[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:12] Good evening, everybody. Thank you for joining us. This is the Ann Over Youth Steering Committee, Ann Over Youth Services Steering Committee, fourth meeting. And we have a pretty busy schedule today to go over the agenda. What we're going to try to do tonight is take two votes. We'll get back to the public comments in a minute. Today, we're going to try to vote on a profile in description so we can get this fall moving and
[0:42] passing it over to the hiring committee. We're also going to be taking a vote on a communication plan
[0:48] and how we should communicate this to the end of the public and have them interacting with this
[0:56] process. So we will get to the two objectives in a minute. First, I would just go back to Andrew
[1:03] Flanagan, town manager. Are there any public comments that we need to address at the moment?
[1:09] Nobody has submitted public comment, and nobody's asked to participate remotely tonight.
[1:15] Okay, thank you very much.
[1:16] And to the committee, I hope everybody's doing well, and thanks for joining us.
[1:20] I know that we're now on our fourth meeting, and this does take some time.
[1:25] Tonight's going to be, I think, longer than expected.
[1:28] There's a lot to go over.
[1:30] Going over the profile and the job description, we'll take a second tier.
[1:35] I think what we should start the meeting off with is how we communicate this effectively to the community, which would be in my definition, the annual for public.
[1:46] And so we should start there and talk about a communication plan, because once we figure out the profile and description, we're going to want to get that out to everybody.
[1:56] I think Andy, in a discussion I have with our earlier, I think everybody, and Trent as well,
[2:04] we're a little tired of the Zoom. Maybe we want to get out and get face-to-face with everybody
[2:09] for one of these meetings. So with that being said, I know Trent, you would send me an email.
[2:15] We can talk about the communication plan. How would you like to roll out to the public?
[2:20] And again, I want to make sure the committee stays tight on this. We're the steering committee to get
[2:25] a profile in the description prepared to then pass over to a hiring committee.
[2:31] We want to make sure that gets done correctly with this steering committee.
[2:34] So once we get the profile plan, hopefully we can hammer that down tonight, you know,
[2:39] Jess has put a lot of work into it, I've seen what she has created, we have to communicate
[2:45] this out to the public.
[2:46] So that's what we're going to talk about for the beginning of the meeting.
[2:48] So anyone want to take it from Ryan?
[2:51] I am based on our last meeting. I put together a couple of slides of what our typical communication plan would look like and then built it out based on the feedback of the group.
[3:00] And how I think we really tailor it to the job at hand, which is soliciting input on the director search. So if I may, I just like the slides and please interrupt me as we go.
[3:13] So you'll see in a second the different elements that I'm proposing we use in terms of communication.
[3:21] This is a starting point. There's some things we can do. There's some things we may not be able to do.
[3:25] But I look forward to talking through those. So.
[3:31] So AIS steering committee and direct search communication plan.
[3:36] This is pretty typical of any time we'd be doing not so much a search but a big project
[3:42] or an initiative of great public interest.
[3:46] I will have a dedicated webpage and that's just a good landing spot or information that we
[3:53] have aggregated over the course of a process.
[3:55] Of course, this process being the work of the committee, and it's also important to have it in one landing place because we can push it out and refer everybody back to one location.
[4:06] I'll talk about what that looks like in just a second.
[4:09] So the website, which we're in the process of building, I'll be within the town site, of course.
[4:14] Zandoveramay.gov, that's our homepage slash AYS Darren Committee. If somebody feels
[4:19] strongly that I should say something different, we can certainly talk about that,
[4:23] providing it's consistent with how we usually do these for web pages.
[4:28] The website will include the following. A link to every steering committee meeting,
[4:32] so we will put links to each of these meetings, so people with dates, so people can go back and watch
[4:37] them. Right next to the link to the meeting itself will be a link to the minutes.
[4:43] The minutes are being taken in the next meeting.
[4:47] We will vote of meeting minutes from the past meeting so people can either watch the meeting or they can just quickly take a look at the minutes to see.
[4:56] Generally what was discussed.
[4:59] Would like to do a link to a survey and as we discussed the last meeting.
[5:04] The survey, when it did be an opportunity for an open-ended question at the end, anything
[5:09] not listed here, please express your thoughts.
[5:13] But it would be a prioritization of the attributes of the next director.
[5:18] And then that information would help inform the selection committee's work.
[5:24] So it's not like we have to wait a month for that to happen and then post a position that
[5:29] they can actually run in tandem or concurrently.
[5:33] We'll have a dedicated email address to provide input on the qualities of the next director
[5:37] and we're calling it next director, dandoverma.us. This is always a effective way of getting
[5:44] public input. People do email it, especially when it's first pushed. We'll put a link to the
[5:51] AIS director position profile so that people can see the work this committee did and really what
[5:58] framework is or attracting candidates to the position. And then a status update, you know, a lot of
[6:05] times websites are published and then they're pretty ecstatic. I want this to be a dynamic
[6:11] interface with the public in terms of where we are with the process. So when we're screening,
[6:17] we'll say screening is ongoing. When we're interviewing, we'll say interviewing is ongoing.
[6:21] And then any time there's a public participation opportunity, we'll push that through
[6:26] the website and the channels as well. Before I go on to the different channels and if you want to have a little bit of what the survey would look like.
[6:34] So I sent out the survey in that email with the document. I know a couple people went in and looked at it.
[6:42] And I want to get some feedback on it as well, but it basically had two questions asking people just to rank it. There is a setting in Google form.
[6:52] So whatever this whatever and over usually uses for surveys that I think is good is there's actually a
[6:58] setting that just what's what I'm looking for. It changes the order of the things right so it's
[7:07] not like preset anybody that goes in it's going to randomize the order that things are in.
[7:13] Wait, one minute. It's like he always comes in as soon as he hears me talk and get where
[7:18] It's true. I mean, one minute. And then what we're going to do is have the two open ended questions at the bottom one for community members and then one specifically for you to share their thoughts ideas.
[7:30] And again, that those responses are designed to take the qualities and things that this committee have identified.
[7:39] And then hand it off to the hiring committee or the selection committee.
[7:45] with an idea of what the community wants to see prioritized as a interview and screen candidates.
[7:54] So, again, I did put it together. We can, I can, you know, ask for feedback on that at another time.
[8:00] I think tonight voting on this and voting on the profile are definitely the top priorities.
[8:09] So, and then in terms of communication channels.
[8:12] What we're recommending to do is our end over news alert.
[8:17] That's just emails to inboxes.
[8:18] That's all a lot of people who are not on social media get information.
[8:22] So we push that we have 1400 people subscribed.
[8:25] We push it through Facebook where there's 16 6200 people following Twitter,
[8:30] where there's just under 4,000 people following Instagram.
[8:33] There's just enough 2400 people following.
[8:36] And then the library email newsletter,
[8:38] which has the far greatest reach of any communication device that we have, which is reaches 18,000 people.
[8:44] So obviously, everybody understands how social media works. We push it through our channels. It gets
[8:50] shared and reposted and retweeted. And when we do the analytics on that, the number of people we touch
[8:55] is well over 10,000, 15,000 people. So by hitting all of these places, we're sure to get a really solid
[9:02] response to the survey. Or, if people aren't responding to the survey, at least they have access to
[9:10] the information, which will be updated as the process evolves. So this is what we... Sure.
[9:17] Sorry, I just want to add that no in the discussion and Liz's email as well, that this is how the city
[9:25] will officially do it, but there's nothing stopping anyone from sending it to groups and saying,
[9:30] hey, can you send this out to your group as well, right? Like, um, and this doesn't actually have
[9:37] the AYS mailing list specifically. If they send it to their groups, it has to be a way to get it back
[9:45] to the town. It's going to be an online survey. Right. So as long as the people will just forward the
[9:50] link, because I know there was like, um, there was some suggestions in those emails that I think
[9:55] are great. I think anytime you can send it to somebody and say, hey, can you show this with your folks?
[10:00] like, you know, you're going to get that much more. But the one thing I didn't see on here was the actual AYS mailing list, which I assume they have.
[10:14] We do. We do. We do.
[10:17] Well, we would also utilize recreation mailing list, which is about seven or eight thousand families, many overlapping with you services.
[10:27] And we have a number of other contacts and networks in the community. It'll get out online.
[10:34] Andy, I think we're you saying like if I were to send it to say all the PTOs of the schools in and over, that would be fine for them to put in their weekly PTO email blast.
[10:44] Yeah, absolutely. Once the once this, once the town pushes it out, and the idea is to ask is to spread it out as much as possible.
[10:52] So people, because we all know people need to get it from multiple, you know, places before they actually see it or do something about it. I was actually in a marketing thing.
[11:02] Long ago, and they were saying that telling people that there's a date they need the reminders and the last reminder saying it's your last chance is when the majority of people will actually see that.
[11:12] So just to keep that in mind.
[11:15] I was just curious. I'm sorry to keep interrupting. If anyone has a sense of how many responses we might get, like I don't know if anyone knows how many of the recent superintendents email about her planning how many that survey got.
[11:30] And also I assume there's a way to avoid duplications right people answering more than once.
[11:37] So we can do our best, but through the tools available to us, people can clear their cookies
[11:43] and gain the system a little bit.
[11:45] We always look to see if there's a number of duplicates coming from the same place.
[11:51] And we typically don't find that we find the library address there because there's people using the library computers
[11:57] and they all come in through the same channel. But other than that, we don't usually see a lot of duplicates,
[12:03] but could there be a few people who do that potentially the case.
[12:10] I'll tell you in terms of the towns reach anywhere between 500 to 1500 responses based on
[12:19] the public interest in the matter. It's not huge. I mean you're not, it's never huge. It's definitely,
[12:26] I feel like every time I've done one in a community, you get the people who have strong feelings
[12:32] things on one way or the other. And like the people in the middle often don't complete it.
[12:37] So it's not it's definitely not a huge response, but that's why I think having it come out from a lot of different places.
[12:45] Because you know, if the PTO is saying, hey, this is really important. We want you to do this and some people might hear that where somebody else.
[12:50] You know, is going to get it through the right department and be like, oh, my kids growing up. They're going to be at a YS soon like that, you know.
[12:56] Not really speaking for what is worth it to somebody between two and a half and five percent
[13:03] response rate is fairly typical for a survey.
[13:08] Brian, go ahead, I'll get to you, go ahead, Brian.
[13:11] Oh no worries, I like the idea of the website as being kind of the anchor and looking at how
[13:21] How you're how you're populating that website is it's a combination of push of information and pull of of information from from the audience here. So I like that.
[13:33] One time one thing I think about when I'm asking for feedback is is how do we close the loop with folks and you know this dedicated email address.
[13:44] Is that part of the plan to, if somebody were to submit an email, is that part of the process?
[13:54] I mean, that could be a lot of emails on a link in here.
[13:57] How is that managed and who does that?
[14:01] And does that person or that group of people provide kind of a 360 and go back to the originator with a thank you or your feedback was received so that
[14:12] that they'll participate in the next time.
[14:15] So, they'll probably get an automated response only
[14:19] because it's tough to get back to everybody,
[14:22] especially in the beginning.
[14:24] My office has quite a bit of experience
[14:27] in aggregating comments that we get
[14:29] through these types of channels,
[14:31] so we'll take responsibility for that.
[14:34] And then what we'll probably say in the automated responses
[14:37] for updates, check back here,
[14:39] and that's where we'll regularly post our uptake.
[14:42] I think that's perfect.
[14:44] And the only other thing I would suggest here is, especially in this environment
[14:50] and in this scenario, transparency is so important and it's the tool that we're going to use to counter the cynics.
[15:00] So, and the more transparent we are in this process, whether it's this committee or it's the hiring committee, the more successful, the more likely that the incumbent is going to be the new director will be successful, right, because people are on board with it and so forth. So, it may be something. And I haven't kind of thought it through, but if there's a way to kind of provide some some feedback, you know, as people are prioritizing
[15:29] advertising, or as people are providing their feedback, it might be prudent to have something
[15:38] like that a way to convey that, that we're receiving this. This is what you've told
[15:45] us in terms of the priorities or the attributes. I just think it's really going to be important
[15:52] or for us to be transparent as best we can and not that we're not, but we have to kind
[16:01] of go out of our way in this case, I think.
[16:03] Would you recommend Brian, I'm sorry, but on that note, what I'm picking up is, you know,
[16:08] maybe there's a follow-up after it's opened in a week that, you know, most frequently asked
[16:13] questions, you know, we say here, the top 10, this is what the answers are.
[16:17] I'm sure there's going to be legitimate questions like, hey, how did you get picked to be on the
[16:21] right? We're talking about the hiring committee now, not the steering committee. How did one go
[16:26] through the process? How did you come across that? You know, I think those would be pretty frequent
[16:31] questions. So maybe we can follow up every seven days. Now the question would be do we have the
[16:37] resources to do that to someone in the town? Are they able to do that? That would be a good touch
[16:42] point for people right that they're not just going to the abyss. Yes, thank you. That's exactly it.
[16:48] We'll also share the survey results in some common themes, and we'll all go back to
[16:54] that website.
[16:56] But can we maybe say like every seven days it gets updated in a five, like something
[17:02] like that where people it's relevant, it's real time?
[17:06] I would say every seven to ten days we will update the FAQ section, and we'll update the
[17:12] rest of the website as materials become available, so if the process moves to a different stage
[17:15] you'll get updated. If there's a new meeting, you'll get posted. But I think is FAQs
[17:23] begin to present themselves. So frequent questions begin to present themselves. We'll put
[17:27] them into an FAQ format and add it to the website. Albert, is Albert waiting to say something?
[17:33] Give your hand up. Albert, yes.
[17:36] David, can you hear me okay? A couple of questions. One is, I think the spot is great.
[17:41] But it's just a couple of questions.
[17:43] One is, did we talk about the timing of the survey?
[17:46] When's it going out?
[17:48] Did that come up before you helped on the call?
[17:50] No.
[17:51] OK, so that's this question.
[17:53] And also, just introducing the survey,
[17:55] do we discuss what that introduction is going to look like?
[17:57] Are you, is that being drafted along with the survey
[18:01] or when's that going to come?
[18:03] Because that seems like that's going to explain somewhere.
[18:06] Yeah.
[18:07] Yeah, so I think before you jumped on,
[18:09] And we had said that tonight we're going to take two votes, one on this communication
[18:13] plan, the second on the profile.
[18:16] And then if those are complete, in the next meeting we will present to the community, what
[18:23] the committee has done, how we got here and what the final profile is, at that point they'll
[18:28] be an introduction to the survey, ask the committee to complete the survey.
[18:32] And so that gives us another, you know, a little bit of time to write that up.
[18:38] And I think it'll just be basically a summary of, you know, this is where we're at.
[18:43] This is what we're asking for and this is what we're going to do with it, you know, and book that, put that out.
[18:48] But I think the timeline is where we're at now, which is like, we need, this needs to be happening.
[18:53] Are you going to end up hiring in the middle of the summer, which is not, it's just not great.
[18:58] So with the communication plan and what Andrew presented in Bryant, thanks.
[19:03] That was a great question.
[19:04] What, any other questions, any other comments?
[19:10] Okay, so again, are we at that point
[19:13] where you guys are comfortable with what you saw
[19:16] and what we've heard where we can at least take a motion
[19:19] and a vote to work with that PowerPoint
[19:22] and the process that Andrew just put out to us?
[19:27] Is a timeline something that we will discuss after the vote
[19:30] or is it something we should discuss before?
[19:32] or the timeline of the presentation of the communication plan.
[19:37] Well, of the rollout of it, you know, when the website goes live, when the survey goes out, all those kinds of things.
[19:45] What I would add is if everything gets voted tonight,
[19:49] the website will be lied by the end of the week and the position should be pretty close to posted by the end of the week.
[19:54] Okay.
[19:57] That's pretty good. And then the survey being released, it would be on there,
[20:02] but then it would be pushed publicly at our next meeting, which is when we will present it to the
[20:07] community. So that would, that depends on when we agree to meet. And next week being school vacation,
[20:14] we know it will be at least more than a week.
[20:20] Any other questions on that? That was those are great
[20:22] questions. So I'm going to make a motion.
[20:31] Yes, would someone repeat what the percentage
[20:36] of response was to a survey usually? Was it two to five percent?
[20:42] I mean, we're between two and a half and five percent is fairly typical. Sometimes we'll
[20:47] see much more than that. Organizations seem more than that, but that's typical and that's
[20:52] considered successful. So mine on the two to five I guess my thought process my thought process
[21:00] on the two to five percent was that it is and what Andy said in terms of the extremes usually
[21:10] answering. Are we putting out a balloon that doesn't float?
[21:20] You know I don't have an answer
[21:22] to say what would be a way to have a higher input of community input, but is two to five percent?
[21:32] Is it just something you have to accept and you move on? Or is it something that
[21:36] garner such a low amount of input? And I know Brian was talking about transparency and the like.
[21:45] So that's my question. Is it the best we, is it the best we have and we go with that?
[21:52] or is there something better that allows the community a higher rate of input?
[21:58] You may see a much higher rate.
[22:00] I think it's a good question.
[22:02] Yeah, but there are issues that get a much bigger response.
[22:06] Does the town government study committee spend about 18 months looking at
[22:10] just levels of participation and response to certain things in town?
[22:15] And one of the things we saw is if there's a major issue in town
[22:19] or a major project that has a lot of interest,
[22:23] it gets funded at town meeting, right?
[22:25] At town meeting, we'll have 1,000 people on that day.
[22:29] I think we'll get 1,000 responses to the survey.
[22:32] So that's about as engaged short of an election,
[22:37] as pretty much we're gonna find any group in this town.
[22:41] We may fall short of 1,000,
[22:44] but we will be going through the same channels
[22:45] in which we get 1,000 plus responses.
[22:48] So what I mean by that is we're going to use all the same channels we do for most of our.
[22:53] I would say probably a few more channels for our survey type work, where we get our greatest response other than town meeting.
[23:00] And if we get 500, that may be an indication of overall community interest in the matter.
[23:07] If we get 1500, you know, that will be on the high end, and it will show that there's as much interest as there is in any other matter in town.
[23:15] Does that make sense? So we know that even on issues that we expect huge public response in person, we get about a thousand people sometimes a little bit more.
[23:28] So I think, you know, the survey has a unique way of meeting people where they are so they can respond at work, they can respond in the morning, they can respond at night.
[23:37] So I think it will be a good indicator and I'm not sure if there's anything we could do that would get a broader response.
[23:47] Yes, that's my point.
[23:48] Will you or can I follow up?
[23:51] My, my phone.
[23:52] Am I can you hear me?
[23:54] Okay, thank you.
[23:56] Will the hiring committee.
[24:01] That will follow this selection committee. Will the hiring committee have an open forum or discussion with the general public?
[24:17] I don't know. I think that was the idea because that is not a public body, the hiring committee and there's reasons that it's not a public body.
[24:26] Obviously, I think the idea here is that the profile will have been developed amongst
[24:35] the group of residents with the opportunity for public input, and then the ranking of
[24:40] things within that profile will come from public feedback, and at that point they probably
[24:45] start their work.
[24:46] Could they get in process and decide to have a public report out at a select board meeting
[24:53] or in the form of a forum, maybe, I don't know, Andy, how you feel about that?
[24:58] I think, I mean, it wouldn't be odd to me. It wouldn't seem odd to me, I should say, because,
[25:05] like I said in my email to everyone this weekend, you're in a very unique situation. Normally,
[25:09] this hiring of this position, like Gemma is truly the department head, and then you have these
[25:15] positions that run into these divisions, like this would not, I mean, I know Andrew said it before,
[25:21] like this is as close to like the superintendent as any hiring you know it would be but you also
[25:27] want to acknowledge the fact that they're you know that there is community investment you know
[25:33] trends comments and his email as well like people you know they question things they want to know
[25:39] what's going on they want to have it so it would not be out of line I don't think if the if this
[25:45] committee said to the hiring committee, we encourage you to find some way to have public input
[25:53] and to me that would be in the finalists. Once you have finalists who are public, just remember
[25:58] we said this before, anybody coming into apply for a job is under the sense of confidentiality until
[26:03] they have to publicly announce that they are a finalist for a public position. But once you have
[26:09] finalists. Having a meet and greet, having people come in, having like that be able to go. I think
[26:15] that seems very, it would not be odd for that to happen. I know I already said to Andrew,
[26:22] there definitely needs to be a youth piece, they need to be in there around young people, having
[26:27] young people involved at that point. So I think that that I would, I would suggest that this to be
[26:33] actually as we pass on the feedback from the survey, we also say here are some of our recommendations
[26:41] like to see these things happen, and then it's up to them to decide what they do with them.
[26:45] I don't know. I'm seeing a couple heads nod, but I think that they have to decide their process
[26:51] as the hiring committee, and as Andrew has told us it's quite the process they're going to go through.
[26:57] So they may feel like it's not necessary, but I think that if this committee feels like it is,
[27:01] that that's the best you can do is send it as a recommendation.
[27:05] Andy, I want to be respectful of that the town thinks it's a very special
[27:13] process, but I know for myself, you know, it's the same process I school the
[27:23] administrators go through in every district, you know, you come in for a day.
[27:28] So it's not only just superintendent and town manager.
[27:31] I mean, it's a process that is more well known to those people, but I respectfully say, yes,
[27:40] I mean, there is no doubt, Andrew, what you said, either the last time or the time before that,
[27:47] you know, people become reluctant to be named a finalist. That is a reality, right? Because it
[27:54] puts them, if they don't get the job, it puts them in an uncomfortable position in the district,
[27:58] they're in. So I just wanted to say that, that it's not as rare as we kind of can make.
[28:07] And I think you can let people know at the beginning, like if they're invited in for that first
[28:12] interview, this is our process and we are going to ask, you know, a finalist that, you know,
[28:17] we're going to have two finalists and we're going to make it a public piece.
[28:20] You're right. I think that any time involved in any time, it's really about that relationship,
[28:25] up and creating an environment like a school that that's where that's where having that extra level
[28:33] of doing the face-to-face like matters to people and they appreciate it because they want to
[28:37] know like who is this person that's going to be you know doing that work. I'm not not to say that
[28:42] like they had a DPW as in building relationships and an environment but it's not the same as like
[28:47] sending your children right so I think it's one of those things. Just follow up I think Tim you're
[28:54] absolutely correct. On the school side it is candidates are more familiar with this type of process.
[29:00] I'm drawing from within our process so I make an appointment the appointment gets confirmed by
[29:07] the select board. When I have one finalist and his or her name is going to go on an agenda,
[29:12] but they get very nervous. And they're the candidate. They've been appointed at just waiting
[29:17] confirmation. The other thing that I want to do is try not to set public expectation
[29:23] That there's two or three finalists because there may be one great candidate and not a great second candidate and then you are doing a disservice your finalist because everyone's going to say what is the other one and the committee may be unanimous and not thinking that they should put forward a second.
[29:43] I've been part of plenty of processes where that's happened.
[29:47] So, I think we need to be candid and, you know, do the best we can to a set expectation.
[29:55] There could be two public finalists, but there may only be one.
[29:57] And if there is only one.
[30:00] We know that it has the full support of the committee. That's the case. Or the committee could say we're never going to produce less than two, but then you may lose a great one. Well, there is, if you don't mind, just real quick on that on the hiring piece, man. I think that when people have to realize, none of those are their lives, but they are probably working somewhere else. That creates an extremely uncomfortable situation with your current employer, FYI.
[30:28] So, that's usually how it happens.
[30:30] So, we have to protect the candidates as well.
[30:34] If you want to do closed-door meetings at that point with two of the finalists, I'm all for it.
[30:39] But I think that's where the hesitancy comes from acknowledging your name, right?
[30:43] Gemma, go ahead.
[30:47] Thank you.
[30:48] I wanted to just say a few things about this particular piece.
[30:53] So, number one, as it relates, certainly back to the survey and questions about percentages of participation.
[31:00] And what you see when data gathering is,
[31:04] and it's always the case, is that you start to see trends
[31:08] early on as you start running analytics on a survey.
[31:13] And those trends, once you see them, they confirm themselves.
[31:20] And so if you have 1,000 people responding,
[31:23] a trend reveals itself.
[31:25] 5,000 people will not necessarily at all
[31:28] give you a different answer. So I know that's odd but that just seems to be the way surveys generally
[31:35] work. If you've got enough of a respondent base, the trend will reveal itself whether and you'll
[31:41] see it early on and then it just gets replicated over time. And I'm hoping and expecting that that
[31:48] will be the case and that will people will share their preferences and priorities with us and
[31:54] that that's gonna give us a clear mandate
[31:56] in terms of what kind of attributes we're looking for.
[31:59] And everybody should rest assured
[32:01] that we know how to screen
[32:03] and prioritize for those attributes
[32:05] and we'll be able to interview
[32:09] to be looking for those attributes too.
[32:11] So that base of information
[32:14] is gonna give us everything we need
[32:16] to deliver a candidate or candidates if we're lucky
[32:21] that really speak to those priorities that the community has told us.
[32:26] So that's what that process is intended to do.
[32:28] And we do know how to do that piece.
[32:30] So I just want to say, I mean, I've been part of many, many, many searches.
[32:36] And this will work.
[32:39] We're not going to end up with a candidate that's way off base.
[32:41] That isn't reflecting the priorities that our community has shared with us.
[32:45] One thing that I would add, we're comparing this process to other professional positions that have a pay scale that's 40 to 100% higher than this.
[33:01] So if somebody is looking at a position that's paying 100% higher than this, they may have more of a willingness to be one of three public finalists or one of two public finalists.
[33:12] But somebody who's pursuing a $90,000 a year position or an $85,000 a year position, even a $100,000 a year position, they may be less apt to take that professional risk.
[33:24] That is not otherwise ever required for the sector or the position level that they're seeking.
[33:30] So we would have to have people say this is a little bit different circumstance and we're willing to take that leap.
[33:36] depending on whatever their personal circumstances are.
[33:39] So one of the things I just want to keep in mind when we think about the number of finalists
[33:42] and the willingness of people to come forward because ultimately we can say to people
[33:46] and there may not be two people willing to come forward, the expectations between the processes
[33:53] we're comparing to are, I don't say the expectations are different, but the compensation risk reward
[34:02] is a little bit different from this process to the positions where it's much more open and public in
[34:09] the several finalists. And for just to back up Andrew on that for a moment, you know,
[34:16] I don't think that there's a tremendous amount of value in particular. Even if we were to say
[34:22] we're going to make that last piece public, the risk associated with losing good candidates because
[34:28] it's extremely unusual to expect that and ask that of a candidate who's not necessarily
[34:34] appointed to a job versus the value that we might get out of that becoming a public meeting.
[34:41] I don't see it. I don't see it at all and I would really caution us from going down that road.
[34:47] I don't think I think the community's voice through the survey is what we need and then you have to
[34:53] that search committee responsible for making sure we're delivering a candidate that embodies those attributes
[35:01] and that that's really what anybody's looking for and that's our job to deliver that.
[35:06] For this sake of time I'm going to suggest that we like pause this part of the conversation
[35:14] and look at the communication plan because again I think that this decision is ultimately going to be up to the next committee
[35:23] How they do that so I just I think does everyone feel like there's concerns have been heard like can you give me a nod give me something
[35:32] And again, I think there are ways for us to pass that those you know thoughts and concerns along but we still need to get to through the profile tonight. So I just want to want to be mindful of where we're at.
[35:45] So I Brian, I don't know if you want to do a.
[35:48] I would do based on our discussion on the communication plan and what Andrew has delivered
[35:57] and shown everybody and I would make a motion to vote on that process in order to do that
[36:04] someone after second and then we would be able to take a vote on.
[36:08] So I would motion to take a vote on the communication plan that Andrew has presented.
[36:18] Second.
[36:19] Thank you very much. All in favor of the plan. You need a roll call. Okay, so all in favor of the plan. Laura, are you in favor of the communication plan?
[36:31] Yes.
[36:34] Tim, are you in favor of the communication plan? Ryan, are you in favor?
[36:40] Yes.
[36:42] And Liz, are you in favor?
[36:46] Yes.
[36:47] Trent, are you in favor?
[36:49] Yes.
[36:51] Okay, Albert, are you in favor?
[36:55] Okay, so that would be unanimous, correct?
[37:00] You two, yes, Ryan.
[37:01] I'm, yes.
[37:03] So, Jess and Andy, I'm on voting in Gemma.
[37:08] So, the communication plan that is presented on the PowerPoint is probably, I mean, if it
[37:13] would make everybody feel better, maybe we can get it out to this committee if they just
[37:16] have it for their records.
[37:17] That would be great.
[37:19] So, that has moved on.
[37:20] That has passed.
[37:21] Thank you.
[37:23] The next part of what we have to talk about today is the profile and the description.
[37:28] And I know Jess has, or Andrew has PowerPoints and some feedback.
[37:32] and we're going to go over certain paragraphs, certain wording, certain order of the way it's
[37:43] presented, hopefully come up tonight with a profile slash description.
[37:50] With that being said, go ahead.
[37:51] Everyone's responses are awesome.
[37:54] I wanted to thank everybody for doing that over the weekend and having really, I mean, you could
[37:59] tell you guys really went through it and gave it a lot of thought and and actually gave suggestions and not just I don't like this, which is always super helpful.
[38:08] So I just personally want to say thank you. You guys did a really good job.
[38:14] So I'm going to put it up. I'm going to share my screen and who's going to walk through this right you and Jess I'm coming.
[38:23] I'll never get it, just can get into the detail of it.
[38:26] I'll make sure everybody is falling along.
[38:29] So if you can get that up, that is great, okay.
[38:32] I can, and you see my hand and you don't want to see
[38:36] not really, no.
[38:37] Okay, my bad.
[38:38] I can't now, and you can see now the yellow works great.
[38:41] I see yellow, I'm right away, but no, I cannot,
[38:45] I can see it now because you made me aware of it,
[38:47] but no, it's all right.
[38:49] Don't worry, I'll take it personally.
[38:52] Can I ask a question prior to going through this?
[39:00] When the town of Andover, does the town of Andover use a template in terms of when they
[39:09] are seeking to hire and that template is customized for the job position?
[39:18] And what I guess I'm trying to say is the so-called stock in the stock material in the template is that which is either required by law, required by good best practice in HR, et cetera.
[39:35] Or is this job description? Is it been totally created from scratch?
[39:44] Andrew, do you want me to field that one?
[39:47] So, Tim, as we kind of discussed a little bit at the last steering committee, we've got
[39:52] kind of the technical dry boring, if you want to say that job description that is basically
[40:01] our standard template format with kind of like the description, the objective, the essential
[40:07] responsibilities, you know, things about lifting, supervision, kind of all that stuff.
[40:12] That's that piece.
[40:13] Then there's this document before you, which is kind of the position profile, which
[40:18] we felt for this particular search was important to develop, to kind of put in all of the information
[40:24] about really kind of like the qualities, the kind of leader, manager, youth worker, person
[40:30] we want for this position.
[40:32] So this is actually an additional document
[40:34] beyond the technical dry job description.
[40:38] This is what's going to really be out on the street
[40:41] and linked to the job postings we put out to say,
[40:44] hey, we have this opening.
[40:46] Here's a profile, it talks about the youth center,
[40:48] it talks about the work being done,
[40:50] the work to be done, and really those qualities.
[40:53] So it's actually kind of two documents
[40:54] that we're looking at and working with.
[40:57] But for this group, it's kind of this position profile
[41:00] which really drills down on those specific, like,
[41:04] personable qualities and things that we want to see in this position.
[41:07] Does that make sense?
[41:08] I was more tailored to the job description.
[41:10] Although I had a few points when I read this thing,
[41:12] although I did not annotate in Google.
[41:16] I'll just mention them as we go along or as there's discourse.
[41:20] I was specifically referring to the job description
[41:25] and the bullets of the job description.
[41:27] And, you know, we're, and, you know, you gave an excellent example, right, lifting has to be in good enough shape to lift.
[41:37] But I guess I wanted to see or at least I'd like to know at some point like what was what was created for the job description and what stock.
[41:52] So,
[41:56] I think on the version of the job description that we had handed out before, the opening
[42:03] paragraph, and usually the last two or three paragraphs, like the judgment, supervision,
[42:10] qualifications, all that, that's definitely the boilerplate.
[42:12] Then the essential functions or specific skills and duties of the position, kind of the middle
[42:18] chunk, that's what will usually most often get updated either to reflect, you know, a change
[42:25] and maybe software, a change in process, whatever the relevant things are that change each time we look at those is that kind of that middle section of the key functions that is typically what gets modified unless you know sometimes you might update the qualifications if we're like, you know what for years this job is only prior to high school diploma.
[42:42] Now we think it needs at least an associate or bachelor so oftentimes the education or qualifications section will be the next section that tends to see the most change.
[42:51] but otherwise in terms of how many pounds they might have to lift or how many people they supervise
[42:56] or don't supervise, those types of things do tend to stay fairly boilerplate. So that would be
[43:01] that difference.
[43:05] And can I just add that I think one of the things that came out of
[43:10] our conversations and the feedback form that this group filled out earlier is that nobody,
[43:17] But there wasn't a large concern that the job had to change.
[43:28] I have heard it as an outsider that is much more about finding the right person for the
[43:32] job.
[43:33] And I think that when you're saying the dry job description, like it's a job description,
[43:40] it's going to be pretty much like these are the tasks you have and that's why we put more
[43:45] more effort into the profile because that is getting the picture of who the town wants
[43:51] to come in.
[43:55] So, it helps him?
[44:01] Yeah, I guess I just had some personal head scratches on some that I thought there was
[44:11] either great redundancy or the last two especially that were listed and I'm using the
[44:21] term in the bullets in the bulleted section. I wondered if those were always common,
[44:29] where they knew, where they just suggested to be put in. And one was ethical, and I honestly
[44:38] I can't even remember what the one bullet was about ethics that the person should have
[44:47] stellar ethics, and then the last bullet escapes me right now, but those were the two I kind
[44:53] of like, was scratching my head about, but I just needed to say that and get that off.
[45:00] That kind of is kind of a gnawing at me, so I didn't want it to go by and then wish I had said something. So thank you. Hey miss, you have any markups on that job description. Feel free to send them over to me. I'm happy to take a look because sometimes there could be a bullet that's duplicative that somebody either added cut and paste it. Like I happy to look at it. If you've done a little markup on the actual job description, please send it over and those some of those bullets are in this as well. So I think we'll get to discuss a little bit.
[45:27] Yeah, okay. Thank you. I appreciate that very much. Thank you.
[45:31] All right. Thanks Tim. So why don't we do this? You know, Jess, I'm going to have you read most
[45:35] of this. So, you know, sure, the feedback, you know, is based on some of the coloring.
[45:41] Jess will explain, you know, what the purple, the yellow, and the pink me. We're going to discuss
[45:47] paragraph one, two, and three. The first, and then we're going to jump down to five and seven.
[45:53] it will come back to the objectives after. So with that being said, go ahead, Jess.
[46:00] Sure. Andrew, can you actually just move your mouse because it's got, there we go. Thank you.
[46:04] It had Laura's comment popped up there. Okay. So in the first paragraph, the lines that have
[46:12] the strike through, that was in the original version that Andy circulated that folks looked at on
[46:18] the weekend. So the language in yellow was actually suggested language from a couple of
[46:25] numbers and unfortunately the copy I have printed in front of me just says comment 1, 2, 3,
[46:30] it doesn't give me the names for some reason. Actually I think they were from Liz and maybe Brian
[46:39] anyway. So that was language that like specific language they suggested that they thought would be
[46:44] better or kind of that opening paragraph about what AYS is. And I believe some of this was actually
[46:50] taken from the AYS website as well. So I don't know if Liz wants to weigh in or the other individual
[46:59] that agreed that we should tweak this a little bit to make it sound less technical. That's essentially
[47:06] where that language came in and where folks had proposed we should have this the opening paragraph.
[47:10] So I don't know if anybody wants to weigh in that maybe had made those comments.
[47:16] Well, I can just say that I, um, yeah, I thought some of the adjectives needed to be more in line with what I know a wise to be, you know, some of
[47:27] um, you know, vocational awareness. What does that mean? Like it sounded a little too, um,
[47:33] business-y or something like that. You know what I mean? Like I wanted to be more about like the sort of
[47:37] culture and the actual, you know, what goes on at AYS.
[47:44] That's where I was coming from.
[47:51] Anyone else? Sorry, guys. Ryan? Anyone?
[47:56] I echo that. I like, I think Liz pulled it off the website and I thought it aptly
[48:03] framed what the program was about. And I thought it was, I like the way you've got it here.
[48:12] I also thought, I think it's important to include youth and families here that this is a
[48:23] families in many cases of the beneficiaries of the support and the programs that are designed for the youth.
[48:33] So I think that it was important to include that the programs are for both youth and family and the why.
[48:39] So like I said, I think the first paragraph in the yellow looks pretty good.
[48:48] So just yellow is what you're going to go with.
[48:51] If the group is good, we'll go with the yellow, so which means the strike through is gone and the yellow is in.
[48:59] All right, Albert said he agreed.
[49:02] That's one person. Thanks Albert.
[49:04] All right, then the second paragraph, I have not made any changes to. The reason it has
[49:12] the purple around it is because there was some comments from Laura as you'll see there
[49:17] on the right, trying to ascertain if we should be keeping in stuff about leadership development
[49:24] or should we go down a different path. Again, her comments are there for folks to see. So,
[49:28] again, that language is as it was from the draft Andy sent around, wanted to just have
[49:34] this group kind of talk through Laura's thoughts and certainly have her verbalize anything she wants
[49:39] to in connection with those comments and leave the discussion to see if we should be changing anything
[49:44] in that second paragraph. So this like for if anybody's watching this out of context these were like
[49:52] part of a conversation so it's kind of like hold apart but you know I do see this as a recreation
[49:59] program, and I'm concerned, putting leadership at the forefront makes it seem like this is for
[50:05] your college transcript. This is, we're developing young minds like them, and I think my concern is
[50:14] that this could pull it away from true recreation and being with the spirit of the kids, making kids
[50:22] feel comfortable into like developing kids to who we think they should become. So that kind of like
[50:28] I've got my hackles up a little bit, but you would be able to talk me into that AIS is youth led in terms of that we follow their lead, so I really kind of can see both ways I'd love to hear other people's thoughts.
[50:43] If I can give my two cents here, so I had made a suggestion that in the yellow that you had positive positive development model in the third sentence because.
[50:55] that the principles that AYS have used have been based on PYD and a higher in yellow.
[51:03] But I agree, I think that this sentence isn't reflective of what the positive youth development model is.
[51:11] The positive youth development model talks about engaging all youth and giving them an opportunity to have a voice.
[51:18] And I think that that is, that that language would be more reflective of the work that has been done for 25 years in and of.
[51:29] So something around, you know, given the tool support and opportunity, you know, they can become an engaged member of the, of the AIS and larger community or something like that.
[51:41] I think that that's more in line with it I do it is a recreation program, but it really is a youth development program and there's a difference there because recreation is like giving kids activities to do positive youth development is about giving them the skills and tools to lots of different things.
[52:05] So I where you might get some people coming in from a recreation background, you're going to want them to actually have the principles a little more and I know it would be a lot more appealing to me to see something that talked about some of those principles as opposed to just fun and games.
[52:24] If that makes sense.
[52:26] Does Brian glad?
[52:29] I meant to mention on the first paragraph, just, this is happy to glad stuff.
[52:36] But the last sentence is, end-over-use services meets young people where they are at.
[52:42] And I think should be empowers them. It should be plural.
[52:49] It also needs an an in front of the word and green engaged and become an engaged and engaged member.
[53:00] There you go.
[53:00] Where they are at just simply where they are.
[53:04] Where they are right.
[53:07] Can I suggest even though I don't want to get lost in words here in the yellow, which I concur with.
[53:17] completely. And what Laura said is spot on in my opinion in terms of, you know, it's not a leadership program, but in the yellow above and the first thing where, where a little bit of white in the beginning, it says in reaching their potential.
[53:41] I know in the red below it says that we want to help them become well-rounded individuals.
[53:51] Can we say what it is?
[53:53] And I don't have an affinity to the term well-rounded individual, but in reaching their potential
[54:00] as individuals or as just a state. We say all students in reaching their potential.
[54:10] What is it there? What are they trying to reach their potential as? As individuals?
[54:19] Just find by me or anybody have a suggestion there? Or I'm fine if you want to just leave it as in reaching their potential.
[54:28] Could we say exploring something like that, exploring their potential or exploring their?
[54:38] Well, yeah, I'm fine with reaching and exploring or exploring their potential.
[54:43] We're developing. I don't know that they're going to reach their potential in this program.
[54:47] Yeah. But maybe develop the skills to understand their potential or to,
[54:54] you know, I mean, something that someone goes on, develop their potential.
[54:57] So I'd like to develop it, yeah.
[55:01] Yeah, definitely like develop.
[55:04] Better than reaching.
[55:11] Yeah, that's excellent. Thank you.
[55:18] Yeah, it was another word exploring and.
[55:22] Developing, so what it was.
[55:25] Developing, yeah, I don't, I don't like exploring and developing.
[55:28] Sorry, I really, I just think developing is.
[55:33] Well, it's using the next sentence, so we probably shouldn't use it.
[55:36] I
[55:41] mean, achieving their potential. No, striving toward or striving to reach their true potential.
[55:51] What we're trying to say is that we want them to make use of their potential, right? We want them to.
[55:58] Like, these are not words you should write down, but just trying to get the idea straight in my head, like we want them to.
[56:08] explore all the things that life has to offer in order to better, you know, be who they
[56:14] are meant to be, right? Like we want them to, um, you might be getting stuck on this
[56:20] and so it may be worth coming back to this, I think, again, um, I am going to, okay, so
[56:28] Jema, in my, um, in my department, we don't refer to young people as students when we're
[56:34] talking about new rapport youth services because we're trying to identify young people as more than just students. So we always use the term for young people.
[56:45] So I'm just going to put that out there. I think that's one of those little things that makes a big difference.
[56:50] If you're always calling kids students, then that's the identity that you're giving them and a lot of kids that's not there.
[57:00] I like just something to think about, but we don't use the word students when we're talking about who we work with.
[57:07] Yeah, no, this is not school, right, so I would agree. I think that we address it as young people are youth.
[57:16] Yeah, I actually think that's a really important part because point rather because what we're talking about is their own identity, them finding their own identity.
[57:25] So certainly we should not say anything that is attempting to put an identity on them.
[57:33] So I think that's a really good point.
[57:35] Yeah, I say something about the second paragraph. Are we ready for that?
[57:39] Yes, but I would almost say that the second paragraph could go in its entirety.
[57:46] I or at least be whittled down to maybe an introduction to the third paragraph.
[57:51] I think it's a little bit redundant with the first paragraph and I think that it's kind of.
[57:56] It's got a lot of words, but not a lot of points.
[58:11] I agree with that, Liz.
[58:12] And it was a section that the last sentence
[58:17] I kind of took a set exception to
[58:20] with the end-overs youth people, young people
[58:23] made many challenges and are focused
[58:25] on developing, maintaining programs that are flexible.
[58:28] You could take a couple of those sound bites,
[58:34] if you will, and you're talking about the program
[58:36] and bring them up into the first paragraph
[58:38] and get rid of the whole second paragraph.
[58:40] I agree.
[58:41] What do you suggest that we move up, Brian?
[58:44] Well, I think that we didn't talk about the flexibility
[58:48] and creativity, spontaneity, spontaneity.
[58:51] I don't know that we mentioned that up in the,
[58:55] you could probably take.
[59:03] I'm flexible on this, but I would just delete it.
[59:07] I think the first sentence.
[59:09] I think this part is very important.
[59:10] I do, too. I'm just saying that that's where we would bring that up into the first paragraph somewhere. I'm trying to see how we would weave it in.
[59:19] But I do I agree that the focus of the program.
[59:26] That's the what, right? So the first couple of paragraph, the first couple of sentences is just kind of the so what this is the what that this program is doing.
[59:35] This is developing and maintaining an overuse services that are flexible and
[59:41] encouraged all used to use their creativity. I like that last sentence, except for
[59:45] the part about young people who face many challenges. I think that's pretty.
[59:52] What if we say it through programs that are flexible and encourage all you to
[59:56] use their creativity spun in any energy and positive ways?
[1:00:01] We end over you services meet young people where they are and empower them to make their ideas happen, through programs and services that are flexible, and that encourage all youth to use a creativity, spontaneity, and energy and positive ways.
[1:00:20] What do you think?
[1:00:24] You can look at it. Why don't we put it up and see what it is? Yeah, I would also say, Andrew, maybe this is very similar to what you just said, but you know, put a period at the end of their ideas happen, and then start the next sentence as our focus is on developing and maintaining
[1:00:36] training program and services that are flexible, et cetera.
[1:00:39] And then
[1:00:49] strike this.
[1:00:51] Yes.
[1:00:52] How's everyone feel about striking thumbs up
[1:01:00] and thumb up.
[1:01:05] Yeah, I couldn't hear your question.
[1:01:07] Andrew, I'm sorry.
[1:01:09] You good with striking this.
[1:01:12] Have I watched you good with striking this?
[1:01:15] Oh, yes, thank you.
[1:01:17] Yes, thank you.
[1:01:22] So we've wrapped this up.
[1:01:25] We've moved up a portion of this.
[1:01:27] Right, the rest, now we're on to the next.
[1:01:30] Okay, some paragraph three.
[1:01:32] So here we added the words going forward in yellow.
[1:01:36] The rest of it is the paragraph
[1:01:38] as it was written and circulated.
[1:01:41] Liz had a question about it sounding like AYS being,
[1:01:46] excuse me, a case manager finding social services.
[1:01:50] So I wanted to leave that comment slash question in there
[1:01:55] for the group to talk about if they're okay with this worded this way, knowing that there will be
[1:02:00] the outreach and social service component or if people don't want this in there,
[1:02:05] Liz, feel free to jump in with your thoughts behind your comment and then we can take it from there.
[1:02:12] My thoughts behind my comment are just simply that it seems to kind of come out of nowhere like
[1:02:16] we're talking about programming and kids, you know, like we're talking about a youth center where
[1:02:22] kids come to be kids and you know define themselves and figure out what they want to do and stuff like
[1:02:27] that. And then suddenly we're talking about services and I'm kind of jared by it. I'm like what
[1:02:30] services and what does that mean? I think we maybe have to be if we are talking about social services
[1:02:38] or services of some sort beyond you know just the programming and you know community that the center
[1:02:44] provides then I think we have to be specific about how that works and what it is because I for one don't
[1:02:50] No, like I read this and I'm like, what are they what you know, I don't get it
[1:03:00] Laura go ahead.
[1:03:03] Wanted to suggest we kind of trim up the partnerships. I think it's
[1:03:10] And over public schools and then principals administration, the end of our public
[1:03:14] athletic department. I think that's all kind of end over public schools. And I think it's
[1:03:20] losing its meaning in all of the examples.
[1:03:36] No, sorry, sorry, Ryan, it remained up for some time. So that was my error.
[1:03:42] I was thinking maybe I agree trimming the end of Republic schools. I think the point of this opening sentence here is that it's not this program isn't run in a vacuum, right?
[1:04:00] that there is a partnership that there are, you know, it's a community program and so I would,
[1:04:10] you can say that by saying it's end over public schools, local organizations and community
[1:04:16] volunteers and then I would even take that up and take that up to the first paragraph again,
[1:04:23] if you can, Andrew, if you could scroll back up and I would just say instead of saying our focus,
[1:04:28] I would say in you know in partnership with and over public schools, local organizations and community volunteers, our focus is developing and maintaining programs and services that are flexible.
[1:04:42] You know so you can get rid of that third paragraph by just taking the essence, which is I think that this isn't done in a vacuum.
[1:04:55] I really have to say, forgive me for my ignorance, but I still don't understand what it means,
[1:05:00] like what services, what need, what services.
[1:05:06] There are those.
[1:05:08] And over public schools is where closely with the leadership at AYS on a number of different
[1:05:13] matters over the years, and they've continued to under the interim arrangement, candidates
[1:05:20] have to know they're going to be doing that.
[1:05:21] So this is more for candidates.
[1:05:23] Oh, if I come and take this position,
[1:05:25] there's going to be some cooperation with
[1:05:27] and over public schools about
[1:05:30] certain services.
[1:05:31] Should we make clear what those services are?
[1:05:33] Maybe that's due to your pointless.
[1:05:36] But it is a part of the job.
[1:05:37] I guess.
[1:05:38] Yeah.
[1:05:39] I mean, honestly, I forgive me for my ignorance.
[1:05:41] I just truly do not know what this means.
[1:05:42] And I'm just trying to understand.
[1:05:44] Like what what what needs and services.
[1:05:48] Do they do this.
[1:05:49] AIS you either outreach to other departments about or like I'm just trying to understand what this is like so in 2014.
[1:05:59] The AIS team advocated for social worker to be hired to the staff and that position was funded and hired and working appropriately that social work position is like the liaison to not only the people who come through the door to you center but where the person who comes through the door at the you center
[1:06:17] may have needs that are fast-Matt when collaborating with other type services and school buildings or outside of town organizations, but to basically be the conduit there.
[1:06:30] So there is a social work function embedded in the division and it has been for, I don't know, eight years now.
[1:06:36] So that's where this piece comes into play.
[1:06:40] So there's a social worker on staff at a ys that this director will be working with.
[1:06:47] Yes, yes, I think we can say in collaboration with the out.
[1:06:55] If I can just jump in here, the point of this paragraph though admittedly,
[1:07:00] it is not, it's just the first part of that it's just dumped in there out of, you know, not, not out of context.
[1:07:07] So my suggestion would be that we start that paragraph with end over use services will continue serving young people and their families and be the bridge between the young person's needs and the services that can help them become well.
[1:07:18] around it in visuals and then go to partnerships with the end of Republic schools, local organizations,
[1:07:25] high school mentors and community volunteers will continue to grow and develop in the interest of
[1:07:29] that overview. So flip it and I think that helps to make it make a little bit more sense. We're there
[1:07:35] to help some poor kids become what they need to be and that does include working with high school staff
[1:07:41] with bringing in high school kids to serve as mentors with the social work team at the high school
[1:07:47] or coaches, or teachers, or, you know, community organizations that want to
[1:07:52] contribute. That's a big part of the job is building those collaborations in
[1:07:56] the community. That's the only way this works is that, you know, that whole idea
[1:08:02] that it takes the village is really true. It does take a village. And it wouldn't
[1:08:06] be successful if the director wasn't actively seeking out partnerships and
[1:08:13] collaborations, you know, with schools and with other community organizations.
[1:08:19] I really like the idea of flipping the sentences. I think that makes a lot of sense. The thing about, so is the director, the director is working on these partnerships or the social worker is or both of them and the social worker is on staff at AYS?
[1:08:33] Yes, to both.
[1:08:35] Okay, so could we say, you know, in collaboration with the on staff social worker or something
[1:08:40] like that?
[1:08:42] I'm just, I mean, maybe I'm, maybe I'm just obsessing with this because I, this is not my line of work.
[1:08:49] So maybe they would assume that maybe they're assuming some, they would understand something that I'm not understanding.
[1:08:55] But it just seems like let's just be really specific.
[1:08:57] Like, so the director works in collaboration with an on staff social worker to partner with, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah.
[1:09:05] In order to support the needs and services that you may require, whatever.
[1:09:10] I'm assuming that's probably in the assent, I'm assuming Jack that this is probably in the essential functions going down below.
[1:09:16] is part of a job description is sort of like claiming and then below that you'll
[1:09:22] have a bunch of very specific bullets and I'm assuming Jess has included some
[1:09:25] of that in those bullets. I don't know, sure, but I assume so. It hasn't been there.
[1:09:31] I'd be surprised if we didn't put it in there, but honestly I can't remember, but
[1:09:34] we'll get there as we scroll down. I just want to say the partnership
[1:09:38] aren't limited to the social work of function. The division director, like our
[1:09:43] Recreation Division Director of the Director of Health and Services of Action Services,
[1:09:46] they are the face and they will be meeting with all external stakeholders outside and inside
[1:09:54] of the organization. And then the actual work that goes on is between I think the social
[1:09:59] working staff at all the different levels, whether it be internal or external. But I don't think
[1:10:04] we can get away from the fact that the director is responsible for building and maintaining partnerships.
[1:10:13] Well, would you start with that and just say that they're responsible for building relationships
[1:10:17] and maintaining partnerships and then maybe have a separate bullet points of the people
[1:10:24] they're going to collaborate, the public schools, the social worker on-site. Like, would you
[1:10:28] think of something like that? I hear what you're saying, Liz, I do. You are fixated on the social worker,
[1:10:34] but I think the brand, the macro of it, right, is that the person is going to have to
[1:10:39] with multiple organizations and multiple people.
[1:10:44] I think that's what we're trying.
[1:10:45] Across, it may not be appropriate right there.
[1:10:47] But I get it.
[1:10:47] Okay, I just wanted to be clear that that director has,
[1:10:52] could we say, I'm sorry,
[1:10:53] could you go back to where you just were?
[1:10:56] Where, where you're starting now sentence,
[1:10:59] I'm sorry, hold on, I've got it up on my,
[1:11:01] okay, so where you're starting this paragraph three,
[1:11:04] and overuse services will continue serving young people.
[1:11:06] Well, could you say,
[1:11:08] interview services and the director of AYS will continue
[1:11:12] or something like that?
[1:11:13] If people are not into it, that's fine,
[1:11:15] but I just try to get like the director in there somewhere,
[1:11:17] like some sense of like this being their responsibility
[1:11:20] and part of their job.
[1:11:22] The point, the audience for this is director candidates.
[1:11:26] So it's a director.
[1:11:27] Of course.
[1:11:28] I know, of course.
[1:11:29] I think they're gonna assume all of this relates to their role.
[1:11:34] I think we're gonna get into some of this
[1:11:36] once we get into the job responsibilities.
[1:11:38] Okay.
[1:11:39] Sorry, fair enough.
[1:11:41] Notwithstanding that is the re-ordering this,
[1:11:44] oh, pretty much okay with people.
[1:11:45] So we'll start with the end of the services.
[1:11:46] We'll continue.
[1:11:47] Thumbs up.
[1:11:53] All right.
[1:11:54] Where are we going to go next?
[1:11:55] We're going to step for now.
[1:11:58] The 2022 objective section.
[1:12:01] And look at this one paragraph about.
[1:12:05] Or mere youth center.
[1:12:11] Okay, so made a couple tiny modifications. So a few folks suggested removal of the words
[1:12:18] revival of the unity in neighborhoods. So you'll see that yellow strike out there.
[1:12:24] And then we retweet the opening sentence to say the Cormier Youth Center construction 2015
[1:12:30] supports the AIS proactive commitment to youth learning. So that's new. Otherwise the rest
[1:12:36] of that paragraph is the same as what Andy had circulated. Just some questions, thoughts,
[1:12:43] comments from Liz on looks like the last sentence. And my thought on this was that maybe there
[1:12:50] is just confusion because we talk about and over youth services. Now we're saying the division of
[1:12:55] youth services so I can see how that could cause some confusion under this heading of the Cormier
[1:13:02] Your youth center Liz, I don't know if that was what through you or if it's something totally different.
[1:13:07] Yeah, I think if you use different language, it should be a different thing or use the same language or yeah, I think it.
[1:13:13] Because I think you were thinking we just made it.
[1:13:15] And over youth services is committed to enhancing partnerships with other municipal.
[1:13:20] Okay.
[1:13:21] So if we made that change, then, is that change coupled with the other yellow changes good for everybody on the Cormier Youth Center paragraph?
[1:13:33] I think it's fine. I just see quite a bit of redundancy. I think Tim mentioned that earlier too.
[1:13:40] In this paragraph, we're talking about the partnerships with municipal divisions and community organizations.
[1:13:47] And in the last paragraph, we were talking about, you know, the different partnerships with,
[1:13:53] again, different parts of the community and so forth.
[1:13:57] I think that we could streamline this a little bit.
[1:14:00] I like the fact that we are communicating about the youth center and when it was built and that kind of thing.
[1:14:09] I think this whole first section is just about end-over-use services and the program itself.
[1:14:14] And then we get into the second part of this document is what is a candidate, you know the candidate ultimately will represent the program itself, but I just think that we've got some redundancy there.
[1:14:30] I was saying we're just while we're talking.
[1:14:33] I think again, we should.
[1:14:36] Oh,
[1:14:38] I'm sorry. Excuse me. I totally agree with what Brian just said and also what I want to say is I think we should try to speak really plainly like a lot of the redundancy is using kind of similar words like developing and you know enhancing part of just like I think we should try to be plain and also if it's under the heading of the core music center.
[1:15:00] Let's talk about more about what the former youth center is, you know. Not just what it does because we've already covered that in what we've explained to AYS to be but like, you know. I would say anything from like when it's open to what goes on there to because I think it's more than just programming right I mean kids hang out there. You know like what's what's going on at the core meeting center that's the heading of the paragraph let's talk about what it what it is.
[1:15:30] Does that make sense?
[1:15:31] It does. It makes a lot of sense actually more. I go ahead.
[1:15:36] Thanks. Yeah, so my two suggestions. Well, I would
[1:15:39] I agree that this paragraph isn't really adding much. Is there an opportunity to include
[1:15:46] kind of how this position falls within the breakdown of the town like going from community service
[1:15:52] and to to show like where it lies? Because I think that that this part kind of begins to collaborate
[1:16:00] into that. And then my final thing is before we move on to the ideal candidate, I was hoping there'd be a little bit more of a chance to talk about what a day to day.
[1:16:14] Like time at the youth center would be like and I still feel like that's something we might be missing is like what is what is happening in in the building.
[1:16:22] Well, one thing to talk about the former UC Center section, this is a real big selling point. So Andy Agmont left this meeting to go to the New
[1:16:29] Republic city council to try to get a use building the service area center. We have one. Remember, this is the snapshot. People are going to see when they're learning about position and they have a state of the art. So again, all that we should be playing that up as much as we possibly can in this because it's going to differentiate us from a lot of director of A.
[1:16:49] I guess you service when it be eight another community unless it was that'll borrow something. Other you service director positions, the other and beef it up and talk about.
[1:17:02] We have a gym, we have the grit room, we have computers, technology, I think that's the point.
[1:17:07] Let's talk. Yeah, I'm from the Flex. Yeah, yeah, yeah, yeah.
[1:17:11] Back to who is this point, right? But I already a few minutes. I
[1:17:15] was just I was just saying go and play it up. I think that's
[1:17:18] the seventh. I think we have to know.
[1:17:21] Yeah, I can make a suggestion. Um, um, these are all great ideas.
[1:17:29] I just want to say for what is worth. This is a job description,
[1:17:32] this isn't the profile. Which is where we're going to really be
[1:17:36] For lack of a better phrase, painting a picture for people, sort of marketing,
[1:17:42] for lack of a better phrase, this position, a job description is a lot more specific,
[1:17:48] and it is like, what is your job? What are you going to be evaluated on? What skills do you need?
[1:17:54] What are the expectations about you in this position? That profile piece is where we can highlight
[1:18:01] the center by putting beautiful pictures in there by talking about a day in the life,
[1:18:06] That sort of stuff, which is all great and very valuable for applicants, but I'm not sure it belongs in the job description, but just I defer to you on that 100%.
[1:18:19] Yeah, I mean, that's why we're like, we're talking about the profile now, which is why we have the Cormary Youth Center paragraph. So I, I agree, I, I would 86 the last sentence of this particular paragraph and just beef up the description.
[1:18:35] and in theory as I visualize how this is going to look, you know, fold it up in a nice little pamphlet or however it gets marketed, like this is going to be where we're going to really put in some good pictures of the facilities, both to show the building, but then ideally, almost to Laura's point illustrating what a typical day looks like, like I want to get some pictures of the kids playing ping pong under this section of the profile, I want, you know, the basketball game going on in the gym.
[1:19:02] I want you know some of the arts and crafts that like this is kind of where we'll probably have
[1:19:07] almost the bulk of our photos and marketing so to speak as because as Andrew said this is the
[1:19:12] gem of the whole thing is is this beautiful facility that most communities just do not have that we
[1:19:19] are so lucky to have here.
[1:19:25] Like so you're going to yes you're going to add on that yeah we'll we'll
[1:19:29] beef that up a little bit and then like I said the pictures will really round out everything we've
[1:19:35] We've got some great photos between, you know, old photos, new photos, up to the minute
[1:19:42] photos.
[1:19:42] So we'll definitely make that rounded out, but yeah, we'll definitely add more to
[1:19:46] that.
[1:19:46] And again, I would take out because I do agree that that last sentence that looks like
[1:19:50] Andrew's already struck, struck an out is definitely a little repetitive compared to
[1:19:55] the other, you know, sentences we've already talked about.
[1:19:59] So again, I'm going to, if people are good at that paragraph, I'm going to suggest skipping
[1:20:04] for now the ideal candidate and then the very last paragraph on qualification. So one question
[1:20:14] that I believe Brian had posed is about whether five years of experience is appropriate and then
[1:20:21] the question we've kind of had out there is whether we want to refer in any way to a master's degree
[1:20:27] being required or preferred. I know that there was a lot of back and forth discussions and people
[1:20:33] felt strongly that any mention of a master's degree, whether it's preferred or required or
[1:20:38] otherwise might disincentivize people who maybe have really good experience or even like
[1:20:44] 15 years of experience, whatever it is from applying. So I wanted to make sure we also touched on
[1:20:50] that piece as well and hopefully we can somewhat come to a conclusion on what we think the technical
[1:20:58] qualifications paragraph should look like. And I did steal, Laura, you probably recognize that I
[1:21:03] did steal the language from all of the library job postings to make sure we get a really good
[1:21:10] message out there about our diversity efforts as well. So we definitely want to have that as
[1:21:16] a promotional piece of this profile as well. Could I ask Albert, would you be so kind as to weigh in
[1:21:25] For all of us with the DEI lens on with regard to educational degrees and what the impact
[1:21:35] is, if mentioned.
[1:21:40] Yeah.
[1:21:40] I mean, I think, just in general, I think it should be a position like this.
[1:21:45] I think we should definitely have a level, I mean, I think it's strictly with other positions,
[1:21:50] but I think it's, you know, I think it's, it's, it's, it's just I'm just thinking about it's,
[1:21:56] I'm sorry.
[1:21:56] I just think it's fine if you ask me to respond to this at this level, for this having
[1:22:04] it listed like this, it feels like it's appropriate, but yeah, yeah, I mean, I think listening
[1:22:14] it as it is, it's fine for me.
[1:22:19] Thank you so much.
[1:22:21] Sure.
[1:22:21] All that's for it for that being more detail.
[1:22:27] Okay, so what do you think, Jess, are we going to leave that in there?
[1:22:33] I mean, I think it's on par, Andrew. I don't know if you know offhand kind of what our
[1:22:40] demographics are in terms of our department heads and division. I know there's quite a few that do
[1:22:45] have the masters. I know there's several that don't. I mean, I think we'd be okay with doing the
[1:22:51] master's preferred, but again, if there's really any concern from this group, that somehow might
[1:22:57] really deter people from wanting to apply, then, you know, I would refer now.
[1:23:04] Just to agree, bring value here. What are we looking for? If it's preferred, what is a master's
[1:23:10] degree in what program, you know? And I would lean away from including any language about a master's
[1:23:20] degree and let's say something specific that you hope to get from somebody who has a master's
[1:23:26] degree and that would give that person a better leg up or a better opportunity to be successful
[1:23:36] in this position. I don't see it in the job description. I don't see it at this point.
[1:23:41] And based on what Andrew mentioned earlier, you answered the question about the salary ranges in
[1:23:49] the 85 to 100, it sounds like. I don't know that a master's degree brings you much value
[1:23:58] in this position, especially someone with five years experience. If that's the target
[1:24:04] is five or plus years of responsible experience.
[1:24:12] The majority of department and division
[1:24:15] had to have a master's not all like just says but we almost always put preferred when we're
[1:24:20] out seeking interesting positions but I could go either way. I think the sentence before
[1:24:26] at any equivalent combination really gives us flexibility within the qualification sections
[1:24:34] to hire the best candidate. Like I would say a master's degree would never
[1:24:39] or taught me if our best candidate didn't have a master's degree,
[1:24:43] it would not be a factor for me to make a decision.
[1:24:46] So maybe you're trying to be there.
[1:24:47] Yeah, then why put it in, right?
[1:24:50] Or what if we changed it, if it does change anything?
[1:24:53] What if we did like master's degree highly desirable?
[1:24:56] Or is that really kind of saying the same thing as preferred?
[1:24:59] I mean, that's strengthened in it.
[1:25:00] It is.
[1:25:04] If you don't have a master's, don't apply.
[1:25:08] I think you're going to lose candidates. Qualified candidates who don't have a master's degree, and I don't think it brings enough value to have it in there.
[1:25:17] What Franklin.
[1:25:19] For what it's worth, I'll just take a picture of this if I could.
[1:25:24] Folks that get a master's degree, like an mpa mba.
[1:25:30] The source of degrees you do spend a good amount of time contemplating matters of leadership, team building, you know what keeps folks motivated at work.
[1:25:46] And all and you don't and that's important stuff in terms of leading strong teams.
[1:25:53] And that's so to me that's why it's that it's we're saying, I don't know that the data out there in the world says that that females are less likely to apply for a job unless they feel that they have 80% of the qualifications are more and males are far more likely to apply whether they have the, you know, degrees or qualifications or not.
[1:26:20] But that's the data that's out there these days.
[1:26:25] I think it's OK to shoot high.
[1:26:27] I think it speaks to our value we place on this leader.
[1:26:36] But I think there's ways to say it that we make sure
[1:26:39] we don't discourage somebody who didn't have the opportunity
[1:26:42] to get a master's from applying.
[1:26:44] I think there's ways to say it.
[1:26:46] But I think it's worth saying.
[1:26:49] And wouldn't necessarily preclude me either if someone had been in a role for a long time and had demonstrated their leadership skills.
[1:26:59] I can speak to those in an interview, but that's why masters because that's that's where you learn a lot of that information about leadership leadership attributes development, developing teams, evaluating teams, professional development, problem solving, all of that stuff.
[1:27:21] I think it's enough in there that we, I mean, I think we bring value to the position with
[1:27:26] the master's degree.
[1:27:27] I think there's enough in there.
[1:27:28] I think if the person does not have a master's degree of interest in the hiring process,
[1:27:32] is that they can meet these other qualifications at the bare minimum bachelor's having experiences
[1:27:38] other areas.
[1:27:38] So I think it doesn't exclude, but I think it definitely brings a lot of value to this position
[1:27:44] which we think really highly of.
[1:27:45] So I don't think it, I just feel like it excludes anyone from from what we're looking forward to as the qualified candidate.
[1:27:53] Another way to look at this. I'm imagining a scenario where somebody, a division or department head says, why is it preferred for all these other positions at this level and not this one.
[1:28:02] And there's no real good answer there. And I think I know speaking on both sides of my mouth. And I mean it when I say that if we have a great candidate that doesn't have a master's degree that will not be a barrier to them getting.
[1:28:14] hired, but we also don't want people who are great candidates with masses
[1:28:17] degree that say they're not even asking about my masses degree and not apply.
[1:28:22] So, I think I don't know how we word it, but I think mentioning masses
[1:28:28] maybe the better approach.
[1:28:31] I like Tim's suggestion in the chat about additional education,
[1:28:37] referred or value, something along those lines,
[1:28:40] you know, rather than, rather than honing in on a master's degree.
[1:28:43] Certainly if this were an education, this was part of the school system, that credential,
[1:28:50] that master's degree I get, certainly if this were a staff position, you know, a director
[1:28:56] of finance, where that master's degree would bring value, but I don't see that here.
[1:29:05] I think maybe just the additional education would be sufficient, you know, additional education is valued or something. I don't know.
[1:29:16] But I would, I would, I would head you away from mentioning master's degree unless you're going to say what type of master's degree?
[1:29:24] Because, you know, if I'm, if I'm getting a master's degree in, in culinary arts, or I'm getting a master's degree in computer science.
[1:29:32] How does that translate to the qualities, the qualifications, the knowledge, the skills, the abilities that we're looking for in this position?
[1:29:44] And by not asking for a master's or not mentioning a master's degree preferred, it doesn't mean that some, but I would think people with a master's degree would be more inclined to apply and then try to bring in the fact that they have a master's degree.
[1:30:00] This is how they would elevate the position because of that education, but I still don't see where it would be a preferred for this position. I think the bachelor's degree and you're honing in on what types of degrees you're interested in, what types of education and formal background in addition to opening the aperture to experience and other programs and developing programs.
[1:30:29] and training and coaching, I think that that's appropriate.
[1:30:34] Additional education is valued and will be considered.
[1:30:40] That's the right way to say it.
[1:30:42] We value it and it will be considered as part of the process.
[1:30:46] And the most direct terms possible, that's what we would be doing.
[1:30:50] Oh, I like Tim's add-on considered in the hiring process or maybe it's considered in the screening process.
[1:30:56] like that was a good add-on to the add-on.
[1:31:01] I have to watch the screen read the chat talk.
[1:31:04] I'm going to go.
[1:31:07] Yeah, is the salary going to be posted with the job posting?
[1:31:14] Yeah, I think we should put it in the profile and on the posting.
[1:31:18] But it'll be a range and I think kind of what Andrew mentioned earlier.
[1:31:21] I think the 85 to 100 or so is about right.
[1:31:25] We obviously want to keep in some par with the comparable division head positions that
[1:31:32] falls this would be your elder services director, your recreation director, they're all on
[1:31:37] that same tier rolling up to general, of course, as the department had.
[1:31:44] Yeah, I was asking just because I was also thinking perhaps someone might be turned off if they
[1:31:48] thought the job was beneath them, if you will. So if it says master's degrees,
[1:31:55] appreciate or however you want to put it, that kind of signifies to them the level of the job. It signals it
[1:32:02] or the salary signals it. But if you're not going to have the salary, then
[1:32:06] Liz, even Liz, even though I cringe at the terminology used and something was skipped over, which said the ideal candidate.
[1:32:17] If the ideal candidate thinks it is below him or her, we don't want that candidate.
[1:32:28] Yeah, absolutely. I mean, people when they do wonder like, you know, is this a step up for me or is this, you know, I appreciate that and I respect that I've been there myself, but, you know, I was just commenting directly to the what was said in terms of they think it's beneath, they think it's beneath them, it's not an individual we want.
[1:32:54] Yeah, yeah, yeah, no, I poor, poor choice of words, I just, you know, want to make sure that we're, you know, signaling the right things about the job to the people reading it, but I agree, poor choice of words.
[1:33:07] I was trying to say that, you know, I wasn't, I was just, but I will say one thing, even
[1:33:15] though things like this usually throw me over the edge.
[1:33:19] I think this, the work we've just done there and what you put in there Andrew is very
[1:33:25] good because I agree with you, if you have a candidate, you know, who doesn't have one
[1:33:32] what has all the other qualifications, and that's the person, and I also agree that you
[1:33:38] want to aim high and you want to value additional professional development, albeit a master's
[1:33:45] or some sort of, you know, certificate, etc. So I think it reads well now after what we've
[1:33:52] done.
[1:33:53] All right.
[1:33:55] So then the only other thing on this paragraph that's outstanding is Brian's question about,
[1:34:00] about, you know, is five years experience appropriate? Sabrina, I don't know if you thought
[1:34:04] that was too high, too low, not relevant at all. Where, where are you at with that one?
[1:34:11] Well, I, I, it was really, it's two part, but it's, I didn't know what the salary range
[1:34:17] and what the expectations were. So I have a better idea now. I think, and I think I agree
[1:34:22] that including the, the salary range in this posting or on the flyer and, and the job posting
[1:34:29] is going to be important to help people applicants make an informed decision on whether they want
[1:34:37] to throw their hat in the ring here. So I think five years sounds like the right level.
[1:34:45] Is that appropriate with entry jobs at this level Andrew or Jess? What are your thoughts on that?
[1:34:54] I think so. I mean, I think we could get a superstar that has five years experience and still working on their master's degree or not and get somebody with 15 years experience, but I think somebody with five years experience could be a perfect fit here, depending on what that five years was, right?
[1:35:12] Yeah.
[1:35:13] Okay. Yeah. Thank you.
[1:35:16] Yeah, I concur.
[1:35:17] All right, so we did with this last paragraph then.
[1:35:23] Okay, now we're going to get to the hard ones.
[1:35:26] And if you could scroll back up to the 20-22 goals,
[1:35:30] I think that might be, or objectives rather,
[1:35:32] that might be the easier of the two.
[1:35:34] So some of the additional comments that came through on this section
[1:35:38] were whether we even needed to have this objective session
[1:35:43] in the position profile.
[1:35:44] some had commented that they seemed more town objectives versus AYS objectives, which is why they thought maybe they shouldn't be in there.
[1:35:56] Trent had a comment there on one of the bullets, which I figured we could address once we decide whether we want to keep the objectives in.
[1:36:03] Maybe we take some out, keep some in, but this had this had a lot of comments that was not really anything I could edit or quantify on this draft.
[1:36:11] because again it was more comments and discussions so I don't know who wants to kick off this section with
[1:36:19] their feedback on these bullets and whether they think they should be there modified stay and stay out.
[1:36:24] So let me just add one thing before we jump in. So part of the effort we've been doing internally is
[1:36:30] that division and departmental goals roll up into the higher level goals of the entire organization
[1:36:36] that are set by the policy makers of the community which in our case are the select board.
[1:36:41] So when you think about what belongs here don't necessarily think that it's the goals on a given Wednesday afternoon, but really what's going to be asked of the director from a leadership management perspective as much of is a service delivery perspective.
[1:36:59] They always say to be a successful manager in and over, you have to be a really good at service delivery.
[1:37:05] And you also have to have some management abilities and be able to integrate priorities of your division with the larger priorities of the organization because at the end of the day, all departments and divisions are part of one organization, right.
[1:37:18] So we try to create that unified goal setting process, but at the same time don't want the goals to inhibit service delivery or vice versa.
[1:37:26] So I think however we were this and wherever we end has to acknowledge both.
[1:37:33] That's my piece now.
[1:37:35] If I could jump in and just say that if I was applying for this job,
[1:37:40] I would find this to be very, very helpful,
[1:37:43] so it would really give me a sense of what is the,
[1:37:47] what am I walking into in terms of like what are the priorities of the organization?
[1:37:52] You never get to see this stuff.
[1:37:54] And if you're lucky, you get an opportunity to ask some sort of question like,
[1:37:59] well, you know, if I'm successful on the job in the first year or two,
[1:38:05] what have I done?
[1:38:06] And then you would sort of get this.
[1:38:08] But this is actually, I consider this a gift for anybody applying
[1:38:12] because they really have a sense of a roadmap, not to exclude other things.
[1:38:16] But these, as Andrew just said, these all roll up and boil into it
[1:38:20] are impacted by larger organizational goals and priorities. So I think it's a wonderful thing to
[1:38:27] have in there for somebody that's applying. They're going to go right there and say, okay, these
[1:38:31] are the things that are on my plate.
[1:38:40] Sorry, Laura, go ahead. Okay, so some of these seems like
[1:38:47] the kind of intended audience was different. So like in conjunction with the community,
[1:38:51] We articulate the attributes, the town seeks in the next Director of eServices.
[1:38:57] That's not going to be something that the next Director of eServices is going to do,
[1:39:00] is it?
[1:39:01] That's something that's happening.
[1:39:03] Or higher the permit you services team.
[1:39:10] I believe that's happening currently.
[1:39:12] I think this people on the Select Board agenda, so this isn't.
[1:39:17] I would like to see this kind of hair down and then the things that would apply to the current
[1:39:25] director, I would like to see more specific. So like, what does it look like when we're prioritizing
[1:39:30] youth development through the lens of DEI? Does that mean we're seeing a more diverse group of kids
[1:39:35] gathering?
[1:39:37] How does the town expect the new director to deliver these things? What are our metrics?
[1:39:45] how would you demonstrate success?
[1:39:47] Would that be a narrative?
[1:39:50] I think that might be helpful.
[1:39:54] I'm still not seeing kind of the point of this section, I think.
[1:40:01] Because candidates will be evaluated based on this.
[1:40:04] Not in terms of their candidacy, but as their ability to integrate the work of the division
[1:40:12] with the overarching priorities of the town.
[1:40:15] Does that make sense?
[1:40:16] And that's why there's such a town goal feeling to some of this because there is a relationship
[1:40:21] there.
[1:40:22] And when these candidates before go before the select board, they'll be asked about these.
[1:40:28] So they should know that going in.
[1:40:30] So is it possible then we could frame this because I was left kind of like Laura one.
[1:40:37] Who's this was the audience here and in different bullets I'd read and it makes sense.
[1:40:43] Jim, after you mentioned this, what the value is, but I wouldn't call this 2022 objectives,
[1:40:51] I would call this, you know, hiring committee priorities or hiring committee, I
[1:41:01] wouldn't
[1:41:01] call them objectives.
[1:41:03] Again, when you start talking about objectives, there should be some type of a way to measure
[1:41:07] that objective.
[1:41:08] And how do we know that we've met that objective?
[1:41:12] It needs to be much more specific.
[1:41:14] So I would start with just reframing this in a way that, like Laura said, some of these
[1:41:25] things, if this is designed to be a roadmap for a potential candidate, then I would frame
[1:41:33] it that way and take out things about the, in conjunction with the community articulate
[1:41:39] the the attributes the town seeks and it's next you know that that's not for the director that's
[1:41:45] like like Laura was saying so I guess I understand the last bullet okay we expect this person to
[1:41:54] be able to create a department-wide software management program okay is there not a program now is
[1:42:05] Is that something that is it, is it, we're bringing in a new, it just, this, this brings out a lot of questions that, that I don't know.
[1:42:14] We're answering very well and starts with just the term objectives. What if we do this, what if we take.
[1:42:20] Strike almost a whole section and things that are goals here, the higher level goals, but I'm under the responsibilities under the responsibility section.
[1:42:28] I think so.
[1:42:28] You know, make it feel like almost like the immediate goals for the person coming in because yeah, I do agree with Laura that the third and fourth bullets don't really make sense because we're doing number three or you guys are doing number three and number four is done.
[1:42:44] So I don't want them to also think they're coming with no staff because that couldn't be further from the truth.
[1:42:49] You just have to find the way, you know, the goals for the next director are different from a middle school participant.
[1:42:56] and a select board member, right?
[1:42:59] In some cases, they may be the same thing,
[1:43:00] but how they're communicated,
[1:43:02] I think is quite a bit different.
[1:43:04] So I just think we have to capture that
[1:43:07] because I think it's really important for candidates to know
[1:43:10] that it's just not the day-to-day service delivery.
[1:43:13] There will be some reporting up on the progress of the division,
[1:43:16] the needs of the division,
[1:43:19] and what is necessary to grow the division.
[1:43:22] But I just want candidates to be aware of that.
[1:43:24] I guess that's my point, I think that that's that's valuable and I agree it should be included in here I just I agree I think it should be we could we could distill what those items are that we want to communicate so that potential candidate and then and then incorporate that in a way that's a little more clearly written to the candidate.
[1:43:45] So are we comfortable striking this section and taking elements of it and putting it down below.
[1:43:51] I think that's a great idea and I think a little introduction to the bullets would help
[1:43:57] give a context wherever you put it.
[1:44:01] All right, so I'm just going to make this a different column now.
[1:44:07] I'm kind of lying, so that's why the crazy colors.
[1:44:10] I also want to just make sure that trends comment doesn't get.
[1:44:13] But I think it does touch on some of the prior discussion we had about supervision of
[1:44:20] the social work piece and all that, so make sure that doesn't get lost on there.
[1:44:31] This is the last section.
[1:44:33] Yes.
[1:44:41] Right.
[1:44:45] Glad to question.
[1:44:46] Glad to question.
[1:44:47] Or a directive.
[1:44:52] This is the last, we saved probably the hardest section for last, but I thought it made
[1:44:56] more sense to kind of tick off the ones that, you know,
[1:45:00] We probably have the least amount of discussion and this is definitely kind of the meat of what you guys have really been working on. So Brian, I think you kind of kicked off the section with a comment there about buckets and categorizing the attributes. There was a lot of back and forth and some of the other comments about, you know, putting these like in a ranked order. And again, it was really just a lot more kind of more comments and feedback versus actual language.
[1:45:29] changes, so I'm not sure where we want to dive in on this section, but I don't know if
[1:45:36] makes sense. I'm Brian, Brian start based on his opening comment about the buckets, and
[1:45:41] then we take it from there, and that might flow the rest of the conversation. I'm not,
[1:45:45] I'll defer to you, Brian, put you on the spot.
[1:45:49] Okay. Well, I, I, uh, I liked the, the wording. I liked, I liked, I thought you did a very
[1:45:58] good job capturing some of our other feedback from previous meetings to try to paint a picture
[1:46:06] of what this team's going to cringe at, but this ideal candidate looks like, right? And who
[1:46:14] that person is and what they're about, I think you did a very good job with that. I just
[1:46:20] from a formatting perspective, I thought it was all over the place and I thought that, you know,
[1:46:25] I would read something like there was one that I thought was down lower and I thought oh well this I would bring that right up to the top because and maybe you've already done some of that rack and stack but but for me, I thought it might be might be helpful to just identify some attributes that we're looking for or experience that we're looking for.
[1:46:53] and then as a bucket, like I put in an ethical team leader or ethical leadership,
[1:47:01] consummate hands-on mentor or coach, a teacher. Those are characteristics or skills that
[1:47:10] we're looking to bring into this position. Program management certainly is something that we've
[1:47:19] talked about as being very important here. And then I think you have the, you know, you could
[1:47:26] parse out some of the these bulleted items underneath each of those buckets.
[1:47:34] Over to the floor,
[1:47:35] I don't know. It's just, it was just an idea of trying to frame this a little bit.
[1:47:39] Basically kind of like four, maybe five kind of categories of what we're looking for within the
[1:47:45] little bullets underneath to say what do we mean by ethical team leader and yeah I
[1:47:51] actually kind of like that approach. People can then zero in on the category isn't
[1:47:55] if they find one they don't like they can either stop reading or keep reading right
[1:48:00] and then from the Canada's perspective it helps to give them some a way to frame
[1:48:08] their responses. You can look at this and go well I've done this or I haven't done
[1:48:13] that or I've got some experience here and you know tell me about a time that you demonstrated
[1:48:21] ethical leadership or team building or you manage the program and then we've got some
[1:48:26] some more detail underneath it.
[1:48:30] It also takes a little bit of the pressure off in terms of ranking
[1:48:33] them one to 15 when they're formed into the buckets, ranking them seems like an impossible task.
[1:48:42] So
[1:48:52] I guess how do folks feel about some of the examples Brian gave like do we want to go with those three want to change any out and then it should be somewhat easy to plug in assuming we're okay with all the bullets.
[1:49:07] It should be then pretty easy to plug them into the various buckets as long as they're there. So I don't know what people spots were on.
[1:49:15] I mean, I definitely like ethical team leader and adept program manager actually probably the passionate youth advocate once good to actually they're all good, but.
[1:49:27] I wonder if we wouldn't want to do something like leadership attributes management skills.
[1:49:41] You almost have three buckets. Don't you in terms of you have a committed bucket, an experienced bucket, and a knowledgeable or knowledge based bucket, at least, you know, one or two floating around there, but, you know, committed to fostering a safe, committed to engage and committed to collaborative leadership committed to modeling and on and on and on and on.
[1:50:08] You know, I mean, if that's what you want, there's three buttons to be. I'll be quiet. I think they're all.
[1:50:16] You know, I mean, I think a few are redundant, but I don't I think as they all exist, they're a fine list. And I think it would be what you're certainly looking for in.
[1:50:28] the best candidate or an ideal candidate.
[1:50:33] Since there's no one right way to do this, does it make sense to leave this to Jess to come up with three buckets?
[1:50:42] And make sure we just populate them with all of these attributes.
[1:50:46] What I suggest is we agree on the buckets, then we'll go down the list and color coat what goes in what bucket and then the actual formatting we can leave the Jess.
[1:50:53] That's unreasonable. Yeah, I think we should get agreement on the buckets ethical team leader. I think we need to expand on just that because it is it goes. Yes, an ethical team leader, but just general leadership characteristics.
[1:51:16] Yeah, leadership attributes are something about effect. And then I just just leadership attributes. And then you pull those ones under their leadership attributes is that bucket.
[1:51:31] The ethical stuff in my opinion should go under the leadership attribute.
[1:51:35] Exactly.
[1:51:36] You don't have to have the ethical and the leadership attributes.
[1:51:41] You're really trying to look at the ability to build a team, right?
[1:51:55] I would just say management attributes, leadership attributes, management attributes, and use
[1:52:05] advocate and I'm guessing that all of those are going to easily fall under one of those three buckets.
[1:52:12] And those really are the three buckets, right?
[1:52:15] Yeah.
[1:52:18] Yes. You are correct.
[1:52:41] So you're going to go down and we're going to pick which ones go in each category, starting with the top one.
[1:52:46] The first one goes under leadership. Should we do a community collaborator, collaboration and
[1:52:54] partnerships. We talk a lot about it throughout the profile.
[1:52:58] How about advocacy and collaboration?
[1:53:03] Or as an advocacy and collaboration?
[1:53:06] I think this is separate.
[1:53:09] Andrew, are those not required of an effective leader?
[1:53:17] Yeah.
[1:53:18] Yeah.
[1:53:19] I'll tell you this, though, and Laura put this in the chat.
[1:53:22] I like the she had collaboration and community engagement because this position has got to be
[1:53:29] able to this person has to be able to be to engage with the community. I think that that's central
[1:53:37] especially being as public of this position is today. So I like that as a bucket.
[1:53:45] management and leadership different buckets.
[1:53:48] Yes.
[1:53:49] Yes.
[1:53:50] Yeah.
[1:53:51] Actually, they are.
[1:53:52] I think you would think they are, but they are.
[1:53:56] I would say leadership attributes or leadership experience.
[1:54:02] And then management skills or program management.
[1:54:06] Something along those lines.
[1:54:09] And then you describe the attributes.
[1:54:11] So you describe the experience of managing a program or a project, you describe your
[1:54:18] experience, your attributes. What are your leadership traits? What are your skills in leadership?
[1:54:26] What's your experience there?
[1:54:34] We like the buckets.
[1:54:38] We miss anything. Should we
[1:54:41] collapse them? Or should we try putting these bullets in buckets? And if some don't fit, maybe that
[1:54:46] lead us to something something we're missing a small pale so the first the first
[1:54:59] bullet would be under leadership yeah I'm
[1:55:11] gonna do some color coding why you
[1:55:15] just move it up under leadership. Yes? I'm driving. Oh, Andrew.
[1:55:23] You could do A, B, C,
[1:55:25] and D and just put the letter next to each bullet. It's just going to get messy.
[1:55:30] If it's easier for you to highlight it, Andrew. The second one is youth.
[1:55:37] Yes, youth advocacy.
[1:55:42] The third one is youth. Hold on, hold on.
[1:55:53] Yeah, that works. Just color
[1:55:55] code and that's easy enough. The fourth one is management. Yes. Yeah.
[1:56:08] The fifth one is management.
[1:56:15] Is it or is it a community engagement? I would say it's a community engagement.
[1:56:20] Oh, we have to mean the engagement. Okay. I wouldn't have that but the next one is a
[1:56:30] leadership. I think. Yeah, I say that's leadership.
[1:56:39] Next one is youth.
[1:56:50] Next one is management.
[1:57:01] That's one is leadership along
[1:57:09] here. Can you go back up real quick?
[1:57:13] So, um, I think wasn't the last one supposed to be management opposed to leadership?
[1:57:20] Yes.
[1:57:22] The last yellow last, the very last one right there. Yeah, commitment. Yes.
[1:57:27] That needs to be different color.
[1:57:36] That one's management, the budget management of management.
[1:57:40] I don't,
[1:57:52] management, youth
[1:57:58] or leadership.
[1:58:02] That or our creative engagement.
[1:58:07] We actually don't have any under-community engagement.
[1:58:10] I have one, I would say.
[1:58:13] That one is leadership.
[1:58:14] Collegial and an approachable is definitely leadership.
[1:58:18] I agree.
[1:58:20] So it's been that young.
[1:58:21] Which is yellow.
[1:58:22] Well, is everyone agree with yellow?
[1:58:25] Yeah, leading
[1:58:33] by example,
[1:58:52] leadership.
[1:58:56] Last one is leadership.
[1:58:59] So we don't have a community engagement one then.
[1:59:04] Yeah, we have a community engagement one.
[1:59:06] And then we still have to talk about what's going to come down from up here.
[1:59:09] Right.
[1:59:11] Well, you could put most of those in that in the community engagement.
[1:59:16] It, again, you could put most of those under that community engagement in this category.
[1:59:21] I mean, that's the majority of them, right?
[1:59:25] I think this is a really important one.
[1:59:30] It has probably management leadership management, definitely.
[1:59:44] So I would say the next to last bullet is management actively participate in department wide
[1:59:49] initials marketing coordination services.
[1:59:52] I don't even feel about those.
[2:00:03] Last three are management. I agree with that. Yes. I think I think the first two, at least the first two are community engagement. Yes, and then three and four. We said we can scrap management
[2:00:32] and
[2:00:39] we're scrapping three and four. And then the first two will go under community engagement, which
[2:00:53] is purple.
[2:00:55] This thing, like good grief.
[2:01:00] The luck, yes.
[2:01:04] Royce Beav right there.
[2:01:06] Right.
[2:01:08] Now I think the buckets idea that I thought this is going to be our hardest section and actually ended up being our easiest once we did the buckets thing.
[2:01:16] So kudos to Brian.
[2:01:18] The buckets are a great suggestion.
[2:01:31] Andrew, just make sure you email this over to me too, just that I can work on it in the morning.
[2:01:37] Hopefully it will still make sense Ben. Well I got to do a first thing while it's in my head.
[2:01:43] So this the rest of this can be struck.
[2:01:49] I just want to make sure, try and try and have that comment
[2:01:52] there on the side. Trying, did you want to weigh in on anything on that? It was in connection with
[2:01:58] I think the social worker, only because we talked so much earlier with Liz's questions
[2:02:02] and concerns about the social worker, so I just want to make sure that there's nothing
[2:02:07] left untouched there, because I can't even quiet, so I just want to make sure I comment
[2:02:12] if you wanted to say anything on that.
[2:02:15] Yeah, no, so I think we touched on most of it with Liz's questions from earlier.
[2:02:20] To clarify, that comment was in response to a question that Liz had on the original
[2:02:26] document saying could we add more detail about what this entails and so I tried my best to try and
[2:02:33] clarify some of what I thought that bullet point meant but I wasn't sure if that was something
[2:02:38] that we wanted to discuss or frankly since it's about the outreach position and not about the director
[2:02:43] position if that was even under our purview so but I think that Liz asked the question earlier and I
[2:02:49] think as long as she as long as she feels clear about that and everyone else does too I think that I'm
[2:02:56] good enough on that. Okay, awesome. I still want that to get overlooked.
[2:03:04] Right. So, Jess, are there any other sections? I think that that, um, that was it.
[2:03:09] Those are the two big ones, that objective section and the what are we looking for in the next
[2:03:14] director, the two big sections. So what I'll do is assuming this gets voted and checked with all of
[2:03:22] you tonight. I'll go through clean it up, get the formatting looking decent, share it with everybody,
[2:03:32] and then we can take it to the next step of making it look like pretty profile with some graphics,
[2:03:38] and we can really tool it up to make it basically street-ready, and then I think we're in really good shape.
[2:03:45] Just to summarize, this paragraph we went through, we brought up some from the second paragraph into
[2:03:51] this or we struck the second paragraph reaching and exploring and developing put this sentence
[2:03:59] that was previously in this paragraph.
[2:04:03] We flipped this around pretty much the same thing, but we flipped
[2:04:09] it, which I think made a lot of sense. Objectives are out. The Cormary Youth Center, what I'd ask
[2:04:16] time is that the committee consider voting knowing we're going to add a description of the spaces.
[2:04:22] So I think that was a great suggestion. Are?
[2:04:26] I also add a little bit of a composition of the staff. How many staff members will be supervising,
[2:04:31] the fact that there is a social worker, how many kids we see in a day, or maybe not even that specific,
[2:04:37] but I think that would be good for a kid.
[2:04:41] in reporting structure too, that you've got a peer, you know, that you peer with these
[2:04:47] others who and you're reporting up, that might be helpful as well.
[2:05:00] We got our buckets, leadership attributes, management attributes, youth advocacy, community
[2:05:05] engagement, everything's color coded, that under qualifications, we're going with five years.
[2:05:12] We've taken out master's degree and we're going with additional education is valued
[2:05:16] and we'll be considered in the hiring process.
[2:05:19] So just to go up to that section where we have our buckets,
[2:05:23] I just want to ask the question to cover all bases,
[2:05:26] were there any strong feelings about putting the buckets
[2:05:30] in any sort of a particular priority order
[2:05:33] based on some of the other comments?
[2:05:35] So we had just the one big list,
[2:05:37] do people want me to just do straight alphabetical,
[2:05:40] leave them as they are,
[2:05:41] like just want to make sure that people weren't leaning
[2:05:43] towards really wanting those ordered in any particular way.
[2:05:55] Yeah, so not necessarily ordering the bullets under it, but do we want to go like, you know,
[2:06:01] see for community, L for leadership, L management, why for you? Do we want to put you with advocacy
[2:06:06] first? I would put it first, yes. Okay. I would put it first. I think that's very important.
[2:06:16] Okay, so that's first. What do people want? Is the second category?
[2:06:23] I would say leadership and
[2:06:32] I'd put management number three because if you're good at one and two, four is naturally going to be right there.
[2:06:37] Right.
[2:06:39] Community engagement piece.
[2:06:40] Yeah.
[2:06:41] Okay.
[2:06:42] Perfect.
[2:06:42] Just wanted to clarify that.
[2:06:45] It was a good question.
[2:06:47] No, just that was important.
[2:06:50] How do we feel?
[2:06:54] Are there any questions?
[2:06:55] It's been a long night.
[2:06:56] but we're in it already.
[2:07:00] Is everybody comfortable with this to make a motion?
[2:07:06] Now, I can only see a couple of moments.
[2:07:07] Just make sure there's anyone having a quiet hand up.
[2:07:12] So everybody feels good about it?
[2:07:17] Okay, so motion to vote on accepting what we've changed
[2:07:21] to get the profile into Jessica's hand to write a description.
[2:07:26] I got a second on it.
[2:07:28] Second.
[2:07:28] All right. All in favor of accepting the changes that we made to the profile. Ryan.
[2:07:36] I agree.
[2:07:38] Fred.
[2:07:42] Yes. Tim. Yes. Laura. Yes. Liz. Yes.
[2:07:54] Okay, so the motion and the vote of the profile changes has been accepted.
[2:08:01] Okay, do we want to just figure out a timeline on this before we get off?
[2:08:08] Yes, I know you have a busy day tomorrow getting this ready, but when do we think this will
[2:08:14] be ready to print?
[2:08:15] When can the committee at least take a look at it?
[2:08:19] I mean, it should take long to clean up, get everything we're supposed to be, get rid of all the comments, the highlighting, all that that actually shouldn't take that on because you've kind of done that work tonight or rather actually Anderson was to that work tonight because he was driving.
[2:08:34] And that I think getting the text out to everybody should be pretty quick turnaround.
[2:08:38] around then once everybody's like doesn't see anything glaring with the text whatever then we can dump it into something like publisher and start to kind of make that.
[2:08:47] Flyer and get some pictures in there and and Gem I'm definitely going to reach out to you to get some good.
[2:08:53] You know action photos photos of the center things like that to to build that up but in terms of the actual text and the document piece of it should be in your hands fairly quickly tomorrow.
[2:09:04] that will be my goal.
[2:09:07] Okay, and then Andrew, after that, it comes out to the committee.
[2:09:11] What is the next step?
[2:09:12] I mean, are we going to have another meeting to approve it?
[2:09:16] Is it ready for print?
[2:09:17] Are we going to start with the survey that's going to go out to everybody?
[2:09:21] A lot of know that the description has been out.
[2:09:23] I'd like to discuss that briefly.
[2:09:25] So things we can do.
[2:09:26] We can all meet again at some point next week.
[2:09:30] or once this goes out, if everybody wants to just email back, looks good,
[2:09:35] reflects discussion, and it's comfortable with us posting.
[2:09:39] Rather than get a head of the game by a week, that's okay too,
[2:09:44] and then have a meeting next week or the following week,
[2:09:47] show the community the profile, announce the launch of the website,
[2:09:51] talk about the next process.
[2:09:53] I don't know if, either way, if you want to hold it up posting,
[2:09:58] We can certainly wait another week.
[2:10:01] Otherwise, I think if everybody can just say this reflects what we talked about tonight,
[2:10:07] we could probably get it posted by the end of the week.
[2:10:11] So.
[2:10:12] So would we be looking for as it comes out?
[2:10:15] It just sends it out.
[2:10:17] You know, if you'd like to suggest if there's nothing really blowing or, you know,
[2:10:22] So red lines on there then everybody would feel comfortable if they gave you the thumbs
[2:10:27] up to the SS looks good.
[2:10:30] Would the committee be okay with that before they put or to agree to post it if there
[2:10:35] was nothing glaring that came back?
[2:10:42] I'm all right with it.
[2:10:43] I mean, I don't have a problem with that.
[2:10:44] It's entirely up to the committee, so tell us what you think.
[2:10:47] Yeah, if you guys wanted to meet one more time, just look at it.
[2:10:50] I mean, I know that we want to try to get to sell, but you know, whatever people are comfortable
[2:10:53] with.
[2:10:54] Okay, is it worth discussing trying to get the survey out before we post it in case
[2:10:59] there's anything?
[2:11:02] I think the survey is the transition to the next group.
[2:11:05] So I think the survey will inform the hiring committee.
[2:11:09] I don't think we can hold up the profile and the post thing for the feedback that comes
[2:11:12] out of that.
[2:11:14] I think we'll lose a month.
[2:11:15] I think that's a good question, though, Liz, and I think that feedback will be very useful
[2:11:20] So, as Andrew said, for the screening and hiring group, because they'll know how to
[2:11:26] then formulate interview questions when we start seeing like, we really want to see
[2:11:30] XYZ quality and if that's like an overwhelming response from people, then there's questions
[2:11:36] we can frame and tool to hopefully extract that information.
[2:11:40] So, I do actually agree with Andrew that it's almost like that bridge document, taking what
[2:11:46] you guys have built, coupled with the survey, then gets us the interview questions which
[2:11:51] gets us to candidate.
[2:11:59] It's not like it's thank you for your service. Hello, new folks.
[2:12:06] There will be some integration there.
[2:12:11] All right, so we agree, then,
[2:12:12] Jess, you'll get that out. Everyone will take a look at it. Nothing comes off the page. Then we will
[2:12:17] give you our thumbs up on it and then you'll get that posted, is that right?
[2:12:23] Yes, one thing, please respond directly to Jess and any other staff you want but not
[2:12:29] the entire committee and definitely don't deliberate via email because that would be a violation
[2:12:34] of the open meeting law. Yes, so if it looks good email back, Jess and myself are just
[2:12:41] just it looks good. And that'll be great. If you have an issue, raise it, but not with
[2:12:48] the whole group because then deliberation could start. This is a training that we usually
[2:12:52] do for new committees at the start about open meeting lots. So I don't want anyone to get
[2:12:57] in trouble, including myself. So I just be calling instead of that.
[2:13:03] All right, so then if it goes out next week, are we interested in meeting again, or are
[2:13:12] we passing that off to the next step, which is screening and then the hiring?
[2:13:18] I think this committee needs to meet in person and go or everything they've done.
[2:13:24] So when do we want to do that?
[2:13:26] Obviously, next week's probably not the week with vacation with the kids.
[2:13:30] So anyone have any proposal on when you want, when you want to do that.
[2:13:37] Any time after this 25th works.
[2:13:42] I mean, I will be here the week of the 25th, but I don't think that necessarily matters because Andrew and Gemma will be here.
[2:13:50] I mean, I don't know if next week is completely out for people or if people are around.
[2:13:56] It's I think for youth services position, it should be a week of school vacation.
[2:14:05] So how about the week of the 26th or the following week after which I think is the second. So anyone want to propose a time. And by the way, where would we be meeting?
[2:14:17] If it's in person.
[2:14:20] I will find a space. It could very well be the select board meeting room and town offices.
[2:14:30] Let me see here.
[2:14:38] I'd like to suggest we meet at our usual time Tuesday at 730. So kind of two weeks from tomorrow.
[2:14:44] But I'm flexible. I'm just throwing it out there.
[2:14:50] I can do Thursday or Friday if that would be, if there's no other issue with that.
[2:15:00] I can't do Friday. Could we do Monday? I could do it. Select.
[2:15:11] I'll find with Thursday the 28th. How do you guys feel about? I could make that works with everybody. I think I make that work, too.
[2:15:31] 730. 730. 7 would be even better just because I'm just like we passed my bedtime already.
[2:15:40] Yes.
[2:15:43] We do a dinner meeting.
[2:15:49] We'll do seven o'clock location to be determined
[2:15:55] and it'll be a commute. We will put it on the agenda and we'll announce it as a community update and the launch of this whole communication process.
[2:16:10] So the 28th Thursday the 28th at 7 p.m.
[2:16:17] All right, we good.
[2:16:18] Any other questions?
[2:16:19] I put everyone in person.
[2:16:23] Definitely.
[2:16:26] Okay.
[2:16:26] So any other questions, thoughts, anything we didn't hit that you want to talk about?
[2:16:30] Tell me you good?
[2:16:32] Yes.
[2:16:33] I did.
[2:16:33] Good.
[2:16:34] All right.
[2:16:35] So motion to adjourn.
[2:16:39] Guys, it was a great night.
[2:16:40] It was a long night.
[2:16:41] So thank you, everybody.
[2:16:42] It was worth doing and much overdue as well.
[2:16:46] So, Jess, good luck to you till tomorrow.
[2:16:49] Thank you.
[2:16:51] So, motion two is adjourned.
[2:16:53] Can I get a second?
[2:16:55] Second.
[2:16:56] Thank you.
[2:16:57] Okay.
[2:16:58] Trent's good.
[2:17:00] Yes.
[2:17:00] Laura?
[2:17:01] Yes.
[2:17:02] Tim?
[2:17:04] Yes.
[2:17:05] Ryan?
[2:17:07] Yes.
[2:17:07] Have a good evening, everyone.
[2:17:08] Thank you.
[2:17:11] Thank you.
[2:17:14] Thanks.