WSU Principal CertificationRegional Cohort Presentation

Dr. Frank HewinsSuperintendent

February 13, 2017

Welcome to the Franklin Pierce Early Learning Center 2016-17! 

• Serves more than 300 Franklin Pierce preschoolers, ages 3 to 5.• 89 percent qualify for free and reduced-price lunches.• Programs at the center teach early literacy, math and social skills, as well as

preparing kids to manage their own behavior and become more independent.• The center houses a variety of programs, including the federally funded Head

Start, state-funded ECEAP (Early Childhood Education and Assistance Program), a developmental preschool taught by special-education teachers and a preschool that includes a mix of typically developing and disabled students.

• The center also houses the district’s Birth-to-Three family resource coordinator, who helps families access special-education resources, and the Child Find screening program, which offers assessments for any 3-to-5-year-old in the district to determine if a child needs special education services.

Dr. Frank Hewins• Bachelors of Science degree at Frostburg State University in Maryland• Master of Arts degree at Pacific Lutheran University• Doctorate at Washington State University. • Served as a paratrooper in the U.S. Army in 1972 • Dr. Hewins began his education career as a teacher in Maryland in 1977. He

later went on to teach in districts within the states of Alaska and Washington. • He began his administrative career in 1988 with Franklin Pierce SD as an

assistant high school principal and over the last 29 years has served as a high school principal, executive director of K-12 education, and assistant superintendent.

• Appointed as Superintendent of the Franklin Pierce School District in 2007. • Greatest strength: ability to develop leadership capacity based on strong

values for social justice.

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Vision Statement

Every student graduates from high school prepared to succeed in post-

secondary education.

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Mission

To provide students with an engaging educational environment, built upon proven academics and

high standards, resulting in successful and contributing citizens.

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Core Business

Engage all students in rigorous, relevant, high quality work.

FPS Historical Perspective 1949-2016

• 1949 – Consolidation of Central Ave, Collins, Midland & Parkland K-8 schools into FPSD

• 1952 – FPHS opens serving grades 10-12• 1953 – James Sales Elementary opens• 1955 – Harvard Elementary opens• 1957 – Brookdale Elementary and Christensen

Elementary open• 1958 – Ford Junior High School opens• 1961 – Keithley Junior High School opens• 1965 – Elmhurst Elementary opens

FPS Historical Perspective 1949-2016

• 1969 – WHS opens• 1978 – GATES opens• 1982 – Midland Elementary and Parkland

Elementary close• 1985 – Ford and Keithley become middle

schools serving grades 6-8• 1990 – Parkland School is sold to PLU• 2003 – Midland Elementary reopens• 2015 – Early Learning Center opens

Qualify for Free & Reduced Lunch

50%

100%

27%

42%

75%

1988 1998 2017Year

Stu

dent

s (%

)

Ethnicity

50%

100%

18% 25%

64%

1988 1998 2017

Year

Non

-whi

te S

tude

nts

(%)

05/01/23

The Way We Were• 1949 (1st year of incorporation) – two

languages: English and Norwegian

• 68 years later . . . . .

English Khmer

Chuuk Bulgarian

American Sign (ASL)

Vietnamese

Ukranian

Spanish

Samoan

Russian

MoldovianKoreanFarsi

Cambodian Tagalog

Arabic

Chinese

Guamanian

LaotianSwahili

Who We Are Today

55+ different languages spoken

The OddsThe odds stacked against many students, especially those

born into poverty, are sobering:

• Nationwide, nearly one-third of all students fail to graduate with their peers.

• One-third of those who do graduate are ill-prepared for either employment or college.

• Only one-half of African American, Latino, and Native American students graduate on time from high school.

The OddsFor individuals, the consequence of these failures can be

catastrophic: • Poverty rates of families headed by dropouts are more than

twice that of families headed by high school graduates. • A dropout is more than 8 times as likely to be in jail or

prison as a high school graduate and nearly 20 times as likely as a college graduate.

• Over a lifetime, dropouts earn $260,000 less than high school graduates.

• The life expectancy for high school dropouts is five years shorter than college graduates.

Five Key Leverage Points for Changing the Odds

1. Guarantee challenging, engaging, and intentional instruction

2. Ensure curricular pathways to success

3. Provide whole-child student supports

4. Create high-performance school cultures

5. Develop data-driven, high-reliability systemsMid-continent Research for Education and Learning (McREL 2010)

Reasons for Hope

“If we were logical, the future might look bleak, indeed. But we are more than logical. We are human beings, and we have faith, and we have hope, and we can work.”

Jacque Yves Cousteau

Instructional Norms

• The consistent pieces that are components of a lesson – any lesson

• Instructional elements that occur in all classrooms across all content areas that can be observed whether the class is AP English or Kindergarten math

• Demonstrated success in turning around struggling schools and school systems

• Aligned with the thinking of educational researchers such as Dr. Richard Elmore and Dr. Robert Marzano

TEACH for Enduring LearningTargets for Learning

Establish relationships, rules, and routines

Acquire (or address) new knowledge and/or skills

Check for understanding and engagement

High expectations/no excuses

FPSD Ingredients to Student Success• Clear directional system (vision, mission, beliefs, & goals)• Strength in diversity with a culture of inclusion;• Sophisticated MTSS system for academics, behavior, and

attendance (Safe & Civil, PBIS, Restorative Practices, AimsWEB);• Shared organizational value of social justice and engagement of

students, staff, and the greater community;• Well-established, high functioning PLCs with time imbedded for

regular collaboration;• K-12 Comprehensive Guidance (Nav 101, Student-led Conferences,

4 Year and Beyond Plans, Senior Portfolio, full-time elementary counselors);

• Shared leadership at all levels of the organization;• Strong focus on early learning and full-day Kindergarten;

FPSD Ingredients to Student Success (cont’d)• Formal “grow our own” administrative internship program;• Dynamic higher education, business, and community partnerships;• Standards-Based Grading (K-12);• Early Warning Indicator and Intervention Systems for student

success to increase on-time graduation and post-secondary attainment;

• District-wide Instructional Norms;• Nested goals (district, building, classroom);• Whole child supports;• Supportive Board of Directors;• Stay the course with what works and continue to go deeper while

remaining open to innovation;• Competent, committed, and caring staff w/growth mindset;• System coherence.

The Great Equalizer

“Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of man - the balance wheel of the social machinery.”

Horace Mann

The Great Equalizer• Public education is still the “great

equalizer”• All children who walk through our doors

have the opportunity to succeed• In addition to strong academics we offer

important life skills• Learn how to become responsible

participants in the world

No Excuses

“Our job is easier if our kids come to us healthy, fed, nurtured, encouraged, and ready to learn – if they are not – it just makes our job MORE IMPORTANT.”

Go COUGS!

If I can be of any service to you during or after you complete your program, feel free to contact me at:

fhewins@fpschools.orgor

(253) 298-3010

Employee recruitment, support, and retention

Dr. Shaun Carey, Assist. Supt. for HR and Business

Mr. Lance Goodpaster, Assist Supt. for PK-12

Dr. Shaun Carey• Education• Bachelors of Education Pacific Lutheran University• Masters of Education (Curriculum and Instruction) City

University of Seattle• 2001 Administrative Credentials Pacific Lutheran University• 2012 Doctor of Education (Educational Leadership) WSU• Professional Experience• 1994-2001 Elementary/Middle School Teacher/Dean of

Students• 2001-2011 Elementary Principal• 2011-2012 Director of Human Resources• 2012-2015 Executive Director of Human Resources• 2015-Present Assistant Superintendent of HR and Business

Mr. Lance Goodpaster• Education:• BA, University of Washington• MA, University of Puget Sound• Administrator Certification, University of Washington, Tacoma• Superintendent Credentials, Washington State University• Ed. D in progress, Washington State University• Professional Experience:• 1993-2002 Teacher, Franklin Pierce School District• 2002-2013 Principal, University Place School District,• 2013-present, Assistant Superintendent, Franklin Pierce School

District

The “challenge” of Recruiting and Retaining quality teachers!

Recruitment• Challenges

– Sparse candidate pools created by lower enrollment into WA Teacher prep programs.– Salary inequities in the field of education vs other professions.– Difficulty In finding a workforce that resembles (racial, ethnic, Socio-economic) the

population served.– Competition for teaching candidates with neighboring districts.– Managing the “unknowns” of student enrollment, operating budgets, and school facility

space.

• Franklin Pierce Strategic Efforts– Cultivating partnerships with local university ed. Prep programs.– Hiring our best, brightest, and most prepared student teachers. – Conducting District site visits where top teacher candidates are working. – Attending job fairs and ed. Employment opportunities.– Utilizing teacher/counselor interns as emergency subs when they aren’t participating in

internship activities.– Institution of local “grow your own” educators efforts, beginning in our HS.

Nationwide Data on Teacher retention informs us that . . .

Teacher Recruitment 2017-18

Activity

Recruitment speech

• 30 – 90 second monolog/”sales pitch” to a Prospective employee.

• What will you highlight? What will you choose not to share?

• What questions should you be prepared to answer?• What are the next steps for the candidate?• How will your “personalize” your brief interaction?• Time to practice! (two rounds)

Teacher Support and Retention

Teacher Support• Challenges

– Funding.– Competing commitments for time.– Wide range of abilities and experience.– Need to support mentors as well.

• Franklin Pierce Strategic Efforts– Fiscal responsibility and budgeting that prioritizes teacher support.– Supportive school board that articulates the vision.– Firm Core beliefs that allow for flexibility in meeting goals.– Supported teachers benefit all students.

Teacher Support (CONT.)• Principals

– Support/Promote/Provide time for PLC model– Create a climate of mentorship and collaboration– Commit time for:

• Individualized support• Small group PD

– Provide specific and frequent feedback– Get your hands dirty

Teacher retention

Teacher Retention• Challenges

– Teacher “burn out.”– Struggles mastering the curriculum, instructional practice, and/or student

management.– Competitive compensation packages.– Lack of advancement opportunities within the profession.– Countering the “grass is greener . . .” thinking.

• Franklin Pierce Strategic efforts– Development of strong PLC’s, frontline support from building and district

administration.– Maintaining contracts that keep the district in the upper 1/3 of our

comparable districts. – Providing support in on-going professional development.

Teacher Retention (CONT.)• Principals

– Build positive relationships– Don’t play favorites– Commit to a vision– Ongoing PD– Provide opportunities for:

• Professional growth• New challenges• Leadership

– Set a positive, daily tone– Promote fun and collegiality

You will encourage and inspire teachers to teach for many years to come. What will you

tell them?

Questions?