July 15, 2025
Dear Gill-Montague Schools Community,
I am filled with enthusiasm and proud to assume the role as Interim Superintendent for the Gill-Montague Regional School District and will work tirelessly for all students, staff and families.
As part of my transition/entry plan, I will conduct a Listening and Learning tour across our communities to learn more about the schools of the Gill-Montague Regional School District. My goal in undertaking the process is to learn more about the District and towns, to gain a deeper understanding of the current conditions of the system and to identify areas for further development and growth over the upcoming school year.
Transition Plan Goals
- Develop a clear understanding of the district’s mission, vision, values, and goals
- Understand the operational structure of the district, including roles, responsibilities, protocols, procedures, safety needs and traditions
- Build relationships with district staff, school leaders, and community partners
- Identify strengths and areas of pride within the district
- Identify areas of need and opportunities for improvement
- Establish myself as a learner and as a supportive, effective leader during this transitional phase
In the upcoming weeks, I will be interviewing students, staff, parents and a variety of community stakeholders. My main role will be to listen, observe, learn, be present and ask questions. The details of this plan can be found in the accompanying pages of this document.
The final report will provide an overview of my learnings and highlight both bright spots and areas that may benefit from additional attention. The insights gathered will help shape short-term goals and guide how we use our time and resources during this critical period of transition—particularly as the district begins the process of selecting a permanent superintendent.
Thank you for the opportunity to partner with you in this entry plan process.I look forward to serving you!
Tari N. Thomas
Tari N. Thomas, Interim Superintendent of Schools
The Entry Plan Process for Interim Superintendent Thomas
Step One: Listening, Learning, and Gathering Information
The first phase of the transition process is focused on collecting data from a wide variety of sources. This includes:
Data Collection Methods:
- Individual and group conversations
- Review of documents and district data
- School and classroom visits
Stakeholder Groups Engaged:
- School Committee Members
- District and Building Administrators
- Faculty (teachers, team leads, coordinators, department heads, union leaders, and other staff)
- Support Staff (facilities,maintenance, custodial, transportation, food services, administrative)
- Students
- Town Government (administrators, finance committee, department heads)
- Community Partners (public safety, faith-based leaders, local organizations)
- Parents/Guardians (PTO, SEPAC)
Sample Interview Questions:
- What do you see as the strengths of the Gill-Montague Regional School District?
- What are some areas in need of improvement?
- What communication methods work well?
- What do you expect of me as Interim Superintendent?
Online Survey
In addition to in-person conversations, I will conduct an online survey in early fall. Survey questions will be informed by the early interviews and discussions, with the goal of clarifying emerging themes and gaining broader feedback from the school community.
Document and Data Review
As part of the listening and learning phase, I will review a range of key documents and data sources, including:
- District policies and procedures
- Collective bargaining agreements
- School and district improvement plans
- Employee handbooks and contracts
- Tiered Focus Monitoring Review
- Emergency management, safety and security plans
- DESE data (MCAS, discipline, demographics, and other student performance metrics)
- Budget and grant documents
- Legal documents
- School Committee meeting agendas and minutes
This review will help identify trends and reinforce insights gathered through stakeholder engagement. These findings will serve as the foundation for the report presented to the School Committee and will inform our continued work on refining the District’s Strategy.
Step Two: Identifying Patterns and Sharing Findings
By early fall, the data collection phase will be complete. The next step will involve analyzing the information to identify key patterns, trends, and themes across the district. This analysis will provide valuable insight into both the current state of the district and the priorities that should guide our next steps.
The findings will be presented to the Gill-Montague Regional School Committee and shared with the wider school community. Presentations will highlight areas of success that should be sustained, as well as areas that merit additional focus to ensure all students are supported and empowered in their learning.
Step Three: Using Insights to Guide Planning and Support Leadership Transition
Following the presentation of findings, the focus will shift to applying what has been learned to set clear, actionable priorities. These insights will inform short-term goals, help direct resources where they are most needed, and strengthen teaching, learning, and operational practices.
This phase will also support a successful leadership transition by providing a clear, evidence-based picture of the district’s current strengths and areas for growth. The resulting report will serve as a valuable resource for the onboarding of the next permanent superintendent—helping them enter with a shared understanding of the district’s context, challenges, and opportunities. This alignment will allow new leadership to begin their work with clarity, purpose, and community trust, ensuring continued progress and momentum.
Tari Nugent Thomas
Interim Superintendent of Schools
Gill-Montague Regional School District