SNAPSHOT 2012 The 8 th Triennial Study of the Superintendency in New York

1. SNAPSHOT 2012 The 8th Triennial Study of the Superintendency in New York

2. Marilyn C. Terranova, Ph.D., Eastchester UFSD, Author/Editor Edward M. Fale, Ph.D., Valley Stream UFSD 24, Co-Chair, Author Robert R. Ike, Ed.D., Palmyra-Macedon CSD, Co-Chair, Author Principal Authors

3. Contributing Authors &Research Team Gerald M. Cattaro, Ed.D. Fordham University David Glover, Ed.D. Morristown Central School District Phyllis Harrington, Ed.D. Oyster Bay/East Norwich Bill Heidenreich, Ed.D. Valley Stream Central High School District Roger Klatt, Ed.D. Barker Central School District David O’Rourke, Ph.D. Erie II-Chautauqua-Cattaraugus BOCES Maria C. Rice New Paltz Central School District Thomas L. Rogers, Ed.D. Nassau BOCES Angela Trapani, Graduate Assistant Fordham University Elaine Zseller, Ph.D., Program Supervisor, Nassau BOCES

4. Purpose:To describe the Superintendency as it currently exists in NYS • Demographic & Gender differences by region • General Contract Provisions • Leadership Teams: Boards of Education and Superintendents • Recruitment and Longevity • Focus on Student Achievement • Recommendations for Future Study

5. Response Rate • 8th iteration • Surveyed 706 superintendents • 2012 response rate was 62% • 1991 to 2012 response rate was 62% to 74.4% • Electronic Survey (2009, 2012)

6. Percent of Superintendents by Age

7. Proportion of veteran superintendents New = < 6 years as superintendent

8. Differences Between New and Veteran New Superintendents (<6 years as a superintendent)

9. Age Ranges by Region

10. Personal Differences Between The Genders

11. Family Differences Between the Genders

12. Gains Made by females in Accessing the Superintendency

13. Slight Gender Differences • More women than men have Doctorates. • No statistical relationship between the gender of the superintendent and how the search was conducted. However,

14. No Gender Differences • Boards were rated as effective or ineffective in the same proportion among males or females. • No relationship between the gender of the prior superintendent and the current superintendent. • No relationship between how the current superintendent was invited to apply and the gender of the current superintendent.

15. Spending time with family… • Highest response to how superintendents spent their personal time (92%) • 64% of Males indicated that 40% or more of personal time was spent with family, but only 45% of females • For superintendents who are married, fewer females than males spend 40% or more of their time with their families

16. Confidence to Apply for First Superintendency

17. Greatest Incentives to Apply

18. Hesitancy Factors in Applying for 1st Superintendency

19. Invitation to Apply

20. Alternative Pathways to the Superintendency • Most Superintendents disagreed with creating alternative paths for non-educators to access the superintendency (72%) • Of this majority 35% strongly disagreed with this proposal • Only 18% believed non-educators should have access to the top educator’s position

21. Social Media

22. Stress – The Position is more stressful than expected…

23. STRESS - THE POSITION IS MORE STRESSFUL THAN EXPECTED (historical perspective)

24. INDICATORS OF JOB SATISFACTION INDICATORS OF JOB SATISFACTION

25. Are you required by contract to live in the district?

26. Length of contract by experience

27. Annual renewal by longevity

28. District contributions to health premium

29. INCENTIVE TO STAY

30. In What Year do you Plan to Retire?

31. Percentage of superintendents who plan to retire • Thirty percent (n=130) of current superintendents plan to retire by 2016 Highest percentage by region: • Lower Hudson/Metro/Long Island (26%) • North Country (25%) • Western NY (24%)

32. Post-Retirement Plans

33. Post-retirement plans of Superintendents • 38% plan to serve as interim superintendents (40% in 2009 and 46% in 2006) • Only 4% of respondents selected “unpaid work” (16% in 2009) • 35% are undecided. • 33% intend to teach at a college or take a professorship • 31% selected volunteer work • 8% plan to continue their career as a superintendent in another state

34. Leadership Teams:Superintendents and Boards of Education • Typical Board Characteristics • Support superintendent. • Reflect attitudes of the community. • Have made community aware of the Regents Reform Agenda. • Meet 1 or 2 times with superintendent for professional development.

35. My Board of Education is…

36. My BOE is focused on closing the achievement gap.

37. NYSSBA Code of Conduct • work with fellow school board members in a spirit of harmony and cooperation in spite of differences of opinion that arise during vigorous debate of points at issue. • base decisions upon available facts in each situation; to base each vote upon honest conviction, unswayed by partisan bias; thereafter, to abide by and uphold the final majority decisionof the board. • keep confidentialmatters pertaining to the schools, which are either legally required to be kept confidential and/or, if disclosed, would needlessly injure individuals or the schools. • recognize that the primary function of a school board is to establish policies (which are in conformity with applicable law and regulations) by which the schools are to be administered, but that the administration of the educational program and the conduct of school business shall be left to the superintendent of schools and his/her staff. • strive to build and exercise a relationship with the superintendent that is constructive and positive and which enables district staff to function as effectively as possible. • welcome and encourage active involvement by citizens, including parents and organizations in board activities regarding establishing school policy and developing future plans.

38. Characteristics of Effective and Ineffective Boards

39. Topics for Expanded Board Training • Role of board vs. role of the superintendent • Governance • Conflict resolution • Meeting protocols • Team building • Special education law

40. Changing Role of Superintendent • More of a focus on finance • Increased work load • More NYSED mandates • More union issues • More focus on student achievement

41. Functions for Improving Student Achievement • Hiring/retaining competent staff • Setting vision • Providing data driven instruction • Providing professional development • Adhering to Common Core Learning Standards • Focusing on acccountability

42. Emerging trends Demographics • Superintendents are younger with lower salaries and it becomes questionable if the superintendency remains the “capstone to a career," or becomes a career in itself (as it most likely was with the early iterations). 61.69% will work beyond 2016. • More superintendents have school-age children. • There are more female superintendents than there have been in the past 10 years with the largest increase in urban districts (white women).

43. Emerging trends Contractual • There are more superintendents with three year contracts; thus we can assume there is less job security for these superintendents than in previous iterations. Veterans continue to have five year contracts. • There are fewer contracts with a renewal clause and an increase with NO evergreen clause. • More superintendents are being required to contribute more to their health insurance premiums.

44. Emerging trends Boards of Education • Since the last iteration, ineffective boards became more ineffective with the respect to the NYSSBA Code of Conduct.

45. THANK YOU! Contact Information: Ed Fale supt24@aol.com Bob Ike robert.ike@palmaccsd.org