Carl Militello has more than 30 years’ experience as an administrator in New York school systems. Most recently, Carl Militello served as superintendent of the Niagara Wheatfield Central School District in Niagara Wheatfield, New York. As with most things in life, one must learn the art of negotiation in order to achieve success and get what one wants. Carl Militello has had to utilize his negotiating skills in order to foster change, creativity, and cooperation throughout his career as an educational administrator. Here he shares a few tips on how to negotiate well.
Be a good listener. The most successful negotiators are those who have the ability to listen. A good rule to follow is the 70/30 rule: listen to your counterpart 70 percent of the time while only talking 30 percent of the time. If you ask open-ended questions, the other negotiator will impart some very important information.
Take your time. When negotiating, patience is key. The more you rush, the more likely you are to make mistakes.
Aim high. By aiming higher and asking for more, you will more likely get more. Most people who aim high usually achieve better results than those who aim low and expect less.
Carl Militello has devoted many years to educational administration, most recently serving as superintendent of the Niagara Wheatfield Central School District and the Carthage Central School District, both in New York. In addition to managing multimillion-dollar budgets and overseeing hundreds of staff members, Militello implemented programs such as curriculum mapping and other assessment systems.
Schools employ curriculum mapping to ensure everyone is on the same page, so to speak. By tracking the content, methods, and assessments used by each teacher, administrators can standardize the curriculum across classes in a grade, align instruction with testing benchmarks, and discover duplication or gaps in material among grade levels. Through curriculum mapping, new teachers quickly learn what to include in lessons, while established instructors avoid redundancies in their planning efforts.
Based on the work of author and education consultant Dr. Heidi Hayes Jacobs, curriculum mapping involves seven steps. First, teachers enter details on the content they taught, and enter them in to the system. After collecting data from this system, each team member reviews all the maps, looking for repetition or missing material. Then, groups of up to eight people discuss their findings. Following the fourth step, a large-group review, members address revisions that can be made immediately. Next, the group assigns a task force to determine areas needing further research and provide resolutions. Finally, they plan for the subsequent review cycle.
As superintendent of schools in the central district of Niagara Wheatfield, New York, Carl Militello instituted a number of needed changes in secondary education practices. His efforts improved student achievement skills in several key areas. He initiated the district’s first pre-kindergarten program for over 100 children in math and reading literacy. At the elementary level, he began a book-of-the-month club for students and learning clubs for all teachers. He also began tracking performance with data analysis teams.
For middle schools, Carl Militello achieved the highest ranking in western New York for eighth grade basic literacy, according to Business First. He established a ninth grade academy and enhanced character education programs. At the high school level, he inaugurated an alternate schedule for high-achieving students and increased participation in the Scholastic Aptitude Test for seniors and the Preliminary Scholastic Aptitude Test for juniors. For these and other accomplishments the district awarded Militello a five-year contract extension.
As a one-time school superintendent with 15 years of experience, Carl Militello has extensively investigated the many student assessment systems available today. In his recent role as Superintendent of Schools for Niagara Wheatfield Central School District in New York State, he introduced the innovative Pearson Benchmark system.
The Pearson Benchmark system uses multiple metrics to measure student achievement. The system allows school and district leaders to custom-design assessment tests, which can be given to students at any time during the school year. Because these tests are designed locally and by those that know the specific curriculum, the resultant measures are both specific and actionable. Administrators and teachers can use the data produced by the Pearson tests to adjust instruction, communicate with parents, and identify areas of instructional need.
The Pearson Benchmark system was developed by Pearson Assessments, a division of Pearson Education, Inc. Pearson Assessment creates achievement metrics and tests from pre-kindergarten through the graduate level.