4/4 8:25pm   Is the superintendent's position full-time?
Of the 260 possible work days, Norfolk provides up to 25 vacation days, 20 sick days, 13 holidays, 5 personal days, 2 religious days, and one-half days before holidays. In total this amounts to at least 65 days out of the office. If all these days were utilized then our superintendent would be at work 75% of the time. Norfolk further provides up to 10 professional development days and 5 bereavement days.
These benefits are much better than the benefits of the average educational and U.S. worker. But wait, there is more; if our superintendent leaves at the end of the current contract, it appears that we could owe for unused vacation and sick days paid out at the salary at the time of departure. Before resignation the superintendent shall be entitled to a cumulative 221 unused sick days. Apparently we could have a superintendent with accumulated 35 vacation days and 221 sick days, nearly one full year of annual salary.
Now let's review the numbers. 2006 - 2007 Base $125,000, guaranteed bonuses of $5,000 and $4,000, insurance benefits of $2,400, retirement annuity of $7,500, and district related travel of $2,400. This totals $146,300. Extras include full coursework reimbursement, speaking fees, conferences including dues, travel and expenses. Nice numbers for K-6. Just think of the costs if our superintendent was responsible for K-12.
No wonder we need to cut the library and teachers. This brings up another point. Why is the superintendent's office and Freeman-Centennial's principal "cleaning house?" Abrupt changes first to Mr. Matez' classroom and then to our school library program. To me it appears that the school administration in the face of individuals with at least 15 years in Norfolk and differing opinions would prefer to end relationships rather than build bridges. Our superintendent with three years in Norfolk presumes to know what is better for Norfolk than those individuals who have served us well. Paradox: Why would Chris Augusta-Scott, who was recognized on UniSA's website for researching How race talk constructs race relations: essentialism and counter-essentialism in women's narratives of experience and earning her Doctorate with Scripted ways of talking about race: moving beyond race essentialism toward reconciliation choose to deal with faithful Norfolk educators in such a heavy-handed manner? Undeniably, this scholarly school adminstrator should embrace the notion of individuality and respect the empirical results of our student's learning/education in spite of differences in perceived style.
Is this contract in the best interests of the residents of Norfolk? I say no. I say it is time to clean house in the superintendent's office, the F-C principal's office and Norfolk School Committee.

- CM

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