Dr. Timothy Mitchell Rapid City Area Schools Session 5-10/6/11

 Two Differences: ◦ No one cared what I said-now everything I say is on TV or in the paper ◦ I deal with more and do less ◦ What I have Learned?  Leadership is Leadership  Relationships First

 Function of two things: ◦ Integrity ◦ Competence

 Integrity ◦ Honesty-telling the truth & leaving the right impression ◦ Congruence-no gaps between intent and behavior “walk your talk” ◦ Humility-recognize principles before yourself ◦ Courage-do the right thing-even when hard

 Competence ◦ Your capabilities ◦ Your skills ◦ Your results ◦ Your track record ◦ They are both vital-one without the other will not work

Clarify Expectations -to create shared vision and agreement about what is to be done up front

Practice Accountability -Hold yourself accountable. Hold others accountable. Take responsibility for results. Be clear on how you’ll communicate how you’re doing and how others are doing. Don’t avoid or shirk responsibility. Don’t blame others or point fingers when things go wrong.

To embrace learning rather than teaching as a school’s mission, to work collaboratively to help all students learn, to focus on results to foster continuous improvement and to assume individual responsibility to take steps to create such a school.

Building a community of life long learners, one student at a time.

All Rapid City Area School students will achieve to their full potential.

I provide the leadership to create a purposeful learning community that creates high quality learning experiences for all community members.

Confront the Brutal Facts Communication (Effective) Collaboration

Public school leaders have three challenges: 1.Void of market forces that reward success and exert pressure on unproductive results

Public school leaders have three challenges: 2. To get increased revenue they must utilize a political process- convincing taxpayers-many with no children in school

Public school leaders have three challenges: 3. stakeholders disagree about the purpose of education and how to define and measure success

What is the process? Where do you fit in?

 Community Support  Community Involvement  Community Trust

 To become as effective and efficient as possible  To become as innovative and creative as possible  Force the conversation to the determine the expectation-support ways to increase funding to meet those expectations

“Mind your pennies, nickels and dimes and your dollars will fall in place”

Consensus Decision Making -is an excellent process for developing new programs and to gain support -Can be a challenge: Personal Agendas and Turfs Not Fair or Appropriate

The process should include: -utilizing every opportunity to explain the situation -review current expenditures-Where is the $$ going -remind people of the mission and priorities

September - November Budget Authority to prepare plan for initial reductions Supt and BM meet with Budget Authority one on one to review initial proposals Budget and Finance to review initial proposals Public Input Meetings to review proposals Regular updates included at BOE Meetings

Key-Act responsibly and inspire confidence without compromising authority

Current Budget: General Fund78.7 Mill75 Mill Capital Outlay42.7 Mill Sped18.0 Mill Pension1.8 Mill Health Insurance14.9 Mill Total Overall RCAS192.1 Mill

Based upon Presentation: Reductions in 2 yrs to account for: -8.9 % reduction in State Aid -$97 per student- one time money -BOE-compensation policy -Health Insurance Increases -Additional-All/Day Kindergarten

Budget Includes: -Fund Balance 15.7 % -3.8 Mill in Fund Balance -2.7 Mill Capital Outlay Flexibility -Budget Reduction 1.98 Mill

Budget Reductions: -Instruction- $788,941 -Support Services- $500,410 -Community Services- $56,855 -Transfers Out - $740,000 +Co-Curricular- $108,371

Why Before What-Begin with Basic Principles ***Put student outcomes first ***Invest in what works, not in what doesn’t ***The New Normal—Do More with Less ***Avoid Short-sighted cost cutting ***Work collaboratively with stakeholders ***Invite feedback-acknowledge disagreement without compromising authority

For Study and Future Consideration ***Efficient use of teachers ***Transportation policies and procedures ***Outsourcing services ***Extracurricular activities ***Administrative/Clerical Staffing

For Study and Future Consideration ***Salary and Benefits ***Leverage alternative sources of funding ***Leverage local partnerships and resources ***Leverage technology ***Reduce mandates that hinder productivity

One of the fascinating outcomes of research on school effects is the number of issues in education where achievement evidence is close to zero but the heat is as high as it is as if it would be if the policy were obviously effective.

Four resource shifts with great potential: -away from quantity of staff towards quality -from remediation to early identification -from isolated practitioners to teacher teams -from full-time teachers toward alternative, creative, and effective

What must we have to provide a high quality education for all students of the RCAS?

“A man who doesn’t trust himself can never truly trust anyone else.” -Cardinal de Retz