Franklin Pierce ~ Derrick Pete

1. WSU Principal Certification
Regional Cohort Presentation
Dr. Frank Hewins
Superintendent
February 13, 2017

2. Welcome to the Franklin Pierce
Early Learning Center 2016-17!
• Serves more than 300 Franklin Pierce preschoolers, ages 3 to 5.
• 89 percent qualify for free and reduced-price lunches.
• Programs at the center teach early literacy, math and social skills, as well as
preparing kids to manage their own behavior and become more independent.
• The center houses a variety of programs, including the federally funded Head
Start, state-funded ECEAP (Early Childhood Education and Assistance
Program), a developmental preschool taught by special-education teachers and
a preschool that includes a mix of typically developing and disabled students.
• The center also houses the district’s Birth-to-Three family resource
coordinator, who helps families access special-education resources, and the
Child Find screening program, which offers assessments for any 3-to-5-year-
old in the district to determine if a child needs special education services.

3. Dr. Frank Hewins
• Bachelors of Science degree at Frostburg State University in Maryland
• Master of Arts degree at Pacific Lutheran University
• Doctorate at Washington State University.
• Served as a paratrooper in the U.S. Army in 1972
• Dr. Hewins began his education career as a teacher in Maryland in 1977. He
later went on to teach in districts within the states of Alaska and Washington.
• He began his administrative career in 1988 with Franklin Pierce SD as an
assistant high school principal and over the last 29 years has served as a high
school principal, executive director of K-12 education, and assistant
superintendent.
• Appointed as Superintendent of the Franklin Pierce School District in 2007.
• Greatest strength: ability to develop leadership capacity based on strong
values for social justice.

4. 02/14/17
Vision Statement
Every student graduates from high
school prepared to succeed in post-
secondary education.

5. 02/14/17
Mission
To provide students with an
engaging educational environment,
built upon proven academics and
high standards, resulting in
successful and contributing citizens.

6. 02/14/17
Core Business
Engage all students in rigorous,
relevant, high quality work.

7. FPS Historical Perspective
1949-2016
• 1949 – Consolidation of Central Ave, Collins,
Midland & Parkland K-8 schools into FPSD
• 1952 – FPHS opens serving grades 10-12
• 1953 – James Sales Elementary opens
• 1955 – Harvard Elementary opens
• 1957 – Brookdale Elementary and Christensen
Elementary open
• 1958 – Ford Junior High School opens
• 1961 – Keithley Junior High School opens
• 1965 – Elmhurst Elementary opens

8. FPS Historical Perspective
1949-2016
• 1969 – WHS opens
• 1978 – GATES opens
• 1982 – Midland Elementary and Parkland
Elementary close
• 1985 – Ford and Keithley become middle
schools serving grades 6-8
• 1990 – Parkland School is sold to PLU
• 2003 – Midland Elementary reopens
• 2015 – Early Learning Center opens

9. Qualify for Free & Reduced Lunch
50%
100%
27%
42%
75%
1988 1998 2017
Year
Students(%)

10. Ethnicity
50%
100%
18%
25%
64%
1988 1998 2017
Year
Non-whiteStudents(%)

11. 02/14/17
The Way We Were
• 1949 (1st
year of incorporation) – two
languages: English and Norwegian
• 68 years later . . . . .

12. English Khmer
Chuuk Bulgarian
American Sign (ASL)
Vietnamese
Ukranian
Spanish
Samoan
Russian
MoldovianKorean
Farsi
Cambodian
Tagalog
Arabic
Chinese
Guamanian
Laotian
Swahili

13. Who We Are Today
55+ different languages spoken

14. The Odds
The odds stacked against many students, especially those
born into poverty, are sobering:
• Nationwide, nearly one-third of all students fail to
graduate with their peers.
• One-third of those who do graduate are ill-prepared for
either employment or college.
• Only one-half of African American, Latino, and Native
American students graduate on time from high school.

15. The Odds
For individuals, the consequence of these failures can be
catastrophic:
• Poverty rates of families headed by dropouts are more
than twice that of families headed by high school
graduates.
• A dropout is more than 8 times as likely to be in jail or
prison as a high school graduate and nearly 20 times as
likely as a college graduate.
• Over a lifetime, dropouts earn $260,000 less than high
school graduates.
• The life expectancy for high school dropouts is five years
shorter than college graduates.

16. Five Key Leverage Points for
Changing the Odds
1. Guarantee challenging, engaging, and intentional
instruction
2. Ensure curricular pathways to success
3. Provide whole-child student supports
4. Create high-performance school cultures
5. Develop data-driven, high-reliability systems
Mid-continent Research for Education and Learning (McREL 2010)

19. Reasons for Hope
“If we were logical, the future might look
bleak, indeed. But we are more than
logical. We are human beings, and we have
faith, and we have hope, and we can work.”
Jacque Yves Cousteau

20. Instructional Norms
• The consistent pieces that are components of a lesson –
any lesson
• Instructional elements that occur in all classrooms across
all content areas that can be observed whether the class is
AP English or Kindergarten math
• Demonstrated success in turning around struggling schools
and school systems
• Aligned with the thinking of educational researchers such
as Dr. Richard Elmore and Dr. Robert Marzano

21. TEACH for Enduring Learning
Targets for Learning
Establish relationships, rules, and routines
Acquire (or address) new knowledge and/or skills
Check for understanding and engagement
High expectations/no excuses

22. FPSD Ingredients to Student Success
• Clear directional system (vision, mission, beliefs, & goals)
• Strength in diversity with a culture of inclusion;
• Sophisticated MTSS system for academics, behavior, and
attendance (Safe & Civil, PBIS, Restorative Practices,
AimsWEB);
• Shared organizational value of social justice and engagement of
students, staff, and the greater community;
• Well-established, high functioning PLCs with time imbedded for
regular collaboration;
• K-12 Comprehensive Guidance (Nav 101, Student-led
Conferences, 4 Year and Beyond Plans, Senior Portfolio, full-time
elementary counselors);
• Shared leadership at all levels of the organization;
• Strong focus on early learning and full-day Kindergarten;

23. FPSD Ingredients to Student Success (cont’d)
• Formal “grow our own” administrative internship program;
• Dynamic higher education, business, and community
partnerships;
• Standards-Based Grading (K-12);
• Early Warning Indicator and Intervention Systems for student
success to increase on-time graduation and post-secondary
attainment;
• District-wide Instructional Norms;
• Nested goals (district, building, classroom);
• Whole child supports;
• Supportive Board of Directors;
• Stay the course with what works and continue to go deeper while
remaining open to innovation;
• Competent, committed, and caring staff w/growth mindset;
• System coherence.

24. The Great Equalizer
“Education, then, beyond all other
devices of human origin, is the
great equalizer of the conditions of
man - the balance wheel of the
social machinery.”
Horace Mann

25. The Great Equalizer
• Public education is still the “great
equalizer”
• All children who walk through our doors
have the opportunity to succeed
• In addition to strong academics we offer
important life skills
• Learn how to become responsible
participants in the world

26. No Excuses
“Our job is easier if our kids come
to us healthy, fed, nurtured,
encouraged, and ready to learn – if
they are not – it just makes our job
MORE IMPORTANT.”

27. Go COUGS!
If I can be of any service to you during or
after you complete your program, feel free
to contact me at:
fhewins@fpschools.org
or
(253) 298-3010

28. Employee recruitment,
support, and retention
Dr. Shaun Carey, Assist. Supt. for HR and Business
Mr. Lance Goodpaster, Assist Supt. for PK-12

29. Dr. Shaun Carey
• Education
• Bachelors of Education Pacific Lutheran University
• Masters of Education (Curriculum and Instruction) City
University of Seattle
• 2001 Administrative Credentials Pacific Lutheran University
• 2012 Doctor of Education (Educational Leadership) WSU
• Professional Experience
• 1994-2001 Elementary/Middle School Teacher/Dean of
Students
• 2001-2011 Elementary Principal
• 2011-2012 Director of Human Resources
• 2012-2015 Executive Director of Human Resources
• 2015-Present Assistant Superintendent of HR and Business

30. Mr. Lance Goodpaster
• Education:
• BA, University of Washington
• MA, University of Puget Sound
• Administrator Certification, University of Washington, Tacoma
• Superintendent Credentials, Washington State University
• Ed. D in progress, Washington State University
• Professional Experience:
• 1993-2002 Teacher, Franklin Pierce School District
• 2002-2013 Principal, University Place School District,
• 2013-present, Assistant Superintendent, Franklin Pierce School
District

31. The “challenge” of Recruiting and
Retaining quality teachers!

32. Recruitment
• Challenges
– Sparse candidate pools created by lower enrollment into WA Teacher prep programs.
– Salary inequities in the field of education vs other professions.
– Difficulty In finding a workforce that resembles (racial, ethnic, Socio-economic) the
population served.
– Competition for teaching candidates with neighboring districts.
– Managing the “unknowns” of student enrollment, operating budgets, and school facility
space.
• Franklin Pierce Strategic Efforts
– Cultivating partnerships with local university ed. Prep programs.
– Hiring our best, brightest, and most prepared student teachers.
– Conducting District site visits where top teacher candidates are working.
– Attending job fairs and ed. Employment opportunities.
– Utilizing teacher/counselor interns as emergency subs when they aren’t participating in
internship activities.
– Institution of local “grow your own” educators efforts, beginning in our HS.

33. Nationwide Data on Teacher
retention informs us that . . .

34. Teacher Recruitment 2017-18

35. Activity
Recruitment speech
• 30 – 90 second monolog/”sales pitch” to a Prospective
employee.
• What will you highlight? What will you choose not to
share?
• What questions should you be prepared to answer?
• What are the next steps for the candidate?
• How will your “personalize” your brief interaction?
• Time to practice! (two rounds)

36. Teacher Support and Retention

37. Teacher Support
• Challenges
– Funding.
– Competing commitments for time.
– Wide range of abilities and experience.
– Need to support mentors as well.
• Franklin Pierce Strategic Efforts
– Fiscal responsibility and budgeting that prioritizes teacher support.
– Supportive school board that articulates the vision.
– Firm Core beliefs that allow for flexibility in meeting goals.
– Supported teachers benefit all students.

38. Teacher Support (CONT.)
• Principals
– Support/Promote/Provide time for PLC model
– Create a climate of mentorship and collaboration
– Commit time for:
• Individualized support
• Small group PD
– Provide specific and frequent feedback
– Get your hands dirty

39. Teacher retention

40. Teacher Retention
• Challenges
– Teacher “burn out.”
– Struggles mastering the curriculum, instructional practice, and/or student
management.
– Competitive compensation packages.
– Lack of advancement opportunities within the profession.
– Countering the “grass is greener . . .” thinking.
• Franklin Pierce Strategic efforts
– Development of strong PLC’s, frontline support from building and district
administration.
– Maintaining contracts that keep the district in the upper 1/3 of our
comparable districts.
– Providing support in on-going professional development.

41. Teacher Retention (CONT.)
• Principals
– Build positive relationships
– Don’t play favorites
– Commit to a vision
– Ongoing PD
– Provide opportunities for:
• Professional growth
• New challenges
• Leadership
– Set a positive, daily tone
– Promote fun and collegiality

42. You will encourage and inspire teachers to
teach for many years to come. What will you
tell them?

43. Questions?