Milton Superintendent Search Survey

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* 1. The Milton School Committee invites you to participate in the following survey to help determine the best criteria for selecting the next Superintendent for Milton Public Schools. Your feedback is critical, and we appreciate the time you are devoting to help us in the process.

Please tell us about yourself and check all that apply.

Parent of Current MPS Student(s)

Parent of Future MPS Student(s)

Parent of Former MPS Student(s)

Milton Resident

MPS Teacher

MPS Staff Member

Current MPS Student

Former MPS Student

Other (please specify)

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* 2. Please prioritize the characteristics you would like to see in the next Superintendent. Rate each category on a scale of 1 (lowest priority) to 5 (highest priority).

	Lowest Priority				Highest Priority
Has strong organizational and management skills.	Has strong organizational and management skills. Lowest Priority	Has strong organizational and management skills.	Has strong organizational and management skills.	Has strong organizational and management skills.	Has strong organizational and management skills. Highest Priority
Is a visionary who can create positive change and growth.	Is a visionary who can create positive change and growth. Lowest Priority	Is a visionary who can create positive change and growth.	Is a visionary who can create positive change and growth.	Is a visionary who can create positive change and growth.	Is a visionary who can create positive change and growth. Highest Priority
Demonstrates effective communication with staff, students, parents, and community.	Demonstrates effective communication with staff, students, parents, and community. Lowest Priority	Demonstrates effective communication with staff, students, parents, and community.	Demonstrates effective communication with staff, students, parents, and community.	Demonstrates effective communication with staff, students, parents, and community.	Demonstrates effective communication with staff, students, parents, and community. Highest Priority
Has experience in taking quick, effective action in crises or emergencies.	Has experience in taking quick, effective action in crises or emergencies. Lowest Priority	Has experience in taking quick, effective action in crises or emergencies.	Has experience in taking quick, effective action in crises or emergencies.	Has experience in taking quick, effective action in crises or emergencies.	Has experience in taking quick, effective action in crises or emergencies. Highest Priority
Demonstrates an ability to attract and retain high quality educators.	Demonstrates an ability to attract and retain high quality educators. Lowest Priority	Demonstrates an ability to attract and retain high quality educators.	Demonstrates an ability to attract and retain high quality educators.	Demonstrates an ability to attract and retain high quality educators.	Demonstrates an ability to attract and retain high quality educators. Highest Priority
Understands and respects diverse views, backgrounds, and opinions.	Understands and respects diverse views, backgrounds, and opinions. Lowest Priority	Understands and respects diverse views, backgrounds, and opinions.	Understands and respects diverse views, backgrounds, and opinions.	Understands and respects diverse views, backgrounds, and opinions.	Understands and respects diverse views, backgrounds, and opinions. Highest Priority
Has experience in capital planning.	Has experience in capital planning. Lowest Priority	Has experience in capital planning.	Has experience in capital planning.	Has experience in capital planning.	Has experience in capital planning. Highest Priority
Possesses strong budgeting and fiscal management skills and has experience working in a transparent and open budget process.	Possesses strong budgeting and fiscal management skills and has experience working in a transparent and open budget process. Lowest Priority	Possesses strong budgeting and fiscal management skills and has experience working in a transparent and open budget process.	Possesses strong budgeting and fiscal management skills and has experience working in a transparent and open budget process.	Possesses strong budgeting and fiscal management skills and has experience working in a transparent and open budget process.	Possesses strong budgeting and fiscal management skills and has experience working in a transparent and open budget process. Highest Priority
Values the social and emotional health of students along with the mental health and well-being of staff.	Values the social and emotional health of students along with the mental health and well-being of staff. Lowest Priority	Values the social and emotional health of students along with the mental health and well-being of staff.	Values the social and emotional health of students along with the mental health and well-being of staff.	Values the social and emotional health of students along with the mental health and well-being of staff.	Values the social and emotional health of students along with the mental health and well-being of staff. Highest Priority
Demonstrates the ability to work collaboratively with diverse school and town groups.	Demonstrates the ability to work collaboratively with diverse school and town groups. Lowest Priority	Demonstrates the ability to work collaboratively with diverse school and town groups.	Demonstrates the ability to work collaboratively with diverse school and town groups.	Demonstrates the ability to work collaboratively with diverse school and town groups.	Demonstrates the ability to work collaboratively with diverse school and town groups. Highest Priority
Demonstrates a commitment to DEI and anti-racism efforts.	Demonstrates a commitment to DEI and anti-racism efforts. Lowest Priority	Demonstrates a commitment to DEI and anti-racism efforts.	Demonstrates a commitment to DEI and anti-racism efforts.	Demonstrates a commitment to DEI and anti-racism efforts.	Demonstrates a commitment to DEI and anti-racism efforts. Highest Priority
Demonstrates a commitment to a supportive environment for LGBTQIA+ students.	Demonstrates a commitment to a supportive environment for LGBTQIA+ students. Lowest Priority	Demonstrates a commitment to a supportive environment for LGBTQIA+ students.	Demonstrates a commitment to a supportive environment for LGBTQIA+ students.	Demonstrates a commitment to a supportive environment for LGBTQIA+ students.	Demonstrates a commitment to a supportive environment for LGBTQIA+ students. Highest Priority
Demonstrates leadership on special education issues.	Demonstrates leadership on special education issues. Lowest Priority	Demonstrates leadership on special education issues.	Demonstrates leadership on special education issues.	Demonstrates leadership on special education issues.	Demonstrates leadership on special education issues. Highest Priority
Demonstrates a strong background in curriculum and instructional design and implementation (Pre K-12)	Demonstrates a strong background in curriculum and instructional design and implementation (Pre K-12) Lowest Priority	Demonstrates a strong background in curriculum and instructional design and implementation (Pre K-12)	Demonstrates a strong background in curriculum and instructional design and implementation (Pre K-12)	Demonstrates a strong background in curriculum and instructional design and implementation (Pre K-12)	Demonstrates a strong background in curriculum and instructional design and implementation (Pre K-12) Highest Priority
Demonstrates a strong background in instructional technology and its implementation.	Demonstrates a strong background in instructional technology and its implementation. Lowest Priority	Demonstrates a strong background in instructional technology and its implementation.	Demonstrates a strong background in instructional technology and its implementation.	Demonstrates a strong background in instructional technology and its implementation.	Demonstrates a strong background in instructional technology and its implementation. Highest Priority
Has experience as a classroom teacher.	Has experience as a classroom teacher. Lowest Priority	Has experience as a classroom teacher.	Has experience as a classroom teacher.	Has experience as a classroom teacher.	Has experience as a classroom teacher. Highest Priority
Prioritizes student academic excellence and has success in maintaining and improving high academic performance.	Prioritizes student academic excellence and has success in maintaining and improving high academic performance. Lowest Priority	Prioritizes student academic excellence and has success in maintaining and improving high academic performance.	Prioritizes student academic excellence and has success in maintaining and improving high academic performance.	Prioritizes student academic excellence and has success in maintaining and improving high academic performance.	Prioritizes student academic excellence and has success in maintaining and improving high academic performance. Highest Priority
Is a visionary who has a plan for emphasizing academics after unprecedented losses.	Is a visionary who has a plan for emphasizing academics after unprecedented losses. Lowest Priority	Is a visionary who has a plan for emphasizing academics after unprecedented losses.	Is a visionary who has a plan for emphasizing academics after unprecedented losses.	Is a visionary who has a plan for emphasizing academics after unprecedented losses.	Is a visionary who has a plan for emphasizing academics after unprecedented losses. Highest Priority
Prioritizes standardized test scores.	Prioritizes standardized test scores. Lowest Priority	Prioritizes standardized test scores.	Prioritizes standardized test scores.	Prioritizes standardized test scores.	Prioritizes standardized test scores. Highest Priority
Has experience in managing a school construction project.	Has experience in managing a school construction project. Lowest Priority	Has experience in managing a school construction project.	Has experience in managing a school construction project.	Has experience in managing a school construction project.	Has experience in managing a school construction project. Highest Priority

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* 3. What do you believe are the strengths of the Milton Public Schools that we will need to preserve and build upon?

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* 4. What do you believe are the main challenges facing the Milton Public Schools that a new Superintendent will need to address?

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* 5. What are the three most important qualities or experiences our next Superintendent should have?

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* 6. What are the immediate challenges and tasks that the new Superintendent should focus upon within the first six to twelve months in the position?

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* 7. What are the most important questions for the Screening Committee and School Committee to ask the Superintendent candidates? This information will be shared with the Screening Committee and School Committee.

Milton Superintendent Search Survey

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* 2. Please prioritize the characteristics you would like to see in the next Superintendent. Rate each category on a scale of 1 (lowest priority) to 5 (highest priority).

Question Title

* 3. What do you believe are the strengths of the Milton Public Schools that we will need to preserve and build upon?

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* 4. What do you believe are the main challenges facing the Milton Public Schools that a new Superintendent will need to address?

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* 5. What are the three most important qualities or experiences our next Superintendent should have?

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* 6. What are the immediate challenges and tasks that the new Superintendent should focus upon within the first six to twelve months in the position?

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* 7. What are the most important questions for the Screening Committee and School Committee to ask the Superintendent candidates? This information will be shared with the Screening Committee and School Committee.

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* 8. Please add any additional comments that might be helpful to the Screening Committee and School Committee.