i enjoyed that immensely as well and then have the opportunity to have some q and a with your faculty and they see you asked so excellent questions not questions that were easy to answer open ended questions that all right so i will describe my leadership style that i've heard others describe in addition as collaborative i mean i've said this repeatedly today i said at the first interview that i believe the superintend seem well it is about stewardship it's about helping people achieve success and creating the conditions where talented people do their best so in order to make that think it's an opportunity to identify where people have where they're strong and to facilitate the solution opportunities for people to work well together to support one another i think the work that we  accomplish a collective goal yeah and an example of something or a way in which i demonstrated that kind of leadership style so it's going to a great deal today about and innovation school that we helped to create there was an example i was specifically called in as executive director of the collaborative to step in and work with the district in the development of an innovation plan investments she reflects the currency so this is just a practice of ours of being very clear about what is it that we're trying to accomplish what is her vision mission what are the values that kind of decision making and how does a resource allocation insert school districts so the lower or higher value educational collaborative believe uses every child should have access to a rich diverse and very curriculum what we need to say is what does that what does that  by whether or not every single person walks away pleased with that decision we assess the quality of our decisions based on the extent to which we apply the criteria that we initially agreed upon when th sort of structure so what i said in was it's always that we're having this conversation about what is the students need to know and be able to do to be successful in the twenty first century believe it or not sometimes people forget  what they're like i can't tell you of the times i have witnessed and i've been a part of conversations with colleagues here at the district level where we are raising about defining what are the relevant technologies that students need to be most fluent with then again what knowledge and skills they need to be successful and some to believe what they would describe as happy productive lives and we forget to ask them so it's and the question of doubt then once you've defined what it means to be skilled in the twenty first century and every loss is very important to take a little bit of time with that conversation is ending far too often we focus too much just time skills as a means of workforce ready and i think that is that doesn't do a service to where education could i think i shared with the initial screening committee that one of the greatest gifts i got from my own education was that adults consistently reminded me that what you know is not nearly as important as what you do with what in the service of others and increase our knowledge collectively and individually and ask an actual rape and as a result of having that knowledge what other geishas do we have and what ethical dilemmas will ensue and questions as a result of having less than we talk about today that for example the biotech industry you see this all the time are we intellectually and we as a left wing ethically prepare to to manage the gro knowledge and that doesn't mean that we then say well we shouldn't have that we need to be afraid of this but as kate as public educators as educators period we need to be asking ourselves where are we developing these skills like what does it need to know how to do this what does it mean to have the capacity to just because i have the capacity to do something is it the right thing to do that those are important questions i think that also included not just c are so as a result of knowing this like we shouldn't and i'm certainly not fine this is what occurs here so in general one thing in education that i think we always have to be partisan is that we shouldn't simply focus on learning for the grade or for the test destruction focus on performing so it makes a certain level a level one in accountability step but that as i say i was fortunate i had educators who asked me all the time as a result of knowing that what will you do will you do now that you know what is your responsibility and so i think that reminding people that it isn't just about it isn't just about acquisition knowledge acquisition and skill acquisition it's also  example of a situation where you needed to consensus to implement something that might not initially been embraced by any particular constituency faculty or students even the greater community and how excellent first part where you asked me about building consensus for something that is not unanimously great so i'll share something that was a really difficult decision and there after a after we to structure our delivery related services especially and so by way of doing that we made a decision it was a collective it was a regional decision although our is so i knew that change will be difficult and i knew that he would probably be even more difficult in his case so the way he wanted out it was one to have it be very clear as to why there the reason and the principles and then did i hear it in those principles through the whole process and i believe that collectively we did and so i certainly i don't i don't regret that nervous about the decision not in terms of building consensus so that was a very specific process to try to help people understand the reason i want to talk about that in terms of building a census and i share this with your faculty is i don't try to convince people with those parents schools should not be a quarterly tax there should be more interaction we have to actively seek that find out where they want to be through that process so currently my experience with negotiation is when i worked in western go public schools i was a high school administrator so i didn't do negotiation but  i worked with grievances worked with me here into the contract for my experience was similar to any school and i share it i learned in life i had one really intelligent and that experience has been really steps so i say that i own many of them the effectiveness and quality of our meeting sometimes by the amount of laughter and believe it or not we have we were able to laugh at every single this had to be adversarial but also we weren't doing this right unless we assume that you want to something i wasn't going to give you and i wasn't going to give you what you want it did just the first meeting it seemed like representation thought that's how we ha to go and our experience within most satisfied exegesis is not in the case and i have the utmost respect for for my employees prior to this i have tremendous respect for by their so it's been it's been so it's been more than satisfied challenging there's only been time to the limit it to these guys it's the first contract it takes a lot of time and we're we're kind of limited to these two hour time frame a fantastic teacher it's a great question that's i am struck by a little bit of something that came up in my initial interview with the screening committee where one of the members of the screening committee said that her child absolutely at they have the power of conviction they know why they chose this work they're very clear about why they want to do this work and they recognize that power that they have to make  world they're conscious of that's how i think that a fantastic teacher knows it well is passionate about their subject is always cares deeply about students and they're a fantastic teacher recognizes that sometimes especially when we're developing a learning and so that was the part where i said this is this will go down in history this is about we embrace failure which is nothing message that it earlier is important and it's important because i don't think it's it's healthy for students to for any to learn to expect that they will always that they will always have a perfect that we learn a great deal from us and so i think a fantastic superintendent i've said over and over again the person who can create those conditions in which a learners thrive adult learners and homeowners can do their best work being responsive to the needs of the people who are in the field doing the work to make sure that they do well academically so actually one of the students again asked about how you know what are your recommendations to specialise in question of well what are you recommendations for handling stress and th those that trickles all the way down to middle school i think the overarching conversations that we have about academic expectations and she even make every single level i mean i think even a early elementary students are conscious  a very simplistic understanding that a connection might be having friends on facebook or posting somewhere that that constitutes a full and complete relationship i think that that can be difficult it can be confusing and it can be particularly confusing if you feel like you spend a tremendous amount of time online yet you feel isolated so i think that's a really big stressor and i'm not saying that social media is  it doesn't mean that there is a social connection that we have through social media are valuable for certain purposes but i think that even the fact that there's a whole generation of young people now who who who use fr as a verb and it's something that one can do one line that was in my experience when i was a trial you couldn't friend somebody through electronic device and it wasn't going on so we have stations about when trying to help students with managed to stress meaning to achieve academically needing to support a family and in our least some of our students that that's their reality isn't trying to build a resume or post secondary their reality is paying the govern educational collaboratives and i'm all for the level of transparency accountability scrutiny that the new apps governing educational collaborative brought on i'm all for that and i way to engage people in conversation i spent time speaking to leo's office actually speaker dileo came out to the collaborative to visit the calabrian in addition to our local representatives because i wanted to have a conversation about being careful that was something that was actually it's a state legislation so certainly we went out of our way to spend the state house to get to have her she asians with policymakers at the legislators the local legislators because of even going down to washington d c and specifically to try to identify funding and that was prior that was approaching thousand and eight it was possible to have discretionary line item at our state department of education i am consistently asking question some of those questions we talked about dinner i'm not saying that i am adamantly opposed to any particular policy but i think that we have been  we have failed to ask why so why are we doing this when we're talking about a major policy change the change of initiative we're changing our assessment and countability system why what do we expect to be different as a result of them in a new system how will we measure the impact of the change of lovelight we determine that the return on the investment to change into a new system and if it doesn't what are opportunities to go back but i will also say quite frankly that the way i look at that i did obsessed with when that it limits your evaluation system came down i was very clear with the administration that we were not going to talk about this until we could we believe in and how we communicate and i am a strong believer in iowa to every single educator to help them to be able to point to evidence point to to be able to articulate the impact that they have on students beyond just it also around district attorney measures i have said and i've made some of my concerns known to the people of the state department and of usuals at the state department but i also that's another place where i say that's that's an opportunity and it's a great opportunity i want to be able to work with a classroom educator with with all our educators and help them to be able to point to very specifically the impact that they had on students but i don't want to narrowly define changes in c n n s test scores i want teachers to be able to expansively define them because they have amazing impact on students and shouldn't limit our definition of what an impact on what impact on learning  deserve to either students or teachers something that really love she with a sense amazement our appreciation has anybody tremendous and one thing that i would say i am very appreciative of having wash my children go through and continue to be in the system and it