School offers job to Leigh candidate

Grant Norgaard, top, of Leigh was offered the position of superintendent of the McCook Public Schools, selected from a field that also included above, from left, Paul Calvert, Rick Haney and Virgil Fisher.
(Connie Jo Discoe/McCook Daily Gazette)

[Click to enlarge]

Norgaard was one of four candidates applying for the superintendent's position to be vacated by two-year-interim Superintendent Dave Schley.

The board plans a special meeting Wednesday at 7:30 a.m., to discuss the contract with Norgaard.

The board, classified and certificated personnel and members of the McCook community interviewed four candidates last week to fill the superintendent's position.

The candidates were:

* Paul Calvert of Columbus, who has been superintendent at Akron-Westfield in Iowa, Creek Valley Public Schools at Chappell and Columbus Lakeview Public Schools.

* Rick Haney of rural McCook, whose employment history includes positions in McCook's school system as business instructor, high school administration/activities director and currently as business manager.

* Grant Norgaard of Leigh, who was elementary and junior high principal at Dundy County Schools at Benkelman, elementary principal at Columbus Public Schools and superintendent/K-6 principal at Leigh Community Schools.

* Vernon Fisher, of Lincoln, who has been middle school principal at Beatrice Public Schools and high school principal and director of school improvement at Lincoln Public Schools.

The board was to decide in closed session at a special meeting Friday evening to whom to offer a contract for the position. At a special board meeting this week or at the board's monthly meeting Monday, Feb 9, the final candidate's identity was to be revealed and a contract ratified.

In four separate special board meetings, board members asked each candidate the same slate of questions. The questions and their responses are:

* How do you propose to fill teaching vacancies created in the McCook Public Schools system by the potential retirement of up to 31 teachers in 2010-11?

Calvert: Said a retirement program available in his school sunsets after three years and limits the number of retirees each year. The same process could be developed here, he said.

Haney: Said that personal contacts by word-of-mouth, family and college networks and recruiting efforts by present teachers are credited with recruiting many qualified applicants/teachers to the McCook system. He said school officials can advertise traditionally, they may attend college and career fairs and call colleges to inquire about qualified graduates.

Norgaard: Said he would work to promote the school district at career fairs. "We have to do a good job selling our district ... letting people know what's best about McCook Public Schools," Norgaard said. "Be positive -- promote what we do well -- strong academics, good facilities. I would be a 'recruiter' to recruit the best."

Fisher: Said he would aggressively recruit in-state and in surrounding states, and promote McCook Public Schools. He said the school can also partner with community colleges and universities in its search for qualified teachers.

* What expectations to you have of a board member?

Calvert: Said he wants a board member to be open-minded and always keep the interests of all the kids and the district foremost in his/her decision making. It is not necessary, he said, that the board members and he agree at all times.

Haney: Said he expects a board member to respect the school system, be honest, be willing to deal with the superintendent face-to-face, build bridges, have an open mind and put the students' and district's best interests first above any personal agenda.

Norgaard: Said he expects a board member to be a community member, and communicate well with the community. He or she must provide leadership, vision and guidance, he said. "Good boards focus on helping students learn and be prepared for a global society," he said. "Their primary purpose is to develop policy."

Fisher: Said he expects the board and the superintendent to work together to establish rules and responsibilities, and to determine how information will flow consistently both directions. "All board members will receive the same information," he said.

* How do you implement a process of making financial adjustments to the school budget? Who is involved and how do you identify priorities?

Calvert: Said it is important to analyze the school's financial system and keep an eye on spending trends, correcting them if it's needed. He plans a workshop with board members each year to discuss future planning and goals. His priorities have included reversing negative spending trends and building cash reserves. "Throughout my career, each district was financially better off following my tenure," he said.

Haney: Said, "I'm assuming you mean cuts." Haney said as activities director, he was faced with cutting his budget by 35 percent, without cutting personnel. He cut programs and funding, meals and motels. "Did we survive? Yes," he said, "but I lost lots of sleep."

Haney said he set goals, some non-negotiable, and asked staff to "survive with me."

"We found alternative ways to get things done," Haney said, and in the process, discovered tremendous community support.

Haney said he solidified the budget to reverse a credit concept, paying with cash and creating a reserve.

In the business office, Haney again focused on building reserves, and recently was given an unqualified report on the school audit. "We're not rich -- we're not bankers for the taxpayers' money," he said, "but the health of our district is good."

"It's easy to identify priorities," Haney said. Eighty percent of the budget "is a lock," he said, non-negotiable. Fifteen percent is fixed expenses, such as utilities, insurance, maintenance. "That leaves 5 percent to play with -- variable expenses that we can save money on."

Norgaard: Said that, with the help of the business director, he would determine fixed expenses and areas of flexibility. He said he would look for possible savings in areas that do not affect students and student achievement. "You don't want to shrink programs, or learning opportunities," Norgaard said.

Fisher: Said that together with board and staff, he will establish non-negotiable goals. "You have an exceptional business manager," Fisher said. "We'd want to pick his brain."

* How do you ensure the district has an open and comprehensive communication plan in place? What are components necessary to be effective?

Calvert: Said he measures the effectiveness of a communication plan by the feedback from patrons and staff, when patrons and staff know what's going on. He utilizes technology, a Web site, newsletters, newspapers. He said he conducts weekly communications with board members, and that his school uses a software, he said, that places automated phone calls to students and parents.

Haney: Said he encourages the use of the school district's electronic "Infinite Campus" Web site. "We've paid big bucks for it," he said, he encourages parents and students to become familiar with it and utilize it. "It's not rocket science," he said.

He would utilize newsletters, newspapers, and meetings with civic organizations.

"Communication is key to resolving misinformation, rumors, problems," Haney said.

Norgaard: Said his favorite form, and the most effective form, of communication is "face-to-face." To communicate with school district patrons, he said, he utilizes newsletters, electronic calling systems, newspapers, notes home, the Internet and daily bulletins online.

Fisher: Said, "Information in, information out." Information will flow from his office, he said, and he wants information to flow into his office as well. "Effective communication begins with us," he said.

Making processes transparent and visible, and sharing that information with the community, he said, will build and enhance trust.

* Describe the role of the superintendent and the board in developing community support for quality education.

Calvert: Said the superintendent is the spokesman for the school district. It's important that he be a positive person, he said. Short-, intermediate- and long-term goals must be developed with the board and relayed to staff and stakeholders.

Haney: Said it is important to identify and establish well-defined goals and strategies, and then work with the public to recognize and address strengths and deficiencies.

Norgaard: Said it is important to have an open and honest and a positive relationship with the public, for the community to trust that the school is doing its best to educate its students.

He said it would be beneficial to create a forum to work through concerns and issues that may arise. "We have to work together to ensure the success of our kids," he said.

Fisher: Said the superintendent and board are responsible for establishing non-negotiable goals for which all students and staff are held accountable, and for creating measures to monitor progress closely. There would be consistent feedback both directions on progress, he said.

"We will talk about issues candidly," Fisher said, "keeping the focus at all times on student learning."

* How would you evaluate the instructional program? How would you report the results of instructional assessments to the board? What would you do with the results?:

Calvert: Said he would work with the district's assessment coordinator, who presents information to the board. Assessment results identify strengths and weaknesses, he said.

Haney: Said he wants assessments that are measurable, and able to be compared with other districts. Haney said he would take all information to the press. "Press, press and more press," he said. "Be honest," he said. "If we're not doing well, we need to address that too."

Haney said it's important to be approachable, and answer any and all questions.

Norgaard: Said he evaluates the instructional program by what's happening in the classroom, by the success of students. Administrators must continually look for weaknesses, for new text and for good instructional methodology by teachers.

Norgaard said he will bring forth all student performance reports before the board.

Fisher: Said he will compare the school district's assessment results with state and national indicators, and then will dig deeper into what the assessments really mean to enhancing student achievement.

* Describe how you build trust and collaboration within the district.

Calvert: Said that trust builds by being honest and open with people, and involving stakeholders in school processes. He said it's also important to recognize and utilize the talents of other people, and support the good ideas of other people.

Haney: Said that identifying and establishing well-defined goals and strategies, and involving the public in the process, helps build trust. He said it is always important to recognize strengths and address and correct weaknesses.

Norgaard: Said it's important that he and staff, board and community members get to know each other, preferably face-to-face. "I have an open-door policy," he said.

Fisher: Said he will be visible and approachable immediately, "getting into the trenches" with the district personnel and students.

"I'm brutally honest," he said. "But by being brutally honest, there is no ambiguity."

He continued, "I want to engage everyone to create an environment that ensures that kids are successful."

* Describe a process you might use in dealing with difficult and divisive issues.

Calvert: Said he utilized public forums, public meetings and staff meetings while combining the Chappell and Lodgepole school districts into one new district, Creek Valley. Calvert said he was most proud of the effort to combine staff and reducing nine full-time teaching positions without RIF (reduction-in-force) hearings.

Haney: Said,"Deal with it head-on. You can't hide from an issue ... can't walk around the corner." Weigh the benefits of all possible solutions, alternatives and options, he said, and move forward.

Norgaard: Said he will "look at the issue and analyze it for the root of the problem," determining whether it can be solved with "a small adjustment," or if it needs "a major overhaul."

His major concern is whether or not the divisive issue affects student learning. "Sometimes I may have to make an unpopular decision," he said. "But I will make a decision. And I'll always do what's best for the kids."

Fisher: Said he would define the issue, determining whether it is a problem or a symptom of a larger problem.

He said he would determine whether there is an immediate, obvious fix, or whether the solution is more vague and the options are limited. "I don't want to over-react," he said, "but be fair and firm. Listen, and act with empathy."

* What do you consider your greatest administrative strength or strengths?

Calvert: Said he is a strong fiscal manager. "I'm a positive person," he said. "I'm a pleasant person to work with and be around."

Haney: Said, "My commitment ... my work ethic." He's known to work long hours, and said, "I have no qualms about bleeding Bison red."

Haney said as far as the budget goes, "I spend $14 million wisely. I get the best buy for the buck to accomplish student achievement."

Haney said his organizational skills and computer skills are assets.

Norgaard: Said his relationship-building skills, his ability to change cultures, build community and get people on board to work toward a common vision are his greatest strengths. "And I always rely on people who are talented to help me get there," he said.

Fisher: Said, "I am very strategic. I know how to plan well, support that plan, communicate well and anticipate outcomes."

"I work well with others," he said. "And I am focused on students."

* Describe an effective evaluation program for administrative, licensed, classified staff.

Calvert: Said he prefers an evaluation tool that combines the simple yes/no getting/not getting the job done, a scale of 1-5 and a subjective and narrative listing of strengths and possible improvements.

Haney: Said he uses an evaluative tool geared toward the goals, objectives and instructional model of the district.

Norgaard: Said clear expectations lead to successful evaluations of administrative and classified staff. He believes that informal evaluations on an ongoing, continuous basis are more effective than infrequent, formal observations.

Fisher: Said the effective approach is to collaboratively establish goals and give / solicit frequent, meaningful feedback along the way. That information will be used to make decisions regarding professional growth, he said.

* A hypothetical situation: A building principal is generating opposition from several teachers. What do you do?

Calvert: Said he would go to the source and say, "Here's what I'm hearing." He would get both sides of the story.

Haney: Said he would have to get to the root of the problem, discussing and mediating with both sides the true issues and determining whether the concerns are valid. "My gut tells me (those involved) will have to come up with a solution, one that is long-term and meaningful for both sides," he said.

Norgaard: Said he would investigate the situation, visiting with all involved, acting as a mediator.

"Many times it may be just a miscommunication, or a misperception. If it's something else, we'll work through this," he said. He continued, "Those involved have to work it out together. They have to find common ground, or learn to compromise. They have to be a part of the solution."

Fisher: Said it must be clear what the situation is, talk to all involved, and collaboratively make a decision about what needs to be done. "I will respond, but I don't want to over-react," he said, scaling too quickly "the ladder of inference," a diagram of the thinking process as people progress from a fact to a decision or an action.

* What do you look for when screening individuals for employment?

Calvert: Said he looks for accomplishments, and concrete examples of being a positive person and a hard-worker.

Haney: Said he can train anyone who is honest, has a good work ethic and is willing to work for a common goal. He wants someone "who will look me in the eye, and not weasel out" of something that has gone wrong. "I lead by example," Haney said.

Norgaard: Said that after he looks for appropriate endorsements and certification, he looks for good communication skills and personality. Is someone flexible? Does he/she get along well? Is he/she easily offended?

Norgaard said he looks for someone who is malleable, willing to train to become a part of the school district's team, to use its system and its methodology, and not off doing his or her own thing. He wants someone who is willing to continue to learn. "There's lots of teacher development that takes place in the classroom," he said.

Fisher: Said he looks for someone who loves to share his/her craft, someone with a relentless focus on learning, that of teachers and students, someone whose beliefs are aligned with the goal of public schools to improve student learning.

* How do you inspire and motivate teachers and administrators to achieve higher professional standards?

Calvert: Said he would bring into the district speakers and professionals, and support staff efforts.

Haney: Said he will use staff development to inspire new ideas and creativity, and encourage sharing among staff. "It's contagious," he said.

"It's the district's responsibility to ask its staff to be current and innovative," he said, explaining he would encourage the staff to attend staff development opportunities.

It is important, too, he said to recognize "the best and the brightest," and express appreciation for achievements. "Sometimes it takes only one spark to light a flame," he said.

Norgaard: Motivation comes through teachers' involvement in the process to meet the school district's mission and vision. They can design a plan for addressing successes and weaknesses, and create a shared vision.

Helping teachers develop their own leadership capacity, he said, is its own motivation.

"Student success," he said, "is a terrific motivation."

Fisher: Said it is vital for everyone to be clear on the district's non-negotiable goals.

* Describe an ideal board and superintendent relationship.

Calvert: Said in an ideal situation, board members can talk to the superintendent and have trust that the superintendent will work toward district goals. The board and the superintendent will communicate on a regular basis and be part of a network of building trust.

Haney: Said the ideal relationship includes lots of communication and understanding founded on the common goal of student achievement. "It's laced with honesty," he said. "It's healthy, trustful, positive and reinforcing."

Norgaard: Said it's open and honest, with open-and-honest communication.

Fisher: Said a board-superintendent relationship must be based on clearly-defined roles and responsibilities of each, the identification of common goals, and trust and open communication.

* Describe a vision you developed, how you communicated the vision and collaborated the changed among the board, administrators, staff and community.

Calvert: Said at Lakeview it was a district goal to establish a middle school/junior high and eliminate an elementary school located in an industrial tract. Calvert said the school district sold the elementary school to a neighboring ethanol plant for $500,000 plus a $1 million donation and used those funds to build classrooms onto the high school to create room for seventh and eighth graders at the high school.

Haney: Said it was his vision to renovate locker rooms and showers at the high school not only to be more functional, safe and attractive, but to meet state laws that require equal opportunities and facilities for girls and boys. The project was paid for in donations of time, labor and materials. "That was a vision from me, but not realized by myself alone," he said. "It was a team effort by the Bison Booster club and contractors, with the board's trust. It took a community, a board, and coaches," he said.

Since then, other similar projects have "always been a team effort," he said, with the support of the community.

Norgaard: Said he is proud of the professional development process he initiated at Leigh that ultimately developed the leadership capacity of teachers. His goal, he said, is to make professional development constant and continual.

Fisher: Said the state's mandated $1 levy limit several years ago resulted in a reduction of employees in his school improvement department from four to one -- himself. To maintain his focus on student learning, he said, he had to collaborate with other administrators, with Educational Service Units and with other district leaders.

* What are the largest issues facing McCook Public Schools?

Calvert: Said state funding and the potential for decreased state aid are issues for every school district in the state, as well as state-wide assessment tests.

Haney: Said, "The economy scares the wits out of me ... 16-17 percent unemployment, 7 out of 110 businesses reporting losses. It's scary ... scary." Haney explained however, that the financial health of the McCook Public Schools is good. "We can weather this," he said, without having to make many changes. "We're going to be OK," he said.

Haney said that hiring qualified certificated staff for programs such as high school science and math is going to be "tough."

Haney said he is hopeful that McCook's declining enrollment will stabilize at some point soon, sharing statistics that show that McCook had 2,400 students in the mid-1960s, and now has 1,450 students.

Haney said public support of public education -- or the lack of it -- is worrisome. He is concerned that society blames education for its failures and shortcomings.

Norgaard: Said there may be a need for culture building to relieve some tension among the administration. He also said there may be some need, too, for community and culture building among the board, administration and community. Norgaard assured the board, "I'm not fearful of any of these types of situations."

Fisher: Said he would like to work to enhance the relationship between the school and the community. Other concerns, he said, are always the budget and academic achievement.