Superintendent Stakeholder Survey Feedback
Submitted by:
Dr. Walt Cooper
Dr. Randy Zila
March 2025
- Executive Summary
- Respondent Group: Parents of Current Students (648 Responses)
- Respondent Group: Staff Members (412 Responses)
- Respondent Group: Students (62 Responses)
- Respondent Group: Community Members (54 Responses)
- Respondent Group: Other (35 Responses)
- Respondent Group: Parents of Former Students (33 Responses)
Executive Summary
This report summarizes stakeholder feedback in the Thompson School District Superintendent Search from 1,244 online survey submissions gathered between February 26 and March 12, 2025. There were 1,241 surveys submitted in English and three surveys submitted in Spanish.
Stakeholders were presented with the opportunity to respond to a combination of multiple choice, rating scale, and constructed response questions. The cumulative results (all respondent groups combined) of answers to these questions are included in this executive summary. Responses disaggreated by specific respondent groups are presented as separate addemdums to this report. Constructed response trend results, when present, are provided for respondent groups with at least 100 responses (n >100).
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When asked to identify the one group that most closely identified the respondent’s connection to the school district, the largest group, as expected, of respondents self-identified as parents of current students (52%). This group was followed by staff members (33%), students (5%), community members (4%), others (3%), and parents of former students (3%)
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Respondents were then asked, “What one word best describes how you feel about the district?” Presented here is a word cloud that visually represents the most frequently submitted responses:
This word cloud represents responses to the question, "What one word best describes how you feel about the district?" Prominent words include "Hopeful," "Disappointed," "Concerned," "Positive," "Supportive," "Frustrated," "Satisfied," "Optimistic," "Mediocre," and "Underfunded."
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Respondents were then asked via constructed response to answer the question, “What are three strengths of the school district that superintendent candidates should know?” The 10 most common themes emerging from these responses (in rank order) included:
- Dedicated and Caring Teachers/Staff
- Community Engagement and Support
- Diversity, Equity, and Inclusion
- Academic Excellence and High Expectations
- Variety of Academic and Extracurricular Opportunities
- Focus on Student-Centered Learning
- Strong Communication and Transparency
- Safety and Security
- Continuous Improvement and Innovation
- Social-Emotional Learning and Support
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The next question asked for perceptions (4.0 rating scale) about several operational facets of the Thompson School District. These included (a) Student Achievement, (b) Communications, (c) Preparing Students for College and Career, (d) Relationships with Families, (e) Transparency, (f) Relationships with Staff Members, and (g) Financial Management. The chart below represents the collective ratings of each item:
Operational Facet Weighted Average Communications 2.33 Relationships with Families 2.26 Student Achievement 2.25 Relationships with Staff Members 2.11 Preparing Students for College and Career 2.08 Transparency 1.92 Financial Management 1.61 -
Respondents were asked to select the three most critical issues from a list of 13 frequently identified issues in school districts. The ranking of these critical issues (from most important to least important) indicated:
Staff Recruitment and Retention 46.58% Teacher Quality 33.76% School Safety and Security 28.36% Academic Outcomes 27.88% Financial Management 26.43% College and Career Readiness 22.00% Diversity and Engagement 17.81% Family and Community Relations 17.41% Special Education Services 17.32% Facilities and Grounds 15.87% Mental Health Services 15.71% Social Emotional Learning 14.34% Communication 14.26% -
As a follow-up question, respondents were asked to identify any additional critical issues the next superintendent should make a priority. Five frequent themes emerged as additional critical issues. They were:
- Student Behavior and Discipline
- Increased behavioral issues in schools
- Bullying prevention and enforcement of consequences
- Classroom disruptions affecting learning environments
- Concerns about restorative justice policies being ineffective
- Academic Standards and Curriculum
- Focus on core academics (math, reading, writing, science)
- Reducing the number of initiatives and focusing on student outcomes
- More support for career and technical education
- Standardized curriculum across schools
- Political Ideology
- Concerns about political and social ideologies in education
- Desire for schools to focus on academics over social issues
- Ensuring equal access to education for all students, including diverse and marginalized populations
- Calls for eliminating DEI programs from schools
- School Operations and Scheduling
- More planning time for teachers instead of ineffective professional development sessions
- Standardizing policies across schools to reduce inconsistencies
- Technology and Cell Phone Policies
- Reducing student access to cell phones during class
- Integrating technology in meaningful ways for learning
- Ensuring equal access to technology across schools
- Student Behavior and Discipline
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Respondents were asked to select the five most important characteristics the next superintendent should have from a list of 23 leadership characteristics. The ranking of these characteristics (from most important to least important) was:
Demonstrates high integrity and ethics and leads by example 47.38% Places the needs of students above anything else 34.09% Possesses a background in public education 32.80% Takes responsibility and is accountable for their actions 27.56% Promotes safety and security across the district 26.91% Is committed to equitable access to learning for all students 26.43% Values educating the whole child 24.98% Engages and listens to stakeholders 22.80% Builds strong community relationships 22.32% Spends time in classrooms 21.35% Communicates effectively 20.63% Uses data to make informed and transparent decisions 20.47% Delivers improved student outcomes 18.86% Promotes student participation in the arts, athletics, and extracurricular activities 18.05% Fosters creativity, risk taking, and innovation 15.07% Thinks and acts strategically 14.26% Builds strong and diverse teams 13.94% Stands firm behind decisions that may not be popular 13.70% Resolves conflicts with dignity and grace 12.65% Values school autonomy 12.17% Adapts effectively to changing circumstances 10.88% Previous experience as a superintendent 9.67% Maintains a vision focused on the future 8.22% -
Respondents were then asked via constructed response to identify any additional characteristics the next superintendent should have. Two frequent themes emerged from these comments. They included:
- Commitment to Teachers and Staff
- Supports teacher retention and professional growth
- Understands classroom challenges and realities
- Values input from teachers and principals
- Reduces bureaucratic obstacles for educators
- Respects teacher autonomy and expertise
- Prioritizes teacher and staff morale
- Prioritization of Academics Over Ideology
- Strong advocate for public education and core academics
- Supports career/college readiness programs
- Avoids extreme political influences in curriculum and policy
- Maintains high educational standards
- Encourages critical thinking and problem-solving skills
- Commitment to Teachers and Staff
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Respondents were next encouraged to identify three things that might encourage a candidate to relocate to the area. The most frequent responses included:
- Outdoor Activities and Natural Beauty
- Climate: 300 Days of Sunshine
- Small Town Feel with Big Opportunities
- Proximity to Mountains and Denver
- Supportive and Caring Community
- Vibrant Arts and Culture
- Quality of Life
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Finally, respondents were asked if there were additional things they thought the Board of Education should consider during this search process. The most common themes arising from these comments included:
- Leadership and Experience
- Preference for an external hire to bring fresh ideas and avoid entrenched internal conflicts.
- Proven track record in improving student achievement, teacher retention, and community engagement.
- Superintendent experience preferred, with a strong understanding of Colorado education laws.
- Long-term commitment to the district rather than using the role as a steppingstone.
- A hands-on leader who is visible in schools and engages with students, teachers, and parents.
- Academic Excellence and Student Success
- Prioritize core academics (reading, writing, math, civics, and science) over ideological debates.
- Address student behavior issues and provide teachers with support to enforce discipline.
- Expand vocational, career, and technical education (CTE) alongside traditional college prep.
- Ensure strong support for special education, mental health services, and individualized learning plans.
- Data-driven decision-making and evidence-based approaches to improve education.
- Political Neutrality and Focus on Students
- Avoid political agendas (both left and right) and focus on education rather than activism.
- Divided views on DEI (Diversity, Equity, and Inclusion); some see it as essential, while others oppose it.
- Concerns over book bans, gender identity discussions, and the politicization of education.
- The superintendent should unite, not divide, and serve all students fairly and equitably.
- Financial Responsibility and Resource Management
- Address concerns about financial mismanagement and ensure strong fiscal oversight.
- Prioritize directing funds to classrooms and teachers rather than expanding district bureaucracy.
- Increase teacher pay and provide better resources for educators.
- Explore cost-saving measures, including a potential 4-day school week to improve retention.
- Transparent budgeting and communication with the community regarding funding.
- Teacher and Staff Support
- Improve teacher retention and morale through better pay and working conditions.
- Provide professional development to help teachers address student behavior and learning challenges.
- Reduce micromanagement and allow educators more autonomy in their classrooms.
- Ensure administrative support for teachers dealing with student discipline issues.
- Community Engagement and Trust
- Improve transparency and communication with parents, teachers, and community members.
- Rebuild trust in district leadership and ensure decision-making is collaborative and inclusive.
- Increase outreach to Spanish-speaking families and marginalized communities.
- Encourage parent and teacher involvement in district policies and hiring decisions.
- School Safety and Student Well-being
- Strengthen anti-bullying initiatives and create a safe learning environment for all students.
- Improve mental health support and counseling services.
- Ensure discipline policies are effective and fair while holding students accountable.
- Charter Schools and School Choice
- Mixed opinions on charter schools: Some want more school choice, while others emphasize strengthening public schools.
- Superintendent should work with both traditional public and charter schools to ensure quality education across the district.
- Governance and Board Behavior
- Some view board members as too political, ineffective, or disconnected from community concerns.
- Calls for setting aside personal agendas and working together for the district's success.
- Future-Focused Leadership and Innovation
- Strategic planning for growth and adapting to demographic and educational shifts.
- Innovation in education, including potential schedule changes (e.g., a 4-day school week).
- Balancing traditional education values with modern teaching approaches.
- Strengthening relationships with state and federal education agencies to advocate for students.
- Leadership and Experience
Respondents most often urge the Board of Education to choose a superintendent based on experience, leadership ability, and commitment to education, without political bias.
Respondents assert that the next leader must be fiscally responsible, politically neutral, and deeply invested in student success. Transparency, academic excellence, and meaningful engagement with teachers and parents are top priorities.
There is an opportunity to rebuild trust, improve educational outcomes, and unify the district.
Respondent Group: Parents of Current Students (648 Responses)
This section summarizes stakeholder feedback in the Thompson School District Superintendent Search from 648 respondents who identified themselves as parents of current students.
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Respondents were asked, “What one word best describes how you feel about the district?” Presented here is a word cloud that visually represents the most frequently submitted responses:
This word cloud represents responses from parents of current students to the question, "What one word best describes how you feel about the district?" Prominent words include "Disappointed," "Hopeful," "Good," "Positive," and "Frustrated."
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Respondents were then asked via constructed response to answer the question, “What are three strengths of the school district that superintendent candidates should know?” The 10 most common themes emerging from these responses (in rank order) included:
- Dedicated and caring teachers
- Strong community support
- Diversity and inclusivity
- Quality of education
- Variety of school options
- Extracurricular activities
- Communication
- Student-centered approach
- Safety and security
- Dedicated support staff
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The next question asked for perceptions (4.0 rating scale) about several operational facets of the Thompson School District. These included (a) Student Achievement, (b) Communications, (c) Preparing Students for College and Career, (d) Relationships with Families, (e) Transparency, (f) Relationships with Staff Members, and (g) Financial Management. The chart below represents the collective ratings of each item:
Operational Facet Weighted Average Communications 2.41 Relationships with Families 2.25 Student Achievement 2.18 Relationships with Staff Members 1.96 Transparency 1.93 Preparing Students for College and Career 1.84 Financial Management 1.46 -
Respondents were asked to select the three most critical issues from a list of 13 frequently identified issues in school districts. The ranking of these critical issues (from most important to least important) indicated:
Teacher Quality 41.55% Staff Recruitment and Retention 38.29% School Safety and Security 33.02% Academic Outcomes 28.06% College and Career Readiness 25.58% Financial Management 21.09% Special Education Services 18.29% Family and Community Relations 17.52% Diversity and Engagement 17.21% Facilities and Grounds 17.05% Social Emotional Learning 15.50% Mental Health Services 13.80% Communication 10.85% -
As a follow-up question, respondents were asked to identify any additional critical issues the next superintendent should make a priority. Five frequent themes emerged as additional critical issues. They were:
- Teacher compensation: Many responses highlight that teachers are underpaid, making it difficult to retain quality educators.
- Growth and overcrowding: The district is described as growing rapidly, which may lead to challenges in managing class sizes and resources.
- Transportation issues: Busing is mentioned as a significant problem, affecting student access to schools.
- Balancing diverse needs: There are conflicting views on topics like diversity, equity, and inclusion (DEI), with some supporting these initiatives and others opposing them.
- Political and ideological tensions: Some responses highlight conflicts between conservative and progressive viewpoints within the community, affecting district policies and decisions.
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Respondents were asked to select the five most important characteristics the next superintendent should have from a list of 23 leadership characteristics. The ranking of these characteristics (from most important to least important) was:
Demonstrates high integrity and ethics and leads by example 49.30% Places the needs of students above anything else 38.45% Promotes safety and security across the district 30.70% Takes responsibility and is accountable for their actions 29.30% Possesses a background in public education 28.53% Values educating the whole child 27.44% Is committed to equitable access to learning for all students 24.81% Delivers improved student outcomes 22.79% Promotes student participation in the arts, athletics, and extracurricular activities 22.02% Builds strong community relationships 20.93% Spends time in classrooms 20.16% Uses data to make informed and transparent decisions 20.00% Engages and listens to stakeholders 18.60% Communicates effectively 18.45% Builds strong and diverse teams 14.42% Fosters creativity, risk taking, and innovation 14.42% Thinks and acts strategically 14.11% Resolves conflicts with dignity and grace 12.56% Stands firm behind decisions that may not be popular 11.32% Adapts effectively to changing circumstances 9.46% Maintains a vision focused on the future 8.53% Values school autonomy 8.06% Previous experience as a superintendent 6.98% -
Respondents were then asked via constructed response to identify any additional characteristics the next superintendent should have. Two frequent themes emerged from these comments. They included:
- Knowledge of educational best practices
- Commitment to diversity, equity, and inclusion (DEI)
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Respondents were next encouraged to identify three things that might encourage a candidate to relocate to the area. The most frequent responses included:
- Strong community support
- Quality education
- Diversity and inclusivity
- School choice
- Extracurricular activities
- Safe environment
- Growing community
- Location
- Career opportunities
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Finally, respondents were asked if there were additional things they thought the Board of Education should consider during this search process. The most common themes arising from these comments included:
- Leadership: Strong leadership skills are crucial.
- Communication: Effective communication with parents, staff, and the community.
- Student-Centered: A focus on students' needs and success.
- Transparency and Honesty: Openness and integrity in decision-making.
- Knowledge of Education: Understanding of best practices in education and curriculum.
- Budgeting and Planning: Skill in managing resources and planning for the future.
- Community Engagement: Ability to connect with and involve the community.
- Support for Teachers and Staff: Valuing and supporting the educators and staff.
- Advocacy: Being an advocate for students, families, and staff, especially those marginalized.
Respondent Group: Staff Members (412 Responses)
This section summarizes stakeholder feedback in the Thompson School District Superintendent Search from 412 respondents who identified themselves as staff members.
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Respondents were asked, “What one word best describes how you feel about the district?” Presented here is a word cloud that visually represents the most frequently submitted responses:
This word cloud represents staff members' responses to the question, "What one word best describes how you feel about the district?" Prominent words include "Frustrated," "Hopeful," "Concerned," "Positive," and "Optimistic."
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Respondents were then asked via constructed response to answer the question, “What are three strengths of the school district that superintendent candidates should know?” The 10 most common themes emerging from these responses (in rank order) included:
- Dedicated and Caring Teachers/Staff
- Community Support/Parent Involvement
- Diversity and Inclusivity
- Variety of School Options/School Choice
- Strong Academics/Quality Education
- Communication
- Extracurricular Activities
- Safe Environment
- Location
- Student-Centered Approach
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The next question asked for perceptions (4.0 rating scale) about several operational facets of the Thompson School District. These included (a) Student Achievement, (b) Communications, (c) Preparing Students for College and Career, (d) Relationships with Families, (e) Transparency, (f) Relationships with Staff Members, and (g) Financial Management. The chart below represents the collective ratings of each item:
Operational Facet Weighted Average Student Achievement 2.41 Preparing Students for College and Career 2.40 Relationships with Families 2.39 Relationships with Staff Members 2.38 Communications 2.33 Transparency 1.99 Financial Management 1.83 -
Respondents were asked to select the three most critical issues from a list of 13 frequently identified issues in school districts. The ranking of these critical issues (from most important to least important) indicated:
Staff Recruitment and Retention 63.11% Financial Management 33.25% Academic Outcomes 25.49% School Safety and Security 20.63% Teacher Quality 20.39% Special Education Services 19.42% Communication 18.93% Diversity and Engagement 18.93% Family and Community Relations 18.20% Mental Health Services 17.23% College and Career Readiness 15.53% Facilities and Grounds 15.53% Social Emotional Learning 11.10% -
As a follow-up question, respondents were asked to identify any additional critical issues the next superintendent should make a priority. Four frequent themes emerged as additional critical issues. They were:
- Low Teacher Pay/Compensation: This is the most dominant concern. It's seen as a major factor affecting retention and recruitment.
- Staffing Shortages/Getting Subs: Difficulty finding substitute teachers is a recurring problem.
- Bussing/Transportation Issues: This is specifically mentioned as a "huge issue" affecting the accessibility and smooth functioning of the school district.
- DEI Focus: Some felt there was too little and some felt there was too much.
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Respondents were asked to select the five most important characteristics the next superintendent should have from a list of 23 leadership characteristics. The ranking of these characteristics (from most important to least important) was:
Demonstrates high integrity and ethics and leads by example 47.82% Possesses a background in public education 40.78% Is committed to equitable access to learning for all students 30.58% Engages and listens to stakeholders 28.64% Places the needs of students above anything else 26.46% Communicates effectively 23.54% Takes responsibility and is accountable for their actions 23.30% Builds strong community relationships 23.06% Values educating the whole child 22.57% Uses data to make informed and transparent decisions 22.09% Promotes safety and security across the district 21.12% Spends time in classrooms 20.39% Values school autonomy 18.45% Stands firm behind decisions that may not be popular 16.75% Fosters creativity, risk taking, and innovation 16.02% Thinks and acts strategically 14.08% Builds strong and diverse teams 14.08% Adapts effectively to changing circumstances 13.35% Previous experience as a superintendent 13.35% Promotes student participation in the arts, athletics, and extracurricular activities 12.62% Delivers improved student outcomes 10.68% Resolves conflicts with dignity and grace 10.68% Maintains a vision focused on the future 7.77% -
Respondents were then asked via constructed response to identify any additional characteristics the next superintendent should have. No additional discernable trends were identified.
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Respondents were next encouraged to identify three things that might encourage a candidate to relocate to the area. The most frequent responses included:
- Quality of Teachers/Staff
- Community/Parent Involvement
- School Choice/Variety of Programs
- Location
- Diversity/Inclusion
- Extracurricular Activities/Athletics
- Career Opportunities
- Safe Schools
- Small Class Size
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Finally, respondents were asked if there were additional things they thought the Board of Education should consider during this search process. The most common themes arising from these comments included:
- External Hire with Experience: Staff strongly favor an external hire, preferably someone with previous superintendent experience.
- Support for Teachers and Staff: Staff want a leader who trusts educators, reduces micromanagement, provides meaningful professional development, and prioritizes morale and retention.
- Commitment to Diversity and Inclusion: As the district’s demographics shift, the superintendent must bridge conservative and diverse perspectives while fostering equity and inclusion for all students and staff.
- Community Engagement and Family Support: A superintendent who builds relationships with families and community stakeholders will be crucial to securing future funding and restoring public confidence in the district.
- Vision for the Future: The district is facing shifting demographics, funding challenges, and political pressures. The new leader must have a clear strategic vision and the ability to navigate these challenges effectively.
Respondent Group: Students (62 Responses)
This section summarizes stakeholder feedback in the Thompson School District Superintendent Search from 62 respondents who identified themselves as a student.
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Respondents were asked, “What one word best describes how you feel about the district?” Presented here is a word cloud that visually represents the most frequently submitted responses:
This word cloud represents student responses to the question, "What one word best describes how you feel about the district?" Prominent words include "Good," "Content," "okay," "Neutral," and "Educational."
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The next question asked for perceptions (4.0 rating scale) about several operational facets of the Thompson School District. These included (a) Student Achievement, (b) Communications, (c) Preparing Students for College and Career, (d) Relationships with Families, (e) Transparency, (f) Relationships with Staff Members, and (g) Financial Management. The chart below represents the collective ratings of each item:
Operational Facet Weighted Average Preparing Students for College and Career 2.34 Relationships with Staff Members 2.31 Student Achievement 2.16 Communications 2.05 Relationships with Families 2.05 Transparency 1.56 Financial Management 1.40 -
Respondents were asked to select the three most critical issues from a list of 13 frequently identified issues in school districts. The ranking of these critical issues (from most important to least important) indicated:
School Safety and Security 38.71% Teacher Quality 38.71% Mental Health Services 29.03% Social Emotional Learning 27.42% College and Career Readiness 25.81% Communication 25.81% Financial Management 24.19% Diversity and Engagement 22.58% Academic Outcomes 19.35% Facilities and Grounds 14.52% Staff Recruitment and Retention 14.52% Special Education Services 6.45% Family and Community Relations 4.84% -
Respondents were asked to select the five most important characteristics the next superintendent should have from a list of 23 leadership characteristics. The ranking of these characteristics (from most important to least important) was:
Places the needs of students above anything else 58.06% Spends time in classrooms 41.94% Takes responsibility and is accountable for their actions 32.26% Promotes safety and security across the district 30.65% Builds strong community relationships 25.81% Demonstrates high integrity and ethics and leads by example 22.58% Is committed to equitable access to learning for all students 22.58% Resolves conflicts with dignity and grace 22.58% Thinks and acts strategically 20.97% Values educating the whole child 20.97% Promotes student participation in the arts, athletics, and extracurricular activities 20.97% Fosters creativity, risk taking, and innovation 17.74% Communicates effectively 17.74% Possesses a background in public education 17.74% Builds strong and diverse teams 16.13% Delivers improved student outcomes 16.13% Uses data to make informed and transparent decisions 16.13% Values school autonomy 14.52% Adapts effectively to changing circumstances 11.29% Engages and listens to stakeholders 8.06% Maintains a vision focused on the future 8.06% Previous experience as a superintendent 8.06% Stands firm behind decisions that may not be popular 6.45%
Respondent Group: Community Members (54 Responses)
This section summarizes stakeholder feedback in the Thompson School District Superintendent Search from 54 respondents who identified themselves as community members.
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Respondents were asked, “What one word best describes how you feel about the district?” Presented here is a word cloud that visually represents the most frequently submitted responses:
This word cloud represents community member responses to the question, "What one word best describes how you feel about the district?" Prominent words include "Concerned," "Positive," "Disappointed," "Mediocre," "Awesome," and "Behind."
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The next question asked for perceptions (4.0 rating scale) about several operational facets of the Thompson School District. These included (a) Student Achievement, (b) Communications, (c) Preparing Students for College and Career, (d) Relationships with Families, (e) Transparency, (f) Relationships with Staff Members, and (g) Financial Management. The chart below represents the collective ratings of each item:
Operational Facet Weighted Average Student Achievement 2.09 Communications 2.07 Preparing Students for College and Career 2.02 Relationships with Staff Members 1.93 Relationships with Families 1.91 Transparency 1.91 Financial Management 1.78 -
Respondents were asked to select the three most critical issues from a list of 13 frequently identified issues in school districts. The ranking of these critical issues (from most important to least important) indicated:
Staff Recruitment and Retention 51.85% Financial Management 35.19% Teacher Quality 35.19% Academic Outcomes 33.33% School Safety and Security 25.93% Family and Community Relations 22.22% College and Career Readiness 20.37% Diversity and Engagement 18.52% Communication 12.96% Mental Health Services 12.96% Social Emotional Learning 12.96% Facilities and Grounds 11.11% Special Education Services 7.41% -
Respondents were asked to select the five most important characteristics the next superintendent should have from a list of 23 leadership characteristics. The ranking of these characteristics (from most important to least important) was:
Demonstrates high integrity and ethics and leads by example 40.74% Possesses a background in public education 35.19% Takes responsibility and is accountable for their actions 31.48% Builds strong community relationships 29.63% Delivers improved student outcomes 27.78% Promotes safety and security across the district 27.78% Communicates effectively 25.93% Places the needs of students above anything else 25.93% Stands firm behind decisions that may not be popular 25.93% Uses data to make informed and transparent decisions 25.93% Engages and listens to stakeholders 24.07% Values educating the whole child 22.22% Resolves conflicts with dignity and grace 18.52% Spends time in classrooms 18.52% Is committed to equitable access to learning for all students 16.67% Thinks and acts strategically 12.96% Fosters creativity, risk taking, and innovation 12.96% Builds strong and diverse teams 11.11% Previous experience as a superintendent 11.11% Values school autonomy 9.26% Maintains a vision focused on the future 7.41% Adapts effectively to changing circumstances 7.41% Promotes student participation in the arts, athletics, and extracurricular activities 5.56%
Respondent Group: Other (35 Responses)
This section summarizes stakeholder feedback in the Thompson School District Superintendent Search from 35 respondents who identified themselves as “other”.
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Respondents were asked, “What one word best describes how you feel about the district?” Presented here is a word cloud that visually represents the most frequently submitted responses:
This word cloud represents responses to the question, "What one word best describes how you feel about the district?" Prominent words include "Concerned," "Hopeful," "ok," "disappointed," "Disgust," "Fair," and "positive."
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The next question asked for perceptions (4.0 rating scale) about several operational facets of the Thompson School District. These included (a) Student Achievement, (b) Communications, (c) Preparing Students for College and Career, (d) Relationships with Families, (e) Transparency, (f) Relationships with Staff Members, and (g) Financial Management. The chart below represents the collective ratings of each item:
Operational Facet Weighted Average Preparing Students for College and Career 2.26 Student Achievement 2.20 Communications 2.09 Relationships with Families 2.09 Relationships with Staff Members 2.09 Financial Management 2.03 Transparency 1.97 -
Respondents were asked to select the three most critical issues from a list of 13 frequently identified issues in school districts. The ranking of these critical issues (from most important to least important) indicated:
Staff Recruitment and Retention 62.86% Academic Outcomes 40.00% Teacher Quality 37.14% School Safety and Security 34.29% Family and Community Relations 22.86% Financial Management 20.00% College and Career Readiness 17.14% Communication 14.29% Mental Health Services 14.29% Diversity and Engagement 11.43% Social Emotional Learning 11.43% Special Education Services 8.57% Facilities and Grounds 5.71% -
Respondents were asked to select the five most important characteristics the next superintendent should have from a list of 23 leadership characteristics. The ranking of these characteristics (from most important to least important) was:
Demonstrates high integrity and ethics and leads by example 48.57% Possesses a background in public education 48.57% Engages and listens to stakeholders 34.29% Is committed to equitable access to learning for all students 34.29% Takes responsibility and is accountable for their actions 28.57% Promotes safety and security across the district 28.57% Promotes student participation in the arts, athletics, and extracurricular activities 28.57% Builds strong community relationships 25.71% Spends time in classrooms 25.71% Delivers improved student outcomes 20.00% Values educating the whole child 20.00% Values school autonomy 20.00% Communicates effectively 17.14% Places the needs of students above anything else 17.14% Previous experience as a superintendent 17.14% Uses data to make informed and transparent decisions 17.14% Fosters creativity, risk taking, and innovation 11.43% Stands firm behind decisions that may not be popular 11.43% Resolves conflicts with dignity and grace 8.57% Thinks and acts strategically 5.71% Builds strong and diverse teams 5.71% Maintains a vision focused on the future 5.71% Adapts effectively to changing circumstances 5.71%
Respondent Group: Parents of Former Students (33 Responses)
This section summarizes stakeholder feedback in the Thompson School District Superintendent Search from 33 respondents who identified themselves as parents of former students.
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Respondents were asked, “What one word best describes how you feel about the district?” Presented here is a word cloud that visually represents the most frequently submitted responses:
This word cloud represents responses from parents of former students to the question, "What one word best describes how you feel about the district?" Prominent words include "Disappointed," "Concerned," "Mismanaged," "Frustrated," "Discouraged," "Bad," "Inadequate," and "Disgust."
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The next question asked for perceptions (4.0 rating scale) about several operational facets of the Thompson School District. These included (a) Student Achievement, (b) Communications, (c) Preparing Students for College and Career, (d) Relationships with Families, (e) Transparency, (f) Relationships with Staff Members, and (g) Financial Management. The chart below represents the collective ratings of each item:
Operational Facet Weighted Average Preparing Students for College and Career 2.22 Student Achievement 2.06 Relationships with Families 1.94 Relationships with Staff Members 1.94 Communications 1.88 Transparency 1.58 Financial Management 1.39 -
Respondents were asked to select the three most critical issues from a list of 13 frequently identified issues in school districts. The ranking of these critical issues (from most important to least important) indicated:
Academic Outcomes 48.48% Financial Management 42.42% Staff Recruitment and Retention 36.36% College and Career Readiness 33.33% Teacher Quality 33.33% Facilities and Grounds 18.18% Special Education Services 18.18% Family and Community Relations 15.15% Mental Health Services 15.15% Diversity and Engagement 12.12% School Safety and Security 12.12% Social Emotional Learning 12.12% Communication 3.03% -
Respondents were asked to select the five most important characteristics the next superintendent should have from a list of 23 leadership characteristics. The ranking of these characteristics (from most important to least important) was:
Demonstrates high integrity and ethics and leads by example 60.61% Engages and listens to stakeholders 45.45% Delivers improved student outcomes 33.33% Takes responsibility and is accountable for their actions 30.30% Places the needs of students above anything else 30.30% Communicates effectively 27.27% Possesses a background in public education 24.24% Values educating the whole child 24.24% Is committed to equitable access to learning for all students 21.21% Thinks and acts strategically 18.18% Fosters creativity, risk taking, and innovation 18.18% Builds strong community relationships 18.18% Adapts effectively to changing circumstances 18.18% Stands firm behind decisions that may not be popular 18.18% Spends time in classrooms 18.18% Resolves conflicts with dignity and grace 15.15% Promotes safety and security across the district 15.15% Builds strong and diverse teams 12.12% Maintains a vision focused on the future 12.12% Promotes student participation in the arts, athletics, and extracurricular activities 12.12% Uses data to make informed and transparent decisions 12.12% Previous experience as a superintendent 9.09% Values school autonomy 6.06%
