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From YouTube: School Board Work Session: Superintendent Search
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A
Hello
and
welcome
to
the
school
board
work
session
for
december
7th.
We
are
here
tonight
for
the
superintendent
search
and
we
have
our
consultants
hank
from
human
capital
enterprise
with
us
tonight
before
we
get
into
it.
We'll
take
a
quick
roll
call
of
the
board
members
so
board
members
just
answer
with
here
or
present
zone,
one
susan
greenberg.
B
A
Zone
two
cara
and
perez.
C
D
E
B
A
In
zone
seven
tom
collette-
I
am
here
so
tonight
we
are
going
to
be
taking
a
look
at
the
results
of
a
lot
of
community
outreach,
either
through
focus
groups
or
for
through
surveys,
and
I
just
want
to
start
with
a
big
thank
you
to
our
communications
team
and
community
involvement
team.
They
did
a
huge
lift
for
us
by
going
out
and
working
with
focus
groups
on
over
40
different
folks,
we
put
out
an
initial
survey.
A
We
took
some
community
input
on
that
survey
and
actually
revised
and
sent
out
a
second
survey
and
an
amendment
survey
to
folks,
and
we
really
appreciate
all
the
work
that
our
staff
did
and
hank
that
you
and
your
folks
did
to
produce
these
documents.
I
would
just
have
to
say
taking
a
look
at
some
of
these
documents
over
the
weekend.
These
are
some
of
the
the
most
thorough
documents
I've
seen
kind
of
on
a
state
of
the
district
and
my
time
on
the
board.
A
So
I
really
really
appreciate
that
tonight's
focus
is
going
to
be
preparing
us
to
go
out
and
post
for
the
superintendent
position.
So,
at
the
end
of
the
night,
we'll
have
talked
about
a
number
of
issues,
but
we'll
have
cemented
the
superintendent
profile
that
we're
looking
for
and
hank
will
then
be
able
to
go
out
with
that
profile
and
begin
our
search,
which
is
great
because
we
are
hoping
to
get
out
there
and
begin
our
search
early.
A
While
there
are
lots
of
folks
who
are
looking
at
it,
and
we
know
that
the
winter
break
time
is
often
a
great
time
for
folks
who
are
looking
at
applying
to
jobs,
because
they
have
a
little
bit
of
extra
time
to
get
their
resumes
together,
submit
their
materials.
And
so
we
are
doing
great
on
our
timeline.
So
with
that
I'm
gonna
hand
it
over
to
hank,
and
we
look
forward
to
going
through
the
agenda
tonight
with
you.
F
Thanks
thanks
so
much
tom
and
hello
board
and
really
great
to
be
with
you
this
evening
and
before
we
get
started
just
delighted
to
have
my
team
with
me,
so
kathleen
enjoy
wave
or
say
hello,
and
we
really
appreciate
your
comments,
tom
about
the
the
work
that
you
see
in
in
your
packet
tonight
and
we
spent
to
control
the
whole
time
getting
that
ready.
So
I
think
we
all
feel
really
good
when
we
hear
those
those
words.
F
I
will
also
say
that
you
know
one
of
the
one
of
the
I
mean
we,
we
do
superintendent
searches
in
many
districts.
It
is
particularly
joyful
to
work
in
a
school
district
where
there's
so
much
pride
in
district
and
beaverton.
Is
that
you
know
every
district
has
challenges.
Beaverton
has
challenges
as
well,
but
it's
it's
oftentimes.
F
I
should
say
differently.
It's
it's
not
always
that
we
hear
such
laudatory
comments
about
the
entirety
of
a
district
from
so
many
stakeholders.
F
More
often,
we
hear
we
really
love
our
school,
but
what's
going
on
in
the
central
office,
and
we
don't,
we
hear
it
just
a
tremendous
sense
of
pride
in
your
organization
so
kudos
to
all
of
you
for
the
work
that
you've
done
to
to
make
that
the
district,
what
it
is
and
others
who
are
watching
tonight
and
others
who
roll
up
their
sleeves
every
day
to
come
to
work
in
beaverton
or
to
go
to
school
in
beaverton
or
to
raise
great
kids
who
go
to
school
in
beaverton.
It's
it's
a
it's.
F
It's
a
pretty
wonderful
place.
I
think
we
can
say
as
outsiders
and
I
I
want
you
to
know
that
we
are
on
the
cusp
of
really
starting
the
recruiting
which
we'd
like
to
do
in
just
about
a
week.
So
as
as
your
board
chair
stated,
there's
some
there's
some
pieces
of
work
to
just
sort
of
go
over
with
you
board
tonight
to
make
sure
that
we
are
marching
doing
the
march
orders
that
we
need
to
do
to
serve
you
properly.
F
And,
let's
start,
if
you
will
with
the
timeline
david,
if
you
could
pull
that
up,
that
would
be
great.
This
is
not
a
new
document.
It's
it's
a
little
bit
of
a
cleaned
up
document.
I
think
the
last
version
you
saw
might
have
had
some
scratch
marks
through
it.
But
this
is
this:
is
it
there's
one
question
I'm
going
to
ask
where
we
get
to
the
bottom,
but
I
want
to.
I
want
to
do
two
things.
F
I
want
to
walk
you
through
it,
not
in
the
level
of
detail
that
I
did
last
time
because
last
time
I
was
really
maybe
for
some
of
you
sharing
what
the
search
looks
like
the
first
time.
I
want
to
just
rather
quickly
go
through
this,
and
I
hope
you
have
your
online
calendars
somewhere
handy
to
make
sure
that
these
are
dates
that
you
have
in
your
on
your
calendar.
I
know
diana
has
invited
you,
I
think
to
all
of
these
already
so
december.
F
9Th
7th
is
tonight,
it's
6,
00
p.m,
to
9
p.m,
and
there's
a
possibility.
We
might
set
you
free
before
9
9pm,
I'm
just
saying
that's
a
possibility.
So
after
tonight,
we'd
like
to
get
started
with
the
recruitment,
and
so
our
our
intended
date
is
december.
15Th,
that's!
F
When
we
would
go
live,
we
would
post
the
job,
we
would
get
the
advertisements
out,
we
would
send
out
our
list
serve
and
we
would
we
would
start
our
phone
calls
to
the
network
and
to
the
network
of
networks
to
start
enticing
folks
and,
as
tom
said,
winter
break
is
actually
not
a
bad
time
to
to
start
doing
some
of
that
work
january
31st
to
february
2nd
is
when
my
team
is
conducting
preliminary
interviews.
That's
just
a
few
days
after
the
recruitment
window
closes
and
board
members.
F
You
may
or
may
not
have
this
in
your
calendar,
but
on
between
february
2nd
and
7th.
That
is
when
you
will
have
access
to
all
the
applications.
You'll
also
have
access
to
the
ancillary
materials
that
we'll
be
producing
during
that
time.
So
you
want
to
just
make
sure
you've
blocked
out
on
your
own.
This
isn't
a
board
meeting.
This
is
your
own
private
time
I
like
to
say
eight
hours.
I
think
that's
a
good
amount
of
time.
You
know
how
fast
you
read.
F
So
you
can,
you
can
amend
that
number
as
you
will,
but
we
want
to.
We
want
to
make
sure
that
you
have
read
all
those
materials
by
the
time
we
get
to
the
slate
meeting
on
february
9th.
F
It
says
it
says
the
board
members
read
applications
february
2nd
to
7th,
but
the
truth
is
you
could
actually
have
a
day
or
two
beyond
that,
because
you
need
to
the
key
point
is
being
ready
february,
9th
at
6,
6
p.m,
and
I'm
hoping
that
you
all
have
that
on
your
on
your
agenda
as
well.
6
to
8
30
pm
is
a
little
looks
like
it's
a
little
bit
more
than
120
minutes.
F
So
let's
call
that
150
minutes
and
at
the
end
of
that
meeting
on
the
ninth,
the
board
will
have
decided
who
are
the
candidates
that
they
want
to
bring
forward
for
interviews.
F
F
That
time
frame
might
be
adjusted
slightly
depending
on
the
number
of
interviewees,
but
it's
not
going
to
be
adjusted
a
whole
lot
so
plan
on
having
coffee
with
us
and
maybe
having
a
bite
dinner,
and
those
will
be
virtual,
so
you're
getting
your
own
coffee
and
you're
getting
your
own
dinner,
but
we
can.
We
can
eat
together
anyway,
after
february
12th.
F
At
the
end
of
that
day,
you
will
determine
which
of
the
candidates
that
you've
interviewed
are
the
candidates
that
you
want
to
bring
back
for
final
interviews
and
those
the
board
selected
three
days,
and
so
those
time
frames
also
should
be
on
your
calendar.
F
In
all
likelihood,
this
is
presuming
we
have
three
finalists
and
there's
no
guarantee.
We
might
have
two.
We
might
have
four.
Let's
just
say
we
have
three,
then
it
would
be
most
likely.
We
would
do
one
on
the
friday
time,
one
on
the
saturday
time,
one
on
the
sunday
time.
If
we
end
up
with
four
finalists,
it's
a
little
clunkier
and
we'll
we'll
still
we'll
squeeze
those
four
interviews
into
three
days.
F
So
if
we
have
three
or
if
we
have
four
we're
going
to
be
using
friday,
saturday
and
sunday
and
so
moving
down
to
the
next
piece,
this
is
not
a
date
that
has
been
run
by
you
yet,
and
I
just
want
to
check
in
with
you
board
members,
if
you,
let's
just
say
we
do
three
interviews
on
the
fourth
fifth
and
sixth
and
you
are
gonna.
F
Those
are
high
energy
long
days
and
it's
your
weekend
also
it's
best
if
you
are
not
making
your
final
decision
at
the
end
of
the
long
third
day.
So
if
it
is
possible-
and
I
know
this
schedule
may
or
may
not
be
doable,
so
I
just
want
to
ask
if
the
board
could
also
set
aside
monday
march
7th
in
the
morning
for
a
couple
of
hours,
if
you
think
you
can,
I
think
we
should
schedule
that
as
an
executive
session.
F
If,
if
there's
a
member
of
the
board
or
more
than
one
member
of
the
board,
that
says
that's
just
not
doable,
then
we
will.
We
will
make
it
work
within
those
three
dates
above
if
that
makes
sense.
So
I
don't
need
to
go
hunting
for
some
other
time
if
we
think
we
can
do
monday,
7
30
monday
march,
7th
7
39
30
a.m.
F
A
F
A
Let's
go
6
p.m:
to
give
everybody
a
little
bit
of
transit
time
from
work.
Okay,.
F
We'll
hold
that
as
a
time
we
may
or
may
not
need
it,
but
we'll
hold
it
as
a
time.
So,
thank
you
and
that's
pretty
much
our
timeline
after
that
we
go
into.
You
know
you
finish
that
that's
okay,
no
you're,
you're!
Fine!
After
after
that
meeting,
we
really
go
into
the
end
game.
It's
it's!
We're
gonna,
anticipate
that
at
the
end
of
that
meeting
on
monday,
the
7th
the
board
is
landing
somewhere
and
then
there's
there's
pieces
of
work
to
be
done,
but
we
don't
need
to
necessarily
schedule
those.
F
We
would
hope
and
expect
by
mid-march
that
there
would
be
a
public
announcement
naming
the
new
superintendent
who
would
start
on
july
1..
F
So
when
we
talk
about
the
final
interviews-
and
those
are
the
days
that
I
just
shared
with
you
march-
4th
5th
and
6th
and
the
board
is
interviewing
finalists,
one
of
the
key
pieces
that
you'll
be
thinking
about
is
I
want
to
dial
back
a
little
bit.
Let's
start
it
this
way.
We
we
have.
I'm
sorry
david.
Can
you
pull
up?
Can
you
pull
that
calendar
back
up
again?
I
apologize.
F
This
is
why
david
shearing
not
me,
because
that
would
have
taken
me
a
good
40
seconds
if
you
look
down
at
the
board
semi-finalist
interviews
toward
the
bottom
of
the
screen,
where
you
see
saturday
february,
12th,
7,
30
to
8
o'clock
p.m
and,
as
I
said
at
the
end
of
that
day,
the
board
will
identify
whom
to
move
forward
to
those
final
interviews
on
march.
Fourth,
fifth
and
sixth.
But
something
else
is
happening.
Also.
F
The
purpose
of
those
interviews
with
community
stakeholders
is
to
allow
non-board
members
the
opportunity
to
also
vet
the
candidates
and
to
provide
you
board
members
with
their
feedback,
so
you're
still
in
charge
of
the
decision,
but
you're
being
informed
by
a
group
of
people
that
have
spent
an
hour
hour
and
a
half
with
each
candidate
and
have
opinions
to
share
with
you.
The
stakeholders
have
a
very
specific
job.
F
Their
job
is
not
to
tell
you
who
they
want
you
to
hire
their
job
is
to
provide
you
their
impressions,
their
feedback
on
each
candidate
you're,
going
to
use
that
feedback
when
you
interview
those
candidates
on
the
fourth
fifth
and
sixth,
those
interviews
that
you
have
with
the
candidates
on
fourth,
fifth
and
sixth,
are
not
scripted.
I'm
not
coming
into
those
interviews
with
a
list
of
questions.
You're
gonna
ask.
F
I
will
do
that
when
you
meet
them
for
the
first
time
on
the
12th,
but
on
the
second
time
you
meet
them,
it's
a
much
more
organic
conversation,
you're
having
with
the
candidates
and
you're
deciding
what
you
want
to
ask
the
candidates
and
one
of
the
key
inputs
for
you
to
use
to
decide.
What
you
want
to
ask
the
candidate
is
the
feedback
that
you've
received
from
this
confidential
group
of
community
stakeholders.
F
C
This
is
karen.
One
of
the
things
I
also
noticed
is
some
of
the
feedback
that
we
got
from
the
surveys.
There's
actually
some
good
questions
that
I
see
that
could
come
out
of
that
as
well.
So
I
think
it's
going
to
be
a
common
for
me
yep.
It
would
be
a
combination
of
some
of
that
input
as
well
as
from
the
community.
I
wouldn't
want
the
community
to
think
that
we're
not
listening
to
the
surveys
and
the
other
stakeholder
pieces
that
we've
had
to
so
I
just
wanted
to
state
that.
H
Yeah
hank,
I
want
to
know
who,
who
picks
those
community
members
and
how
many.
F
In
fact,
let's
talk
about
it
now
so
david.
Thank
you.
If
you
could
pull
up
that
document
head
before
the
community
stakeholders.
What
I'm
presenting
to
you
is
a
draft.
Ladies
and
gentlemen,
I'm
not
presenting
you
a
final
decision.
It's
not
it's
not
my
decision,
it's
yours,
but
I
wanted
to
show
a
template
of
what
it
could
look
like
and
then
talk
about
becky's
question,
which
is
who
decides
so
david?
You
could
lower
that
just
a
little
bit
to
the
bottom.
I
believe
there's
14
we're
going
to
call
these
rolls.
F
Okay,
now
I'm
presenting
a
template.
These
I'm
gonna,
presume
your
role.
The
roles
you
end
up
will
look
something
like
this,
but
it
might
not
be
this
exact
list
and
tonight
is
not
really
the
night
that
we
need
to
decide
that
you
need
to
decide
exactly
who
the
14
and
if
we
need
16,
we
can
go
a
little
bit
higher,
but
we
want
to.
F
So
my
recommendation
is
that
the
board
creates
the
board
direct
staff.
Usually
I
will
work
with
either
the
communications
department
or
diana
or
david
oftentimes,
it's
communication,
so
shelly
this
might
likely
fall
into
your
arena.
There
would
basically
be
the
equivalent
of
virtual
buckets
for
each
of
these
14
rolls.
So
if
I'm
in
an
elementary
school
and
we
would
announce
to
the
public
and
to
the
internal
stakeholders,
here's
an
opportunity
for
you.
F
If
you
would
like
to
be
one
of
the
select
group
of
community
stakeholders
number
one-
you
have
to
commit
to
total
confidentiality
number
two.
You
have
to
be
able
to
attend
on
a
certain.
Whatever
date
we
choose
and
if
you
are
interested
in
both
of
those
things
and
are
willing
to
abide
by
the
confidentiality
and
susan,
I
see
you,
I
think,
there's
a
couple
hands
up.
F
So
I'm
going
to
grab
those
in
a
second,
then
you
get
to
put
your
name
into
one
of
these
buckets
and
I
recommend
it
be
done
by
lottery.
There's
another
way
to
do
that
where
it's
an
appointment,
we'll
talk
about
that
in
a
minute,
but
I
think
the
fairest,
safest,
easiest
and
most
transparent
way
is
to
do
it
through
a
lottery.
F
G
So
my
question
is
and
doing
it
by
a
lottery
might
take
away
the
diversity
aspect
of
that
and
that
concerns
me.
G
F
You
raise
a
really
good
point,
so
let
me
talk
about
two
other
options,
and
maybe
there
are
some
other
options
that
I
haven't
thought
of
that
I'd
love
to
hear.
So
I
did
work
in
one
district
where
there
was
a
slot
that
was
identified
for
a
bilingual,
I
think
was
specifically
a
bilingual
latino
parent.
F
So
we
could
pursue
something
like
that.
I
want
to
make
sure
that
we
have
eyes
bored
and
not
cross
any
lines
that
we
shouldn't
cross
in
terms
of
you
know
how
we
legally
do
this,
but
I
certainly
have
had
experience
where
that's
been
done,
and
that
might
be
a
way
to
do
that.
There's
also
the
appointment.
F
So
I
just
wanna,
although
I'm
not
recommending
it,
I
just
wanna
walk
you
through
what
it
would
mean
if
you
appointed,
if
you
appointed
rather
than
having
the
lottery,
you
would
actually
solicit
applications
from
people
that
were
interested
in
each
of
these
buckets,
not
a
you
know,
not
a
gigantic
application
with
lots
of
essays,
but
an
application
where
they
would
indicate
they
are
and
maybe
write
a
short
three
or
four
sentence,
blurb
about
why
they're
interested
or
what
they've
done
and
then
the
board
would
either
themselves
an
open
session
or
select
a
subcommittee.
F
Would
you
know,
select
based
on
applications,
so
it's
doable.
You
would
want
to
be
really
clear
about
your
rubric.
If
you
were
doing
it
as
a
group,
you
would
of
course
have
to
do
it
in
an
open
session.
I've
worked
with
boards
that
have
done
both
with
the
board
that
actually
did
an
open
session
meeting.
That
was
a
reading
of
the
applications
and
decisions
in
public
space.
So
there
are
ways
to
do
that.
F
It's
obviously
a
lot
more
leg
work
on
the
board
side,
if
you're
going
to
do
it
by
appointment,
so
that's
another
option,
but
then
there
was
the
option
I
just
mentioned
where
you
might
actually
specify
certain
roles
based
on
demographics
and
I'd
be
curious.
What
you
know
I'd
love
to
hear
what
other
board
members
think
about
that.
A
But
I
think
we
need
something
that
includes
an
element
of
diversity
to
make
sure
that
we
have
that
diversity
on
that
group.
And
I'm
wondering
if
that's
a
proposal
that
you
could
take
back
to
the
board
after
kind
of
working
with
staff.
F
F
C
C
And
I
also
was
thinking
of
all
the
different
groups
that
we
actually
interviewed
and
that
makeup
of
all
those
in
the.
C
Doesn't
quite
you
know,
I
know
we
don't
want
a
large
group,
because
then
it's
hard
to
get
all
the
input,
but
I'm
just
trying
to
think
about
all
the
groups
that
we
were
we
we
listened
to
already
and
how
that
doesn't
necessarily
align
with
this,
and
I
only
see
two
student
voices
and
on
the
responses
we
got
from
the
other
documents
we'll
talk
about
today.
C
F
D
D
F
A
F
So
and
as
you
see,
14
is
not
a
lot
right,
because
there's
there's
there's
going
to
be
high
interest,
and
so
so
well,
it
makes
sense
if
I'm
very
comfortable
working
with
with
the
staff
to
figure
out
what's
the
best
way,
to
make
sure
that
we
are
truly
representative
of
the
community,
recognizing
that
it's
only
going
to
be
a
small
number.
Ultimately
they're
going
to
sit
on
the
panel.
G
I'm
wondering-
and
maybe
this
is
not
okay,
but
if
the
slot
for
one
of
the
labor
representat
representative
from
the
teachers
union
could
be
a
middle
school
or
a
high
school
or
even
in
an
elementary,
I
mean
to
represent
a
teacher
in
that
regard.
I
don't
know
if
that
makes
sense,
I'm
just
bringing
it
up
if
we
want
to
have
a
representation
from
the
union,
but
we
want
to
save
slots.
Maybe
that's
a
way
of
doing
it.
F
C
It
I
guess
we
could
take
that
slot
7
and
make
it
another
student
instead
of
adding
another
parent
or
community
member,
that
slot
seven
could
be
another
student.
That
would
just
be
one.
F
H
So
again,
the
outcome
of
this:
are
they
gonna
vote
as
a
group?
Does
each
person
have
one
vote?
Are
they
gonna
rank
these
folks?
Are
they
going
to
just
be
writing
a
list
of
adjectives
of
what
or
characteristics
that
they
like?
What?
What
do
we
see
the
outcome
of
this
work.
F
Right
great
question,
so
what
we
would
typically
do
is
at
the
end
of
the
so
this
group
of
14,
whoever
they
are
interviews
candidate,
a
at
the
end
of
the
interview.
We
engage
in
two
different
kinds
of
debrief
process.
The
first
one
is
a
collective.
So
as
a
group,
we
ask
a
couple
of
really
just
a
couple
pointed
questions
to
gain
their
impressions
of
the
candidates
and
they
engage
with
each
other,
so
the
consultant's
sitting
here
facilitating
and
taking
notes,
but
the
group
as
a
whole
is
engaging
with
each
other
on
really.
F
F
You
will
see
those
notes
board
members
and
that's
what
we
call
the
collective
feedback,
we're
going
to
see
the
highlights
of
what
people
are
calling
out
and
talking
about
as
they
discuss
this
candidate's
propensity
to
be
great,
then,
when
they're
done
with
that,
they
will
complete
a
pretty
simple
survey:
monkey
where
they
will
answer
individually,
some
questions
about
how
they,
how
they
perceive
right,
because
not
every
voice
always
gets
elevated
in
a
group
of
14
people.
F
That's
going
to
inform
you
as
to
how
people
have
seen
this
candidate
and
also
what
are
some
questions
or
what
are
some
issues
you
want
to
zero
in
on
when
you
now
are
spending
the
second
interview,
which
is
a
longer
interview.
It's
about
a
two-hour
interview
with
the
candidate
you'll,
be
building
that's
sort
of
what
will
inform
the
input.
F
Can
I
answer
that
question
becky,
yeah?
Okay:
karen
did
you
have
a
question?
No
okay!
So
I'm
if
we're
good
to
move
on.
I
think
my
next
steps
are
to
connect
with
david
to
connect
with
shelly
and
to
come
back
to
you,
which
we
can
do
in
january,
which
is
still
plenty
of
time
with
a
proposal
and
then
we'll
assuming
it's
good
with
the
board,
we'll
operationalize
that
hank.
E
I'm
sorry,
I
don't
know,
what's
going
on
my
screen,
I'm
trying
to
have
a
big
screen,
so
I
can
use
all
the
buttons,
but
I
can't
I
apologize
for
that.
So
my
question
is
hank.
Are
we
kept
at
14?
Is
it
would
it
be
too
too
much
to
have
a
15
person
because
I
totally
agree
with
karen?
We
should
at
least
have
three
students.
You
know
voices
represented
here,
so
I'm
wondering
if
it's
possible
to
add
maybe
one
more
person.
One
more
student
is.
That
is
that
too
much
is
15.
People.
F
F
So
we're
happy
to
do
that,
but
I
would
say
that
at
some
point
there's
economies
of
scale,
and
so
you
know
I
don't
necessarily
think
you're
going
to
get
a
whole
lot
more
out
of
100
people
interviewing
than
you
are
out
of
16,
but
I
would
say,
16
per
group
is
probably
as
far
as
I
would.
I
would
want
to
go
it's
more
than
16.
I
would
want
to
bring
in
a
second
facilitator.
D
F
So
this
is
remember,
this
is
just
a
template,
so
in
this
template
license
would
be
defined
as
anybody
who
is
like
you
know,
certificated,
so
whether
it's
a
teacher
or
a
school
counselor,
maybe
a
nurse
depending
on
how
you
identify
so
right.
So
we've
got
our
license.
I
use
I
use
the
word,
license
interchangeably
with
certificate
and
then
classified
so
I
think,
of
sort
of
the
workforce
most
of
the
workforce
falling
into
those
two
categories,
and
then
you've
got
some
administrators
supervisors
and
some
confidential
staff.
D
H
So
so
again,
can
I
just
I-
and
I
don't
want
to
get,
but
I
think
this
is
going
to
be
really
important
for
communicating
when
we're
looking
at
people
who
want
to
do
this
to
really
be
because
I
know
we've
done
this
with
like
boundary
committee
and
bond
account,
you
know,
will
all
of
these
people
all
14
15
16.
These
people
see
all
of
the
candidates
on
that
one
given
night.
H
So
that's
going
to
make
a
real
difference
to
people
that
apply
to
understand
what
we
are
expecting
of
them,
because
there's
a
I'm
sure,
there's
a
lot
of
people
that
are
interested,
but
it
won't
do
us
any
good
to
have
them,
go
in
the
lottery
and
pick
them
and
then
find
out
that
they.
This
does
not
meet
right.
C
D
Yeah,
I
have
a
quick
question,
just
a
clarification
question,
so
all
these
people
will
they
be
talking
like.
Is
it
everyone
like
how
we
do
on
the
seventh
we
are
going
from
morning
till
night
and
interviewing
or
each
and
every
one?
Are
they
going
to
be
looking
at
the
ones
that
we
filtered
after
that
interview,
so
that
it
won't
be
such
a
long
process
for
them.
F
B
F
Okay,
the
next
two
agenda
items
are
our
sort
of
revisit
revisitations.
If
you
will
from
our
last
meeting
where
there
are
a
couple
topics
that
you
asked
me
to
do,
a
little
bit
of
research,
particularly
with
your
cfo
with
mike-
and
I
believe
mike,
is
here.
F
Yes,
he
is
here
with
respect
to
advertising
and
with
respect
to
candidate
travel
reimbursements.
So
I'll
tell
you
what
I
learned
and
then
I
know
if
you
have
any
questions
for
for
mike
scofield,
I
I
know
he'll
be
happy
to
answer
so
the
first
one
is
on
the
advertising
budget.
If
we
could
pull
that
up
real
quickly.
Thank
you
david.
This
is
what
I
am
going
to
recommend
if
you'll
just
scroll
a
little
to
the
bottom,
I
think
there's
a
total
figure
at
the
bottom
yeah.
F
This
is
what
I
would
recommend
in
terms
of
advertising
so,
and
you
might
remember,
we
chatted,
I
think
about
all
of
these
last
time.
The
first
one
asa
is:
that's,
that's
one
of
the
two
premier
sort
of
national,
getting
it
out
in
front
of
everybody,
national
boards,
the
national
science
alliance
of
black
school
educators
and
the
association
of
latino
administrators
and
superintendents.
F
Those
would
be
our
three
national
web
boards.
If
you
will
regionally
state
to
the
north,
we
can
post
for
free
on
their
website
the
state
to
the
south.
We
have
to
pay.
Those
are
the
equivalent
of
really
in
oregon.
The
go-to
place
for
administrator
jobs
at
school
districts
is
costa,
so
enjoying
is
where
you
go
in
california,
wasa
washington
actually
has
two
or
three,
but
certainly
people
are
going
to
check
the
wasp
board
if
they're
interested.
So
I
think
those
are
well
worth
it
and
then
locally.
F
Our
oregon
association
of
latino
administrators
has
a
actually
a
a
pretty
prolific
website
and
I
highly
recommend
that
we
post
there
owabsi,
is
actually
a
fairly
new
affiliate
as
I
understand
and
has
not
yet
built
a
job
board.
So
that's
not
really
an
option
for
us.
Yet
all
of
those
together,
if
my
math
is
right,
comes
out
to
just
under
1900
bucks.
F
F
So
also
I
checked
in
with
mike
about
this.
You
remember
the
question
was:
what
do
we
do
to
make
sure
that
folks
are
not
spending
lavishly
on
a
trip
to
beaverton?
If
we
ask
them
to
come
forward,
I
am
I
am
proposing.
I
guess
I
wasn't
really
clear.
So
let
me
say
that
that
the
first
interviews
that
long
day,
I
think
I
did
say
that
I
did
say
that
that
long
day
in
february
is
a
virtual
interview.
I
did
because
I
said
we're.
Gonna
have
coffee
and
dinner,
we're
just
gonna.
F
Do
it
all
by
ourselves
on
a
screen,
so
there's
no
travel
costs
for
that
first
interview.
The
community
stakeholders
are
also
a
virtual
interview,
so
the
only
actual
time
that
I'm
proposing,
assuming
that
the
health
situation
in
our
country
allows
it
is
that
those
days
in
march
would
be
in
person
interviews.
So
we
are
talking
about,
let's
say
four
at
maximum
more
likely.
F
Three,
and
typically
at
least
one
of
those
folks
is
within
a
drive
and
we
don't
know
who
who's
gonna
apply,
but
I
think
it's
reasonable
to
assume
that
if
there
are
four
at
least
one-
and
maybe
two
are
close
enough-
that
they're
going
to
get
in
their
car,
so
we
are
talking
about
one
or
two
folks,
probably
who
might
need
to
fly
in
get
a
hotel
for
probably
two
nights:
a
car
and
airfare.
F
What
I'd
like
to
propose
is
that
the
or
ask
is
that
the
board
be
willing
to
reimburse
without
a
dollar
figure
cap,
but
this
document
goes
over
the
guidelines
for
candidates
so
that
they
recognize
that
and
again
most
educators
know
this.
I
mean
most
educators
aren't
going
to
be
lavish,
but
just
so
that
we're
absolutely
clear
that
we
have
some
goal
posts
or-
or
I
forget
that
you
used
a
very
eloquent
term
last
time.
F
We
met
something
about
the
road
at
any
way,
some
goal
post,
let's
call
it
that
so
that
folks
are
not
spending
more
and
I
think,
for
instance,
you
know
capping
meal
expenditures.
At
45
a
day,
people
can
eat
for
45
dollars
a
day
you
know
and
for
the
person
that
really
wants
to
spend
200
at
dinner
and
put
it
on
beaverton's
tab.
Well,
they're
not
going
to
be
able
to
do
that.
So
I'm
hoping
that
this
meets
with
your
approval
and
again
mike
is
here.
F
H
I
I
was
the
one
that
threw
up
a
lot
of
the
objections.
Last
time
and-
and
I've
been
reassured
by
by
mike-
that
this
is
standard
fair
and
we
certainly
don't
want
anybody
to
think
that
we're
nickeling
and
diming
and
we
want
to
attract
the
the
best
candidates.
So
I
I
take
away
all
the
things
that
I
brought
up
last
time.
So
thank
you
for
circling
back
with
that.
Hank.
F
B
A
C
And
I
I
I
appreciate
becky
bringing
up
the
fiscal
part,
because
we
want
to
make
sure
that
we're
doing
our
our
due
diligence
on
that
part,
and
I
appreciate
mike
scofield
looking
through
and
this
those
pieces
being
addressed
in
this.
Thank
you.
F
Okay,
I
think
we
are
ready
to
move
to
the
next
agenda
topic,
which
is
the
one
I'm
super
excited
about.
The
insights
from
the
focus
groups
and
the
online
surveys.
Kathleen
and
joy
are
here
with
me.
As
you
know,
they
spent
considerable
energy
and
time
getting
to
know
your
community
really
well,
and
the
results
of
the
results
of
the
focus
groups
and
the
two
surveys.
F
Well,
they're
twofold
one
is
to
school
us
up,
so
we
we
know
what
we're
talking
about
when
we
talk
to
candidates
that
we
we
understand
as
best
we
can
as
outsiders.
We
understand
beaverton
at
this
moment
in
time
and
your
school
district
and
the
immediate
context,
and
I
think
we
ended
up
with
45
focus
groups
a
lot
highly
informative.
A
lot
of
folks
sharing-
and
I
have
great
teammates
people-
share
really
candidly
with
kathleen
and
joyce.
F
So
we
hear
a
lot
and
we
hear
people's
desires
and
wishes
and
challenges
and
excitement
and
concerns,
and
that
so
I
said,
there's
there's
two
things:
one
is
schools
we
feel
like.
We,
we
we're
part
of
it
now.
Secondly,
is
to
create
the
ideal
profile
that
we'll
get
to
in
a
little
bit
where
we
are
presenting
to
you
board
what
we
think
we're
hearing
from
your
community
in
terms
of
what
they
want
to
focus
on
all
together
focus
groups
and
two
surveys.
F
I
want
to
sort
of
walk
you
through
and
I
I
believe
I
might
have
skipped
an
item
I
did.
I
kathleen
just
sent
me
a
message
that
I
skipped
number
five,
so
I
did
didn't
I
should
we
come
back
to
that
afterwards.
F
F
Okay,
so,
let's
is
john
stitch-
is
going
to
be
joining
us
momentarily
john
was
from
ces
the
author
of
the
first
servant.
I
want
him
to
speak
to
the
analytics,
but
what
we'll
do
first
is
I'd
like
to
talk
about
the
beaverton
superintendent
search
executive,
leadership
summary,
which
is
about
a
10
or
11
page
narrative,
and
I
don't
know
that
it's
necessary
to
open
that
up,
because
it's
it's
it's
a
long
document.
So
I
think
what
I'd
like
to
ask
is
kathleen
board
members.
F
Hopefully,
you've
had
a
chance
to
if
not
read
it,
to
at
least
peruse
it.
If
you
haven't
fully
read
it,
I
do
encourage
you
to
it's.
I
think,
among
other
things,
not
only
a
nice
assessment
of
what
what
we
see
happening.
Beaverton
it's.
I
think
it's
a
pretty
compelling
piece
for
candidates
to
review
and
see
what
this
opportunity
is
and
to
see
whether
they
fit
or
not
kathleen
I'm
gonna,
I'm
gonna
ask
kathleen.
F
If
she'll
she'll
do
an
overview
of
what
you'll
find
in
that
in
that
report
in
terms
of
what
we
found
in
beaverton,
so
kathleen
take
it
away
sure.
J
Well,
it's
great
to
see
everyone
this
evening
and
just
want
to
say
what
a
pleasure
it
was
for
me
and
I'm
sure
joy
would
agree
with
this.
As
would
robin.
It
was
an
absolute
pleasure
to
facilitate
the
focus
groups
for
your
beaverton
stakeholders.
J
People
were
incredibly
engaged
and
very
appreciative
of
the
opportunity
to
to
share
their
thinking
with
you
and
to
help
inform
this
search
process.
So
I
think
because
it
is
such
a
such
a
dense
document
and
I
do
hope
you
had
a
chance
to
review
it,
I'm
intending
to
just
keep
it
at
a
pretty
high
altitude
overview.
J
So
we
had
over
300
participants
in
those
45
focus
groups,
and
you
know
they
all
offered
so
much
insight
and
wisdom,
and
I
just
was
very
impressed
by
the
degree
of
attention
that
went
into
identifying
who
should
be
offered
the
opportunity
to
participate
in
a
focus
group
students.
J
It
was
the
greatest
student
participation
that
I
have
ever
experienced
in
my
work
with
hank
on
this
part
of
the
search
process
and
beaverton
students
were
so
impressive,
just
eloquent
and
well-spoken
passionate,
knowing
their
own
minds
wanting
to
to
very
much
have
a
voice
in
this
process.
So
I
enjoyed
that
a
great
deal.
J
I
also
just
want
to
say
so
much
thanks
to
toshigo
and
andrew
who
ensured
that
we
had
the
eight
multilingual
focus
groups
and
that
addressed
eight
different
languages
and
reading
through
the
responses
from
those
focus
groups
was
just.
It
was
very
affirming
there
was
so
much
of
what
was
shared
in
the
multilingual
focus
groups
that
aligned
with
what
was
shared
overall,
but
there
also
were
some
things
that
were
really
important
to
call
out
separately
and
so
I'll
want
to
touch
on
that.
J
When
we
talk
about
some
of
the
strengths
of
the
district,
so
I
was
struck
and-
and
I
imagine
joy
would
affirm
this
as
well
by
the
fact
that
the
top
strength
that
was
identified
in
virtually
every
single
focus
group
was
around
the
diversity
of
the
district
and
the
the
beaverton
community.
People
see
that
as
something
that
is
just
so
enriching
and
something
that
really
sets
beaverton
apart,
and
we
also
believe
it's
something
that
will
be
very
attractive
to
prospective
applicants,
so
that
was
that
was
fabulous
to
hear.
J
I
think,
as
a
part
of
that,
there
were
many
many
focus
group
participants
who
wanted
us
to
know
that
they
see
and
appreciate
the
growing
diversity
and
representation
on
the
part
of
the
school
board.
I
think
people
feel
very
much
supportive
and
excited
to
have
greater
representation
on
the
school
board
and
they
are
appreciative
of
the
fact
that
that
the
board
is
committed
to
to
the
work
of
equity,
in
particular
students.
J
You
know
again
just
great
engagement
from
our
students
and
we
had
students,
we
had
bipac
students,
lgbtq
plus
linguistically
diverse
and
some
students
experiencing
disability
and
really
to
a
group
to
a
person
the
students
reported
feeling
very
supported
by
the
staff
and
by
the
board
and
by
district
leadership.
J
So
that
was
wonderful
to
to
hear
that
firsthand.
I
said
the
multilingual
focus
groups.
You
know
there
was
some
very
strong
takeaways
there
and
they
expressed
just
how
deeply
they
appreciate.
Just
all
of
the
responsive
services
that
are
made
available
to
them
as
parents
and
also
to
their
children.
J
J
So
that's
kind
of
the
biggest
takeaway
and
I
know
I
spent
a
little
bit
of
time
on
that,
but
I
just
felt
that
was
so
important
for
you
to
to
hear.
It
was
very
just
very
clear
to
us
in
our
work
with
these
groups.
J
We
also
heard
repeatedly
that
beaverton
has
just
a
very
kids
for
student
first
staff
that
is
willing
to
do
whatever
it
takes
to
get
students
what
they
need
in
order
to
be
successful,
and
so
they
there
was
some
discussion
about
what
that
looks
like,
but
beyond.
Just
that
professional
expertise,
students
and
families
reported,
seeing
and
and
just
really
visibly
experiencing,
that
their
students
are
cared
for,
that
their
students
are
supported
and
valued
by
the
staff.
J
We
also
heard
from
staff
that
you
know
by
and
large
they're
really
proud
to
work
for
beaverton,
it's
a
hard
district
to
break
into,
and
they
know
that
and
they
feel
proud
to
have
obtained
a
position
with
the
district.
A
number
of
staff
also
shared
that
they
want
their
own
children
educated
in
beaverton,
and
so
that
I've
always
always
viewed
that
as
kind
of
the
highest
compliment
in
form
of
confidence.
If
your
staff
brings
their
children
to
your
district
to
be
educated,
students
have
tremendous
options
available
to
them.
J
J
There
is
tremendous
support
for
arts
opportunities
for
students,
and
there
also
is
increasing
focus
on
supporting
students,
mental
health
and
social
emotional
needs,
and
the
last
aspect
of
that
that
we
called
out
in
the
report
is
that
the
early
learning
programs
that
the
district
has
made
a
tremendous
investment
in
those
early
learning
programs
and
there's
a
desire
to
see
those
things
supported
and
and
sustained
and
grown
even
further.
J
The
community
support
is
just
remarkable.
You
have
some
more
support
from
so
very
many
quarters.
Parents,
businesses,
nonprofits
and
just
the
broader
community.
There
was
some
some
discussion
in
our
groups
around
the
parent
group
supports
that
are
available
and
just
kind
of
wanted
to
call
out
specifically
that
there
might
be
a
little
bit
of
disparity
that
is
present
between
those
groups,
ability
to
support
enriching
activities
for
kiddos
and
in
different
schools.
J
A
number
of
people
talked
about
how
communication
with
parents
and
stakeholders,
but
primarily
parents,
has
really
improved
in
beaverton,
and
people
acknowledged
that
that
felt
responsive
that
that
the
communication
practices
had
improved
in
response
to
people
expressing
the
desire
to
see
that
happen.
J
J
Some
mention
was
made
about
innovation
and
exceptional
practices
in
your
in
your
district
office
and
in
technology
in
nutrition
services
and
transportation
and
finance,
and
I
think
some
of
those
things
became
more
apparent
during
the
pandemic
when
families
felt
like
they
had
access
to
those
supports
without
a
whole
lot
of
bureaucratic
red
tape.
J
So
that
was
really
important
for
for
us
to
share
with
you
and
again
the
multilingual
focus
groups
they
just
almost
to
a
person
almost
to
a
stakeholder
that
participated
expressed,
how
much
they
appreciate
the
efforts
that
the
district
goes
to
the
links.
The
district
goes
to
to
be
inclusive
and
to
make
sure
that
they're
getting
communication
and
in
the
language
of
of
in
their
native
language,
and
that
they
are
have
opportunities
to
to
make
sure
that
they're
expressing
what
their
students
need
and
district
is
responsive
to
that.
J
So
lots
and
lots
and
lots
of
strengths,
and,
as
I
said,
I
think
it's
really
going
to
help
us.
You
know
create
a
lot
of
excitement
and
buzz
amongst
prospective
candidates.
J
So
the
other
thing
that
we
ask
about
when
we're
meeting
with
our
focus
groups
is
to
talk
to
us
a
bit
about
initiatives
that
are
coming
around
the
bend
or
challenges
that
are
present
or
perhaps
that
we
need
to
make
sure
that
the
next
superintendent
is
prepared
to
to
tackle.
And
so
these
were
the
things
that
kind
of
emerged
as
as
the
most
prominent
and.
J
As
I
said,
every
focus
group
identified
diversity
as
as
the
top
strength
related
to
that.
The
top
challenge
and
the
most
urgent
challenge
that
was
identified
was
wanting
to
have
a
continued
focus,
a
very
tenacious
courageous
focus
on
equity
and
making
sure
that
there's
action
you
know
there
apparently
has
been
a
lot
of
work.
That's
gone
into
the
district's
equity
action
plan
and
anti-bias
anti-racist
work
and
people
expect
the
new
superintendent
and
the
board
to
work
together
to
just
really
move
move
that
forward.
J
I
think
it's
also
important
to
note
that
you
know,
while
every
group
identified
equity
as
as
a
primary
issue
to
be
focused
on
there
also
was
a
small
minority
who
acknowledged
that
there's
pushback
and
some
of
that
pushback
was
even
expressed
in
our
focus
groups
where
people
would
occasionally
say
you
know
we
need
to
just
be
focused
on
instruction
and
get
politics
out
of
the
classroom,
and
so
I
just
it's
important
to
note
that
there
is
that
tension
that
exists,
and
there
are
those
you
know,
those
I
guess
more
vocal
voices
that
probably
are
smaller
in
number
beaverton.
J
Students
again
are
just
very,
very,
very
much
engaged
and
wanting
to
be
active
in
seeing
that
this
that
the
district's
equity
work
is
continues
and
they
want
they
want
action,
so
I'm
gonna
just
breeze
through
the
next
ones
here,
because
I
feel
like
I'm
just
taking
up
so
much
time
but
staff.
You
know
everyone
greatly
appreciates
all
of
the
resources
that
have
come
to
bear
for
supporting
students,
social
emotional
learning
needs
and
their
mental
health
needs
in
the
in
in
the
schools.
J
There's
some
concern
about
people
leaving
the
profession,
and
you
know
there
is
a
sense
that,
while
they're
high
quality
capable
staff
that
are
serving
in
the
schools,
they're
they're
needing
some
tlc.
So
I
wanted
you
to
be
aware
of
that
as
well.
Staffing
challenges
and
diversification
of
the
workforce.
People
understand
that
you
know,
I
think
it's
you
know.
J
54
of
beaverton
student
body
is
comprised
of
students
that
are
you
know,
ethnically
or
racially
or
linguistically
diverse
and
the
staff
it
does
not
does
not
reflect
that
to
the
degree
that
people
would
like
it
to
so
some
real
emphasis
and
energy
into
diversifying
the
workforce
and
supporting
the
diverse
staff
that
the
district
has
so
that
you're
better
able
to
retain
people.
That
was
a
challenge
that
really
emerged
as
well.
J
So
a
question
we
often
get
is
about
labor
relations
and
what's
the
nature
of
that
labor
management
relationship,
and
it
sounds
as
though
in
the
past
that
relationship
has
been
characterized
as
pretty
collaborative
and
just
solution-oriented
and
local,
I
think,
was
a
term
that
was
used
as
in
the
issues
that
are
brought
to
the
table
or
ones
that
are
are
relevant
for
beaverton.
And
it
sounds
like
that.
J
There
have
been
been
some
changes
and
there's
maybe
a
little
more
tension
in
that
relationship
now
than
there
might
have
been
historically
and
so
it'll
be
important
for
the
new
superintendent
to
pay
attention
to
that
and
to
think
about
how
to
how
to
navigate
that.
J
Academic
and
programmatic
growth,
so
again
with
all
of
the
positive
acknowledgement
for
the
talented
staff
that
you
have
there.
A
J
Were
stakeholders
that
were
hoping
to
see
further
growth
and
improvement
in
the
district's
instructional
program,
and
so
some
of
the
things
that
were
called
out
were
with
respect
to
literacy,
also
sel,
and
that
was
you
know.
I
think,
a
desire
to
continue
to
focus
on
sel
and
to
understand
that
there
are
real
staffing
challenges
and
so
just
being
mindful
of
that
and
trying
to
to
navigate
how
to
build
staffing
to
address
students.
Sel
and
mental
health
needs
the
dual
language
program.
J
This
one,
you
know
communications
with
your
community
and
your
parents
was
identified
as
a
real
top
strength.
At
the
same
time,
people
are
asking
for
even
not
more
communication
quantitatively,
but
what
they're
asking
for
is
more
more
of
the
information
underpinning
the
decision.
So
what?
What
are
the?
Why?
Behind
the
big
decisions,
especially
those
things
that
are
maybe
a
little
a
little
more
controversial,
so
some
of
the
things
that
came
up
were
just
the
need
for
greater
transparency
around
around
boundary
issues
or
allocation
of
resources
between
buildings.
J
Those
were
some
of
the
things
that
emerged
in
that
area
and
then,
finally-
and
this
is
one
that
you
know
just-
is
such
a
tug
and
a
pull
and
attention-
I
think
that
exists
in
so
many
places
staff
is
wanting
to
have
greater
autonomy
and
acknowledgement
for
their
professional
expertise.
They
are
asking
for
more
meaningful
involvement
in
the
decisions
that
affect
them.
J
They
reported
sometimes
that
you
know
they're
asked
for
their
opinion,
but
then,
at
the
end
of
the
day,
sometimes
the
decisions
didn't
seem
to
reflect
the
input
that
they
had
offered.
At
the
same
time,
parents
and
administrators
and
and
some
other
community
stakeholders
are
seeing
that
there
is
a
need
for
greater
attention
to
strengthening
academic
programs
and
also
just
ensuring
more
equitable
access
and
and
allocation
of
resources
across
buildings,
so
yeah.
J
K
This
is
year
34
for
me
in
education,
and
I
walked
away
from
the
focus
groups
and
I
was
excited
about
beaverton.
Didn't
know
a
lot
about
you
prior
to
this,
but
your
people
represent
you.
Well,
the
parents,
the
staff
members,
the
kids.
They
are
proud
about
a
lot
of
things
at
beaverton
and
that's
exciting,
because
that's
not
a
given.
K
So
I
was
I
was
struck
by
that
a
couple
of
things
I'm
just
going
to
keep
talking,
because
toby
ross
is
going
to
keep
barking
real,
strong
sense
of
equity,
real
appreciation
for
the
work.
That's
being
done,
some
challenges,
you
know,
but
we
were
living
in
in
a
time
where
we
acknowledged
that
to
be
real
and
so
different
groups
had
different
perspectives
as
it
related
to
where
the
district
was
in
in
terms
of
their
commitment
to
equity
and
what
that
would
look
like
in
terms
of
somebody
coming
on
board.
K
Just
wanting
that
person
to
be
shored
up
and
ready,
recognizing
that
that
was
really
going
to
be
a
challenge.
I
talked
about
board
meetings
talked
about
differences
of
opinion
in
in
the
community,
differences
of
beliefs
and
the
more
that
covet.
You
know
impacts
this.
We
see
that
showing
up
in
so
many
different
ways,
and
so
that
was
something
that
came
up
from
our
kids.
K
They
want
somebody
who
has
not
just
been
in
central
office
that
was
clear
across
you
know:
adults
and
kids.
They
want
somebody
who
has
an
appreciation
for
the
lifestyle
of
a
teacher
of
you
know
a
department
chair,
somebody
who
has
didn't
necessarily
have
to
be
in
all
positions,
but
they
wanted
somebody
who
they
could
relate
to
had
lots
of
good
comments
of
current
superintendent
and
things
that
were
happening,
and
so
really
just
looking
for
somebody
relational
who
could
understand
who
could
be
there
show
up
and
be
a
part
of
the
community.
K
I
think
the
pride
is
the
piece
that
you
know
really
struck
me
more
than
anything
else.
The
kids
really
talked
about
feeling
safe
with
teachers,
and
you
could
tell
that
teachers
were
really
committed
to
kids
and
going
above
and
beyond.
You
know
what
what
is
expected
and
just
doing
what
is
needed.
K
They
are
covet
exhausted,
as
we
all
are,
and
just
really
thankful
to
have
had
so
many
voices
invited
to
the
table
because
every
time
we
came
in
I
said
you
know
you
are
one
of
45
groups
and
they
were
like
really,
and
so
they
were.
They
were
thankful
that
you
were
willing
to
take
the
time
and
make
the
investment
to
have
so
many
varied
voices
and
they're
excited
about
the
process.
So
I'm
excited
for
you.
F
E
Thank
you
so
much
kathleen
and
joy.
Your
presentation
is
very
detailed,
and
that
gives
us
a
good
understanding
of
what
our
members
of
our
community
really
look
are
looking
for.
So
based
on
your
presentation
is
very
obvious
that
the
people
want
a
diversified
workforce,
and
that
said,
I
just
want
a
reassurance
that
you're
going
to
in
your
search
that
you're
going
to
have
access
to
a
diverse
pool
of
candidates.
I
don't
think
that
I've
been
fully
reassured
on
that.
E
E
J
And
I
think
that
when
we
move
the
conversation
towards
talking
about
the
ideal
profile,
I
hope
that
you'll
see
that
that
concept
is
is
very
prominent,
both
in
terms
of
the
characteristics
that
were
identified
and
the
qualities
and
the
experiences
that
that
we
believe
the
successful
superintendent
will
need
to
bring
to
their
work
in
beaverton.
So
we
you
can,
let
us
know
when
we
review
that
document.
If
you
still
have
concerns
about
that.
F
I'd
like
to
welcome
john
speech
here
now,
we've
we've
talked
kathleen,
gave
an
overview
of
joy
as
well
of
the
focus
groups
and
the
surveys
as
well
in
kind
of
an
overview
piece,
but
now
we're
going
to
dial
into
the
the
surveys
themselves.
F
John
and
his
group
ce
is
the
author
of
the
first
survey
and
so
david.
If
you
would
open
up,
there's
there's
it's
attachment,
e1,
it's
the
ce
executive,
summary
analysis
and
then
I'll.
Let
john
walk
you
through
that.
L
So
hello,
I'm
john
steech,
thanks
for
having
me
here
this
evening
and
being
able
to
share
what
we
were
able
to
gather
in
the
way
of
insights
towards
your
superintendent
search.
I
want
to
commend
the
board
for
all
the
work
that
you're
doing
and
you
have
been
doing
from
from
my
background.
Just
so
you
know
I
was
a
the
canby
superintendent
that
followed
jeff
rose
and
was
in
camby
for
three
years
and
then
was
across
the
river
in
the
vancouver
area
as
superintendent
for
several
years
before
recently
joining
cee.
L
The
survey
that
we
put
together
focuses
on
what
are
referred
to
as
pestle
or
the
professional
standards
for
educational
leadership,
and
it's
research-based
looking
at
what
what
elements
need
to
be
present
within
effective
schools
for
those
schools
to
be
successful
and
meet
the
needs
of
their
of
students.
L
The
survey
itself,
when
you
go
into
the
overall
report,
you'll
see
that
there's
ways
to
break
down
the
data
and
take
a
look
at
the
different
groups
that
took
the
survey
so
there's
disaggregations
by
certificated
staff,
administrators
and
supervisors,
community
members
classified
or
confidential
staff
students,
and
then
parents
and
guardians,
so
you've
you've
got
to
you're
able
to
see
if
there
are
different
perspectives
on
each
of
these
areas.
L
L
And
we
do
that
by
allowing
them
to
rank
what
they
think
are
the
top
three
areas
of
importance.
Then
the
other
section
of
the
survey
we
have
a
a
list
of
about
40
items
that
they
go
through
and
they
rank
the
district
on
how
strong
the
district
is
or
how
weak
the
district
is
in
certain
areas.
So
we're
trying
to
get
it
both.
What
do
individuals
want
in
a
superintendent,
but
also
what
do
they
think
the
district
needs
in
a
superintendent
to
address
critical
needs
within
the
district?
L
In
getting
to
those
things
at
the
bottom
of
page,
one
here
you'll
see
these
rankings,
and
this
is
where
we
ask
people
to
say
what
are
you
know
your
top
three
of
those
10
elements
that
need
to
come
together
for
a
school
district
to
be
successful
and
you've
heard
in
the
focus
groups.
It
came
out
loud
and
clear.
Equity
and
cultural
responsiveness
came
out
number
two
in
the
survey.
Ver
definitely
came
out
loud
and
clear
in
the
focus
groups,
and
it
came
out
number
two,
but
only
behind
curriculum
and
instruction
and
assessment.
L
So
in
in
these
areas,
you've
got
the
community
and
really
a
lot
of
staff
and
parents
giving
you
responses
with
49
of
this
being
parents
and
guardians
24
students,
you
had
a
very
good
representation
from
your
students
and
your
parents,
with
this
survey
telling
you
that
these
are
some
of
the
things
that
they
think
the
the
superintendent
needs
to
bring
to
the
district.
L
But,
on
the
flip
side,
what
I
provided
in
page
two
is
that
overview
of
how
do
what
are
those
items
that
came
in
on
when
we
scored
the
individual
items
and
put
those
to
a
mean
score
by
providing
point
totals
for
each
of
the
possible
selections
and
the
main
things
that
came
up
there
of
areas
of
of
strength
for
the
district
were
number
one.
The
number
one
strongest
area
is
equity
and
cultural
responsiveness.
They
saw
that
as
really
a
strength
of
the
beaverton
school
district.
L
Another
high
strength
was
a
community
of
care
and
support
for
students
and
that
ethics
and
professional
norms.
So
it's
good
to
see
that
in
the
individual
items,
when
people
say
is
the
community
strong
in
a
b
c
and
d,
these
are
the
things
that
they're
saying
are
the
strengths
of
the
beaverton
school
district.
L
You
might
be
asking
operations
and
management.
What
does
that
really
mean?
It's
not
as
much
about
just
like
maintenance
and
custodial
and
those
types
of
things
it's
about
putting
systems
in
place
that
people
know
how
this,
how
the
district
functions
as
a
whole,
so
that
you
don't
have
the
view
of
the
district
as
seen
as
pockets
of
schools
in
a
general
over.
L
So
I
think
that
really
fell
into
that
theme
of
operations,
management,
curriculum
instruction
and
assessment,
and
school
improvement
are
seen
as
the
areas
that
the
district
is
really
struggling
in
right
now
that
potentially
the
new
superintendent
would
need
to
address
as
high
priorities
coming
in,
not
not
meaning
to
say
that
the
equity
and
cultural
responsiveness
and
the
common
care
and
support
for
students
or
nurturing
of
staff,
as
you
just
heard,
not
to
say
that
those
aren't
important.
L
So
what
we
try
to
do
is
really
take
a
look,
as
I
said,
from
the
different
perspectives
of
what
do
people
want,
and
what
do
the
people
think
are
the
district's
strengths
and
weaknesses
that
need
to
be
addressed
by
the
superintendent
and
that's
where
I
came
up
with
those
themes
back
on
page
one
really
looking
at
the
number
one
theme
would
be
improving
curriculum
instruction
assessment
and
effective
interventions
then
followed
that
by
creating
that
environment,
for
collaboration
and
putting
center
at
the
students
of
all
the
decisions
for
learning
and
developing
and
maintaining
high
quality
staffs
or
what
we
pulled
from
the
survey
as
the
key
themes
that
the
people
that
took
the
survey
said
they
want
in
the
next
superintendent.
G
I
just
see
the
irony
about
autonomy,
but
yet
we
need
to
have
a
cohesive
system
and
they
so
often
come
into
conflict,
and
I
can
tell
you
that,
as
long
as
I've
been
on
the
school
board
and
I've
been
on
the
school
boards,
I'm
in
my
ninth
year,
those
have
both
been
issues.
So
I
I
especially
find
that
extremely
ironic
and
it's
I
I
think,
as
our
the
size
of
our
school
district,
it's
difficult
to
do
both
well
honestly,.
L
And
I
would
say
sometimes
it
is
that
loose
type
balance
that
you're
trying
to
strike
and
it
and
a
leader's
got
to
be
able
to
say
these.
This
is
the
way
that
we
want
things
done,
but
allow
the
flexibility
for
how
you
get
those
things
done
to
be
determined
at
the
school
level,
and
you
know
when
I
was
a
superintendent.
I
told
my
principals,
you
not
only
have
the
permission.
L
So
if
we
need
to
modify
the
system
to
fit,
that's
acceptable,
but
part
of
this
is
making
sure
you
have
a
system,
that's
defined,
so
that
people
have
an
understanding
of
some
general
expectations
that
flow
through
from
kindergarten
through
12th
grade
or
pk
to
college.
Even
for
these
students.
F
Thank
you,
john.
We
have
one
more
piece
of
data
that
we're
going
to
share
and
john.
If
you
would
stick
around
just
a
bit,
if
you
can
just
in
case
there's
questions
because
we've
heard
about
the
focus
group
piece,
we've
sort
of
the
combined
piece,
we've
heard
what
you've
learned
with
the
cee
survey,
I
want
to
show
one
more
and
board
this
one
will
be
rather
rather
quick
david.
If
you
would
show
attachment
e3,
please.
F
You
know
that
we
did
a
a
couple
of
surveys.
This
survey,
I'm
just
going
to
speak
to
the
highlights
that
came
out
of
the
second
survey
scroll
down
just
a
little
bit
you'll
see
that
we
had
1488
responses.
We
can't
know
whether
some
of
those
folks
also
took
the
ce.
We
assumed
that
many
did,
but
we
don't
know
exactly
how
many
were
unique,
but
do
notice
that
this
was
50.
Of
of
respondents
were
parents,
so
that's
probably
helpful
to
think
about.
As
you
look
through
the
data.
F
What
was
in
this
first
chart
what
personal
qualities
we'd
like
to
see
in
the
superintendent
david.
Can
you
scroll
that
down
just
a
little
bit
more
and
in
this
one
they
were
given
a
a
finite
number
to
choose,
although
they
were
also
able
to
identify
others,
the
three
that
sort
of
tower
above
so
that
just
starting
on
the
right,
if
you
will
about
highest,
the
transparent
piece,
is
certainly
a
theme
that
we
saw.
Kathleen
spoke
about
a
bit
in
the
focus
groups.
This
notion
of
transparency.
F
It's
like
we
don't
always
know
why
certain
decisions
get
made
and
again
I'm
not
presuming.
That's
an
easy
thing
to
do
in
a
large
school
district
right,
but
that
is
certainly
something
that
folks
felt.
That
is
an
area
that
that
we
could
perhaps
improve,
and
then
the
other
two
that
were
that
were
high,
relatively
high,
were
the
notion
of
collaboration
of
the
collaborative
spirit
and
notions
around
accountability.
F
I
would
say
that
reading
the
text
responses,
accountability,
specifically
around
accountability
of
staff,
not
so
much
accountability
with
respect
to
achievement,
although
that
was
there
too,
but
accountability
make
sure
folks
are
doing
their
work
and
doing
their
work
well
and
operating
at
a
high
level
of
performance.
F
If
we
could
scroll
down
to
the
next
chart
leadership,
qualities
that
we'd
like
to
see
in
the
next
superintendent.
F
So
these
look
like
they're
fairly
equivalent,
but
I
do
want
to
call
out
the
top
three,
and
you
know
I
would
say
one
of
the
one
of
the
surprises
in
the
survey
for
me
was
this
question,
because
efficient
manager
of
resources
and
budget
came
out
as
the
as
the
top,
which
was
not
really
a
theme.
We
heard
tremendously
in
our
focus
groups.
F
Actually,
so
I
didn't
think
that
was
gonna
rank
as
high,
but
it
did
so
that's
important
to
recognize
the
other
two
that
are
toward
the
top
are
equity
focused
which,
given
what
you've
already
heard,
is
not
should
not
surprising
and
a
proactive
forward
thinker.
Those
were
the
three
that
that
that
rose
to
the
top
and
then
moving
down
to
the
to
the
last
chart.
F
What
are
the
leadership
qualities
we
were
looking
for
or
the
community's
looking
for,
as
we
probably,
I
should
say,
curriculum
instruction
leadership
to
the
top.
Secondly-
and
this
correlates
to
the
question
that
what
I
just
shared
with
you
on
the
previous
slide,
his
experience
with
business
operations
of
a
school
district
came
in
second,
so
I
think
we
do
need
to
attend
to
that
being
an
important,
an
important
data
point
from
both
this
chart
in
the
previous
chart
and
the
third
one
being
experienced
with
a
racially
and
culturally
diverse
community.
F
So
that's
just
some
of
the
highlights
of
the
survey.
Why
don't
I
pause
now
and
just
a
spoiler
alert?
I
said
that
we
would
talk
about
salary
next,
but
I
really
think
it
would
make
way
more
sense
for
us
to
move
into
the
ideal
profile
next,
because
there's
a
natural
continuum
between
those
two,
so
so
in
preparation
for
looking
at
the
ideal
profile,
any
any
questions,
thoughts,
anything
board
members
want
to
share
the
next
thing
we're
going
to
look
at
is
how
those
all
come
together
to
form
the
criteria
list.
H
Becky,
I
would
just
say
my
observation:
hank
with
the
the
differences
is
just
simply
because
the
second
one
was
done
much
more
by
our
parents
and
our
students,
and
I
think
that
they
have
a
different
outlook
of
what
the
responsibility
is
of
a
superintendent
than
our
staff
and
our.
So
that's
what
my
takeaway
was
was
just
just
from
the
the
perspective
of
of
our
parents
and
our
students
of
what
they
think
a
superintendent
is
responsible
for
in
our
district.
F
Okay,
so
we've
given
you
you've,
got
a
lot
of
input,
a
lot
of
data
to
reflect
on.
Let's
move,
if
we
can
to.
F
And
let's
move
down
now:
let's
actually
no,
I
like,
where
you
started
david.
I
I
do
want
to
read.
I
do
want
to
read
that
second
paragraph
aloud,
because
it's
easy
to
just
skip
it,
because
it
looks
like
an
introduction
which
it
is,
but
it
does
say
something
important.
I
think
so.
This
section
refers
to
the
specific
criteria
that
the
consultant
will
use
in
identifying
outstanding
prospects
for
the
position
of
superintendent
of
schools.
It
is
also
a
document
which
the
board
will
use
in
its
deliberations
in
the
select
phase
of
the
search.
F
I
want
to
say
that
again
that
this
list
is
not
intended
to
be
a
scientific
list.
It's
a
combination
of
art
and
science
of
your
consultants,
seeing
where
the
themes,
the
key
themes
are
across
these
various
data
points
and
reflecting
what
we
believe
is
where
the
community
is,
but
your
role
is
to
actually
put
your
stamp
on
because
you
are
charged
with
making
the
hire,
so
it
must
ultimately
reflect
not
just
the
community,
but
it
must
reflect
the
collective
wisdom
of
the
elected
school
board.
F
To
that
end,
we
provide
you
this
these
desired
characteristics
as
a
composite
voice
from
your
community,
your
stakeholders,
your
fellow
board
members,
all
of
whom
informed
this
document,
and
it's
a
draft
for
you
to
consider.
F
So
we
are
going
to
follow
a
little
bit
of
a
protocol
to
make
this
work
over
the
next
30
minutes
or
so
45
minutes
whatever
you
need
and
if
you
would
scroll
down
dave
so
it
the
the
blue
heading
is
now
at
the
top
see
if
we
can
squeeze,
is
it
only
my
window
that
cuts
off
or
can
everybody
else
see
that
amazing,
okay?
F
So
I'm
I'm
hoping
you've
had
a
chance
to
look
at
this
already.
I
am
going
to
read
it.
It's
not
that
long,
but
I
do
want
to
read
it
because
sometimes,
when
you
hear
it,
you
think
certain
things
and
the
protocol
that
I'd
like
to
use
in
the
interest
of
moving
this
work
through
the
work
session
into
a
document
that,
at
the
end
of
our
time
together,
does
reflect
the
wisdom
and
desires
of
the
board.
Is
that
we'll
approach
this
in
three
ways?
The
first
time
I'm
going
to
read
it
through?
F
I
want
to
know
if
there
is
anything
that
you
would
cut
from
this
list
of
bullet
points,
so
the
first
time
we'll
read
it
through
it'll
be.
Is
there
anything
that
doesn't
reflect
something
you
want
or
doesn't
rise
to
a
high
level?
Okay,
we're
gonna
do
omitting
or
deleting
first
then,
once
we've
deleted.
If
there's
anything,
to
delete
we'll
ask
for
additions,
is
there
anything
that
isn't
reflected
that
needs
to
be
here
on
the
on
the
document?
F
And
the
third
thing
we'll
do
is
we'll
edit,
what's
already
there
to
the
extent
that
we
need
to
so
we're
going
to
start
with
things
that
we
would
remove
then
potentially
add
then
potentially
edit.
F
So
I
want
to
just
read,
through
this
document
and
while
you're
hearing
and
while
you're
reading
it
yourself,
I
want
you
to
see
if
there's
anything
that
you
would
strike
not
edit
out
not
edit
strike.
Okay.
So
the
beaverton
school
district
seeks
an
exceptional
educational
leader
who
is
an
equity-centered
leader
with
an
established
track
record
of
advancing
equity
work
in
a
complex
organization
and
who
leads
with
courage
and
a
tenacious
commitment
to
shift
outcomes
for
communities
of
students
who
have
historically
not
been
equal
recipients
of
educational
justice,
cultural
competence
and
lived
experience.
F
Why
to
diverse
stakeholders,
operates
with
a
mindset
around
effective
and
open
two-way
communication
creates
systems
for
inclusive
decision-making
with
all
groups
at
all
levels
engages
deeply
with
students.
Parents,
staff,
labor
partners
in
the
community
listens
especially
to
voices,
often
unheard
and
elevates
their
input
and
has
demonstrated
political
acumen
and
legislative
advocacy.
F
C
There
are
two
pieces
that
I
I
think
of
two
words
that
I
would
put
in,
and
I
kind
of
see
one
of
them
kind
of
represented
there
and
ones
being
an
ethical
leader
and
then
that
fiscal
responsibility
is
the
other
piece
that
I
don't
see
and
I
know
we've
talked
about
it
and
I've
seen
it
in
different
places.
In
the
other
documents.
F
The
fiscal
piece
in
particular
right
karen,
the
fiscal
piece,
and
what
about
do
you
do
do
you
just
judge
to
be
clear?
Do
you
not
see
it
in
the
prudently
overseas
resources
and
budgets?
The
second
to
last
bullet
point
under
vision
and
strata
strategy
strategically.
F
C
I
think
it's
more,
I'm
used
to
an
education,
seeing
the
word
fiscal
responsibility,
okay-
and
this
is
kind
of
worded
more
in
like
community
voice,
which
is
great
and
then
the
piece
of
being
an
ethical
leader
is
mentioned
also,
but
not
named.
G
B
F
H
H
F
We
put
it
if
we're
making
an
edit
in,
I
think
we're
moving
into
the
edit
section.
It
sounds
like
that
sec
that
bullet
point
that
the
prudently
won,
maybe
there's
a
place
to
add
both
both
kieran's
recommendation
around
fiscal
but
also
eric's.
I'm
sorry,
tom's.
A
C
C
So
tom
had
put
in
alliance
district
budgets
and
values,
and
then
there
was
a
second
one
prudently.
Oversees
resources,
aligns
budgets
and
values,
provides
fiscally
responsible
oversight
on
budgets
and
then
kathleen
put
in
insurers
budget
is
reflective
of
districts,
values
and
priorities.
G
A
But
you
could
always
with
the
semicolon.
You
could
always
add,
and
you
know
ensures
budget
is
reflective
of
district
values
and
priorities.
Semicolon
provides
fiscally
responsible
oversight
of
budgets.
I
think
you
could
jettison
the
prudently
overseas
resources
because
you've
already
said
it
in
the
other
two.
F
F
A
Well,
I
took
what
kathleen
wrote
that
folks
liked
and
then
I
added
in
the
fiscally
responsible
piece.
So
we
could
keep
that
and
then
jettison
the
prudently
overseas
resources
because
it
would
be
redundant
and
what
you
get
from
that
combination
of
things
is
insurers.
Budget
is
reflective
of
districts,
values
and
priorities.
Semicolon
provides
fiscally
responsible
oversight,
budgets.
J
And
tom
I
was
madly
trying
to
type
while
you
were
speaking.
Would
you
mind
just
making
sure
you
pass
that
on
to
to
me
in
an
email
or
paste
it
into
the
chat
and
I'll
copy?
It.
D
H
I
keep
looking
at
the
words
here
are:
is
there
I'm
trying
to
go
by
what
are
what
were
the
priorities
and
those
three
top
things
and
make
sure
that
they've
been
captured
all
in
here
somewhere
so
accountable,
and
I
do
see
the
word
accountable
under
strategic
leader
yep,
but
I'm
trying
to
figure
out.
Are
we
accountable
for
the?
Are
we
asking
them
to
be
accountable
for
the
correct
thing
that
our
community
and
our
parents
and
our
students
were
looking
for.
F
My
so
my
take
on
it,
I'm
just
one
person
my
take
on
it
was
that
the
accountability
was
around
performance
performance
of
sometimes
people
would
call
out.
You
know
whatever.
F
Would
call
out
specific
performance
if
you
will,
and
so
that
was
the
that
was
sort
of
the
impetus
for,
but
you
know
an
ethical
and
a
person
of
integrity
is
going
to
hold
himself
to
the
high
level
of
accountability
before
they
start
holding
other
people's
to
levels
of
accountability
right.
So
that
was
the
genesis
for
that
statement.
F
That
said,
that
might
not
that
might
not
reflect
becky
where,
where
you
want
to
see
accountability,
so
say
more
about
that.
If
you
would.
H
I'm
just
thinking
our
community
expects
our
superintendent
working
with
a
board
to
be
accountable
for
the
success
of
students.
While
they
are
with
us,
I
mean
right.
We
we
want
them
to
have
such
success,
to
be
accountable,
that
they
that
they
are
able
to
learn
the
things
that
they
need
to
learn
to
be
successful
once
they
leave
us.
D
I
I
I
think
what
tom
was
saying:
that's
true,
becky,
that's
great.
I
I
like
that
first
bullet
point
too,
but
I
think
the
safety
and
school
point
needs
to
be
brought
up
too,
because
a
lot
of
parents
and
students
are
not
feeling
safe,
so
maybe
something
where
the
superintendent
could
be
put
or
feel
accountable
that
he
needs
to
make
sure
that
the
kids
are
safe.
A
C
A
D
F
That
is
part
of
that
fourth
bullet
point
under
number
two,
so
I'm
going
to
read
it
I'm
going
to
read
what
I
think
is
the
bullet
point
based
on
what
cd
just
said:
passionately
consistently
put
students
first,
when
making
decisions
holds
self
and
others
accountable
for
the
well-being,
safety
and
success
of
all
students.
F
F
F
C
C
Probably
put
our
heads
around,
I
think
that
that's
one
of
those
pieces
that
over
the
years
it's
been
a
pride
of
the
work
that
the
board
and
the
our
community
has
asked
for
and
and
searched
for.
So
I'm
not.
I
think
it
would
be
great
to
have
it.
Okay,.
A
I
sometimes
think
about
where
things
come
in
the
document
at
what
point
and
if
something
comes
towards
the
beginning
of
the
document
that
actually
has
like
a
strong
signal
to
somebody
applying.
So
I
wonder
courage,
integrity
and
a
tenacious
commitment,
because
then
it's
like
right
there
at
the
beginning
of
the
three
sections.
C
G
A
My
question
is,
then
board
members,
because
once
we're
done
tonight
at
this
point,
hank's
gonna
take
it
from
there
we're
not
going
back
for
further
edits
right.
This
is
in
order
to
keep
our
timeline
are
other
folks
comfortable
than
moving
forward
with
what
we
have
or
do
we
want
to
spend
a
little
bit
more
time.
C
The
only
piece
that
I
didn't
see-
and
I
don't
know
if
it's
something
that
we
can
add
here
or
not,
is
a
piece
of
you
know
it
would
be
great
to
have
a
superintendent,
that's
representative
of
our
student
body.
That
brings
in
that
diverse
diversity,
maybe
possibly
multilingual.
I
don't
know
if
that
is
this
is
would
be
an
appropriate
place
to
make
a
statement
about
that.
I
don't
know
if
we
can
actually
put
that
into
a
document
or
if
it's
something
that
we're
just
as
a
team
or
goals.
G
A
One
other
thing
is
that,
and
maybe
susan
rodriguez
who
is
on
this
call
with
or
on
zoom
with
us,
can
speak
to
it.
The
hr
department
is
working
on
a
statement
for
postings
that
basically
says
we
encourage
diverse
candidates
to
apply,
and
it's
you
know,
there's
been
a
couple
emails
back
and
forth
about
that.
The
city
of
portland,
with
their
job
postings,
has
something
similar
and
we're
kind
of
looking
at
that
language.
It
was
suggested
to
us
from
members
of
the
black
parent
union
and
susan.
A
I
don't
know
where
you're
you're
at
with
that,
but
I
know
that
that
might
be
something
that
isn't
necessarily
a
part
of
the
primary
text
of
this
document,
but
would
be
attached
to
it
when
it
goes
out.
M
Yeah
hi
tom,
thank
you
yeah
I
connected
with
hank
a
little
bit
on
that
and
and
we're
you
know.
The
posting
is
being
done
through
the
the
firm
but
we're
working
together
and
supporting
on
that.
M
Well,
I
I've
been
working
on
some
things,
but
I
I
wanna
I
don't
wanna
speak
for
hank.
I
think
you
know
we
need
to
just
connect
a
little
bit
more
about
that
where
we
are
with
the
posting
for
this
particular
position.
F
Portland
language
is
very
impressive.
I
mean
I
I
I
think
what
you're
going
to
see.
It
might
look
somewhat
like
that,
because
it's
actually
very
well
done,
and
it's
really
not
portland
specific,
it's
about
what
what
everybody
should
be
really
looking
for
in
terms
of
leadership
and
in
terms
of
attracting
diverse
folks
to
come
and
apply
and
to
be
welcomed
into
the
into
the
role.
A
Yeah
yeah
absolutely
so,
if
I
understand,
maybe
that's
something
that
before
this
gets
posted,
maybe
the
board
can
be
made
aware
of
whatever
statement
you
guys
add
to
it.
F
A
F
A
I
just
want
to
thank
everybody
for
coming
to
the
initial
startup
of
the
mfa
program
for
our
school
district
here
and
workshopping
with
us
tonight.
F
Great,
we
appreciate
you,
so
we
are
so.
The
board
has
given
us
direction
of
what
this
looks
like
once
we
clean
it
up.
We
will
we're
going
to
use
it
as
our
marching
orders
because
we're
going
to
we're
going
to
actually
start
the
search
next
week,
but
we
will
also
get
a
clean
copy
to
the
board
and
it
makes
sense
to
put
that
in
your
consent
agenda
next
time
you
have
one
so
that
you
actually
see
the
actual
product
sound
good.
H
So
is
this:
I
mean
again
it's
it's
a
it's
a
vision
statement
for
us
of
what
we're
looking
for
in
a
superintendent,
but
it
is
not
a
wish
list
that
we're
going
down
and
if
you
have
not,
if
you're
in
a
district
that
does
not
have
dual
language,
you
are
automatically
disqualified
from
right.
I
mean
it's.
F
Absolutely
absolutely
I
mean
it's
it's
I
forgot
how
you
stated.
Initially
we
would
we
we
want
to
have
a
candidate
that
hits
as
many
of
these
as
possible
and
if
they're
missing
one
particular
piece,
particularly
if
it's
an
experiential
side
like
we
don't
want
to
hire
someone
without
integrity.
That
would
probably
be
a
show
stopper,
but
right
if
they
don't
have
one
particular
piece.
That's
more
programmatic!
F
F
We
don't,
I
don't
know
that
we
would
want
to
put
a
number
in
there.
I
think
the
in
my
opinion
would
be
the
the
softness
of
that
language.
F
E
So,
basically,
candidates
that
we're
looking
to
attract
could
be
from
any
walk
of
life.
E
F
Well
that
I
think
we
would
be
hard-pressed
to
because
I
think
this
document,
as
it
reads
I
mean
I
mean
I
I
don't
I'm
curious
if
other
board
members
read
it
differently,
but
as
I
read
this
document
and
I
look
at
visionary,
strategic
leader
and
collective
vision
for
excellence
in
academics,
instructions
like
that
to
me
speaks
to
education.
Now
we
did
say
that
one
missing
one
bullet
point
isn't
the
end
of
the
world,
but
then
I
go
to
the
next
bullet
point:
it's
about
dual
language:
cte,
early,
childhood
programming,
social,
emotional
learning.
F
E
Not
yes,
so
I
like
the
fact
that
we're
not
putting
a
number
on
the
experience,
because,
in
my
experience
I've
come
to
realize
that
lack
of
experience
doesn't
necessarily
mean
lack
of
skills.
So
I
appreciate
the
fact
that
you're
not
putting
in
a
number
I'm
just
curious
as
to
where
we're
drawing
our
pool
from.
Thank
you.
G
I
just
you
know
I
always
like
to
think
about
you
know
portland
and
guadalupe.
I
don't
think
he
came
as
a
superintendent
or
had
the
superintendent
experience,
and
you
know
so.
I
like
that
this
you
know,
reflects
you
know
so
much
and
that
we
can
be
broader
in
our
search
too.
C
And
I
appreciate
all
the
work
that's
gone
into
this
and
all
of
the
the
thought-
and
I
agree
like
if
they
are
something
that
they
don't
have
experience
with.
That's
one
bullet,
then
that's
you
know
something
that
we
would
consider
because
there's
an
overall
picture
of
what
we're
considering.
C
I
would
say
that
dual
language
programs
are
things
that
are
pretty
common,
like
washington
state,
has
it
in
all
of
their
schools
now
by
a
certain
year
in
a
few
years,
so
it
actually
is
more
common
to
have
that
experience
and
not,
but
it's
not
something
that
would
rule
somebody
out
or
not
having
cte,
but
those
are
common.
Now,
more
so
in
most
districts.
F
Okay,
wonderful
great!
Let's
go
back
to
the
item
item
five!
Please
and
thank
you
board.
Thank
you
for
your
thoughtful
deliberation
on
on
this
document.
F
David,
if
you're
there
can
you
put
up
five
attachment
d
and,
if
not,
I
will.
F
Okay,
thank
you
so
much
so
this
last
part
of
our
discussion
tonight
is
about
superintendent
salary.
You
are
not
making
decisions
tonight.
The
purpose
of
the
purpose
of
tonight
of
this
topic
is
twofold.
One
is
for
board
members
to
get
a
sense
of
what
the
market
is,
because
at
some
point,
in
the
not
too
distant
future,
you're
going
to
need
to
approve
a
contract
on
a
new
superintendent.
F
So
it's
it's
good
fodder
for
that,
probably
just
as
importantly
and
relatedly
is
that
kathleen
joy
robin
and
I,
when
we
talk
to
candidates,
we
need
to
have
some
some
degree
of
understanding
of
where
the
board
might
land
in
terms
of
a
compensation
package.
F
So
we're
not
asking
you
to
set
a
range
and
and
take
action
and
say
this
is
the
conversation
we're
not
asking
for
that,
but
we
really
just
want
to
have
you
engage
in
a
bit
of
a
conversation
which
we'll
we
will
listen
to
and
attend
to,
and
then,
when
a
candidate
is
talking
about,
you
know
what
what
their
their
salary
or
compensation
needs.
We
can
at
least
we
can
at
least
reflect
the
general
feeling
of
the
seven
board.
F
Members
recognizing
that,
at
the
end
of
the
day,
you
are
not
being
hamstrung
by
tonight's
conversation
at
all.
Okay,
so
this
is
just.
This
is
just
casual
chat
with
the
beaverton
school
board.
F
I
wanna
outline
what
you're
looking
at
and
then
ask
you
I'd
like
to
outline
we're
looking
at
and
make
an
initial
sort
of
thought
about
what
I
think
might
be
sort
of
the
area
where
you'd
land
and
then
have
have
the
board
engage
with
each
other.
So
you're,
looking
at
kind
of
three
sections.
I've
looked
at
districts
that
are
in
our.
I
would
call
in
our
immediate
locality
that
are
I'm
going
to
say
similar
to
beaverton
and
similar
to
me
means
kind
of
two
things.
One
is
within.
F
Let
me
let
me
let
me
start
a
different
way,
so,
maybe
not
surprisingly,
there's
two
key
factors
that
go
into
decision
into
how
much
a
school
district
will
pay
a
superintendent
one
is
there
are
regional
differences
superintendents
in
washington
state
just
make
more
than
in
oregon
because
of
whatever
their
funding
situation?
There.
F
That
are
more
like
it
like
us,
so
regional
makes
a
big
difference,
but
also
super
important,
no
surprise
to
you
is
size
of
district
beaverton's
superintendent
is
not
going
to
be
paid
on
par
with
corbett's
superintendent
right,
so
those
are
two
two
factors
and
then
thirdly,
which
is
a
little
more
ineffable,
is
there
are
districts
that
maybe
just
feel
a
little
beaverton-ish,
and
sometimes
we
can't
even
describe
exactly
why
that
is
so.
You
might
see
the
very
bottom
of
the
page.
F
Boulder
valley
feels
a
little
beaver
tiny
to
me,
but
don't
ask
me
to
tell
you
exactly
why
I
mean
it's
outside
of
a
metropolitan
area.
It's
a
highly
educated
community.
Those
are
some
of
the
things
that
come
into
my
mind
when
I
think
about,
and
the
district
size
is
not
all
that
different.
So
those
are
those
are
how
some
of
these
districts
sort
of
came
onto
this
page.
F
Let's
look,
let's
focus
on
the
top
and
I'll
just
walk
you
through
what
you're,
looking
at
so
in
the
top
one
as
you've
seen.
These
are
what
I
would
say
are
immediate
vicinity
from
salem
up
to
clark
county,
and
these
are
kind
of
the
larger
districts
that
you
find
in
those
areas.
Salem
portland,
beaverton,
vancouver
and
evergreen.
Vancouver
and
evergreen
are
both
in
clark
county
washington.
F
Looking
across
you
see
that
some
of
those
are
updated
for
the
current
year
and
some
of
them
we
don't
have
current
year
data,
for
so
we
have
the
most
recent
data.
So
four
of
those
districts
reflect
current
year,
salary,
per's,
adjusted
salary.
You
probably
all
know
that
in
oregon
anyway,
sometimes
pers
is
included
in
the
salary.
Sometimes
it's
not
so.
When
we
want
to
do
apples
to
apples,
we
have
to
adjust
the
salary
based
on
whether
the
district
pays
pers
or
not.
F
So
what
you're
looking
at
is,
in
that
column,
under
salary,
slash
per
suggested,
salary,
you're,
looking
at
the
that's
salary
per
suggested,
or
not
that's
salary
in
evergreen
you're,
seeing
actually
two
different
salaries
and
you'll
read
the
comment
to
the
right
and
that
will
explain
why,
in
addition
to
salary,
as
as
probably
many
or
all
of
you
know,
there
are
often
other
parts
of
the
superintendent
compensation
that
we
want
to
think
about,
and
some
are
de
minimis
and
we
don't
really
spend
a
lot
of
time
on
a
diminished
example
is
most
districts
will
give
a
few
hundred
dollars
a
month
for
cell
phone
for
a
superintendent.
F
It's
not
worth
it
to
try
to
figure
that
out.
It's
a
fairly
small
part
of
their
package,
but
a
fairly
large
or
a
well
relatively
important.
Part
of
the
package
is
that
a
lot
of
superintendents
do
receive
a
tsa
or
a
tax,
sheltered
annuity
contribution
in
addition
to
the
purse
contributions,
and
so,
while
that's
not
salary,
that
is
that's
an
important
part
of
compensation
to
think
about.
F
Where
you
see
a
tsa
listed.
That
means
that's
their
gsa.
Where
you
see
blank,
it
doesn't
mean
they
don't
have
a
tsa.
It
means
I
could
not
verify
whether
they
have
a
tsa
or
not
just
know
that.
So,
if
you
look
at
beaverton
and
you
look
at
the
dollar
figure
under
salary
and
then
you
add
the
tsa,
that
is
what
I'm
going
to
argue.
Is
there
overall
compensation?
F
It's
not
exact
because,
as
I
said,
there's
some
de
minimis
other
pieces
that
also
get
added
sometimes
and
sometimes
they're,
not
even
that
de
minimis,
but
because
they're
they
fall
into
different
categories.
I
think
this
is
a
good
place
for
us
to
to
land
here.
So
top
category
is
I-5
to
clark
county.
F
Second
category
is
like
districts
or
somewhat
like
districts
in
other
parts
of
the
northwest,
basically
meaning
washington,
because
in
oregon
there's
really
only
three
districts
of
comparable
size,
beaverton
portland,
salem
kaiser
other
than
that
you
get
pretty
small,
but
there
are
districts
in
washington
state
that
are
somewhat
similar.
You
know
whether,
in
terms
of
student
size
or
what
have
you
and
then
I
looked
at
districts
in
other
parts
of
the
country,
you're
doing
a
national
search,
you're
looking
to
attract
folks
from
other
parts
of
the
country.
F
F
Most
of
them
are
pretty
close
in
size
to
beaverton
or
have
something
that
gave
me
a
sense
that
they
would
be
like
kind
of
districts,
and
you
know
you
might
look
at
them
and
say
yes,
no
savannah
chatham,
maybe
not
as
much
a
like
kind
of
a
district,
but
I
did
want
to
pull
something
from
the
southeast.
Just
to
give
you
a
sense
of
what
a
comparably
sized
school
district
might
pay.
G
It's
just
a
question
in
terms
of,
and
I
don't
know
if
you
have
the
answer
to
this
and
maybe
I'm
going
into
minutia,
you
know
I
mean
because
if
any
of
these
salaries,
you
know
if
they're
like
newer,
superintendents
or
if
they're
you
know
been
there
for
a
few
years,
because
you
know
yeah,
are
they
starting
salaries?
Are
they
mid
salaries?
Are
they
ending
salaries?
I.
F
Can
I
can
do
that
with
most
of
the
first
two
categories?
First,
two
blocks.
I
I
don't
think
I
can
do
it
very
well
at
the
bottom
block,
but
maybe
a
little
bit
beaverton,
you
know
who's
the
superintendent
of
beaverton,
portland's,
guadalupe
guerrero.
I
believe
he's
starting
year
number
five.
This
is
his
first
superintendency
salem
kaiser
is
kristy
perry
she's
been
there
I'm
gonna,
I
won't
have
exact
numbers,
but
I
would
say:
she's
been
there
five
years,
it's
her
second
superintendency
vancouver.
Washington
is
the
guru.
F
Washington
is
a
new
superintendent
new
to
vancouver.
However,
he
was
in
canvas
for
a
handful
of
years.
I
couldn't
tell
you
exactly
when
so
it's
at
least
his
second
superintendency
evergreen
is
mike
merlino
he's
been
there,
I'm
gonna,
guess
three
or
four
years
as
a
superintendent
and
was
a
co
in
the
same
district
prior
to
that
lake,
washington's
superintendent.
He
is
now
in
year.
F
Three
joy
would
know.
I
believe,
he's
in
year,
three
formerly
deputy
superintendent
of
lake
washington
spokane,
is
a
first
time
superintendent.
He
is
in
year
number
two
formerly
the
chief
academic
officer
in
spokane
and
tacoma.
F
H
F
H
Yeah,
maybe
she
was
the
prince.
No,
I
thought
she
was
the
superintendent,
but
anyway
I
mean
she.
She
negotiated
a
new
salary,
but
because
she
was
was
brand
new
and
it
was
such
a
different.
She
negotiated
after
don
got
because
there
was
a
huge
discrepancy,
huge
discrepancy.
F
Between
hers
and
dons,
yes,
yeah
yeah,
yeah
yeah,
so
bieberton
has
you
know.
This
is
not
only
true
at
the
superintendent
level
I
mean
beaverton
has
committed
to
paying
its
staff
well
and
it's
a
source
of
pride
as
it
should
be
in
the
community
and
among
staff.
So,
and
that's
you
know,
that's
true.
At
the
superintendent
level
I
mean
I
often
am
working
with
oregon
school
districts
and
saying
we
are
way
below
where
we
are
nationally
and
you're
you're
you're,
actually
in
a
good
place
nationally.
F
So
I
would
be
recommending-
and
I
really
it's
your
pocketbook,
so
I'm
mindful
that
I'm
talking
about
somebody
else's
pocketbook
right
now,
but
I
would
say
that
somewhere
in
the
330
to
360
range
is
where
you
would
probably
want
to
land
for
someone
who
is
a
seasoned
superintendent,
maybe
slightly
less
for
somebody,
that's
never
been
a
superintendent
before
that's
my
thinking
about
it.
I
you
know
really
it's
about
the
board.
You
know
sharing
their
thoughts
and
again
you're,
not
taking
action
or
trying
to
convince
each
other
right
now.
F
So
I'm
so
good
question
susan,
I'm
thinking
salary,
plus
tax,
sheltered
annuity
and
then
sometimes
there
are
some
other
pieces.
I
don't
mean
the
really
small
pieces
that
you
know
you
might
have
a
longevity
payment
you're
starting
to
see
folks
do
that.
If
someone
sticks
around
for
five
years,
they
get
x
number
of
dollars,
folks
who
are
moving
to
beaverton.
If
your
superintendent
doesn't
already
live
in
the
immediate
vicinity,
there's
going
to
be,
you
know
you
might
put
some
of
that
money
into
travel,
moving
expenses
and
so
forth.
F
So
there's
ways
to
come
up
with
that,
so
a
total
comp
I
I
would
take
out
the
two
things
that
I
don't
include
in
total
comp
is:
is
health
benefits
because
those
are
usually
the
exact
same
thing.
Other
administrators
get
and
pers
is
obviously
standardized
in
our
state.
It's
a
percentage
of
income.
C
Hank,
you
have
sunita
with
her
hand
up
and
susan
with
her
handout.
Thank
you.
D
So
when
you
do
the
listing
you're
going
to
give
a
range
of
salary
or.
F
F
I
think
so,
yes-
and
this
will
be
next
year's
versus
current
years,
what
you're
seeing
right
there
and
it's
a
tough
market.
So
that's
where
I
would
I
would
go.
You
know.
F
D
H
You
know,
though
that
was
there
was
a
back
and
forth
thing
right,
but
there
was
there
was
moving
expenses
and
then
it
ended
up
that
that
you
had
to
use
them
in
a
certain
amount
of
time
and
don
didn't
use
that
so
I
mean
so
there's
there's
some
given
there's
some
give
and
take
and
that
they
could
come
up
with
something,
but
most
the
time
whether
the
purse
is
included
or
the,
but
but
hank
you
don't
advertise
it
anywhere.
It's
only
the
people
that
you
actually
talk
to
that
you
give
them
the
range.
F
Here's
the
thing:
if
I
advertise
it
in
a
posting,
then
I
feel
like
I'm
committing
the
board
to
that
specifics.
It's
like
you
have
to
fall
into
that.
If
I'm
saying
on
the
job
posting
that
it's
let's
say
320
to
360,
then
you
look
bad.
If
you
end
up
not
there
and
so
really
yeah,
I
don't
I
don't
post
it
and
what
I'm
talking
to
particularly
candidates
who
are
meeting
a
threshold
and
we're
starting
to
have
a
conversation
like
they
might
really
apply,
they're
they're
going
to
say:
well
what
do
you?
F
What
do
you
think
the
beaver?
What
you
know
I'm
currently
making
x
number
of
dollars?
What
do
you
think
is
going
to
pay,
and
I'm
going
to
say
this
is
this?
Is
the
general
sense
of
where
I
get
from
the
beaverton
board?
Is
it's
probably
going
to
land
somewhere
between
here
and
there?
I
don't
specifically
say
it's
going
to
be
this
dollar
figure
and
this
tsa,
like
that's
your
job.
When
you
negotiate
the
contract,
I
want
to
just
be
able
to
give
them
an
overview
of
general
expectations.
F
If
they're
making
375
somewhere,
then
you
know
they
might
hear
that
you're
between
wherever
you
are,
then
people
like
look
and
that's
reasonable
and
fair
right,
like
they
might
decide
they're
making
too
much
money
to
apply
for
it.
So
that's
where
it
comes
up,
but
I
don't
really.
I
don't
want
to
post
a
range
because
that
really
hamstrings
you
to
have
to
be
in
that
range.
A
G
Part
of
this
I'm
just
thinking
looking
at
the
list
of
salaries,
you
know
in
terms
of
what
the
salary
slash
purrs
is,
you
know
and
looking
at
like
vancouver
at
275
and
like
portland
at
312
and
then
kind
of
going
into
like
tacoma,
because
I
kind
of
think
of
tacoma
like
portland,
even
though
I
know
it's
kind
of
in
the
seattle
area,
I
mean
I
would
do
the
bottom.
This
is
just
me
at
275
for
the
low
and
again
this
is
just
not
including
the
tsa.
G
Right
and
then
go
up
to
like
325,
so
that
would
be
the
range
depending
on
like
how
amazing
this
person
is
and,
like
you
know
how
we
really
you
know,
feel
because,
as
we
point
out,
this
is
just
kind
of
where
we're
thinking
in
terms
of
like
what
we're
willing
to
put
out
there
for
a
superintendent
range
to
recommend
it's
not
like.
Okay,
this
is
the
done.
This
is
what
the
salary
is
going
to
be
because
that's
negotiated.
A
For
me,
I
want
to
stay
open
because
we
could
potentially
get
a
candidate
who
maybe
even
did
a
larger
district
than
ours
or
was
coming
from
somewhere
else,
and
I
wouldn't
be
able
to
attract
that
kind
of
talent
if
we
need
to-
and
I
also
think
it's
important
too,
because
I
want
us
to
have
that
national
reach
so
that
we
can
get
diverse
candidates.
That's
incredibly
important
to
me,
and
so
you
know,
obviously
at
the
end
there's
a
negotiation
that
goes
on,
and
I
think
you
know
we'll
do
that
and
we'll
do
that.
A
Well,
but
I
I
want
to
make
sure
that
we've
got
enough
out
there
that
we're
able
to
attract
people
who
maybe
they're
stepping
down
from
a
very
large
district,
maybe
they're
in
a
district
of
100
000
kids,
and
that
they
want
to
end
their
career
in
beaverton.
You
know
I
you
know,
and
they
have
some
experience
with
very
complicated
systems
or
something
like
that.
I
wouldn't.
I
I
think,
like
my
feel,
is
like
yeah:
we
don't
want
wanna,
hamstring
us
and
not
be
competitive,
so
you
know
hank.
If
you
think
that's
the
range
like
330
360..
I
don't
think
it's
you
know
irresponsible.
Initially,
like
you
said,
I
think
it
is
a
hard
market.
I
think
right
now,
like
I
think,
like
you
said,
there's
inflation
everywhere.
I
If
donald's
doing
this
now
I
can
imagine
when
dom
did
it
before
we
actually
had
the
negotiating.
He
was
the
superintendent
of
the
year.
He
was
really
amazing,
so
he
had
leverage
and
get
us
now
would
be
really
hard.
We
have
to
chase
and
we
won't
want
to
lose
a
candidate
like
that,
so
we
have
to
be
willing
as
a
board,
to
like
go
above
portland
in
my
opinion,
probably
at
this
point,
so
you
know,
but
I
mean
I
want
to
make
sure
you
have
the
latitude
to
get
the
best.
H
I
I
also
take
into
account
some
of
these
other
areas.
I
mean
I,
you
should
pay
someone
for
what
they're
worth,
but
I
also
think
that
most
of
us
in
the
job
market
were
paid.
I
mean
the
cost
of
living
in
some
of
these
places
is
a
lot
more
than
they
are
in
portland.
Even
though
portland
has
gone
up,
the
portland,
the
greater
portland
area,
has
gone
up
a
lot
lately.
H
Housing
and
you
know
gas
groceries
all
those
kind
of
all
those
kind
of
things,
and
that's
why
you
have
cost
of
living
raises,
and
you
know
this-
this
doesn't
stay
their
salary
forever
when
they're.
Here,
it's
just
a
is
how
they
they
they
start
off.
H
H
You
know
I
would
be
really
open
to
the
fact
that
we
at
least
start
with
what
dawn
is
ending
with
in
that
low
300
range
and
again
it
would.
It
would
totally
depend
on
their
experience
and
it
would
depend
you
know,
but
I
I
would
say
we
would
would
not
go
backwards
in
any
sort
of
way
that
the
next
person
we
think
is
going
to
be
less
than
what
our
current
superintendent,
just
because
of
what
the
job
market
is
right.
Now.
A
F
C
I'm
in
line
with
what
has
been
mentioned
with
respect
to
paying
equity
looking
at
competitive.
You
know
that
within
the
range
that
you
mentioned
and
looking
at
other
factors
as
well
so.
A
Thanks
hank,
thank
you
board
appreciate
you
leading
us
through
this
tonight.
I
want
to
make
sure
there
was
an
omission
that
I
made
at
the
beginning
of
the
board
meeting
when
I
was
thinking
our
communications
and
community
involvement.
Folks-
and
I
apologize
for
this
omission,
but
I
forgot
to
mention
our
folks
in
the
multilingual
department
who
did
such
an
awesome
job
with
those
focus
groups.
A
So
thank
you,
toshiko
and
thank
you
to
everybody
from
that
department
who
helps
support
our
outreach
work
and
want
to
make
sure
you
guys
get
recognized
for
the
awesome
work
that
you're
doing,
and
I
I
think
with
that.
You
know
we
appreciate
your
work.
Hank
we're
looking
forward
to
getting
this
posted.
A
You
know
waiting
to
see
what
we
get
in
our
email
box
when
it
comes
time
to
the
candidates
and
probably
a
little
tired
once
I'm
done
reading
through
all
of
those
different
resumes,
maybe
a
little
beleaguered
by
the
end,
but
hopefully
we're
gonna
find
some
really
great
folks
and
I'm
excited
to
take
the
next
step
and
and
find
our
next
superintendent.
So
with
that,
we
look
forward
to
hearing
more
from
you
in
the
new
year.