CONFER: Please tell us a little about yourself and your experience in the field of education.
MANKO: This year is my 31st in public education. My first experience was as an education intern out of Colgate University’s MAT program in secondary social studies for one-half year in Greenwich, Ct. which led to my employment by that school district for two years as a full-time secondary social studies teacher with assignments in American History, Sociology, and Human Communities. Teaching was followed by acceptance into Syracuse University’s Maxwell School of Public Administration with a graduate assistantship where I completed my MPA and began doctoral studies in Educational Administration and Leadership.
An education administration internship at East Syracuse-Minoa Central School was followed by an assistant principalship in the Career and Technical Education Program at the Oswego County BOCES in Mexico, New York for 3 ½ years. This led to a middle school principalship at Cato-Meridian Central School for 8 ½ years which included duties as the district’s CSE chair for 6 years. I was appointed to my first superintendency at New York Mills Union Free School District in 1993 followed by my current position as York Central School District superintendent in 2000. This is my twenty-eighth year in administration with sixteen of those years serving communities as their superintendent of schools.
With respect to my formal education, I received a Regents Diploma from Cuba Central School District in Cuba, NY, a BA in Political Science from Allegheny College in Meadville, PA, an MAT in Secondary Social Studies from Colgate University, and an MPA in Public Administration from Syracuse University where I have also pursued doctoral studies in Educational Administration and Leadership.
My wife, Janet, and I are proud of our three sons who are now pursuing their own career paths from oldest to youngest in music, graphic arts, and education respectively.
CONFER: How would you describe your style of leadership … both in the school and in the community?
MANKO: A strong work ethic, good cheer and collegiality create an atmosphere within which most objectives may be achieved. I hold myself accountable as a role model to provide the best educational opportunities possible for children and ask the same of faculty and staff. We are entrusted by the community to educate their children and have been given the resources to do the best job possible. Decisions should be based upon clear data and sound research while keeping local school district and community norms and values in mind. Team work, creative problem solving, and effective communication are paramount to achievement and success.
As a member of a local Kiwanis Club, I find the collegiality most valuable and club support of the various community institutions a trade mark of distinction. All club members work well together in both assigned and voluntary roles. Fundraising activities such as chicken bar-be-cues, Fourth of July Field Days, Election Night Ham Dinners, and the Letchworth Park Columbus Day Weekend October Festivals keep the Kiwanis visible and proactive within the community.
Membership and leadership in such community activities such as the Livingston County Business Education Alliance, Livingston County Chamber of Commerce, and the Genesee Livingston Orleans Wyoming (GLOW) Workforce Investment Board (WIB) have provided opportunities to contribute to the larger community. It was an honor to chair the 2006 Livingston County United Way Campaign.
Similarly, my role as Chair of the Chief School Officers (CSO) Legislative Committee for Genesee Valley BOCES has enabled me to network with our state and federal legislators which has been most useful in terms of commentary about legislation and financial issues that effect public education.
It is also important to me to attend many school activities: concerts, plays, musicals, and athletic and extracurricular events. A former athlete and extracurricular activity participant in both high school and college, I know how important it was to me when adults made a special effort to get to know me through activities outside the classroom. These special connections made the student-teacher, child-adult bonds more meaningful.
CONFER: What attracted you to the Royalton-Hartland District?
MANKO: Throughout the course of my current work Royalton-Hartland has been cited by various people as a school district of accomplishment and with much potential. As an adjunct faculty in 2003 for the SUNY Oswego Superintendent’s Development Program, I came to know several cohort members who were current or former employees of the Royalton-Hartland School District. Their commentary indicated a progressive school district which was proactive in creating the capacity within the faculty to teach the seven learning standards through professional in-service, sharing best practices and collegial encouragement.
When the position of superintendent vacancy was announced, I remembered these observations and through use of the internet and personal contacts verified that the district remains in much the same regard. Student assessment data indicates achievement in gr 3-8 English Language Arts and mathematics while Regents results are at or above the state averages and dual credit program participation has increased. Every transition offers prospects for change and the new superintendent will have the opportunity to collaborate with the Board of Education, faculty, staff, and community to make a strong school district that much more effective.
CONFER: What do you see as Royalton-Hartland’s greatest strengths?
MANKO: Royalton-Hartland is a school-community who focuses upon providing all students with the opportunities to achieve their goals. The academic program appears to be grounded upon sound research and good teaching practice. Extracurricular activities offer a wide variety of enrichment opportunities that enable students to pursue their academic, athletic, artistic, and other creative talents. Faculty and support staff take pride in their roles and responsibilities as they contribute to children’s achievements, and parental partnerships with the school are expected and encouraged.
CONFER: What do you see as Royalton-Hartland’s greatest weaknesses?
MANKO: Relative to strengths there are areas in need of improvement. In order to continue to provide vigorous academic and extracurricular programs, the district is faced with the same poor economy as are all other school districts within New York State. Given the real prospect of reductions in state aid for the next several years, Royalton-Hartland would do well to develop a long range plan to minimize the effect that this will have upon the quality of education. Making these choices have the potential to be difficult but if the mission is to provide a quality education for all children then the choices will become evident in the context of collegial conversation and planning. Balancing educational quality within reasonable financial parameters is possible and necessary.
In concert with the Board of Education the District Office must continue to provide leadership in these turbulent times, look for economies, and encourage all employees and the community to work together to ensure quality instruction for the children. Effective and transparent communication based upon team work, creative problem solving, strong work ethic, data analysis and knowledge about the school and community’s values and norms will be instrumental in creating a message that people will want to listen to and leadership that they will trust.
The more meaningful the Royalton-Hartland educational experience is for graduates the greater likelihood that alumni will settle in the community and contribute to its vitality. In partnership with business, industry and cultural institutions, the school district plays a key role in attracting young adults to the community.
MANKO: This year is my 31st in public education. My first experience was as an education intern out of Colgate University’s MAT program in secondary social studies for one-half year in Greenwich, Ct. which led to my employment by that school district for two years as a full-time secondary social studies teacher with assignments in American History, Sociology, and Human Communities. Teaching was followed by acceptance into Syracuse University’s Maxwell School of Public Administration with a graduate assistantship where I completed my MPA and began doctoral studies in Educational Administration and Leadership.
An education administration internship at East Syracuse-Minoa Central School was followed by an assistant principalship in the Career and Technical Education Program at the Oswego County BOCES in Mexico, New York for 3 ½ years. This led to a middle school principalship at Cato-Meridian Central School for 8 ½ years which included duties as the district’s CSE chair for 6 years. I was appointed to my first superintendency at New York Mills Union Free School District in 1993 followed by my current position as York Central School District superintendent in 2000. This is my twenty-eighth year in administration with sixteen of those years serving communities as their superintendent of schools.
With respect to my formal education, I received a Regents Diploma from Cuba Central School District in Cuba, NY, a BA in Political Science from Allegheny College in Meadville, PA, an MAT in Secondary Social Studies from Colgate University, and an MPA in Public Administration from Syracuse University where I have also pursued doctoral studies in Educational Administration and Leadership.
My wife, Janet, and I are proud of our three sons who are now pursuing their own career paths from oldest to youngest in music, graphic arts, and education respectively.
CONFER: How would you describe your style of leadership … both in the school and in the community?
MANKO: A strong work ethic, good cheer and collegiality create an atmosphere within which most objectives may be achieved. I hold myself accountable as a role model to provide the best educational opportunities possible for children and ask the same of faculty and staff. We are entrusted by the community to educate their children and have been given the resources to do the best job possible. Decisions should be based upon clear data and sound research while keeping local school district and community norms and values in mind. Team work, creative problem solving, and effective communication are paramount to achievement and success.
As a member of a local Kiwanis Club, I find the collegiality most valuable and club support of the various community institutions a trade mark of distinction. All club members work well together in both assigned and voluntary roles. Fundraising activities such as chicken bar-be-cues, Fourth of July Field Days, Election Night Ham Dinners, and the Letchworth Park Columbus Day Weekend October Festivals keep the Kiwanis visible and proactive within the community.
Membership and leadership in such community activities such as the Livingston County Business Education Alliance, Livingston County Chamber of Commerce, and the Genesee Livingston Orleans Wyoming (GLOW) Workforce Investment Board (WIB) have provided opportunities to contribute to the larger community. It was an honor to chair the 2006 Livingston County United Way Campaign.
Similarly, my role as Chair of the Chief School Officers (CSO) Legislative Committee for Genesee Valley BOCES has enabled me to network with our state and federal legislators which has been most useful in terms of commentary about legislation and financial issues that effect public education.
It is also important to me to attend many school activities: concerts, plays, musicals, and athletic and extracurricular events. A former athlete and extracurricular activity participant in both high school and college, I know how important it was to me when adults made a special effort to get to know me through activities outside the classroom. These special connections made the student-teacher, child-adult bonds more meaningful.
CONFER: What attracted you to the Royalton-Hartland District?
MANKO: Throughout the course of my current work Royalton-Hartland has been cited by various people as a school district of accomplishment and with much potential. As an adjunct faculty in 2003 for the SUNY Oswego Superintendent’s Development Program, I came to know several cohort members who were current or former employees of the Royalton-Hartland School District. Their commentary indicated a progressive school district which was proactive in creating the capacity within the faculty to teach the seven learning standards through professional in-service, sharing best practices and collegial encouragement.
When the position of superintendent vacancy was announced, I remembered these observations and through use of the internet and personal contacts verified that the district remains in much the same regard. Student assessment data indicates achievement in gr 3-8 English Language Arts and mathematics while Regents results are at or above the state averages and dual credit program participation has increased. Every transition offers prospects for change and the new superintendent will have the opportunity to collaborate with the Board of Education, faculty, staff, and community to make a strong school district that much more effective.
CONFER: What do you see as Royalton-Hartland’s greatest strengths?
MANKO: Royalton-Hartland is a school-community who focuses upon providing all students with the opportunities to achieve their goals. The academic program appears to be grounded upon sound research and good teaching practice. Extracurricular activities offer a wide variety of enrichment opportunities that enable students to pursue their academic, athletic, artistic, and other creative talents. Faculty and support staff take pride in their roles and responsibilities as they contribute to children’s achievements, and parental partnerships with the school are expected and encouraged.
CONFER: What do you see as Royalton-Hartland’s greatest weaknesses?
MANKO: Relative to strengths there are areas in need of improvement. In order to continue to provide vigorous academic and extracurricular programs, the district is faced with the same poor economy as are all other school districts within New York State. Given the real prospect of reductions in state aid for the next several years, Royalton-Hartland would do well to develop a long range plan to minimize the effect that this will have upon the quality of education. Making these choices have the potential to be difficult but if the mission is to provide a quality education for all children then the choices will become evident in the context of collegial conversation and planning. Balancing educational quality within reasonable financial parameters is possible and necessary.
In concert with the Board of Education the District Office must continue to provide leadership in these turbulent times, look for economies, and encourage all employees and the community to work together to ensure quality instruction for the children. Effective and transparent communication based upon team work, creative problem solving, strong work ethic, data analysis and knowledge about the school and community’s values and norms will be instrumental in creating a message that people will want to listen to and leadership that they will trust.
The more meaningful the Royalton-Hartland educational experience is for graduates the greater likelihood that alumni will settle in the community and contribute to its vitality. In partnership with business, industry and cultural institutions, the school district plays a key role in attracting young adults to the community.
