dd93f9e8__from_southeastern_Connecticut__rrence_P__Carter_s_application
[Existing source reference] Coalitions, collaborations, and motivation determine the efficacy of outcomes and initiatives-so the district leader must build trust, focus attention to process, and employ political savvy to ensure buy-in (Goens, 2009; Phillips & Phillips, 2007). The superintendent also needs to discern community values and expectations; they must establish early-on and consistently nurture relationships with key stakeholders (AASA, 2009; Banks et al, 2007). To do so, the effective district leader involves key constituents in the goal setting process, shares and publicizes relevant school data, mobilizes parents and community members, builds local- or state-level coalitions, and communicates timely and relevant information to personnel (AASA, 2006; Waters, Marzano, & McNulty, 2006). ECRA Group, "Effective Superintendents" literature review
"My coalitions, collaborations, and motivation with these various groups have determined the efficacy of the academic outcomes and initiatives set forth under my leadership. To do this, I build trust, focus attention to process, and employ political savvy to ensure buy-in. I also consider it important to discern community values and expectations; and, establish early-on and consistently nurture my relationships with key stakeholders. I do this by involving key constituents in the goal setting process, share and publicize relevant school data, mobilize parents and community members, build local- and/or state-level coalitions, and communicate timely and relevant information to personnel."
The Day - Analysis finds sections of Carter application nearly identical to others' published writings - News from southeastern Connecticut
Terrence P. Carter's application