The Finest Details. 


2014-2015 Academy Schedules

This year, The SUPES Academy are being held in Chicago, IL.  

  • September 26-27, 2014     
  • October 10-11 2014     
  • November 21-22 2014    
  • January 23-24 2015    
  • February 27-28 2015    San Diego (at the AASA National Conference on Education)

Master Teachers

The teachers of the 2014-2015 Academy will be announced in the late Winter/Early Spring of 2014.  Below are the Master Teachers from the 2013-2014 Academy.

 

Vince Matthews

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In 2010, Vincent Matthews became superintendent for San Jose Unified School District in California, a district with 33,000 students and 42 schools. Matthews previously served as state trustee, state administrator and chief of staff for the Oakland Unified School District in California. Matthews also served as regional superintendent of San Diego Unified School District, the second largest district in California with more than 134,000 students and over 200 schools.

Prior to that role, Matthews served as the educator in residence for the NewSchools Venture Fund, a venture philanthropy firm working to transform public education through powerful ideas and passionate entrepreneurs. Before joining NewSchools Venture Fund, Matthews served as the California operations vice president for Edison Schools, where he managed the overall operations for the eight Edison schools throughout California.

Matthews also served as a teacher as well as in various administrative positions throughout the San Francisco Bay Area, including principal of Edison Charter Academy and Alvarado Elementary School in San Francisco, principal of John Muir Middle School in San Leandro and assistant principal of Tamalpais High School in Mill Valley.

 

Heath Morrison

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Heath Morrison is currently the superintendent of Charlotte-Mecklenburg Schools in North Carolina.   Charlotte-Mecklenburg Schools serve more than 141,000 students in grades Pre-K through 12.

Prior to this position, Morrison was superintendent for Washoe County School District in Reno, Nevada, a district serving 64,000 students and almost 100 schools. Under his leadership, the graduation rate has increased from 56 percent to 70 percent overall, with gains for all schools and all groups of students. Test scores have risen for two consecutive years, helping to narrow the achievement gap. The district has also seen an increase in the number of students taking more rigorous courses such as Advanced Placement and algebra classes.

Morrison previously served as community superintendent for the Down County Consortium in Montgomery County Public Schools, Maryland, where he supervised approximately 24,500 students and 35 schools in some of the most diverse and economically impacted areas of the school system.

Prior to that role, Morrison served as principal of John Hanson Middle School and Thomas Stone High School in Charles County, Maryland. In 2004, he was named Maryland’s Principal of the Year. He also served as an adjunct instructor with McDaniel College, where he taught aspiring administrators. In 2007, Morrison completed his tenure as co-chair of the National Association of Secondary School Principals’ task force on principal preparation.

 

Joey Wise

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Joseph Wise served as Superintendent of Schools for Duval County (Jacksonville, FL) Public Schools and as Superintendent of Schools for Christina School District in Wilmington, Delaware. In Duval, Wise led the academic plans and programs and directed all strategic efforts for the district’s 160+ schools, 126,000 students, and 14,000 employees.

Dr. Wise also served as Chief Education Officer with EdisonLearning, which provides programs and services for 340,000 in 25 US states and in the UK. Wise continues as Managing Director for Atlantic Research Partners, LLC., a firm dedicated to supporting high potential leaders in important organizations. 

Dr. Wise has earned numerous honors including being named the 2006 Champion for Children, a national award presented by the HOSTS Learning. In addition, he was appointed to the National Commission on Writing for America’s Families, Schools, and Colleges, selected by the Eli Broad Institute for School Boards as a Broad Fellow (2005), appointed to the Eli Broad Urban Superintendents Academy as a Fellow (2003), and recruited to the academy’s adjunct faculty and advisory committee. Dr. Wise also serves on the Board of Directors for the Northwest Evaluation Association, a non-profit assessment firm that supports teaching and learning for more than 4 million students in nearly 3,000 U.S. school districts.

Dr. Wise holds a doctorate from the University of Florida, a master’s degree from the University of Central Florida, and a bachelor’s degree from Florida State University.


Academy Topics

The SUPES Academy curriculum will be a coherent program with all elements focused on preparing transformative superintendents who can build accountable, high-performing school systems. The following are key topics of the Academy.

System Leadership

  • Understanding and articulating a personal leadership vision, values, story, and strengths as related to the role of superintendent
  • Role-playing activities where cohort members have to assume the role of Superintendent
  • Developing and implementing a theory of action that will result in an effective school system
  • Developing an effective leadership team and organization structure

Accountability for Student Success

  • Understanding the superintendent’s role and responsibilities in developing a highly effective and accountable learning organization
  • Identifying strategies to transform the culture of an organization from one of adult entitlement to one centered on student achievement
  • Developing a dynamic district plan and performance management system
  • Driving optimal organizational accountability through use of performance data and information technology
  • Creating strategies for effectively aligning a district’s standards, curriculum, instruction, assessments, and professional development
  • Aligning the district’s budget and budgeting processes to support achievement of the district’s plan

Communication and Political Skills

  • Developing the political skills required to orchestrate needed changes and survive in the role
  • Developing the communication skills needed to engage the staff and community in a coalition for district transformation
  • Establishing strategies that will establish and maintain a productive working relationship with the board

Career Management

  • Preparing to participate in a superintendent search process
  • Preparing to successfully enter a superintendency with an effective plan of entry that sets the stage for long term success

Innovation in School Systems

  • Utilizing technology and partner organizations to bring technology into classrooms
  • Ensuring our districts, schools, teachers and students are prepared to be using technology effectively

  Leading Learning

  • Understanding the superintendent’s role and responsibilities in developing a highly effective and accountable instructional system
  • Identifying strategies to transform teaching and learning
  • Developing a dynamic instructional delivery strategies
  • Driving optimal organizational accountability systems to drive academic growth

Finance & Budget

  • Understanding the superintendent’s role and responsibilities in developing and implementing a budget
  • Identifying strategies to increase revenue streams
  • Developing a dynamic system to best leverage resources

Board, Superintendent and The Community

  • Understanding the superintendent’s role and responsibilities in developing positive relations with the board of education and external community
  • Identifying strategies to create and maintain systems of communication with the Board, The Community and Internal Stakeholders

Politics of the Superintendency

  • Understanding the superintendent’s role in local, regional, state and national politics
  • Identifying strategies to manage  local, regional, state and national politics

Features of the Academy

The SUPES Academy program will be 12-15 days in duration—with 8 days on-site and up to seven days of monitored independent study and online learning.  Every participant will complete a skill assessment as part of the orientation process and will have an individual learning plan to guide their learning.

Relevant, Updated and Cutting Edge Curriculum

  • A coherent curriculum focused on preparing superintendents to change school districts from a culture of adult entitlement to a culture of performance, developing accountable systems. 

Key topics are:

  • Building an accountable school system
  • Developing the political skills to orchestrate needed changes to the system and survive to see them through
  • Developing the communication skills needed to engage the staff and community in a coalition for district transformation
  • Utilization of data and information technology in district leadership

Experienced, Highly Successful Faculty

  • A program taught by a cadre of highly successful experienced superintendents, public sector, and private sector executives—all of whom have been successful in significantly increasing organizational performance.

 Motivated Participants

  • Those selected for participation in the program will be outstanding, high performing leaders whose next logical career move would be to a superintendency.  The program will also be open to outstanding charter and private school system leaders as well as high performing executives from the military, private sector, and other not-for-profit organizations.  Participation will be limited, and applications will be screened for the highest quality candidates. 

 Post-Graduation Support

  • Graduates will receive support from The SUPES Academy through the placement process and will have access to quality support services through their first full year on the job.

 Monitoring of Results

  • The SUPES Academy will monitor the progress of graduates, tracking those placed in superintendencies, their longevity in position, and student achievement results.  This data will be used to inform and continually improve the program curriculum.