LANSING - The State Board of Education today finalized its list of the skills and qualifications it wants in the next state Superintendent of Public Instruction. A group of State Board members now will meet with and share these criteria with Governor Jennifer M. Granholm to garner her input.
The State Board unanimously approved the criteria at today’s Special Meeting, but a timeline for the search process was not adopted as the Board also voiced its desire to discuss the timeline with the Governor as well. It is expected that the timeline will be approved by the Board at its regular meeting on March 8.
Some Board members have expressed that they do not want to rush the process, but State Board President Kathleen N. Straus said, "If we can make our decision by the middle of May, I think we’ll be on solid ground."
Outgoing Superintendent Tom Watkins’ resignation is effective March 9, when the state’s Acting Superintendent Dr. Jeremy Hughes, Ph.D., becomes Interim Superintendent until a new Superintendent is appointed by the State Board and s/he begins those duties.
In the criteria approved by the State Board, the next state Superintendent must possess the following skills and qualifications:
·Have a strong commitment to public education and a current understanding of educational policy and practice, and experience in an educational setting that equips him/her to address the issues facing public education in the state and the nation including a commitment to school accountability and the expectations for high achievement for all;
·Have an in depth understanding of the federal No Child Left Behind Act, as well as all federal and state legislation pertaining to education, including requirements, time lines, and impact on the state of Michigan;
·Be proactive and effective at the federal level on behalf of Michigan’s students and schools;
·Have experience, success, and commitment to closing the achievement gap, and to advancing achievement at high priority schools, as evidenced in the Board’s goal "Attain substantial and meaningful improvement in academic achievement for all students/children with primary emphasis on high priority schools and students";
·Communicate effectively the Board’s goals and objectives to many different internal and external audiences;
·Share the Board’s goal of improving educational achievement, including academic as well as critical, creative, and analytical thinking skills;
·Understand and agree with the premise of the State Board of Education - namely, that all children can learn at a high level - and must act on this premise;
·Understand and accept that one of the Department of Education’s primary functions is to help school district administrators and teachers continually improve the quality of public education by adapting to diverse needs of students, parents, faculty, and the communities they serve;
·Have an understanding of early childhood education and believe that 0-5 education relates directly to how students perform in educational environments and beyond;
·Have ability to work effectively with the State Board of Education and the Governor, Legislature, and other departments of state government as a member of the Governor’s Cabinet and as a state constitutional officer;
·Have a proven record of success in improving the performance and outcomes of educational systems and programs;
·Have the courage to take on tough issues and create new and innovative approaches;
·Have high respect for educators and support staff, and recognition for the on-going need for professional development for them;
·Be accessible to parents, administrators, teachers, local school board members, and other constituents;
·Have a demonstrated ability and record of basing programmatic and policy decisions on the analysis of excellent research and sound data; and
·Be able to lead and manage diverse internal and external constituencies representing different viewpoints and perspectives; be able to weave together different opinions, build on the existing programmatic and policy foundation, forge alliances, and adapt programs when necessary to serve the best interests of Michigan students.
EDUCATION AND EXPERIENCE REQUIRED
·A combination of formal education, training, and experience that demonstrates expertise in leadership and management at a significant level of responsibility in a complex organization is required.
·An advanced degree and experience in the development and implementation of educational programs are required.
·Experience in the management of significant budgets, and in ensuring accountability in the use of financial resources.
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