FCPS: Administrative reorganization will save $637,000
http://www.insidenova.com/news/education/fairfax/fcps-administrative-reorganization-will-save/article_b04d7ec6-06bc-11e4-a21a-0019bb2963f4.html

Fairfax County Public Schools’ recent managerial reorganization has eliminated five full-time positions and will save about $637,000, school officials said.

Superintendent Karen Garza revamped the school system’s management structure in June when she announced the cluster system would be eliminated in favor of five new regions.

Those new divisions will have a regional assistant superintendent each and will be supported by seven newly created executive-principal positions. All of the new positions took effect July 1.

Garza made the following people regional assistant superintendents: Douglas Tyson (Region 1), Fabio Zuluaga (Region 2), Debi Tyler (Region 3), Angela Atwater (Region 4) and Frances Ivey (Region 5).

Garza also named Linda Burke assistant superintendent for region leadership support and Steven Lockard as deputy superintendent. Lockard will assume his new post Aug. 1.

The executive principals will help the regional assistant superintendents provide direction, support, counseling, assistance and leadership to principals within their regions.

Here are the new executive principals:

* Evangeline Petrich, who after serving since 2012 as Cluster 4 director, now oversees Region 1, which includes the Langley, Madison, Herndon, South Lakes and Oakton pyramids.

* Jay Pearson, a longtime George C. Marshall High School principal and the school system’s 2014 Principal of the Year, now handles affairs in Region 2. That area includes the McLean, Marshall, J.E.B. Stuart, Falls Church and Annandale pyramids, as well as Thomas Jefferson High School for Science and Technology.

* Grace Taylor, who has served as Cluster 5 director since last year, has become executive principal for Region 3, which includes the Edison, Lee, Hayfield, Mount Vernon and West Potomac pyramids.

* Eric Brent, who since 2006 has been principal at Forest Park High School in Prince William County, now oversees Region 4, which includes the Robinson, Lake Braddock, West Springfield, South County and Centreville pyramids.

* Rebecca Baenig, who since 2007 has served as Cunningham Park Elementary’s principal, has become executive principal of Region 5, which includes the Woodson, Fairfax, Westfield and Chantilly pyramids.

* Terry Dade, who has been Dogwood Elementary’s principal since last year, now serves as executive principal for school improvement in Region 2.

* Mark Greenfelder, a former Thoreau Middle School principal who has been West Springfield High’s principal since 2011, has become executive principal for school improvement in Region 3.

Fairfax County schools formerly were divided into three districts, but in the late 1990s were reorganized into eight clusters by former Superintendent Daniel Domenech, said spokesman Mary Shaw.

The new reorganization aims to align the school system’s leadership better, improve decision making and strengthen support for local schools, officials said.

School officials dissolved the system’s former Department of Professional Learning and Accountability (PLA) and assigned its functions to other departments. The new hierarchy will save an estimated $637,352 by eliminating positions of three directors – two from the PLA and one former cluster director – plus one assistant superintendent and one coordinator.

Shaw said she did not expect other major management changes were coming soon.

“We need to let the dust settle before we do anything else,” she said.

The administrative changes will require the replacement of two principals in the Sun Gazette’s readership area: Pearson at Marshall High and Baenig at Cunningham Elementary.

While being honored by the Fairfax County Board of Supervisors July 1 for being named Principal of the Year, Pearson said he was looking forward to his new challenge.

“Hopefully, I can impact the school system on a broader scale and take what I learned at Marshall and share that with other folks,” he said. “These are exciting times for Fairfax County Public Schools. There’s a new normal that’s settling in.”

FCPS paid millions of dollar for an efficiency study. One of the recommendations was to flatten the administrative hierarchy at Gatehouse. Now here comes a series of announcements about the new structure, replete with new positions -- 1 assistant superintendent for region leadership support, 5 regional assistant superintendents, 5 executive principals, and 5 executive principals for school improvement. Previously, FCSP only had 8 cluster assistant superintendents.

1. How is expansion to 16 administrators more efficient than 8? Double-down on the dead weight at Gatehouse.

2. Why do we need an "Executive Principal" and and an "Assistant Superintendent" for each Region?

3. Why do we need an "Executive Principal" and and an "Executive Principal for School Improvement" for each Region? Is not this duplicative? Should this be combined into one position?

FCPS is continuing the tradition of recycling and promoting incompetent school principals to administrative roles at Gatehouse where they contribute nothing to school operations and academic performance but oversee the production of busy-work studies, surveys, and data collection.

Karen Garza, you are just another empty suit drinking the kool-aid. Meanwhile, class sizes are getting larger and larger. Little wonder that 40% of FCPS salary budget is spent on non-teacher positions.

I can't believe it unless I read it with my own eyes -- what do these people do....besides assess, collaborate, advocate, and support -- all BS verbs for do-nothing jobs.

"The executive principals will support the regional assistant superintendents in providing leadership, direction, support, counseling, coaching and assistance to principals. In addition, the executive principals will act as an advocate for assigned schools engaging the community in the development of individual school programs while responding to parent and community groups’ issues and concerns.

The executive principals for school improvement will support the regional assistant superintendents in assessing school needs and effectiveness while collaborating with administrators to develop, plan, and coordinate objectives for school improvement plans and facilitating innovation to improve instructional practices for improved student achievement."

There is a difference between an actual reduction in costs and merely reducing the amount of projected cost increases. I suspect these claimed savings fall into the latter category.

You are right Mr. Bill N.

I wonder how many of these people recieved raises. Remember, teachers dont get a raise until November, and support employee must wait four months after his or her anniversary date.

And now asking for 7 million for a full day of Mondays. Has any body asked why? The elementry kids go to school, the teachers and staff still work all day. Luch was provided and buses still have to pick up and drop off kids.

So why 7 million, when there in no change to anyone schedule other than the kids????

There are millions in waste that could easily be eliminated, but that would mean cutting cushy jobs for loyal Democrat voters. Not going to happen.

There were actually 8 assistant Supers and they each had a Director working with them before the reorganization.

eliminated

unions eliminate others to keep wages high. notice fcps didn't say anything about tackling the high pay issues

companies like to flood the workplace to keep wages low, and in the past even shoot workers who ask for raises

---------------------
this is why USA had, H A D union laws

"a willing buyer, a willing seller"

without supply and demand, a company that has to turn a dime to pay employees. that is with gov workers setting their own pay: the whole thing is just facism, wrapped up in a con man's description of it being legitimate and normal

but there are NO controls on this union. they walk up to you with a weapon "a cop" and tell you your paying for their ass'es spending. there's always a reason. i too can always find reasons. try me.

Same Old Story Wrote:
-------------------------------------------------------

>
> FCPS is continuing the tradition of recycling and
> promoting incompetent school principals to
> administrative roles at Gatehouse where they
> contribute nothing to school operations and
> academic performance but oversee the production of
> busy-work studies, surveys, and data collection.
>

Such a true statement. Latest example is Jane Lipp at South County being 'promoted' to Superintendent for Student Services (or some other made-up position title). She has always had her head in the sand when it comes to issues at SoCo. Deny-deny-deny is her method of handling any problems. Socially, a nice person. Administratively and organizationally, a waste.

Wasteful spending Wrote:
-------------------------------------------------------
> Same Old Story Wrote:
> --------------------------------------------------
> -----
>
> >
> > FCPS is continuing the tradition of recycling
> and
> > promoting incompetent school principals to
> > administrative roles at Gatehouse where they
> > contribute nothing to school operations and
> > academic performance but oversee the production
> of
> > busy-work studies, surveys, and data
> collection.
> >
>
> Such a true statement. Latest example is Jane Lipp
> at South County being 'promoted' to Superintendent
> for Student Services (or some other made-up
> position title). She has always had her head in
> the sand when it comes to issues at SoCo.
> Deny-deny-deny is her method of handling any
> problems. Socially, a nice person.
> Administratively and organizationally, a waste.


Your last 2 sentences describe many of the FCPS admins I have met/ dealt with

create your own job title Wrote:
-------------------------------------------------------
> Wasteful spending Wrote:
> --------------------------------------------------
> -----
> > Same Old Story Wrote:
> >
> --------------------------------------------------
>
> > -----
> >
> > >
> > > FCPS is continuing the tradition of recycling
> > and
> > > promoting incompetent school principals to
> > > administrative roles at Gatehouse where they
> > > contribute nothing to school operations and
> > > academic performance but oversee the
> production
> > of
> > > busy-work studies, surveys, and data
> > collection.
> > >
> >
> > Such a true statement. Latest example is Jane
> Lipp
> > at South County being 'promoted' to
> Superintendent
> > for Student Services (or some other made-up
> > position title). She has always had her head in
> > the sand when it comes to issues at SoCo.
> > Deny-deny-deny is her method of handling any
> > problems. Socially, a nice person.
> > Administratively and organizationally, a waste.
>
>
> Your last 2 sentences describe many of the FCPS
> admins I have met/ dealt with

+1000

Imho, we need more principals who are effective managers...with human relations/resources, scheduling, supplies and finances. The current trend has been to hire principals as "instructional leaders", but unfortunately, they really don't know how to run the ship, so to speak.

"Imho, we need more principals who are effective managers...with human relations/resources, scheduling, supplies and finances. The current trend has been to hire principals as "instructional leaders", but unfortunately, they really don't know how to run the ship, so to speak."

I taught school. I taught for some good principals, nice principals, and not so nice principals. NOT one was great. I always said that each school needs an instructional leader and a business manager. It's hard to get both. However, as long as they try to be fair, it seems to work. The best principals put the needs of the kids first. Some just want to live in peace--as a result, no one does.

Do any schools have a truly good principal? Anyone have a school that they feel good about?

Do any schools have a truly good principal? Anyone have a school that they feel good about?

Good point about putting the needs of the kids first, Observant Teacher. In a few instances it happens, but FCPS is too much a "Good Ole' Boy" (and girl) system for that to be the norm. They protect, promote and further their own clique. At the end of the day, it's really not about the kids. It comes down to CYA and towing the party line….if the kids benefit then it's just an added bonus.

wasteful spending Wrote:
-------------------------------------------------------
> Good point about putting the needs of the kids
> first, Observant Teacher. In a few instances it
> happens, but FCPS is too much a "Good Ole' Boy"
> (and girl) system for that to be the norm. They
> protect, promote and further their own clique. At
> the end of the day, it's really not about the
> kids. It comes down to CYA and towing the party
> line….if the kids benefit then it's just an
> added bonus.

Let's face it, if FCPS had a billion dollars to spend, it wouldn't make much difference. The kids of today are so stupid, and so lazy, it's almost a waste of time to put them thru high school. Most will end up working at Starbucks (if they're lucky) or Walmart.

"Good point about putting the needs of the kids first, Observant Teacher. In a few instances it happens, but FCPS is too much a "Good Ole' Boy" (and girl) system for that to be the norm. They protect, promote and further their own clique. At the end of the day, it's really not about the kids. It comes down to CYA and towing the party line….if the kids benefit then it's just an added bonus."

For what it is worth, I never taught in FCPS. I taught in three schools in different systems. It is the same there-as here. Good old boys and girls.

Observant teacher is absolutely correct -- I teach in Fairfax and many at my school feel like we are on a sinking ship with way too many captains and not enough shipmates to do what really counts, i.e., making a difference for children. Instructional coaches, reading specialists and math specialists who don't work with students are running amuck. No pun intended, but it is nauseating. Unfortunately for those of us who work tirelessly to make a difference and have an impact in our school, a dose of Dramamine isn't going to help : ( SOS signals to Gatehouse go unanswered. So sad.

" I teach in Fairfax and many at my school feel like we are on a sinking ship with way too many captains and not enough shipmates to do what really counts,"

Thank you for being a teacher and thanks for the input on this post. Unfortunately, I've heard similar comments from numerous teachers who have taught our kids. Their candor was initially surprising, but after seeing many of these teachers marginalized by the system and by policy, I'm not surprised by their attitudes at all. And these are good teachers who have been in the classroom for a fair number of years. When they do go up the chain, their complaints, suggestions, questions, etc. are largely ignored or deflected by Gatehouse.

Now, I will add the Unions have contributed to some of these issues but I agree, it does seem to be a sinking ship. I hope the good teachers can hang on and effect some change or at least continue to provide quality education for our kids in their own their individual classrooms. A good classroom teacher makes all the difference…it's ashamed they are not empowered to do their job.

The Passionate Teacher Wrote:
-------------------------------------------------------
> Observant teacher is absolutely correct -- I teach
> in Fairfax and many at my school feel like we are
> on a sinking ship with way too many captains and
> not enough shipmates to do what really counts,
> i.e., making a difference for children.
> Instructional coaches, reading specialists and
> math specialists who don't work with students are
> running amuck. No pun intended, but it is
> nauseating. Unfortunately for those of us who
> work tirelessly to make a difference and have an
> impact in our school, a dose of Dramamine isn't
> going to help : ( SOS signals to Gatehouse go
> unanswered. So sad.




Totally agree way to many resource teachers and special ed teachers who only come in when they feel like

Do any schools have a truly good principal? Anyone have a school that they feel good about?



I don't want to give away my identity (because yes, I do feel intimidated by the system in FCPS---unfortunately it often becomes personal here). I am a high school teacher. I have 15 years of service in FCPS, but I spent 11 years in Prince William County (and 2 years in another state). I had a truly great principal for all 8 years I taught at Gar-Field HS (PWC) in the 90's. I think he was principal there for at least 20 years---Roger Dallek. He was extremely business like and although the teachers might not have always liked his decisions, he explained them and followed through on them and he let you know the bottom line. You knew where you stood and that gained respect. He did not play games or have favorites or act anything less than professionally. He stood back and let you make your classroom decisions. He treated the teachers as professionals. He would teach a class from time to time to keep a foot in the classroom. He recognized good teaching and supported it 100%. He made everyone in the school feel important (and I mean everyone---he used to say that we were a team from the custodians on down). And it worked. We always won the cleanest building in the district award! Those things make a difference to the morale of the teachers. How everyone is treated matters. Dallek had no designs on central office positions---he loved his job. He was proud of the people he helped promote to central office if that is where they would do good. He never went there himself.

I also had a good AP at one of the Fairfax high schools, but the year after I got there he retired. He was very much like Dallek---a very encouraging person who loved teachers and education in general. You can feel that as a teacher---the vibe from someone who understands your situation and who is really there for you and the students and the families.

I think the highest moments for me in teaching (outside of the many great interactions with students in the classroom) are the times when parents tell me that I am making a difference. When I meet the parents behind the student, I am just as much in awe of them as they might be in awe of me. Those moments give me so much energy to keep going and to realize the broader implications of what I do. I am reminded that I am working for the students, the parents and the community and not for a particular principal. The principal who realizes all of this is the principal I want to work for. I don't want to work for the principal who only responds to those above him/her and who seeks to move on. I want the principal who has his/her eyes on the school and who encourages me and supports me in responding to the unique needs of my students in that school community.

Being a principal is tough (no doubt about that!) and it's for someone who really loves the school environment and wants to create a community feeling that welcomes all people. It is not for someone who favors one area over another or who values one way of learning over others. It's really for someone who can appreciate differences and appreciate helping people reach their individual potentials---whether those people are custodians, teachers, or students. The person has to be open minded and fair. The principal is probably the most important person in the educational structure in FCPS.

The problem with FCPS is that it is too big and there is too much emphasis on "one size fits all" education. Gatehouse makes decisions without teacher input (like the elementary Monday decision, or the special ed reading programs). The teachers are the ones in the trenches. We know what is going on and what the kids need. Not all of us are perfect, but there are many solid teachers working very hard who have a lot of knowledge.

We don't need so many specialists and coaches - we know what to do. We need smaller class sizes and dedicated planning time, not more staff that don't work directly with kids or meetings that are all about data. I can tell you right now what kids will fail the next test and why. I don't need to have a meeting about it - I need time to look at my resources and figure out another way to teach the topic to those who aren't getting it. Good principals let us do that.

Stupid, wasteful decisions are made by people from Gatehouse. The open principal spot at Laurel Ridge could have been filled by the highly skilled AP that has been there for years running the show. Instead, she was transferred to another school against her will, a new principal was brought in, and a new AP was brought back from Gatehouse as she was destaffed. So there are two new administrators who know nothing about the school. How about putting the destaffed AP at the other school and leaving the Laurel Ridge AP at LR to provide continuity? That would have made much more sense. I don't trash people normally, but Dr. Atwater is proving to be highly ineffective. At a recent high school graduation most teachers in the auditorium did not applaud when she was introduced. We have been appalled by her decisions.

halle-freaking-luia to teachkids

yes yes and yes on this

"We don't need so many specialists and coaches - we know what to do.
We need smaller class sizes and dedicated planning time, not more staff
that don't work directly with kids or meetings that are all about data"

it's so good that teachers' points are made even if on FFXU

there's only been one board member who has made budget motions along the lines of returning money to the classroom. elizabeth schultz is the only one who makes sense + keeps focus on getting $ back to fcps teacher salaries and classrooms and salaries back to even cafeteria workers in the schools.

the only hope is that that we get more board members of the same in next year's election to keep this about $ in the classroom not at gatehouse. the kathy smith's and mr. moon's on the school board mean the end of our profession in fairfax.

This is awesome, but the county is spending $300,000 in extra administrators to help fix the mess the JEB Stuart principal has made of this once proud school.

What school has 67 teachers retire, resign, or transfer in a single year? Answer : JEB Stuart

I taught at Gar-Field 1 year in the 90's, Roger Dalleck was a great principal. Then I came to FCPS (20 years ago!) and have had great principals, and horrible principals.

The best principals empowered their staff...gave them what they needed (including the autonomy to do what they wanted to do in the classroom). The worst were micromanagers, poor social skills, poor communication, and didn't have enough experience in the classroom themselves to know what good teaching look like.

attracting the good Wrote:
-------------------------------------------------------
> Do any schools have a truly good principal? Anyone
> have a school that they feel good about?
>
>
>
> I don't want to give away my identity (because
> yes, I do feel intimidated by the system in
> FCPS---unfortunately it often becomes personal
> here). I am a high school teacher. I have 15
> years of service in FCPS, but I spent 11 years in
> Prince William County (and 2 years in another
> state). I had a truly great principal for all 8
> years I taught at Gar-Field HS (PWC) in the 90's.
> I think he was principal there for at least 20
> years---Roger Dallek. He was extremely business
> like and although the teachers might not have
> always liked his decisions, he explained them and
> followed through on them and he let you know the
> bottom line. You knew where you stood and that
> gained respect. He did not play games or have
> favorites or act anything less than
> professionally. He stood back and let you make
> your classroom decisions. He treated the teachers
> as professionals. He would teach a class from
> time to time to keep a foot in the classroom. He
> recognized good teaching and supported it 100%.
> He made everyone in the school feel important (and
> I mean everyone---he used to say that we were a
> team from the custodians on down). And it worked.
> We always won the cleanest building in the
> district award! Those things make a difference to
> the morale of the teachers. How everyone is
> treated matters. Dallek had no designs on central
> office positions---he loved his job. He was proud
> of the people he helped promote to central office
> if that is where they would do good. He never went
> there himself.
>
> I also had a good AP at one of the Fairfax high
> schools, but the year after I got there he
> retired. He was very much like Dallek---a very
> encouraging person who loved teachers and
> education in general. You can feel that as a
> teacher---the vibe from someone who understands
> your situation and who is really there for you and
> the students and the families.
>
> I think the highest moments for me in teaching
> (outside of the many great interactions with
> students in the classroom) are the times when
> parents tell me that I am making a difference.
> When I meet the parents behind the student, I am
> just as much in awe of them as they might be in
> awe of me. Those moments give me so much energy
> to keep going and to realize the broader
> implications of what I do. I am reminded that I
> am working for the students, the parents and the
> community and not for a particular principal. The
> principal who realizes all of this is the
> principal I want to work for. I don't want to
> work for the principal who only responds to those
> above him/her and who seeks to move on. I want
> the principal who has his/her eyes on the school
> and who encourages me and supports me in
> responding to the unique needs of my students in
> that school community.
>
> Being a principal is tough (no doubt about that!)
> and it's for someone who really loves the school
> environment and wants to create a community
> feeling that welcomes all people. It is not for
> someone who favors one area over another or who
> values one way of learning over others. It's
> really for someone who can appreciate differences
> and appreciate helping people reach their
> individual potentials---whether those people are
> custodians, teachers, or students. The person has
> to be open minded and fair. The principal is
> probably the most important person in the
> educational structure in FCPS.