D u x b ur y P u b l ic Sch o o l s

Focus Group Report

prepared by Mary Ann Jackman,

Educational Consultant
Future Management Systems, Inc.
900 Cummings Center Suite 214U
Beverly, Massachusetts 01915
 Duxbury Public Schools Superintendent Search Focus Groups

Background. The Duxbury School Committee hired Future Management Systems, Inc. to help
them conduct a search to fill the position of Superintendent, effective for the 2010-2011 school
year. Dr. Richard Warren is the Lead Consultant for this process. In addition to other
information and data collected, a series of four Focus Groups were convened. Administrators,
Teachers, Parents, and Community Members were invited to participate. Focus Groups were
held on March 16, 2010; each session lasted for one hour with a half-hour after to complete
discussion and greet next participants. Focus Groups were as follows: 11 Administrators, 6
Teachers, 12 Parents, and 12 Community Members/Parents (this group was labeled Community
Members/Parents, but was comprised on all parents. Each group received information about the
role of the Focus Group and how the input would be organized into thematic ʻkey findingsʼ in a
Focus Group Report (see pages 3 and 4 for the slides used). Further details regarding the use
of this report to complete a Leadership Profile, which will be proved by the School Committee,
was provided. The link between the work of the Focus Group, The Focus Group Report, and
the Leadership Profile was further delineated. The screening committee will use the Leadership
Profile to screen applications and develop interview questions. A copy of the Focus Group
Report will be given to the in-coming Superintendent as one of the tools for building an entry
plan.

Purpose. As part of the data-gathering process, Focus Groups were conducted to gather input
on district priorities, challenges and opportunities, and the qualities and skills which the newly-
hired Superintendent should possess; leadership qualities that make up the profile for the
candidates that will be interviewed and the Superintendent that will be hired by the School
Committee. Gathering input from key stakeholders is a very important part of the process for the
Duxbury School Committee.

Process. One hour was scheduled for each Focus Group with one-half hour between sessions.
Participants had opportunities to talk about what they think are the current and future issues
facing a new Superintendent and the leadership skills that are desirable. It was important to
hear participants candid input on what has been positive, interesting, and challenging about
their experiences in the Duxbury School District, and therefore participants were told that
comments would be kept confidential. The report developed as a result of this process will
present thematic 'key findings'.

Focus Group Facilitator. Focus Groups were conducted by Mary Ann Jackman who is a
resident of Duxbury and whose two children have attended and graduated from the Duxbury
Public Schools. Mary Ann is a Consultant for Future Management Systems with experience in
coaching and high performance team development. She is a long-time educator working as a
Teacher and Computer Specialist in the Boston Schools, Principal and Superintendent (retired)
of the Hanover, MA Schools; and current Regional Assistance Director for the MA Department
of Elementary and Secondary Education's Greater Boston District and School Assistance
Center.

Results of Focus Groups. The results of the focus groups will be presented as thematic “key
findings” in a report that will be shared with the School Committee and used to provide a basis
for establishing a profile for the Superintendent that the School Committee will seek to hire.
Themes and key findings from all of the focus group sessions will be used to inform further
planning and decisions related to Duxburyʼs Superintendent Search process.

Duxbury Public Schools Superintendent Search

Focus Group Report March 2010 Page 1 of 12
 Focus Group Slides
March 16, 2010
used

Duxbury Public Schools Superintendent Search

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 Focus Group Slides
March 16, 2010
used

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Leadership Skills

Overview. Five Leadership themes evolved from the data received via Focus Groups. The call for Collaboration,
Transformation, Knowledge, Personal and Organizational Skills, and Focus On What Is Important is with the
recognition that these skills are integral to the success and effectiveness of an excellent school system and that
over the years, these have been building blocks and that now is a time to bring these to the next level of
implementation and effectiveness.

The word collaborative was used in each of the groups to mean not only working
together, but working together toward a shared vision of curriculum and instruction for all
students and involving everyone in the process.

Essential Skills:
Collabora tive • Know and Use Everyone’s Skills and Talents
• Build Trust
• Use Inclusive Processes
• Communicate Clearly
• Engage in Dialog That Explores Ideas and Generates Debate
• Confront Difficult Issues
• Demand Commitment
• Focus on Collective Outcomes
• Develop, Mobilize, and Hold Individuals and Teams Accountable For Results

Build and Manage a Top-notch Administrative Team

Help Administrative Team to Work Together and Across Schools
Teacher Focus Ability to Delegate
Group Unify and Boost Morale of All Levels of Teaching Staff
Truly Able to Listen/Hear
Ability to Compartmentalize, i.e. Separate Issues From Personalities
Collaborative Management Style
Knowledge of Individualʼs Skills/Talents and the Willingness/Ability to Delegate
Administrator Distributive Leadership (2)
Data from Focus Groups

Focus Group Open Door [available for communications with administrative team and keep administrative team
Experienced in the Ability to Create Community/Partnerships (3)
Bridge-Builder/Relationships
Proven Track Record in Bringing Together School/Community- A Healer
Experienced with State Intricacies
Can Hit The Ground Running=Fast Start Up
Collaborative, But Strong Leader.
Communicator – Have Difficult Issues Discussed; Involve All Parties In the Decision Making Process; Present New Ideas
In Detail and If Decided That This Is The Way To Go, Work With Community To Understand the Rationale and Value;
Open/Inclusive Communication vs. in seclusion/ʻivory towerʼ; Gain Input; Be Responsive; Have Dialog; Get Back to
Parent Focus
Constituents. (6)
Group Willingness To Listen To Any And All Ideas
Willing to Bring On Ideas, Yet Stand Strong
Ability to Delegate And Confidence in Subordinates and Staff
Ability To Make Decisions
Can Channel The Communityʼs Energy
Not Threatened By Strong Debate
Courage to Take On Difficult Topics
Develop Positive Relationship with Parents, Staff Community; Be A Unifier
Meet With Everyone On Staff Annually
Community/ Team Builder
Parent Focus Servant Leadership/work With and For Everyone
Group Continue Fostering An Environment of Respect
Supervision That Allows Teachers to Grow and Develop and Show Initiative
Ability To Work With Teachers Union; Accountability, Merit Based Pay

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Leadership Skills

While the term transformational was not used, participants described the need to build
on what has been done and to renew, reshape, and remodel to reach new levels of
effectiveness and the need to inspire the best in people as they move toward a shared
vision and collective outcomes.

Transformational
Essential Skills:
• Create A Coherent Vision And Deliver A Coherent Message.
• Talk With People In A Way That Will Ignite, Engage, And Move Them Toward Commitment
And Progress Toward Shared Goals.
• Empower Others To Meet The Needs Of All Students.
• Build Consensus About How To Move, What Might Need To Change, And How To Change It,
In Order To Move Forward To Improve Teaching And Learning.
• A Systems Thinker.

Teacher Has a Vision Of Own And Can Blend/Marry The Personal Vision With Our Community Vision (3)
Focus Group
Data from Focus Groups

Ability to see Big Picture

Administrator Ability to See a Wide Variety of Solutions and Use Expertise to Select Best
Focus Group Advocate for Improving Student Learning

Proactive vs. Reactive Stance.

Can-Do Person, Passion, Pro-Active
Parent ʻTry It” Attitude
Focus Group Learn From the Past and Look To The Future
st
No Old School Here-Blazing A Trail To The 21 Century Education
Pay More Money in Superintendentʼs Salary to Attract Best Candidate.
Educational Leader – Whole Child Approach, Think Creatively
Outsider/Not From Within
Community/
Not the Same Old-Same Old
Parent
Ability to Develop a Culture of Anticipating-Plan From Standpoint of Anticipating vs. Reacting; “culture
Focus Group
of reacting” is not desirable
Ability to Establish Goals- Reasonable and Over Time

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Leadership Skills

The use of the term ‘21st Century’ indicated a desire to raise the level of what is needed
and imagine and move toward what is needed for the future.

Essential Skills:

• Knowledge and proven ability in the areas of Curriculum, Instruction, Assessment and related
Professional Development PreK-12.
• Proven ability to ensure that each school’s taught curriculum is aligned with current State
Knowledgeable Curriculum Frameworks and aligned vertically and horizontally
• Proven ability to ensure that instruction reflects effective practice, high expectations for all
students, use of appropriate materials, range of strategies, and technologies and
implementation of structures and delivery systems that ensure excellent teaching and support
student learning.
• Proven ability to ensure that each school uses a balanced system of formative and benchmark
assessments to guide instruction and to provide individual support and enrichment.
• Understanding of the needs of students with disabilities and a commitment to develop the
supports, programs, and systems in each school to provide these students with access to the
regular curriculum in the least restrictive setting.
• Commitment to effectively involve parents in the education of their children.
• Financial and asset management knowledge and experience.

Educator (possibly a principal and some who has been in classroom) Knowledgeable in current
Research and Practice, Student Centered; Can Delegate
Teacher Focus Current in Education Initiatives and Practices
Group Knowledgeable
Student Centered
Experience with Building Projects
Data from Focus Groups

Advocate for Curriculum and Instruction and Instructional Strategies for all Students
Comprehensive Knowledge of Special Education
Administrator Student Centered
Focus Group Vision of PreK-12 Professional Development – Comprehensive
Coaching, Dept. Heads, RBT Funding, On-Time PD, Technology PD, Building Level decisions and
Building Base Focus, K12 Articulation
Curriculum-Identify What Doing Right and Enhance
Parent Focus Trained in Secondary Education (comment was made that for 18 years background has been in elementary)
Group Experience With Parenting
Skilled to Sell New Ideas About Buildings
Superintendent Who Has Been A Superintendent In a High Performing, Innovative School District and
Is Held in High Regard By That Community
Business Experience – a numbers person and a communicator; Superintendent=CEO; School
Committee=Board; Community=Stakeholders. Run System Like a Business
Community/
Strong Negotiator (8) (specifically with Teachersʼ Union; retain only ʻgood teachersʼ; allow students to provide
Parent Focus
feedback regarding teaching and learning)
Group
Adept at Technology – Knowledge and Usage
Writing Skills
Understand Special Education Needs
Special Education Valued and Celebrated

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Leadership Skills

The ability to mobilize teams, inspire people and bring out everyone’s best is critical to
effectiveness and reaching goals. Excellent observation and communication skills and a
level of self-awareness (confidence, capability, impact on others) and self-management
Strong (honesty, integrity, flexibility, initiative, optimism), social awareness (understanding others
Personal/ perspectives, reading organizational politics) and relationship management (guiding,
motivating, influencing, developing others, resolving disagreements, building bonds,
Organizational building teams) contribute to effective leadership.
Management/
Relationship Essential Skills:
• Confidence, Capability, Strength
Skills • Honesty, Integrity
• Understanding of Others Perspectives and Politics
• Ability to Build Relationships With All Constituencies (administrators, staff, students, parents, town,
community).

Visible (be in schools, proven track record/evidence, participate/teach in a class) (3)

Teacher Focus Approachable To Staff
Group Make People Feel Know and Valued; Is Respectful
Open, Honest Communicator
Able to substantiate reasoning and stand ground
Articulate
Administrator
Politically Astute
Focus Group
Ability to Withstand Difficult Conversations and Situations
Data from Focus Groups

Sense of Humor
Confident, Courageous, Genuine
Ability To Not Get Bullied
With Conviction
Strong (not abrasive), Without Fear
Strong, Competent, and Sincere
Loves Kids
Humble, Yet Confident
Positive – glass half full vs. half empty
Parent
Super-Duper Communicator
Focus Group
Politically Capable
Thick Skinned
Respectful And Understanding Of Needs of Students and Families
Believer In The Golden Rule Of Do Until Others…
Hands-On Ability To Be A Jack/Jill of all Trades
Growth, Innovator, Positive
Motivator
Ability To Get An Answer
Community/ Unquestioned Integrity
Parent Focus
Group

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Leadership Skills

A focus on what is important i.e. what can be counted on, what one will be held
accountable for, what will be protected, what is non-negotiable provides a basis for
vision, mission, culture, and climate.

Focus On What Essential Skills:

• Ability to Develop And Make Pervasive Clearly Defined Beliefs About Teaching and Learning
Is Important • Determine What It Is That We Are Trying To Achieve
• Garner Commitment To Take Action
• Resolve To See A Wide Variety Of Solutions
• Use Data
• Engage in Reflection and Innovation
• Pay Attention To The Future

Teacher Focus Able to Make a Decision and Defend It

Group Ability To See the “Domino Effect” of Actions/Policies
Able to substantiate reasoning and stand ground
Ability to see Big Picture
Administrator
Data from Focus Groups

Ability to See a Wide Variety of Solutions and Use Expertise to Select Best
Focus Group
Data Driven Decision Maker
Vision and Passion
Passion -To Be The Best System; Tackle Issues; Advocate
Willing to Surround Self With Strong People
Parent Focus
Represent The Education Side And Advocate for Teaching Excellence
Group
Not Threatened By Strong Debate
Courage to Take On Difficult Topics
st
21 Century Skills, but Basic Skills Cannot Be Overlooked
Ability to Guide Curriculum Improvement in Areas of Math and Science, especially at high school
Challenging Curriculum
Community/ Develop Positive Relationship with Parents, Staff Community; Be A Unifier
Parent Focus Meet With Everyone On Staff Annually
Group Team Builder
Servant Leadership/Work With and For Everyone
Continue Fostering An Environment of Respect
Supervision That Allows Teachers to Grow and Develop and Show Initiative

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Current Issues

Budget. All groups mentioned the need for sufficient funding for the schools and the need
to protect, promote, and advocate for sufficient and additional funding to provide a quality
education with appropriate opportunities, materials, resources, and technology for all
children to learn. A productive and good working relationship with the Town was noted as
essential and a need for the School Committee and Superintendent to be assertive in their
advocacy and productive in their relationship is critical. An open process that includes
accountability and transparency with regard to how monies, including special education
funds, are spent should be mandatory.

Culture and Climate. Respect, appreciation, trust, and a desire for high performance
teamwork were part of every discussion. Involvement in decision-making needs to be a
given and processes must be in place to involve stakeholders at the onset of studies,
projects, and initiatives. The parent-school partnership must be continued and
strengthened. Two-way communication, in a timely manner, including getting back to
people, needs to be a hallmark of the system. It is felt that small pockets of adult behavior
and practices create a negative atmosphere. The perception that there is a parent ʻin-
groupʼ who has the ear or always is called to serve needs to be dispelled. Parents and
the community need to be able to get and access important information including budget,
data, curriculum, etc. Parents need to be able to access via the website information about
their childʼs classroom instruction, things like homework/projects, and their childʼs
teacherʼs expectations. Building-on and enhancing newsletters and the website was
recommended. The relationship between the school and the parent is an important
relationship and no parent should ever feel uncomfortable, awkward, locked out.

Curriculum-Teaching and Learning. A clear and shared vision of 21st Century Skills
and what this looks like and means in the curriculum, instruction, and outcomes needs to
be set as a base in moving forward in this area. Content knowledge and pedagogy are
critical and the ability to teach and reach all students needs and learning styles to be a
pervasive expectation and reality. There is a need to be sure that curriculum is aligned
vertically (between grades) and horizontally (across classrooms at the same grade level
and across sections of the same course) and that taught curriculum is aligned with state
curriculum and frameworks and district standards and that the curriculum maps and
pacing guides are use consistently and effectively to promote student learning and
achievement. Some believe that foreign languages should be expanded to include such
languages as Chinese and many note that the fine arts are essential. All agree that
mathematics and science curriculum and instruction, especially at the high school, need to
be strengthened and that outdated and simplistic materials and resources (old social
studies and science texts, Scholastic News and worksheets, etc.) need to be removed and
replaced with hands-on higher level thinking experiences and current resources and
technologies. Integration of content areas/subjects is encouraged as vehicle for improving
student learning and outcomes.

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Current Issues

Facilities. All groups are looking forward to the upgrading and updating of school
facilities and new construction. Guidance in this area included looking at new
arrangements for and sensitivity to a desire on part of community to keep a campus style
arrangement and open space.

Governance. Division among school committee members and a lack of congruence

between words and actions were noted. Productive relationships among and between
members and with the superintendent were cited as important. There is a call for direct
and timely answers and the discussion of difficult issues openly and absent of a climate
that is oppositional. All are looking forward to time when school committee members not
only know their roles, but also work within these and seek every opportunity to earn and
gain support for the schools.

Initiatives. Professional development was specifically mentioned as key to supporting

the implementation of best practices and new/more effective structures and systems of
providing services and support for students. Providing more mentors or coaches for
teachers was one support mentioned to foster the sharing and expansion of good teaching
and learning. Kicking technology up a notch and using it more effectively as a tool for
learning were topics woven throughout discussions.

Leadership. Continue navigating toward a unified focus and distributive leadership. Set
the vision, motivate the staff, and hold each person accountable. Plan to sustain and
develop a stable administrative team, each member of which is capable and talented and
committed to doing all that is required to provide a quality education in a premier
community will ensure that all children grow, learn, thrive and graduate college/career
ready.

Student Learning. A focus on what is important will help everyone be clear not only
about what is important, but about each individualʼs role and responsibility for attaining
goals. The use of a range of instructional strategies will improve instructional at all levels
for all students. There is a call to commit the necessary resources and to implement
effective models of instruction to ensure that those students identified with special
education needs grow and learn. Further, the understanding of disabilities, including
mental health needs to be expanded and the practice of placing students outside the
school system must be examined. This section could not be left without a call for high
expectations and engagement of all students and doing whatever it takes to attain this.

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Emerging Issues

Budget. Advocacy for an adequate and educationally sound budget and accountability
for how every dollar is spent are important components of securing a budget that allows
the Duxbury Public Schools to set and attain its goal of providing an exceptional education
and ensuring that all students graduate college/career ready. This has to be the work of
everyone in the district, School Committee, Superintendent, Administrators, Teachers,
Staff, Parents, and Community Members.

Culture and Climate. The courage to seek solutions, challenge the status quo, have
discussion about high stake, emotional, and controversial issues would be welcome. A
culture that starts with recognizing each studentʼs strength and potential is going in the
right direction and the people therein will make the right decisions. Embrace parent and
community, build strong partnerships, and tap further as sources of talent, knowledge, and
manpower.

Curriculum-Teaching and Learning. Learning needs to be challenging and relevant.

Time and funds for professional development, equity among subject areas, use of
technology (Gradebook, administrative support, parent/teacher portal), consistent use of
technology in each classroom, and the better use of data were mentioned as was a
reminder that taking all students to proficient/making AYP requires marshalling all
resources.

Facilities. also listed under current issue- All groups are looking forward to the
upgrading and updating of school facilities and new construction. Guidance in this area
included looking at new arrangements for and sensitivity to a desire on part of community
to keep a campus style arrangement and open space.

Governance. School Committee Members are informed and knowledgeable about their
responsibilities. Together with the Superintendent, the School Committee creates a
culture of collaboration and teamwork that is a model, which permeates not only
throughout each school, classroom and all its programs, activities, and organizations, but
also into the community. Transparency and accountability will build public confidence.

Initiatives. Full Day Kindergarten. Use of data and understanding and using new data
models that are becoming available via the MA Education Data Warehouse. NEASC self-
study at high school FY2011. A website that ʻbrandsʼ the school system and is more
usable. Work toward a declining need to involve attorneys in the work of the school.

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Emerging Issues

Leadership. The capacity and effectiveness of individual principals and administrators

and that of the administrative team need to be sustained at a high level to meet the
current and emerging needs and the high expectations of this community. Clear
expectations and follow through with teachers and other staff regarding commitment and
performance, continued support from union leadership, and focused professional
development, internal supports, resources, structures, and systems are extremely
important. Teachers need to be provided with a clear vision and action plan and focus on
what is important. Expectations for curriculum implementation, embedding of 21st Century
Skills, and use of technology were mentioned.

Student Learning. The value of a good teacher website is recognized and should be
available from every teacher as a rich resource to support student learning. With regard
to special education, look at the core evaluation process, action plan to meet the needs of
students with IEPs, make parents equal partners in the process, and seek to understand
what parents see as best for their children.

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