DASL’s veteran staff can assist districts and schools with developing a strategic plan . Strategic planning is an organizational management activity that is used to set priorities, focus energy and resources, strengthen operations, ensure that employees and other stakeholders are working toward common goals, establish agreement around intended outcomes/results, and assess and adjust the organization’s direction in response to a changing environment. It is a disciplined effort that produces fundamental decisions and actions that shape and guide what an organization is, who it serves, what it does, and why it does it, with a focus on the future. Effective strategic planning articulates not only where an organization is going and the actions needed to make progress, but also how it will know if it is successful.  DASL staff works collaboratively with the Board, Administrative Leadership Team, staff, and stakeholders to develop a strategic plan that is user friendly, understandable, and effectively guides the work of ALL in the district.

Contact Dr. Mark Holodick at markh@udel.edu to discuss how DASL can tailor services to meet your needs and ultimately oversee a process that is highly professional,  confidential, and specific to the needs of your school or district.

DASL works with School Boards to assist them in developing a collaborative board centered on policies and procedures.  DASL can tailor the sessions to address individual district needs.  Some topics are as follows:

• Key Governance Team Principles
• Standards of Operating Practice
• Improving Communication Protocols
• Working to Consensus
• Adopting Policies/Agreements
• Evaluation of Leadership

DASL uses case studies to have Boards think through  processes and policies they may encounter.  An example of a case study would be the following:

Case Study Example

The director, in collaboration with her instructional staff and input from teachers, has decided to implement mandatory instructional practices, which includes regular, daily formative assessment to drive data-informed instruction.  Currently these practices are widely being used by most successful schools both nationally and internationally.  It is a scientifically research-based practice and has shown significant results in schools where it is implemented and monitored with fidelity.  Several teachers have called various board members expressing their dislike of the “mandatory” practices, including the one described.  They believe this is just “one more thing” added to an already full plate of initiatives.  How will you respond to their concerns?

Contact Dr. Mark Holodick at markh@udel.edu to discuss how DASL can tailor services to meet your Board’s needs.

A strong, effective relationship between superintendents and school board members hinges upon clear definitions of each body’s duties and responsibilities. DASL can assist Boards and Superintendents in developing these relationships.   High performing districts require board members to focus on long‐term strategic planning and superintendents to focus on successfully  implementing policy.  Effective board/superintendent collaboration requires frequent, diplomatic communication both in and out of official settings. To ensure the timely fulfillment of strategic plans, school boards should conduct frequent, informal superintendent “check‐ups,” as well as extensive formal evaluations. The board should recognize these meetings as more than simply a time to critique the superintendent, and should use the opportunity to self‐evaluate and review district performance data.  Board members often enter their terms with limited knowledge of the exact nature of the superintendent’s administrative role, leading to role confusion and preconceived notions of a superintendent’s abilities. This initial period of unfamiliarity can cause tension between board members and superintendents, but can be avoided through extensive board member onboarding and continuous professional development.  While underperforming urban school district boards and superintendents face many of the same problems that other districts encounter, the extensive nature of reform required in these districts poses several leadership challenges. The length of urban district reform initiatives extends beyond usual board member terms. Urban districts can ensure policy longevity despite board turnover by building strong community relations and resident buy‐in. By convincing community leaders to support a reform, a district can help ensure that community members will continue to elect pro‐reform board members. 

Contact Dr. Mark Holodick at markh@udel.edu to discuss how DASL can tailor services to meet your Board’s needs.