Central Union High School District Report

Central Union High School District Management Review March 29, 2011 Joel D. Montero Chief Executive Officer Fiscal crisis & ManageMent assistance teaM March 29, 2011 Thomas Budde, Ph.D., Superintendent Central Union High School District 351 Ross Ave El Centro CA 92243 Dear Superintendent Budde: In September 2010, the Fiscal Crisis and Management Assistance Team (FCMAT) entered into a study agreement with the Central Union High School District to conduct a study that would perform the following: 1. Review district-level administrative and management organizational structure and staffing and make recommendations for efficiencies (if any). 2. Review distribution of duties within administrative structure and make recommenda- tions. 3. Review school site level administrative and management structure and make recom- mendations. 4. Survey administrative and management staffing in comparable districts and make recommendations for efficiencies (if any). This report contains the study team’s findings and recommendations. On behalf of FCMAT, we appreciate the opportunity to serve your district and extend our thanks to all the staff for their assistance during our fieldwork. Sincerely, Joel D. Montero Chief Executive Officer FCMAT Joel D. Montero, Chief Executive Officer . . 1300 17th Street - CITY CENTRE, Bakersfield, CA 93 . 301-4533 Telephone 661-6 . 36-4611 Fax 661-63 . 6-4647 422 Petaluma Blvd North, Suite. C, Petaluma, CA 94952 Telephone: 707-775-2850 Fax: 707-775-2854 www.fcmat.org Administrative Agent: Christine L. Frazier - Office of Kern County Superintendent of Schools i TABLE OF CONTENTS Table of Contents About FCMAT .........................................................................................iii Introduction ............................................................................................1 Executive Summary ..............................................................................3 Findings and Recommendations .....................................................5 Organizational Structure .............................................................................5 Business Services ............................................................................................9 Educational Resources ...............................................................................13 Human Resources ........................................................................................15 School-Site Organizational Structure ....................................................17 District Comparisons ...................................................................................21 Appendices ............................................................................................25 central Union HigH scHool District ii TABLE OF CONTENTS Fiscal crisis & ManageMent assistance teaM iii ABOUT FCMAT About FCMAT FCMAT’s primary mission is to assist California’s local K-14 educational agencies to identify, prevent, and resolve financial and data management challenges. FCMAT provides fiscal and data management assistance, professional development training, product development and other related school business and data services. FCMAT’s fiscal and management assistance services are used not just to help avert fiscal crisis, but to promote sound financial practices and efficient operations. FCMAT’s data management services are used to help local educational agencies (LEAs) meet state reporting responsibilities, improve data quality, and share information. FCMAT may be requested to provide fiscal crisis or management assistance by a school district, charter school, community college, county office of education, the state Superintendent of Public Instruction, or the Legislature. When a request or assignment is received, FCMAT assembles a study team that works closely with the local education agency to define the scope of work, conduct on-site fieldwork and provide a written report with findings and recommendations to help resolve issues, overcome challenges and plan for the future. Study Agreements by Fiscal Year 90 80 70 60 50 40 30 20 10 0 92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 Projected FCMAT also develops and provides numerous publications, software tools, workshops and professional development opportunities to help local educational agencies operate more effec- tively and fulfill their fiscal oversight and data management responsibilities. The California School Information Services (CSIS) arm of FCMAT assists the California Department of Education with the implementation of the California Longitudinal Pupil Achievement Data System (CALPADS) and also maintains DataGate, the FCMAT/CSIS software LEAs use for CSIS services. FCMAT was created by Assembly Bill 1200 in 1992 to assist LEAs to meet and sustain their financial obligations. Assembly Bill 107 in 1997 charged FCMAT with responsi- bility for CSIS and its statewide data management work. Assembly Bill 1115 in 1999 codified CSIS’ mission. AB 1200 is also a statewide plan for county office of education and school districts to work together locally to improve fiscal procedures and accountability standards. Assembly Bill 2756 central Union HigH scHool District seidutS fo rebmuN iv ABOUT FCMAT (2004) provides specific responsibilities to FCMAT with regard to districts that have received emergency state loans. In January 2006, SB 430 (charter schools) and AB 1366 (community colleges) became law and expanded FCMAT’s services to those types of LEAs. Since 1992, FCMAT has been engaged to perform nearly 850 reviews for LEAs, including school districts, county offices of education, charter schools and community colleges. The Kern County Superintendent of Schools is the administrative agent for FCMAT. The team is led by Joel D. Montero, Chief Executive Officer, with funding derived through appropriations in the state budget and a modest fee schedule for charges to requesting agencies. Fiscal crisis & ManageMent assistance teaM 1 INTRODUCTION Introduction Background Located 110 miles east of San Diego, the Central Union High School District has two compre- hensive high schools, an alternative education high school and an adult school serving approxi- mately 4,000 students in grades nine through 12. The student population is approximately 90% Hispanic and about 25% English learners. More than 65% of the families in the district receive free or reduced-price meals. For the 2010-11 fiscal year, the district budgets general fund revenues of $32,946,599 and expen- ditures and interfund transfers of $34,783,746. This budget decreases the general fund balance by $1,837,147, leaving the district with a projected total reserve of $7,674,233. The district’s budgeted average daily attendance of 3,906 is based on the 2009-10 fiscal year. The district and governing board have avoided fiscal insolvency through a conservative budget approach to district finances and staffing, including a reduction in staffing for the 2010-11 fiscal year. These reductions included the director of business and support services, an assistant prin- cipal, the theatre manager, and 14 additional classified positions. The district was also prepared to reduce the certificated staff; however, an agreement was reached with the teacher’s union to increase class sizes. After reconciling the number of staff from retirements and nonreelects, the layoff was averted. In September 2010, the district entered into an agreement with the Fiscal Crisis and Management Assistance Team (FCMAT) for a study to perform the following: 1. Review district-level administrative and management organizational structure and staffing and make recommendations for efficiencies (if any). 2. Review distribution of duties within administrative structure and make recom- mendations. 3. Review school site level administrative and management structure and make recommenda tions. 4. Survey administrative and management staffing in comparable districts and make rec ommendations for efficiencies (if any). Study Team The study team was composed of the following members: John Von Flue Leonel Martínez FCMAT Fiscal Intervention Specialist FCMAT Public Information Specialist Bakersfield, CA Bakersfield, CA Mary Barlow William Voss FCMAT Deputy Administrative Officer FCMAT Consultant Bakersfield, CA ` Bakersfield, CA central Union HigH scHool District 2 INTRODUCTION Study Guidelines FCMAT visited the district on November 30 - December 1, 2010 to conduct interviews, collect data and review documents. This report is the result of those activities and is divided into the following sections: I. Executive Summary II. Organizational Structure III. Business Services IV. Educational Services V. Human Resources VI. School Site Organizational Structure VII. District Comparisons Fiscal crisis & ManageMent assistance teaM 3 EXECUTIVE SUMMARY Executive Summary The Central Union High School district has taken a conservative and proactive approach to managing district finances and staffing. As a result, the district had the financial reserve necessary to maintain a positive budget certification and fiscal solvency. Because of the continuing state budget crisis and the resulting uncertainty regarding education funding, the district reduced posi- tions at the beginning of the 2010-11 fiscal year. Structural organizational changes at the district and site level resulted from staff reductions, and issues related to work distribution and comple- tion of duties began to emerge. The superintendent has the responsibility of organizing the administrative staff and its duties to support district and site educational programs and district priorities. In doing so, the superinten- dent must consider the degree of functional control and accountability necessary while balancing the span of authority and responsibility given to the staff. The district administration faces formidable obstacles with the loss of the director of business and support services position, the retirement of the director of facilities, the outsourcing of food services management, and the new responsibilities of Program Improvement. As a result of these changes, the superintendent and assistant superintendent added responsibilities to their already full schedules. The support staff in accounting and human resources can help alleviate this workload by taking on greater responsibilities if they are provided with appropriate professional development and authority. The reductions at the school sites included administration, security staff, associated student body (ASB) advisors, and the theatre managers. This has resulted in additional responsibilities being placed on the remaining site administration. Principals and assistant principals now perform duties related to ASB advisory and campus security. The sites also perform an increasing number of tasks related to furthering academic growth and entering program improvement status. FCMAT surveyed high school districts comparable in size and API results and found that Central Union maintains a low administrative-staff -to-student ratio at the district and site levels. Most other districts surveyed have additional assistant superintendents and/or senior business officials and all districts had a designated business official. Comparable sites also have adminis- trative positions with less responsibility, authority and compensation than an assistant principal. Although staffing varies greatly according to local decisions and necessities, the results of these comparisons suggest that there is justification for the district to consider additional support staffing and the administrative positions of dean and director. central Union HigH scHool District 4 EXECUTIVE SUMMARY Fiscal crisis & ManageMent assistance teaM 5 ORGANIZATIONAL STRUCTURE Findings and Recommendations Organizational Structure The Central Union High School District’s organizational structure should include the relationships or workflow between positions and establish responsibilities and goals for all staff members. This structure should be managed to maximize resources and reach identified goals. Many traditional school district organizational structures have vertical hierarchical relationships. Groups work in functional departments where all like activities are coordinated and controlled together. This structure includes a system of routine tasks, formal processes and communications as well as rigid controls. The structure promotes functional efficiency and in-depth skill develop- ment and supervision, and accountability is more easily managed. However, strict adherence to this model can restrict communication between departments and create a focus on individual and departmental roles instead of organizational goals. Horizontal hierarchical organizational structures reduce the boundaries between functions and include fewer layers of authority. Administrators can control processes instead of just functions, and the staff is encouraged to work together to achieve goals. In this structure, staff interactions are less formal, more collaborative, less restricted by controls, and more adaptive to changing environments. This model requires a highly motivated, capable, and knowledgeable staff. The benefits include improved communication and collaboration, increased organizational capability, and greater focus on organizational goals. However, strict adherence to this structure can hinder the organization’s ability to maintain individual accountability, internal controls, and compliance to external requirements. Organizations typically use a combination of the two structures. In choosing a structure, the district should consider the goals of the organization and the skills of existing personnel. Districts with complex goals and more knowledgeable staff members can emphasize a horizontal model. District Board Policy 2220 authorizes the superintendent to organize the administrative staff so that it best supports the educational program through efficient operations, effective communica- tions and direct assistance to schools. Staff responsibilities can be adjusted to accommodate the workload and/or individual capabilities. District Structure The district is governed by a five-member governing board. The district organizational chart adopted before the July 2010 staff reductions identified the superintendent as the executive officer with direct supervision of the assistant superintendent of educational services, principals, director of business and support services, director of human resources, director of special educa- tion, and theatre manager. Lines of primary responsibility and relationships between district positions were vertical. Each position was responsible for overseeing and managing the specific areas of district operations described in the appropriate job description. The assistant superintendent of educational services was primarily responsible for assisting prin- cipals and staffs in school reform, coordinating district curriculum, instruction and assessment, and organizing professional development and teacher support programs. central Union HigH scHool District 6 ORGANIZATIONAL STRUCTURE The director of business and support services position oversaw business-related operations, including fiscal services, transportation, food services, information technology, facilities, and maintenance and operations. The director of human resources performed district personnel functions, including employment selection and retention, evaluation and accountability tracking, personnel policy development and administration, and salary and benefit management. The director maintained relations with the classified bargaining unit and the certificated staff interviewed indicated that the superinten- dent performs this function for their unit. The theatre manager position managed and maintained the district theatre located on the south- west high school campus. Guided by district policy and direction, the principals provided administrative oversight and management of their assigned schools. The director of special education position administered the district special education program and coordinated school psychologist and nurse support. In response to the state funding reductions and district fiscal solvency concerns discussed in the June 2009 special budget study session conducted by the district staff, a strategic planning committee was established to discuss budget reduction options. The committee selected for possible reduction several positions with duties that were believed to be the most easily absorbed by the remaining staff. In March 2010, the district board authorized the reduction of services of classified personnel including the director of business and support services and theatre manager. Both individuals were placed on a 39-month rehire list with rights to reemployment if their posi- tion be reinstated. After eliminating these positions effective July 1, 2010, the superintendent adopted the more horizontal organization structure shown by the following organizational chart. The red positions designate those that were newly reassigned. Fiscal crisis & ManageMent assistance teaM 7 ORGANIZATIONAL STRUCTURE central Union HigH scHool District trahC lanoitazinagrO tcirtsiD loohcS hgiH noinU lartneC tnatnuoccA 8 ORGANIZATIONAL STRUCTURE The superintendent and assistant superintendent are key sources of information and leadership in the district, and the new structure increases their span of direct authority over several functions. Interviews with the board and staff indicated there is confidence in these administrators’ ability to perform their current responsibilities, provide effective district leadership, and support staff throughout the district. Staff members described the superintendent and assistant superintendent as easily accessible, especially in the evenings. However, there were concerns about whether these two positions could maintain accessibility and responsiveness while taking on additional duties and about the long-term sustainability of a plan that places so much responsibility on only two high-level positions. Recommendations The district should: 1. Regularly update the district organizational chart to identify the current lines of responsibility and relationships between positions. 2. Regularly evaluate the district’s fiscal status, district priorities and district/site needs. The district should allocate resources to support areas of greatest priority and need. 3. Regularly review and evaluate the district administrative staff considering workload, individual capabilities, and district needs to efficiently and effectively align staff responsibilities. 4. Evaluate the staff’s knowledge and skill levels and provide regular training and professional development opportunities as needed. 5. Consider district goals and staff knowledge and capability when developing an organizational structure. The district should adopt a combination of the vertical and horizontal structures to maintain accountability and controls while maximizing communication and collaboration between departments. 6. Consider delegating responsibilities to existing staff members or adding administra- tive or management staff to help the superintendent and assistant superintendent manage the district. 7. Develop long-term district goals and priorities including training staff members so they can fill key district roles and implementing the most effective district and site structures. Fiscal crisis & ManageMent assistance teaM 9 BUSINESS SERVICES Business Services In the absence of the director of business and support services position, the duties and responsi- bilities of this position were absorbed by the district superintendent and the assistant superinten- dent. The reduction of the director in the middle of the state fiscal crisis is seldom recommended because more than ever, districts need experienced business support to analyze their fiscal health and make informed decisions. Superintendent In addition to his regular duties, the superintendent now oversees transportation, facilities, main- tenance, technology and nutrition services. Assisting in these responsibilities are the director of facilities and maintenance, transportation supervisor, computer network engineer, and the food services contract representative. To be successful, the superintendent must rely heavily on these management personnel for recommendations and results. Adding further responsibility to the superintendent’s oversight of maintenance and The reduction of facilities, the director of maintenance and facilities retired as of June 30, 2010 after the director in 18 years of service to the district. The district advertised the position and received the middle of 35 applications from all over the state, including 10 highly qualified individuals the state fiscal with school facilities experience. However, the candidate chosen for the position was released during the probationary period, and the duties are performed by a crisis is seldom district maintenance employee with no prior management and planning experience. recommended Although the district does not have active facilities projects, modernization plans because more include several projects that are ready to begin when funding becomes available. These projects will require oversight from staff members who are well versed in than ever, districts public school construction funding, reporting, and contract management. need experienced When the director of food services retired in November 2009, the district outsourced business support the food services management to Sodexo America, LLC. The representative for this to analyze their contract meets weekly with the superintendent to review operations and receive fiscal health and direction. make informed In addition, the superintendent supervises the accountant/administrative support. decisions. This is a classified management position that, in addition to performing clerical assistance, provides confidential support for a variety of complex fiscal applications including invoicing, accounts receivables, bank reconciliations, and audits and researches discrepancies of financial information as assigned. Assistant Superintendent With the elimination of the director of business and support services, the assistant superinten- dent of educational services oversees fiscal services, including accounts payable processing, budget preparation, and financial reporting. The assistant superintendent has experience in successfully planning and managing the district’s categorical and program budgets. To continue this success, the assistant superintendent needs training regarding budget development; financial reporting requirements; school accounting principles, standards, and methods; internal controls; and audit compliance. Also essential is regular attendance at budget and fiscal planning workshops and professional development regarding developing multiyear fiscal projections. central Union HigH scHool District 10 BUSINESS SERVICES The assistant superintendent works closely with the district accountant to develop and monitor the budget, complete required financial reporting, and make board presentations. The assistant superintendent’s previous exposure to fiscal reporting was limited to overseeing categorical budgets and reporting. The accountant is a classified management position and is the highest ranked business office position in the district. Although the accountant has no supervisorial authority or responsibili- ties, the position provides up-to-date fiscal information for reference, audit and/or compliance, ensures appropriate revenues are generated, expenses are within budget limits and fiscal practices are followed; maintains accurate account balances and complies with related policies, practices and/or regulations; makes recommendations regarding fiscal practices; and maximizes use of funds. The person holding this position is in the second year of public school accounting, all with this district. With the assistance of the prior accountant and county office fiscal services, the accountant completed the required fiscal reporting including fiscal closing, budget, and interim reports since being hired. The superintendent and assistant superintendent have a high level of trust in the abilities and competence of the accountant, who is also a member of the superinten- dent’s cabinet. The assistant superintendent supervises the district’s accounts payable functions. The accounts payable clerk is a classified position that processes purchase orders, prepares commercial warrants, and posts general and special ledger transactions. This position also ensures proper approvals are received; account coding is appropriate, and sufficient budget is available for purchase requisition processing; and for verifying proper purchasing procedures are followed and goods are received before processing payment. The assistant superintendent verifies and approves district warrants and purchase requisitions. Recommendations The district should: 1. Ensure the superintendent and assistant superintendent have access to informa- tion and training to keep their knowledge current in the areas under their direct oversight. 2. Consider establishing the position of director of fiscal services to oversee district fiscal accounting functions and supervise and evaluate business personnel. This position should have in-depth knowledge of public school accounting, internal control procedures, local, state and federal reporting requirements, district revenue sources, and district programs. All fiscal staff members should be assigned to report to this position including the accountant, accounts payable clerk, account/adminis- trative support clerk, payroll/benefits clerk, special projects accounting technician, and all other fiscal accounting support positions. 3. Ensure that district business office staff members receive regular and thorough training regarding their responsibilities and duties. 4. Ensure district procedural manuals are maintained current and used to standardize district business processes and define responsibilities for the district business office staff. 5. Regularly update the district organizational chart to reflect the current chain of command and authority structure. Fiscal crisis & ManageMent assistance teaM 11 BUSINESS SERVICES 6. Consider hiring a qualified director of facilities to develop short- and long-term facility plans, oversee facility projects, facility maintenance, and operational services including janitorial and grounds. central Union HigH scHool District 12 BUSINESS SERVICES Fiscal crisis & ManageMent assistance teaM 13 EDUCATIONAL SERVICES Educational Services The assistant superintendent of educational services helps principals in all phases of school reform coordinate district curriculum, instruction and assessment; and coordinate professional development and teacher support programs. The need for district support to sites is increasing because one site is in year one of Program Improvement, and another is in safe harbor for the current fiscal year but may enter Program Improvement in the future. The sites were unaware of any district plans to address the additional support needed as the sites enter and potentially progress through program improvement. The schedules and services provided by the district’s academic coaches are often unclear, and the sites perceive that these coaches do not maintain a full schedule of duties and are not held accountable for providing services. Fewer district curriculum meetings have occurred recently for the instructional staff. Only two meetings were held between July and December this year, and the sites indicated they would benefit from additional communication and guidance from the district. The sites also indicated they need more education services support such as inclusion in district decision-making, greater assistance with testing and common assessment, data analysis and inter- pretation, and planning for teacher professional development. Recommendations The district should: 1. Consider establishing a director of fiscal services position, as identified previously in this report, to alleviate the assistant superintendent of fiscal responsibilities so that this position can focus on educational services. 2. Consider establishing a director of instruction position. Responsibilities would include helping sites implement school reform as required by program improve- ment, coordinating professional development and communications, performing data analysis and interpretation, and ensuring accountability for the academic support staff. 3. Implement a district educational services calendar including regular instructional meetings, academic coach schedules, and professional development opportunities. 4. Communicate academic coach schedules and responsibilities to the sites. 5. Provide regular feedback to the sites on the academic coaches’ activities and goals. 6. Provide district support to analyze and interpret student data and develop strategies to address identified weaknesses. central Union HigH scHool District 14 EDUCATIONAL SERVICES Fiscal crisis & ManageMent assistance teaM 15 HUMAN RESOURCES Human Resources According to the job description, the director of human resources is responsible for all aspects of personnel administration in all employee classifications. These responsibilities include recruit- ment, selection, and retention efforts; implementation of employment procedures; assisting administration and supervisors with employee accountability measures; monitoring evaluation; developing and recommending district policies on personnel; maintenance of employment reports and employee records; credential monitoring; professional development coordination; district negotiations; and other personnel responsibilities. The director of human resources also participates in the superintendent’s weekly cabinet meetings to provide input on personnel matters. The position is greatly involved in maintaining relations with classified personnel and the union; however, interviews with certificated staff members indicated that the superintendent maintains relations with their unit. The expectation is that calls and concerns from the certificated staff are to be routed directly to the superintendent without being channeled through the Human Resources Department. Staff members perceive that the district does a poor job with accountability. Evaluators are not provided with regular training on how to perform proper evaluations. Accountability training is inconsistent, and the district lacks disciplinary procedures. Employees not meeting standards are allowed to continue without the administration addressing performance. Recommendations The district should: 1. Involve the director of human resources in all areas of employee relations and assign the position to respond first to employee concerns. This will alleviate need for the superintendent and assistant superintendent to respond if the issue can be handled at the director level. 2. Increase the director of human resources’ knowledge and credibility in handling certificated interactions by seeking professional development and providing solid support from district and the site administration. 3. Increase employee accountability by establishing procedures and provide training to front-line supervisors and administration on district-preferred accountability procedures, evaluations, and training in the district progressive discipline policy. 4. Ensure supervisors and the administration are trained to perform proper evalua- tions and that they understand the importance of setting performance expectations and documenting any variations from these expectations. 5. Provide greater assistance to managers and site administrators in identifying, plan- ning, performing and tracking the required personnel evaluations. central Union HigH scHool District 16 HUMAN RESOURCES Fiscal crisis & ManageMent assistance teaM 17 SCHOOL SITE ORGANIZATIONAL STRUCTURE School Site Organizational Structure The district maintains an adult school, an alternative education high school and two compre- hensive high schools. The adult school and alternative education sites have unique administrative structures because of their size and the nature of the services they provide. Both comprehensive high schools are governed by a similar administrative structure yet their individual culture and needs present slightly different challenges. Central Union Adult School The district decided to maintain the adult school at approximately 65% of the regular funding level even though the adult program funding was allowed full flexibility. The program was reduced dramatically and is now managed by one administrator who is also responsible for expul- sion and SARB hearings and serves as the district summer school principal. Recommendations The district should: 1. Routinely evaluate program costs and benefits. 2. Establish adult programs based on district priorities and the availability of fiscal and human resources. Desert Oasis High School The Desert Oasis High School is an alternative education high school of approximately 200 students with an administration consisting of one principal. Through budget cuts, the school lost a security guard and the assistant principal for discipline, counseling support. The principal assumed all duties and responsibilities of the lost positions. The continuation school shares a campus with the adult school and cooperatively shares resources between programs. The prin- cipal believes the program is sustainable in the short-term because of effective office support staff and adequate administrative support from the district, but stated there is a need for additional site security. The principal also indicated a need for a resource teacher; however, the district office identified a site staff member as the resource teacher. Recommendations The district should: 1. Continue district administrative support of the Desert Oasis High School site and the site administrator. 2. Routinely evaluate program costs and benefits and establish district priorities. 3. Maintain established district priorities considering the availability of fiscal and human resources. 4. Consider reinstating site security support if additional funds become available. 5. Ensure the principal works with the district to ensure the correct placement and roles of staff. central Union HigH scHool District 18 SCHOOL SITE ORGANIZATIONAL STRUCTURE Central Union High School Central Union High School is a comprehensive high school with an enrollment of approximately 1,700 students. The administrative structure includes a principal, an assistant principal of curriculum, and assistant principal of discipline, and an assistant principal of athletics. The principal indicated that he is well supported by the district, the superintendent and assistant superintendent are accessible, and the superintendent is contacted regarding any issues or ques- tions. The principal also stated that the elimination of positions at the district had no effect on the school site, and that district maintenance is responsive to the site. The principal expressed confidence in his site administrative staff. A major challenge faced by the site is that the ASB advisor returned to the classroom because of district-imposed staffing allocations and site needs. As a result, the assistant principal of curric- ulum serves as the advisor of record. The principal teaches the ASB class two days a week while the assistant principal of athletics and assistant principal of curriculum cover the other three. The assistant principal of discipline handles numerous disciplinary issues, although A major challenge most are minor. This position is off-campus about 1 1/2 days weekly for discipline faced by the site hearings. The site also has 2.5 FTE security guards and a campus police officer. is that the ASB To provide supervision for two lunches and a passing period, the principal requires advisor returned all administrators to be on duty and visible on campus during those times. Although to the classroom required to maintain campus security, this supervision time detracts from other duties that the assistant principals should perform. because of The site administration expressed concern over the number of classroom observations district-imposed and teacher evaluations that need to be completed. The assistant principals stated staffing that they are required to perform 20 classroom visits weekly along with 20 teacher allocations and evaluations in the current year. Next year, 80 teacher evaluations are scheduled to be site needs. conducted. As Central Union High School enters Program Improvement, the assistant principal of curriculum needs district support to meet the program’s additional requirements. In the current year, the school is rewriting the site plan for student achievement. The site administration is unfamiliar with the additional responsibilities that will be required if the school maintains Program Improvement status and believes help is needed to learn the process and meet requirements. The assistant principals indicated they sometimes feel overwhelmed because of their numerous time constraints and the duties of site supervision, classroom observation, and acting as an ASB advisor in addition to their primary job responsibilities. Southwest High School The Southwest High School is a comprehensive high school serving grades 9-12 with an enroll- ment of approximately 2,000 students. The administrative structure is identical to that of Central Union High School. The principal indicated that the district is supportive, she has confidence in the administrative staff, and the site has the financial support necessary for effective operation. The principal expressed concern over the loss of the theatre manager position, but indicated that those duties have been assumed by the site administrator, the drama teacher, volunteers, and the Fiscal crisis & ManageMent assistance teaM 19 SCHOOL SITE ORGANIZATIONAL STRUCTURE assistant principal of athletics. Because of the loss of the ASB advisor, the principal and assistant principal of athletics also serve as the advisor. According to the principal, the school site could use an additional four hours of security because of bus schedules and the campus bell schedule. In part because of efforts by the assistant principal of discipline, the site has had no expulsions in the last two years. Other concerns include the need for district assistance with testing and testing data analysis, professional development including common assessment training, and evaluation training espe- cially on objectively evaluating the teaching standards. Recommendations The district should: 1. Consider reinstating the ASB advisor positions as funding allows. 2. Consider reinstating security support staff as funding allows. 3. Develop a site organizational chart that identifies each administrator and shows the directly assigned support staff. 4. Develop a site responsibility chart that identifies the responsibilities for each site administrator, including staff evaluations, school disaster and safety programs, graduation planning, etc. 5. Consider establishing a dean of students or director positions to allow for a compensation differential for administrative positions with less responsibility and authority than the assistant principal. 6. Consider implementing a single lunch period to reduce staff supervision time and loss of instruction time because of passing. 7. Consider adding a part-time clerk or realigning the clerical staff to help the assis- tant principal at Central Union High School with the additional responsibilities of Program Improvement. 8. Ensure there is sufficient district maintenance and operations support by assigning a site administrator to join the with the director of facilities and maintenance in conducting monthly campus visits to identify building and grounds issues that pose a security or safety threat or detract from the learning environment. central Union HigH scHool District 20 SCHOOL SITE ORGANIZATIONAL STRUCTURE Fiscal crisis & ManageMent assistance teaM 21 DISTRICT COMPARISONS District Comparisons FCMAT surveyed districts with comparable enrollment and API base, determining staffing levels at the district and site level. The districts included Hanford Joint Union High School District, Delano Joint Union High School District, Tulare Joint Union High School District, Brawley Union High School District, and Calexico Unified School District. FCMAT surveyed administration staffing and enrollment levels, but no information was gathered for a comparison of compensation levels for positions, district fiscal status, or the unique needs or programs. Therefore, no claims of affordability or recommendations regarding staffing can be firmly recommended. The organizational charts and administrative job descriptions obtained through the survey are attached as part of this appendix section to this report. The following chart provides the staffing information received: central Union HigH scHool District margorP noitamrofni lanoitiddA tnemevorpmI gniffatS tnemllornE setiS gniffatS tnemllornE tcirtsiD :snoitisop 4 namuh fo rotcerid ,secivres lanoitacude ‐ tpus tssa 0004 tcirtsiD loohcS hgiH noinU lartneC fo rosivrepus ,de laiceps fo rotcerid ,secruoser seitilicaf tssa ,mulucirruc lapicnirp tssa ,lapicnirp 1 raeY lapicnirp tssa ,enilpicsid lapicnirp 0071 SH noinU lartneC scitelhta tssa ,mulucirruc lapicnirp tssa ,lapicnirp lapicnirp tssa ,enilpicsid lapicnirp 0002 SH tsewhtuoS scitelhta lapicnirp 002 SH sisaO treseD lapicnirp tludA noinU lartneC :snoitisop 6 ,%05 secivres ssenisub ‐ tpus cossa ,tpus cossa ,de tnargim fo rotcerid ,de laiceps fo rotcerid 4334 tcirtsiD loohcS hgiH noinU tnioJ onaleD fo rotcerid ,ygolonhcet noitamrofni fo rotcerid secruoser namuh gninrael ,lapicnirp tnatsissa ,lapicnirp SH onaleD rotcerid citelhta ,rotcerid 6071 gninrael ,lapicnirp tnatsissa ,lapicnirp 3931 SH zevahC .E rasaeC rotcerid citelhta ,rotcerid citelhta ,lapicnirp tnatsissa ,lapicnirp 1 raeY SH ydenneK .F treboR rotcerid 7501 lapicnirp 871 SH yellaV rotcerid loohcS tludA onaleD :snoitisop 4 dna tpus tssa lanoitidda na dah tcirtsid eht raey tsaL .raey tnerruc stcelfer gniffats fo rotcerid ,ssenisub fo rotcerid ,tpus tssa 0073 tcirtsiD loohcS hgiH noinU tnioJ drofnaH .mulucirruc fo rotcerid a ecnanetniam fo rotcerid ,secivres evitartsinimda noitatropsnart dna snoitarepo citelhta ,slapicnirp tnatsissa 2 ,lapicnirp 5631 SH drofnaH 1 raeY stneduts fo naed ,rotcerid gninrael ,lapicnirp tnatsissa ,lapicnirp 6641 SH tseW drofnaH 2 raeY rotcerid ylno sessalc eromohpos dna namhserf htiw etis loohcs wen rotcerid gninrael ,lapicnirp SH cificaP arreiS %05 lapicnirp SH nosnhoJ .F lraE %05 lapicnirp loohcS tludA drofnaH :snoitisop 7 ‐ tpus tssa ,secruoser namuh dna ssenisub ‐ tpus tssa .stnemeriuqer tnemevorpmi margorp eganam ot stnatlusnoc 3 derih tcirtsid 0025 tcirtsiD loohcS hgiH noinU tnioJ eraluT ,seitilicaf fo rotcerid ,reganam ssenisub ,mulucirruc fo rotcerid ,smargorp laredef dna etats fo rotcerid de laiceps fo rotcerid ,ygolonhcet fo rotcerid ,slapicnirp tssa 3 ,lapicnirp 0281 SH noinU eraluT 1 raeY rotcerid citelhta ,seitivitca tneduts fo naed 2 ,slapicnirp tssa 2 ,lapicnirp 2 raeY seitivitca ,rotcerid citelhta ,stneduts 5761 SH nretseW eraluT rotcerid citelhta ,slapicnirp tssa 3 ,lapicnirp 1 raeY 7031 SH kaO noissiM rotcerid lapicnirp 331 perP hceT rotcerid loohcS tludA eraluT esnopser on tcirtsiD loohcS hgiH noinU yelwarB esnopser on tcirtsiD loohcS deifinU ocixelaC 22 DISTRICT COMPARISONS Fiscal crisis & ManageMent assistance teaM 23 DISTRICT COMPARISONS District Staffing Staffing varies greatly between districts since each makes staffing decisions locally to meet individual goals and necessities. The staffing survey conducted by FCMAT found that the staffing configuration varied between the districts both in position responsibility and numbers of positions. The numerous position levels reported include associate superintendent, assistant superintendent, director, and manager, and the number of district administration positions (not including the superintendent) also varied. Of the three districts used in the comparison study, two had more than one assistant or associate superintendent, and the other reduced an assistant superintendent position last year because of retirement. All districts surveyed had a district business administrator at the director level or above. District administration-to-student enrollment ratios varied from one administrator for 743 students at the Tulare Joint Union High School District to one administrator for 1,000 students at the Central Union High School District. Considering the average ratio of one administrator to 800 students for the three districts surveyed, Central Union would be comparably staffed with five administrators. Site Staffing School site staffing also varies greatly, and the positions reported in the survey included principal, assistant principal, dean, and director. Site administrator staffing ratios ranged from approxi- mately one administrator for 250 students to one administrator for 500 students. Central Union High School’s administrator to student ratio is estimated at 1:425 while Southwest High School’s ratio is estimated at 1:500. These ratios show that the two Central Union High School District sites have the lowest average staffing in the comparison survey. However, Central Union High School site administrative staff members are all principals and assistant principals with other districts maintaining the lower-compensated positions of dean and director. Other than Central Union and Southwest high schools, only two of the eight compre- hensive high school sites surveyed have three assistant principals. In addition, adult schools in the surveyed districts are administered by a director or through a principal shared with the continua- tion school. Recommendations The district should: 1. Evaluate district and site staffing needed to support district priorities and staff appropriately staff considering the available fiscal resources. 2. Determine the administrative levels of authority needed to efficiently and effec- tively conduct district operations. 3. Identify additional staffing ranks as needed to establish appropriate authority, responsibility, and compensation. 4. Make staffing assignments and position titles commensurate with the responsibility and authority of the position. central Union HigH scHool District 24 DISTRICT COMPARISONS Fiscal crisis & ManageMent assistance teaM 25 APPENDICES Appendices A. Organizational Charts and Administrative Job Descriptions B. Study Agreement central Union HigH scHool District 26 APPENDICES Fiscal crisis & ManageMent assistance teaM Governing Board Superintendent Assistant Superintendent Assistant Superintendent Human Resources/Business Curriculum Personnel Director Director Director of (certificated Budget & Director of Special Principals Adult State & Federal Staff Curriculum/ Technology and Finance Facilities Education Education Programs & Develop. Instruction classified) Assessment Asst Principals Assistant Director Business Manager Transportation Director of Technology Deans Counselors M/O Supervisors Technicians Food Services (Campus Food Counselors Teachers Services Skilled Craftsmen Managers) Dept. Heads Site Classified Staff Accounting Teachers Athletic Director Activities Director Site Classified Staff Revised 9/28/10-HB EMPLOYMENT OPPORTUNITIES TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone, Tulare, CA 93274 NOTICE OF CERTIFICATED EMPLOYMENT OPPORTUNITY Position: Assistant Principal (General Supervision/Curriculum) Information and Procedures: Information regarding the Assistant Principal position at Tulare Western High School is available at the Tulare Joint Union High School District Office - 426 North Blackstone, Tulare, California or on the district website www.tulare.k12.ca.us. or Ed- Join.org. Performance Responsibilities: See Job Description Salary:  $85,720 - $100,688 (2006-07 Schedule) Work Year:  207 Days Deadline for Application:  Application Materials are Due April 13, 2007. Evaluation Procedure: Applications will be reviewed and interviews conducted by a committee chaired by the Superintendent or his designee. The committee’s recommendations will be presented to the Board of Trustees for their consideration and action. All candidates will be notified in writing of the results of the paper screening and interviews. Application Procedure: Information and application forms may be obtained at the Tulare Joint Union High School District Office or on our website.  District Certificated Application  Copy of Credential  Resume  Letter of Introduction  Three (3) Letters of Recommendation Submit all application documents to: Jasper Land, Interim Assistant Superintendent for Human Resources Tulare Joint Union High School District 426 N. Blackstone Street Tulare, CA 93274 (559) 688-2021 Equal Opportunity Employer TULARE JOINT UNION HIGH SCHOOL DISTRICT CERTIFICATED JOB DESCRIPTION SECONDARY SCHOOL: Assistant Principal (General Supervision/Curriculum) Brief Description of the Position: The Assistant Principal’s (General Supervision/Curriculum) primary duty will be that of providing support services to assist in creating the best possible learning conditions for the students in the Tulare Joint Union High School District. He/she shall: a. Assist the principal in matters related to the improvement of the instructional program. b. Assist the principal with pupil supervision, attendance concerns, public relations, school plant management, and other general administrative tasks as assigned. c. Act as the principal’s designated representative with responsibility for the operation of the school in the absence of the principal. Work Year: 207 Days (School Year (185) plus 22 Days) Education and Experience:  Four (4) years of secondary teaching experience.  Previous administrative experience at secondary level desirable.  A Master’s degree in education or public administration or related field from an accredited university or college is preferred. Licenses and Other Requirements:  Possess a Valid California driver’s license.  Possess a California Administrative Services Credential. Duties and Responsibilities: a. Student Personnel 1. Makes appropriate disposition of pupils referred by faculty members, counselors, and administrators who are exhibiting serious personal, emotional, or behavior problems. 2. Counsels with parents and pupils experiencing difficulties and makes referrals to services available within the school or community. 3. Makes recommendations for consideration of part-day programs, exemptions, exclusions, or expulsions for students with special problems. 4. Cooperates in the issuance of suspensions of pupils, when necessary; informs parents of this action, and arranges a program for the pupil’s return to school. 5. Reports to faculty members any action taken regarding referrals and plans jointly to avoid further difficulties. 6. Enrolls and transfers pupils; receives special placements from the Probation Department, Alternative Education, and other agencies. 7. Works closely with counselors and teachers to promote proper standards of behavior for all pupils. 8. Interprets to pupils and their parents Tulare Joint Union High School District Board of Trustees policies and procedures regarding discipline and school rules and regulations regarding student behavior. 9. Assists in the reception of new pupils at periods designated by the principal during the week preceding the beginning of the school term. 10. Assists in handling the violation of the rules and regulations of the school. 11. Organizes and supervises a program of school supervision of buildings and grounds by teachers. 12. Supervises pupils in all types of non-classroom activities such as lunchtime, dances, sports activities, and non-sport activities. 13. Establishes and supervises a program for supervision for all teachers for school dances. 14. Assists in the coordination and planning of the extracurricular program. 15. Supervises preparation of daily bulletin and master calendar. b. Curricular and Instruction 1. Assists the principal and teachers in the development and implementation of curriculum. 2. Assists the principal in the overall evaluation of the instructional program. 3. Provides staff development support assistance aimed at the improvement of instruction. 4. Works closely with district support personnel in the improvement of instruction at the school site level. c. Certificated Personnel 1. Works closely with the principal on back-to-school and end-of-year duties. 2. Attend principal’s meeting whenever the principal is unable to attend. 3. Supervises certificated personnel and instruction as assigned. 4. Prepares teacher evaluation reports as assigned. 5. Prepares and submits official reports as requested. 6. Serves as a voting member on the School Advisory Committee. d. Community Relations 1. Confers with representatives from fire, health, welfare, law enforcement, and related agencies. 2. Assists parent organizations in membership drives, preparation for meetings, and arrangements for programs. 3. Fosters good community relations by meeting and participating with community groups and organizations. e. Other Areas 1. Assists the principal in planning for safe and efficient operations of the school plant. 2. Works with the principal in supervising a safety program – fire drills, earthquake drills, etc. 3. Directs scheduling of reservations for use of facilities on campus. 4. Additional duties within or without the major areas of responsibility will be assigned to individual assistant principals at the discretion of the school site principal. Physical Demands: The physical requirements indicated below are examples of the physical aspects that a person holding this position must perform in carrying out essential job functions. Reasonable accommodation may be made to enable a person with a disability to perform the essential job duties.  Sufficient vision to read printed material, see distant objects with clarity, and identify and distinguish objects.  Sufficient hearing to hear conversations in person and on the telephone, and hear sounds clearly up to 20 feet.  Ability to speak in an understandable voice with sufficient volume to be heard in normal conversation and on the telephone, and in addressing groups.  Ability to exert up to 25 pounds of force to lift, carry, push, pull, or otherwise move objects.  This type of work requires occasional or frequent standing, walking, sitting, bending, and reaching for extended periods of time.  Sufficient manual dexterity and/or mobility to grasp and/or manipulate objects, operate mechanical equipment, and move about the work area.  Employees in this classification may be subject to work environments that have exposure to weather or interiors with extremes of heat and/or cold, wet and/or humid conditions, high noise levels, and various work related hazards. EMPLOYMENT OPPORTUNITIES TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone, Tulare, CA 93274 The TULARE JOINT UNION HIGH SCHOOL DISTRICT is accepting applications for the position of Assistant Principal/Head Counselor – Pupil Personnel Services at Mission Oak High School. Applications may be picked up and returned to the District Office at 426 North Blackstone, Tulare, California by 4:30 p.m. on December 5, 2007. DEFINITION  Assumes responsibility for the planning, direction, and supervision of the guidance and counseling program in a high school (9-12 grades).  Under the direction of the principal, the Assistant Principal/Head Counselor for Pupil Personnel Services carries out the following duties and responsibilities. WORK YEAR  207 Days MAJOR DUTIES AND RESPONSIBILITIES  Fosters good community relations by meeting with parents and community groups.  Assists in developing immediate and long-range goals for a program of guidance and counseling.  Prepares periodic reports of the guidance and counseling program.  Coordinates programs of articulation with feeder and receiving schools.  Supervises the enrollment, orientation, and scheduling of students.  Provides for a systematic appraisal of each pupils abilities and interests.  Provides for maintenance and interpretation of pupil personnel records.  Counsels with pupils and parents regarding career choices and further education.  Organizes and arranges for the dissemination of vocational information (Career Center, ROP, career assemblies).  Interprets test data to pupils and parents.  Supervises activities and duties of the counselors.  Serves as a member of Student Study Team, which recommends part-day programs, exemptions, or exclusions for students with special problems.  Serves as a member of the School and District Advisory Council.  Counsels with parents and pupils experiencing learning and behavioral difficulties, and makes referrals where appropriate.  Develops programs for in-service training of counselors.  Organizes and supervises schoolwide-counseling program.  Organizes and supervises the preparation of counseling and scholarship booklets.  Organizes and administers the testing program.  Assists in preparing the master schedule.  Disseminates information regarding scholarships.  Supervises the evaluation of transcripts and student eligibility to graduate, including the preparation of graduation lists.  Organizes university visitations and College Night.  Works with the school psychologist.  Develops and maintains rapport with feeder schools.  Evaluates school personnel as assigned.  Performs other duties as assigned. MINIMUM EMPLOYMENT STANDARDS  Masters Degree  Current Valid California Administrative and/or Counseling Credential  Secondary Counseling Experience Preferred SALARY RANGE  $91,093 – $104,068 (2007-08) Tulare Joint Union High School Administrative Salary Schedule. Pay with Administrative Credential APPLICATION REQUIREMENTS  Resume  Letter of Introduction  District Application for Certificated Employment EMPLOYMENT OPPORTUNITIES TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone, Tulare, CA 93274 NOTICE OF CERTIFICATED EMPLOYMENT OPPORTUNITY Position: Assistant Superintendent for Curriculum and Instruction Information and Procedures: Information regarding the Assistant Superintendent for Curriculum and Instruction position is available at the Tulare Joint Union High School District Office - 426 North Blackstone, Tulare, California, on the district website www.tulare.k12.ca.us. or Ed-Join.org. Performance Responsibilities: See Job Description Salary:  $108,187 - $121,449 (2006-2007 Schedule) with M/A Degree Work Year:  230 Days – starting July 1, 2007 Deadline for Application:  Application Materials are Due May 11, 2007. Evaluation Procedure: Applications will be reviewed and interviews conducted by a committee chaired by the Superintendent or his designee. The committee’s recommendations will be presented to the Board of Trustees for their consideration and action. All candidates will be notified in writing of the results of the paper screening and interviews. Application Procedure: Information and application forms may be obtained at the Tulare Joint Union High School District Office or on our website.  District Certificated Application  Copy of Credential  Resume  Letter of Introduction  Three (3) Letters of Recommendation Submit all application documents to: Jasper Land, Interim Assistant Superintendent Tulare Joint Union High School District 426 N. Blackstone Street Tulare, CA 93274 (559) 688-2021 Equal Opportunity Employer Tulare Joint Union High School District Assistant Superintendent for Curriculum and Instruction Job Description BASIC FUNCTION: The Assistant Superintendent shall assist the Superintendent, substantially and effectively in the task of providing leadership in the areas of curriculum, instruction, staff development, and student support services. WORK YEAR: 230 Days REPRESENTATIVE DUTIES: Curriculum and Instruction:  Plan, implement, coordinate, articulate, and maintain Curriculum and Instruction programs consistent with the established philosophy, goals, and objectives of the District.  Lead the District accountability effort to ensure increasing effective instruction and student performance to meet the District mission vision and goals.  Serve as a member of the Superintendent’s Cabinet and management team.  Attend and participate in School Board and District meetings.  Participate in the supervision and evaluation of principals, directors, and specialists, as assigned.  Establish and direct the work assignments of the Curriculum and Instruction department.  Participate in initiating, implementing, and interpreting the District educational programs to the Board of Education, staff, and the public.  Maintain relationships and contacts with District administrators, teachers, and others to reflect the focus of the District.  Ensure educational articulation among elementary, middle, and high schools within the District.  Assist in the formulation, interpretation, and administration of District policy.  Prepare reports pertaining to the District-wide instructional program.  Assist in the determination of types of education programs needed by the schools and make appropriate recommendations.  Coordinate the District textbook selection process.  Analyze, coordinate, and implement the staff development and instructional material needs of the District and provide for these needs in order to support and maintain a strong education program.  Coordinate in cooperation with the business office staff, the functions, budgets, responsibilities, and activities of the Compensatory Education Program, the Gifted and Talented Education (GATE) program, the EL program, and other such education programs associated with Curriculum and Instruction department.  Oversee the District testing program.  Prepare state reports as required.  Provide direction to the instructional staff regarding Curriculum and Instruction expectations for all District students.  Maintain a District-wide calendar of events, activities, and responsibilities.  Act as liaison to designated community agencies and groups having an interest in schools.  Provide leadership and direction to programs involving education technology.  Responsible for development and implementation of plans, which connect the District’s educational program with the feeder districts and community colleges.  Support and assist principals in matters related to curricular development and instructional improvement and shall assist the Superintendent in evaluating their performance in these areas.  Coordinate and evaluation staff development needs with the Assistant Superintendent of Human Resources.  Coordinate and communicate budget matters to the Business Manager.  Recommend program goals and policy changes in the educational program.  Establish adequate controls for all education programs.  Facilitate and coordinate activities to achieve a strategic plan as assigned by the Superintendent.  Provide support service to the District department heads, principals, and their designees concerning any aspect of the instructional programs.  Staff, direct, supervise, and evaluate personnel within the department of his/her responsibility.  Oversee comprehensive reports regarding student achievement.  Interpret and comprehend school district policies and regulations.  Perform other duties as assigned by the Superintendent. EDUCATION AND EXPERIENCE:  Minimum of four (4) years of teaching experience;  Three (3) to five (5) years increasingly responsible management experience preferred;  A Master’s degree in education or curriculum or related field from an accredited university or college is preferred.  Experience in curriculum and instruction preferred. LICENSES AND OTHER REQUIREMENTS:  Valid California driver’s license;  California Administrators Credential. KNOWLEDGE AND ABILITIES: KNOWLEDGE OF:  Planning, organization, and direction of the functions of curriculum and instruction department;  Credentialing laws and certification of compliance issues;  Principles and practices of management;  Oral and written communication skills;  Applicable laws, codes, regulations, policies, and procedures;  Districts organization, operations, policies, and objectives;  Modern office management and procedures. ABILITY TO:  Provide technical information and assistance to others concerning Curriculum and Instruction policies;  Develop, interpret, and monitor department and program budgets, and evaluate and compare costs associated with the delivery of service;  Establish and maintain effective working relationships with staff and the public;  Interpret, apply, and explain rules, regulations, policies, and procedures;  Implement management strategies based on evaluation data;  Coordinate the completion of a number of tasks simultaneously in order to meet internal and external deadlines;  Analyze situations accurately and adopt an effective course of action;  Meet schedules and time lines;  Work independently with little direction;  Plan and organize work;  Prepare comprehensive narrative and statistical reports;  Supervise and evaluate the performance of assigned staff;  Operate and use District business systems and equipment. WORK CONDITIONS: ENVIRONMENT:  General office environment. PHYSICAL DEMANDS:  Light physical effort.  Normally located in a work environment with light physical qualifications and requirements. SALARY:  $108,187 - $121,449 (2006-2007 Schedule) with M/A Degree EMPLOYMENT OPPORTUNITIES TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone, Tulare, CA 93274 NOTICE OF CERTIFICATED EMPLOYMENT OPPORTUNITY Position: Assistant Superintendent for Human Resources Information and Procedures: Information regarding the Assistant Superintendent for Human Resources position is available at the Tulare Joint Union High School District Office - 426 North Blackstone, Tulare, California, on the district website www.tulare.k12.ca.us. or Ed- Join.org. Performance Responsibilities: See Job Description Salary:  $107,649 - $120,844 (2006-2007 Schedule) with M/A Degree Work Year:  230 Days – starting July 1, 2007 Deadline for Application:  Application Materials are Due March 30, 2007. Evaluation Procedure: Applications will be reviewed and interviews conducted by a committee chaired by the Superintendent or his designee. The committee’s recommendations will be presented to the Board of Trustees for their consideration and action. All candidates will be notified in writing of the results of the paper screening and interviews. Application Procedure: Information and application forms may be obtained at the Tulare Joint Union High School District Office or on our website.  District Certificated Application  Copy of Credential  Resume  Letter of Introduction  Three (3) Letters of Recommendation Submit all application documents to: Jasper Land, Interim Assistant Superintendent Tulare Joint Union High School District 426 N. Blackstone Street Tulare, CA 93274 (559) 688-2021 Equal Opportunity Employer Tulare Joint Union High School District Assistant Superintendent for Human Resources Job Description BASIC FUNCTION: Plan, organize, and implement the functions of the Human Resources Department providing direct services to employees regarding employment and fiscal related issues, while implementing and supporting District goals and objectives. WORK YEAR: 230 Days REPRESENTATIVE DUTIES: HUMAN RESOURCES:  Develop, implement, and revise District personnel procedures and maintain smooth and efficient delivery of services in compliance with laws, policies, and regulations.  Manage and organize substitute services; including review and recommendations for efficient placement of substitutes for teachers and classified staff.  Maintain compliance with governmental statutes, regulations, and rules relating to personnel administration and advise appropriate parties of the provisions of the law.  Develop and maintain a system for personnel records for all employees in order to provide comprehensive, efficient, accurate, and current records of all matters pertinent to employment, transfer, tenure, retirements, leave, and promotions.  Develop and revise job descriptions in accordance with current laws, Education Code, and District procedures.  Interpret existing personnel policies and regulations to the staff and make recommendations concerning the formulation of personnel policies and regulations.  Coordinate negotiations and labor relations.  Supervise a variety of projects effecting District-wide personnel, programs, and activities.  Prepare and maintain statistical information on all personnel and submit the necessary Federal, State, County, and local statistical reports, records, and files.  Establish procedures to evaluate certificated credentials and provide services of college credit counseling and review.  Coordinate the needs, recruitment, interviews, and placement of all certificated and classified employees.  Represent the Superintendent and the School Board in certificated and classified relationships.  Serve as the District’s Affirmative Action officer.  Serve as the District’s Title IX officer.  Serve as the District’s Grievance officer.  Be responsible for recommending formulation of policy related to personnel.  Represent the District with other administrators at Parent-Teacher associations and community organizations.  Monitor, direct, and control the storage and release of personnel files to assure confidentiality and security.  Provide appropriate notification to employs and other prospective applicants regarding employment vacancies through the posting of job notices and through newspaper, professional journals, placement centers, Internet, and job fairs.  Coordinate the evaluation program of employees.  Direct the pre-employment activities for newly hired personnel.  Assist with the Peer Assistance and Review Program (PAR) and the BTSA Induction Program.  Assist with district-wide classified employee recognition program.  Serve on District, County, City, and community committees as requested and/or assigned.  Manage Worker’s Compensation program.  Recommends and signs leave requests for classified and certificated employees.  Perform other administrative assignments as directed by the Superintendent. GENERAL:  Supervise and evaluate the performance of assigned staff.  Conduct and attend meetings, resolve ad-hoc problems, provide directives and guidance for staff, District personnel, and the public.  Attend Board meetings and advise the Board as to requirements and responsibilities of the District.  Maintain continuing communications with employee groups. EDUCATION AND EXPERIENCE:  Four (4) years of teaching experience;  Three (3) to five (5) years increasingly responsible management experience preferred;  A Master’s degree in education or public administration or related field from an accredited university or college is preferred.  Experience in Human Resources/Personnel preferred. LICENSES AND OTHER REQUIREMENTS:  Valid California driver’s license;  California Administrators Credential. KNOWLEDGE AND ABILITIES: KNOWLEDGE OF:  Planning, organization, and direction of the functions of personnel issues, labor relations/negotiations, and legal services;  Compensation practices;  Personnel procedures and practices;  Credentialing laws and certification of compliance issues;  Legal procedures, terminology, and negotiation processes;  Oral and written communication skills;  Principles and practices of management;  Applicable laws, codes, regulations, policies, and procedures;  District organization, operations, policies, and objectives;  Modern office management and procedures. ABILITY TO:  Provide technical information and assistance to others concerning employment policies and personnel issues;  Manage labor contracts and labor relations;  Develop, interpret, and monitor department and program budgets, and evaluate and compare costs associated with the delivery of services;  Establish and maintain effective working relationships with the staff and the public;  Communicate effectively both orally and in writing;  Interpret, apply, and explain rules, regulations, policies, and procedures;  Implement management strategies based on evaluation data;  Coordinate the completion of a number of tasks simultaneously in order to meet internal and external deadlines;  Analyze situations accurately and adopt an effective course of action;  Meet schedules and time lines;  Work independently with little direction;  Plan and organize work;  Prepare comprehensive narrative and statistical reports;  Supervise and evaluate the performance of assigned staff;  Operate and use District business systems and equipment. WORK CONDITIONS: ENVIRONMENT:  General office environment. PHYSICAL DEMANDS:  Light physical effort.  Normally located in a work environment with light physical qualifications and requirements. SALARY:  $107,649 - $120,844 (2006-2007 Schedule) with M/A Degree TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone Street Tulare, California 93274 NOTICE OF CERTIFICATED EMPLOYMENT OPPORTUNITY POSITIONS: Secondary School Counselor Tulare Western High School PERFORMANCE OBJECTIVE: To provide assistance to students, parents and teachers in the continuing process of helping students develop and reach appropriate education, personal and career goals. PERFORMANCE RESPONSIBILITIES: 1. Counsels with pupils, parents, and teachers relative to student progress. 2. Counsels with pupils and parents regarding educational and occupational choices. 3. Counsels with pupils, on a group or individual basis, who are experiencing learning and behavioral difficulties. Involves parents when appropriate. 4. Works with other district staff in developing and implementing dropout and intervention programs. 5. When necessary, refers pupils to specialized services and programs. 6. Fosters good community relations by meeting with parents and community groups. 7. Assists in developing immediate and long-range goals for a program of guidance and counseling. 8. Assists with programs of articulation with feeder and receiving schools. 9. Assists with enrollment, orientation, and scheduling of students. 10. Assists with a systematic appraisal of each pupil’s abilities and interests. 11. Performs other duties as assigned. SALARY: Appropriate placement on the Certificated Management-Counselor Salary Schedule CREDENTIAL: Appropriate California Pupil Personnel Services Credential DEADLINE FOR APPLICATION: August 22, 2008 APPLICATION PROCEDURES: Information and application forms may be obtained at the Tulare Joint Union High School District Office or on our website.  District Certificated Application  Copy of Credential  Resume  Letter of Introduction  Three (3) Letters of Recommendation Submit all application documents to: Alfonso Gamino, Assistant Superintendent for Human Resources Tulare Joint Union High School District 426 North Blackstone Street Tulare, California 93274 (559) 688-2021 PLEASE POST 02/24/11 PLEASE POST TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone Street Tulare, California 93274 NOTICE OF CERTIFICATED EMPLOYMENT OPPORTUNITY POSITIONS: The Tulare Joint Union High School District is accepting applications for Dean of Students at Mission Oak High School. Applications may be picked up at the Tulare Joint Union High School District Office, 426 North Blackstone, Tulare, California 93274. Deadline for applications is April 17, 2009, at 4:30 p.m. PERFORMANCE OBJECTIVE: The Dean of Students, under the direct supervision of the school principal and in cooperation with the assistant principals, provides general assistance to the principal and assistant principals in a wide variety of school administrative functions, and provides direct services to identified Title I students and their parents/guardians. WORK YEAR: 205 Days GENERAL DUTIES: 1. Assumes the role of principal and assistant principal(s) in their absence. 2. Assists the principal/assistant principals in the following: a. maintenance of a safe and secure campus b. supervision and coordination of school activities (may involve evening and weekend assignments) c. works with the community to promote a positive school-site image d. conducts classroom visitations and teacher evaluations e. fire drills and other disaster preparedness activities f. serves on District Expulsions Panel as needed g. works with district committees as assigned h. acts as a resource person to the faculty in instructional matters and classroom management techniques i. participates in the development and implementation of new school programs j. conducts parent conferences dealing with discipline and attendance k. assists in supervising buildings and grounds, including scheduling of the use of facilities, if needed l. assists in the coordination and organization of graduation activities m. assists in matters related to curriculum development as assigned by the principal n. assists in the evaluation of staff o. serves as a member of the School Advisory and District Advisory Committees 3. Performs other duties as assigned by the school principal. I.A.S.A. TITLE I DUTIES AND RESPONSIBILITIES: 1. Maintain regular contacts with Title I students and their parents/guardians. 2. Refer the student to the appropriate remediation program when necessary, such as: a. Special Tutoring b. Remedial Reading and/or Math c. Health Services d. Counseling or Psychological Services e. Employment f. Adult School g. Other Alternative Programs 3. Assist in the organization and coordination of activities of the Tulare Joint Union High School District Title I Advisory Board. 4. Works closely with the Administrative Intern for Categoricals on special project services as they relate to the school site. QUALIFICATIONS: 1. Bachelor’s degree and valid secondary teaching credential 2. Three years or more of teaching experience preferred 3. Bilingual in English/Spanish is preferred. SALARY: $80,566 - $100,066 – Dean of Students (2008-09) CREDENTIAL: Candidates must currently possess a California State Administrative Credential APPLICATION PROCEDURES: Completed district application, resume, letter of intent, and 3 letters of recommendation. Alfonso Gamino, Assistant Superintendent for Human Resources Tulare Joint Union High School District 426 North Blackstone Street, Tulare, California 93274 (559) 688-2021 PLEASE POST AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER PLEASE POST EMPLOYMENT O PPORTUNITIES TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone, Tulare, CA 93274 JOB DESCRIPTION DIRECTOR OF SPECIAL EDUCATION BASIC FUNCTION  Under the direction of the Assistant Superintendent of Instruction, plan, organize, coordinate, control, and direct district special education programs and services; assure compliance with SELPA policies and state and federal laws, codes, and regulations; coordinate assigned programs; supervise and evaluate the performance of assigned staff. WORK YEAR 225 Days MAJOR DUTIES AND RESPONSIBILITIES  Plans, organizes, controls, and directs the district’s special education services programs; provides an organization structure that leads to an effective delivery of special education and psychological services to students.  Assures the district’s compliance with the district and SELPA policies, practices, and procedures as well as state and federal laws, codes, and regulations; coordinates the district’s response to special education complaints and represents the district in due process proceedings.  Directs the program of identification and placement of students into special education programs; assures that each identified student receives a Free Appropriate Public Education (FAPE) that is within the Least Restrictive Environment (LRE); coordinates evaluation and placement process with all members of the IEP teams.  Facilitates the development and implementation of adaptations of the core curriculum for special education programs, assists teachers in adapting the core curriculum.  Consults with and advises personnel regarding the operation of Student Study Teams at each school site as needed.  Coordinates the development and implementation of IEP’s in the district’s special education programs; reviews IEP’s for quality standards with special education staff.  Collaborates with other district personnel and feeder schools to coordinate strategies and programming to ensure success for all students.  Directs, coordinates, and facilitates staff development activities for certificated and classified staff as related to early intervention, teaching strategies, and special education.  Provides leadership that promotes collaborative planning, innovative thinking, and exemplary models and programs in special education.  Assists the principals with the evaluations of special education personnel.  Participates in the recruitment, selection, assignment, and supervision of special education staff.  Manages the special education budget.  Represents the district in the Tulare County Special Education Local Plan Area (SELPA) director meetings.  Supervises the preparation of special education and workability reports to the state as directed.  Advises the district personnel regarding changes in state and federal laws as well as judicial decisions affecting special education practices; assists in the development of policies and administrative regulations related to special education.  Attends and conducts staff meetings; attends and chairs IEP meetings as needed.  Attends state and regional conferences, workshops, and meetings to maintain current knowledge of regulations and requirements related to special education.  Mental Health Wraparound Coordinator.  Assures that 504 plans are developed and reviewed as needed and serves as the district complaint coordinator.  Supervises District Psychologist, Speech and OT/PT.  Collaborates with SELPA Program Managers.  Foster Care Liaison.  Performs other duties as assigned. KNOWLEDGE AND ABILITIES Knowledge of:  Applicable state and federal laws, codes, and regulations; case law pertaining to special education and Section 504  Disabilities affecting school-aged students  Instructional methodologies and strategies for both typical and atypical learners  State frameworks  Content and Performance State Standards  Educational evaluation and research; techniques for group and individual evaluation  Statistical methods  Curriculum development; curriculum modification and adaptation for students with disabilities  Continuum of services for autism spectrum  Continuum of educational services; inclusion strategies  Coordinated Compliance Review procedures  Budget development  Staff development practices  Regulations governing student record maintenance; maintenance of confidential information  Consortium policies, practices, and procedures Ability to:  Communicate effectively both orally and in writing  Work cooperatively and collaboratively with all members of the school community  Respond to, mediate, and resolve conflicts concerning service delivery  Provide leadership to staff; motivate staff to implement planned changes  Coordinate a variety of schedules  Develop, implement, and evaluate instruction strategies  Implement collaborative and team building processes  Plan and implement staff development and parent education programs  Coordinate services provided by outside agencies  Establish and maintain effective working relationships with others  Maintain accurate records and insure security of confidential records; prepare reports  Read, interpret, apply, and explaining rules, regulations, policies, and procedures  Train, supervise, and evaluate personnel  Plan, organize, and prioritize work MINIMUM EMPLOYMENT STANDARDS  Current Valid California Teaching Credential  Current Valid California Administrative Services Credential and have experience in special education  Masters Degree  Demonstrate ability to effectively plan, organize, and implement an education program and support services SALARY RANGE  $100,200 – $113,556 (2008-09) Tulare Joint Union High School Administrative Salary Schedule. APPLICATION REQUIREMENTS  Resume  Letter of Introduction  Three Letters of Reference  District Application for Certificated Employment TULARE JOINT UNION HIGH SCHOOL DISTRICT Certificated Job Description Director of State and Federal Programs and Assessment Brief Description of the Position Under the direction of the District Superintendent and in cooperation with the school principals and District administration, the Director of State and Federal Programs and Assessment maintains, organizes and administers the District’s compensatory education program, vocational education program, migrant education, English Language Development , other special programs and state and federal assessment programs. The Director provides ongoing development, preparation of documentation and budgets, staff in-service, and assessment of all programs in the area of responsibility. Work Year 225 Days Major Duties and Responsibilities  Be responsible for the preparation and submission of all categorically funded proposals, fiscal and evaluation reports.  Assist school site personnel in the supervision of certificated and classified staff members participating in categorically funded programs  Arrange consultant and staff development activities related to needs of those participating in categorically funded programs.  Work closely with the school sites in ordering, processing, assigning and annually inventorying all categorically funded materials, supplies and equipment.  Report periodically to the Board of Trustees, the District Superintendent and the District Staff, regarding progress of the various categorically funded programs and projects.  Keep informed of legislation, rules and regulations related to federal and state programs and assessments.  Assist various citizens’ advisory committees to understand and accomplish their role as mandated by law.  Maintain liaison with federal and state consultants in bureaus that provide federal and state funds for the implementation of programs.  Responsible for the development and processing of the Consolidated Application.  Responsible for the development and implementation of mandated review processes.  Monitor teacher ELD certification.  Develop proposals and grants for the purpose of implementing new programs.  Facilitate communication and coordination among instructional staff for the purpose of meeting curriculum guidelines and ensuring that state mandates are achieved.  Coordinate the efforts of the staff in accountability assessment programs.  Work with site principals and teachers in coordinating continuity and articulation of assessment results and site plans.  Provide staff development to ensure understanding of the assessment instruments and programs.  Assume responsibility for reviewing and evaluating the results of state testing.  Provide assistance to site principals regarding Adequate Yearly Progress (AYP) and Program Improvement status.  Provide assistance to site principals regarding Academic Performance Index (API).  Work with parents and staff to establish and implement plans to ensure that the district and school sites meet expected performance goals.  Direct Educational Options Committee Meetings  Facilitate Expulsion Panel Hearings  Perform other duties as assigned by the Superintendent. Qualification Requirements Certifications:  Valid California Administrative Services Credential  Valid California Teaching Credential Experience Required:  Prior teaching experience with increasing levels of administrative responsibility in curriculum development and implementation. Skills, Knowledge, Abilities Skills to manage personnel and programs, communicate effectively, problem solve. Knowledge of curriculum, education code, district policies, and state and federal assessment programs and requirements. Abilities to provide direction to others and make independent judgments, keep and maintain accurate records, meet deadlines, communicate with individuals of varied cultural and educational backgrounds, communicate in oral and written form. Significant physical abilities include reaching/handling/fingering, talking/hearing conversations and other sounds, visual acuity/depth perception/visual accommodation. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works inside. The position demands meeting deadlines with severe time constraints and frequently working irregular or extended hours. The employee is directly responsible for safety, well-being and work output of staff. EMPLOYMENT OPPORTUNITIES TULARE JOINT UNION HIGH SCHOOL DISTRICT 426 North Blackstone, Tulare, CA 93274 NOTICE OF CERTIFICATED EMPLOYMENT OPPORTUNITY Position: Principal Information and Procedures: Information regarding the Principal position at Tulare Western High School is available at the Tulare Joint Union High School District Office - 426 North Blackstone, Tulare, California or on the district website www.tulare.k12.ca.us. or Ed- Join.org. Performance Responsibilities: See Job Description Salary:  $106,487 - $123,367 Work Year:  225 Days – start date of July 1, 2009 Deadline for Application:  Application Materials are Due March 9, 2009 at 4:30 p.m. Evaluation Procedure: Applications will be reviewed and interviews conducted by a committee chaired by the Superintendent or his designee. The committee’s recommendations will be presented to the Board of Trustees for their consideration and action. Application Procedure: Information and application forms may be obtained at the Tulare Joint Union High School District Office or on our website.  District Certificated Application  Copy of Credential  Resume  Letter of Introduction  Three (3) Letters of Recommendation Submit all application documents to: Alfonso Gamino, Assistant Superintendent for HR Tulare Joint Union High School District 426 N. Blackstone Street Tulare, CA 93274 (559) 688-2021 Equal Opportunity Employer Tulare Joint Union High School District Principal Job Description BRIEF DESCRIPTION OF POSITION: The principal is the educational leader of the school. The principal has a variety of responsibilities that ultimately lead to the improvement of the performance of all students in the school. As the administrator of the school, the principal is responsible for the enforcement of the State Education Code, the rules and regulations of the California State Board of Education, the policies of the Tulare Joint Union High School District Board of Education and other state and federal laws and regulations. Reports to: District Superintendent WORK YEAR: 225 Days ESSENTIAL FUNCTIONS:  Improve student achievement by nurturing excellent teaching and learning and building a safe and supportive student culture.  Supervise students and staff.  Use data to inform decisions about instruction.  Distribute leadership across staff.  Manage and evaluate staff using sound methods.  Engage parents in student learning and site functioning.  Develop and empower teams.  Build trust to facilitate change.  Plan strategically.  Schedule and manage effectively.  Manage personal and staff time and priorities.  Build and maintain network of support outside the school.  Reports to the Superintendent on growth and improvement of the high school programs.  Ensures high quality curriculum design and delivery.  Provides for an ongoing process of assessing student needs.  Coordinates and provides direction/supervision for the school's co-curricular and extracurricular activities.  Assures proper use and distribution of monies generated through block grant, categorical programs, special projects, grant funds as well as those monies generated through the Associated Student Body.  Works closely and cooperatively as a member of the District management team.  Strives to continually improve management and administration skills and abilities.  Attend Cabinet and School Board meetings.  Perform other duties as assigned. KNOWLEDGE AND ABILITIES: KNOWLEDGE OF:  California content frameworks and standards.  A variety of researched-based instructional practices.  Leadership skills, management strategies and community building techniques.  Local policies, state and federal laws relating to minors. ABILITY TO:  Provide effective instructional leadership.  Create a nurturing and safe learning based on high expectations for all students.  Analyze data and use it to make decisions.  Provide professional development and coaching to teachers.  Distribute leadership among administrators, teachers, staff, parents, students & community members.  Effectively manage staffing, budget, facility, and other administrative responsibilities.  Build and lead the school community in attaining community, school –based, district, state and federal goals.  Use relational databases, web-based tools, the internet and other technologies.  Calmly and efficiently handle crises and solve problems.  Effectively communicate orally and in writing.  Manage competing priorities and time. EDUCATION AND EXPERIENCE:  Four (4) years of teaching experience;  Three (3) to five (5) years increasingly responsible management experience preferred;  Experience as a site principal preferred;  A Master’s degree in education from an accredited university or college is preferred. CREDENTIAL: Possess a valid California Administrative Services Credential. WORK CONDITIONS: ENVIRONMENT: Office environment; fast-paced work; constant interruptions. Employee occasionally works in outside weather conditions. The noise level in the work environment is usually moderate to extreme. PHYSICAL DEMANDS: Hearing and speaking to exchange information in person and make presentations; dexterity of hands and fingers to operate a computer keyboard; seeing to monitor various activities and read documents, and view computer monitors; sitting or standing for extended periods of time; kneeling, bending at the waist, and reaching overhead, above the shoulders, and horizontally; lifting light objects. SALARY: $106,487 - $123,367