THE LEAGUE OF WOMEN VOTERS

OF RADNOR TOWNSHIP

Meetings to discuss the process of hiring Radnor School Administrators

Synopsis of Public Input

On May 14, 2007, members of the public were invited to a public forum presented by the Radnor League of Women Voters. After a brief introduction, the dozen or so attendees, including parents (PTO leaders), retired teachers, a candidates for school board, interested residents, and a member of the press, were divided into two groups to consider and comment on four topics identified by the organizers. Each of the two groups, moderated by LWV Board members Barbara Schraudenbach and Roberta Winters, considered two topics at a time, and at the midpoint of the forum the groups switched to consider the alternate set of topics, so that each participant had an opportunity to consider and comment on each of the four topics. The following is a summary of the public comment at the forum on topics identified by the organizers.

Attendees were asked to consider both the process and the strategy of hiring school administrators. Regarding the process, participants were asked to consider the following:

How broad a search should be conducted? Should we confine our search to within the district, should there be a national search, or something in between?
How long should an ideal search take? Can it be accomplished in a month, or will it take six months, a year, or longer?
How should RTSD’s job opportunities be advertised? Should the openings appear only in local papers? Should we advertise on web sites, and if so, which ones? Should the township of Radnor be identified in the advertisements?
Who should be involved in the process of hiring? Should the hiring process be conducted exclusively by the school board? Should the board hire outside consultants? Should the board afford teachers and/or an opportunity to be involved, and if so, to what extent?

Regarding the strategy of hiring school administrators, participants were asked to consider the following:

Should the board look to install permanent replacements at each position as quickly as possible, or should interim replacements be hired to fill the positions until permanent replacements can be found?
Should the various open positions be filled in any particular order? Should a superintendent be identified first so he or she can participate in the hiring of assistant superintendents and principals, should the principals be identified first so as to participate in selecting the superintendent, or should good candidates be installed by the board as they are identified.
How should the hiring strategy reflect the need for a transition from the former to the new administrations? Should the void of “institutional memory” be a factor in establishing a strategy for hiring new administrators?
Should the district have in place a plan for succession of administrators, which assures a more gradual transition of senior administration positions to enable better continuity of institutional knowledge and less disruptive transitions in the future?

Although the questions were presented separately, both groups of participants chose to consider and discuss the two questions simultaneously because the questions are so closely related and intertwined.

Regarding the process of hiring school administrators, the notion of cultural fit was a high priority among participants noting that there needs to be a match and style fit. It was suggested that we develop a way to define our culture so that candidates know what we are expecting and what we want. The positives of our district need to be advocated and perhaps the PTO’s could work with the PR person to accomplish this. The notion of a video was even mentioned. Perhaps we need to sell Radnor to the candidates noting the strengths and needs of our community to help potential leaders determine if they can fit and make a difference. Given the level of community involvement, one must feel comfortable with powerful and highly demanding parents with great expectations. There appears to be a strong need to maintain valued traditions and access institutional wisdom. The notion of due diligence was underscored with the importance of site visits, reading communications from other Districts, checking out press reports, and information on the web. Time initially might save hassle later. An involvement with students was seen to be essential with an opportunity for candidates to be involved with students and with observations of such interactions recorded. Opportunities for dialogue and follow- up questions during interviews were noted as important. Further, it was suggested that the PTO officers have a voice via interviews and the opportunity to generate questions. While there was a concern about not overwhelming candidates, the need for broad-base input was deemed essential for “buy in” to an individual’s success. The PTO was seen to also have role as a conduit of information and a means to provide updates along the way – keeping communication open and soliciting questions as appropriate.

The Board was dealt with as a factor in impacting the attraction of the district for candidates and eventual role in the district. The need for members to have a range of expertise was deemed important.

A national search for superintendent was suggested with an awareness of pensions that may be state specific. Given the competition for slots and the timing, it was felt that one could wait for a year or more (July ’08 suggested) to get the best fit. An interim was deemed appropriate who could build morale and heal the district with a need for teacher input in this process. Short-term contracts were also an option with on-going evaluation and accountability with elected officials listening to the stakeholders and structured ways to promote communication. Time should be spent to hire the best candidate, and efforts must be made to make a competitive offer to attract the very best. (One person noted that she didn’t mind paying taxes if they were getting the best.)

With regard to the question of who should be involved in the search on behalf of the district, it was suggested that a special board meeting be held to suggest and get answers to questions. It was noted that a committee needed to be nominated with power – not passive, but active role of parents and teachers (with students at higher levels). Relationships built during the process of hiring were deemed to be important was to acclimatize new leaders into the school setting. Such a group should include teacher and parent reps from each building with a clear voice and perhaps a vote at the first and second levels. Teachers were deemed important all the way up as a way to access institutional wisdom. The board alone should not do the hiring.

With regard to the strategy of filling the many vacant positions in the district, it was noted that institutional memory needs to be present at some level in the administration. Questions about posting and timing were raised with a “wait and see” attitude regarding a superintendent. Financial management was deemed an important priority for the District with the need for an administrative team that could work together.


The second group addressed issues involving the nature of new administrative hires and their priorities as well as opportunities for changing direction of the school district. After brainstorming and discussions, participants individually marked items they believed to be of greatest importance.

Attendees were asked to consider the qualities of new administrators and their priorities both at the district and building levels. Regarding these matters, participants were asked to consider the following:

• What are the most important characteristics of a school superintendent? What should his or her priorities be when coming to Radnor?
• What are the most important characteristics of a building principal? Are there distinguishing features at the elementary, middle, and high school levels? Are there qualities that are imperative?
• What should the priorities be of a building principal who is coming to Radnor? Are there different priorities at the elementary, middle, and high school levels?
• What are the most important qualities of a central office administrator for business and management services? What should his or her priorities be when joining the Radnor School District?
• What are the most important qualities of a superintendent of curriculum and instruction? What should the priorities be for this individual?

Attendees were asked to discuss and share ideas about how we can change the current direction of the school district from what some perceive as a crisis to one that has the opportunity for improved growth and renewal. Questions for consideration included:

• How can we promote a sense of satisfaction and pride in our schools by all morale of the staff? How can we make our school district an attractive working and learning environment for all constituents? How can we reduce stress?
• How can we build a culture of collegiality and mutual respect within the schools? How can we make people feel valued? How can collaboration become
institutionalized? How can we rebuild trust and integrity?
• How can we give students, parents, and staff a sense of safety and security in our school buildings? How can we hold students accountable for expectations and discipline with consequences? How can we become more proactive rather than reactive in dealing with violence and inappropriate behavior?
• How can we stop the “brain drain” of students and staff from the system? How can causes, other than natural attrition, be determined and reduced, if appropriate.
How can we attract and retain highly qualified staff? How can we maintain a student population known for achievement?

Brainstorming created an extensive list of qualities that were focused on the superintendent. Of particular note was honesty that would generate a sense of trust in both word and action – the need to be what one seems to be. Others believed strongly that the superintendent needed to be visionary, consistently command respect, have a global view of educational practices, and possess common sense. The need for confidence and self-assurance was also highlighted so that the principals would have the opportunity to shine. This trait was also deemed essential to avoid pandering to the school board and, if necessary, “controlling” a board or at least standing up for the good of the District. A further need exists to examine the personalities at the top administrative levels in the schools to see if there is a “balance.” In addition to a strong background in education and curriculum, a new superintendent should be a proven leader, a good listener, and have established good rapport in former districts. The need to come from a similar district was also mentioned. An administrator needs to manage respectfully and follow rules and principles.

Discussing administrative priorities and changing direction in the District, communication was the key. There must be a new way of meeting/e-mail to end all the duplication of effort and information. Perhaps there needs to be a new role or job as internal communications and/or the ability to share internal information of committees and so on with the public. A system, similar to TE, with summaries of meetings passed on to PTO groups may be helpful with a need for consistency of information delivery to all schools. Regular updates of what is happening would be useful. Something bi-monthly or as necessary was noted. Small group conversation opportunities with an emphasis on accountability were a priority. Accurate information needs to be disseminated, particularly in crisis situations, which can be consistent and supported from the top down. Rumor and hearsay appear to be leading discontent and the appearance that leaders are not informed and leave others out on a limb. Crisis communication must focus on coordinated, prompt, and consistent messages. An office of common sense was advocated to look over the entire district as well as a strategic planner who could look ahead and create long-range planning for the entire school population from elementary to high school. The development and implementation of a strategic view of personnel and enrollment was a priority for several participants. A key area noted was the need for an honor code to include students, staff and parents. Further, the need for open decision making (no more behind-the-scenes actions) with an emphasis on transparency and the Sunshine law was mentioned. The need for each student to have an advocate to speak with at all schools was stated. Additional ideas brainstormed included: looking to other districts to find out what is working, building respect for all players, developing consistent grading at all levels (based on teacher collaboration), and examining. school climates in all schools.

The importance of building school communities that foster tolerance and respect was noted with a sense of collaboration needs to be developed to reverse the “us vs. them” mentality. Perhaps the hiring process may reduce this attitude. Efforts also need to be extended to support school leaders within the staff and community since this division is felt by all.

It was also noted that we need a breadth of experience at all levels in hiring staff and a board that leads but does not micromanage.

Participants:, Kim Donches, Kim O’Neill, Amy Dolan, Robin Henkin, Susan Stern, Sam Strike, Peg Kramer, Nanda Hydisko, Lisa Borowski, Sue Smith, Elaine Schaefer, Barbara Schraudenbach, and Roberta Winters

***Individuals may make comments and forward them to rlwinters@comcast.net for inclusion in the LWV synopsis.