Community helps guide district's decisions.THE 100-SQUARE-MILE RURAL and suburban DeForest de·for·est tr.v. de·for·est·ed, de·for·est·ing, de·for·ests To cut down and clear away the trees or forests from. de·for Area School District, located minutes from Madison Madison, cities, United States Madison. 1 City (1990 pop. 12,006), seat of Jefferson co., SE Ind., on the Ohio River; settled c.1806, inc. 1838. It is a port of entry and a tobacco marketing center. , Wis adv. 1. Certainly; really; indeed. v. t. 1. To think; to suppose; to imagine; - used chiefly in the first person sing. present tense, I wis. See the Note under Ywis. ., has an unlikely contributor to its work: the DeForest community at large, which through a series of well-planned conventions has been as active as any board member could be in shaping the district's future goals. With more than 10,000 new housing units being planned in the area, DeForest is growing and changing. To maintain balance and goals with the school and its surroundings, the district utilizes a policy governance Policy Governance is John Carver's model for Boards of Directors. Carver maintains that his is the only systematic theory of boards ever produced. Early in his career, Carver began to search for a reliable guide to the work of a board. model of operating--and an unconventional convention--that links the district with the community to ensure that the district's actions reflect the community's aspirations aspirations npl → aspiraciones fpl (= ambition); ambición f aspirations npl (= hopes, ambition) → aspirations fpl for its schools. "There is a keen interest in engaging all stakeholders Stakeholders All parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. in thinking about the schools and the role they play in the community," says Superintendent Jon R. Bales. "That families move to our community specifically because of the reputation of our teachers and programs, and they want that for their children--that's what it is all about." Community-Involved Conventions Ten years ago, Bales and the DeForest Area School Board employed Future Search, an interactive planning process model used worldwide to achieve shared goals amid diverse cultures, to organize what the district named its "Framework for Our Future" conference. Through a series of meetings, a cross section of business owners, parents, senior citizens, clergy, and student representatives was asked to consider one concept: "It is Feb. 27, 2009. Describe how the DeForest Area School District is providing leadership in creating a community of learners." The answers created a roadmap for the district based on community input, not just esoteric es·o·ter·ic adj. 1. a. Intended for or understood by only a particular group: an esoteric cult. See Synonyms at mysterious. b. ideas from a board in a bubble A bit in bubble memory or a symbol in a bubble chart. . "It's not very common in public enterprise," says Bales of using the Future Search model in schools. "We built a very deliberate process that engaged nearly 150 people for three days in that conversation, and that has guided our thinking and work for the last 10 years." [ILLUSTRATION OMITTED] From Feb. 26 to 29, 2009, DeForest convened "Framework for Our Future 2.0" to shape the district's next 10 years. For 16 hours over three days, the vast majority of the 130 people who had voluntarily participated a decade earlier returned. Says Bales, "That kind of community input is like gold when it comes to providing stewardship stewardship the occupation of being a steward or custodian. Referring to animals it implies the caring sort of relationship based on an acceptance of the need to include the rights of animals in overall plans to maintain financial viability. to public schools." To maintain contact with "Framework" participants, Bales engages the school board, students and the community in monthly "Stakeholders Meetings," where progress is shared about district initiatives. Based on this year's convention, predominant pre·dom·i·nant adj. 1. Having greatest ascendancy, importance, influence, authority, or force. See Synonyms at dominant. 2. themes for the next decade include becoming a "green" district; increasing distance and virtual learning opportunities for students and staff; building student life skills like financial, health and character development; and placing more emphasis on wellness, health, medical care and the fitness needs of students. "DeForest is very policy-driven, with the end in mind," he says. "If you know where you're going, it's easier to make day-to-day decisions." Thirty-Seven Themes In 1999, DeForest's "Framework" conversation highlighted 37 themes grouped into five "Vision Elements" on which the district would focus. The process prompted the district to adopt its "whole child" initiative. "We believe strongly that schools do more than simply emphasize the basic skills," says Bales. Today, DeForest's board and staff are trained in Steven Covey's The 7 Habits of Highly Effective People and Principled prin·ci·pled adj. Based on, marked by, or manifesting principle: a principled decision; a highly principled person. Leadership, and DeForest has enhanced its high school to incorporate a daily Personal Development hour that teaches students using Covey's 7 Habits for Highly Effective Teens. "The kids love it," says Bales. JON R. BALES Superintendent DeForest (Wis.) Area Schools Age: 56 Salary: $135,000 Tenure: 11 years Students: 3,300 Schools: 7 Staff and faculty: 550 Per-pupil expenditure: $11,033 Web address: www.deforest.k12.wi.us Jennifer Chase Esposito is a contributing writer for DISTRICT ADMINISTRATION. |
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