Parents Mrs. Susan Michel and Mrs. Leigh Ann Spicer-Parks addressed the Board, expressing their concerns about the proposed change in the student dress code that would prohibit students from wearing hooded garments in school. They brought with them several examples of hooded garments with various kinds of Seaford School District printed and/or decorative matter on them and which, in some cases, were bought as a result of PTO and/or booster club efforts. They indicated that, locally, one could not find crewneck sweatshirts with most stores selling only hooded sweatshirts.
During the subsequent discussion among board member, points were made that hooded garments are not a problem at the elementary school level nor at the middle school level. It was undetermined whether a problem existed at the high school level inasmuch as the high school administrators were unable to attend the board meeting and could not respond to that matter.
The proposed revised student dress code is not scheduled to go into effect until 1 August 2009. Board members will re-discuss this matter at the June board meeting and endeavor to arrive at a consensus.
REPORTS AND PRESENTATIONS
Report on Board Self-Evaluation
Annually, the Board evaluates its performance using the board self-evaluation instrument contained in the board policy manual. It rates itself on a scale from 1 to 4 (1 = Unsatisfactory; 2 = Needs Improvement; 3 = Effective; and 4 = Exemplary). The following are the areas where the Board rated itself the highest:
Ø Requests information through the Superintendent or from staff members with the knowledge of the Superintendent (3.4)
Ø Takes the initiative in maintaining a professional salary for the Superintendent comparable with salaries paid for similar responsibility in the profession (3.6)
Ø Determines how the parents and other citizens feel about the school district, seeking information relative to specific areas of concern as well as specific alternative recommendations for improvement (3.2)
Ø Recognizes the reality of the current society and endeavors to implement ways that reduce scheduling conflicts and facilitate attendance at and involvement in school activities (3.2)
Ø An individual board member does not commit himself/herself to a position in answer to an inquiry or in public statements unless board policy is already established and clear or the question addressed to him/her requires merely a recitation of facts about the school system. (3.2)
Ø Makes decisions in the best interest of the district in general and of the students in particular. (3.2)
Ø Encourages attendance and participation of citizens at board meetings. (3.6)
Ø Has established written procedures for conducting meetings which include ample provision for the public to be heard but prevents a single individual or group from dominating discussions. (3.6)
Ø Conducts its meetings in facilities that allow the district’s business affairs to be conducted effectively by the Board and its administrative staff. (3.6)
Ø Selects a chairperson on the basis of his/her qualifications rather than on seniority or rotation. (3.2)
Ø Decisions are made when they are scheduled to be made (as per the public meeting agenda). (3.2)
Ø Authorizes the employment or dismissal of staff members only after the recommendation of the Superintendent. (3.2)
Ø Makes provisions for the complaints of employees to be heard. (3.4)
Ø Listens to suggestions for improvement of the school system. (3.2)
Ø Realistically faces the community to support a quality education for its children. (3.2)
Ø Encourages the participation of the professional staff in the development of the curricula. (3.4)
Ø Weighs all decisions in terms of what is best for the students, giving due consideration to financial and legal constraints. (3.2)
Ø Provides a policy outlining the district’s philosophy and goals which helps to define the instructional program. (3.2)
Ø Keeps abreast of current educational practices. (3.2)
Ø Attends and participates in Delaware School Boards Association’s conferences and meetings and appropriate meetings of other educational groups. (3.2)
Among the items rated lower by the Board are the following:
Ø Establishes written policies for the guidance of the Superintendent in the operation of the schools. (2.8)
Ø Provides the Superintendent with a clear statement of the expectation of performance and personal qualities against which he will be measured periodically. (2.6)
Ø Engenders confidence in the Superintendent by inviting communication from him. (2.6)
Ø Reaches decisions only after consideration of the recommendation of the Superintendent. (2.8)
Ø Provides a climate of mutual respect and trust with the Superintendent, offering commendation whenever earned and constructive criticism when necessary. (2.2)
Ø Matters tending to alienate either a board member or the Superintendent are discussed immediately rather than being permitted to fester and deteriorate. (2.2)
Ø Defends the Superintendent from unfair or unreasonable criticism. (2.8)
Ø Develops a mutual understanding between the Board and parents and other citizens of the goals and objectives of the district and the resources needed to accomplish those goals and objectives. (2.4)
Ø Involves parents and other citizens in the work of the board and the solving of relevant educational concerns and problems, assisting them to assume a more direct responsibility for the quality of education the school district provides. (2.8)
Ø Endeavors to develop an understanding on the part of parents and other citizens of the need for adequate financial support for a quality educational system. (2.8)
Ø Actively fosters the use of schools, school grounds, and equipment by students, parents, and local citizen groups for educational purposes as well as for cultural, civic, and community affairs. (2.8)
Ø Reaches decisions only on the basis of study of significant and relevant background data. (2.6)
Ø Definitive action is withheld until asking if there is a staff recommendation and what it is. (2.6)
Ø Care is used when questioning or criticizing a staff member’s recommendation so that it is the recommendation, not the person, being criticized. (2.6)
Ø Generally understands the restrictions imposed on the instructional program by the General Assembly and by the State Board of Education. (2.8)
Ø Equates the income and expenditures of the district in terms of the quality of education that should be provided and the ability of the community to support such a program. (2.8)
Ø Takes the leadership in suggesting and securing community support for additional financing when necessary. (2.8)
Ø Demonstrates growth in knowledge and understandings relative to board and school district operations. (2.8)
Ø Demonstrates a willingness to work through defined channels of authority and responsibility. (2.8)
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