Bill_Ratliff School Executive Academy

LINK TO: THE BILL RATLIFF SCHOOL EXECUTIVE ACADEMY OF NORTHEAST TEXAS

Letter of Application

Address the following questions in detail.

Define the role of public education in a free society

Public education should provide an enriched environment where all students have the opportunity to experience personal growth and progress towards national and global standards. Public education should allow all students to benefit from the integration of technology, higher-order thinking, problem-solving, expression of creativity, and a character-building curriculum. The role of education in a free society ought to provide industry and communities with responsible, respectful, caring, fair, and trustworthy citizens. As educators in a free society, our mission is to elevate student horizons to meet the challenges and demands of an ever changing, increasingly more technological, and more diverse and complex society.

As a consultant for technology and curriculum integration, I am able to travel around the state, nation, and world to mentor others in research-based best practices for student achievement. An introduction piece that I use for staff development in “Transparent Technologies” speaks to this issue. It follows:

In a free society, as in the United States, public education has always mirrored industry. When education consisted of the one-room school house, the cottage industry was prevalent. One teacher in one room taught K-12 level students all subject areas. Cottage industry consisted of one family raising the sheep, sheering the sheep, combing the wool, washing the wool, dieing the wool, weaving the wool, and selling the blanket. This model of industry had obvious limitations.

Henry Ford changed the course of industry. He placed all types of people on a single schedule using the assembly line. Each worker provided their expertise for a set time period and then passed the work on to the next expert on the assembly line. Education responded by placing all types of students into set classifications in a succession of classrooms with desks in rows and everyone on the same page at the same time. When a bell rang, students moved on to the next expert.

This model served industry and education for decades and improved the status of American industry in a world market. This model seemed to meet every need until, at last, the introduction of what is now know as the “Limon Law” forced industry into accountability. What was realized in the early 1970s and 1980s was the fact that not all automobiles (or products) exited the assembly line in good working order. Education also faced accountability issues when a national study found that “some 23 million American adults were functionally illiterate by the simplest test of everyday reading, writing, and comprehension. About 13 percent of all 17-year-olds in the United States could be considered functionally illiterate.” (Prepared by Melissa Scherer, “A NATION AT RISK: THE IMPERATIVE FOR EDUCATIONAL REFORM, 1983.” http://www.nd.edu/~rbarger/www7/nationrs.html )

“Economic repercussions were presumed to occur because of this poor state of American education. It was thought that as long as we continued to decline in education we would lose our competitive edge in the world's market economy. The findings of this report were considered particularly depressing when one takes into account that the demand for highly skilled workers in scientific and technological fields was at an all time high. “ (Prepared by Melissa Scherer, “A Nation At Risk: The Imperative For Educational Reform. Washington D.C.: The Commission on Excellence in Education, 1983.” http://www.nd.edu/~rbarger/www7/nationrs.html )

According to Professor William J. Latzko of Fordham University (An Overview of Dr. Deming’s Principles, September 22, 2002, http://www.metro-asq.org/WED%20Conf.htm), after Dr. W. Edward Deming introduced Japan to total quality management, the Japanese credited Dr. Deming’s methods with having helped them achieve their prominent position in international trade. He helped them to solve their economic woes by giving them the formula for site-base and quality management, quality control, accountability, continuous improvement, and pride in productivity, workmanship, and bench marking.

Eventually, American industry also became infused with Deming’s management model. In a free society, the goals of education have traditionally been to provide well-rounded, knowledgeable, productive, and responsible citizens to maintain the freedoms won by earlier generations. One of the ways education responds to these goals is to reflect the initiatives of industry. Recognizably Texas schools are currently educating students in the aftermath of Deming’s influence on industry. The current learner-centered curriculum initiatives of Texas Education Agency come directly from Deming’s concepts of site-base management, measurements and accountability, continuous improvement through formative and summative evaluations and improvement planning, process action team/working groups, and system boundary and work-flow analysis.

National standards and GOALS 2000 were introduced by President Clinton to insure that American education did not fall behind but rather prepared students to excel in the global marketplace. Industry did not remain static either. About eight years ago, my husband, who works for a global corporation called Siemens Medical Corporation, was told by the corporate office that all facilities would be closed. The company would give every employee a satellite pager, a cell phone, laptop, vehicle, and a FED EX account. Employees would work out of their homes, cars, hotel rooms, or at remote locations. All paperwork would be submitted online. All requests for purchases, installations, maintenance, and repairs would come through Websites or email. Work orders were scheduled through one central processing center in North Carolina. All offices were closed except those of central teams for a five-state area. Camaraderie with fellow workers now takes place only during extended hours, when on occasion, they all meet at a local restaurant to go over new policies and new procedures.

If education has always mirrored industry, what is the future of education in Texas, America, and the free world? Will we only meet students face-to-face at proms and football games? A theory has arisen from all these thoughts. I call it the less than 30% theory. Research tells us that less than 30% of the students that started in the one-room school house survived to graduate with a high school diploma. It seems reasonable to expect that about 30% of our students will survive no matter what we do in education. Remember the movie, “Ferris Bueller's Day Off” when the teacher sitting behind his desk -- head buried in newspaper, actually dies and no one notices! About 30% of the class kept on working the assignment. This theory would predict the rate of success for the following scenario: When and if all schools close their facilities and offer all courses through remote virtual online gateways, less than 30% of the students would succeed without teacher intervention.

The 30% theory would beg us to ask, “What about the rest of the students?” It becomes apparent that more than 70% of all students will need facilitating, nurturing, mentoring, structured goals, and motivation to achieve or excel. The role of education in a free society is to give all children access to excellent and relevant education without being limited by time, facility, traditional scheduling, or methods. Public education must formulate a new educational system that will meet the needs of each learner and maximize resources to provide an effective and enriched learning environment.

ALL

The roll of education in a free society is to give all children access to an excellent and relevant education. The “all” implies that education must address the needs of all types of learners, learning styles, modalities, and intelligences through eclectic learning environments (traditional and non-traditional). When one child’s needs are not addressed by the educational system, the child suffers as well as the whole society. An example is taken from my first year of teaching. My teaching assignment was computer literacy to 11-12 year olds in junior high. A 15 year old (due to multiple retentions) was scheduled into my 7^th period class. His behavior was unprecedented and extremely disruptive. New to the district and teaching, I referred the student to the principal for disciplinary action. The principal dismissed the behavior and the issue by making a statement referring to the law (at that time) which allowed sixteen-year olds to drop out of school. He said something like, “don’t worry about him, he will turn 16 in a few weeks and be out of here.” My inward reaction was, “Out of here? To do what?” The truth about this student is not surprising. He was convicted several years later of murdering an eight-year-old woman in our community by hitting her on the head with an iron skillet as he tried to rob her house. When education fails any child, it fails everyone.

CHILDREN

The roll of education in a free society is to give all children access to an excellent and relevant education. The “children” in this statement designates individuals that are not fully matured but in need of security, safety, nurturing, mentoring, tutoring, and wisdom. Not all children come from supportive families. The education system must recognize that all children need individualized support. Children need parental involvement and the school must plan programs and initiatives to involve parents in the education of their children.

Children need guidance to make the best choices and to mature in ethical behavior. Children need a safe environment to feel secure and empowered to learn. Children need nurturing, encouragement, and to feel that they have self-worth. Nurturing children in citizenship and community service can be accomplished through a coalition of parents, community, and school.

Children need wisdom. Any child may retrieve myriads of data items from the Internet, but they cannot retrieve wisdom to use that information without adult mentors. Wisdom comes from experience and learning through experience. Children need facilitators in planning their learning experiences and in beneficially interpreting those experiences. Schools not only must offer children opportunities to grow in information processing, but in ethical use and interpretation of information leading to a positive change in behavior..

Children often need motivation. One of the teacher’s roles is to provide a learning environment with high expectations that allows students to pursue topics of interest and relevance. “Nothing motivates like success” is often quoted, yet true. Children need a learning environment where success is not only possible, but expected.

ACCESS

The “access” in education refers to the availability of all kinds of resources, materials, manipulatives, technology, instruments, instruction, facilitators, environments, hands-on experiences, and professional resources. Having access “24-7” must be the goal of education in a free society. Freedom allows us to choose our lifestyle, our work, and other pursuits. When education remains rigid to a clock, a schedule, a place, or a single event, it limits the access that many students have. Nontraditional students must also be allowed access to an excellent and relevant learning environment. Having “access” may mean that education rethinks the “Henry Ford” bell schedule and moves toward unlimited global availability.

EXCELLENCE

Defining an “excellent” education is a dynamic process. “Excellence” requires dedication of all stakeholders in the educational process. The Texas Education Agency has given educators in the state of Texas an excellent outline of educational objectives for student expectations known as the TEKS (Texas Essential Knowledge and Skills). These “essentials” are based on national and global standards which are research-based and well documented. Even these “essentials” must be dynamic as the world changes and employment demands change. But as they stand, they identify six strands that run through the entire curriculum K-12 in all subject areas. Based on SCANS, these strands are what I have labeled the Six Life-Skills (http://www.arp.sprnet.org/default/LivingSkills/SixSkills.htm

[These excerpts are from the book "Skills and Tasks for Jobs - A SCANS report for America 2000" published by the U.S. Department of Labor. The book may be purchased from the U.S. Government Printing Office under ISBN 0-16-036177-X.]):

Interpersonal Skills

http://www.arp.sprnet.org/default/LivingSkills/collaboration.htm

Thinking Skills

http://www.arp.sprnet.org/default/LivingSkills/thinking.htm

Information Skills

http://www.arp.sprnet.org/default/LivingSkills/information.htm

Resource Skills

http://www.arp.sprnet.org/default/LivingSkills/resource.htm

Technology Skills

http://www.arp.sprnet.org/default/LivingSkills/technology.htm

Personal Qualities

http://www.arp.sprnet.org/default/LivingSkills/character.htm

These six life-skills are essential to the success of every student. These six skills endow students with the ability to be life-long learners, quality producers, responsible, ethical, and self-managed members of society. Excellence in education must provide students with skills that will make a significant contribution to successful living over a life time. Education must provide students with vital skills that are independent of facts learned through rote memorization and that change over time. These vital skills must be integrated into the curriculum Pre-K through life.

Excellence also requires that the curriculum be taught at an appropriate the level of thinking and depth to enable students to master essential knowledge and skills. Each of the TEKS has multiple “Student Expectations” each of which requires the student to demonstrate a prescribed level of competency. Each of these student expectations incorporates a verb phrase denoting a level of thinking in Bloom’s Taxonomy as described below (taken from a module in my TAKS workshop at: http://www.arp.sprnet.org/inserv/curriculum_planning_with_purpose.htm )

CURRICULUM PLANNING WITH A PURPOSE

The Texas Essential Knowledge & Skills (TEKS) for each curriculum area are built on “Student Expectations” (S.E.) using Blooms Verbs or Verb Phrases.
The level at which a student is expected to perform is identified by this Verb Phrase.
Instructional methods used to elicit the student response must engage student at least one to two levels of thinking above the level of expected student performance.

See Examples:

RULES of THUMB for EXCELLENT CURRICULUM

· Any Blooms Verb or Verb phrase that indicates a level of Application or above, must be carefully identified for depth of content and potential for becoming a project-based curriculum piece.

· Any Student Expectation that requires Analysis, Synthesis, or Evaluation must be taught over TIME.

· When the Student Expectation requires a certain level of performance on the Blooms Taxonomy, the student must be taught using strategies that engage the student at least one to two levels of thinking above that Blooms verb.

· All activities must be correlated with the correct "Level of Thinking" and "depth of content" to ensure student performance at the proper demonstration level.

· All assessments must be based on the Student Expectation's "level of thinking" for the student to be successful with the TAKS (Tested TEKS) Assessment.

Excellent curriculum does not happen by chance. Excellent curriculum must be coordinated, using scope and sequence, while spiraling from one achievement level to the next. Excellent curriculum requires both vertical and horizontal teaming. Teaming involves planning, research, field-testing, and accountability. Excellent curriculum must be research-based and research-driven. This requires that all teachers and administrators become proficient in the six life-skills strands. They must become life-long learners, information specialists, researchers with a mission, and team members in a systemic learning community.

Excellent Education allows students to become well-rounded, productive, successful and creative. (taken from module on Curriculum building: http://www.arp.sprnet.org/curric/curricbuild/Default.htm )

Excellent Curriculum promotes:

1. SELF-DIRECTED LEARNERS who commit to the process of researching and learning, formulate positive core values in order to create a vision for their future, set priorities and goals, create options, take responsibility for pursing these goals, and monitor and evaluate their progress in a rapidly changing political, social, economic environment and workplace

2. EFFECTIVE COMMUNICATORS who master the basic and skills of reading, writing, speaking/listening (communication), mathematical and technical skills sufficient for daily living for effective functioning in a complex society.

3. CONTRIBUTING CITIZENS who take the initiative to contribute their time, energies, and talents to improve the welfare of themselves and others, have a sense of social responsibility, participate in the democratic process and operate effectively as a responsible member of local, national and international society.

4. COLLABORATIVE TEAM MEMBERS who use effective leadership and group skills to establish effective, supportive, and cooperative interpersonal relationships with and between others in culturally diverse work, community, and family settings. Who value diversity and unique personal qualities, have pride in their own culture and who value diversity and unique gifts, have a pride in ones own culture and have an appreciation and understanding of the contributions of all cultures.

5. ADAPTIVE PROBLEM SOLVERS who anticipate, assess, make final decisions and choices and resolve the problems and challenges that accompany the rapidly changing political, economic, environmental, technological, and social conditions of society and live a physically, mentally, and emotionally balanced life.

6. PERCEPTIVE THINKERS, who are analytical system and critical thinkers, use multiple frames of reference to identify, assess, integrate and apply available information and resources from all appropriate sources for meaning and/or action.

7. QUALITY PRODUCERS who display high standards of efforts, a sense of confidence, and self-worth, are self-disciplined, exhibit honesty, integrity choose ethical course of action, create intellectual, artistic, and practical products which reflect originality, innovations, and use of advanced technology.

8. CREATIVE VISIONARY who not only demonstrates a strong work ethic, successfully develops marketable employment skills, pursues advanced education, and expands his/her career options through technical training in order to participate in, and contribute to, a global economy, but who can think "outside the box" and assist society in navigating uncharted territory.

RELEVANT

Making education relevant has become a major priority in most school systems. Relevancy requires that students see the “how” and the “so what” and in every aspect of their learning experience and how concepts can be applied to real-world situations. Relevancy also requires that the learning environment develop student attitudes, ethics, and real-world skills needed for political, economic, spiritual, physical, and social survival. Using connections to high-end and highly-skilled jobs helps to foster student desires for continuing and post-secondary educational opportunities.

Authentic assessment tied directly to curriculum and instruction allows all stakeholders to understand the mastery levels that students achieve. Building a relevant curriculum requires tight alignment of teaching, learning, and assessment procedures.

EDUCATION

The education process requires a collaborative effort among all stakeholders to provide an environment where students are given the opportunity to actively engage in knowledge, concepts, and skills acquisition. The education process also requires planning, learner-centered goal setting and accountability, and research-based instructional processes linked to assessments. The education process requires a team of coordinated and collaborating professionals, parents, students, and community members to successfully identify, plan, and promote student progress.

Currently, I am working with the SUPERNet (Schools United to Provide Enhanced Resources) Consortium in collaboration with Microsoft, Cisco and Internet Broadcast Corporations to provide all students in 17 districts in East Texas with a free public online virtual high school. The consortium’s goals include providing an expanding educational environment that allows all students to gain high school credit and access to curriculum and instruction “24-7” (twenty four hours, seven days a week). This is accomplished through an array of online lessons, assessments, mentoring chat sessions with instructors, simulation software, face-to-face sessions, email, video streaming, and wireless connections into the home. This effort is consistent with my belief that the role of public education in a free society is to “morph” with the changing needs of a global society and the unique needs of the individual student.

(See PowerPoint:http://www.arp.sprnet.org/inserv/corbey/What%20is%20a%20School.ppt )

Why do you want to be a superintendent?

The role of the superintendent is to inspire the education community through leadership and exemplary service and to partner with all stakeholders for the benefit of all learners. The superintendent has 6 major duties (Accountability, Safety, Communication, Community/Parental Involvement, Leadership, and Service) to which I aspire in my professional career.

ACCOUNTABILITY

Adapting the Baldrige Criteria for leadership to the superintendent, this role spearheads the district in goal setting for student progress by identifying and establishing a clear set of values and high expectations. Accepting the role of leader, the superintendent sets accountability issues for students, parents, and educators through testing, surveys, interviews, and varied assessments. This role must promote best practices in state and national standards, in teaching and learning, and curriculum and instruction by tying assessment directly to curriculum.

The superintendent must help the district provide through site-base management an engaging learning environment through staff development, technology integration, and a challenging curriculum. As a leader in the change process, the superintendent encourages innovation and continuous improvement. This requires the district to look at research-based and proven methods in the change process. Developing instructional leadership with teams of campus administrators, teachers, parents, students, and curriculum specialists can assist in the improvement process. It is vital to build a shared vision which promotes a school culture for pursuing excellence in communication, organizational performance, systems thinking, and development of the entire district’s capabilities to promote student progress.

Accountability issues arise in many critical areas – budget, facilities, leadership development, systemic improvement, communication, empowerment, and performance review. The superintendent must have a strong sense of what is good for the children above all else. Providing classrooms with adequate supplies and resources required for project and research-based curriculum, higher-order thinking, and experiential learning is on-going and essential. As an educator, I find this the most exciting description of the role. Problem-solving and team work are areas where I believe the superintendent is able to become inspirational with important leaps in the future of education.

Accountability to school boards and administration are significant duties involving truth in reporting, being fiscally responsible, insightful and accurate in communicating budget and enrollment trends. This facet of the role entails accountability for school codes and standards, laws, and policies and procedures, always working closely with the stakeholders to serve the children.

SAFETY

Safe Schools

As a superintendent of schools, the modern concern over the safety of our schools has become paramount. The process of increasing the professionalism in the safety review staff and utilizing all resources available -- cooperation between higher education, County Health Department and local government professionals to inspect schools for safety issues, biohazards, and related environmental concerns. A safe environment also includes air quality, lighting quality, noise pollution, even mold detection and reduction.

School safety is a team effort and requires the development of procedures to make a professional review of new construction and school building problems, spread information of available programs to serve the community and increase monitoring of schools using technology, grant funds, and additional security personnel. The superintendent must be a team leader.

School Security

The superintendent must provide a forum where security issues in schools are planned, initiated, and analyzed resulting in effective policies and

procedures. School Security Plans should be developed in cooperation with police chiefs and fire chiefs and tailored for the uniqueness of

East Texas conditions. Coordination, communication, and utilization of the experiences of professionals, community leaders, police, and fire

Crisis Management Planning

An important new part of the leadership role in schools is to prepare for natural or terrorist disasters, and malicious threats. Organizing a team of professionals to maintain a current/dynamic disaster and crisis plan is required. I have assisted my district in devising this plan by including federal, state, county, and local resources and funds for backup contingencies. Using vital members of the staff, we designed a fault tolerant system for electronic data and communication facilities, incorporated counseling and staff development for pre and post traumatic conditions, educated community on planning process and distributed and communicated plans in a variety of formats and venues. (http://www.arp.sprnet.org/admin/CRISIS/Default.htm )

Character Education

Effective leaders help schools establish realistic value statements and methods for sharing and disseminating information about high expectations for ethical behavior by incorporating character education and opportunities to participate on each campus. I have been certified by the Josephson Institute in Character Counts! and have help to establish character programs as a joint effort between schools, parents and the community. I believe that character education provides essential elements to our education system. Along with high expectations in character development Arp schools support zero tolerance of drugs, gangs, and vandalism in schools. Working with faculty and staff, the administration has coordinated a community-wide effort to join with countywide resources including the County Sheriff, local police, community groups, parent organizations, churches, and municipal governments. Character education builds Responsibilities, Respect, Civic Service, Caring, Trustworthiness, and Fairness while providing consequences and accountability. It is coordinated with nationally known programs like DARE and SAFE.

COMMUNICATION

According to Jim Collins of the Baldrige Method, “Most organizations haven’t done a particularly good job of articulating what they stand for” (Jim Collins, Inc., October, 1997, http://www.baldrigeplus.com/leadership2.htm ) School districts are no exception. The superintendent of schools should model the “open door” policy with all stakeholders. There are many ways a superintendent can communicate school initiatives to the public: (1) Place information items on the board agenda that will help community members understand school initiatives and school reform. (2) Distribute Newsletters from each campus highlighting school related activities and programs, including a school calendar of events. (3) Provide pamphlets for each and every service and program, including special programs, provided by the district. (4) Utilize a Community Liaison or work closely with the PTA/PTO, and community services groups (5) Closer communication with parents and teachers. (6) Utilize the available technology and media to communicate with the community.

As curriculum and technology director, I have had extensive experience in all 6 areas. Collaborating with special programs faculty and staff, I facilitate in providing pamphlets for all school special programs (ESL, GT, CATE, Title I) and helping the department chairs to develop pamphlets for each of their respective programs. As Webmaster I am responsible for posting all news, events, policies, procedures, instructional units, syllabi, spelling words, curriculum calendars and student digital projects on our school Intranet and when appropriate on the Internet. I also sponsor the Video Technology classes that provide student-driven video programs for our community access channel through Classic Cable Inc. We broadcast educational programming directly to the community through the Technology Studio and all major community events.

COMMUNITY/PARENTAL INVOLVEMENT

Parents are the most influential and important educators in a child's life. It is vital that the superintendent establish a rapport with parents, community members, businesses, organizations, and students. Looking to parental needs and establish parent training, working with PTA, PTO, and utilizing the entire community to provide opportunities for enhancement and enrichment of the educational process as well as organize programs with business partners, higher education, trade and technical schools, home and charter schools, government agencies and public entities to provide resources for all types of needs and all types of learners.

LEADERSHIP

My desire is to be able to build a cohort of mentors and a team of motivators that will collaboratively promote higher expectations, real-world, service-oriented projects, and technologically enhanced curriculum for the success of each and every student. The superintendent of schools provides leadership, but is above all a servant who must treat others with respect, use ethical probity and fairness each day, and exhibit the qualities of a life-long-learner as an example to the education community. The role of superintendent is one challenge I look forward to meeting.

There is an emerging concept of the superintendent as the community leader of education. What does this concept mean to you as it relates to home schooling, for profit schools, charter schools, private schools, and public education?

The concept of the superintendent becoming a community leader for all types of educational advantages and elective environments seems fitting to the calling. Superintendents are accountable for all types of learners -- traditional and non-traditional students. Encouraging teamwork and collaboration among the various providers of educational environments are major virtues for a superintendent.

With President Bush’s initiative “No Child Left Behind”, educating all types of children, especially those who are economically disadvantaged, should already be the major concern of every superintendent. Once again the call for reform in education has been made. Once again, home schools, for profit schools, charter schools, private schools and public education have a common need for leadership in the change process to focus on alleviating the learning gaps using parent involvement, flexible partnerships, and research-based methods to get the job done. The superintendent must supply this type of leadership.

Leadership to solve district problems can be assisted through site-base management committees or councils. The utilization of teams can help identify and solve problems when team members exchange and share information to foster improved decision making. Committees or councils are best able to review and improve curriculum/professional development, communication, parental involvement, technology integration, and alternative learning environments. The superintendent can plan, coordinate, empower, and implement such councils to better serve all stakeholders in the district.

SERVICE

The superintendent’s most inspirational role is accomplished through serving. When a true leader rolls up his/her sleeves and gets to work as a role model for the team, that work ethic is translated to each team member. Inspiring others to dedicate extended time, energy, resources, influence, and productivity to the overall benefit of the educational community, is a key attribute of a successful superintendent. Building a cadre of dedicated professionals with the same vision and work ethic, provides a community with enriched leadership.

I am blessed to be able to work with talented, dedicated, committed, and motivated faculty and staff from not only Arp schools but from a consortium of 17 school districts, institutions, and research facilities. We have developed a vision for excellence, continuous improvement, and have developed state, federal, and globally recognized projects to improve student access and achievement. We collaborate monthly to design, review, and implement new technologies, strategies, staff development, and assessments while analyzing our efforts continuously for accountability purposes. By sharing resources multi-faceted educational facilities are able to conserve and maximize funds.

The SUPERNet Consortium is made up of 17 public schools, one non-profit research facility, hospitals, colleges and universities (North East Texas Network of Higher Education), and the University of Texas Health Science Center and a large variety of hardware and software vendors. This consortium has proven that all types of educational entities are capable of not only collaborating, but of succeeding in maximizing resources to serve all stakeholders.

As one of the founding members of the SUPERNet Consortium, I have been active in writing and securing multi-million dollar grants for the consortium. Currently we are finishing a TARGET grant for the Texas Education Agency to provide 2.5 million dollars for staff development in project-based curriculum with technology integration and high-end technology for the development of a virtual high school curriculum online. I have agreed to provide the staff development for the “Trainer or Trainers” in all districts at no charge. All stakeholders will be served by this grant – parents, community members, students, teachers, and administrators.

SHARING

As an educational community leader, the superintendent has a wonderful opportunity to open discussions among different entities and educational facilities for sharing and networking to solve common problems and to enrich the educational experiences of all learners. Sharing ideas, insights, experiences, and creativity allows educators to recharge and refocus. Education in a free society has traditionally had an open information policy. Sharing among professionals provides a synergy that benefits all parties. Providing open documentation and sharing best practices enriches all learning environments.

Arp schools provides not only Web-based resources to all community members, we also provide open labs, extended library time, and remote dial-in internet access to all community members who sign the Arp Acceptable Use Policy. We are currently working with a wireless Internet provider to connect all the residences and facilities in the Arp school district regardless of home schooling, private schooling, or otherwise. Hence, superintendents already have the ability to lead in the community learning experience. This proposed type of wireless network is currently receiving a new license from the FCC and will provide access to the home for all the resources tied to our network, consortium, and partners. It will provide educational experiences from Pre-K through adult education, including health education and parenting techniques. The "barriers" between institutions are becoming non-existent and open access will allow all students from all types of schools to share common valuable experiences. The superintendent of schools will play a decisive role in planning, implementing, evaluating, and modifying these types of experiences for the community.

Describe successful experiences that you have had which demonstrate your potential to influence public policy and to participate in school governance.

As curriculum and technology director at Arp schools, I have been privileged to work collaboratively with a cohort of teachers and administrators to formulate the continuous improvement process and to implement the strategic plan. During my tenure, working with the site-base committees, I have successfully presented the following policies and procedures to the Board of Trustees for their approval:

Staff Development Policy (http://www.arp.sprnet.org/default/District/Inservice/arpPolicy.htm )

As a consultant, I have also been privileged to write over twenty grants to improve the staff development, parental involvement, library title selections, reading improvement initiatives, technology integration, and career investigation opportunities in Arp Schools. (http://www.arp.sprnet.org/default/District/GRANTS/grant.htm AND http://studio01/default/District/GRANTS/grants.htm )

What experiences have you had outside the public schools such as: work in elections, work with the county commission, work with city government, work in the communications industries(newspapers, television, and radio), work with state legislators and other state officials, work with federal legislators and other federal officials, work with faith based organizations, work with corporations and businesses, work with associations as political groups, work with interest groups(Chamber of Commerce, NAACP, NOW, The Federated Clubs, and others.

Outside the public school system, I have acquired certification as a national Character Counts! Trainer (http://www.arp.sprnet.org/curric/Arp Curriculum!.htm.) I have delivered character education training to pre-service teachers, professors, and educators in the states, Eastern Europe, and Russian. This summer I took my tenth trip to Eastern Europe and Russia to provide staff development and mentorship in character education. As a result of these trips, I have developed a very deep and lasting relationship with educators in these countries. Last year, I was asked to create a curriculum for a ten day camp and to direct the camp for street children who live in the area of St. Petersburg, Russia. Because of the success of the first camp, I was asked to return this year to provide a 10 day (24 hours a day) camp for 65 children.