Study Session Meeting

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[2] Elisa Martinez: The Newark Board of Education.

[6] SPEAKER_24: Roll call, please. President Martinez. Here. Vice President Gutierrez. Member John. Here. Member Nguyen. Here. Member Rodriguez.

[19] Elisa Martinez: Thank you. And with that, we'll move to the approval of the agenda. May I get a motion to approve the agenda as is?

[34] Phuong Nguyen: I move to approve the agenda as is.

[36] Richelle Piechowski: I second.

[38] Elisa Martinez: Member Nguyen moves. You got that? I won't repeat all that. Thank you. Oops, let me go ahead and. You can hand vote. Oh, we'll do hand vote, please. All in favor? OK. Motion passes with three ayes. OK, so we move to public comment on board study session. Ms. Parks. Thank you.

[87] Cindy Parks: Good evening. I was looking for some other things through some of my box of stuff that I have, my folders in it. And I came across July 2014 document that was put together by leadership associates when Dr. Markin was going to leave the first time. And there are some characteristics that the board at that time had highlighted, and I thought some of them were stellar. So I'm just going to read a few of them and add mine at the end. We'll be visible in the community. We'll build collaboration and trust among community members. Has the courage to have difficult conversations. Will address declining enrollment. May need to consider closing a school and consider current school boundaries. 2014, mind you. Is willing to look at challenges in declining enrollment and come up with a plan to increase our enrollment. Has a vision for the district. Has a strong business background and understands the business side of the education. Possesses a record of working with and helping parents and students who are underserved. following through on commitments and strong communications, models strong leadership throughout the district, is someone with secondary experience, understands policy and will demand that everyone stay within education code and policies. I would also add someone who's an experienced superintendent. I don't think that you can walk into our current situation financially and with all of the new hires that we have here and not have experience and know how to work and carry out their duties. I would also ask you to consider that it be somebody that has integrity. Someone who's proven to follow through, not just talk the talk, but also walk the walk. Someone who displays accountability in their work ethic and in their expectations. One of the things that I came across today when I was trying to look at some of the characteristics and things and just looking online is that someone who tracks process with proactive and transparent reporting. And I thought that I loved that. And you're going to hear that from me a lot over time. I really loved that. So anyhow, again, I did actually make you all copies of this front page of what the board had mentioned in 2014 that they were looking for in characteristics. Thank you. Thank you.

[231] Elisa Martinez: Thank you, Ms. Parks. Ms. Aquino, please note that member Gutierrez has joined us. And with no other comments, we will move to item three, which is today's study session with McPherson and Jacobson, walking us through some initial steps in the superintendent search. And with that, we'll move down to the tables.

[341] SPEAKER_16: Are you ready? OK. Thank you for selecting McPherson and Jacobson. I'm Bill Hewitt, and I'm the lead consultant. Dan Moreau is not able to be with us tonight. He had a previous workshop commitment. He just texted me he's getting on a plane right now. So he'll be with us in other events. And I am the lead consultant for this. So tonight, we are going to take you through the process. We're going to go ahead and go over the calendar and the activities, try to set all of our dates on the calendar. We're going to select the selection criteria. We'll identify the selection criteria tonight. We won't get a final copy of that, but we'll get a good sense of what it's going to be, and then I will craft something quickly for you to review and get back to me on. I have met this afternoon with the point of contact, and we've gone through all of the events and all of the responsibilities that the district has in putting together things. But please, as we go through the calendar, we'll go through all of those activities with you and ask any questions you have. There are three meetings that I have with you before we interview and go through the final interview process. So there will be other opportunities to ask questions. And you can always contact me. If you have any question about anything, any of you can contact me and I'll give you information of where we are and where we're going. I want to mention that if you ever get EdCal or if you look at it, a lot of districts now are out there advertising for their superintendents. We're not too late, but we don't want to dilly-dally, okay? That's my mother's term for telling me I'm not doing things quickly enough.

[455] SPEAKER_16: We will get on it. So we do need to do the front end here things pretty quickly, and that means getting the criteria there. We use the criteria in our application. So to post our application, we have to have the criteria posted. And we've adjusted it before in the past, and we can do that. But I really would like to have us move pretty quickly on that, and then that'll give us ample time to get to an interview stage about the middle of May. So what I'd like to do, if you can, is to start with the calendar. Do you have this two-pager that I texted you or sent to you earlier? We're going to go ahead and start tonight is the first meeting with the board, March 5th. And there are the activities that we're going to have. We also, I didn't mention it, but we will talk about stakeholders that you want us to interview. And that's one of the activities we'll do tonight. We're coming back in two or three weeks to interview stakeholders. I would like to advertise the position starting on Monday, if not Monday, then Tuesday. And that means deciding what we're going to advertise, where we're going to advertise. So I'd like to do that right now. We would suggest you do EdJoin, which you do for all of your positions currently. I think you have a contract with them, so there's probably no cost to that. We highly suggest you do AXA, Association of California School Administrators. That's where existing administrators look first to find openings. And it's not, and we would suggest you do three written posters in their pamphlet, in their newsletter that they send out every week this time of the year, and then 30 days online. It's not cheap. They've realized that they've got a captured market. It's about $1,000. I think it's $2.50 for each printed session, and I think it's about $300 for the online. So it's around $3,050. And we also then, of course, put it on our website, and that's national posting for free. We get over 80,000 hits a month on that. So you'll get a lot of people on the national scene that look at our website. We don't really recommend you do anything more than that. You can, if you wish, you can do some national postings. They are expensive. You can post in CALSA, which I think is the African American, if I got that right, association. But they all look at EDCALS. They all access EdCal, and so I find that that's the most effective and the most cost per cost. It's the best deal, even though it's expensive. Is that okay to go forward with that advertising schedule? Okay. All right. Everybody in agreement? All right. We'll go ahead and do that. The next thing that we're going to do is come into your district and talk to your stakeholders. And we come in for two or three days, depending on how we split it up amongst Daniel and myself. And we're suggesting that we come in on the 25th and 26th, right? Isn't that correct? We put 26th, 27th, but Charlene is critical to this because she sets these up and she's here those two days, I think, correct?

[666] SPEAKER_28: I think that's too ambitious, and the 20...

[681] SPEAKER_16: 5th and 26th will be just fine, so we'll set it for that. Now, we want to ask you, we typically will come in and we'll talk to all of your employee groups, both the groups and then their leaders, and we'll give special sessions for the union leaders. We oftentimes will have a meeting for your parent leaders, and then we oftentimes will have a nighttime meeting or two That's an open meeting for anybody to come and then the district publicizes that. The district's responsible for getting the folks signed up to come into these and to put a schedule together for us. You might remember in my presentation we asked four standard questions. What's good about your community? What's good about your district? What are the issues that the next superintendent should be aware of in order to be effective? And then what are the skills, attributes, and characteristics that you're looking for in a superintendent? We ask those same questions in an online survey, and we invite anybody to participate in the online survey. We then go ahead and write up all of those responses by group and report back to you at a board meeting. So if it's all right with you, we'll go the 25th and the 26th on that. And I want to ask you, is there anybody that you particularly want us to invite to those meetings? Remember, a meeting can be a single person. small group. It could be a group as large as you want. We give 45 minutes to any group and then when we do the nighttime sessions, and I would suggest we do at least one of those if not two, during those nighttime sessions we typically give more time to it. We usually allow a full hour or an hour and a half.

[787] SPEAKER_28: When you ask, is there anyone that we would like to join, do you want a specific name, or would you like a title?

[793] SPEAKER_16: Either way. Either way. Yeah. Yeah. And you can get it to Charlene if you want, if you just want to do that as individuals, or you can talk about it now. Is there anybody you want us, that you can think of?

[803] Elisa Martinez: I think let's talk about it now, just to make sure we're all aligned in terms of, right?

[807] SPEAKER_18: Good. Yeah. Yeah.

[809] SPEAKER_28: Do you want to start?

[813] SPEAKER_16: One thing that we typically do is ask city leaders, too. And so I think you'd like to have a session, at least one session, with the mayor and the chief of police and any other city leaders. Would you like to invite the city council people? Yes.

[828] Elisa Martinez: So that was actually the first one you got, city leadership. but I hadn't thought about, you know, including like the chief of police, just like our city leaders.

[837] SPEAKER_16: Is fire chief a fairly public position in this city? Yes. We'll invite that person too then, Charlene.

[843] SPEAKER_24: Okay, yeah, okay. All right.

[847] Elisa Martinez: So student representation.

[849] SPEAKER_16: Yeah, that's great. I didn't mention that. Charlene, I didn't mention it to you either. We almost always go over to the high school and talk to students and we rely on the administration there to put a small group of students together to tell us what they would like to see in a leader.

[865] SPEAKER_25: It will be one of the stakeholder groups.

[869] SPEAKER_16: We oftentimes do that at lunch, Charlene, so one of those two days we might, you know, make that the lunch time.

[877] SPEAKER_28: How far is the high school from here? Ten minutes.

[880] SPEAKER_16: Yeah, so we would just have to figure out the timing on that. Maybe we use lunch in one session and just work that out. We talked about that earlier. So thank you for that. I'd forgotten to tell Sharnay. Yeah, we always do that. Always have students.

[893] SPEAKER_28: I'm thinking about a parent leader from each school.

[898] SPEAKER_16: Yep, that's very typical and what oftentimes boards want to do is to invite the school site council leader and or the PTA or parent club leader to come and they put an invitation out to them or a rep. Sometimes they, you know, the person can't make it so they send a rep to come.

[921] Elisa Martinez: Yeah, I'm wondering whether that would be one or two different groups. I think students like counsel, just in my experience, right, they're kind of focused on, you know, kind of more in-depth knowledge, right? Whereas the PTAs or PTCs... Fundraising and support, yeah.

[938] SPEAKER_28: That was actually my question. How does that get divided up, broken down?

[941] SPEAKER_16: However you wish to. If you'd like us to have one meeting of each, we've done that before. If you want to have you all come, we've done that before, too.

[947] SPEAKER_28: Typically, how many meetings would you hold within these two days?

[952] SPEAKER_16: Typically we would hold 15 to 20 meetings within those two days. But it can be more. Sometimes the consultants will split. We don't have to both be present for all of them. In a bigger district, I know in Elk Grove we had 70 meetings. We did it over four days. We do whatever you think it takes for the meetings.

[975] Phuong Nguyen: And I know that parents, some parents overlap, some of them are in both the school site and the PTA. So it should be, I think it's okay to combine those two.

[986] SPEAKER_24: Yeah.

[987] Elisa Martinez: Okay. Bon?

[991] Bowen Zhang: Yeah, so we can do, so for our PTA, if you were saying one person each from PTA, that would probably be a minimum of nine people. because we have a non-PTA organization. And the side council, yeah, I think they're more like the in-depth, more aligned with, more in-depth professional knowledge about how this works.

[1015] SPEAKER_16: So we like to be inclusive and to bring as many as you wish.

[1020] Bowen Zhang: Do you have any meeting with individual principals?

[1024] SPEAKER_16: We do we we will have it. Let's talk about that for a moment. So we Whatever you want to do, we've done it all sorts of ways We definitely want to have site administrators and we want to have district administrators Now if you want us to have more groups than that Sometimes some places like us to do classified leaders where it's directors and supervisors as well as a third group

[1049] Elisa Martinez: Yeah, I think, again, personally, really delineate the different groups. Because I believe administrators definitely have a different perspective than the actual, we'll call the individual day-to-day contributors who are leading the day-to-day.

[1065] SPEAKER_16: Why don't we do three groups of administrators? We'll do site administrators, and we'll try to find a time when both principals and vice principals can attend. That's usually in the afternoon, typically. And then we'll do district administration, okay? And that's, usually it's a cabinet level or director and above. And then let's do supervise, there's a whole other level of administration, which is your confidential and supervisory folks, okay? All right? And Charlene knows who they are, so. So we'll do those three groups. That's typically what we see is three inputs. Anything else? Any other groups? That's good.

[1114] SPEAKER_28: What are some typical groups that you recommend?

[1118] SPEAKER_16: Well, we've done the employees pretty well. So one of the things we haven't talked much about is community. Do you have service club leaders that are active with your community? Do you have a big booster? organization that's in the community. Some places have a Rotary Club, they're very engaged.

[1136] Bowen Zhang: So our two biggest organizations, the city's number one, obviously, is the Rotary Club. In addition to the Rotary Club, we have another organization called the Optimist Club.

[1147] SPEAKER_16: Why don't we invite them to a session?

[1149] Elisa Martinez: Like just community groups, I think?

[1151] SPEAKER_16: We'll call it service support clubs. And we can invite both. They will love to come together and give their points of view.

[1158] Phuong Nguyen: And also, I'm sure the Newark School Foundation.

[1162] SPEAKER_16: Oh, yeah. You have a school foundation? Yeah. They should have their own session.

[1166] Phuong Nguyen: Yeah, and then Love You.

[1170] Elisa Martinez: Love You.

[1172] SPEAKER_28: I think it would be better to combine them.

[1174] Elisa Martinez: I think so, too. I think it's like a service.

[1176] Bowen Zhang: But they do reach out to the schools.

[1184] Phuong Nguyen: for summer programs for the kids.

[1186] Joy Lee: Excellent.

[1187] Phuong Nguyen: And they should, if they have interaction with that kind of thing, I think that whoever we choose as the superintendent should be able to communicate well with them. Because they're providing free programs to the kids.

[1200] SPEAKER_28: So we could combine that with the Rotary, though it's about four different groups.

[1204] SPEAKER_16: You could, or you could have two different sessions. It's up to you. Put it all in one. Yeah, put it all in one.

[1212] Elisa Martinez: A couple other things that come to mind, especially because one, we're going to hear from the director of the Mission Valley ROP. Okay. So, you know, obviously it's a very important program for us. And the other thing is we're very much connected to our Ohlone, you know, partner, right? Community college. The community college, sorry. Yes. So I think those organizations, that leadership.

[1238] SPEAKER_16: Do you want to bring them in together or do you want them to have their own time?

[1242] Penny DeLeon: What do you? Together, I think. Together?

[1244] Elisa Martinez: Because they are partners both in providing.

[1247] SPEAKER_16: Yeah, I would think they'd have similar interests.

[1249] Elisa Martinez: OK, so let's do ROP and Ohlone.

[1253] SPEAKER_28: I'm thinking the Promotoras group. And the reason why I ask is they're, we have a group of, they call Promotora parents, that are very focused on our Hispanic, Spanish speaking community.

[1266] SPEAKER_16: Excellent, I think that's a great idea. Yeah, we do that all the time. If you have a particular parent interest group that are advocates for a certain group of kids, whether it's second language or some ethnicity, we think it's a great thing to talk with them.

[1283] Elisa Martinez: Would that be different than DILAC?

[1286] SPEAKER_28: They have very similar people, so I don't think we'd...

[1292] SPEAKER_16: If you wanted to combine them, that's a good idea. Yeah. Yeah, I was about ready to mention DLAC. DLAC is almost always a group that we talk to. DLAC parents. Yeah, the DLAC committee. That's a great list. Very good.

[1305] SPEAKER_28: Now, you know, we... I'm just thinking right now, sorry, how about members from our CBOC?

[1313] Elisa Martinez: Oh, like our oversight.

[1319] SPEAKER_16: Do you have a Bond Oversight Committee? Is that what it is? Uh-huh. We've done that before.

[1323] Elisa Martinez: Yeah. Yeah, because that was kind of all those groups that we're supposed to have a Revenue and Income Committee.

[1331] SPEAKER_16: Remember the purpose of this is to give input. It's to recruit and to give a lot of input to the candidates. This is a real great document that we do for you. I'm really pleased with what we do on this because we do, I've seen what others do and we do this really well. That's being more exhaustive than not. So it's better to get your money's worth.

[1349] Elisa Martinez: I agree, I absolutely, so from that perspective for sure.

[1354] SPEAKER_28: And I'm thinking, and give me clarification on this, these groups could also give you some insight into our community.

[1362] SPEAKER_16: Yes, definitely, definitely. They really do. They give you the great things about living here and the things they like about the school district. And they also are very honest about the issues. And I think I mentioned before that our theme is transparency. And we think it's important that issues come forward so that we're finding the right person to address the issues. Every district has issues.

[1390] Elisa Martinez: Go ahead. I was going to comment. Did I say this out loud or did I think it in terms of the, I know you mentioned the kind of the evening. Right. So maybe having two because just a lot of our folks are working.

[1401] SPEAKER_16: Would you like to have two evening meetings? Certainly. We'll do two evening meetings. Yeah.

[1406] Elisa Martinez: Because that's really kind of becomes our catch all for anyone that can't make it.

[1409] SPEAKER_24: It does. Right. It does. Yeah.

[1412] SPEAKER_28: To that and that's what I'm talking about like a catch all. I'm wondering, where these parents would fit in, but we have newer parents to the community with either younger children or just new in general. I think it's important that, I think they would get a new perspective. A lot of our new residents are not coming to our school, so maybe they can get a perspective, and if they do get an input, they would feel closer to

[1449] SPEAKER_16: to the process. Certainly. Yeah. Yeah, so probably the open sessions, unless they belong to some kind of association or organization we haven't thought of. And the best way of getting people to the open sessions is to have them in the schools, okay? And to ask the school, hi, good evening, how are you? Good to see you. You're using your hands a lot, so it must be important. I use my hands all over the time. Yeah, it's really helpful if your site administration can impress upon this with the parents. I've had it done many different ways, but the most effective is when we've done it with large schools saying, here it is, please come to this, and then they come too. Because sometimes we put these on and nobody shows up. And it's kind of up to the district to figure out how to get people out there. I've even had, in one case, a small district say, I'm not saying you should do this, we're feeding you pizza. And my gosh, this was a district of only 500, I think we had 300 of them.

[1528] Ray Rodriguez: Any suggestions you can give us, you know, you can text it to us, email it to us. Yeah. And that's part of your, you know, information to give us. How to get people here, you mean? Right, how to get people here.

[1538] SPEAKER_28: Yeah, yeah, absolutely. Just to take a second to maybe catch you up, we're talking about stakeholder groups that we would like to include so we can have meetings with them.

[1551] Ray Rodriguez: That's the reason why I decided to vote for you instead of the other firm. Because of the work that we do with stakeholders.

[1558] SPEAKER_16: forward to that. Yeah, I would say we really take that seriously and we report back to you very thoroughly what everybody has said.

[1567] Elisa Martinez: And I don't think we have to be a hundred percent exhausted right now. I think there's a pretty good list. Obviously, Char will be working to schedule them.

[1575] SPEAKER_16: Right, and I will check in with Char every week on how it's going.

[1579] SPEAKER_28: If we do think of somebody, can we just

[1581] SPEAKER_16: Yes, just tell Char. And I don't think you need concurrence of the whole board to do that because we're just being inclusive here, you know. Yeah. So we picked the 25th and the 26th to do that. And Char, if you end up with not enough slots, add the 27th, okay? And Dan and I will figure out how we cover that, okay? Either I'll do all three days or he and I will. Overlap all right, and I think we would do the night the 27th is a Friday though. I think right So we'll do the nights of the 25th and the 26th Yes, yes, we'll have an and what do you think the best time to do an evening meeting with parents is Some people think it's before dinner, some think it's after, or some people think right after.

[1638] SPEAKER_28: 6 p.m. ish?

[1639] SPEAKER_16: Yeah, 6 p.m. 6? Your community turns out best for a 6 o'clock meeting. About an hour long, maybe an hour.

[1646] Elisa Martinez: 6.30? That's 6 to 7.

[1650] Ray Rodriguez: Yeah, they like to get back. Most of these people have children. Yeah.

[1655] SPEAKER_16: 6 to 7. 6 to 7. Okay, 6 o'clock then. Alright. And shall we do one at each end of the school district, or do you have one place you think is

[1662] Richelle Piechowski: Oh, I could do a couple of different schools.

[1664] SPEAKER_16: Sure. Yeah, we can do different places.

[1666] Bowen Zhang: Yeah, that's a good idea. So speaking of time, a certain group might need a different time. Yes, and we'll leave that up to Charlene. We talked about new residents, right? I mean, whatever new parent coming to live in the city, for them, it's probably after 8 p.m. I don't see that.

[1683] SPEAKER_16: So that's another idea, is that one evening, do it at one time, and another evening, do it at a different time. So another way I've seen it done is six and seven, or five and seven. So that's not a bad idea. switch times on the evenings, switch days and times.

[1706] Ray Rodriguez: If you're going to do an evening meeting, let's say it's 6, if you get in earlier, is that possible where maybe we can have people that actually work here come in and chat with you?

[1719] SPEAKER_16: Oh, we do. We'll have sessions all day long on the 25th and the 26th, and I think just before you got here we were listing all the different groups. Yeah, all your employee groups we've listed. Including your unions.

[1734] Elisa Martinez: So one night at 6, one night at 7?

[1736] Phuong Nguyen: Yeah, I think it's great to stagger the times because I know that we think together, families who are in that after school program, they don't pick up their kids until 6. Yeah.

[1748] SPEAKER_16: Let's do one at 6 and one at 7, okay?

[1750] Ray Rodriguez: You thinking of shilling and music? One end and the other end?

[1754] SPEAKER_28: We can do Schilling High School and then district office, I think, would be the extremities.

[1759] Elisa Martinez: I think one at the high school would be great. And then, yeah, any Schillings?

[1765] Ray Rodriguez: Well, to share experience a little bit, before we did it at the junior high end, didn't really, for whatever reason, we didn't get that many parents there. So I think the high school is good. And the district office is nice when the employees come in. But as far as families. They like to be at the school.

[1785] SPEAKER_16: I really suggest you go to the school for the families. Because there's some, a lot of parents don't even know what a district office is. We do. I mean, I don't know. I'm just curious.

[1794] Elisa Martinez: So we do the parent, in this case, we'd be like the parent leaders.

[1806] SPEAKER_28: But you... The evening meeting is wide open.

[1808] SPEAKER_16: Correct.

[1809] SPEAKER_28: So, but if... Are you suggesting we do a meeting at each school?

[1813] SPEAKER_16: I'm not.

[1814] Elisa Martinez: No, no, no. We're talking about the evening ones.

[1816] SPEAKER_28: We're talking about the evening ones. So the evening, we have two scheduled. Right. Oh, I think one in the high school is fine, because then we get that area. And if we're doing then the next one, I think the district office...

[1827] Bowen Zhang: I think Schilling might be better.

[1829] Ray Rodriguez: Yeah, it didn't work well for us before with the district office. I'm not saying that it would be any different.

[1834] SPEAKER_16: Yeah, do the other one at an elementary school. Okay, got it. Yeah, I would do that. I agree.

[1839] SPEAKER_28: Does Schilling have a good, the multipurpose room? We just do it there? Yeah.

[1845] Ray Rodriguez: You want to do, can we do two elementaries or just one?

[1848] SPEAKER_16: You can do two. If you want us to do two that evening, we can do a third meeting, sure.

[1853] Ray Rodriguez: Yeah, because it'd be one side and then maybe over here.

[1857] SPEAKER_16: Like I say, we do what you want us to do. So if we do one evening at the high school and have a big group, then we can do the next night. They'll be smaller and do two elementaries and do maybe one at 6 and one at 730. We need a little bit of travel time.

[1872] SPEAKER_28: Yeah, that's what I was thinking. We don't want to waste time with travelers. I just don't want to waste time with travel.

[1879] Ray Rodriguez: Because I'm going from Schilling to

[1882] SPEAKER_28: But now we're allocating only 30 minutes per parent.

[1885] SPEAKER_16: No, no. If you did one at 6 and then one at 7.30, we go 6 to 7, 7.30 to 8.30. OK. Yeah. Well, we'll give at least an hour.

[1895] Ray Rodriguez: Yeah. Sound good? When we did this prior, we just didn't get the parents out. And I think this is a better way to do it.

[1904] SPEAKER_28: If we do two elementary schools, then how about like a Schilling and maybe the Kennedy?

[1912] SPEAKER_16: Okay, now the rest of the schedule I'm going to go over with you, but we're going to meet again and we can update the schedule as we go through, okay? So, but these first steps we needed to solidify tonight because I won't see you again until the next.

[1934] SPEAKER_28: I did have one schedule conflict I did want to bring up to the board. If you're going to go through the entire schedule and not wait, then okay.

[1941] SPEAKER_16: I am going to go through the whole thing. Okay, so the second board meeting I have is April the 2nd. That usually is not a special meeting. It's usually part of your regular meeting because the content is limited. But you may want it to be a special meeting. Let me tell you what we do that evening, okay? We review everything that we heard. Now, if it is, if we're going to go the 25th through the 27th, and if it is going to be on April 2nd, I'll just give you a summary that night. The report won't be completed by that time. But that's okay, you'll get the highlights and then the report will come soon after, all right? We also start the selection of the interview questions, okay? I will bring you, we don't finish it, it says select interview questions. We actually finish that on the third meeting. But I will bring you a list of interview questions aligned with your criteria. We'll talk about those and I'll give you instructions about what to do. It doesn't take very long. We'll talk a little bit about the interview procedures. I'm going to talk a little bit tonight about that, too, with you. You know, this compensation package, I think I'm going to take this off because it's up to you. If you want to talk to me about compensation, about what you want me to say to the candidates, that's fine. But what I almost always do is say, this is what the last superintendent made, they had this many years, it's negotiable. I actually prefer not to get into compensation with candidates. And they do too, they really don't wanna talk about money yet, cuz they know it's up to you, it's not up to me. Okay, so we won't do that that night, you can cross that off right now, all right? I'll take care of it. And then the next one is a little bit off, too. It's identifying stakeholder chairs. It's actually, take chairs off of there. It's identify the stakeholder group that's going to help you interview, all right? And what we will need to do that night is to talk about how you're going to, how and who you're going to do. Now, you don't identify them until the next meeting. But you must take action on who's on that panel.

[2072] SPEAKER_28: And just in regards to this process. Right. So identify stakeholder group. And just to clarify, that will help us with the interview?

[2080] SPEAKER_16: Yeah, the interview.

[2081] SPEAKER_28: So we'll be sitting with us during the interview?

[2082] SPEAKER_16: That's right. They don't sit with you. OK. I'll talk to you in a minute about the process. We'll get to that. But it is identifying who the stakeholder panel is that's going to interview the candidates. And you have to decide that night how you want to do it and what process you're going to use between this meeting and when you assign it. That's how we will select. That's right. That's right. Okay? I'm going to have to update that in my file. Okay? Any questions about that? You want to do it on that night? That's a regular board meeting you have. It shouldn't take more than an hour.

[2119] Elisa Martinez: I was going to ask if it's an hour, then I think that's the decision for us.

[2127] Bowen Zhang: Well, if we're determining something, making a decision, then that's probably not a study session.

[2135] SPEAKER_16: There's really no voting on that evening. Now, you're just giving direction.

[2139] Elisa Martinez: The next meeting we would have to take action.

[2141] SPEAKER_16: You take action at the next meeting on identifying the stakeholder interview group.

[2145] Elisa Martinez: Do we have a study session program already for April 2nd? Okay, so we can have Sharp confirm.

[2158] SPEAKER_16: You know, you can just put it on your agenda too. Just put it as an agenda information. Okay, so that's good. April 2nd is good. All right, the application is closed on the 21st of April, okay, and that should give us a pretty good window, but I wanted to talk to you about that. I can push it back a little bit, maybe one more week if you want. It's really up to you. If I push it back another week, it really cramps that third board meeting. So let's go to the third board meeting before we solidify the April 21st. I need, of course, time to vet the candidates. And it's good to have two weeks to vet the candidates. That's what this does. The distance between April 21st and May 5th, when I come back and bring the candidates to you, is two weeks. Okay? So if we move the 21st, we have to move the 5th. All right? Okay? But that's why I want to get it advertised here quickly, because I think this is a six-week interview window, if I'm not mistaken. Now, we have a problem with this date because this should be a special meeting on May 5th. Because that takes, this is a three hour meeting, all right? And this is your regular meeting. So. Is that a regular meeting? No. It is not your regular meeting?

[2246] Phuong Nguyen: May 5th? It's Tuesday, May 5th. Yeah, no. So it's a special meeting.

[2251] SPEAKER_25: So maybe we do a special meeting at night. And to clarify, we do have a study session scheduled for April 2nd. That's our restorative justice.

[2260] Ray Rodriguez: Our meeting is May 7th.

[2263] Elisa Martinez: Yes. So this would be a special. This would be a special.

[2267] SPEAKER_16: This would be special. Okay.

[2268] Ray Rodriguez: I thought I picked it up as one of your scheduled meetings, but maybe not. We would meet 5th and then the regular meeting on the 7th. Good.

[2275] SPEAKER_16: All right.

[2277] Elisa Martinez: My mistake worked perfectly. Sorry. I think we'll leave the study session and then I think we'll just agendize this. Yeah.

[2287] SPEAKER_16: That's great, because that keeps us on track. Keeps us on a nice schedule. I really like this schedule.

[2294] Ray Rodriguez: So how are you going to do that again? Our meeting is April 2nd, right? So you're not going to have it before?

[2302] SPEAKER_28: So April 2nd, we have a scheduled study session already. And then his part will be agendized. During that night.

[2309] Ray Rodriguez: Oh, OK. That's fine. So we're doing an open session. Yeah. OK.

[2311] SPEAKER_16: That's fine. Yeah. OK. Let's talk about what we do on May 5th, all right? Okay, because that's a big meeting. All right. So we will bring to you the candidates. Let's say we get 30 candidates that apply. We will go ahead and we will review all of those. We'll bring all of the candidates' names and the short description of their qualifications to you. We'll also bring you a short list of the ones that we think that you should interview. Now, that doesn't mean that you have to pick them, and usually our short list is a little longer than what we want you to interview. And I'll talk about that in a moment. But it's up to you, okay? So when we come forward with the candidates, we'll come in the early afternoon to answer any of your questions. If you want to look at additional information, if any of you want to do that, we are here just to meet with you individually if you want to. If you want to, we can also give you electronic access to the candidates that are on our list of those who we think you should be taking a look at. And that usually, I'm saying when it's, that's Tuesday, we probably give that to you on Friday before, okay? This is all confidential information so there's a little bit of a limitation about we don't send you everything but we send you the, letters of recommendation, their resume, and their application. I think that's... and their letter of application. I think it's four things that we sent to you.

[2411] Ray Rodriguez: Okay, I have a question on that. For the last few years we've been going back and forth on a... because of the emails from a few years back. Right. And so I know in the past we would, if board members wanted to see the applications, they would meet with you here. Right. Would that be a better way to go?

[2440] SPEAKER_16: I think both are okay. The email, I do protocol training for boards as well, so I'm very familiar with this issue. You are okay with the Brown Act if you access this directly through your technology. but you cannot reply to anything. It doesn't allow you to reply and you can't share with anybody. So we'll give you all of that instruction and you should be okay to examine this electronically. Okay?

[2472] Ray Rodriguez: And how about the individual, the privacy when it comes to the individual? Do you talk to them about that?

[2479] SPEAKER_16: Yes. Do they have to agree? Yes. And they do agree when they apply that the board gets to look at their paperwork. By email? Yeah. Okay. Yeah. By email. It's not by email, I don't think. I think it's by electronic. That's a good question. I'm not sure we ask them that specifically. I know that they have to sign off saying it's okay for people to look at your materials. But I'll ask that. I'll ask that question. Is that an issue here? Email security an issue for you? It is some places. In fact, the last one I did in the Bay Area was in Albany.

[2520] Ray Rodriguez: It's not the security part, it's the fact that... It's the Brown Act part. Yeah, we had issues in the past. Yeah, it's the Brown Act part. Not sharing emails. Because I would imagine you have to scrub the application and only give us information. Right.

[2538] SPEAKER_16: That's correct. That's actually very correct. We just give you their... I'm not sure we give you the letters of reference. They do scrub. You get the application, which is the most valuable thing. You see how they write to the criteria. Their resume and their letter of application. I think I was wrong in saying that you get the letters of application because of, you're right, because of security.

[2562] Ray Rodriguez: Okay. This is my sixth time doing this. You've done this, I can tell. Yeah. Yeah. Unfortunate.

[2569] SPEAKER_16: Unfortunate me. Okay. So now one of the services that we provide to you is doing a video where the candidates answer three standard questions. And this is not all of the candidates. That would be way too much. But it is the ones that we're recommending that you interview. And boards like it. There is a caveat I put on there, that not everybody who interviews at a computer really, you know, that's not always them. They sometimes freeze up in front of a machine.

[2604] SPEAKER_28: How usually, typically, how many do you recommend?

[2606] SPEAKER_16: Typically, we recommend five to eight to you.

[2609] SPEAKER_28: So this could possibly be, if everybody agreed to video, five to eight videos.

[2612] SPEAKER_16: That's right. It could take quite a long time. You know, it could take an hour and a half to do it. Usually, it takes about an hour. If we have a lot of them and we really feel like we have to go up to eight because we have a deep, deep pool, then we'll tell you, well, why don't you look at two of the three questions? But it gives you a chance to look at the candidate and to hear them speak. They do get to prepare these questions. I mean, the questions aren't something that they're asked off the cuff. They get to have a prepared answer. So what do you think? Do you want to do that? It's part of your package. There's no additional cost unless we have an awful lot of them.

[2649] Elisa Martinez: I think it's good just because they do get to prepare. So even, I think we'll be, hopefully we can discern if they're nervous. It's more of the what are they saying and how are they.

[2658] SPEAKER_16: It's something we've done the last two years and most boards like it. Okay, so we will do that.

[2663] Ray Rodriguez: So can I ask you, the number of candidates, you said eight. Wouldn't that be something that we discuss once you you know, get the whole application and you'll get a chance to look at everything.

[2676] Elisa Martinez: Yeah. I think that's what... Sorry, I'm not sure if you said it before Ray got here, but you'll bring us the whole, the complete list, but they will provide a short list. It doesn't mean we have to go with it.

[2689] Ray Rodriguez: That's correct. No, no, what I'm saying is that In conversation with you, the board will have to decide how many to interview, right? That's right. That evening. Yeah, it might only be six. It may only be six.

[2701] SPEAKER_16: We actually like you to get it down to five if you can. If it's above six, if it's seven, then we'll get a process. We can't really do that in two days. So five is what you... Five is what we like you to do. But, you know, I can't tell you until we see who we have. We have that six. Yeah, yeah. I don't want to not interview somebody because we have a limit in numbers, you know. One time, I'll tell you, we had an awful lot of candidates that were highly qualifying. We came in and said, you know, you've got nine really good candidates here. So they had to do a pre-interview. Okay. And the board had to get together a few days before their regular interview, and they had to do a short interview for everybody, then they got it down to six. That has only happened to me one time out of 18 searches, and it was a very large district and very attractive.

[2749] Ray Rodriguez: So if you have a closing date, let's say of, you know, the 21st, and someone comes in that, you know, both of you really like, and is there an extension period there?

[2766] SPEAKER_16: I oftentimes do. It depends on the situation. I want to know why somebody missed the deadline, because it's not totally fair to everybody else. But my goal is to have really great candidates in front of you. So if somebody says, boy, you know, I just got wind of this thing and I can't get it. I'll tell you what happens oftentimes is somebody will call me a day or two before the deadline and say, I just found out about this. I don't think I can get everything together that fast. And what I say is, get your application in and then let other stuff come in later or something like that. It's very seldom I get somebody who comes in a few days later. And if they do, usually there's not a good reason for it and I'll have to say no. Okay, but I'm going to get all the good candidates that I can in front of you. That's the end goal. That's the end goal. So there's no arbitrary thing going on there. Okay, so we're going to talk briefly now about that night you also appoint the stakeholder panel members and we'll talk a little bit about that panel. Typically the panel is no more than 15 and if you want to do 13 or less doesn't have to even be an even number because remember the panel is half community and it's half school district personnel. But let's use 15 as numbers. If it was 15 you'd probably have three teachers, two administrators, two classified, and then seven people from your either parents or community that you choose to put on there. We're not going to talk about how to do that tonight, but we will at the second meeting about how you want to do that. Some boards put names in a hat, some boards for the community, some boards say, you know, we want to make sure Everything is covered, so, you know, we want somebody from this booster, club, this PTA, those sorts of things. A lot of, some boards say, I want to appoint one each. Board member gets to appoint one each.

[2892] SPEAKER_28: Can you talk a little bit more of what this process looked like? Not the appointment, but what the, once we select the panel. Right.

[2900] SPEAKER_16: What's their process look like? I will. So, let's talk about the interview day, okay? and how the whole process works on the interview day. Okay? So it's a day-long process for the candidates. They come in and they have breakfast with a couple of you, okay? And you actually will break up into a group of two, two, and one. And the one might be with one of us or if you have somebody that One district wanted to have their interim superintendent be part of the process, and I think that's a great idea, but they wanted to do that, so that was fine. You'll, in the morning, break up into two groups of two and meet. Let's take a process where we take two candidates a day. Two groups of two, you have breakfast. Then after breakfast, the fifth board member will have coffee while the candidates are interviewing with the stakeholder panel. And so they're all engaged and have everything going on until lunch. And then the board members switch on the candidates at lunch. Then in the afternoon, you go ahead and you have your regular traditional interview. The nice thing about this is by the time you get into the afternoon interview, you've had a social time with the candidate. You know them. They've had an interview with a stakeholder group. And so there's a comfort level and some knowledge level of the candidates. how that process works. Now, the stakeholders will have a regular interview. They will work with one of us as a facilitator, unless you have somebody you want to have as a facilitator. Some districts have somebody they want to have come in and independently facilitate. That's why we have two consultants. One runs the process and one runs the stakeholder group. And then they give the strengths and the concerns of each candidate. and they fill out a form individually and they work together as a group in doing that. That information is all kept by the facilitator, usually one of your consultants, and then delivered to you before you deliver it at the end of the process. Not the end of the day, but the end of the full process. So that's how it works. We can also do it with three candidates a day. It's more complicated, but we do it. Any questions about the interview process at this point. We'll go over this again. This is what we recommend. If you want to do something different, we certainly will, but this is what we recommend. And it is confidential. Your stakeholder panel and you sign a confidential contract really with McPherson Jacobson saying you won't share any information.

[3066] SPEAKER_28: So just to make sure I'm getting it right, let's just say candidate one has breakfast with two board members, will then go have lunch with the stakeholders or a coffee interview with the stakeholders and then evening we'll have... No, no.

[3082] SPEAKER_16: So let's take it from your standpoint. Let's say you pair up with one other board member, okay? Your board member A, your board member B, the two of you pair up. And you'll have breakfast with one candidate, okay? And you have the morning off, okay? And you come back for lunch and you have lunch with the other candidate, okay? And then what happens is you do your interview in the afternoon. That's your responsibilities. In the meantime, the stakeholder panel is interviewing a candidate that's not having coffee with the fifth board member. That's how it works with two candidates a day. If you have three candidates a day,

[3124] SPEAKER_28: It's more complicated. So then the stakeholders, you said, they'll just provide to the board members their strengths and weaknesses.

[3133] SPEAKER_16: That's correct. They don't prioritize who they want. We don't get them to pass any judgment about whether this person should or should not be the next superintendent. We actually stay away from that. Not everybody does, but we think that impinges upon your authority and becomes a problem for you down the road. And actually it works out really well because you set them to that task. they really get into it, and they take it very seriously, and they do a really good job, and it's very helpful for the board. So I think it's the appropriate way to involve stakeholders. Okay. Yeah. Okay? Thanks for that. Okay. All right.

[3170] SPEAKER_28: That's pretty much it. So to that end, if I may, I do apologize, but I have a conflict on the 14th and the 15th. I don't know if the board Is flexible to changing that yourself as well, or if not, if we are, those are hard set days, I would not be able to participate at all. And by the way, you have to be there for the whole thing, not at all. From the 8th to the 17th, I know. Yeah, 8th to the 17th.

[3207] Elisa Martinez: Okay. So we should go the next week. If we could do it the early part of the following week, The 18th and 19th?

[3217] SPEAKER_28: I don't know what you guys think.

[3221] Bowen Zhang: I remember. Is the 15th a Thursday?

[3223] Phuong Nguyen: The 15th is a Friday. The 14th is a Thursday. Oh, I see. So I'm okay with the 18th, 19th.

[3233] Bowen Zhang: I see, I see. So we don't have regular board meetings that week?

[3241] Elisa Martinez: No, those are the interviews.

[3242] Ray Rodriguez: So we're just talking about the all-day interviews, right? Yeah. Okay, because the 5th of May, that's the big one, the important one. That's the big meeting. So there should be flexibility then on the all-day interviews.

[3255] Elisa Martinez: I'm okay moving it to that week, the 18th or 19th. I wouldn't want to delay it much more than that. That's fine by me.

[3262] SPEAKER_28: The 18th is fine. I fully apologize for that. I'm fine with that.

[3266] Bowen Zhang: Okay, thank you. Everybody can do it? And generally all board members participate?

[3270] SPEAKER_16: Yes, all board members. It's the most important decision you make. And we need you there for all parts of it, okay? Okay. Yep, yep. So for most board members, it's an all-day commitment. You do have a break in the morning.

[3287] Ray Rodriguez: Thank you for saying that. It's just so important for, especially because we have, you know, young.

[3296] Carina Plancarte: Young and career. Young working professionals.

[3299] Ray Rodriguez: Hardworking. Trying to save hair. It's just so important for them to know that this is the most important decision we make.

[3308] Elisa Martinez: But I think, you know, practically for us as a board, since we're, you know, having this discussion, it is two days off work that we need to plan, right?

[3318] SPEAKER_16: Same with your stakeholder group, although they will typically be done by one or one per diem. Okay.

[3324] Ray Rodriguez: And board members are not allowed to do it per diem and charge.

[3333] Phuong Nguyen: So 18, 19.

[3334] SPEAKER_16: That's it. Yeah. Now we do that interview process both of those days, and on the second day, and this is why I only like to have two candidates on the second day, You should be done interviewing at about 4.15 and then we go into deliberations about who it is you want to select. Okay? We typically do not have callback interviews because you've done so much in that one day and that's worked out. All but one, okay, one board, we will do a callback if you become deadlocked and you feel like you have to have another look at two great candidates. But we don't typically schedule that. And then you go ahead and appoint the person at a regular board meeting. I've got June 4th for that. That still works, right?

[3381] SPEAKER_25: Is that a regular board meeting? I need to look.

[3383] SPEAKER_16: Okay. Did I get that one right? I went on your website and I hope I got the right year. Maybe I didn't. June 4th is a regular. Oh, good. Okay. Can't mess with charts. And then the starting date is July 1. Is that correct for you guys? Okay. All right. Okay. We are right on schedule. That's good news. We've done advertising, we've done the schedule, we've gone through the information. So the next thing we need to do, one thing I want to inform you about is that we do a brochure as well. And I've talked to Charlene, and we'll go through all the details for you on that, but I do want to go over one detail. We want your name and your time on the board If you want, as a group, you can put your profession down as well, but you don't, but some boards choose not to do that. Do you have a druthers about whether you want to say what your profession is?

[3450] Elisa Martinez: It's nice, it's nice.

[3452] SPEAKER_16: You know, if you're retired, you say retired, you know.

[3455] Elisa Martinez: No, I think it's good. Okay, all right.

[3459] SPEAKER_16: Because Charlene has been given sort of directions on what to do. That brochure, did you get one in your packets, an example of one?

[3468] Ray Rodriguez: Yeah, the one from Venetian.

[3470] SPEAKER_16: Okay, yeah, you got the one from Venetian in your package. So we do that, we do that for you, and we use it for promotion reasons, yeah. Okay.

[3477] Ray Rodriguez: Question? Sorry. No. All this, so once you come up with something, you share with the board, right? Oh, yeah. Yeah.

[3485] SPEAKER_16: Yeah. We'll send you copies of the brochure before it gets printed.

[3490] SPEAKER_28: And quickly with that, so because you do need qualifications, et cetera, is that what we would discuss here now?

[3496] SPEAKER_16: That's what we're doing now. All right. For sure.

[3501] Ray Rodriguez: Because we... Normally, we have in English and in Spanish.

[3508] SPEAKER_16: Yeah, we can do it in Spanish.

[3510] SPEAKER_28: If it is a brochure, it's almost like an employment ad, right? The brochure is almost like the employment ad.

[3522] SPEAKER_16: Yes, it is almost like the employment ad, yes.

[3524] SPEAKER_28: I don't see why we would need it in Spanish.

[3527] Ray Rodriguez: Yeah. The board makes that decision.

[3529] SPEAKER_16: Yeah. If you wish to have it in Spanish, we can translate it in Spanish for you.

[3532] Bowen Zhang: You mean that brochure is to advertise for a position?

[3537] Bowen Zhang: I don't think you need another one.

[3540] SPEAKER_16: Okay. Okay. Okay. All right. So now you got four examples, I think, of criteria, correct? Excuse me. Oh, there we go. I heard voices.

[3554] SPEAKER_25: A voice in the cloud. I'm sorry.

[3557] Guadalupe Lopez: Did I miss something? Yeah.

[3558] SPEAKER_25: I just want to just mention, for June the 4th on board, that is the last day of school. Oh, yeah. We have some graduations and public hearing going that night. So I just wanted to mention for that June 4th date. Thank you. OK. Thank you, Charlotte.

[3574] Ray Rodriguez: All right.

[3576] SPEAKER_28: Graduation as well?

[3579] Phuong Nguyen: Oh, for board.

[3582] SPEAKER_16: I don't want to take a break, I want to just kind of roll into this because this does take some time, but I'll just do some pre-work here. The criteria and the way we do this criteria, you did get examples of it, right? Everybody did. And as you can see, there's some similarities, right? And these are all done independently, just like you're going to do it tonight. But I have written all of these. These are four that I've done the writing, so maybe that's why there's some similarity. But I try to tailor it to exactly what you need in a criteria. So there's actually two things we're doing tonight with this. One is the criteria. That takes most of the time. But also the requirements. So if you notice on, let's take Elk Rose, do they have requirements on the second page?

[3635] SPEAKER_28: Qualifications? No, it's Albany. Somebody does, somebody has it.

[3644] SPEAKER_16: See where it says requirements? Okay, I guess I didn't print Elk Rose requirements. So there are some school districts have certain requirements that they have. That's different than criteria. Criteria is what are we looking for in a superintendent. Requirements are we either require you are this or we prefer that you are. If you don't have either of those, you don't list it. So for instance, some districts, actually one district I did require that you speak Spanish because 95% of their parents spoke Spanish as their primary language. And some preferred it. Some districts really want the person to have been a teacher. And some prefer that and some require it. Some districts really want somebody to have their doctorate. Some require it and some prefer it. Now what I want to say about all these is, is that the more that you require, not necessarily prefer, But the more that you require, the fewer candidates you will get. Okay? So be thoughtful about what you require. Okay? All right. Question.

[3712] SPEAKER_28: So yes, my question here now, we have requirements, but then at the end, each sentence was preferred.

[3717] SPEAKER_16: Yeah. Yeah. So when we do that, we do that.

[3721] SPEAKER_28: They chose in this case to make it just preferred.

[3723] SPEAKER_16: They did. Okay. Yeah, because they'll grow one to keep it quite open. Yeah. But we give you the option of what is it that you want to do for a reward.

[3742] SPEAKER_28: Successful teaching and administrative experience is preferred. It is required that candidates have a master's degree. A doctorate degree in education is preferred. California administrative credential is preferred.

[3753] SPEAKER_16: By the way, in California, you don't have to have a credential to be superintendent.

[3757] SPEAKER_28: So in this case, they did require a master's degree.

[3760] SPEAKER_16: They did require a master's degree.

[3761] SPEAKER_28: But not a doctor. But a doctor was preferred.

[3765] SPEAKER_16: So the things that we find typically are experience, like teaching and principaling. or administrative, or sometimes cabinet level. Sometimes I see you have to be a head cabinet. Some places require that you've been a superintendent. I had one district that did that, and it really limited how many applications we had. Language is another one. Education is another one. So those are the type of requirements that we typically see. Do you have any?

[3793] Elisa Martinez: So requirements first?

[3796] Ray Rodriguez: What is your recommendation on that, you know, requirement versus preferred?

[3802] SPEAKER_16: So my preference is that the person have a master's degree and doctorate you to stay silent on or prefer it. Yeah. But if you prefer it, you know, doesn't mean you're going to get it. Yeah.

[3816] SPEAKER_28: Typically, including like in this case, a doctorate, a doctor preferred. Do you know, or is there any studies, or do you know, basically, if there's any candidates that they themselves say, oh, I won't apply, just because it says preferred?

[3835] SPEAKER_16: It doesn't happen.

[3836] Phuong Nguyen: It doesn't happen. Yeah. Yeah, you don't want to limit that. Yeah.

[3842] SPEAKER_16: Yeah. But you're asking if it's preferred, would somebody not apply? Correct.

[3847] Nicole Pierce-Davis: No. They'll still apply.

[3848] SPEAKER_16: That's fine. If they want to show. So do you want to do that? Do you want to do master required and doctorate preferred, or do you want to just stay silent?

[3856] Ray Rodriguez: I personally, if we're trying to get a large group, would like to use preferred as much as possible. And in the past, talking to people that have applied, whether they got the job or not, it just seemed to, you know, bring more people in. And if a person sees preferred as far as a master's, then, you know, it, I don't know, it just, when you put requirement, it just limits it to, it limits the field.

[3895] Elisa Martinez: So I'm okay at least if just to get it up there, I think, as a preferred.

[3900] SPEAKER_16: As preferred. So you want to say a master's and your doctorate preferred?

[3903] Elisa Martinez: I think that would stay silent on doctorate unless someone pushes back.

[3908] SPEAKER_28: I think master's required.

[3910] Phuong Nguyen: I think master's required. Most of your teachers have master's degrees.

[3915] SPEAKER_28: I want to agree with you on that, because I think we need to look for someone with that caliber. And I wouldn't want to limit myself to not finding someone with that caliber.

[3930] Phuong Nguyen: Especially with some business acumen.

[3934] Elisa Martinez: But so sorry, just to clarify. I'm so sorry. So just to clarify, it's not going to be a master's in education. It could be a master's in something else, in business. A master's could be in business. Yeah, gotcha. OK, then I'm OK with that.

[3948] Bowen Zhang: So for me, I really don't have any requirements or preferences for any degrees. Because I would assume many of DCU has been administrating for 20, 30 years, right? Yeah, I mean, if you have 10 or 20 years of experience, You're in your 40s or 50s. Why would you?

[3964] SPEAKER_28: You're thinking we're going to get a 20-year experience as superintendent?

[3969] Bowen Zhang: No, no. He's working in the field, in a school. He's an administrator. Yeah. So if he's in this field for 20, 30 years, I wouldn't care that much about what he did in his 20s.

[3980] SPEAKER_16: I also want to remind you that you choose who you're going to interview, too. So this really is for the candidates, more than it is for you to limit people or not.

[3993] Elisa Martinez: What percentage of the pool typically has masters?

[3996] SPEAKER_16: 90% at least. 90%? I'm fine with that. That's the maximum.

[4003] Bowen Zhang: Seems like there's more preferred.

[4007] Elisa Martinez: All right.

[4008] SPEAKER_16: OK. Anything on language?

[4010] Elisa Martinez: You want to say anything about it? Spanish speaker preferred, just because our population. OK. Yeah.

[4016] SPEAKER_16: All right. OK. What percentage of your students are Spanish-speaking households? Over 55.

[4021] Elisa Martinez: So you have the percent that are Latino or Hispanic, and then about maybe half of those are actually prefer Spanish.

[4028] Bowen Zhang: So I would say most of them are by the third. Some candidates may say

[4048] SPEAKER_16: because it's preferred. But most will anyhow, okay? Because they have some knowledge of Spanish and they have worked with Latino parents and families, okay? And you want that. And you want that anyhow.

[4062] Ray Rodriguez: So you're sending the right message, I think. You get candidates that have worked in districts that are similar to ours. Right.

[4071] SPEAKER_16: I did not speak Spanish, but I worked in three districts that had large numbers of Spanish-speaking folks, and I had a very good relationship with the Latino community. So when I saw that, and I think Berkeley had that, and I said, oh, I'll be fine. I'll be able to talk to them about that. I knew a little bit of Spanish.

[4088] Elisa Martinez: Yeah, and exactly. That's how a successful candidate would sell that experience, right?

[4093] Elisa Martinez: I think California experience in California with California educational code is a critical thing for us.

[4103] SPEAKER_16: Do you want California administrative experience?

[4106] Bowen Zhang: Or superintendent experience?

[4107] SPEAKER_16: Well, let's start with California administrative experience and then we'll go to the superintendent experience. So do you want California administrative experience? That's required.

[4116] SPEAKER_28: I would agree to that. I would still stick to preferred.

[4124] Bowen Zhang: is unique in a way that given the uniqueness of our, the funding formula and the way it grew, I think it has to be required.

[4134] SPEAKER_16: So I will tell you all of the candidates I've placed have had California experience and I've been big districts, little districts. One came from out of state, but he had been a California administrator. So he met this. So California administrative required. So that means if Governor Brown says, I want to be your superintendent, you'd say, sorry, you don't have California administrative experience. That's pretty far out, but you know, it does happen. It does happen. I've had some candidates, I probably would. I'd probably bring them anyway. But there are some candidates who have, I'll give you another example. Some candidates come out of the military and that, you know, have some kind of experience and they want to, you know, they want to be a candidate and they've got a great resume. So I probably would say no, this board really wanted California administrators.

[4203] Elisa Martinez: I think so. I think if we think about what we're looking to develop from, you know, capability in our executive cabinet and across the house, frankly.

[4215] SPEAKER_16: Credibility. Yeah. Yeah. Okay. Let's talk about superintendent now. Do you want to say superintendent experience is either required or preferred?

[4225] Bowen Zhang: So from my opinion, you can meet one of the two. Number one is superintendent experience before or your assistant or associate superintendent. Okay. had a district of more than 30,000 enrolled. If you come from, say, Oka or Fremont, and you say, I'm an assistant superintendent, I'm fine with that as well.

[4247] SPEAKER_28: So I, to that point, speaking with a couple of other professionals in the field, was told that our district might attract a lot of new students. or new superintendents or assistant superintendents looking to move into the superintendent role. I hope that's not the case, but I just want to pass that along if we're going to include some superintendents.

[4279] SPEAKER_16: There's some great people coming up through the ranks. I have one in mind that I want to call for you who was very successful in another search. who I think would be a great match here, but she's not been a superintendent, but she has been an assistant superintendent in a big district.

[4298] Phuong Nguyen: I personally think it's okay. I don't want to try and limit somebody's potential. I mean, the biggest thing that we should look out for is someone who has the potential to be a great leader, and if they already are showing that, why limit them because they weren't in a superintendent role, you know?

[4320] Elisa Martinez: Yeah, I agree. And I mean, just even from, you know, we'll call outside of the education sector, if you will, another, you know, I think sometimes we limit ourselves by looking at, you know, have they sat in the seat before? I think that there are folks that believe that they have to have, they have to have been in the seat before. I agree that, you know, that if they've got some executive.

[4347] SPEAKER_16: So what I hear you saying is, cabinet experience okay all right and is that preferred or required we've done it both ways in the past we've

[4367] Ray Rodriguez: been very adamant about hiring somebody that was a superintendent before. And then the other couple of times, it was someone that was an assistant superintendent. So cabinet experience is fine. I just like to use the word preferred. So you don't limit? Yeah. Right. It's up to you. That's fine. OK? OK. All right. That's going to give us a lot of case. We might end up getting 100 candidates. How are you going to do that then?

[4397] SPEAKER_16: That's a lot to check out. Okay. All right. Anything else on your requirements?

[4412] SPEAKER_16: All right. Now what I want to do for the criteria is I want you to take a look at those examples that you have in front of you, and I want you to think about the big topics first. Okay? I'm actually going to do a process where I go around and around and list the big topics that you want. Now, if somebody says the topic that you want, and it doesn't have to be the ones I gave you there, it can be another one that's a big topic in your mind, then if you want to pile on somebody else, that's what I call it, just tell me and I'll put a check next to it and that means somebody else has the same big topic. And I'm going to go around. We'd like you to keep this to five. Now, that's very different than what most groups do. Most groups will have you do 80. Or, you know, 30. And the trouble with that is we really believe in this concept of getting the right fit for you. And to get a right fit, you've got to focus them on what is the real thing that you're looking for. So we like to have you keep it to five. I've done six. I've never done more than seven. And we are then going to develop those topics, okay? All right, and see what the characteristics are.

[4487] SPEAKER_28: Is this more qualities, knowledge, experience?

[4491] SPEAKER_16: It's not experience. This is experience, but it is more like quality.

[4499] SPEAKER_28: Okay, so if we're looking at experience, because I'm just looking at some of the points. I'm wondering if I'm thinking if we're in the process of school consolidation, if that would go to experience, somebody with experience in school consolidation, would that even be? That would be a qualification, I think.

[4523] SPEAKER_16: That would.

[4524] SPEAKER_28: Qualification. OK, so not that. Gotcha. And then are we naming topics for qualifications?

[4532] SPEAKER_16: Requirements. Requirements.

[4533] Elisa Martinez: I think that would be a requirement.

[4535] SPEAKER_16: It probably would be a requirement. If there's something specific that a person has to have had experience in doing, that's a requirement. A criteria is the characteristic or the attribute, okay, of the superintendent. It's actually the answer to the fourth question we asked. What are the skills, qualities, and attributes that you're looking for in a superintendent?

[4560] SPEAKER_28: So to that, school consolidation, do we even want to bring it up or keep it up?

[4564] Bowen Zhang: I want to, I just want to bring out experience managing declining enrollment under a formula of LCFF. I think that's it.

[4572] Ray Rodriguez: Yeah, declining enrollment.

[4573] Bowen Zhang: That would be, that would be on this.

[4575] Elisa Martinez: That's tactical, so it would be under requirement. Yeah.

[4582] Ray Rodriguez: Can I ask you something while you're writing on your, on your knees there? The California administrative experience, Now I remember a few years ago when Hayward Unified brought in a superintendent from Florida, I think, and it just didn't work out very well. So when you advertise, would that take away advertising outside of California? Because we might have a lot of administrators that You can't have a lot of administrators that are living somewhere else that have history. That's correct. That's correct.

[4620] SPEAKER_16: So that wouldn't eliminate. Yeah, that's right. Declining enrollment experience, is that preferred or required?

[4627] Vicenta Ditto: Preferred.

[4628] SPEAKER_16: Yeah, because I'll tell you what, if it was required, it would cut down quite a bit. All right. Anything else? OK, good. All right, so I'm going to go around five times, all right? And each of you are going to give me five of these big topic items, okay? And I'll check them off if they've been on here before. Do you need time to figure them out? All right, I'm going to start right here.

[4665] Phuong Nguyen: I'm big on collaboration, so I need a good collaborator.

[4675] Bowen Zhang: Only as a manager that can lead a customer service-oriented organization.

[4681] Elisa Martinez: All right. Someone who is a team builder.

[4708] SPEAKER_28: OK. Works well under pressure. OK.

[4724] SPEAKER_16: Now it's for you.

[4724] Ray Rodriguez: I would want someone that gets involved in the community.

[4733] Nancy Thomas: Community engagement?

[4734] Ray Rodriguez: Yeah, community engagement. and is willing to work nights after five. One. Just one at a time.

[4742] Phuong Nguyen: One at a time. You can't squeeze your ex's name. 24-7. OK. We'll elaborate more.

[4749] SPEAKER_16: Integrity. Oftentimes, we say an ethical leader.

[4760] SPEAKER_28: Is that OK? Integrity. Ethical. Perfect. Is ethical leader same as a work ethic?

[4775] SPEAKER_16: It can be. I mean, there's several aspects to it. And that's the way we do these.

[4791] SPEAKER_16: You find that on many of them. Either educational leader or instructional leader.

[4810] Elisa Martinez: OK. Next. Executive slash manager. And I can elaborate on that.

[4832] SPEAKER_28: Innovator. Innovator.

[4843] Ray Rodriguez: I would want someone that's a good kid person. Okay.

[4846] SPEAKER_16: Student senator. Student senator, okay. Yeah, I like that. That's fine.

[4853] Ray Rodriguez: Okay. Someone that go to elementary school and read during Dr. Seuss week.

[4863] SPEAKER_16: You know what I had inside my hat? Did you guys read? Oh, no, I'm so disappointed. There was another cat. And I had that in my hat. And guess what? What do you think I had inside of that cat? A hat. Another cat?

[4891] Phuong Nguyen: You're next. Transparency. OK. Actually, I liked accountability more, but what else could they do?

[4946] Elisa Martinez: All right. An educator. And not just like from a certificate. Number seven.

[4954] SPEAKER_16: Number seven.

[4956] Elisa Martinez: Educator, educational leader. No, no, I'm sorry. Educator meaning developing, is interested in developing the capability of his team. Where would that come up? So that, to me, that's an educator, someone who's developing a team.

[4974] SPEAKER_16: I think it could be here, an educational leader. I'm okay there.

[4977] Elisa Martinez: Okay. All right. We're going to put a check.

[4982] SPEAKER_28: Okay. All right. Equity.

[4985] SPEAKER_18: Equity.

[5000] Ray Rodriguez: You have a team builder over there, but I would want somebody that's very comfortable in the structure of a governance team where it works well with the board. Do you want me to add it to this one? No, I think it should be separate. Could be somebody that's good with building, you know, when they hire their own principals. Could be both of them, too.

[5024] Elisa Martinez: Right. Interestingly enough, I have team builder with one arrow towards the board and then one towards the team.

[5029] SPEAKER_16: Let's add it here, okay? Because I think it's going to end up there.

[5032] SPEAKER_28: So board and executive team? I mean, sorry.

[5035] Elisa Martinez: Yeah. I have a diagram for that, too. Yeah, because...

[5046] Ray Rodriguez: Hiring the principals and everything, you know, that's so important. Yeah.

[5049] SPEAKER_16: I got actually three things. The board, administrative team, and actually a team builder with others too. Yeah.

[5058] SPEAKER_28: And so we'll put a check on that. Question. If I want someone to have knowledge of, would that come here? It could.

[5080] Phuong Nguyen: Someone who has emotional intelligence.

[5088] Michael Milliken: Can I put social emotional because I've seen that one before.

[5091] Marie dela Cruz: High IQ.

[5103] Bowen Zhang: I would say constructive relationship with our employee groups.

[5132] Elisa Martinez: Someone who is a doer. So that's a proven, that means proven track record, by the way, in parentheses. Not just someone who says that they've done it.

[5145] Phuong Nguyen: Someone who is willing to walk the walk.

[5150] SPEAKER_28: Next. Knowledge of California Employment Law and Ed Code. California Ed Code. I have two.

[5187] Ray Rodriguez: No, I think it's so important for a superintendent to have knowledge of HR, human resources.

[5196] SPEAKER_28: Isn't that California employment law? Could be, but there's other things.

[5199] Ray Rodriguez: And then, that's okay, I'll leave it.

[5212] Bowen Zhang: 19 feet.

[5213] Phuong Nguyen: 19 feet? Yeah.

[5224] Elisa Martinez: You can check off another one if you agree with... Or you can pass if you got them all.

[5229] Phuong Nguyen: No, I don't have them all. I want to list everything. You can't. You've got to be the biggest. I know.

[5246] Elisa Martinez: Okay, go ahead. Someone who is about implementing processes to drive accountability.

[5274] SPEAKER_16: I got process implementer for accountability.

[5290] SPEAKER_28: Okay. I don't know how to consolidate this, but I'm going to just give a topic. If someone needed to rebuild or reconstruct our current process. Is it a trust issue you're talking about? No. No. The process. The process. It's a process issue.

[5311] SPEAKER_28: So it's a process creator then, really, huh? Would that be the same as process implementation on number 19? Could be.

[5319] Elisa Martinez: Yeah. So just so you know, yeah, so what I meant with it is, yeah, moving away from, well, remember how it was done five years ago? But rather truly saying, hey, here's our process. And I know we have policies and procedures, those into practice.

[5336] SPEAKER_28: I'm going to put a check here and say operationalize. Because I'm thinking somebody come here and say, you know, Newark, this looks good. However, this is a better way to do it. Yeah. That's why I was, is that along the same lines?

[5351] SPEAKER_16: So we got a check on that one. One more.

[5356] Ray Rodriguez: We have one of our As a board, we're involved with special needs children. So, and then also college to career.

[5372] SPEAKER_16: Okay. Specialized programs.

[5374] Ray Rodriguez: Yeah. Well, special ed is, you know, is such a drain on your budget. So, someone that's really has some knowledge of special ed would be great. And then college to career is a big thing with the RFP program that we have there.

[5394] SPEAKER_28: I know we skipped, I mean Bowen didn't have a fifth one. And if the board is okay, budget experience. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal.

[5409] SPEAKER_16: Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal.

[5413] SPEAKER_28: Fiscal. Fiscal. Fiscal. Fiscal. Fiscal.

[5416] SPEAKER_16: Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. Fiscal. All right, that usually is a big one there. Sometimes it's coupled.

[5429] Ray Rodriguez: In five languages.

[5433] SPEAKER_16: Okay, I want you to look these over and see what can be combined. Now these are big topic items, okay, so we're going to add a little bit to the five that we come up to, but are there any that can be combined? Can I give you one right now? Yes. Ed code and employment law, it really is all the same thing, right? Okay, so this is so convenient, I don't have to even put a circle around it.

[5465] Elisa Martinez: I need another color for these. When I thought about collaboration, I thought about it from a community engagement and just my thought process is it is a, the whole context is around rebuilding trust.

[5482] SPEAKER_16: in relationships, so I'm not sure if it's... I think I have to ask the group if it's okay to combine. I was looking at that one. Do you wish to combine those two?

[5492] SPEAKER_28: Before, I was looking at that one, but I was also looking at collaboration with the team building part, aspect of it.

[5498] SPEAKER_18: Uh-huh.

[5498] Phuong Nguyen: So I don't know if... Yeah, when I was saying collaboration, I was thinking like... With internal? I mean, internally building, you know, the team.

[5512] Phuong Nguyen: working directly with all of the teachers and taking input from the teachers, the principals at the district level. So it's more, and that's what I meant by team.

[5521] Elisa Martinez: So maybe we could combine those two. So these two, okay.

[5526] SPEAKER_28: I agree with you on community. I feel like collaboration and then arrow to team building and then an arrow to community.

[5537] Phuong Nguyen: collaboration with team building and the community engagement. That's fine.

[5541] SPEAKER_16: Well, I want to talk about community engagement for a moment. Whatever you want to do, we'll do. But community engagement does have an aspect of collaboration, but it has a lot of other aspects to it too. And that is Things like being visible in the community, being somebody that receives folks, somebody that empowers the community in decision making. There's a lot of aspects to community. But it's not only collaboration and building a team. That's one aspect to it. You can read some of them, right? I think community comes up in some of these. Community leader who is excited and committed about being visible in the schools and a meaningful person who can relate to diverse cultures. It's a relational thing. Listen to their needs and dreams. Superintendent is expected to be a person who invites the community to be involved with schools. That's a good one.

[5598] SPEAKER_18: I wonder who did this.

[5602] SPEAKER_28: Would transparency go with integrity and ethical leader?

[5607] SPEAKER_16: Could be, could very well be, yeah. Transparency, integrity, and ethical, right? Transparency is part of it that is usually seen with this. So we'll do that as well. Okay, is that alright with everybody?

[5624] Elisa Martinez: Yes, I'm okay with that. I do want to come back to the whole, while you're doing that, to that, there is something about, you can be engage in the community, meaning you can show up and be visible, it doesn't mean you have a good relationship with the community. And so that's what I was talking about. Again, in my head, it doesn't have to be the word collaboration, but there is something about, I'm not sure, that has to be.

[5649] SPEAKER_16: Well, if community comes up to be one of your five, we'll develop it. I think it's a huge thing that we need to do. It is a big thing.

[5657] Ray Rodriguez: Having someone that's comfortable with all the community. I mean, sometimes you have school people that are very upset and might disagree wholeheartedly with what you're trying to do, like if you're talking about school closure or whatever. So somebody that feels comfortable enough with their message so that they don't push people away, they bring everybody in. Whether people that agree with him or her or not.

[5687] SPEAKER_16: Yeah, big, big important aspect in a superintendent, in my opinion. I think that's a very important thing for you as a board. You want a superintendent that can do just that in the community. Yeah, makes a difference. Anything, any other combines?

[5702] Ray Rodriguez: All right. What I... You can't pay this guy, I mean this person enough based on all these things. Yeah. You don't have enough money.

[5709] SPEAKER_28: Yeah. All right. Can't scare him away now.

[5713] SPEAKER_16: So now we want you to bring this down to five, maybe six of these, okay? And so now comes the hard part. You can't do all of these things in criteria if you want the person to focus on the important stuff. You can ask questions on many of these. When we get to the question asking phase, a lot of these will come up in different areas. And I'll keep this list as I give you suggestions for your questions. But what are the five most important ones? Each of you get to vote for five. So write down right now. Five that you think are most important.

[5753] Bowen Zhang: Can I add another point? That can collapse a lot of work.

[5757] SPEAKER_16: Did you want to combine?

[5759] Bowen Zhang: I actually can add one point that can actually delete some of the other things.

[5763] Ray Rodriguez: I think three is better. What is it? I know you have a reason why you say five.

[5770] Phuong Nguyen: That's right there.

[5773] Bowen Zhang: That's HR. Certainly if you hire the right people, you don't need to process those.

[5782] SPEAKER_16: Do you want to lobby each other first? No. We don't really have time for it, but sometimes I let you lobby. Vote for five. Vote for five. Vote for five. So this is our test.

[5794] Phuong Nguyen: to see whether or not we're aligned.

[5795] SPEAKER_16: You're all aligned. You won't be.

[5796] Michael Milliken: I guarantee you.

[5797] SPEAKER_16: Or whether or not we're a good leadership team. I know this. I like working with you. I could tell from the first meeting that this is going to be fun to work with this group. Everybody got it? Everybody got their five?

[5816] SPEAKER_28: I'm working in progress, but if everyone's voting no.

[5819] SPEAKER_16: I don't want to start putting them up until everybody's got them. That's a no-no. That's a no-no. That will influence you. We don't do that. Is everybody ready? You've got to write them down. You've got to have five that you've written down. I know you do. You do. You're still working on it.

[5842] Mark Triplett: We have 18 minutes. I know. We're going to get there.

[5858] SPEAKER_16: We'll have to go fast in the last part, but we'll get there. Okay? Yeah. All right. I'll start that with this hand this time. Got it. Okay.

[5874] Michael Milliken: Just give me the number.

[5875] Ray Rodriguez: Right. I'm sorry. I was texting my granddaughter. That's okay. Community. Community. Okay. HR. HR. Fiscal. Fiscal.

[5892] SPEAKER_16: Diverse. Fiscal's here, right? Where is the diverse one?

[5900] Elisa Martinez: He just made it up. Is it equity?

[5902] Phuong Nguyen: Equity.

[5904] Ray Rodriguez: If it's not in there, maybe it should be. Let's get it to equity. Okay, that's fine. And then communication.

[5920] SPEAKER_28: Okay, so I, okay. Knowledge of California Ed Code Employment Law and HR.

[5931] SPEAKER_28: Equity leader, okay. I did say collaboration because I think it does encompass a few other ones. Collaboration, all right.

[5941] SPEAKER_28: Communicator. And innovator because I think it can also.

[5954] Elisa Martinez: OK, community. Community. Relationships, I said, but community. Collaboration, team builder. Collaboration. Integrity, ethical leader.

[5968] Bowen Zhang: Integrity, ethical leader. Six. Oh, wait, no.

[5974] SPEAKER_28: We'll remember that.

[5976] Bowen Zhang: Please remember that. It's number six.

[5978] SPEAKER_28: Number six. Number six and 11. OK, all right.

[5984] SPEAKER_16: Okay, well, we'll remember there's two of them.

[5985] Elisa Martinez: Okay. Executive manager. Executive manager, okay. And where's the education? I said passionate education, but I think there was something around... Oh, student senate?

[5999] SPEAKER_16: Improve education, educational leader? Yeah.

[6030] Phuong Nguyen: Number 1. Number 22.

[6033] SPEAKER_16: Number 22.

[6038] Phuong Nguyen: Number 17. Number 17. And number 5. Oh wait, I'm sorry, no. I can't see.

[6057] SPEAKER_16: Alright, so if we're looking at the top five, we've got collaboration, a majority of the board was with that one. We've got integrity, ethical leader. We have HR.

[6080] SPEAKER_16: Alright, so if we're looking for a second set of them, we've got fiscal, we've got innovator, we've got education, we've got community engagement, and equity. Now I want to make a suggestion. You have communicator and collaborator together there. Oftentimes I see those together. And that would give you a little more room, but if you want them, but oftentimes I don't. So it's whatever you want to do on that one, because they are the same in some ways, they're different in some ways.

[6122] SPEAKER_28: If I could add to that, because, see, so I saw innovator as innovative fiscally. Okay. And then innovative, it can be innovative in community engagement.

[6136] SPEAKER_16: That could go different places. Yes.

[6138] SPEAKER_28: And again, it depends on, I guess, how we. Yeah.

[6143] SPEAKER_16: Innovator oftentimes is associated with educational leader because it's somebody who uses technology, somebody who innovates with new program and that. So I don't know if... I also think of them as... Let me put one more thing. I think, to throw my bias in here just a little bit, it's really important your leader is an educational leader for credibility with your staff. And the fact that you had two people... I'm curious, did anybody Of these two here and these two here, was it different? People or the same? Did anybody vote for both of these? Yeah. The innovators. I've got to cough tonight.

[6184] Bowen Zhang: So what, because my proposed number seven initial, I was saying academic excellence. Right. Right. I guess. Right. Right. Because the school were educating kids.

[6202] SPEAKER_16: I need to capture your excellence there, I will now. Okay, so the question I have is, okay, and the other thing, I don't know, are you comfortable with putting innovator and educational leader together and saying that's one of your five?

[6222] SPEAKER_28: But are we okay with leaving out community engagement and fiscal discipline and equity?

[6228] SPEAKER_16: Well, I've got a couple of ideas on that. I don't want to put words in your mouth, but a lot of times, and you'll see it in here, is that oftentimes the operational side of the house is seen as a management issue. They put fiscal discipline and HR together in that area. And then facilities usually gets thrown in there too. I didn't hear you say anything about facilities.

[6254] Elisa Martinez: Yeah, to me it was like the management operational piece ties with fiscal, but I know that I was the only one voted on the manager. I think it's different than the knowledge of Ed Code and HR. You can be a policy buff and you can't execute to save your life, right? So I think those are different.

[6279] SPEAKER_16: And there are different parts of it. So if I could make a suggestion from my experience, I would take this and this and put it under the area of an operational manager or a executive operations. Okay, so we'll add 12 to this. Is there another one?

[6304] Phuong Nguyen: No, I think 17 and 12 go to 8.

[6309] Elisa Martinez: Like as a big header is that? Yes.

[6311] SPEAKER_16: Yes. I agree.

[6323] SPEAKER_28: Perfect. All right.

[6328] SPEAKER_16: So the, uh, yeah. Team builders up here. This is not one. So you've got collaboration, you've got your ethical leader, you've got your executive manager, that's a nice setup.

[6352] Phuong Nguyen: You've got your communicator, and we could roll it into collaboration, and then you still could pick up

[6366] SPEAKER_16: Let's talk about the education and the innovator, because you had four people vote for these. Those of you that voted for innovator, what were you thinking? What were you thinking? That didn't come out right.

[6378] SPEAKER_28: Again, me, I was one of them. And the innovator is just thinking outside the box. And for me, it's in general. Thinking outside the box.

[6386] SPEAKER_16: It could be educational.

[6387] SPEAKER_28: It could be something else. Think outside the box. HR, think outside the box. Managing. Innovate be innovative in what you do. Yeah.

[6398] Elisa Martinez: Yeah, I like that So if you took this creative problem solver and

[6410] SPEAKER_16: and put it in the context of improving, looking for excellence in educational leader. Does that make, I'm worried about this not being in here because we build your questions on this. And educational excellence is really what it's all about, you know. So sometimes we overlook it.

[6425] Phuong Nguyen: I think the innovator could be rolled into the executive manager.

[6429] SPEAKER_16: It could be. It could be both. It could be either. All right. Then I will find a place for this. Where do you want me to find it?

[6439] Elisa Martinez: Which one?

[6440] SPEAKER_16: Innovator.

[6442] SPEAKER_28: I think if what I'm hearing you is if we do stick to improve educational as our fifth one, then the innovator we can stick in other parts. Right. Under executive manager. Executive manager, okay. Right.

[6455] Elisa Martinez: Yeah. And then Elk Grove has a creative public school educator. Is that different than what you thought? Is it because that's more focused on nuts and bolts if you look at the description?

[6469] Terrence Grindall: Go ahead and read it.

[6470] Elisa Martinez: A creative public school educator who possesses experience and knowledge when supervising curriculum, instruction, assessment, technology, and professional development. A person who has the skills to maintain or enhance existing successful programs while discerning new programs for implementation.

[6488] SPEAKER_16: Yeah, that's a programmatic, innovative person, yeah, that implements.

[6492] Elisa Martinez: But that's a very focused educational, but I just want to make sure, I'm not sure if that captures the essence, Bowen, of what you were after.

[6503] Bowen Zhang: So, I mean, because Mr. Wooden, you just mentioned the educational excellence, academic performance is really what the school district is doing. That's right. It is common for a posting for superintendent that doesn't mention that. That's right.

[6525] SPEAKER_16: That's exactly right. It's very uncommon not to have this mentioned. OK, so we have 1, 2, 3, 4, 5, 6, correct? No. 5. 5 down.

[6537] SPEAKER_16: That one moved over. 5. And that one moved up to 1.

[6562] SPEAKER_16: If you want to, did we decide to take communicator and collaboration together?

[6567] Bowen Zhang: Yes, we did.

[6568] SPEAKER_16: We did. So we have one more now.

[6570] Phuong Nguyen: No, we have one more. So you can do equity leader or community engagement, but I feel like equity leader could be put into executive manager also.

[6579] Bowen Zhang: Where do we move the fiscal discipline to? We move the fiscal discipline to number eight.

[6585] Elisa Martinez: Under executive manager.

[6586] SPEAKER_16: Yeah, that's it. Okay, so now we have community engagement, which is a big important one, and equity and diversity. You see these two together quite often, too, because you have a very diverse, so let's put those two together.

[6602] Elisa Martinez: Like, yeah, because knowing your community, therefore making sure we're meeting.

[6605] Bowen Zhang: Yeah. OK. And I guess, so if we have number five, I would suggest, like, because we talk about, we have a group of all students. That's one of our stakeholders. We talk about community, that I assume is community member and parent. That's another stakeholder. And then we talk about this executive manager. So maybe the last one, let's add in something to do with another stakeholder, which is our employee group, because they are sort of a stakeholder of the district.

[6633] Phuong Nguyen: They are one of your stakeholders. All right.

[6639] Elisa Martinez: And the team building collaboration, I think.

[6641] SPEAKER_28: Just to kind of summarize it, I think we put collaboration, and under that would be team builder and community leader. then Integrity and Ethical, and then Executive Manager, which includes Innovator and Fiscal Responsibility of Financial Discipline, and then Community and HR, and then Community with Equity, and then Educational Leaders.

[6664] Ray Rodriguez: Can I ask you something? Mm-hmm.

[6671] Ray Rodriguez: Big examples? The verbiage that goes after the heading. Right. Is that something you help us with?

[6676] SPEAKER_16: It is. It is. That's the next phase. And I do most of the wordsmithing on that. OK. But the final thing I want to ask you is, in these five areas, is there anything the boards sometimes like to say, oh boy, they captured that thought really well. Is there anything in the reading here that applies to these? Because I'm actually going to work on this tonight, because I captured all your thoughts, and I do it right away. But I want to know, is there anything that captures your thought on the four that I gave you? And remember now, you're looking at some that are very similar, okay?

[6710] Elisa Martinez: With your, go ahead. I like the executive manager, because it talks about what you were talking, which is recruiting and developing the talented team, and then it also talks about fiscal. Yeah. So that one, under outgrowth. Yeah.

[6732] SPEAKER_28: Same thing with Elk Grove, just the heading, you put creative public school educator. And then right under that you had manager. Which one was that? What was it?

[6745] Nancy Thomas: Elk Grove, same thing with Elk Grove.

[6746] SPEAKER_28: And what was it called? Creative public school educator. And then manager right under it.

[6758] Elisa Martinez: Ethical leader from the Albany sect group.

[6761] SPEAKER_16: Yeah, they spent a lot of time on that one.

[6765] Ray Rodriguez: Yeah, that's a good one. You know, when you talk about the management piece, I think in my experience in working with different superintendents, the ability to recruit and bring people into their team that. Which one had that?

[6786] SPEAKER_16: Which one was big on recruitment? It's HR. Yeah, but under manager, was that in Elk Grove or was that in Elk Grove?

[6793] SPEAKER_28: You have manager for Elk Grove.

[6794] SPEAKER_16: Yeah, I like the Elk Grove one.

[6796] Elisa Martinez: The executive manager talks about recruiting.

[6798] SPEAKER_16: We have recruits. Okay.

[6800] SPEAKER_28: And then into that, same thing, Elk Grove, you had it separately, I think you put executive manager, right? So you had executive manager?

[6814] Ray Rodriguez: That's good. You know, when you look at the corroborator, sometimes students just are left out of a lot of these things. And I think based on the way we are, I think it's important You know, we talk about cooperating with different people in the community, but I just think students should be in the middle of that. Okay.

[6840] Elisa Martinez: And then there, sorry, under Sonora, the community-centered leader, which is kind of around the community engagement component. Okay. Okay. I was looking at, sorry.

[6851] SPEAKER_28: No, I was looking at the same one, but I was looking at the community, it says community leader for Elk Grove as well. Oh, is that the same one? Okay.

[6863] Ray Rodriguez: You know, when you look at Albany, it touched on that as far as the students. You know, an experienced educator, student achievement.

[6874] SPEAKER_28: It was awfully long, but it was... And ethical, you also have, you also had an Elk Grove, which is also pretty good. Okay.

[6882] SPEAKER_16: I'll put Albany and Elk Grove. Okay. If you have, I am going to go ahead and put one together for you. with all the thoughts that you had tonight and the feedback you've given about the ones that you like elsewhere. And then I'm going to try to get that to you actually tomorrow, okay? I'm going to try to get a draft to you by the end of the day tomorrow. We're going to work on it tonight and tomorrow morning. And then if you can get that back to me Sunday night or early Monday morning, then I'll go ahead and put a final one together and submit it, all right? And we can always update it if you really think something is wrong or off on it. But I think we've done good work tonight. I think this is really excellent. Yeah. Yeah. You've got a lot of input on what you're looking for as the first step in your super head. Thank you. And we did it in two hours. All righty. Thank you.

[6968] SPEAKER_25: Okay. All right. Good. So I didn't get all of it.

[7024] SPEAKER_16: Yeah.

[7025] SPEAKER_25: And then I got the other dates that we changed the April dates.

[7049] Phuong Nguyen: Thank you.

[7064] Elisa Martinez: All right, moving on to item 3.2, public comment and closed session items. We do not have any speaker cards for this, so at this time we will recess to closed session.

No minutes available.