When North Stonington schools Superintendent Natalie Pukas distributed a five-page document entitled “Research Based Model Leadership Team” to the Board of Education last month, board Secretary Robert Testa said he was impressed with the document's concept.
He said he went online to see how other school districts have applied the concept, which explains how schools can better hire and nurture effective administrators.
What he found disturbed him: a magazine article by two California-based school administrators that detailed exactly what Pukas had outlined in her document, much of it word for word.
The article, entitled “The Four-Quadrant Leadership Team: The authors' homegrown model for what it takes to develop high performers in a school system's administrative posts,” ran in the March 2007 issue of The School Administrator, which is distributed by the American Association of School Administrators to every public-school superintendent in the country.
Testa brought his concerns up at a March 5 board meeting. He said he took issue not with the fact that Pukas presented a concept other than her own but rather with how he said she presented it.
"It was put forth as a, 'This is my model,'" said Testa. “She even went as far as to say she's been using it for years, and it wasn't until this year that she decided to put it in writing. So when I saw the similarities, I said, there's something wrong here. And it wasn't just the basic gist of what he was saying. It was verbatim.”
Testa said Pukas had to be held accountable if she did in fact plagiarize the contents of the article.
“Because the integrity of the school system is in the balance,” he said.
Note separately: "the combination of User/Kernel modes with trusted/non-trusted modes creates a four-quadrant model." 
Plagiarizing principal praised [!?]
Don Philips: In some cases we are hiring different candidates than we would have in the past. In other cases the four-quadrant model reaffirms the decisions we would have made. Additionally, our management team is now having more focused discussions around developing key school leadership based upon the framework. We are providing more focused feedback to individual leaders to improve their effectiveness and strengthening our professional development efforts.