Candidate 3 – February 11 and February 12
Dr. David Sklarz currently serves as Superintendent of Schools in West Hartford, Connecticut, a position he has held for 14 years. Prior to assuming this role, Dr. Sklarz served as Superintendent in Santa Cruz, California; Deputy Superintendent in Charlestown, South Carolina; Middle School Director in Ridgefield, Connecticut; Middle School Principal in Marblehead, Massachusetts; and Interim Principal and Assistant Principal in Concord, New Hampshire. In addition, Dr. Sklarz was a Department Supervisor/Teacher in Ipswich, Massachusetts. In his current assignment, Dr. Sklarz has led a large, diverse district with rapidly changing demographics; a district in which six of sixteen schools is nationally recognized as exemplary by the United States Department of Education. Dr. Sklarz obtained his undergraduate degree in Education and History from UMASS/Boston, then secured his MA in History and Asian Studies from Salem State College, completed a CAGS in Management Systems from Boston University, and obtained an Ed.D in Administration and Policy Analysis from Teachers’ College at Columbia University. Dr. Sklarz holds licensure as Superintendent of Schools in the State of Connecticut.
I have spent my last 20 years in education devoting myself to leadership in multicultural school districts dedicated to embracing diversity, celebrating differences, and closing the gap between rich, poor, black, brown, white, abled, disabled, the intellectually gifted, and the challenged. I have studied the issues, written and presented papers on multiculturalism, and most of all, practiced what I have preached. I have made a difference through my experience and inspirational leadership from Charleston, South Carolina, where the issues of diversity are deeply rooted and centuries old, to Santa Cruz, California where celebrating diversity define the entire community, to West Hartford, Connecticut, where changing demographics have occurred over the last decade. There is no one singular issue that I am more passionate about then recognizing and celebrating diversity. Giving true lasting meaning to diversity and multiculturalism is hard work and a relentless commitment. It can't be legislated or mandated from the top down, it must be instilled in every child, embraced by an entire community, practiced in every classroom, shopping mall, on every street, and in every house. It is more than just about the color of ones skin, the language they speak, their economic means, or intellectual abilities. It is sensitivity to the autistic child in the theater, the child with two mommies, the teen whose home is the street, and the child who is bullied just because he is different. It is more than just the bumper sticker on your car, the politically correct cocktail party conversation, or writing a mission statement. It is about understanding and appreciating differences and believing that diversity is not only the right thing to do but also that it is a moral imperative to make a difference. It requires courageous leadership within our schools, City Hall, on campuses, and most of all, in the home. Schools cannot make the difference alone. I have presented a paper on several occasions that describes in great detail how multiculturalism must be infused in all that we do within our schools. From hiring practice, professional development training, text book selection, curriculum revision, music at concerts, plays on stage, or the sports we offer, it is about inclusion where there is unintentional exclusion, assisting the disenfranchised to be more involved, to give a voice to the voices, to empower the disempowered. It is never settling for less and continually raising expectations. Progress is not made over night, but over time. It is a community and an educational system pre-k through graduate school defining itself and it's mission, and holding itself publicly accountable until that mission is achieved. I have attached a paper I wrote a number of years ago that may be somewhat outdated in some strategies specifically. However, our total commitment to multiculturalism in everything we do from how we spend our time, resources, energy and funds is never outdated. Santa Cruz, California, may be in the forefront on the West Coast; I believe the Amherst Pelham communities can and will be the leader models for the East Coast. The most recent election affirmed that we as a country have been ready to embrace diversity. It has also told the seedier part of the story, that there is a sad element of America where racism is as strong as ever. We may never change everyone in our communities, but we must never stop trying. It is once again our moral imperative to educate our children and invest in the next generation and as such, touch the future. Yes, we can.
Superintendent: West Hartford Public Schools 1995-Present
West Hartford, CT (Enrollment - 10,000)
Superintendent: Santa Cruz City School District 1991-1995
Santa Cruz, CA (Enrollment - 10,000)
Deputy Superintendent: Curriculum and Instruction 1987-1991
Charleston County School District, SC (Enrollment - 45,000)
Director of Middle School Education 1981-1987
Ridgefield Public Schools, CT (Enrollment - 6,000)
Principal, Marblehead Junior High School/Middle School 1977-1981
Marblehead Public Schools, MA (Enrollment - 5,000)
Interim Principal, Concord High School 1976-1977
Concord City School District, NH (Enrollment - 7,000)
Assistant Principal, Concord High School 1972-1976
Concord City School District, NH (Enrollment - 7,000)
Social Studies Department Chairperson, Teacher, Ipswich High School 1968-1972
Ipswich Public Schools, MA (Enrollment - 3,000)
Adjunct Professor, University of Connecticut, Storrs, CT (Present)
Higher Education: Adjunct Professor, Lesley College, Cambridge, MA (1988-1994)
Adjunct Professor, The Citadel, Charleston, SC (1987-1991)
Adjunct Professor, College of Charleston, Charleston, SC (1987-1991)
Faculty, Columbia University, NYC Summer Session ( 1985)
Adjunct Professor, Salem State College, Salem, MA (1980)
Instructor/Consultant, Gordon College, Wenham, MA (1972)
Doctor of Education, Columbia University, Administration & Policy Analysis
1984-86
Certificate of Advanced Graduate Study, Boston University, Management 1979-81
Systems Master of Arts, Salem State College, Major: History 1969-71
Bachelor of Arts, University of Massachusetts, Major: Education/History 1964-68
Harvard University, University of New Hampshire, University of Hartford, Rutgers University, The Citadel, Appalachian State University, State University of New York
Administrator of the Year, Association of California
School Administrators Recognized in Who's Who in American Education Vol. III
Appeared on the NBC Today Show - "One School District's Plan for At Risk Students"
Cited as one of 100 Outstanding Executive Educators in North America - Executive Educator
Selected as one of Connecticut's Five Distinguished Principals
Honored by U.S. Department of Education - School of Excellence
Chosen as a Model School in a N.I.E. Study of School Reorganization Efforts
Awarded I.D.E.A. Fellowship "Reform in Secondary Education"
Review panelist for USDOE Blue Ribbon Schools Program
Site visitor and advisor USDOE Schools of Excellence Program
Consultant for Council of Chief State Officers "Every Child Can Succeed" Project
Reviewer of U.S.D.O.E. grant proposals for Leadership in Educational Administration Development
Member of Teachers College Forum, Columbia University, NY
Invited lecturer/consultant for The American School of Algiers, Algeria
Created the nationally recognized Behavioral Teacher concept for effective discipline
Participant in National Curriculum Study Institute - ASCD
Associate at National Center for Research on Cultural Diversity and Second Language Learning
Participant in AASA National Academy of School executives
Editorial Board, Journal on At Risk Youth
Member of National Panel of Administrative Advisors, Memphis State University, TN
Consultant for numerous school systems in the process of educational reform and restructuring
Presenter: .National Associations, U.S. Department of Education, Governmental Agencies, Professional Organizations, Higher Education, Parent Associations and Civic Groups, and Radio and Television Talk Shows
New England Conference on Compensatory Education (Keynote Speaker)
Topic: Discovering Together: Partners in Education
New York State's Superintendent's Conference (Keynote Speaker)
Topic: Fulfilling Promises to Multicultural Education
Chapter I Northeast Regional Conference (Keynote Speaker)
Topic: Chapter One: The catalyst for Educational Reform
American Education Research Association National Conference
Topic: Evaluation- Driven Program Development for Comprehensive Drop Out Prevention
American Association of School Administrators National Conference
Topic: New Strategies to Reduce Dropout and Grade Level Retention
Computer Curriculum Corporation Executive Conference
Topic: Computer Assisted Instruction: The Next Generation
IBM National School Executives Conference
Topic: People, Programs and Technology: The Solution to the At Risk Problem
Workforce 2000: Conference of Business and Education Executives
Topic: Dropout Prevention - From At Risk to Employability
Council for Exceptional Children
Topic: Understanding the Early Adolescent Learner
National Conference on America's At Risk Youth
Topic: A Plan to Improve Instruction and Reduce Dropout and Grade Level Retention
USC Conference on Children and Teenagers at Risk
Topic: 2001- A Vision for the Future - A Plan to Improve Instruction
Phi Delta Kappa - Trident Chapter Annual Conference
Topic: A Look at Education in the 21st Century
Sklarz, D.P. (1994, August). The 3R's of At Risk Programs: Reexamining, Redefining and Redesigning Schools. The Journal of At-Risk Issues.
Sklarz, D.P. (1993, May). Turning the Promise of Multicultural Education into Practice. TheSchool Administrator. American Association of School Administrators.
Sklarz, D.P. (1992, June). Fulfilling promises to multicultural education. Wisdom in Practice. Harvard Graduate School of Education.
Sklarz, D.P. (1991, October). Writing for education journals. Here:s How. National Association of Elementary Principals, 10, (2).
Sklarz, D.P. (1991, May). Keep teachers on their toes with these 10 retraining tips. Executive Educator, 13, (5), 26, 29.
Sklarz, D.P. (1991-April-June). Business education partnerships: Part II Business and Economic Review, Vol. 36 No.4, 15-18.
Sklarz, D.P. (1991, Spring). Principal as Author. NASSP Newsletter.
Sklarz, D.P. (1989, September). Education's ten modern myths. The School Administrator, 46, (8),36-37
Sklarz, D.P. (1988, March). Parents need to just say no! The Early Adolescence Magazine, 2, (4), 36.
Sklarz, D.p.(1988, January). Keeping good bus drivers. The School Administrator. 45. (1),29-30
Sklarz, D.P. (1987, July 19). Loving children enough to say no. The New York Times, 23.
Sklarz, D.P. (1987, May). The terrible twelve's: fmding relief for the in-between years. The Early Adolescence Magazine. I. (5), 24-27.
Sklarz, D.P. (1986, November). A cost effective alternative learning program for the middle grades. Dissemination Services on the Middle Grades. XVIII. (3). Springfield, MA: Educational Leadership Institute, Inc.
Sklarz, D.P. (1986, Spring). Principals - the movers and shakers in the reform movement. The Harvard Principals' Center. IV. (3), 1-3,9. '
Sklarz, D.P. (1986, January). Selling the middle school. Principal. 65, (3), 52-54.
Sklarz, D.P. (1984, December). Connecticut junior high has an "apple orchard." NAASP Newsletter. 32. (4),5.
Sklarz, D.P. (1984, October). Setting budget priorities. The School Administrator. 41, (9), 16.
Sklarz, D.P. (1984, September). Making a good one into a great one. Principal. 64. (3),52-54.
Sklarz, D.P. (1984, May). Wanna be twelve again? Middle School Journal. XV. (3),32-33.
Sklarz, D.P. (1984, January). This apple orchard is bearing fruit. Instructional Innovator. 29. (1),33.
Sklarz, D.P. (1982, January). A primer for middle school transition. The Clearing House. 55. 197-98.
Sklarz, D.P. (1981, Spring). Working your way to positive self-discipline. New England League of Middle Schools Journal. 35-37.
Sklarz, D.P. (1981, April). Short-circuit the go to the principal reflex. School Administrators Update.
Sklarz, D.P. (1980, May). Helping the disruptive student. NAASP Newsletter, 5.
Sklarz, D.P. (1979, May). Behavioral teacher. The Clearing House. 52, 4299-430.
University of Hartford Scholarship Committee University of Hartford Library Board of Visitors Bushnell Performing Arts Center Board of Overseers Bushnell Education Committee Co-Chairperson Noah Webster House Advisory Board West Hartford YMCA Board of Managers Rotary of West Hartford
West Hartford Chamber of Commerce Education Committee Education Foundation of West Hartford, Ex-Officio
Park Road Theatre, Ex-Officio
American Association of College Professors
American Association of School Administrators
Hartford Area Superintendents Association
Connecticut Association of School Superintendents
Phi Delta Kappa American School Board Association
Association of Supervision and Curriculum Development