Manchester Regional High School
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Superintendent Office » Superintendent Entry Plan 2020-2021

Superintendent Entry Plan 2020-2021


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PC Manchester Regional School District

-Superintendent Entry Plan-


The purpose of this entry plan is to help me develop a comprehensive picture of the PC Manchester Regional School District, including the students, staff, and community stakeholders. My goal is to understand the school system’s past, assess the present, and create a plan for the future. The process will consist of interviews with various individuals and groups, as well as a review of key documents. The information and insights gained through this endeavor will provide the basis for future goals, objectives, and activities.


Entry Plan Goal

In order to ensure a thoughtful, thorough, and transparent transition for the district’s students, staff, and stakeholders, I will “hit the ground learning,” using a combination of in-person and remote interactions to ensure intentional engagement, reflective listening, and active participation.


Entry Plan Timeline

The entry plan process is comprised of the following phases:


Phase Description Timeline
1 Introduction November 16th - December 31st
2 Listening to Understand January 1st - April 30th
3 Analysis, Engagement, & Planning May 1st - June 30th
Entry Plan Commitments and Shared Understanding
The role of the superintendent is to raise student achievement, close the achievement gap among ethnic groups and economically diverse groups, engage members of the district and community in mutual transformation and accountability, and serve as the district’s most vocal promoter and supporter. It is my intention to engage stakeholders from within and outside the organization to understand our current reality and set the direction for our future. I look forward to learning about the hopes, dreams, concerns, and ideas we have for our students and our school community.
To do so:
  • I will structure purposeful interactions to ensure a diverse and deliberate opportunity for stakeholder input.
  • I will listen reflectively to the feedback received and affirm that significant changes to current practice will not be initiated during this transition time.
  • I will openly process and share my findings with the Board of Education and community.
  • Together we will use the information gathered to establish goals for student learning and a shared consensus around how best to achieve and support our objectives through strategic planning.

Phase One: Introduction
The purpose of Phase One is to provide direction for the superintendent. The following activities provide an opportunity for personal introductions and establish relationships with both internal and external stakeholders.

I will:

  • Create an introductory letter for the staff, administrators, parents, and community at large.
  • Structure opportunities to meet and greet the various constituent groups: such as school board members, administration, professional and support staff, students, union leaders, police chiefs, mayors, and community organizers
  • Partner with the previous superintendent, current district leaders, and the central office team to ensure a smooth transition to the district
  • Use initial observations and self-reflections to generate a list of intentional meetings to conduct during the next phase.
Phase Two: Listening to Understand
In Phase Two I will conduct follow-up sessions with members of the various constituent groups. During these meetings, I will listen and learn, as well as capture critical feedback, perceptions, and information in order to develop an understanding of our past and present reality. The following activities will work to generate trust, respect, and stability within the school community.
I will:
  • Engage in active conversations, in one-to-one or small group settings, with school and community stakeholders
  • Actively participate in community and school-based activities
  • Be visible in the schools for classroom visits and staff/student engagement
  • Analyze patterns in student achievement data and achievement gaps in order to begin to assess the current state of teaching and learning
  • Collect, review, and organize a comprehensive profile of the school district based upon
    multiple measures categorized by previous surveys, student performance results, and other indicators demonstrating student learning
General Questions that will be asked during all formal interviews:
  1. Tell me a little about yourself and your connection to the district.
  2. What do I need to know about the history of the district? What has transpired that I should be aware of?
  3. What do you consider to be the strengths of the district? What are you most proud of?
  4. What do you consider to be the areas in need of improvement? What concerns you most?
  5. Are we headed in the right direction and pursuing our goals in the right way? What makes you say so?
  6. What do you consider to be the most pressing/urgent issues of the day?
  7. What would you like to see happen within the next year? The next three years?
  8. What advice would you offer to make these things happen? If you were me, what would you do? What would you not do?
  9. How could you help achieve these outcomes? What might your contributions be?
  10. How would you measure success for the district?
  11. What else would you like to share with me that is important for me to know?
In addition to General Questions, School Administrators will be asked the following:
  1. What would you most like to accomplish in your position?
  2. Please assess the building in terms of program and personnel.
  3. What administrative tasks are yours alone?
In addition to the General Questions, Board of Education Members will be asked the following:
  1. What are your expectations of me as a superintendent?
  2. Why did you seek election to the BOE?
  3. Describe a very difficult decision you had to make.
In addition to the General Questions, Community Contacts will be asked the following:
  1. In what ways do you have contact with the school?
  2. What is the image you have of the school?
  3. Describe your current relationship with the district.
In addition to the General Questions, the Union leadership will be asked the following:
  1. What do you think I should know about the current relationship between the association and administration
  2. What are your thoughts regarding the school’s programs, services, and staff? What makes you say so?
Phase Three: Analysis, Planning, and Engagement
In Phase Three I will provide members of the constituent groups with the collective results from the “Listening to Understand” phase. The findings from the interactions, coupled with the data profile of the district, will generate a deeper understanding of the current realities. Collectively, we begin to plot a direction for the future of the Manchester Regional High School District. An action plan will be developed to provide a framework for the districts’ goals.

I will:
  • Facilitate an internal review, with district administrators and the Board of Education, of the present realities, perceptions, processes, and performance data gained from the first two phases of the entry plan
  • Meet with staff and various constituent groups to share the collective data
  • Develop a common understanding of the strengths, weaknesses, opportunities, and challenges facing the district through shared dialogue and reflection
  • Use the information gathered, in partnership with school board members and district stakeholders, to develop actionable strategies for the district that are innovative, accountable, and well-communicated
  • Establish shared district goals that are focused, attainable, and supported to provide consistency, clarity, and purpose to achieve our core mission of educating current and future students