Superintendent Survey 2019

Question Title

* What Kind of Superintendent Does APS Need?
Take the ATF Member Superintendent Survey

The APS Board of Education is moving forward rapidly and gathering public input for their search for the next APS superintendent. Our union’s organized input must become part of that conversation.

I believe that the needs of the employees in APS should be considered first and foremost when selecting a new district leader.

It is with great hope for our district’s future that we add our voices to the coming discussion about who our next superintendent will be, and what type of leader we need.

It is essential that we gather ATF members’ comments so that we are ready to communicate our needs and best hopes for the future to the Board of Education.
Please complete this member survey by December 11, 2019 at 5:00PM.

Please give us your opinion on a scale of 1-4
1 Very important
2 Important
3 Somewhat important
4 Not important

In my opinion, APS needs a Superintendent who will:

	1- Very Important	2- Important	3- Somewhat important	4- Not Important
Hold administrators accountable for a positive work-site culture.	Hold administrators accountable for a positive work-site culture. 1- Very Important	Hold administrators accountable for a positive work-site culture. 2- Important	Hold administrators accountable for a positive work-site culture. 3- Somewhat important	Hold administrators accountable for a positive work-site culture. 4- Not Important
Track staff turnover in the district, and at individual sites, and use that information to focus on retention strategies for every employee group.	Track staff turnover in the district, and at individual sites, and use that information to focus on retention strategies for every employee group. 1- Very Important	Track staff turnover in the district, and at individual sites, and use that information to focus on retention strategies for every employee group. 2- Important	Track staff turnover in the district, and at individual sites, and use that information to focus on retention strategies for every employee group. 3- Somewhat important	Track staff turnover in the district, and at individual sites, and use that information to focus on retention strategies for every employee group. 4- Not Important
Demand accountability for each and every APS department to have a service-to-schools (and employees) orientation, provide timely and accurate responses, and are respectful in their interactions.	Demand accountability for each and every APS department to have a service-to-schools (and employees) orientation, provide timely and accurate responses, and are respectful in their interactions. 1- Very Important	Demand accountability for each and every APS department to have a service-to-schools (and employees) orientation, provide timely and accurate responses, and are respectful in their interactions. 2- Important	Demand accountability for each and every APS department to have a service-to-schools (and employees) orientation, provide timely and accurate responses, and are respectful in their interactions. 3- Somewhat important	Demand accountability for each and every APS department to have a service-to-schools (and employees) orientation, provide timely and accurate responses, and are respectful in their interactions. 4- Not Important
Improve communication between district departments and improve the communication flow from district administration to practitioners and vice versa.	Improve communication between district departments and improve the communication flow from district administration to practitioners and vice versa. 1- Very Important	Improve communication between district departments and improve the communication flow from district administration to practitioners and vice versa. 2- Important	Improve communication between district departments and improve the communication flow from district administration to practitioners and vice versa. 3- Somewhat important	Improve communication between district departments and improve the communication flow from district administration to practitioners and vice versa. 4- Not Important
Ensure that there is a pervasive customer (i.e. employee) service orientation in each department and department personnel have an attitude that central office is there to support schools, not the other way around.	Ensure that there is a pervasive customer (i.e. employee) service orientation in each department and department personnel have an attitude that central office is there to support schools, not the other way around. 1- Very Important	Ensure that there is a pervasive customer (i.e. employee) service orientation in each department and department personnel have an attitude that central office is there to support schools, not the other way around. 2- Important	Ensure that there is a pervasive customer (i.e. employee) service orientation in each department and department personnel have an attitude that central office is there to support schools, not the other way around. 3- Somewhat important	Ensure that there is a pervasive customer (i.e. employee) service orientation in each department and department personnel have an attitude that central office is there to support schools, not the other way around. 4- Not Important
Support strong, site-based shared leadership, the creation of innovative schooling models, and teacher autonomy to use innovative methods and materials to engage students.	Support strong, site-based shared leadership, the creation of innovative schooling models, and teacher autonomy to use innovative methods and materials to engage students. 1- Very Important	Support strong, site-based shared leadership, the creation of innovative schooling models, and teacher autonomy to use innovative methods and materials to engage students. 2- Important	Support strong, site-based shared leadership, the creation of innovative schooling models, and teacher autonomy to use innovative methods and materials to engage students. 3- Somewhat important	Support strong, site-based shared leadership, the creation of innovative schooling models, and teacher autonomy to use innovative methods and materials to engage students. 4- Not Important
Address workload issues. (For some time, educators have described their workload as “unmanageable.” Many teachers report frustration about tasks that do not directly inform teaching and learning or improve outcomes for children.)	Address workload issues. (For some time, educators have described their workload as “unmanageable.” Many teachers report frustration about tasks that do not directly inform teaching and learning or improve outcomes for children.) 1- Very Important	Address workload issues. (For some time, educators have described their workload as “unmanageable.” Many teachers report frustration about tasks that do not directly inform teaching and learning or improve outcomes for children.) 2- Important	Address workload issues. (For some time, educators have described their workload as “unmanageable.” Many teachers report frustration about tasks that do not directly inform teaching and learning or improve outcomes for children.) 3- Somewhat important	Address workload issues. (For some time, educators have described their workload as “unmanageable.” Many teachers report frustration about tasks that do not directly inform teaching and learning or improve outcomes for children.) 4- Not Important

Comments:

Question Title

* On a scale of 1-4 rank the following district superintendent abilities and skills:
1 - Very Important
2 - Important
3 - Somewhat important
4- Not Important

	1 - Very Important	2 - Important	3 - Somewhat important	4- Not Important
External and internal communications	External and internal communications 1 - Very Important	External and internal communications 2 - Important	External and internal communications 3 - Somewhat important	External and internal communications 4- Not Important
Promotes and advocates for the district	Promotes and advocates for the district 1 - Very Important	Promotes and advocates for the district 2 - Important	Promotes and advocates for the district 3 - Somewhat important	Promotes and advocates for the district 4- Not Important
Engages the community	Engages the community 1 - Very Important	Engages the community 2 - Important	Engages the community 3 - Somewhat important	Engages the community 4- Not Important
A focus on supportive and positive employee working conditions	A focus on supportive and positive employee working conditions 1 - Very Important	A focus on supportive and positive employee working conditions 2 - Important	A focus on supportive and positive employee working conditions 3 - Somewhat important	A focus on supportive and positive employee working conditions 4- Not Important
Provide schools with individualized supports and resources based on the unique needs of the students	Provide schools with individualized supports and resources based on the unique needs of the students 1 - Very Important	Provide schools with individualized supports and resources based on the unique needs of the students 2 - Important	Provide schools with individualized supports and resources based on the unique needs of the students 3 - Somewhat important	Provide schools with individualized supports and resources based on the unique needs of the students 4- Not Important
Be a strong manager, or hire one	Be a strong manager, or hire one 1 - Very Important	Be a strong manager, or hire one 2 - Important	Be a strong manager, or hire one 3 - Somewhat important	Be a strong manager, or hire one 4- Not Important
Collaborate and innovate with the employees’ unions	Collaborate and innovate with the employees’ unions 1 - Very Important	Collaborate and innovate with the employees’ unions 2 - Important	Collaborate and innovate with the employees’ unions 3 - Somewhat important	Collaborate and innovate with the employees’ unions 4- Not Important
Political advocacy	Political advocacy 1 - Very Important	Political advocacy 2 - Important	Political advocacy 3 - Somewhat important	Political advocacy 4- Not Important
Proactive Public Relations	Proactive Public Relations 1 - Very Important	Proactive Public Relations 2 - Important	Proactive Public Relations 3 - Somewhat important	Proactive Public Relations 4- Not Important

Comments:

Question Title

* Our union works daily with APS centralized administration. We interface with department personnel to assist our members. Based on those experiences, the statements below summarize what we think the next APS Superintendent should do and be like.

On a scale of 1-4 how much do you agree with the following:
1 - Totally
2- A lot
3- Somewhat
4- Not at all

Our next superintendent should work to create a system of schools rather than a school system.
· In a system of schools, the central office and the offshoots of the centralized administration know that they are there to support the employees who work every day with students. This is very different from the traditional “school system” where employees are viewed as being there to support the work of the district’s central office.

1- Totally

2- A lot

3- Somewhat

4- Not at all

Comments:

Question Title

* On a scale of 1-4 how much do you agree with the following:
1 - Totally
2-A lot
3- Somewhat
4- Not at all

Our next superintendent will inherit a district in which we have a tradition of labor/ management collaboration at the district and the school level. That person should support strong Instructional Councils at each site and for district role groups

1- Totally

2- A lot

3- Somewhat

4- Not at all

Comments:

Question Title

* On a scale of 1-4 how much do you agree with the following:
1 - Totally
2- A lot
3- Somewhat
4- Not at all

Our next superintendent will inherit a district in which we have a tradition of labor/ management collaboration at the district and the school level. That person should support the growth of school and classroom autonomy and innovation.

1- Totally

2- A lot

3- Somewhat

4- Not at all

Comments:

Question Title

* What is your current job and school level?

	Elementary	Middle	High	Combination	District Program
General Education Teacher	General Education Teacher Elementary	General Education Teacher Middle	General Education Teacher High	General Education Teacher Combination	General Education Teacher District Program
Special Education Teacher	Special Education Teacher Elementary	Special Education Teacher Middle	Special Education Teacher High	Special Education Teacher Combination	Special Education Teacher District Program
School-wide Support Personnel (Librarian, Counselor, Nurse)	School-wide Support Personnel (Librarian, Counselor, Nurse) Elementary	School-wide Support Personnel (Librarian, Counselor, Nurse) Middle	School-wide Support Personnel (Librarian, Counselor, Nurse) High	School-wide Support Personnel (Librarian, Counselor, Nurse) Combination	School-wide Support Personnel (Librarian, Counselor, Nurse) District Program
Special Education Support Personnel (SLP, Social Worker, PT, OT, APE, Transition Specialist, IEP Specialist)	Special Education Support Personnel (SLP, Social Worker, PT, OT, APE, Transition Specialist, IEP Specialist) Elementary	Special Education Support Personnel (SLP, Social Worker, PT, OT, APE, Transition Specialist, IEP Specialist) Middle	Special Education Support Personnel (SLP, Social Worker, PT, OT, APE, Transition Specialist, IEP Specialist) High	Special Education Support Personnel (SLP, Social Worker, PT, OT, APE, Transition Specialist, IEP Specialist) Combination	Special Education Support Personnel (SLP, Social Worker, PT, OT, APE, Transition Specialist, IEP Specialist) District Program

Question Title

* For Special Education Personnel only

For the last two years, union members, along with Ellen have been working with Superintendent Raquel Reedy and Associate Superintendent for Special Education Lucinda Sanchez to address educator concerns about Special Education in APS.

Our concerns can be boiled down into 3 categories:
Morale
Communication
Training and support

Based on your personal experience since last school year, let us know:

	1- Improved a great deal	2- Improved moderately	3- Improved slightly	4- Hasn’t Improved
Morale	Morale 1- Improved a great deal	Morale 2- Improved moderately	Morale 3- Improved slightly	Morale 4- Hasn’t Improved
Communication	Communication 1- Improved a great deal	Communication 2- Improved moderately	Communication 3- Improved slightly	Communication 4- Hasn’t Improved
Training and support	Training and support 1- Improved a great deal	Training and support 2- Improved moderately	Training and support 3- Improved slightly	Training and support 4- Hasn’t Improved

Comments:

Question Title

* Add any additional comments: