Failure in the last few years to measure and report the quality of two way communication with the public has resulted in time consuming problems that could have been addressed in a more methodical and less ad hoc manner. Processes and communication practices are the issue. What we measure we do.

As a district, we must once again have a communication goal with indicators that we measure yearly. One indicator we should use is how well the district leadership, board and superintendent are communicating on current topics of public interest. An example would be the Middle School Initiative with its measurable goals. We need to report more readily, in more detail, more professionally using the Topicas.

There have been times I have appreciated one board member's efforts to inform the public on meetings and issues, as well as times I have wished the superintendent performed the communication function more readily. No more than two board members may legally speak on any issue outside a board meeting using Topicas or web pages without violating the Brown Act. There is no point in time at which an issue is considered concluded and when another two board members may freely speak. It would be more appropriate for the district staff to communicate for the district and board.

Two way communication practices designed to provide information, collect feedback and involve parents, students and staff in decision processes should be in place. We should choose indicators that allow us to measure and report the degree to which mature and thoughtful processes occur.

Another need is to again measure students' work in critical thinking and report it yearly. The goal should address the needs of all students with indicators that measure challenge, rigor and engaging curriculum. Curriculum that challenges and engages children is perceived as a need in our schools. School staffs currently work together on the rigor of projects and activities; but until critical thinking is assessed and reported, we will continue to hear calls for more work, more challenging schooling, more GATE funding, and more enrichment. One answer within our reach is for our teaching staff to share their most engaging student projects, evaluate and measure them. As teachers examine projects and work over time, parents and teachers will see steady improvement. Teachers should have opportunity to reflect on best teaching practice and standards for challenge, rigor, critical thinking, and ability to engage students.

The district is developing measures of improvement in the middle school initiative. This work is being studied by the board. The larger community of parents will be interested to follow its progress.

Another important need is to address the turnover in district leadership positions. The district board and superintendent must own responsibility for stability in leadership. If teacher retention, learning and skill are important, then principal and central office management and leadership skill are, too. The school board needs to establish measures that identify the components of stability in leadership and hold itself and the superintendent accountable.