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From YouTube: City Council School Board Interviews – March 23, 2021
Description
March 23, 2021
Asheville City Council interviews for three School Board positions
A
A
There
are
three
seats
that
are
vacant
and
we
have
seven
folks
that
we're
going
to
interview
this
morning,
three
of
the
folks
are
serving
currently
on
the
school
board
and
are
seeking
reappointment
so
just
just
to
walk
through
a
little
bit
of
how
this
process
will
work.
We
have
and
I'm
looking
at
my
agenda
over
here
we've
got
a
time
slot
for
each
candidate,
we're
going
to
begin
with
peyton
o'connor
and
move
through
the
list.
We've
set
aside
about
25
minutes
for
each
candidate
council.
A
I'll,
kick
things
off
for
each
of
the
interviews
and
then
I'm
just
going
to
ask
each
of
you.
If
you
have
any
questions
for
the
candidate,
and
that
would
be
your
opportunity
to
ask
a
question,
given
the
timing,
you
know
we
may
or
may
not
get
through
everyone's.
You
know
everyone
one
round
around
of
questions,
but
but
we'll
see
how
it
goes
and
there
may
be
an
opportunity
for
a
second
question
or
you
know
if
someone
doesn't
have
a
question
one
round.
You
know,
however,
that
works.
A
A
B
Okay,
hey
everybody,
I'm
peyton
o'connor.
I
currently
work
as
the
recreation
services
director
for
buncombe
county
I've
been
in
buncombe
county
since
1985,
so
I'm
not
native
but
close
enough.
I
have
kind
of
a
history
of
civic
participation
and
this
seems
like
a
good
opportunity
for
me
just
based
on
an
incredible
amount
of
investment
in
the
school
system.
I've
got
five
kids
11
being
the
oldest
10,
and
then
I
have
two
four-year-olds
and
a
three-year-old,
so
asheville
city
schools
in
particular,
has
become
incredibly
important
to
me.
A
A
C
Good
morning
peyton,
so,
as
I
was
preparing
for
these
interviews,
I
started
just
simply
doing.
Google
searches
and
one
thing
that
was
fairly
consistent-
was
that
asheville
city
schools
consistently
rank
amongst
the
top
school
systems
in
the
state,
the
one
the
last
one
I
saw
for
niche
for
2020.
You
know
before
everything
shut
down
listed,
asheville
city
schools
as
number
five
and
buncombe
county
schools
as
number
20.,
but
on
the
ground.
C
B
So
similar
to
you,
I've
also
been
doing
a
lot
of
google
searches.
I'm
not
sure
if
I
have
a
full
understanding
of
that,
because
what
I've
encountered
is
a
lot
of
divergent
viewpoints,
even
among
those
that
are
being
served
kind
of
the
best
by
asheville
city
school
systems,
as
opposed
to
those
that
are
kind
of
falling
victim
into
some
of
those
achievement
gaps
that
have
been
the
subject
of
so
much
controversy
and
news
coverage
recently.
A
B
Well,
I
have,
I
actually
notified
my
manager,
which
is
one
of
the
assistant
county
managers
before
I
ever
put
in
the
application,
so
they're
very
well
aware.
Obviously
this
isn't
going
in
secret
as
much
news
coverage
as
there's
been
on
the
topic,
but
they're,
aware
of
that.
I
think
I
serve
in
that
role
already
I
mean
as
you're
aware
with
like
the
npo
and
sports
commission.
I
am
making
some
decisions
or
weighing
in
on
things
that
will
impact
the
county's
bottom
line.
B
I
think
that
I'm
on
the
up
and
up
and
obviously
that's
something
that
I
understand
could
make
me
unfavorable
at
times,
but
that's
a
decision
that
I
would
rather
be
engaged
in
the
local
community
rather
than
have
to
step
out
of
that,
because
I
feel,
like
I've
developed
a
lot
of
talents
and
experience
that
I've
always
developed
to
help
the
community.
So
I
don't
want
to
have
everybody
liking
near
being
in
favor
of
the
decisions
I'm
making
really
impact.
That
I
mean
that's
always
the
risk
that
I.
E
Run,
thank
you
peyton.
I
agree.
This
is
a
task
in
itself.
I
appreciate
your
application
and
willingness.
We
touched
on
a
little
bit
about
the
primary
school
and
I'm
curious
what
your
position
is
on
that
school
and
perhaps
the
reprogramming
of
pre-k,
and
just
where
you're
at
on
that
subject
in
general,.
B
Is
it
something
and
from
everything
I've
seen,
it
appears
to
be
setting
the
school
system
up
to
overcome
a
very
short-term
deficit,
but
I
don't
see
the
long-term
plan
for
financial
sustainability
and
viability
moving
toward
the
future.
My
biggest
concern
is
that
that's
an
incredible
asset
for
the
the
city
school
system
to
get
rid
of
at
this
time,
and
one
that's
only
going
to
appreciate,
especially
with
the
value
of
land
in
buncombe
county.
I
think
in
digging
for
information.
B
One
thing
that
I
saw
is:
there's
not
a
really
good
framework
for
decision
making
with
the
asheville
city
school
system.
The
one
thing
that
they're
missing
is
a
current
strategic
plan
that
carries
them
beyond
2020
and
without
having
a
lot
of
those
frameworks
for
decision
making.
I
think
it's
hard
to
say:
okay.
This
is
a
great
idea
to
sell
the
primary
school
and
move
in
this
direction,
and
I
think
that's
all
something
that
needs
to
be
accounted
for.
B
I
think
going
to
the
county,
since
they
are
kind
of
the
approver
of
capital
projects
and
letting
them
see
what
the
total
capital
project
budget
will
look
like
to
bring
that
school
online
is
one
thing
coming
up
with
a
path
to
get
that
fixed
slowly,
but
from
publicly
accessible
information.
I
don't
think
that
there's
a
case
right
now
that
says
we
have
to
close
this
this
school.
I
think
that's
something
that
the
community
really
wants
and
if
that's
the
decision
that
needs
to
be
made
from
everything
I'm
seeing.
B
F
F
B
Sorry
I
tried
to
move
my
phone
and
siri
wanted
to
answer.
For
me.
My
definition
of
racial
equity
is
not
that
everybody
has
access
to
the
same
thing,
but
that
the
school
system
is
basically
functioning
from
start
to
finish
and
producing
the
same
outcomes
for
all
students.
In
terms
of,
let
me
just
make
sure
I'm
answering
your
question
correctly,
like
making
moves
toward
kind
of
getting
closing
those
racial
equity
gaps.
B
B
Where
are
those
gaps
in
our
community,
because
I
think
if
we
look
outside
of
the
school
system,
the
racial
equity
gaps
that
we're
seeing
on
that
report
card
are
not
necessarily
isolated
to
the
school
system.
So
are
there
improvements
that
we
can
make
at
a
community
level?
How
can
we
resource
the
school
system
to
provide
and
close
some
of
those
gaps
with?
What
does
it
look
like
for
access
to
food
options?
What
does
it
look
like
for
access
to
transportation?
B
What
does
it
look
like
for
access
to
familia
support
systems
that
would
enable
those
students
for
success,
but
I
I
don't
think
merely
focusing
in
on
on
the
school
system
and
on
the
the
teachers
that's
going
to
produce
great
results.
I
do
think
it's
a
larger,
more
systemic
community
problem
and
it
needs
to
be
addressed
as
such.
B
A
A
B
So
yeah
I
I've
also
tried
to
interpret
the
kind
of
chaotic
public
and
put
environment
in
people's
perceptions
of
the
superintendent
it's
difficult.
I
couldn't
tell
you
what
I
actually
think
of
some
of
those
parts
because,
like
looking
at
some
of
the
the
facebook
commentary
in
different
parents
groups,
it's
all
over
the
place.
I
do
think
that
it
is
really
chaotic.
B
It's
been
very
difficult
to
transition
through
a
europovic,
and
I
think
the
thing
that
I
saw
as
being
maybe
the
biggest
lacking
point
was
any
kind
of
coalesced
vision
of
this
is
where
we're
at
this
is.
Where
we're
going
from
a
financial
standpoint,
I
was
not
able
to
understand
that
the
school
system
has
a
good
benchmark
for
this
is
where
we're
at
today.
These
are
the
financial
problems
that
we
have,
and
this
is
our
outlook
beyond
the
next
fiscal
year.
So
I
see
like
that.
B
Without
that
kind
of
planning,
they
are
kind
of
creating
a
chaotic
environment
that
lacks
transparency,
maybe
not
by
intent,
but
by
function
and
really
prevents
people
from
understanding
the
direction
that
everybody's
trying
to
go
into.
I
don't
think
that
going
into
any
organization
and
starting
with
dramatic
change,
especially
as
a
new
member,
is
a
great
answer,
but
I
do
think
that
taking
that
feedback,
assessing
that
feedback
and
really
working
toward
some
type
of
coherent
plan
is
the
answer
for
the
school
board.
B
That's
engaged
and
driven
kind
of
by
the
school
board
so
that
they
can
say
hey.
This
is
where
we're
going
in
five
years
and
we
understand,
there's
a
lot
of
criticism,
but
this
is
the
path
that
we're
going
and
the
nice
part
about
that.
Strategic
planning
document
is
that
it
allows
you
to
set
a
five-year
path
and
it
allows
you
to
funnel
that
criticism
and
tour
toward
a
vision
of
the
future
and
and
to
create
that
in
kind
of
a
transparent
nature.
B
That's
kind
of
coalescing
most
of
the
feedback
and
most
of
the
criticisms
that
I've
seen
there
are
always
a
lot
of
loud
voices.
But
I
think
the
danger
of
listening
to
just
those
loud
voices
is
that's
going
to
put
us
exactly
where
we're
at
today,
so
making
sure
that
those
voices
are
taken
into
account
but
kind
of
the
sphere
of
influence
and
the
opportunity
for
everybody
to
have
input
into
the
school
system
is
dramatically
increased,
because
that
is
one
of
the
single
focal
points
of
criticism.
B
B
I
think
the
biggest
thing
for
me
is:
I
don't
come
from
a
purely
educational
background.
I
am
really
interested
in
how
the
school
board
functions
from
an
organizational
standpoint
and
from
a
long-term
planning
standpoint.
I
feel,
like
that's
kind
of
the
strength
of
of
my
skill
set
and
where
I
feel
like
it
would
be
really
interesting
to
be
involved
because
I've
not
gotten
to
to
have
that
kind
of
long-term
outlook
on
a
purely
non-work
community
focused
kind
of
project.
B
So
that's
where
I
feel
like
I
fit
in
in
terms
of
anything
else
to
say:
I've
actually
really
enjoyed
the
application
process.
This
has
been
like
a
very
quick
learn
on
how
a
school
system
works
and,
more
than
anything,
it's
kind
of
opened
up.
There's
a
lot
of
information
that
I
don't
know,
but
all
of
it's
intriguing.
This
is
a
completely
different
kind
of
venue
for
community
involvement
that
I've
been
involved
with
in
the
past
and
it
just
flows
completely.
B
Different
people
are
so
much
more
impassioned
because
this
isn't
a
sidewalk
or
a
road.
This
is
their
kid's
future,
and
that
is
exciting
to
me
just
because
I
understand
the
importance
of
what
that
is
for
my
family,
so
I
appreciate
the
opportunity
to
apply.
I
appreciate
the
structure
of
the
application
process
and
and
everything
that's
gone
into
it.
I
know
that
you
all
do
not
have
an
easy
task
in
front
of
you
today,
so
I
just
hope
that
everyone's
nice
to
you,
no
matter
what
you
pick.
A
A
K
K
K
K
H
K
Yes,
that's
a
great
question
and
of
course
it's
something
that
we've
all
I
mean
the
the
city,
the
district
principals
superintendents
teachers,
families
have
all
been
asking
about
and
have
had
a
true
passion
around.
So
there's
not
a
silver
bullet.
It's
I
think.
First
of
all,
from
the
from
the
3000
foot
perspective,
we
have
to
acknowledge
that
school
systems
and
lots
of
city
systems
are
inherently
racist
and
have
been
constructed
in
a
way
that
supports
families
with
privilege
and
students
with
privilege.
K
So
how
we,
how
we
start
to
dismantle
that
privilege,
I
think,
is
important.
I
I
like
to
think
that
you
know
in
a
system
as
small
as
ours
there
are,
and
am
I
gonna-
I'm
gonna
echo
payton
a
little
bit
on
this
one.
There
are
lots
of
voices
that
seem
to
be
consistent
across
the
years
and
across
the
district,
but
there
are
voices
that
want
to
be
heard.
K
There
are
voices
that
are
used
to
being
heard,
but
then
there
are
also
voices
that
need
to
be
heard
and-
and
we
have
for
too
long,
not
only
as
a
district
but
as
a
society.
We
have
for
too
long
pushed
certain
voices
to
the
margins
and
it's
time
to
bring
those
voices
in
and
make
them
present
in
front
of
us.
K
K
K
They
have
outdoor
pro
outside
programming.
They
have
outside
classic
classes
and
social
events,
to
help
support
st
teachers
in
a
system
that
might
not
otherwise
support
them,
and
I'm
not
advocating
for
a
program
like
that
only
for
black
male
teachers,
but
I
am
advocating
for
programs
like
that
that
support
teachers
who
you
know
who
are
from
marginalized
communities
so
black
and
brown
educators.
K
There
are
programs
out
there
across
the
state
and
across
the
country
that
we
can
use
as
models
to
help
support
bringing
in
teachers
who
look
like
some
of
the
some
of
our
students
and
for
too
long
we
have
had
teachers
who
don't
look
like
a
lot
of
our
students.
So
that's
one
way.
I
think
that
the
the
pod
system
that's
being
used
right
now
can
could
could
be
a
game
changer.
D
Thanks
for
being
here
today,
george,
I
appreciate
it
have
you
had
a
chance
to
so
so
we
know
now
that
the
school
system
is
had
to
dip
into
their
gen.
I
don't
know
what
they
call
it
in
the
school
system,
but
kind
of
their
general
fund
into
their
reserves
to
fund
this
year's
this
year's
budget
have
you
had
a
chance
to
kind
of
get
a
sense
of
where
of
what
the
cause
of
that
was
and
what?
What
are
your
ideas
about?
How
do
we
fix
that?
K
K
It
is
something
that
I
want
to
learn
more
about,
and,
of
course,
we'll
be
forced
to
on
the
fiscal
oversight
is
a
large
part
of
board
responsibility,
but
I
also
think
it's
important
that
we
acknowledge
that
a
couple
of
things
I
feel
like
one
place
where
the
system
has
somewhat
failed
in
this
conversation
is
really
communicating.
Why
and
how
we're
in
a
bit
of
a
budget
crunch.
K
For
one
thing,
I
I
don't
think
it's
unique
for
district
for
asheville
city
schools
to
be
in
a
budget
crunch
compared
to
districts
across
the
state
and
across
the
country
I
mean
state
and
local
coffers
are
stretched
thin
because
of
the
pandemic.
Yes,
there's
federal
money,
hopefully
coming
our
way
and
lots
of
people's
way,
so
there
is
the
opportunity
to
apply
for
federal
funds
and
grant
funds
to
help
offset
whatever
monies
we've
had
to
dip
into
the
reserve
fund.
K
But
I
also
think
it's
important-
and
I
mentioned
this
in
my
essay
questions-
that
there
is
a
reserve
fund.
I
mean
a
reserve
fund
is
necessary
for
crises
moments
and
we
are
in
the
middle
of
a
national
crisis.
It's
not
just
a
local
school
board
crisis.
It
is
a
national
crisis.
Is
it,
as
you
said,
is
it
a
long-term
solution?
No.
K
K
A
I
would
ask
you
the
same
question.
I
asked
peyton
just
you
know,
there's
a
lot
of
criticism,
swirling
around
the
school
board
and
the
superintendent
right
now
and
tell
me
how
you
how
you
would
approach
entering
this
new
position.
Were
you
to
be
appointed?
You
know,
are
you
are
you
thinking
you
know?
A
great
deal
of
change
is
needed
immediately
or
oh
they're,
generally
moving
in
the
right
direction,
there's
just
a
lot
of
communication
issues.
K
K
The
first
question
that
has
to
be
asked
every
single
time
is:
what
is
this
decision
doing
to
help
support
and
help
our
kids?
I
mean
all
kids
within
the
district,
not
just
a
select
few,
not
just
the
the
children
for
whom
the
system
has
worked
for
a
long
time,
and
that
would
be
my
question.
I
would
ask
when
any
proposal
comes
up.
K
The
first
question
I
would
ask,
and
at
times
probably
maybe
the
only
question
is:
what
is
this
proposal
going
to
do
to
support
all
of
our
kids
and
even
in
the
matter
of
communication?
That
has
to
be
the
first
question:
how
are
we
communicating
out
to
the
to
the
larger
community
how
this
is
affecting
and
how
it
will
help,
or
or
how
is
it
hurting
our
kids
in
terms
of
whether
the
district
is
moving
the
right
direction
or
radical
change
needs
to
happen?
I
think
the
answer
is
both.
K
The
first
event
that
we
had
was
around
the
history
of
desegregation
within
nashville
city
schools.
That
was
four
years
ago.
So
it's
not
a
brand
new
idea,
but
the
fact
that
dr
freeman
is
is
advancing.
That
conversation
shows
that
we
are
moving
in
the
direction
of
radical
change.
Radical
change
is,
and
radical
transformation
is
always
going
to
bring
up
fears.
K
It's
always
going
to
to
bring
up
questions
and
I
think
right
now
the
system
is
moving
toward
moving
towards
some
bold
ideas,
some
bold
strategies,
and
yet
there
still
need
to
be
more
bold
strategies
to
be
considered,
and
so
mayor
manheimer.
You
know
I'm
kind
of
answering
your
question
in
both
ways,
but,
yes,
the
system
needs
radical
change
and
it's
on
its
way
toward
radical
change.
The
other.
The
other
thing
I
feel
like
it
probably
could
come
up
in
this
interview
anyway.
K
So
I'll
go
ahead
and
broach
it
is,
is
the
consternation
around
the
possible
sale
or
reconfiguration
of
the
actual
primary
school.
That's
I
I've
had
the
honor
of
working
in
that
building
and
I
can
tell
you
that
it's
a
it's
an
old
structure
and
but
it
also
is
a
safe
space
for
a
lot
of
our
families
and
a
lot
of
our
kids
and
so
to
even
bring
up
that
option
is
going
to
create
some
real
consternation
on
the
parts
of
people
in
our
community.
K
I
K
K
Of
course,
as
a
former
business
owner,
I
work
with
business
communities.
Other
non-profits
I
like
to
think
of
myself.
As
a
coalition
builder,
I
have
been
a
grateful
to
be
a
part
of
the
iei.
The
institute
for
emerging
issues
out
of
raleigh.
The
foundation
was
one
of
the
the
first
cohorts
as
they
started
talking
about
transformation
within
the
whole
state
and
I've
built
relationships
with
lots
of
those
other
cohorts
across
the
state.
K
I
feel
like
I
feel,
like
my
role
as
first
of
all,
a
cisgender
white
male
is
to
not
speak,
but
is
to
listen
and,
as
I
said
before,
to
to
provide
the
table
and
to
provide
seats
to
the
table
so
that
other
voices
can
be
heard.
I
will
be
one
who
asks
questions,
hard
questions
and
again
that
first
question
always
is
going
to
be.
How
is
this
helping
our
kids,
but
it's
not
going
to
be
my
role
to
give
all
the
answers.
K
F
George,
this
is
kim
ronnie.
I
wanted
to
say
thank
you
for
participating
in
this
process.
I
have
a
question
from
an
educator.
That's
been
working
in
our
system
for
many
years
and
it's
around
what
indicators
will
you
be
looking
for
to
inform
you
about
the
effectiveness
of
the
decisions
that
you're
making
or
where
adaptation
is
needed?.
K
K
K
So
that
kind
of
data
is
extremely
important,
but
also
the
the
the
voices
and
the
narratives
of
the
families
in
our
system
and
the
family
and
the
voices
and
the
narratives
of
the
families
that
for
too
long,
have
not
been
brought
to
the
table
and
I'll
go
back
again.
To
that
that
thing
I
said
at
the
beginning
that
some
people
want
to
be
heard.
K
Some
people
are
used
to
being
being
used
to
being
heard,
and
some
people
need
to
be
heard,
and
so
so
we
have
in
one
hand
the
data
that
can
show
certain
trends,
but
then
also
the
narrative.
I
also
want
to
point
out,
because
this
question
came
from
a
teacher
that
that
teachers
voices
need
to
be
a
part
of
that
teachers
are
are
front
and
center
every
day
with
our
students.
They
know
truly.
What's
going
on,
and
teachers
principals
support
staff
as
well,
they
really
can
bring.
A
A
E
A
And
jerry's
telling
me
we
are
out
of
time.
Okay,
I
appreciate
it
well.
Thank
you
very
much
for
participating
in
this
process
and,
as
I
keep
mentioning
just
to
remind
folks,
we'll
be
making
these
appointments
this
evening
and
so
stay
tuned.
We're
gonna
move
to
mrs
griffin
for
our
next
interview.
So
again,
thank
you,
george.
Yes,.
A
A
A
Good
morning,
we
okay
we're
on
our
third
interview
this
morning.
This
is
miss
griffin,
we're
going
to
be
interviewing.
Welcome
to
our
virtual
council
meeting
here
and
you
currently
serve
right
now
on
the
asheville
city
school
board.
Could
you
just
tell
us
a
little
bit
about
yourself
and
why
you're
seeking
reappointment,
in
this
case.
J
D
So
you
know
we
are
hearing
a
lot
of
complaints
about
the
school
board
and
the
school
system,
and
you
just
referenced
that
you
know
there
are
going
to
be
changes
being
made
to
improve
the
the
equity
situation
and
to
reduce
or
eliminate,
hopefully
the
opportunity
gap.
So
what
are
those?
What
are
those
plans?
What
are
the
things
that
you
you
view
in
the
next
four
years
that
are
going
to
be
big
game
changers?
J
Okay,
so
when
I
think
about
the
achievement
gap,
I
think
about
there
has
not.
There
is
an
opportunity
gap
that
exists
and
that
we
cannot
separate
them.
We
have
separated
the
achievement
gap
and
the
opportunity
gap
for
years,
and
how
can
you
do
that
when
you
look
at
test
scores
that
show
that
18
of
our
students,
who
are
students
of
color
who
are
not
achieving
at
the
levels
that
they
should
be
achieving?
J
So
I
think
we
need
to
look
at
okay.
What
are
those?
What
are
those
things
that
keep
us
from
those
kids
from
achieving,
and
I
look
at
the
disparities
which
would
be
look
at
the
discipline.
Let's
look
at
how
our
children
being.
I
guess
I
want
to
say
how
are
they
being
taught
in
the
classroom?
What
are
those
things
that
impact
their
learning?
J
Those
students
of
color?
Is
it
that
maybe-
and
I'm
gonna
say
this-
maybe
it's
the
teacher,
maybe
it's
the
classroom,
setting
those
things
that
maybe
impact
the
learning
for
our
minority
students
is
it
that
they
are
not
given
the
opportunity
or
the
access
to
those
things
that
the
other
students
have
access
to.
J
J
J
Just
as
the
white
students
have
been
successful,
so
I
I
think
we
need
to
put
in
place
things
like
preschool,
because
we
haven't
looked
at
preschool
for
a
long
time.
I
was
an
interim
director
at
the
preschool
and
at
that
time
we
weren't
really
teaching
our
preschool
students,
those
prerequisites,
those
skills
that
they
need
to
enter
into
kindergarten.
J
I
don't
think
there
was
a
different
curriculum
there
that
it
was
based
on
play
and
it
wasn't
based
on
the
skills
that
they
need
when
they
go
into
kindergarten.
You
know
those
letters,
the
letters.
The
letter
sounds:
how
do
we
put
letter
sounds
together
so
that
they
form
a
word,
so
we
weren't
doing
that
in
our
preschool
program.
So
now
I
think
we
need
to
look
at
that.
J
D
C
How
are
you
I'm
well?
Thank
you
so
when
I
was
preparing
for
this
interview,
I'd
originally
intended
on
asking
you
questions,
drawing
on
your
40-plus
years
of
experience,
but
then
we
received
council
received
I'm
assuming
it
was
a
fax
and
I
almost
overlooked
it
because
it
didn't
come
with
a
title
or
anything
of
it.
C
J
They
don't
know
how
to
advocate
for
their
students
and
so
what
we
did
when
I
was
working
with
after
school
program,
we
would
bring
them
into
the
after-school
program
heavily
focusing
on
parent
involvement,
and
so
we
would
talk
to
them
about
the
progress
reports
see
they
don't
understand
the
progress
reports
that
their
students
bring
bring
home.
They
don't
understand
the
need
to
work
with
to
read
with
their
students
at
night,
and
so
we
help
them
understand
how
valuable
this
kind
of
of
initiative
from
them.
J
J
They
don't
know
what
to
ask,
so
we
had
to
kind
of
help
them
with
that.
You
know
what
are
things
you
ask
when
you
go
to
a
parent
conference
at
school.
Are
you
going
to
go
in
and
and
be
defensive?
You
know
because
your
child
is
not
doing
well
in
school.
Are
you
going
to
go
in
and
you're
going
to
say?
What
can
I
do
to
help
my
child
now?
J
First
of
all-
and
we
talked
to
them
about
what
we
were
gonna-
do
to
get
their
students
ready,
their
children
ready
for
first
grade,
and
so
what
we
did
was
put
them
in
an
after
school
program,
which
I
really
believe
that
our
after-school
programs,
if
we
could
get
them,
organized
to
how
they
to
where
they
know
what
to
do,
to
help
our
students,
it's
going
to
make
a
great
impact
on
our
african-american
students
and
their
achievement.
So
what
we
did
we
brought
them
in
and
we
did
some
focused
instruction.
J
We
worked
with
the
schools
and
we
found
out
well,
okay
with
sarah
kane.
What
is
it
that
these
kids
are
missing?
Is
it
that
they
don't
know
their
alphabets?
Do
they
not
know
the
letter
sounds?
Do
they
not
know
in
math?
Do
they
not
know
how
to
add
subtract
anyway,
we
did
that
we
did
focused
instruction
and
at
the
end
of
the
school
year,
every
one
of
those
students
were
ready
for
first
grade.
J
C
H
Unfortunately,
in
this
society,
it's
it's
basically
some
specific
thing,
and
if
you're
struggling
to
make
ends,
meet
and
feeding
your
parents
and
working
two
and
three
jobs,
they
don't
have
the
time
to
spend
with
their
children,
and
that
is
really
where
the
problem
is.
And
that
reason
your
program
was,
you
know,
sounds
so
good,
and
I
was
just
wondering
about
the
pro
the
probability
of
getting
something
like
that
as
a
standard
program
for
the
children
of
modern.
J
Communities-
excuse
me,
okay,
you
know
I
haven't
worked
at
several
of
the
schools
as
an
interim
principal
and
when
I
retired.
Finally,
when
I
applied
for
the
school
board,
the
first
time
that
was
in
2017,
I
think-
and
it
was
right
before
that
that
we
carried
out
that
program
in
the
after
school
program.
J
Well,
parents
don't
feel
comfortable
going
into
the
schools
a
lot
of
times
and
what
we
did
in
the
after
school
program.
We
went
along
with
them.
Someone
went
to
give
them
support
when
they
went
into
a
parent
conference.
Now
I
I
think
parents
summative
some
are
working
having
been
in
that
environment
working
with
after-school
programs.
J
I
know
that
there
are
some
parents
who
are
just
not
they
don't
understand
the
value
of
their
kids
having
an
education
so
a
lot
of
times
they
I'm
gonna,
say
this
because
I've
seen
it
they
socialize
during
the
day
and
a
lot
of
times.
Having
worked
with
with
the
alternative
program,
a
lot
of
our
kids
came
from
the
housing
communities
and
a
lot
of
times
they
were
responsible
for
getting
their
younger,
and
this
was
the
middle
school.
J
The
alternative
school
responsible
for
getting
their
younger,
siblings,
ready
for
school,
so
they
would
come
in
angry
because
they
had
this
responsibility
that
should
have
been
the
parents
responsibility.
So
there's
a
lot
going
on
in
homes,
and
so
when
children
come
to
school
and
teachers
have
their
work
to
do,
they
have
their
job
to
do.
Teaching
and
the
kids
have
their
job
to
do
learning.
J
Well,
you
have
children
who
are
coming
from
those
kind
of
backgrounds
and
they've
had
a
lot
of
turmoil
before
they
even
get
to
school,
see
a
lot
of
times.
We
don't
understand,
that's
what
disrupts
their
learning
in
the
classroom.
They
have
their
minds
on
something
other
than
what
the
teacher
is
teaching
them,
because
they've
had
such
a
terrible
morning.
Sometimes
so
I
think
parents,
let's
let
me
take
some
of
the
parents
that
we
work
with
in
that
program
I
was
talking
about.
J
We
had
to
get
them
interested
enthusiastic
about
their
children,
education,
and
how
do
we
do
that
because
we
shared
with
them
where
their
children
were?
This
is
where
your
children
are.
These
are
some
of
the
things
that
are
keeping
them
from
learning.
They
are
not
very
attentive,
they're
not
engaged
in
the
lessons
during
the
day,
and
why
aren't
they
engaged
because
they
are
not
prepared?
J
They
don't
have
the
prerequisite
skills
that
they
need
to
be
involved.
You
think
you
are
in.
You
speak
english
and
you're
in
a
french
classroom
where,
where
everybody's
speaking
french,
how
would
you
feel
so?
Our
kids
are
so
far
behind
until
when
they
come
to
school,
it's
hard
for
them
to
catch
up.
So
I'm
thinking
about
this
okay,
so
where
we
are
now
with
the
pandemic
and
kids
are
going
back
up
to
face-to-face
learning.
Where
are
we
going
to
start
with
them
the
benchmarks
that
we
had
before
they're?
J
No
good
now,
so
we've
got
to
come
up
with
new
benchmarks.
We've
got
to
do
some
assessments
of
where
the
kids
are
now
and
so
then
we've
got
to
start
where
they
are
now
set
some
benchmarks
to
where
they
need
to
go,
assess
them
along
the
way.
We
can't
wait
a
long
time
before
we
assess
them.
We've
got
to
do
some
assessments
that
are
meaningful,
so
we
can
keep
moving
them
along.
Okay.
J
J
So
that's
and
then
we
knew
what
were
the
skills
that
we
I
needed
to
teach
them,
and
so
when
they
know
what
they
need
to
learn,
they're
going
to
focus
on
that
and
then
we're
going
to
have
them
be
enthusiastic
about
learning
those
skills
and
you'd
be
surprised
how
that
makes
them
feel
when
they
know
they're
learning
and
that's
what
was
happening
in
the
after
school
program.
I
talked
about
those
students
were
very
enthusiastic
because
we
showed
them
where
they
were
and
where
we
wanted
them
to
go.
A
You
folks-
and
I
don't-
I
don't-
want
to
cut
off
this
robust
conversation
here,
but
we
I've
got
to
end
this
one
because
we're
coming
to
our
time
conclusion
and
we're
going
to
take
a
short
break
before
we
interview
our
next
candidate
at
10
15..
So,
ms
griffin,
I
want
to
thank
you
for
joining
us
this
morning
and
again
we're
making
these
appointments
this
evening.
A
A
L
A
Yeah
yeah,
okay,
okay,
all
right
that
is
easier.
Well
welcome!
Let's
see
we're
still.
Let
me
I'm
looking
around
my
screen.
Am
I
missing
anybody?
No,
okay,
all
right
everybody!
We
are
now
on
our
fourth
interview
of
seven
for
the
vacancies
for
the
asheville
city
school
board,
the
appointments
of
which
we
will
be
making
tonight
at
tonight's
meeting
and
so
we're.
A
L
L
I
I
began
paying
a
little
bit
more
attention
to
places
she
was
struggling
places.
Some
of
her
peers
were
struggling
relationships.
I
was
having
with
teachers
and
parents
and
realized,
like
I
really
understand
higher
ed
and
lots
of
folks
at
higher
ed
think
they
understand.
What's
going
on
in
k-12,
but
once
I
was
part
of
k-12
I
was
like.
L
Oh,
this
is
really
different
and
I
really
enjoy
trying
to
understand
a
lot
of
those
relationships
better,
a
lot
of
how
we
truly
build
and
grow
children
from
day
one
in
our
school
setting.
I'm
a
huge
advocate
for
the
traditional
public,
k-12
environment
and
the
gift
that
that
brings
to
every
community
and
potential
for
every
learner
in
that
community
and
once
she
got
to
high
school.
L
L
L
I
knew
that
it
had
to
mean
that
there
was
something
bigger
going
on
for
me
and
and
what
I
wanted
to
contribute
to
asheville
and
what
I
wanted
to
contribute
to
our
system
and,
most
importantly,
what
I
wanted
to
do
to
help
these
the
future
generation
of
asheville.
We
want
our
our
our
brightest
and
best
to
be
ours,
and
then
we
don't
want
them
to
be
our
biggest
export.
L
We
don't
want
everyone
to
leave.
We
want
some
of
these
amazing,
brilliant
minds.
We
cultivate
in
asheville
in
our
children
to
also
stay
and
contribute,
and
I
think
sometimes
I
worry-
that
our
greatest
commodity
sometimes
is
our
brilliant
children
who
leave
and
don't
come
back
to
asheville
to
contribute,
and
so
I
just
really
felt
like
this
was
a
great
opportunity.
The
more
I've
spoken
to
folks
and
began
to
understand
some
of
the
unique
dynamics.
I
You
have
a
very
remarkable
resume
and
a
lot
of
work
experience
and
a
special
training
in
the
area
of
community
trauma,
aces
testing
bias
and
at
the
on
your
regular
job.
I
think
you
are
an
advocate
for
for
students
and
the
the
the
whole
child
I
should
say
even
though
they're
not
children,
so
I
was
I
want.
I
want
to
know
how
you
would
apply
that
experience
and
those
specialty
trainings
to
your
leadership.
L
L
We
have
to
be
aware
of
that
and
I
think,
as
a
leader,
if
folks
aren't
aware,
we
have
an
obligation
to
talk
about
that
to
say,
hang
on
a
second
we're
about
to
make
a
decision
have
we
involved
all
of
the
communities
who
are
being
impacted
by
this
decision?
Do
we
need
to
take
a
step
back
and
think
about
the
historical
context
of
what
a
community
has
been
through
and
and
and
trauma
comes
in
lots
of
forms
for
a
community?
You
know
my
daughter
went
through
a
lot
at
asheville
middle.
L
She
lost
classmates.
She
was
there
for
the
very
big
lockdown
and
I
honestly
thought
she
was
gonna
be
fine,
because
I
do
all
our
threat
assessment
and
all
that
stuff
here
and
I'm,
like
you,
know
this
stuff,
but
she
had
some
real
signs
of
some
ptsd
after
that,
and
you
know
I
was
thinking
about
like
wow.
What
would
their
next
fire
alarm
be
like
on
campus?
Like?
Will
these
poor
kids
jump
out
of
their
skin
because
it's
a
trauma?
L
H
Well,
the
only
thing
I
was
going
to
ask
jackie.
Thank
you
so
much
jackie
I've
enjoyed
listening
to
your
story
and
I
can
actually
identify
with
that
need
to
deep
need
to
try
to
help
the
situation,
so
I
yeah.
So
I
greatly
appreciate
it.
First
of
all
what
I'd
like
to
see,
I
like
to
ask
you
one
of
the
same
questions.
L
L
L
Of
course
it
does,
but
I
think
looking
at
how
do
we
expand
that
in
a
way
that
builds
upon
the
strengths
of
of
kids,
because
I
think
what
I
have
experienced
firsthand
with
you
know,
my
daughter
is
an
average
student
on
a
504
because
of
some
unique
challenges,
and
so
she
sits
somewhere
in
that
gap
frequently
and
for
her
it.
It
initially
made
her
feel
like
such
a
failure
and
that
you
know
I'm
never
like
all.
L
My
friends
are
in
aig
and
I'm
over
here,
and
I
can't
like
pass
my
eogs
and
I
think,
finding
ways
in
that
opportunity
to
see
what
resiliency
models
may
be
available
to
move.
Even
the
mindset
of
these
kids
to
know
the
potential
we
know
is
there
and
then
what
things
can
we
utilize
the
community
for,
like
I
sit
sometimes
in
asheville,
and
I
think
about
the
sheer
wealth
surrounding
us
in
this
area?
L
Where
is
it
being
invested
and
where
is
it
not
being
invested,
the
human
capital?
We
have
here
that
we
don't
tap
into
the
the
folks
who
are
policy
leaders,
some
of
the
best
minds
in
student
development
from
k-12
all
the
way
through
higher
ed,
have
retired
here,
like
I'm,
looking
for
some
free
bodies
and
opportunities
to
craft
ways?
To
achieve
that,
I
also
think
one
of
the
things
when
we
talk
about
the
opportunity
gap.
L
We
sat
down
with
to
hear
their
story
on
why
why
they're
not
moving
like
they
think
they
should
be
or
what
is
it
about
this
experience
that
is
causing
them
to
not
matriculate
at
the
same
speed,
because
the
other
thing
I
would
argue
is,
I
bet
you.
They
are
matriculating
and
growing
in
lots
of
other
ways.
L
L
D
L
L
We
also
none
of
us
come
to
the
table
with
all
the
skill
sets
to
affect
effectively
have
interpersonal
relationships
with
everybody
we
like
to
think
we
do,
but
we
don't
and
so
there's
learning
that
has
to
happen
and
there's
an
awareness
that
has
to
happen
where
we
have
to
create
an
environment
where
people
have
to
be
able
to
say
yeah.
I
get
really
uncomfortable
when
I
am
having
to
address
behaviors
that
are
of
this
type,
because
we
all
have
baggage.
L
We
all
have
those
things,
but
I
think
you
can't
deny
the
national
data
that
shows
that
there
is
a
fear
of
black
men
from
police
all
the
way
to
everybody
else.
The
irony
for
me
is,
I
have
never
feared
a
black
man,
I
have
feared
groups
of
white
men
and
on
dark
streets
and
things
like
that
way
more,
and
I
think
we
have
to
talk
about
that.
L
I
need
more
information
on
how
to
work
with
students
of
a
certain
population
because,
like
I've,
never
had
any
experience
really
building
relationships
with
that
population.
Well,
awesome!
Let's
work
on
that,
but
my
daughter
has
told
me
that
she
she
had
a
teacher.
She
knew
was
highly
highly
intimidated
by
the
students
of
color
in
her
class
and
that
broke
my
heart
because
I'm
like
why
because
they're
smarter
than
her
like.
L
What's
the
deal
like
where
where's
the
intimidation
coming
from
but
like,
if,
if
a
kid
who's
11
can
pick
up
on
that
those
children
in
that
class
can
pick
up
on
that
and
their
lens
is
different.
Their
lens
is:
why
am
I
not
getting
called
on
or
why
am
I
getting
called
on
all
the
time?
Why
am
I
able
to
sit
here-
and
I
don't
do
anything
but
so
and
so
in
the
corner?
L
But
that's
real,
that's
just
as
damaging
as
anything
else,
and
so
I
think
we
have
to
look
at
that
it
to
not
look
at
that.
I
think
actually
contributes
more
to
the
abyss
between
our
students
achieving
like
we
want
than
anything
else,
because
now
you're
not
talking
just
about
grades,
you're
talking
about
their
humanity
and
their
wholeness
and
in
the
end
every
I
think,
that's
even
more
important
than
anything
else
as
soon
as
a
student
feels
less
than
everything
in
their
life
feels
less
than
so.
I
think
we
have
to
look
at
that.
A
A
Okay
time
is
up,
jerry
is
telling
us
our
time
keeper.
Thank
you
jerry.
Well,
thank
you
very
much
jackie
for
spending
some
time
with
us
here
this
morning
in
this
interview
and
we're
gonna
move
on
to
the
next
one.
So
thank
you
very
much
and
thank
you
all.
We
will
see
you
later.
Thank
you.
Okay,
we
have
michelle
delage
and
I
hope
I'm
saying
your
last
name
correctly
and
you're
going
to
tell
me
if
I'm
not
michelle,
you
can
turn
your
camera
on.
We.
A
M
So
I
am
a
long
time
educator
I
have
taught
for
about
27
years
and
I'm
currently
a
graduate
student
at
uncc
in
the
urban
education
program
and
I'm
also
a
mom
and
I've
been
in
the
asheville
area
since
2002
and
I
am
seeking
to
see
it's
not
the
first
time.
I
have
thought
about
stepping
up
to
offer
something
in
this
position
in
the
past
when
I've
thought
about
it.
I've
really
examined
my
son
was
younger
and
I
just
thought
with
that
kind
of
position.
M
If
I
can't
fully
engage
and
really
like
focus,
then
I'm
not
ready
yet
and
I
feel
like
right
now.
I
have
I'm
in
a
position
in
my
life.
My
son
is
older
and
I
have
a
good
amount
of
experience.
I
think
I
can
be
useful
in
this
position
and
and
the
timing
in
my
life
is
right
to
be
quite
focused
on
it.
So
that's
why
I'm
here.
C
C
White
girls
are
generally
knocking
it
out
of
the
ballpark
white.
Excuse
me,
black
boys
are
at
the
opposite
extreme,
and
these
two
extremes
really
also
serve
to
increase
the
gap.
My
question
to
you
is:
what,
in
your
opinion,
is
it
about
the
system
that
feeds
white
girls
while
also
burying
black
boys.
M
Yeah,
I
I
think
that
it's
important
when
we,
when
we
look
at
this,
really
serious
situation
with
the
gap
to
know
that
our
schools
are
a
reflection
of
what's
going
on
in
a
larger
society.
So
while
our
job
in
the
school
system
is
to
do
what
we
can
within
that
system,
I
find
myself
often
you
know.
Referring
to
you
know
what
is
happening
in
general
in
our
culture.
That
is
creating
this
thing
that
we're
reflecting
in
our
schools
and
we're
perpetuating,
and
so
in
my
own
teaching.
M
I've
really
made
some
dramatic
changes
in
how
I
present
information
and
how
I
work
with
kids
to
try
to
to
to
kind
of
break
some
of
the
things
that
we
have
been
locked
into
in
terms
of
how.
How
are
we
giving
information
to
kids
to
work
with?
How
are
they
receiving
it?
How
kids
are
receiving
information
and
retaining
it
is
very
different
today
than
even
just
like
four
or
five
years
ago,
which,
as
an
educator
in
the
classroom,
I'm
looking
at
that
and
and
looking
at
the
opportunity
gap,
that's
growing
and
I'm
thinking.
M
M
M
If
I
were
sitting
with
a
white
girl
and
working
on
a
math
problem,
I
don't
think
I'm
hearing
her
say
to
me.
This
whole
thing
that
we're
doing
is
a
trick.
That's
not
part
of
her
narrative
with
school.
Her
relationship
with
school
is
school.
Is
here
to
help
me.
You
know,
I'm
I'm
going
to
be
fine.
You
know
this
test,
you
know
I'm
nervous,
but
I'm
going
to
be
fine
when
you
go
into
school
and
you
feel
like
it's
a
trick
like
you're
not
really
being
supported
or
like
we're
not
looking
at.
M
So
I'm
I'm
very
interested
in
using
techniques
in
what
we
do
across
the
curriculum
to
kind
of
try
to
help
kids
feel,
like
the
kind
of
learning
that
we're
doing
is
relevant
to
me,
like
it's
actually
designed
to
help
me.
It's
not
a
trick.
This
is
interesting,
I'm
contributing
to
this
educational
process
and
we
are
doing
things
in
our
schools
that
are
rising
to
that,
but
I
think
that
it
needs
to
be
in
much
greater
quantity
and
touching
across
the
grades
and
all
curriculum
really
don't
know.
If
that
answers
your
question
sufficiently.
M
M
M
M
Is
that
what
education
you
know?
How
is
that
helping
him?
Is
that
in
fact,
a
trick
like
he
put
a
lot
of
questions
in
my
mind
of
you
know,
it's
part
of
why
I'm
in
grad
school
right
now
really
trying
to
get
at
this,
and
I
appreciate
those
voices.
I
think
that
if,
if
kids
had
more
opportunity
to
really
tell
us
frankly
like
this
is
a
trick
and
let
us
give
have
a
chance
to
break
that
down,
that's
a
good
path
forward
like.
Why
is
this
a
trick?
A
D
D
What
their
discipline
record
is,
especially
as
it
relates
to
children
of
color,
and
they
can.
They
can
identify
educators
who
have
disproportionate
discipline,
actions
relative
to
relative
to
students
of
color
versus
not
white
students,
but
the
the
system
really
didn't
address
that
they
were
not.
They
were
not
dealing
with
that
on
an
individual
teacher
level.
They
were,
they
were
dealing
with
it
more
holistically
and
kind
of
like
this
is
what's
happening.
M
Well,
as
a
teacher,
if
you
look
at
my
record,
I'm
proud
to
say
that
I
I
am
really
a
person
who
understands
kicking
somebody
out
of
my
room
is
in
no
way
helpful
or
solving
anything.
I
think
it's
important.
I
have
a.
I
have
a
record.
Any
of
my
administrators
could
tell
you
like.
I
don't
send
kids
down
to
an
office
like
I,
I
talk
to
them
and
I
do
find
and
I'm
not
trying
to
say
like.
Oh
because
I
have
it
all
figured
out.
Sometimes
it's
hard.
M
M
So
we
had
a
talk
about
that
and
I
talked
to
his
teacher,
who
was
a
first-year
teacher
and
I
talked
to
assistant
principal.
I
mean
I
was
very
I
I
don't
want
my
child
to
think
that
the
black
children
are
the
problem.
So
I
you
know
it
was
a
lot
of
layers
of
like
okay.
We
have
to
all
like
stop
like
miss
doyle.
M
M
M
I
should
stop,
and
maybe
I
shouldn't
have
you
know
I
have
that's
some
years
ago
and
now
today
now
with
what
my
knowledge
that
I'm
gaining
I'm
like
no,
I
should
have
really
been
more
fierce
and
like
more
demanding
about
that
situation
where
to
help
that
teacher
be
a
better
teacher
for
it
for
everyone
in
her
room,
and
I
think
that
I,
that
would
be
a
good
outcome
if
we
can
just
start
acknowledging
like
we
can't
just
be
polite
about
this.
We
can't
just
step
back
and
think.
M
Like
okay,
I
said
something
to
the
assistant
principal,
so
there
you
go,
it
really
needs
to
follow
through
I
mean
it
the
trauma
that
we
are
creating.
I
have
a
better
understanding
now
than
even
you
know
a
decade
ago
about
the
trauma
that
carries
forward.
I
was
involved
in
a
conference
three
days
ago,
where
rodney
robinson
he
was
the
2019
teacher
of
the
year
nationally,
a
black
man
from
south
carolina,
but
he's
in
virginia.
M
He
said
something
so
powerful
that
I
was
just
like
holt
because
he
is
trying
to
recruit
teachers,
diverse
teachers,
and
he
made
a
comment.
He
said
you
know
when
I'm
talking
to
people
and
he's
super
dynamic,
talk,
you
know
speaker
and,
like
so
engaging
I
can
see.
Why
he's
a
good
teacher,
you
know,
and
he
was
saying
he
would
approach
diverse
people
and
say:
hey
you
know,
don't
you
want
to
like
come
back
in
the
classroom?
M
M
If
we
still
look
like
the
same
institution,
why
would
they
want
to
come
and
perpetuate
that?
Why
would
they
want
to
come
and
be
a
part
of
that?
His
statement
is,
is
really
eye-opening
to
me
like
if
we
can
show
that
we
are
a
system
that
is
acknowledging
things
that
we
haven't
done
well
and
really
showing
that
we
want
to
do
some
things
different.
We
might
attract
a
more
diverse
faculty.
M
You
know
we
might
have
a
chance
for
that,
but
I
understand
now
better
like
yeah,
I
wouldn't
want
to
step
into
something
that
was
traumatic
for
me.
I
wouldn't
want
to
be
a
part
of
that.
Let's
show
that
we
aren't
doing
that.
You
know,
let's
show
at
least
we're
trying
not
to
and
making
an
attractive
place
to
work
for
a
range
of
people.
A
A
A
I
think
school
who
what
a
school
board
does
has
changed
a
lot
in
the
year
2021
we
school
systems
have
are
needing
to
change.
They
are
traditional
systems
and
just
like
a
lot
of
traditional
systems
are
being
somewhat
offended
today
because
of
a
lot
of
the
things
we're
talking
about
during
these
interviews.
A
So
you
know
you
have
a
phenomenal
background
and
personal
experience,
a
lot
of
things
that
really
speak
to
me,
but
what
I've
seen
a
lot
in
my
role
is
is
very
difficult
to
sometimes
translate
incredible
experience
to
to
effective
service.
On
a
board
and
and
because
it's
hard,
you
know
you
get
on
a
board
you're
dealing
with
a
you
know
in
your
in
this
case,
you'll
have
a
superintendent,
a
central
office.
You'll
have
an
administration.
A
You
have
parents,
of
course,
students
and
to
be
to
speak
out
and
to
say
well
wait
a
second.
Two
years
ago
we
did
hear
all
about
the
disparity
in
how
our
white
students
versus
our
black
students
are
reprimanded
in
our
school
system,
and
we
did
hear
that.
But
what
I
haven't
heard
since
that
time
was
a
plan
to
address
it.
So
you
know
how?
How
will
you,
how
do
you
think
about
being
a
school
board?
A
Member
who
says,
wait,
I've
been
sitting
here
listening
to
this
thing
and
I
you
know,
I
want
to
hear
a
plan.
I
want
to
push
for
a
change.
I
you
know
where.
How
how
do
you?
How
in
your
mind,
would
you
approach
that,
because
to
me
that's
the
hard
part
taking
all
the
stuff.
You
have
all
the
knowledge
you
have
and
translating
that
into
collaboration
working
with
your
board
members,
getting
a
majority
support,
engaging
with
your
superintendent
and
your
administration
and
actually
making
change
happen.
If
you
could
talk
about
that,
a
little
bit.
M
Yeah,
well,
you
may
have
a
little
bit
of
an
indication
from
how
I've
responded
to
the
essays
and
a
communication
that
I
sent
yesterday.
I
really
don't,
I
feel,
an
urgency
about
what's
happening
right
now.
I
feel
an
urgency
because
we
have
a,
I
think,
a
rare
opportunity
with
coming
back
from
a
year
of
extraordinary,
like
we
have
really
shown
it's
been
a
challenging
year
and
we've
shown
like
actually
teachers
in
schools
can
adapt.
M
We
can
do
things,
you
know
we
can
adjust.
So
let's
keep
adjusting
on
the
things
that
are
really
like
equity.
Let's
really
do
some
dramatic
things,
because
the
last
year
has
shown
we
are
capable
of
doing
dramatic
adaptation.
So,
let's
build
on
that.
So
I
in
my
responses
I
like
to
bring
to
the
committee
an
idea,
a
sample
so
when
I
did
the
draft
of
a
possible
tool
to
assess
the
superintendent
instead
of
just
talking
about
like
we
could
do
this,
we
could
sit
down
together
and
do
this.
M
I
just
sat
down
and
did
it
I
just
spent
like
you
know
three
four
hours
just
like
okay
pull
this
pull
that
what
would
be
some
of
the
possible
standards
as
not
like
saying
here's
the
tool,
and
this
is
what
we're
going
to
use.
But
I
was
like
hey
pick
this
apart,
make
it
match
what
we
want
like
here's,
the
starting
ground,
here's
my
offering
and
I'm
not
committed
to
this
like
this-
is
not
a
perfect
thing.
M
But
let's
like
use
this
as
a
springboard
for
an
idea
that
would
hold
the
superintendent,
give
the
superintendent
an
indication
of
what
he
needs
to
be
doing
or
she
and-
and
you
know,
let's
build
it
together
as
a
board.
What
we
think
it
should
look
like,
I'm
just
getting
it
started.
You
know-
and
you
know
so
yesterday
I
built
kind
of
like
a
possible
new
page
to
put
on
this.
The
the
city
website.
M
That's
like
an
idea,
a
vision,
and
that
is
not
something
that
I'm
attached
to
in
terms
of
like
it's
perfect
or
whatever.
It's
something
that
from
my
studies
and
from
my
experience
it's
like.
I
think
these
are
important
things
to
be
looking
at.
Let's,
let's
really
invite
a
system-wide
reflection
on
how
can
we
provide
education
better
to
to
to
all
students,
but
especially,
let's
like
pay
attention
to
the
students
that
have
dropped
away
you
know
and
that
we're
not
providing
for
so
I
sent
that
out
is
like
here's.
M
M
I
don't
want
to
just
talk.
I
want
to
try
things.
I've
done
it
in
my
classroom.
Two
years
ago
I
threw
out
every
single
thing:
I've
ever
done
in
all
these
years,
and
I've
made
some
cool
things.
It
was
not
easy,
but
I
got
you
know,
I'm
gonna
say
honestly.
I
got
very
ill
in
2019
with
a
flu,
and
I
was
out
of
school
for
a
month,
and
I
thought
I
wasn't
getting
up
from
my
couch
ever
like.
M
So
I
had
a
very
dramatic
experience
in
my
life
and
I
was
going
back
to
the
classroom
feeling
so
bad
for
my
students
who
hadn't
had
me
for
a
month.
They
had
a
sub.
You
know
many
subs,
because
it
was
unexpected
and
I
was
having
that
feeling
that
a
lot
of
people
are
having
right
now,
like
I'm
so
behind,
I'm
so
behind
in
my
curriculum.
How
am
I
gonna?
M
M
M
M
You
know
four
years
ago
when
I
first
started
looking
at
it
five
years
ago,
and
so
I
was
then
running
around
the
building
like
talking
to
teachers
and
saying
like,
oh,
my
god,
this
is
really
working
like
you
know
like
check
this
out
like
these
kids
are
researching
erosion
and
the
west
coast
of
africa
and
like
because
it's
a
french
class-
and
you
know
I
mean
like
they're
doing
all
these
things.
It's
like
whoa
and
teachers
were
like
you're
overwhelming
me.
I
have
to.
I
have
these
things
for
the
test.
M
D
M
And
yet
I'm
saying
like
this
is
working.
This
is
like
kids
are
engaging,
even
kids
that
usually
just
sat.
You
know
and
like
didn't,
want
to
turn
anything
in.
So
I
think
that
you
know
I
have
all
kinds
of
feelings
about
our
focus
on
exams,
and
I
really
appreciate
that
our
governor
has
kind
of
taken
some
steps
to
give
teachers
a
little
space
and
to
kind
of
give
a
little
bit
of
relief
in
2019
with
with
legislation
that
was
passed,
and
so
that's
very
exciting
to
me.
A
Sure,
okay,
well
and
pardon
me-
I,
I
am
a
parent
with
a
kid
who
is
learning
virtually
right
now
in
the
other
room
and
doesn't
seem
to
care
whenever
I'm
on
a
zoom
meeting
and
just
comes
in
here,
which
is
so
anyway.
That
was
my
youngest
eighth
grader
attending
eighth
grade
in
the
next
room.
So
so,
thank
you
very
much.
I
appreciate
it
all
right.
We,
we
are
going
to
conclude
this
one,
this
interview,
because
we've
got
james
carter
up
next
and
again
everyone.
A
This
is
the
interviews
for
the
oshawa
city
school
board,
and
these
appointments
will
be
made
this
evening.
So
michelle,
thank
you
so
much
for
joining
us
here
today.
Thank
you,
michelle!
I'm
glad
this
interview
wasn't
in
french
because
I
wouldn't
have
been
able
to
do
that,
but
I
bet
you
what
it's
right.
A
Okay,
I'm
pulling
up
my
list
and
I
think
james
has
joined
us.
James
are
you?
Are
you
there?
Are
you
ready,
we're
you're,
technically,
not
till
1105
and
it's
1103,
but
I
think
are
we
good
james,
pull
your
camera
down
or
up
up
a
little,
not
down
up?
Yes.
Thank
you
all
right!
Welcome
to
the
asheville
city
council
meeting
interviews
for
school
board.
A
N
Good
morning,
everyone
thank
you
for
having
me
my
name
is
james
carter.
I
have
been
in
well,
I
guess
I'm
a
lifelong
asheville
resident
I've
been
in
asheville
since
1983,
but
you
know
have
roots
here
with
my
mom
and
my
daughter
went
through
the
school
system.
I
went
through
asheville
city
school
system.
My
daughter
went
through
it
and
graduated
from
silsa
in
2012.
N
N
I
was
fulfilling
the
last
two
years
of
james
lee's
seat
and
when
he
left
to
take
another
job
I
applied
and
feel
like
that,
there's
after
two
years
under
my
belt
now,
there's
more
that
can
be
done,
and
I
really
want
to
see
out
this
see
this
process
out.
We
have
a
lot
of
opportunity
coming
up.
This
has
been
a
hard
time
with
kovid.
No
one
expected
this,
and
but
I
know
that
we
can
grow
past
it.
So
looking
forward
to,
I
really
thought
long
and
hard
about
re-up
applying
for
reappointment.
D
N
N
I
do
believe
that
going
forward
as
we're
going
back
to
in-person
instruction
and
we
get
kids
back
in
the
classrooms
that
we're
going
to
be
able
to
start
to
see
a
lot
of
those
plans.
I
was
on
the
you
know.
I
was
part
of
the
group
that
brought
the
superintendent
here
and
voted
for
him
because
of
the
vision
that
he
had
laid
out
and
again.
Unfortunately,
it's
with
covid,
we
weren't
able
to
see
a
lot
of
that,
but
we
know
that
there's
an
opportunity
gap.
N
We
know
that
there's
an
opportunity
to
to
alleviate
that
gap
in
some
areas
it's
going
to
be
starting
down
at
the
pre-k
level.
That's
where
the
gap
starts.
You
know
when
you
have
children
who
are
coming
into
kindergarten
who
are
not
on
reading
level
or
or
can
do
some
of
the
basic
things
that
kindergarten
is
supposed
to
do.
That's
where
the
gap
starts
and
it's
hard
to
catch
up.
I
I
ask
those
individuals,
I
try
to
respond
to
everyone.
N
I
don't
always
get
a
chance
to,
but
I
do
try
to
ask
those
individuals
to
reach
out
and
let
me
know
what
they're
thinking,
because
it's
not
easy
to
be
one
person
on
on
the
board.
You
know
I
might
again,
I
might
have
differing
views
on
things,
but
at
the
end
of
the
day,
there's
not
the
you
know.
My
vote
is
only
one
one
voice.
N
N
There
was
a
huge
conversation
about
that,
and
so
it
was
very
interesting
to
be
thrown
into
that
and
then
after
that
next
thing
I
know
we're
looking
for
a
new
superintendent.
So
I
ask
people
to
give
me
a
chance
because
again
my
my
goal
is
to
make
sure
that
all
children
are
represented
and
all
views
are
heard,
but
we
can't
always
make
everyone
happy
and,
and
that's
hard
someone
will
always
disagree
with
one
thing
or
another
that
we
do
so
I
just
like.
H
N
I
N
So
that's
one
of
the
goals
that
I
want
to
look
at
working
on,
more
and
and
really
tackling
hard.
Also
looking
at
trying
to
get
more,
our
teachers
get
bagged
on
a
lot.
Unfortunately,
they
get.
You
know
a
lot
of
times.
All
I
hear
I've
heard
before
is
it's
the
teacher's
fault?
It's
teacher's
fault.
We've
got
some
great
teachers.
N
We've
got
some
great
professionals
in
our
system
and
I
want
to
see
more
opportunity
with
working
with
them
to
make
sure
that
they
are
doing
the
best
for
the
kids,
but
also
pulling
in
those
families
in
the
areas
that
are
not
that
a
lot
of
our
minority
children
are
not
at
grade
level
in
some
areas,
but
not
all
don't.
No,
it's
not
every
black
kid
that
is
doing
bad
in
our
system,
but
really
working
trying
to
make
it
more
of
a
holistic
effort
with
between
the
school
and
the
families.
N
We've
got
to
bring.
We
got
to
build
trust.
We
got
to
bring
people
together.
That
was
one
of
the
things
that
when
I
first
came
on
the
board,
and
actually
when
I
was
before
this
body,
I
suggested
that
we
needed
to
start
having
board
meetings
out
in
the
community,
and
so
we
did
those
a
couple
of
times.
N
So
you
know
again
looking
at
it
from
that
standpoint
of
really
working
hard
to
to
bring
together
the
school
bring
together
the
families
to
because
that's
the
only
way
that
we're
going
to
be
able
to
to
break
this
gap,
and
it's
gotten
bigger
with
covid
it.
We
know
it
is
it
I
I
say
we
have
an
achievement,
grand
canyon
at
this
point
because
of
what's
happening.
Some
of
the
things
that
I
would
stay
consistent
on
is
staying
with
whatever's
best
for
our
kids.
N
You
know,
I
can't
tell
you
how
many
emails
I
got
saying
we
shouldn't
go
back
to
school
and
how
many
I
got
saying
we
should
go
back
to
school.
Okay,
I
personally
was
one
who
believes
that
we
should
have
tried
to
go
back
to
school
last
august.
I
I
really
think
that
that
was
something
and
I
will
stay
consistent
on
that
till
the
end.
N
I
really
think
that
we
should
have
at
least
tried
to
go
back,
because
I
would
rather
have
tried
and
had
to
pull
back,
because
you
know
there
was
a
something
happen
rather
than
not
go
back
at
all
I
mean
we
have
students
that
this
is
yesterday
was
the
first
day
that
our
sixth
and
ninth
graders
have
actually
been
on
on
the
campus
of
either
actual
middle
or
asheville
high,
and
that's
hard.
So
you
know
we're
back
now.
N
N
N
N
C
C
I
would
love
to
know
your
thoughts
pro
or
con,
and
also
I'm
wondering
if
you've
had
the
opportunity
to
hear
from
in
particular
african
americans
in
the
community
regarding
their
desire,
recognizing
that,
almost
by
definition,
removing
the
desegregation
order
would
lead
to
racial
segregation,
but
also
recognizing
that
in
some
instances
that
is
in
fact,
contrary
to
like
2020
lingo,
a
preference
for
some
meaning
some
prefer
to
go
to
hbcus
and
actually
achieve
better
in
those
situations.
So
I
like
to
know
your
broad
perspective
on
the
desegregation
order
and
the
removal
of
it.
N
Well,
I
would
say
first
in
talking,
I've
talked
to
some
parents
and
community
members.
They
didn't
know
we
still
had
a
deseg
order
to
be
completely
honest.
A
lot
of
people
remember
the
one
that
happened
in
the
70s
because
they
were
here
and
they
grew
up
here,
and
they
were
like
all
right
that
you
know
we,
because
we
were
one
of
the
last
systems
to
desegregate
by
that
order,
but
going
forward
a
lot
of
people
didn't
know
that
there
was
actually
still
a
desegregation
order.
I
grew
up
here.
N
N
To
be
completely
honest,
I
know
that
when
I
was
in
school
randolph
I
lived
in
montford
randolph
was
there
were
a
number
of
largely
black
students
there,
where,
as
opposed
to
jones,
which
is
in
north
asheville,
was
mostly
white.
Did
I
think
that
there
did?
I
learn
any
differently
from
the
kids
at
jones
as
opposed
to
randolph.
No,
I
don't
think
I
did.
Then
we
all
met
at
hill
street.
I
think
that
the
that
the
getting
rid
of
the
desegregation
order
is
not
necessarily
a
bad
thing.
N
I
like
I,
don't
I
personally
don't
mind.
There
might
be
a
school
that
might
have
60
black
students.
If
that's,
if
that's
where
people
and
parents
choose
for
their
kids
to
go,
then
that's
where
they
choose.
But
I
I've
been.
It's
been
hard.
I
know
when
my
daughter
was
in
kindergarten.
She
was
part
of
would
have
been
part
of
the
busing
effort
between
jones
and
randolph,
and
I
didn't
like
that
idea
at
all.
N
So
when
she
got
through
second
grade
at
jones,
I
moved
her
to
claxton,
but
you
know
that
was
my
choice
as
a
parent
and
I
think
that
every
other
parent
should
be
given
that
opportunity
and
that
choice.
So
I
in
answer
your
question
I
really
broadly.
I
would
I
would.
If
it
brought
came
to
me
today,
I
would
vote
to
get
rid
of
it,
because
I
do
think
that
there
has
been
a
little
bit
of
a
hampering
of
in
in
our
system.
It
do.
N
I
think
that
that's
going
to
be
the
answer
to
every
one
of
our
problems,
no,
but
I
think
that
it
gives
an
opportunity
for
people
to
make
those
choices.
I'd.
Rather,
you
give
me
the
choice
to
have
a
bunch
of
kids
at
one
school
as
opposed
to
another
than
to
say
well,
we
only
can
we
need
to
make
sure
we're
hitting
that
thresh
that
threshold
goal
of
15
at
each
school.
A
F
Thank
you
so
much
james,
thank
you
for
being
willing
to
serve
and
to
reconsider,
even
given
the
challenges
that
you've
named
today,
I
have
a
question
from
an
educator
representation
matters,
considering
teacher
pay
and
lack
of
affordable
housing.
What
actions
are
necessary
to
recruit
and
retain
educators
that
reflect
the
demographics
of
our
students
and
community,
and
what,
if
anything,
can
the
board
of
education
do
about
it?.
N
I
I
have
been
a
strong
proponent
of
trying
to
attract
and
retain
more
black
teachers.
We
do
not
have
as
many
teachers
of
color
black
hispanic
asian
as
we
did
when
I
was
through
the
system
and
even
years
ago,
when
my
my
daughter
went
through
asheville
is
a
hard
place.
Okay,
when
I
look
at
our
demographic
numbers
within
our
school
system
and
look
at
asheville's
demographics,
we're
actually
about
the
same
actual
honestly
is
a
very
white
town
and
we
don't
have
a
lot
of.
N
We
don't
have
a
lot
of
minority
representation,
and
so
I,
but
I
think
that
if
we
can
attract
it,
it's
not
it's
not
only
just
attracting
students.
We
have
great
colleges
here
I
went
to
I'm
a
graduate
from
unc
asheville.
We
have
a
great
teacher
program
there.
Western
has
a
great
teacher
program
martial,
so
the
teachers
are
here.
N
N
I
hate
using
the
term
but
a
safe
space
to
be
able
to
do
that,
but
working
together
to
build
that
that
community
of
teachers
of
color
would
be
great.
I
would
love
to
see
our
retired
teachers
of
color
that
there
are
a
number
in
asheville
work
towards
helping
to
bring
new
teachers
here,
especially
from
their
alma
maters,
and
things
like
that.
There's
a
great
opportunity
within
north
carolina
to
do
that,
and
I
don't
know
if
you
got
if
you
ladies,
can
help
with
this.
N
A
A
You
know
we
did
make
the
decision
to
ask
anyone
seeking
reappointment
to
go
through
the
insane
process
that
everyone
else
is
following
interviews,
answering
the
questionnaires
and
so
on
and
so
forth.
So
so
we
appreciate
your
effort
in
doing
that
and
again
we'll
be
voting
on
this
tonight.
So
thank
you.
N
A
Thank
you,
okay
folks.
We
have
one
final
interview
here
and
that's
joyce
brown
who
has
joined
us
so
as
long
as
everyone's
ready
to
barrel
ahead
we're
going
to
do
that
joyce
if
you're,
ready,
hi
welcome
to
the
asheville
city
council,
meeting
school
board
interviews
to
be
confused
later
with
our
budget
work
session
or
even
later,
our
city
council
meeting
all
happening
today.
G
I'm
joyce
brown
and
I'll
tell
you
a
little
bit
about
myself.
I
am
the
mother
of
two
daughters
that
both
matriculated
through
asheville
city
schools,
my
eldest,
went
to
isaac,
dixon
and
my
youngest
went
to
whole
fletcher
and
I
have
a
grandson
who
is
also
at
hall
fletcher,
currently
he's
in
the
third
grade.
G
G
G
I've
also
served
on
ptos,
both
at
isaac
dixon
and
at
hall
fletcher,
and
I
served
for
the
asheville
city
schools
foundation
for
five
years.
I
was
their
treasurer
for
a
year
and
vice
president
and
president
of
that
organization
as
well
and
I
joined
the
when
I
applied
before
four
years
ago
to
be
on
the
school
board.
D
Thank
you,
joyce
appreciate
it
can
you,
you
know.
You've,
you've
heard
all
the
you've
seen
all
the
emails
heard,
all
the
uproar
criticizing
the
school
board
and
criticizing
the
superintendent,
and
you
just
alluded
to
you-
know
saying
your
work's
not
done.
Can
you
tell
us
like
in
the
next
four
years
what
you
know
what's
in
the
hopper
that
is
going
to
turn
things
around
and
improve
and
reduce
and
ultimately
eliminate
the
opportunity
gap
that
you
know
you
would
like
the
time
to
continue
to
implement.
G
The
things
that
are
currently
in
the
hopper
right
now
is
expanding
pre-k,
and
I
believe
that
that
is
very
important
for
us
to
do
so.
You
know
if
our,
if
our
students
don't
have
that
foundation,
then
they're
gonna
have
a
hard
time,
they're
gonna
struggle
in
elementary
school,
and
that
just
of
course,
continues
on
throughout
their
their
their
schooling
until
they
graduate
another
thing
that
is
is
being
looked
at
carefully
is
disparity
in
discipline
data,
and
there
were
already
some
things
planned
for
this
year.
G
Of
course,
this
has
been
a
very
different
year,
so
we
really
haven't
seen
anything
that
we
can
compare
to.
So
those
things
are
the
things
that
I
think
that
we
need
to
work
on.
I
also
believe
that
if
we
can
expand
after
school
care
for
our
students,
that
would
be
a
benefit
to
many
of
the
students
who
are
struggling.
A
I
G
The
thing
that
I
have
not
done
as
well
in
the
listening
that
I've
done
in
the
last
four
years
is
reach
out
to
people
and
ask
them
for
their
input
so
that
I
could
actually
hear
what
they
think
and
not
wait
for
them
to
come
to
me.
I
I
assumed
people
would
come
to
me
and
and
share
with
me
their
concerns
or
their
needs
or
their
perspective,
but
that
hasn't
always
happened.
Of
course
we
get
emails
and
we
get
we
get.
G
We
get
information
from
people
who
are
angry,
but
we
rarely
hear
from
the
people
who
are
happy,
but
we
don't
also
hear
from
a
lot
of
the
different
sorts
of
people
in
our
community.
We
hear
from
the
same
people
over
and
over
and
for
me,
what
I'm
going
to
really
have
to
do
is
communicate
with
with
as
many
people
as
I
can.
G
So
that's
going
to
be
my
big
change
and-
and
hopefully
I
have
learned
a
few
things
in
the
last
four
years
I
feel
like.
I
have.
I
feel
like
I'm
in
a
much
better
place
to
to
address
the
issues
that
we
have
in
this
district
because
of
the
learning
that
I've
accomplished
over
the
last
four
years
as
a
board
member.
H
H
What
you
say
has
been
done
to
address
that
achievement
gap
and
any
of
those
things
that
you
that
has
been
done,
not
you
particularly
just
the
board,
has
done
that
has
actually
proven
to
be
somewhat
successful
and
that
you've
been
able
to
actually
see
the
results.
You
know,
as
far
as
the
success
of
anything
that
you've
off
you've.
G
G
We
do
need
to
think
of
it
as
an
opportunity
gap
and,
and
that
opportunity
gap
is,
is
the
key
to
making
a
difference
just
this
year.
One
thing
that
that
we
were
able
to
do
that,
I
think,
was
important
because
of
the
situation
that
we
were
in.
Was
we
spearheaded
and
helped
fund
and
found
funding
to
add
internet
service
into
some
of
the
housing
authority
facilities
so
that
those
people
who
did
not
have.
G
But
he
has
a
plan
to
address
that.
He's
not
really
had
much
opportunity
in
this
first
year
of
his
tenure
to
to
do
the
things
that
he
might
have
done.
Otherwise,
but
he
you
know
covet,
has
really
kind
of
derailed
us
all
in
that.
But
I
think
that
we
need
to
give
him
a
chance
and
see
if
he
will
put
put
the
emphasis
in
the
right
places
to
assure
that
our
most
vulnerable
students
get
the
opportunity
to
learn
the
way.
The
rest
of
the
students
in
asheville
do
thank.
G
C
G
Well,
several
years
ago,
when
we
were
when
we
still,
I
think
it
was
when
denise
patterson
was
our
superintendent
james
lee
the
year,
the
first
james,
who
was
on
the
board
with
me.
He
and
I
both
really
wanted
to
pursue
the
idea
of
being
able
to
offer
some
sort
of
bonus
for
teachers
of
color
to
come
to
asheville,
to
help
them
fund
their
their
move
here
and
to
help
them
feel
that
they
were
supported
in
in
this
community.
G
It
didn't
it
didn't,
get
a
lot
of
traction
with
the
previous
administration
we
did
get.
I
did
have
conversations
with
asheville
city
schools
foundation
at
the
time,
and
they
were
willing
to
do
to
provide
some
funds.
For
that.
I
I
understand
there
probably
are.
A
lot
of
you
know
concerns
over
over
paying
certain
people
more
than
other
people
in
the
city,
and
so
I
think
that
our
our
hr
director
at
the
time
was
uncomfortable
with
it.
G
Another
thing
that
is
really
encouraging
to
me
is
a
program
in
which
we
encourage
our
students
of
color
right
here
in
asheville
to
pursue
a
degree
in
education
and
hopefully,
if
those
students
are
able
to
do
that,
they
will
want
to
stay
in
their
hometown.
They
will
want
to
to
live
here
and
work
here
and
work
in
our
schools
and
that
that
program
excites
me
more
than
any
of
them.
C
Thank
you.
I'm
I'm
also
wondering,
since
there
seems
to
be
a
lull,
if
you
have
the
opportunity
to
speak
to
teachers
of
color
and
in
their
exit
interviews,
if
they
give
reasons
for
leaving
do
those
reasons
more
often
than
not
simply
center
on
housing
or
do
they
find
something
lacking
in
the
school
system
or
the
system
itself.
G
Of
course,
I
don't
get
to
talk
to
them
in
their
exit
interviews.
I
would
love
to,
but
that's
not
my
role
and
it's
not
my
job
and
I'm
really
not
it's
not
appropriate
for
me
to
do
that.
Once
again,
a
couple
years
ago,
I
tried
to
encourage
the
district
to
gather
exit
interview
data
from
every
teacher
staff
person,
ia
that
leaves
the
district.
G
So
I've
not
gotten
anything
that
says
that
they're
unhappy
with
the
district
or
anything
like
that,
but
most
of
the
time
the
the
information
that
we
are
given
is
that
people
are
leaving
our
district
because
they're
moving
out
of
town,
they're,
they're
moving
to
other
places,
sometimes
they're
changing
careers.
I
mean
there's
a
variety
of
reasons,
but
you
know
anecdotally.
G
I
have
heard
that
it
is
difficult
for
for
our
teachers
of
color
to
feel
like
they
have
the
camaraderie
in
our
community
that
you
know
they're
coming
from
someplace
else
and
asheville
is
a
very
unique
city.
You
know
and
as
warm
as
as
we
hope
to
be,
I'm
not
sure
that
I'm
not
sure
that
we
are
successful
in
in
being
welcoming
to
new
people,
as
perhaps
we
would
we
imagine
that
we
are.
You
know.
D
C
F
G
Well,
I
think
the
main
effective
indicator
for
the
board
as
a
whole
is
seeing
changes
in
that
in
the
data,
so
that
that's
really
important
I
for
myself
the
changes
that
I
want
to
make,
I'm
hoping
that
I
will
get
as
I
reach
out
to
people
and
learn
from
them.
What
is
important
to
them?
I'm
hoping
they'll
give
me
feedback
about
myself
as
well.
G
I
also,
and-
and
this
is
this
may
be
a
unique
perspective,
but
I
feel
like,
in
addition
to
evaluating
the
superintendent,
I
think
the
board
should
evaluate
itself
and
I
would
like
to
see
us
do
a
360
degree
evaluation
in
which
we
actually
get
input
from
the
community
from
the
teachers
from
the
staff
on
how
they
feel
we
are
doing
and
and
from
each
other.
I
think
that
we
could
improve.
G
A
Okay,
now,
I
believe
our
time
is
up
unless
anybody
has
a
final
question
or
comment:
no,
okay,
all
right!
Well,
thank
you
very
much
joyce
for
joining
us
and
hanging
in
there.
This
is
our
our
last
interview
today
for
school
board.
Appointments
again
for
those
watching.
We
will
be
making
these
appointment
decisions
tonight
at
the
city
council
meeting.