Para leer esto en español, haga clic en el botón que dice 'English' (Inglés) en la parte inferior derecha de la pantalla.
Guji badhanka ay ku qoran tahay "Ingiriis" dhinaca midig ee hoose ee shaashadda si aad tani ugu akhriso af Soomaali.
Developing the Superintendent Profile
The Robbinsdale Area Public School District Board of Education wanted to have a better understanding of the school community members’ perceptions of the District as they began their search for a new Superintendent. The Board requested School Exec Connect consultants Dr. Kenneth Dragseth, Dr. Antoinette Johns, and Dr. David Clough gather information from constituents regarding the strengths and challenges of the District as well as the characteristics, skills and attributes desired in the new Superintendent.
- 391 people responded to the District’s English online survey, 3 people responded to the Spanish version, and 1 person responded to the Somali version. Respondents self-selected the member category, including certified staff member, student, administrator, support staff member, community/business member, and parents/guardian (past or present).
- The consultants met with 14 focus groups, including Cabinet, principals, students from Armstrong and Cooper high school students, non-certified staff, certified staff, parents, community members, district directors, civic leaders (including mayors, managers and council members), and district Affinity groups (including Indigenous, Pan African, Somali, and Latino community members and families).
- Individual meetings were held with the certified staff’s Union President, and the School Board members.
- All information was reviewed and discussed during the March 15, 2021 School Board Regular Meeting. The Board unanimously approved the modified Superintendent Profile (see below).
Profile Desired of the Next Superintendent (approved March 15, 2021)
The Superintendent should be a person who:
(The following bullets are not rank ordered)
- Is committed to the concepts, goals, and implementation of the “Unified District Vision: High Intellectual Performance Through Equity”, which is currently the force of change for the Robbinsdale Area Public Schools
- Is knowledgeable and experienced with diverse communities including economic, racial, and cultural. Must demonstrate cultural competence
- Has strong understanding of school finance and the ability to oversee, monitor and maintain stability within the budget. Be able to allocate or reallocate dollars to meet the District goals in the “Unified District Vision” so that students will graduate on time and be career and college ready
- Can provide leadership which inspires, and builds a cohesive leadership team to move the District forward on behalf of all children, while holding the team accountable to the vision and goals of the District
- Can recruit, mentor, and retain high quality, diverse employees, reflecting the community and the student body
- Is an excellent listener as well as communicator internally and externally, both orally and in written form, through multiple mediums, and assuring languages needed by families
- Will reach out to the racial and ethnic communities for understanding and to increase involvement with the district
- Has a sound background in curriculum and instruction and can lead and support curriculum that is rigorous, culturally inclusive, and meets standards of high performance for all students
- Can support a communication and marketing plan that will bring the Robbinsdale communities of all races and cultures together united on behalf of the students and their needs. Recognizes the quality programs existing which are competitive with neighboring districts, and creates the desire for families to enroll their children in the District
- Will reach out to the community at large without students in the schools and build an understanding of the work being done and the achievements of the students
- Is committed to the seven cities composing the District, their governmental entities, and businesses continuing to work and even enhance communication, collaboration, and commitment to one another on behalf of stronger communities and schools
- Is committed to the arts, athletics and extra-curricular programs which exist and will maintain and even expand these options, and opportunities so that a wider representation of the student body is participating
- Understands the profound impact of the pandemic on students, staff and the community and develops plans to get students back to appropriate modes of learning, including addressing mental health needs.