Education Week - February 25, 2015 - Special Report - S23

EDUCATION WEEK LEADERS TO LEARN FROM
February 25, 2015 n
S23
edweek.org/leaders
" We had a
pretty
extensive
concentrated poverty of all secondary schools
in St. Vrain. The teachers and ibm engineers
launched an "innovation center" in which student
inventors can develop and learn to manufacture
and market their own creations, with
advice from engineers and business people.
In 2013, the partnership also opened the
Spark! Discovery Preschool-the first science,
technology, engineering, and mathematics
preschool in Colorado. Engineers
from ibm and other firms helped devise ageappropriate
experiments and activities to
introduce stem concepts to young children,
and employees from the firms help demonstrate
them in the preschool's classrooms.
'Right Balance'
"We just inundate our community with
everything we are doing," Mr. Haddad said.
"You have to be visible 24/7; they have to
know you so they can trust you."
Trust is a big issue for Mr. Haddad, 53,
who started as a principal in the district
nearly 15 years ago, when St. Vrain was
$14 million in debt and roiled by controversy
over financial mismanagement. One of his
first achievements when he became superintendent
in 2009 was leading the charge to
pass the first bond override in the district's
history, to generate additional taxes.
"You see him not just at school events but
community events, so the businesses understand
why to invest in our schools," said
Sarah M. Elahi, the president of Grassroots
St. Vrain, a parent- and community-advocacy
group. "That is a really key thing when
you are in survival mode."
Mr. Haddad reorganized the district,
which previously arranged professional development
and curricular discussions within
elementary, middle, and high schools.
Now, school principals and teachers within
a feeder system plan together to ensure the
curriculum is aligned and "students are
learning in the same way as they progress
from elementary to middle to high school,"
said Robert J. Smith, St. Vrain's school
board president.
"With roughly 50 different schools, you
want independent, dynamic, creative leaders
in those buildings on the one hand, and
on the other, you want them to be in alignment,"
Mr. Smith said. "When [Mr. Haddad]
came in, St. Vrain was a district of schools,
not a school district, and now we are a
school district; he has the right balance of
district leadership and support and autonomy
at the local schools."
Mr. Haddad does walk-throughs of every
school at least 10 times a year, meets with
each school's staff twice a year, and meets
teacher-leaders from each school once a
month.
He also overhauled the district's budget
process to ensure expenses lined up with
the goals he was pitching to the staff and
community. "You have to internally get everybody
on the same page and make a commitment
to be true to that mission," Mr.
Haddad said. "You can't say your mission is
this and then fund all these other things."
And while the district under Mr. Haddad
didn't initially seek outside money, new
funding for its initiatives has come. The
district won nearly $16.6 million in federal
Race to the Top district-grant aid, as well
as $3.6 million in one of the highest-rated
federal Investing in Innovation grants in
2010-both supporting parts of the stem
initiatives.
"We were already deep into the stem initiative
and the technology initiative" when
the district decided to apply for Race to the
Top, Mr. Haddad said. "It wasn't, 'Let's get
this money and then figure out what to do
with it.' We do not want money unless it ties
directly to our mission and our vision."
Between the school reorganization and the
influx of corporate input, the superintendent
enacted a lot of change in a few years-
enough to easily cause a backlash.
That's why Mr. Haddad said he launched
Leadership St. Vrain, a six-month boot camp
for anyone who wants to understand the district,
from parents to business leaders and
local lawmakers. Representatives from different
parts of the community, including seniors
and taxpayers without children in the
system, also are recruited.
Cadre of Leaders
One Friday a month for eight months, the
group meets for a 2½-hour session to study
and discuss different aspects of the district,
including school structure, demographics,
and history; budget development; curriculum
and assessments design; school safety;
building operations and maintenance; and
upcoming education-related federal and
state laws.
Ms. Elahi, who was in one of the first cohorts
to go through the leadership academy,
said it changed her view of the district.
"It's really enlightening because it seems
so simple before you go through this course
and you find out how many levels [administrators]
have to go through when they make
decisions," Ms. Elahi said.
The grassroots organization Leadership
St. Vrain has evolved from those early
classes, she said, and now regularly helps
get the community involved in district projects
and advocates in the state capital.
"He totally encourages parent engagement,"
she said of Mr. Haddad. "Other districts
can't seem to get on the same page.
You wouldn't be able to have any of the advocacy
groups around the district if the leadership
wasn't on board with that."
For example, St. Vrain volunteered to be a
pilot district for Colorado's SB 191 law, which
laid out a new teacher- and principal-evaluation
system, "because we wanted to help shape it,"
Mr. Smith said. "Rather than react to things,
[Mr. Haddad] makes sure the district is involved"
in planning, Mr. Smith said. n
plan,
and thought
that where
business could
really help us
was with their
expertise."
LESSONS FROM A LEADER
>> Careful Planning
Before seeking community or business
partners, set a plan for what you want
to do and be sure that what is being
offered aligns with your goals.
>> Outside Partners
Ask for help from businesses and
foundations beyond money, such
as expertise and professional
development for teachers.
>> Community Buy-in
Help parents and community
members see how the district works
in more detail, including budget and
legislative requirements, so they better
understand how decisions are made
and ways they can help.
http://www.edweek.org/leaders

Education Week - February 25, 2015 - Special Report

Table of Contents for the Digital Edition of Education Week - February 25, 2015 - Special Report

Education Week - February 25, 2015 - Special Report - S57
Education Week - February 25, 2015 - Special Report - S59
Education Week - February 25, 2015 - Special Report - S60
Education Week - February 25, 2015 - Special Report - S58
Education Week - February 25, 2015 - Special Report - S1
Education Week - February 25, 2015 - Special Report - S2
Education Week - February 25, 2015 - Special Report - S3
Education Week - February 25, 2015 - Special Report - S4
Education Week - February 25, 2015 - Special Report - S5
Education Week - February 25, 2015 - Special Report - S6
Education Week - February 25, 2015 - Special Report - S7
Education Week - February 25, 2015 - Special Report - S8
Education Week - February 25, 2015 - Special Report - S9
Education Week - February 25, 2015 - Special Report - S10
Education Week - February 25, 2015 - Special Report - S11
Education Week - February 25, 2015 - Special Report - S12
Education Week - February 25, 2015 - Special Report - S13
Education Week - February 25, 2015 - Special Report - S14
Education Week - February 25, 2015 - Special Report - S15
Education Week - February 25, 2015 - Special Report - S16
Education Week - February 25, 2015 - Special Report - S17
Education Week - February 25, 2015 - Special Report - S18
Education Week - February 25, 2015 - Special Report - S19
Education Week - February 25, 2015 - Special Report - S20
Education Week - February 25, 2015 - Special Report - S21
Education Week - February 25, 2015 - Special Report - S22
Education Week - February 25, 2015 - Special Report - S23
Education Week - February 25, 2015 - Special Report - S24
Education Week - February 25, 2015 - Special Report - S25
Education Week - February 25, 2015 - Special Report - S26
Education Week - February 25, 2015 - Special Report - S27
Education Week - February 25, 2015 - Special Report - S28
Education Week - February 25, 2015 - Special Report - S29
Education Week - February 25, 2015 - Special Report - S30
Education Week - February 25, 2015 - Special Report - S31
Education Week - February 25, 2015 - Special Report - S32
Education Week - February 25, 2015 - Special Report - S33
Education Week - February 25, 2015 - Special Report - S34
Education Week - February 25, 2015 - Special Report - S35
Education Week - February 25, 2015 - Special Report - S36
Education Week - February 25, 2015 - Special Report - S37
Education Week - February 25, 2015 - Special Report - S38
Education Week - February 25, 2015 - Special Report - S39
Education Week - February 25, 2015 - Special Report - S40
Education Week - February 25, 2015 - Special Report - S41
Education Week - February 25, 2015 - Special Report - S42
Education Week - February 25, 2015 - Special Report - S43
Education Week - February 25, 2015 - Special Report - S44
Education Week - February 25, 2015 - Special Report - S45
Education Week - February 25, 2015 - Special Report - S46
Education Week - February 25, 2015 - Special Report - S47
Education Week - February 25, 2015 - Special Report - S48
Education Week - February 25, 2015 - Special Report - S49
Education Week - February 25, 2015 - Special Report - S50
Education Week - February 25, 2015 - Special Report - S51
Education Week - February 25, 2015 - Special Report - S52
Education Week - February 25, 2015 - Special Report - S53
Education Week - February 25, 2015 - Special Report - S54
Education Week - February 25, 2015 - Special Report - S55
Education Week - February 25, 2015 - Special Report - S56
Education Week - February 25, 2015 - Special Report - S61
Education Week - February 25, 2015 - Special Report - S62
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http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
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http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
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http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com