THE VIRGINIAN-PILOT
Copyright (c) 1995, Landmark Communications, Inc.
DATE: Sunday, February 26, 1995 TAG: 9502240213
SECTION: CHESAPEAKE CLIPPER PAGE: 16 EDITION: FINAL
TYPE: Cover Story
SOURCE: BY ELIZABETH THIEL, STAFF WRITER
LENGTH: Long : 471 lines
W. RANDOLPH NICHOLS, or ``Dr. Nick,'' as his colleagues call him, has worked for the Chesapeake public school system for his entire 36-year career. He's held so many positions, he can't remember all the titles or the dates.
But he never thought he'd be top dog.
After a short search limited to internal candidates, the School Board earlier this month chose Nichols to succeed Superintendent C. Fred Bateman, who will retire this summer.
Now that he's been given the opportunity, Nichols is bursting with plans.
He has seven major goals he hopes to accomplish: Promoting school safety, toughening academic standards, boosting technology and making sure it is being used in instruction, training staff, broadening community involvement in schools, ensuring that the school system has adequate facilities and evaluating the effectiveness and efficiency of programs.
He plans to convene councils of school staff and community members to scrutinize those goals and create strategies for meeting them. He hopes to have a strategic plan finished within the first year of his leadership, which will begin in August.
We asked Nichols to talk about himself and elaborate on his plans for the school system:
Q. When did you decide you wanted to become an educator?
A. My junior year in college. Up until then, I was pretty much taking a general studies type of program, liberal arts. I guess many students get through that and they're not quite sure what they want to do. I had a friend who was in the same dormitory I was in. He was a year older than I was. He was a senior. And he was majoring in education.
And at the time that he had an influence on me, he was going through his student teaching. He related to me how much he enjoyed that. And it really sounded good. I went down to the school of education on the campus there and talked to some people and found out what the requirements were and enrolled in an introductory class in education in the first semester of my junior year, just to explore, to see. I enjoyed the class, I enjoyed the environment. And at that time I decided I would focus my major upon education.
. . . I ended up with a certification in social sciences, and a minor in biology.
Q. If you had a chance to go back, would you choose a different career?
A. I'd do exactly what I did. I knew the day that I walked into the classroom to do my student teaching that I had made the right choice. I didn't know at that time if I was going to be successful or not. But I wouldn't change it.
Q. You have held many different positions in the school system. What about those experiences will help you in your new job as superintendent?
A. I think every one that I've had will help me. I look upon each position and each experience as being a different developmental stage in my personal life as well as in my professional life. It's been so broad. I was a classroom teacher, did some counseling, I coached . . . while I was at the high school I was involved with pupil discipline, tardiness and absences. When I came to this building (school administration) I got involved in research, standardized testing, the administration of programs for handicapped children, and in that I got a feel for a little bit of everything - personnel administration, teacher selection, teacher training, identification and so forth. Then when I came into the assistant superintendent position, I learned something totally different in the area of finance.
Luckily, I guess, at the time I got involved with finance, the financial situation in terms of how to figure out the formulas were not as complex as they are today, and I had time to grow into the position. I also had time to grow into the issue of construction and building of buildings. The first capital improvement plan I did for the school system was one page. I had a list of about seven projects on there, because that was during a time when the school system was not growing. In fact, we were losing students. It was a trend throughout the entire nation - low birth rates, and so forth. And enrollment was actually dropping. So we didn't really need to do building.
And then once it sort of reversed itself . . . That one page over 10, 12 years, whatever it's been, has now developed into that manual you see that's - what? - 150, 155 pages.
And I've grown with that. If I had to come in now . . . I'd be struggling for a while.
I see myself as a research person. I have quite a bit of course work in that. I think the research attitude has probably directed a lot of the things I have done. And that's what I will continue to do here. I'm already disciplined to do the research and planning that we need to do for various programs, and I'm going to try to make sure that we carry through with that with other people . . .
Q. There are many different kinds of leadership styles. What do you think is your style?
A. I believe in the concept of shared decision-making, commonly called site-based management. I believe that the people who are closest to a situation and closest to an issue can make better decisions than those who are not close to the situation.
The concern that I have with the idea of shared decision-making or site-based management is that many organizations attempt to implement it, and they really don't implement it in the correct way. In order to have shared decision-making, the individuals who are going to be sharing in the decision-making have got to have training. They have to know how to go about consensus building. They have to know how to participate in a trusting relationship within committee meetings. And I think too many times that step is left out.
Also, in order to do what I consider to be true shared decision-making, you've got to have division-wide goals and objectives. Shared decision-making is not a place where individual schools decide their own goals and objectives and make all the decisions. Legitimate shared decision-making is where you have agreed upon goals for the entire division, and then you commit the local school unit to share in the decision on how to implement those goals.
To me, there are three types of decision-making. One is autocratic . . . one person. It's going to be what I say, and that's what you do. The second one is participatory. And then the third would be shared. Many people do the participatory types of decision-making, under the false assumption that they're actually doing shared decision-making. Under participatory decision-making, what you do is you have a group of people that get together and sit down and discuss, and then the person in charge makes the decision. That's not shared decision-making.
Shared decision-making is when you have the people who are actually in the group and participate in the discussion also share in making the decision. Part of the training that you have to provide is to make sure that individuals recognize the difference. There are some times, even in the shared decision-making context, that you've got to be participatory. But under the shared decision-making context, you tell the group ahead of time that when you're looking at this issue, I'm looking for advice, but I have to make the decision. That's fine. But you have to tell them that ahead of time.
That is more my belief on leadership style than any other style. I'm very directive in what I do (as deputy superintendent), because of the nature of what I'm doing. Someone will come in and want to know, `Can I have an extra thousand dollars to spend?' That's not a shared decision. It's either yes or no. It's yes if they have a good rationale for it and we have the money. It's no if they don't have a good rationale for it and we still have the money. It's no, no matter how good the rationale is, if we don't have the money. So there are instances in my current role that just require that type of approach.
Q. So people might not have been able to see your real philosophy, which is shared decision-making?
A. I'd say in some instances. The people who work closely with me, I think, have seen it . . . Members of my staff, who interact with me on a daily basis, they have seen it. It's the ones I may see once a month . . . who have not seen it.
Q. So can we expect to see Chesapeake schools moving toward some type of formal shared decision-making system?
A. Yes. But it's not something that will occur overnight. It will not occur in six months. I feel like my obligation is to make sure that the individuals involved receive the proper training to do shared decision-making, and unless they get it, it's not going to work. So I'm going to concentrate attention to making sure that our administrative personnel first of all have some training in just basically what is shared decision-making. How does it work? What are the good points and the bad points? And then after that carry it to a higher level of how to make it work in a school, how to do consensus building, how to work in advisory groups, how to truly share the decisions. And that takes time.
It may take three or four years, by the time we get to that point.
Another point about shared decision-making: True shared decision-making, in terms of site-based management for a school, focuses only upon instructional issues and the learning climate for children. It doesn't focus upon the managerial things that have to go on. Schools that haven't had the proper training end up focusing on those managerial aspects, and don't focus on the instructional aspects.
The whole purpose of any decision-making, especially shared decision-making, is to improve the learning climate for children. Now unless you focus your emphasis upon that learning climate, you're not going to be able to do it. We have students for a very limited amount of time each day. I think we've got to pick what we're going to focus on. If your teachers end up being involved in committee meeting after committee meeting that don't focus upon learning of children, it takes away from the energy, it takes away from the effort, that they would have to focus on that.
. . . Many people are not aware that you focus only upon instruction (for shared decision-making.) They think you can turn the management of the schools over to committees. And that's not true.
Q. So that's part of the training you want to give employees. Can we expect to see money in the budget soon for some of this training?
A. What we have done this year for next year's budget is put a position in the budget for staff development. And part of the reason for that position . . time and getting some of our best minds together and organizing a comprehensive staff development program.
We have staff development activities now in the school system, but they're sort of isolated from each other. They don't have a central focus. And that's not a criticism. It's just simply that we haven't focused it in that direction. And that's one of the objectives that I will have.
. . . We're going to continue in the staff development area the things that we're currently doing, because they're good. What I'm intending to do is to add to it and give it more of a focus.
Q. What do you think is the No. 1 issue facing public education in America today?
A. I would say that the biggest issue facing the nation right now is the safety issue, and safety from the perspective that individuals are concerned enough about it that it continually makes the news. And I think that a first responsibility, beyond anything else in public schools, has to be the school system addressing the safety concerns of the students and the parents and the teachers and other staff members.
Q. How does that affect Chesapeake?
A. I think it is becoming more and more a concern in our city. I guess partly fueled by that fact that we're growing rapidly and some of our schools are overcrowded. And I think you can look at actions that the School Board has taken to show that they consider that safety is becoming more of a concern and more of an issue in the community, because they've taken a more active stance to make sure that we have a safe environment.
Q. How do you plan to address safety?
A. First of all, we would continue the approach that the School Board is currently taking in being pro-active. We have provided monitors in our secondary schools. That will be continued. We have provided walkie-talkies. We will continue that. We've provided the metal detectors for use as needed. We've established a good relationship with the police department and utilized their services. For example, in our secondary schools we have a youth services officer, an individual who's actually a police officer who's employed by the police department. And that's been existence for many years. We'll continue that.
We have a good relationship with the police department on safety issues. And they have been very helpful in the past. For example, when we hired the security monitors for this year, they helped us work out the training. We've used their drug dogs in secondary schools . . .
I call all of that for lack of a better term, the tools. They're the things we do to monitor the physical environment. And I would anticipate that we would continue to do all of those, including the discipline policies. I'm looking at four approaches to dealing with safety issues, and the tools would be the first. The second approach would be looking at the curriculum. I believe that the more we know about safety, the more we can contribute to a safe climate in the schools. I would like us to look a the curriculum for young people . . . and see if we can't teach them methods of dealing with problems or concerns other than through violent means. A third approach would be to re-look at our alternative programs that we currently have and to make sure that we have appropriate alternative programs for children not only who exhibit severe discipline problems . . . but also for children who are experiencing learning problems.
And then a fourth approach is to take a look at just the classroom climate. Children learn better - research will indicate this - in a supportive learning environment that's free from threat.
Q. What's the biggest issue facing city schools now, and how will you address it as superintendent?
A. It's the overcrowding. I don't think there's any question about it. We currently have 330-plus portable classrooms. And we have some schools in which the number of portable classrooms are beyond what they should be because they've overtaxed the central facilities of the school building, meaning the bathrooms, the cafeterias, the media centers . . .
The approach that we have taken so far with the assistance of City Council - we have just got to build more classrooms.
. . . This is going to have to be an effort that the school system is going to have to make for many, many years. Because I'm going to assume that the city's going to continue to grow. It's a nice place to live.
Q. So will dealing with growth be your No. 1 priority?
A. I'm not going to say it's going to be the No. 1 priority. It's the greatest problem that we face. What I'm looking at is to continue some of the things we have been doing . . . the School Board working with the City Council.
What I'm planning to focus on more than anything else is the instructional program. . . . My focus is going to be upon basically two areas, and that's going to be instruction and community involvement. And community involvement primarily to help in the achievement of students.
Q. What's your vision for Chesapeake schools? What do you hope to accomplish?
A. I'm hoping that the years in the future are our best years. That we can build upon the legacy that has been established here and that we can continue that legacy, but we can carry it to the next level, in terms of pupil learning and achievement.
And I'm looking at the idea that our school system is going to be `all the children of all the people.' That we are an inclusive school system. It doesn't mean that we're not now, but it's something that I'm going to constantly be reminding people . . . that we provide services for all the children of all the people. MEMO: INTERVIEW QUESTIONS
In preparing to conduct interviews for the position of superintendent
of schools, members of the Chesapeake School Board compiled the
following questions and follow-up questions to ask applicants for the
job.
Even though the answers offered by W. Randolph Nichols and other
applicants are considered confidential, the questions have been made
available to the public. They are published because of what they reveal
about the board's criteria in choosing the new superintendent.
1. You have had an extensive experience in public education. Please
review your experience for us and describe the one most satisfying and
one most dissatisfying experience.
Discuss your involvement with implementing innovative student
programs.
A superintendent's long-term success or failure will largely depend
on his or her ability to articulate and integrate the results of new
research in education. What research have you conducted and published?
2. Describe your management style and philosophy.
Looking at yourself, do you cause ideas and situations to happen or
do you respond after they are brought to your attention? Give us an
example if you have one.
Discuss different styles of superintendency leadership. Which style
do you prefer?
In administration one hears the term ``micro-management.'' As you
interpret the meaning of this term, discuss whether it relates in any
way to your administrative style.
What do you do as a manager to foster an environment of teamwork?
Assess your greatest personal strengths and weaknesses and explain
how they would affect your performance as superintendent.
Assess your professional strengths and weaknesses.
Assess your interpersonal skills.
3. Some educators are interested in a particular job in any location;
whereas others are interested in a specific location; why would you
consider Chesapeake as a place you would like to become superintendent?
4. What you feel are the shortcomings of the public school
educational system? Its strengths?
5. Give an overview of your vision for the future of Chesapeake
public schools.
As superintendent of Chesapeake public schools, what would you hope
to accomplish?
What is your philosophy regarding the planning function within a
school system (programs, curriculums, projects)?
6. What would you do as superintendent of schools to strengthen the
instructional program in our school system?
What components of the current curriculum could be modified, reduced
or eliminated? Break down and be specific on the primary, intermediate,
middle and high school levels.
What two educational initiatives would you sponsor and recommend if
appointed?
Given $10 million in new funding to spend on instructional needs in
Chesapeake, how would you allocate that money?
One of the most important aspects of our young people's education
should be that of relevance of their academics as they relate to the
workplace. What are some examples of how we can ensure relevance in our
young people's education, so that they will be ready to face the
challenges of the ``real world?''
Our children will have to use their education to compete globally.
How would you prepare our students to face global competition?
What is your vision for the use of technology in schools at all
levels?
Given our limited funds, how can we get Chesapeake ``up to speed'' in
technology?
What part/place do you believe that art, music, physical education
and family life play in the curriculum?
Discuss your commitment to enhancing basic skills in the curriculum.
Share your view on non-graded report cards.
7. There are many innovative ideas about education being discussed
today, including, for example, such concepts as alternative kinds of
education, charter schools, school choice, vouchers, inclusion, early
childhood education and tech prep. Are any of the concepts priorities of
yours? How do you feel about these and other ``trends''?
To what extent should children with disabilities be educated in their
``home'' schools?
What is the proper role of separate special education centers and
preschool programs?
How can a school system best devote sufficient funds, resources and
personnel to average and above-average (not gifted or at-risk)
students?
8. What is your philosophy regarding the administrative organization
of a school system?
If you are selected as superintendent, how do you envision organizing
the central administration?
What characteristics would you look for in future administrators for
Chesapeake Public Schools?
What would be your expectations of school administrators?
What would be your plan to assist those administrators who did meet
expectations?
How do you feel about a performance-based pay system for classified
personnel?
Have you used such a system, and what would you recommend as an
evaluation method?
What is your philosophy regarding accountability within a school
system? (How would you incorporate assessment and evaluation as a part
of the school system?
Should there be a rule of thumb regarding the length of time that
principals serve at the same school?
What is the best way to go about addressing problems with an
ineffective principal?
What would you do to evaluate personnel, and what procedures would
you use to select the most competent personnel available?
What is your philosophy regarding profession development within a
school system?
Do we offer adequate professional development opportunities for
administrators? For teachers?
9. What suggestions do you have for more efficiently managing our
operating costs? Discuss, if you think it is appropriate, possible areas
of consolidation with other public agencies and privatization.
What aspects, if any, would you change about our operating budget
process?
What is your opinion on the consolidation of certain services (i.e.,
printing, health care) between the city and the school administration?
What dual activities have avenues for consolidation?
With what services would you recommend that we start this
consolidation?
What problems, if any, do you perceive with our procurement process,
and what recommendations would you make?
10. Where do you see opportunities for cost savings in the school
system in the area of capital expenses?
What ideas do you have to make efficient use of our limited capital
in constructing new schools?
Do we have an efficient and quality construction management process?
What improvements could be made to speed up the time it takes to get
new building projects on line?
11. What are your views on safety in schools? Address the problems of
guns, drugs and school violence.
12. How would you work with the school board to assure a productive
working relationship?
13. Most educators say that a superintendent of schools must be a
part of and work with his or her community; How would you proceed to do
this?
The superintendent must interact with many entities, i.e., the city
manager, the City Council, parent-teacher associations, the Chesapeake
Education Association, parents, students, citizens, civic organizations,
etc. Discuss how your interpersonal skills will enhance your
relationships with these and other entities. Speak to accessibility and
open communication.
What is the superintendent's role in dealing with opponents of school
system policies?
Assume that a large number of parents have been asked to participate
in making a recommendation to the school board with regard to a
significant instructional or policy change. If some parent members of
that group disagree with the majority's conclusion, who should they
express their views? What should be the role of the superintendent in
addressing these minority views?
14. Dr. Bateman viewed himself as a bridge builder and innovator in
the area of equal opportunity. What would be your approach in this year?
State specifically how you would carry out your ideas.
What actions would you take to ensure equality in the bidding and
procurement process of Chesapeake's school system?
How will you ensure that fair employment practices will continue?
That personnel will be appointed and promoted on a best-qualified
basis?
Cultural and socioeconomic diversity within a community can work for
or against a local school system. How would you make it work for the
Chesapeake school system?
15. What is the proper role of parents in the educational
policy-making of a school system?
Do you feel the process of which a new curriculum is initiated should
incorporate parental input? Be specific about areas of parental input
and explain why.
How can we better involve parents in the major decisions that are
made by the school system that affect their children?
What suggestions do you have for improving the everyday involvement
of parents in their children's education?
16. What do you perceive to be the greatest strengths and weaknesses
of the Chesapeake Public School System?
How would you go about changing the things that you have identified
as our weaknesses?
Are there any other significant changes that you feel need to be made
in the Chesapeake Public School System?
How would you develop a strategic plan/long-range goals/objectives
for the Chesapeake schools?
How do you perceive Chesapeake students' ability to compete
successfully after graduation?
What can we do to improve SAT scores and reduce the number of
students needing remedial education in college?
If you are selected as superintendent, what will you do to improve
student performance on standardized tests?
Assuming you are selected as Superintendent of Chesapeake Public
Schools, what would be your plan for getting to know the Chesapeake
school system?
How would you identify the needs of the school system? What would be
your priorities?
ILLUSTRATION: [Cover]
[Color Photo]
NEW LEADERSHIP
Staff photo by STEVE EARLEY
Dr. W. Randolph Nichols, center, talks with school board members
Mary Corving and Barbara Head during a recent open house.
ABOUT NICHOLS
William Randolph Nichols
Age: 57
Hometown: Hertford County, N.C.
Residence: Great Bridge
Present position: Deputy superintendent
Education: Bachelor's degree in education and master's degree in
administration, University of North Carolina Chapel Hill; doctorate
in pupil services and research, University of Virginia
Family: Married for 32 years; two children, Lori, 28, and Todd,
26
Pet: 5-pound Chihuahua, Pepi
Hobbies: Fishing, camping, traveling and being outdoors; adjunct
instructor at George Washington University
Favorite Book: ``The Seven Habits of Highly Effective People,''
Stephen R. Covey
Favorite Movie: ``Dances With Wolves''
KEYWORDS: INTERVIEW by CNB