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* Plan the first 90 days in the position of Superintendent
*Establish Core Values that will drive district actions
* Gather information by interviewing stakeholders
* Provide framework for engaging community partners and stakeholders
* Gather information regarding the district's improvement and strategic plan.
* Review organizational structure, climate, and instructional priorities of the district.

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a.) Identify achievement and opportunity gaps prevalent within our school and develop explicit strategies to close the gaps.
b.) Host listening session with stakeholders
c.) Collaborate with teachers, school leaders, and support staff.
d.) Develop a trusting and collaborative relations with school board.

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* Examine curriculum and student outcomes
* Examine data and supporting information surrounding staff retention, recruitment, and leadership development.
* Evaluate systems and resources needed to support teachers and school community
3 PHASES:
Phase 1: Entry Feedback and Input
Phase 2: Entry Actions and Planning
Phase 3: Future Implementation and Action

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Establish and Revisit Core Values for the District:

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Establish and Revisit Core Values for the District:

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Equity: A quality education remains the great equalizer and can level the playing field.

Inclusivity: Meet the needs of all students.

Instructional Excellence: Lead the district in authentic conversations about how to achieve instructional excellence by defining it and using data to identify the highest leverage action steps that launch continuous cycles of improvement.

Team: An effective team built on trust and strong leadership leads to high -level expectations, accountability, and results.

Life long learning: Data driven practices inform areas needed for growth. Professional Development and increased training leads to professional growth.

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Phase I (July - Sept):
Learn, look, and listen: Listening tour, school and walkthrough observations

Phase II (Sept. - Oct.)

Innovate - Review Findings and Establish Goals.

Phase III (Oct. - June)

The Future of the District. Strategic planning and implementation: Develop a strategic plan that reflects student needs and that of our employees.

First 90 Day Plan

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Immediately following my formal appointment in July, I will begin conducting, Start, Stop, Keep listening tours. These three essential questions are as follows:

Start: What would you like to start in the district?

Stop: What initiative would you like the district to stop.

Keep: What is working in the district.

In addition to these three questions, the following queries will be asked:

1.) What is the district's greatest strengths?

2.) What long- range picture do you see in your "mind's eye."

3.) What are your expectations for your superintendent.

Methods of Engagement:

1.) One on One meetings
2.) Group meetings
3.) Community event
4.) Town halls
5.) Surveys

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Internal Stakeholders:

Board of Directors
Principals
Teachers/School Staff
Families
Union

External Stakeholders

Business Leaders
Policymakers
Faith based leaders
Community partners

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1.) School Improvement Plans
2.) PSSA data, including progress monitoring data
3.) District report cards
4.) Enrollment projections and trends
5.) Special Education and ELL data
6.) Teacher evaluation data
7.) End of year financial reports

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Standard 1
VISION

Standard 2
SCHOOL CULTURE

Standard 3           MANAGEMENT

Standard 4
SCHOOL-PARENTS-COMMUNITY PARTNERSHIPS

Standard 5
ETHICS, Acting With INTEGRITY

Standard 6
Working with the WIDER COMMUNITY

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In a continuous effort to make sure that I am growing professionally, I will adhere to that district's  Performance goals for Superintendents.

PERFORMANCE GOAL #1: The Superintendent will provide leadership for the District to better communicate with the general public those positive activities, programs, accomplishments, and district improvements to increase community awareness and understanding.

PERFORMANCE GOAL #2: The Superintendent will evaluate the buildings in the District to assess needed repairs and maintenance.

PERFORMANCE GOAL #3: The Superintendent will provide leadership designed to improve student performance and promote academic improvement of the schools within the District. Indicators and measurements: 1. The Superintendent shall evaluate long-range curriculum objectives in order to challenge the academic skills of all students in the District. This process shall require the Superintendent’s interactions with the Assistant Superintendent, all building level administrators, and professional development committee to identify the special and unique demands of students at all grade levels.

PERFORMANCE GOAL # 4: The Superintendent will provide leadership training for the Administrative Team centered on Professional Learning Communities. Indicators and measurements:

PERFORMANCE GOAL #5: The Superintendent will provide leadership to all District Learning Centers to achieve a 95% attendance rate

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Barber, A. & Capolupo, J. (2015). Behind the Curtain. Lanman, MD: Rowman & Littlefield.

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015.  Reston, VA:  Author.

Norton, M. S. (2008). Human resources administration for educational leaders. Los Angeles: SAGE.