Q: What was the trajectory of your career leading to your current post as superintendent of District 75? Would you view your advancement process as typical or atypical? Why?
Q: What brought you to accept a position at District 75, specifically?
Q: What kind of hard and soft skills do you consider essential for the successful execution of your role as administrator?
Q: What, in your opinion, is the value of your educational background in comparison with the work of your professional experience?
Q: What is perhaps the most overrated aspect of your job description? I'm seeking to understand that which may be perceived as important by others, but in all actuality, poses a superficial diversion to the core emphasis of your work.
Q: What are some of the broadest changes over the past decade in your role in charge of spurring on the educational excellence of thousands of students?
Q: What is the nature of your work as seen in the scope of daily activities? In a single phrase, to what single broad effort does it contribute?
Q: In your opinion, what is the most enjoyable responsibility found in the duties of a superintendent?
Q: What kind of conflicting interests does the superintendent contend with when developing budgets, professional pay, achievement benchmarks, and policy revisions?
Q: How has the federal government shift from having virtually no role in education policy to having virtually complete control in the wake of NCLB shaped your focus as an administrator?
Q: In light of the NCLB program, what is the sum effect of the submission of waiver forms attempting to avoid implementation of the law? What do such exceptions say about surrounding programs that may not clear waivers?
Q: How does working in special education District 75 alter the way NCLB is applied?
Q: How do the Common Core Standards of the NCLB shape the increasing demand for adequate yearly progress?
Q: What differing dynamics do the education of children with disabilities bring to your work as opposed to traditional school districts?
Q: The change process of effectively initiating and evaluating positive advancement in children's lives must be a challenging one. What are some of the most arduous difficulties of taking mission-based organization ideals and translating them into meaningful results that benefit the lives of District 75 students?
Q: How does the proper education of children with disabilities translate in a society focused on the great "Race to the Top" with broadening international testing?
Q: What are some of the greatest difficulties facing superintendents in your region?
Q: How does student safety equate into District 75 policies?
Q: What, in your view, is the future of education in America in terms of assessment measures and the role of technology?
Fariña, C. (n.d.) District 75. New York City Department of Education. <http://schools.nyc.gov/academics/specialEducation/D75/default.htm>.