A candidate profile developed after hearing from hundreds of community members shows the next District 191 superintendent should – among other things – be committed to Vision One91, address the needs of a diverse student body, and build strong relationships with staff and community members.
Read the full profile below.
Input was gathered through an online form, focus groups and one-on-one interviews during the first week of February. The profile will serve as the foundation for screening and interviewing candidates to lead District 191. Interviews are scheduled to take place in mid-April.
Current District 191 Superintendent Cindy Amoroso will retire on June 30, 2019. For more information about the superintendent search, please visit www.isd191.org/superintendentsearch.
Profile desired of the new superintendent
The new superintendent should be a person who:
- Is committed to the Roadmap and Vision One91 Plan, and is able to implement the strategic plan for the District with action plans creating excellence and opportunity for all students
- Understands and can address the needs of the wide variety of students served in the District providing exemplary, high impact academic programs allowing all students to have multiple options upon graduation.
- Is of high integrity, possessing excellent interpersonal skills, being approachable, friendly, creating in-depth relationships with staff, businesses, and community
- Is an experienced, visionary leader who works well with all staff, community and business leaders to guide the District towards Career and College readiness for all students
- Has a strong understanding of school finance, budget, and can lead the District in directing and stabilizing the finances
- Communicates well and frequently in person, in written form, and via social media with the staff, community, students and parents.
- Listens and considers the input received so action can be taken in a collaborative manner
- Will work with the appropriate community and District people to create a brand of excellence for the District, and communicate it to stakeholders
- Listens and supports the social-emotional needs of students: furthers the cultural competency of the staff, student body and within the community so that every student feels welcomed, safe and valued, regardless of unique differences per District Policy 102 “Equal Educational Opportunity”
- Has had experience in an evolving diverse district of a complex size similar to district One91
- Is a visible and approachable leader who will embed herself/himself in the community long term, becoming a part of the One91 community committed to the vision of the One91 district being an excellent system of education for all students
- Is comfortable as the “face of the district” advocating on behalf of the district in the community, with the state department, cities, county, and legislature to further the image of quality educational programs and caring for students in One91
- Supports and furthers Community Education via ECFE, and the breadth of options available to the community from Birth to senior citizen status