendable work Dr. Long and the negotiations team has done to collaboratively work with our unions and staff to address budget issues in contract negotiations. Dr. Long’s leadership in guiding administrators to eliminate early retirement and accept the PERS pickup will prove to be a huge factor in future negotiations and, I hope, will help us through the next few years of budget cutbacks. Suggestions for actions leading to improvement/growth: Andersen – Continue to show the same leadership and fortitude as we go into negotiations with the MEA. Brading - The superintendent delegated labor relations to the Human Resources Director who collaborated with the Secondary Education Director.

Compiled 02/06/2013

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Legal References(s):
ORS 334.225 ORS 336.074 ORS 336.079 ORS 342.125 ORS 342.140 ORS 342.143 ORS 342.173 ORS 342.175 ORS 342.200 OAR 581-015-2080 to-2450 OAR 581-021-0029 OAR 581-021-056(8) OAR 581-024-0200 to -0310 OAR 584-020-0000 to -0045 OAR 584-023-0006 to -0050 OAR 584-036-0035(1) OAR 584-046-0003 to -0024 OAR 584-048-0085 to -0095 OAR 584-080-0151 OAR 584-080-0152 OAR 584-080-0161

Adopted 10/08/2012

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