Q: What impact has this work had on student engagement?
A: Student engagement can be among the greatest challenges in the classroom, especially if a student is struggling with significant problems outside of school such as abuse and neglect. Our job is to identify those problems, along with what drives our students, so we can engage them to learn and achieve at their highest levels. We believe that student learning is dependent upon student engagement, and engagement is likely enhanced if instruction is tailored to the student. We say the lesson should fit the student instead of the student fitting the lesson.
Doug Bennett, superintendent of Laurel County Schools, says
every decision he makes is based on what’s best for his students.
(Photo courtesy of Laurel County Schools)
Q: Your Superintendent’s Student Advisory Committee seems to be a great example of student engagement.
A: This advisory group helps us identify what we’re doing well in schools, and as a district, and what we could do better. A number of changes at the school district level have been driven by feedback from these student committees. Their suggestions for improvements are thoughtful, intelligent and well-intended.
Q: How does it work?
A: We try to meet a couple times a year with the same group of students in the high schools and middle schools. Some are elected by students and others are recommended. We’ll meet with students during lunch and have an open discussion about things that are going well and things that could be improved. They’ve helped us identify and validate many things we’re working on. It’s been as much validation as it has identification.
Q: Can you give an example of validation?
A: One thing that students recommended that we had already been working on was a change to the grading scale. Our grading scale at one time was 92 to 100 for an A. At schools in other districts, the scale was often 90 to 100. That meant our kids sometimes were not getting qualified for scholarships because they might have a 90, which in other districts would be an A. So we changed that, without reducing the rigor of our grading or instruction at all. We were already working on this issue, but when we met with the students, they articulated it so well that it helped move us even faster.
Q: On the teaching and leadership side, tell me about your Administrator program?
A: We started it in around 2014. We decided it is important to identify and develop up and coming leaders who have the ethics, technical and leadership skills to lead. Our Administrator training seems to do that. Through mentoring and shadowing, participants learn from directors and administrators throughout the district and schools. Trainers include a broad sampling – from our finance director to the transportation director, the human resource director, chief instructional officer. The trainees also shadow a principal. We developed this program in-house.
Q: Describe the program’s impact?
A: We’ve hired a number of principals from those who have completed the program, but that’s not a requirement. The program gives the aspiring administrators greater depth into what it means to be an administrator, and helps determine if that is in alignment with their skillset and goals. It further develops those technical leadership abilities and tactical skills.
Q: All districts have financial challenges. Given budget limits, how have you been able to offer educational opportunities and staff raises and start new construction and renovations?
A: Our team works well together across departments to stay focused on what is best for kids. Our spending reflects our focus on student learning, and we are aligned in that organizational focus and approach. That is what drives our budget. Every moment of time, every penny, goes to support improving student learning.
Q: Tell me about the E-learning Academy and why it was needed.
A: We found a population of students that would benefit from an online-driven program. The E-learning Academy provides an alternative educational program that replicates classroom instruction as much as possible in an online environment. Students meet in class online with their teacher in scheduled sessions during the week. The students have access to instant feedback to their work via online instructional programs, and students also have the opportunity to meet with their teacher during office hours after school if they need additional help.
Q: You’re active in the community, speaking to organizations like Rotary Club, the Chamber of Commerce and others. How does this benefit the school district?
A: We have business partners in our community, for instance, with our Center for Innovation (CFI). These partners hire our students so they can get their field hours and work experience, applying what they’ve learned in school. The businesses provide feedback, input and support for students in programs including allied health and nursing; industrial maintenance technology and engineering. We’re adding a computer science program next year.
Q: You have a good relationship with your school board members. What advice can you give fellow superintendents and their boards about how best to work together?
A: For me, the objective is to focus, again, every minute and penny on doing what’s best for kids. We are blessed to have board members whose leadership approach is principle-driven rather than politically driven. We are fortunate to have a board that supports and leads the right things for the right reasons. Organizational focus is of utmost importance, and maintaining that is equally important.
Q: How do you train your team to lean toward principle-based decision-making?
A: It is inherent in our daily operation, our communication, our decision-making, our system of improvement, to establish and maintain that focus on specific student goals. Through that, over time, you make progress.
Q: Is part of staying on point repeating the district’s motto, “Doing Great Things for Kids”?
A: The vision is much more than words on paper. When the vision is there, there’s no need to say it. You do it, and it’s modeled through action. You don't need to say it if you’re doing it.