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=School Leader Interview Question Pool= ==//Directions: Add questions as you see fit. However, try to ask these essential questions. When posting your responses, please start your response with your initials so I can track who did what. I created an example for the first question. Please add your initials next to your response so I can easily monitor additions. //==

**What are the essential attributes of a leader?**

 * MLP - Honesty, integrity and fairness. Also, a leader must be visionary and goal oriented. The leader of a school especially needs a clear picture of what his/her school should be and what it will take to get there.
 * LSS - Good communicator, compassionate, balanced
 * JMS - Equity, fairness, consistency, always being willing to change, and knowing that you can't do everything yourself
 * CC- Being a motivator, knowing how to share responsibility, and trusting others to do their jobs.
 * JLB- Knowledgeable in their field, possess passion for their subject area along with personal and prpfessional integrity, able to orchestrate, facilitate, and provide vision to those that follow. They must be able to build and maintain relationships, and furthermore, encourage growth, performance, or desire productivity from those that lead- this includes the "drawing-out" of one's talents for the benefit of the bigger picture.
 * AL- Having a love for what you do and trying to do your absolute best to carry out the job with respect, fairness, and consistency
 * MNG- Fairness, open, understand human nature and willing to take risks as well as allow teachers to take risks.
 * JEH Results-oriented, producer, constant analyzer, culture-builder, a good communicator, an excellent listener, an empathizer
 * PW - Being a strong leader that teachers can count on. Stay current of educational issues. Be a trustworthy person that can model the expectation and hold teachers accountable.
 * LWS- Data-driven, productive, a collaborator, an effective communicator, ethical, and equitable.
 * JG - A leader should be consistent, fair, organized, and most definitely have a passion for what they are doing. They must be supportive of all stakeholders involved as well as exemplify good communications skills.
 * BT- Manager, leader of leaders, motivator, implement laws and policies, motivator- others to realize full potential, celebrate successes, provide support and resources, appreciate diversityof staff's skills talents and ideas, engager of staff decision making, create and maintain high quality of learning and work environment
 * BJB-Someone who has a vision, who can permeate their vision throughout the school (organization), someone who builds a sense of team, in other words "not my way or the higwhay)", someone who will listen to people on the front lines.
 * JMB-A leader of leaders, demonstrats integrity,trustworthiness, fairness, consistency, respect, communicates clearly, and accepts responsibilitie for decisions and demonstrates confidence.
 * SJB- Vision, identity, fundamental mission and core values of school/organization. Understanding of the system and its individuals-- strengths and weaknesses of both. Good teacher. Wisdom.
 * KAM- Needs to be consistent in their views, needs to be able to make the school feel a sense of trust and feel as though they would be helpful in a tough situation
 * KBG - Open minded, active listener, firm, fair
 * MMK-honesty, integrity, and passion for the organization they are leading.
 * GSR- Patience for both students and adults, Keep the students best interest top of mind and not the teachers. Remember the goals that the staff has set and work towards those. Other thing are often trivial.
 * BDS-Consistency, visionary, motivator, responsible, effective communicator.
 * How do you orchestrate and manage change?**
 * MLP- Through the participation of the stakeholders; information sharing and clear decision making procedures and practices that meaningfully involve the stakeholders; clear communication and sharing of ideas and knowledge/information; and by having those involved share in the ownership of the change.
 * LSS - Talk, talk, and more talk, Begin with a small group, talk, train, and continue the cycle. It does take years for true change to take place.
 * JMS - Using other people around you. Gather input from others, but having boundaries at the same time. Use their input to make decisions. Then, they can't complain...People support what they build, and tear down what they don't.
 * CC- Having a realistic, logistical perspective of your timeline. Change fails because of no buy in from teachers and not setting a timeline.
 * JLB- Share vision, the reason for change, desired goals and outcomes, and provide why (shared data) something more substantial than administrative gut instinct or a flexing of authority. Build buy in by creating a team approach to the planning of the change at the school setting. Initially, over-communicate and follow-through.
 * AL- Communication...this is vital to effective tranisitioning and relaying what is to be expected and what will be taking place.
 * MNG- Keep up with latest research based trends. open door policy, observations, dialogue, support to enable change.
 * JEH Observe and analyze surroundings. Discuss with school “opinion leaders.” Gather input anonymously (surveys, etc.). Determine a specific vision. Set SMART (specific, measurable, attainable, realistic, and timely) goals that align with that vision. Monitor attainment of goals.
 * PW - Be open-minded and provide time for others to accept and see the changes. Must also be able provide the resources needed.
 * LWS- Lots of collaboration and communication to all stakeholders involved, and using data and research to drive instruction. Frequent monitoring and observations.
 * JG - This takes an enormous amont of commuication and collaboration efforts. Involve your School Improvement Team to help faciliate change.
 * BT- Learn and understand school culture, identify strengths and further development by observing and talking formally and informally with different people withing school- staff, parents, students etc..., provide with useful information to allow for good positive choices to be made, decisions based on what's best for children, strive for 80% of staff to agree with change, be thick skinned and realize their will be resistance to change
 * BJB- Clearly identify goals, know why you are doing what you are doing. An example is using data from test results to determine the areas that are to be targeted with enhanced efforts.
 * JMB - Use data driven decisions based on what is best for students. Collaborate with stakeholders to develop action plans and strategies to make systematic changes.
 * SJB- Ensure the change is coherent with the vision, Empower those in the school/organization to feel they are part of designing how to make the changes manageable. Be mindful that the initial position to change is inevitable resistance from others.
 * KBG - First the staff has to see the NEED for change. Emphasize the change is for improvement purposes.
 * KAM- To begin with, making sure that the staff understands why the change is very important. Then, making everyone feels as though they are team working to make the change is necessary. Everyone just has to be willing to work together.
 * MMK-A good leader can manage and orchestrate change on a small term basis on their own, to sustain change you must surround yourself with people who share similar values and vision as you do that compliment your strengths and support your weaknesses.
 * GSR- Listen to all stakeholders and get them involved in the changes that need to take place. Find people you can trust and allow them to help you drive change.
 * BDS- Communicate the importance of the change to the stakeholders: staff, students, parents, community members, and administration. Collaborate with stakeholders to ensure the change is implemented as smooth and efficient as possible.

**Could you give me an example of a decision you’ve made using data**?
 * MLP- The complete revamping and redesigning of the English curriculum based on the low test scores of the students on standardized tests (SAT, PSAT, state exams). By looking at the test results and analyzing the student scores on specific types of questions on those standardized tests and comparing the student test scores to other schools, it became very apparent to everyone involved that the current English curriculum was not sufficiently preparing students for college or the demands of the modern work-world.
 * LSS - Mastery class placement, algebra class placement
 * JMS - Looking at previous testing data to determine grade level changes and algebra placement.
 * CC- PERCH (A pullout program for low performing students to receive intensive instruction) but we could not implement it systematically because of the immediate need for interventions to get out of school improvement
 * JLB- Professional development meetings with the staff to analyze reading assessment scores of current 9th and 10th grade students. Then, bring in an instructional coach and "unpack" indicators where students scored the lowest. This data can be used to plan instruction and drive Personal Education Plans.
 * AL- We have implemented many new programs this year such as AVID, Drop Out Prevention, and Peer Group Connection based on the data of our schools at risk student population.
 * MNG- Implementation of freshmen seminar in repsonse to need based on both hard and soft data. GPA's but also parent, student frustration. needing skills students didn't possess.
 * JEH EOG scores are used to place students in remedial classes. Teacher working conditions survey is used to make decisions about professional development, etc..
 * PW - Looking at DIBELS data and determining from the growth that was made and areas of concern, reading instruction and strategies needed to be reassessed and changed.
 * LWS- Using data to create remediation groups for our lowest performing subgroups (AA males), as well as foster opportunities for the to see possiblities of succcessful futures. Also, working with retainees to build skills for high school transition.
 * JG - We utilize EVASS data to help determine where students need to be place - Honors, CP or other research based programs that we have in our school. Drop out prevention has been a big push in our school this year and data has been collected to help reduce our percentage of dropouts.
 * BT- A kindergarten student was experiencing behavioral issues- helped teacher to develop a way of tracking behavior by setting goals, rewards, and consequesnces for the student. Two very specific goals were selected and after a few days of trying to reach success the goals were adjusted. The time frame of receiving a reward was increased so the child could experience some success. The daily behavior sheet was used to track the child's conduct. This was great data collection. The student was suspended eventually and the team met to discuss the data collection and how to revamp the plan for this child. The team worked on the Functional Behavior Assessment and Behavior Intervention. The plan was reviewed and discussed with the parent and student.
 * BJB- We recognized a gap between our reading test scores and writing test scores, and we decided to attack our writing deficiencies.
 * JMB - Recognize a student with significant behavior problems. Tracked behavior, used data to develop intervention plan and monitor improvements.
 * SJB- As the clinical director of an education outreach program for students with behavioral needs, he reviewed data from their Theraputic Crisis Isolation program and noticed the staff were using a large number of holds (physical restraints) on children. Although that is part of the program, he felt the number was far too many and interpreted that the staff needed to be trained more in preventative early interventions to avoid situations escalading and requiring the responsive holds. Initially the staff was resistant but then became excited about the change. The outcome was a 1/3 drop in restraint use within 6 months.
 * KBG - Use of EOC data to assign teachers to classes, use of EOC data to determine class size for EOC courses that may have lower overall scores
 * KAM- I used data in a situation regarding a student with severe behavioral issues. The parent was not receptive to the idea of her child having such issues, but we used the data to explain the situation and then we were able to move forward with intervention plans.
 * MMK- The decision to incorporate ACT type questions into every day study Overall gain this year just using this strategy was a .5 increase in the ACT composite score for the entire 11th grade 280 students.
 * GSR- Scheduling (Master and student) grouping of teachers together. Staff Develoment decisions
 * BDS-Using End of Grade test scores,standardized assessment scores, and class grades to place students in classrooms for the following year.

**What component of No Child Left Behind legislation most affects your school**


 * MLP - The greatest impact is a negative impact. It involves the loss of time that teachers must give up and not include valuable lessons, concepts and skills in their classes. Instead, they must teach test taking skills and recall items included on the standardized state and national exams --- teaching to the test rather than teaching to the needs of the students.
 * LSS - Transfer of students becaue of not meeting AYP.
 * JMS - Everyone being proficient by 2014.
 * CC-AYP and being a school of progress or a school of choice because of the EC subgroup. However, it lets us get free tutoring for lots of kids.
 * JLB- What part of it hasn't affected the school? The school is held more accountable to a higher standard of excellence each year and the school's credibility is now measured in several high stakes tests. The community at large doesn't understand the details and doesn't seem to understand that a subgroup can hold a school back froom making AYP.
 * AL- With the new requirements for the Big 5 EOC tests, our school is being affected by students not meeting state standards. This in turn affects our schools AYP status.
 * MNG- The addition of more sub-groups. Being a small school if a child isn't proficient it can affect entire school but frederal government doesn't see what I see only the numbers.
 * JEH Raising scores of students with disabilities subgroup
 * LWS- Subgroups and transfer of students, as well as this year the redistricting will cause us to lose funding.
 * JG - Raising our EOC scores in order for more students to be consider proficient. This affects many aspects of our school meeting or not meeting state standards.
 * BT- The disaggregated data about AYP- Adequate Yearly Progress allows opportunities for principals, teachers, support staff, school improvement committee and PTA to foucs on subgroups. Action plans can be developedthat include initiatives, instructional strategies, best practices, effective research based programs, scheduling etc...Data driven decisions
 * BJB- Due to a rift between the state and the Federal governement (something completely out of our control), we will be UNABLE to meet the 95% of students tested requirement for each subgroup. We administered the Extend II exam to our Occupational Students per the directions of the State. The Federal government will not accept that test, so that entire subgroup shows as not tested!
 * JMB - Adequate Yearly Progress data can help development to address needs of sub-groups of students.
 * SJB- The pressure NCLB puts on teachers to teach at a quick pace with mostly content relevant to tests. He feels that teachers become frustrated with their students who have behavior issues and learning disabilities (or both since a high % of kids with beh. issues have LDs). This can undermine these students' self-esteem and when they experience failure, they often have reactive behaviors and ultimately stop learning.
 * KBG - Students with Disabilities struggle with achievement
 * KAM- The subgroups become an issue because we are required to have so many, but we do not have that many students in our school to begin with.
 * MMK- Math scores within subgroups of free/reduced lunch and special education students are low.
 * GSR- Adequate Yearly Progress, going into and out of sanctions. Additionals teaching staff do to our population and scores
 * BDS- the impact and pressure on teachers daily work to teach standards/ test taking skills in hopes of doing well on a test. This really hinders their creativity and places them in a box that hurts the students' development


 * Give an example of how you measure success using student outcomes?**
 * MLP- Success must be measured by using a combination of indicators and assessments. Administrators, curriculum supervisors, department chairs, guidance counselors, students and parents must look at a combination of indicators with clearly stated and understandable results. This is best accomplished through concrete terms, figures and data such as test scores, student and graduate surveys, post graduate surveys, satisfaction surveys, internal grades, rubric evaluations, etc. Student outcomes must be measurable and on a continuum that can be tracked over time. It cannot be measured on a one time test.
 * LSS - Mastery Program, Did the mastery period work based on EOG scores and classroom grades this year? Is this 40 minutes of instruction a day worthwhile?
 * JMS - Data from last year showed us that we needed a school wide discipline policy. Where there is structure, there is less undesirable behaviors. Also, putting a unifrom policy in place and enforcing it helps to really cut down on discipline this year.
 * CC- Comparing the county versus our school in reading data.
 * JLB- Encouraging teachers to analyze components of student assessment performance data in relation to student growth. They also break down individual student data to give to each classroom teacher.In Kansas, they also give students a MAP test in reading and math each year.
 * AL- We analyze benchmark results to better prepare our students for testing, which has helped to raise student scores.
 * MNG- Students being siuccessful at the college level based on GPA's. Accuplacer. Our job is to prepare them to be college ready.
 * JEH By identifying the school data trends and comparing them with the trends of the county and state
 * PW - Using the data and seeing the growth over time.
 * LWS- Using all data available regarding testing, whether EOG or Benchmark. I use student and class reports, teacher feedback, observations and walkthroughs. Formal and informal assessments.
 * JG - I think that success can be measured in the growth of a student. A particular student may not make a level 3 or 4 on an EOC, but if they exemplify growth that is a success. We utilize benchmark assessments and mock EOC's to analyze student performance.
 * BT- Student behavior related to student achievment- as principal was moved to a school that was struggling with academics, student behavior and ineffective processes and procedures- collecting data using office referrals- data showed inconsistencies with expectations- instructional time was not optimal due to these issues- school began Positive Behavior Interventions and Supports to define expectations, celebrate successes and encourage and reteach optimal behaviors. Data was collected and studied often and actions were immediately taken to help correct issues. Data was taken over a 5 year span- results were increased instrucional time, climate of school became more positive. Success was seen by decrease in office referrals- from 60% referrals the first year to NO referrals at 90% by year 5.
 * BJB- You track data. In this years school improvement plan, we are going to track 20 more core classes (than the 8 that we already track with State EOCs), and we will challenge those teachers with poorer performance to look at some changes they can make to be more successful.
 * JMB - Using DIBELS Benchmark data to drive instruction, then monitoring progress monitoring efforts to ensure student success.
 * SJB- Looking at annual achievement testing. If student(s) is not making gains, bring in math/reading specialists to look at instructional strategies.
 * KBG - Class size for on-level Biology classes to which some of the target groups were assigned was reduced. The school is using the EOC data to see if there is improvement inEOC scores.
 * KAM- Being able to track data using DIBELS and monitoring the progress throughout the year.
 * MMK- One measure we will begin to incorporate is the success rate of college graduates compared to how many we actually send to a 2 or 4 year post-secondary institution. I
 * GSR- End of grade testing results both growth and proficient, benchmark testing data, discipline referrals and suspension when studying discipline
 * BDS- Analyzing benchmarks, student growth for selection of students for enrichment and remediation after school programs.


 * What is your philosophy about teacher development and supervision?**
 * MLP - Teaching is an art that can be developed and learned but it is also one that is under continuous evolution. With that in mind, teachers must be continuously and consistently evaluated and coached and trained as well as given constant opportunities to develop and improve their art. They must be observed, evaluated and coached not just by administrators but also by peers and customers (students). Growth and improvement plans should also be used to encourage and assist teachers in their desires and determination to go from good to great.
 * LSS - Teachers can get stuck in a rut very easily. There are always areas in which teachers can improve. It is a balance to continue to support teachers in what they are currently doing while trying to push them further.
 * JMS - Giving each teacher what they need to feel successful. For instance, the person that is interviewing me constantly doubts herself. I would pat her on the back and every morning and tell her that she is doing a great job. Always, help teachers out and support them AS LONG as they are putting forth the right effort to their job.
 * CC – I’m not a smotherer or micromanager. You have to have an administrative team to balance out personalities. You have to let people figure it out for themselves and empower them to do things on their own. I need to give more support though.
 * the instruction presented.
 * JMS - Say what you mean and mean what you say. Consistency and Fairness. Keep classrooms structured. If you have a supportive administration, follow the discipline policy consistently.
 * CC – structure, proximity, consistency, positive reinforcement (mainly verbal praise)
 * JLB- Teachers are professionals and masters of their craft. In today's society, all professionals must stay current with trends in order to be successful and be able to train other teachers. Often, lead teachers and their expertise are overlooked. With supervision, it is a tougher issure. Since most teachers truly are professionals and act thus, supervision should only apply to those truly in need.
 * AL- Teachers should be treated fairly. They want effective communication, structure, and the knowledge that they are supported.
 * MNG- Never stop learning. One can always improve. My job is to help teachers see where they need to improve and I can do that by being in the classrooms and observing.\
 * JEH Differentiated supervision- Give appropriate help where help is needed. Arrange your resources appropriately so that teachers can get help from their peers. Inspire teachers to do their best! Avoid micromanagement.
 * PW - Teachers need to feel comfortable, safe, and be held accountable to high expectations. Teachers also need to be provided staff development opportunities that have been determined from a needs assessment.
 * LWS- Teachers need to know that what they are doing or trying to do is valued. If there are concerns, share the concerns and coach them through it, whether it is you the administrator or someone you assigned. Observe informally and regularly. This gives more information about the teacher and their practices, as well as development. Offer research based staff development, and communicate and collaborate often. Supervision should involve having a "SUPER" vision (positive leadership) for the school community as a whole. Frequent feedback.
 * JG - Teachers need to know that their administration supports them. Effective communication is a key as well as providing a structured environment. I also have to be sure to be visible in classrooms so that I can assist teachers in growth and development.
 * BT- Nurturing leadership of ALL staff- not just teachers. Encouraged staff to step outside classrooms and involve themselves in leadership roles. Strengths in own school for professional development, ALL teachers bring differnt skills, talents and information to add to the school success- EVERYONE is responsible for the education of the children
 * BJB- Every teacher entering the profession needs a mentor. Thankfully, the Central Office in New Hanover Count provides this. I along with my AP's and Department Chairs try to make frequent visits and make sure they are doing ok, and ask if we can be of any help.
 * JMB - It is the responsibility of the principal to recognize teacher strengths and talents and provide opportunities for teachers to use those skills and collaborate with one another.
 * SJB- Should be regular (frequent, schedule), nonthreatening, focus on instruction, talk should be personal and open about teacher's relationship with students and families. Teachers should think of their growth as an "evolving self" within [the individual].
 * KBG - Treat staff as professionals. Assist when asked or perceived.
 * KAM- I feel like teachers learn the basic framework for their job to begin with, but constant growth and develoment must always happen in order to keep teachers with a positive attitude and new "tricks" up their sleeves.
 * MMK- Teacher development must come from other staff members working with each other on classroom strategies that engage students. Teachers must work collaboratively in order to ensure that teachers grown and maintain growth over time.
 * GSR- Allow staff and school improvement team to drive staff development using appropriate suppporting data. Groups and individuals work with curiculum coaches.
 * BDS- I believe young teachers need more of a mentor than a boss. As an administrator, we need to be more concerned with growth of the teacher, than the test scores of the students. If you mold the teacher, student success will come. The best way for a student to learn is along with the teacher
 * **What do you feel are the main strategies for classroom management?**
 * MLP - Consistency, fairness and assertiveness – the teacher must take charge but do so with the support and cooperation of the students. The way to do that is to have the students appreciate the consistency and fairness and understand the reasons for the restrictions, actions, decisions of the teacher.
 * JLB- Clear expectations of student behaviors and consistency in enforcing classroom rules. A teacher needs to truly be confident in managing the classroom or the students will pick up on this and misbehave. Establishing relationships is key.
 * MNG- Wanting to teach children, understanding adolescent development. Dealing with 1st generation students. Being firm and fair. lessons prepared and engaging.Understanding how children learn.
 * JEH-Teachers need to spend time developing appropriate relationships with students in the classroom. Students always work best for the teachers they like and respect the most.
 * PW - High expectations, developing meaning relationships, and no down time.
 * LWS-Teacher is a leader, and has high and clear expectations for ALL students. Exhibit equity and fairness. Understanding the age group you teach, and developing a healthy, respectful relationship with the students. Recognizing the students as individuals and as a collective unit. Paying attention to student cultures, and using data effectively to drive instruction. Lessons aligned with SCOS.
 * JG - High Expectations, time on task, consistency and fairness.
 * BT- Consistency- caring for children, positive safe learning environment, diversity of academic and behavioral needs- matching instructional practices with students' needs to be successful, treatment of students with dignity and respect, teachers serve as role models, provide challenging and comfortable enviornonment for children
 * BJB- I believe that having a good strong intructional plan, every day sets the tone in the classroom. When the teacher starts right away, and demonstrates enthusiasm, the kids respond and understand what is expected of them.
 * JMB - Teachers need to demonstrate care and concern for students, showing respect for students with consistency for all behaviors.
 * SJB- 1. Structure with predictable schedules about time, rules and expectation. Changes in procedures should be reviewed and discussed. Gentle and consistent consequences, "padded boundries." 2. Effective instruction.
 * KBG - Consistency and clearly communicating expectations are vital
 * MMK- Having students on task prevents many problems as well as the teacher having a meaningful relationship with each student.
 * GSR- Understanding the age group and their developmental stages, appreciate exterior factors and culture, Academic standards and instructions have to be planned appropriately.
 * BDS- Structure, Consistency, Clear expectations


 * What are the three most important challenges facing you?**
 * MLP - 1. Maintaining a balance between the demands of society and what is required for each student’s well rounded education and the demands that are placed on my school and teachers by the national and state assessments so that my school is not seen as a failure according to external and narrowly focused test scores. 2. The unreasonable expectations and evaluations of parents regarding their child’s academic or sports related skills and abilities. 3. maintaining a quality educational program for all my students under extremely severe budgetary constraints.
 * LSS - 1. Keeping teachers motivated to present valuable lessons each day. 2. Parent partnership and ownership of their student's success and failures. 3. Time management-how to fit all requirements and needs into one school day/year.
 * JMS - 1. Being supported by Central Office 2. Teachers doing their jobs effectively 3. Building up PTO and support.
 * CC – budget and staffing (losing positions), lack of parent involvement, balancing beliefs and “have to” policies
 * JLB- 1- Continuing work with at-risk students, 2- Balancing current workload with additional desires, 3- showing growth iimproving instruction
 * AL- Money, Teacher Moral, and Communication
 * MNG- Positive relationship with CFCC, sustainability of school and being a better instructional leader.
 * JEH- BT- 1. Meeting local, state and national standards for growth and proficiency of students. 2. Establishing and maintaining productive, positive and nurturing learning environment where all staff believes. 3. Balancing responsibilities of being
 * a principal.
 * BJB- The three biggest challenges are managing my time, not taking things personal (ex. evaluation surveys, disagreements, etc), and remembering not to get too caught up in the numbers. We have to remember that this is still a people business.
 * JMB - Keeping up with all responsibilities while running a smooth and effective school environment that meets the needs of all learners.
 * SJB- 1. Maintain our vision in the space of a changing world, create learning and support opportunities for kids and families. 2. Getting the best from the staff, recognizing our individual strengths and weaknesses, and how to best use them together to create a "quilt of competencies." 3. Breakdown of structure within society, rapid change of culture can be complicated for children and families with less resources (financial, disabilities, family structure).
 * KBG - High school administrators are pulled in so many directions, making sure that each day effective instruction occurs, and managing staff and students
 * KAM- Meeting all of the necessary standards, keeping the motivation up within the staff, and not feeling as though I am overwhelmed with all of the responsiblities.
 * MMK- The advancement of the student body from a good school to a great school. Parents, community members, teachers and students can become complacent in a good school. Good schools easily slip toward poor performing schools.
 * GSR- Test Scores and achievement, Influx of New staff and students,
 * BDS- Keeping up with technology, Parent Involvement, and No Child Left Behind


 * What are your three greatest concerns?**
 * MLP - 1. Limited budgets that prohibit our school from accomplishing its goals. 2. The lack of support the school receives from parents of high school age children. 3. The inability of some of my staff members to convey to the students the responsibilities each student has for his/her own education, decisions, and actions.
 * LSS - 1. How to increase the rigor of instruction to give students the foundation needed to succeed in the ever changing society while filling in basic skill gaps.
 * JMS - 1. Teachers are the toughest challenge (Getting them to buy in ...and not being stabbed in the back) 2. Getting support from Central Office 3. Getting more parental involvement/support.
 * CC-The same as challenges, above.
 * JLB- Personal burnout, overburdening teachers, teacher buy-in
 * AL- Finances, Student Motivation, and Support
 * MNG- How to deal with kids who are still "at risk" of dropping out. Time
 * JEH -Trying to be more involved with teachers and students while still meeting other expectations, increasing parental support, finding resources using limited funding
 * PW - Student growth, sustainability, support
 * LWS-Student motivation, achievement and learning gaps with the students, the moving of students who have not acquired basic learning skills.
 * JG - Parental Support, motivation and money
 * BT- 1. Meeting local, state and national standards with less fiscal resources. 2. Meeting increased demands as a result of declining standards within our society. 3. Inadequate support of mentoring new principals and assistant principals. Lack of sustaining support for them.
 * BJB- The level of technology available to kids who lack training, education, and understanding of potential consequences of their actions. Public schools are asked to do more with less every year, and we are still expected to produce better. Parents don't often enough take active roles in the success of their kids. They tend to back of when the student reaches high school, which may be the time they need the MOST support.
 * JMB - Keeping up staff morale and continuing to meet the needs of all students and staff during tough economic times. Budget constraints.
 * SJB- Meeting the needs of the previous 3 challenges! Vision, Staff, Society
 * KBG - Same as previous question - High school administrators are pulled in so many directions, making sure that each day effective instruction occurs, and managing staff and students
 * KAM- Very similar to what was said before, not meeting the standards, negative attitude within the staff, and having a negative attitude myself.
 * MMK- 1) What will happen when 2014 comes and most schools do not meet NCLB AYP 2) How we can meet students needs where they are and move them toward a college going culture and 3) ncreasing community awareness of the importance of a college prep system while in high school for all students.
 * GSR- Test Scores, Discipline, and Teacher Morale
 * BDS- Budget Concerns, No child left behind, student motivation


 * What are the top three areas in which you spend your time?**
 * MLP- Student discipline and related issues (usually number one), teacher and staff development, budget related issues
 * LSS - (Depends on the time of year) 1. teacher observations/conferences 2. student management 3 PSM
 * JMS -1. Working with teachers to work towards the school vision and doing their jobs. 2. Worrying about the support from central office 3. Worrying about how to make the school better/pulling higher growth/EOG scores
 * CC- data, meetings, discipline, staffing (who goes where)
 * JLB- Student discipline, at-risk program for freshmen, human resources
 * AL- Meetings, Paperwork, and Discipline
 * MNG- putting out fires--behavioral issues difference between NHCS and CFCC. Handling managerial stuff.
 * JEH- Meetings, discipline, paperwork
 * PW - Data-analysis, accountability, staff development
 * LWS- Student motivation and management, planning, and discipline
 * JG - Discipline, analyzing data, and paperwork
 * BT- 1. Networking through communication- nverbal and written with staff, parents etc... 2. Data collection- organizing, reports, projects and programs. 3. Management of school faciltiy- be sure school is clean, functional, safe- this is big- school must run efficently- much time is spent on this- more time than can be imagined.
 * BJB- Working on instructional issues-- observing teachers, performing walk throughs, etc. Being visible and available, attending extracurricular events, etc. Dealing with UNANNOUNCED SITUATIONS-- parents walking in, students who need something, etc.
 * JMB - Data driven decisions, discipline, communication with all stakeholders.
 * SJB- 1. Supervision of staff, collaborating/meeting together one-on-one or in groups. 2. Managing crisis situations, post-crisis analysis. 3. Didactic training for staff.
 * KBG - Managing students,staff, and instruction
 * KAM- Discipline, supervision/observations, meetings
 * MMK- Discipline, facilities and athletics supervision aspects, parental concerns.
 * GSR- Discipline, Parents, and administrative Paper work
 * BDS- Paperwork, daily school issues, weekly meetings


 * What are the top three areas in which you would like to spend your time?**
 * MLP Teacher and staff development, Long range and strategic planning and implementation of identified actions, budget related issues as school’s success is quite often determined by the restraints and allocations of the money
 * LSS - 1. Teacher observation/conference 2. working with PLT's 3. individual student support
 * JMS - 1. Being in classrooms more 2. Developing the athletic program 3.Coming up with fun incentives for students to work harder!
 * CC- In the classroom giving feedback and teaching, technology and staff development, and visiting other schools to brainstorm.
 * JLB- At-risk program, instructional leadership, mentoring teachers
 * AL- Classroom visits, teacher support programs, student motivation
 * MNG- being in the classroom observing teachers and out in the community networking for school.
 * JEH- Teacher observations/conferences, staff development, teacher support
 * PW - Modeling/Coaching, teacher support, and student support
 * LWS- In the classroom, working teachers to address instructional concerns and issue, and research based solutions for closing gaps.
 * JG - Teacher support, classroom visits, staff development
 * BT- 1. Interacting with students to enable them to accomplish goals and celebrate successes. 2. Newworking more frequently with other school administrators. 3. More time- to learn about research based programs, materials, instructional strategies, initatives to enhance student achievment and learning/working environment.
 * BJB- I enjoy what I do, but I can say that I wish that I could spend more time getting to know all of the kids, and interact more in the classrooms.
 * JMB - With students, building relationships with all stakeholders, would like to get into classrooms more often.
 * SJB- 1. More time teaching upfront instead of learning from mistakes. Core models for teachers, provide pre-service and in-service professional development. 2. More time to read research literature. 3. Time and opportunities to do [outcome] research.
 * GSR- Spending time within the classroom, Working with teams of teachers, dealing and getting to know successful children.
 * KBG - Access and use data more, spending time in clasrooms, planning with teachers
 * KAM- Interacting more with the students in the school, visiting more classrooms regularly, staff development
 * MMK-Student relationships, working with teachers on classroom strategies, and working with local community members on developing an educated workforce for their business.
 * BDS- Spending more time with students, informal classroom observations, grant writing and program development


 * Ask other questions that occur to you.**
 * Do you have a mentor as a principal/AP?**
 * What are your career goals?**
 * Why did you become a principal?**
 * Have you ever regretted your decision to be a principal?**
 * What attribute(s) or characteristics do you feel are most important to being a successful administrator?**
 * What has been your greatest personal challenge since becoming an administrator?**