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From YouTube: November 2022 School Board Work Session
Description
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A
B
I'm,
going
to
do
a
quick
roll
call
of
board
members.
Please
answer
with
present
Susan
Greenberg
president
Karen
Perez,
president
Eric
Simpson
present
Sunita,
Garg,
ugana
and
Anaya
and
ugana
has
technical
difficulties.
She
can
hear
us
tonight,
but
she
can't
speak,
there's
an
issue
with
the
phone
connection.
B
So
what
we're
going
to
be
doing
is
Uganda
is
going
to
raise
her
hand
and
then
put
her
questions
into
the
chat
and
I
will.
I
will
read
them
when
she
has
questions
or
comments,
but
Uganda
is
here
and
she's
on
the
screen.
So
I'm
gonna
count
she
as
president
of
Ghana
and
then
Becky
timchuk,
here,
Tom,
Collette,
I'm
here
and
I
know
that
Sunita,
while
not
present,
is
on
her
way
and
should
be
here
shortly.
B
So
tonight
we
have
board
leadership
development
with
Dr
Marty
Schaefer.
We're
very
excited
to
have
him
with
us,
and
I
am
going
to
hand
this
over
to
Dr
Schaefer
for
our
training.
C
C
This
is
my
first
year
of
not
being
on
the
board
and
I
still
walk
into
a
room
like
this
with
the
most
amazing
you
know
like
regard
for
who
you
are,
what
you're
doing
the
sacrifices
that
you're
making
I
mean
I
didn't
know
how
much
time
I
was
actually
given
to
the
board
until
I
got
off
you
almost
and
then
the
and
the
stress
that
you
carry
that
you,
sometimes
you
don't.
We
don't
even
know
we're
carrying
it.
It's
really
a
difficult
job,
and
so
I
just
want
to
look
at
you.
C
Each
eyeball
to
eyeball,
make
contact
and
just
say
thank
you
so
very
much
for
the
sacrifice
that
I
know
that
you're
making
and
the
our
communities
need
you
now
more
than
ever.
So.
Thank
you
very
much
for
who
you
are
what
you
do
with
that.
I
always
like
to
start
with
being
connected,
and
so
I
would
acknowledge
that
each
person
in
this
room,
whether
they're
on
the
board
or
in
the
cabinet,
of
course
the
superintendents
included
when
we
talk
about
it
work
is
it's
a
team
but
we're
all
real
people
we're
all
humans.
C
C
If
we
could
do
our
very
best
and
I
just
to
set
some
of
the
things
aside,
everything's
still
going
to
be
spinning
the
world's
going
to
rotate
just
fine,
it's
going
to
be
going
on,
but
we
really
want
to
be
present
to
this
moment
and
in
that
being
present
to
the
moment.
I
want
you
to
feel
great
at
any
point
of
asking
a
question
or
interjecting
I'd
like
to
acknowledge
that
I
came
from
a
very
large
family,
and
so
we
don't
even
know
what
it
means
to
interrupt.
C
In
fact,
interruptions
the
same
as
this
interjecting
it
it's
okay,
please
don't
lose
a
thought
or
an
idea,
because
you're
trying
to
be
polite
and
waiting
for
yourself,
I
will
say
something
just
say
something
as
it
comes
up
and
if
that
it's
awkward,
then
we'll
all
figure
it
out
together.
Is
that
fair,
so
that
that
helps
us
to
stay
present
and
although
being
very
nice
to
meet
you,
my
name
is
Martin
shaver.
C
We're
just
grateful
that
you're
here
and
so
again
we
spend
that
time
saying.
Thank
you
three
to
person
we
are
if
we
want
to
turn
our
slides
on,
are
we
able
to
see
the
slide?
But
if
you
look
at
the
very
first
one
that
says,
life
can
be
a
whirlwind.
I
I
feel
like
in
the
last
three
years.
It
has
been
more
of
a
whirlwind
that
it
hasn't
been
it
there's.
C
So
much
has
gone
on
and
so
so
fast,
but
in
the
middle
of
that
I
want
to
know
that
the
framework
that
I've
developed
is
to
be
able
to
move
us
to
what
we
can
do,
even
in
the
Whirlwind,
to
make
a
difference
for
students.
That's
really
what's
going
to
be
the
focus
tonight,
and
so
for
that.
If
we
were
a
part
of
a
plan
for
greatness,
then
we
would
do
something
right
for
other
humans.
C
C
If
you
wanted
to
understand,
because
I
really
believe
in
the
greatness
of
public
education,
I'm
an
advocate
for
students,
I'm
an
advocate
for
communities,
my
undergraduate
degrees
in
urban
planning,
I
gave
18
years,
I'm,
not
sure
exactly
what
I
was
thinking.
I
went
into
the
ministry
did
that
for
a
career
and
then
in
the
last
20
years,
I
went
into
the
private
sector
and
I've
been
giving
myself
to
public
education
and
so
for
us
to
be
able
to
come
together
with
these
amazing
individuals
around
this
table.
C
I
know
that
we
can
take
a
take
one
level
to
the
next
song
Thank
you
for
that,
and
let's
go
ahead
and
move
into
it.
Knowing
that
we
can
share
anything,
we
want
at
any
time
and
we
will
process
together
as
a
team.
Good.
Okay,
all
right.
Our
agenda
for
tonight
is
to
be
basically
go
over
four
things:
to
make
sure
that
we
get
to
focus
on
one
thing
and
so
those
four
things
if
we
can
go
to
that
next
slide
is
called
the
four
pillars
of
great
boards.
C
So
in
the
18
years
that
I
was
on
the
board.
What
I
recognize
is
that
you
have
to
do
four
things
very
well
if
internet,
if
you're
going
to
be
successful
and
then
really
these
four
things
are
built
around
trust.
So
when
we
talk
about
these
four
and
you'll
see
the
very
first
word
up
there
under
number.
One
is
build.
C
Trust
I
just
want
to
acknowledge
that,
if
trust
isn't
a
part
of
what
you
do
on
the
team,
you
probably
will
we
probably
really
don't
have
team,
in
fact,
to
the
same
degree
that
we
have
trust
with
each
other.
That's
our
level
of
connectedness,
and
so
the
Frameworks
built
on
this
premise,
and
here
it
is
connectedness,
equally
students
when
you
get
right
down
to
it
and
that's
what
we're
going
to
be
talking
the
more
connected.
C
We
are
as
a
team,
the
more
effective
we'll
be
and
so
number
one
is
for
us
to
be
able
to
have
that
kind
of
trust.
It's
interesting,
but
we've
got
to
have
a
high
level
of
clarity
about
the
roles
between
what
a
board
does
and
what
the
superintendent
does
and
superintendent's
cabinet,
because
if
we
are
inadvertently
we
could
have
the
best
intentions.
But
if
we're
inadvertently
going
over
to
somebody
else's
Lane,
then
what
happens
is
mistrust
because
we're
or
feeling
undermined
or
we're
feeling
misunderstood,
but
we're
moving
in
the
wrong
direction.
C
It's
such
a
wonderful
thing
when
we
look
at
it
around
the
clarity
of
the
roles.
We
shouldn't
see
it
and
you're
going
to
see
this
tonight
as
a
limiting
It's,
actually
an
opportunity
to
build
trust.
To
empower
people
number
two
is
just
a
shared
Vision
around
Student
Success
can
I
tell
you
is
that
in
my
first
eight
years
on
the
board,
I
would
ask
people
in
the
in
the
district.
C
What's
our
mission
vision
statement
again
or
in
a
lot
of
us,
we
didn't
even
know
it
much
less
our
part
of
what
made
her
work
and
so
then,
a
few
years
ago,
what
we
did
is
we
said
we're
going
to
do
a
cultural
shift,
we're
going
to
come
together
and
we're
going
to
co-construct
collectively
take
shared
Vision
around
Student
Success
and
that
changed
everything.
When
you,
what
everybody
really
got
to
put
their
their
heart
into
it,
then
they
knew
it
because
it
was
theirs.
C
It
was
at
ours
being
imposed
on
so
we'll
talk
about
that
a
little
bit.
The
number
three
is
accountability
and
encouragement,
which
is
my
favorite,
because
my
doctorate
degree
isn't
having
encouragement
and
accountability
at
the
right
level
so
that
the
outcomes
are
motivating
people
and
inspiring
people,
but
also
making
sure
that
the
activities
that
we're
doing
are
the
right
ones,
and
so
you
need
accountability
for
that,
and.
C
Make
sure
that
we
have
plans
that
everybody
knows,
and
we
all
know
our
part,
and
then
we
know
how
to
evaluate
those
things
in
such
a
way
to
show
progress
instead
of
being
pure,
we'll
hit
on
that
and
then
the
fourth
is
community
engagement,
and
this
is
interesting,
but
a
lot
of
us
what
we
do
as
board
directors
because
we
are
community-minded.
Otherwise
you
wouldn't
be
here
you're,
not
here,
because
of
the
amazing
amount
that
you're
getting
paid.
C
C
I'm
working
with
school
boards
across
the
country
in
Canada
and
you've
got
beans,
we're
starting
to
do
some
more
care
as
well,
and
this
is
wrong
through
in
every
place
or
runs
true
in
every
place
that
until
you
get
one
two
and
three
right,
we're
not
going
to
do
four
with
Fidelity
we're
not
going
to
do
it
well.
So
when
you
engage
the
community
before
you
really
understand
what
our
roles
are,
what
our
vision
is
and
what
we're
measuring
the
community
now
is
coming
at
it.
C
In
terms
of
you
know,
a
sense
of
confusion
or
they're
trying
to
leverage
us
right,
they're
trying
to
control
a
narrative
instead
of
knowing
how
they
are
doing
and
having
them
included
in
such
a
way
that
they
get
to
be
a
partner
and
that's
really
important
to
build.
But
it's
just
interesting
to
me.
A
lot
of
boards
right
now
are
feeling
the
Heat
engagement,
and
so
we
start
here,
but
we
do
better.
C
In
my
opinion,
and
again,
that's
always
good
to
have
conversations
when
we
start
with
one
two
and
three
before
you
try
to
really
go
too
fast,
so
I've
just
said
a
lot.
That's
the
agenda.
We're
going
to
then
move
to
a
focus
on
the
clarity
of
the
roles
and
then,
if
we
have
time
left
over
we'll
hit
a
little
bit
on
that
evaluation,
part
and
accountability.
What
that
could
look
like?
What
are
your
thoughts.
D
Think
you
know
for
those
of
us
that
have
served
a
while
and
then
those
that
have
not
served
that
because
we
have
gone
without
a
strategic
plan
for
so
long.
We
keep
doing
pieces
of
it
of
that
accountability,
piece
the
measuring
the
vision,
but
we've
like
so
many
other
school
districts,
we've
been
in
a
reactive
mode
in
in
quite
a
while.
D
So
I
do
think
that
that
shared
vision
is
critical.
You
know
we
we've
had
that
for
a
long
time
here
in
Beaverton,
but
Beaverton
has
changed
a
lot.
The
school
district
has
changed
a
lot
and
so
I
think
that's
and
measurable
outcomes.
I
think
a
lot
of
people
compete
that
with
testing
or
conf,
and
they
confuse
accountability
and
outcomes.
Meaning
you
don't
care
or
you
don't
have
empathy
or
you
don't
have
compassion
where
it's
truly
the
greatest
compassion
we
can
show,
because
it's
we
can
put
our
money.
D
F
I
was
also
going
to
comment
on
you
know
because
of
the
last.
You
know
we
have
a
new
board.
You
know
three
new
members
and
the
first
year
on
the
board.
F
We
were
all
remote
so
that
whole
feeling
and
I
think
this
is
why
this
is
so
important
tonight
in
terms
of
teamwork,
is
we're
all
just
getting
to
know
each
other
now
versus
you
know
a
year
ago,
when
we
all
started
on
the
board
or
I
mean
I've
been
here
a
long
time,
but
a
new
board
together,
so
I'm
excited
about
you
know
exploring
that
more.
Thank.
C
E
C
B
And
now
I
would
just
say
that
I
think
Becky's
comments
were
well
put
and
I
I
very
much
second
them
as
well
as
what
Susan
said
and
I
I
agree
with
both
my
fellow
board
members.
E
I
guess
for
me,
as
a
new
board
member
board
member
I'm,
one
of
the
newer
ones,
yeah
I
am
very
excited
that
we're
going
to
be
working
on
our
strategic
plan,
because
I
think
that
I
know
that
will
that
high
fun
of
me
Lord
have
to
have
a
strategic
plan
that
has
a
buy-in
from
the
group.
That's
been
co-constructed
as
well
as
so
that
we
can
align
our
board
goals
and
the
superintendent
goals
to
that
work
and
then
we're
all
moving
in
the
same
direction
and
it's
clear
Direction.
E
So
I
appreciate
that
and
I
think
the
other
part
that
you
mentioned,
that
we'll
be
working
on
like.
What's
our
Lane,
it's
been
a
freeway
I
mean
it's
just
been
like,
because
we
don't
we're
just
learning
to
so
I
think
that
it'll
be
nice
to
hear
and
and
build
on
that
and
continue.
Then.
C
We've
got
to
get
out.
We've
got
to
feel
great
about
asking
questions
and
then
we
need
to
be
teachable
and
correctable
too
right.
Sometimes
we
step
out
and
again
I've
been
at
this
a
long
time
and
a
lot
of
board
directors
we're
difference
makers
which
is
another
way
of
saying
type,
A
personalities,
and
so
we
want
to
come
in
and
we
want
to
move
and
make
things
happen,
but
it's
always
wise
to
be
able
to
understand
the
most
effective
way
to
do
that
is
collectively
well,
what
you're
saying
you
know
constructing
it.
E
E
Uganda
is
the
first
Nigerian
American
and
Sunita
is
the
first
Indian
American
I'm
the
first
Latina
to
be
on
our
school
board
and
we
come
from
communal
spaces,
Camino
communities,
I,
guess
that's
way
of
the
being
and
what
I
mean
by
that
is
that
our
community
comes
to
us
with
issues
that
they're
having
and
so,
and
we
hear
details
and
we
hear
all
these
things
that
are
happening,
and
so
how
do
we
share?
E
Go
from
a
communal
space
to
some
systems
that
we
have
in
place
here
as
district
and
board
regulations
and
board
rules
and
policies
that
we're
supposed
to
follow,
and
so
I
think
that'll
help.
This
training
can
help
us
figure
out.
How
do
we
go
from
a
communal
space
to
make
sure
that
we're
sharing
the
information
in
a
way.
F
That
I
just
want
to
also
interject
that
you
know
being
Jewish
and
bringing
in
that
perspective
too,
because
in
that
Community
believe
me,
I,
don't
know
about
Eric,
but
I
hear
from
individuals
who
are
Jewish
that
are,
you
know,
have
their
concerns,
especially
with
kind
of
the
anti-Semitism.
That's
going
on
right
now.
A
Yeah
I
I
like
your
agenda,
it's
it's
good,
especially
because
it's
not
only
we
are
new.
Our
superintendent
is
also
new
and
everybody
has
a
way
of
working.
So
you
know
some
things
might
have
been
okay
with
one
supreme
team.
Sometimes
it
might
not
be
okay
with
Gustavo
and
we
need
to
be
respectful
of
that,
because
if
we
want
to
make
things
happen,
we
have
to
work
together
right.
So
I'm
really
happy
that
you're
doing
this
and
we're
going
to
be
talking
about
roles
and
stuff,
and
so.
C
Yeah
I
hear
the
value
of
slowing
down
to
speed
up,
that's
really
yeah.
It
is
and
then
leveraging
our
communal
insights
right.
We
can
actually
leverage
things.
I
just
want
you
to
know
that
school
district
that
I
was
at
for
all
those
years
is
the
most
social,
economic,
ethnic
diversity
in
the
state
of
Washington,
and
so
not
only
that
we
were
also
33,
military
or
16,
but
a
special
needs,
and
so
because
JBLM
was
a
base
of
compassion.
So
you
just
had
a
lot
of.
F
C
C
But
we
were,
we
were
32,
but
you
know
Hispanic.
We
were
very
uniquely
had
56
different
languages
in
our
school
district,
and
so
at
first,
when
we
got
on
it,
it
was
like
this
is
very
complex
and
it
was
complex.
But
then,
when
you,
when
you
also
saw
this
opportunity
to
bring
strength
that
you
can
bring
that
much
together.
C
But
to
do
it,
we
had
to
build
a
lot
of
structure
to
support
an
opportunity
to
elevate
voice
is
basically
what
we
did,
and
so
there
that
is
kind
of
slowing
down.
But
when
you
build
the
right
things,
then
the
opportunity
for
you
to
draw
from
the
strengths
of
those
is
a
good
assets
to
bring
into
this
school
district.
E
But
for
me,
I'd
like
to
clarify
that
when
I'm
talking
about
our
new
board
members
coming
from
Camino
spaces,
not
to
take
away
from
our
other
board
members
that
have
that
have
all
these
shared
experiences,
I'm
thinking
about
coming
from
communal
spaces
and
then
learning
how
to
navigate
on
the
board.
E
The
three
our
other
three
poor
board
members
have
been
here
a
while
at
least
they're,
not
in
their
first
term
and
so
I
think
that
they
know
you
know
how
to
navigate
your
communities
and
then
bring
it
into
the
board
space.
So
that's
where
I
was.
E
C
Conversation,
thank
you
all
right.
So
this
is
our
and
then
I
would
just
add
one
more
to
this
agenda
and
I.
Think
it's
after
we
do
the
four
things
and
we're
about
an
hour
into
it
that
we
take
a
bio
break,
then
come
back
and
do
the
glass
so,
but
if
you
want
to
biography
for
that
hour,
then
just
make
sure
that
we
know
it.
We
will
stop
to
be
human.
Okay,
all
right,
we'll
go
to
the
slide.
Three
we'll
see
now
around
the
clarity
around
the
board.
C
I'd
just
like
to
ask
this
question:
have
we
you
know
when
we
ran?
Did
we
stop?
You
know
for
the
position
where
we're
asked
to
maybe
even
fill
the
fill
in
the
position.
Did
we
ask
yourself?
Do
we
even
know
what
a
great
record
looks
like
and
then
share
that
with
one
another?
Have
we
shared?
Have
we
taken
the
time
to
be
able
to
speak
collectively
that
this
is
really
what
we
believe
a
great
board
looks
like
is
sometimes
we
don't
know
what
we
don't
know
right,
we're
new
we're
moving
we're
running.
C
Some
of
us
who've
been
on
the
board
for
a
while
may
not
have
intentionally
asked
that
question,
but
before
we
even
answer
that
we're
going
to
in
a
moment,
another
side
of
that
is
indeed
understanding
impact.
It
could
really
have
on
our
student
system
and
that's
what
makes
it
worth
making
sure
that
we
move
that
extra
effort
to
know
what
it
looks
like
I
have
to
ask
you.
You
know
what
does
a
great
board
look
like
I'd
love
to
hear
a
few
of
your
thoughts
right
now.
D
But
sometimes
it's
easier
to
Define
what
a
great
board
doesn't
and
then
and
then
take
it
from
there,
and
you
know
I
think
boardwork
has
always
been
hard.
We'll
continue
to
always
be
hard,
but
covid
put
a
microscope
on
absolutely
everything.
D
The
way
we
operate,
and
so
all
the
things
that
talked
about
the
first
way
it
was.
It
was
hard
to
get
a
shared
Vision.
It
is
hard
to
have
relationships
when
you're
dealing
on
zoom
and
you
don't
I
mean
all
of
those
things,
so
you
could
easily
see
and
then
which
didn't
it
exist
as
much
I.
Don't
think
here
is
the
politics
that
came
into
that
we
were,
we
were
not.
D
We
had
not
been
trained
in
how
to
navigate
those
Waters,
and
we
were,
you
know,
face
faced
right
with
it
that
families
had
very
strong
opinions
about
how
we
should
be
handling
covet
so
that
that
kind
of
just
threw
us
into
a
so.
Even
if
you
use
words
like
you
know,
a
good
word
is
you're,
respectful
one
another's
perspective
and
you're.
D
You
know
you're
open
to
you
know
working
collectively
and
you
know
you
can
use
a
whole
bunch
of
adjectives
and
that
kind
of
thing,
but
I
think
all
of
that
was
put
to
a
test
during
coven.
A
Agree:
Clarity,
I,
guess
if
you
have
Clarity
in
Your
Vision,
what
is
it
that
you
know
what
our
goals
are
I
think
first
year
for
us,
we
were
just
maneuvering
trying
to
figure
out
what
I'm
supposed
to
be
doing
kind
of
a
thing
and
once
you
start
getting
to
know
people
and
goals
and
starting
attending
the
Committees,
you
know
like
okay.
What
does
it
take
to
make
sure
that
a
bond
passes
or
a
levy
passes?
I
had
never
done
that
in
my
life
and
you
learn
a
lot.
A
You
know
so
it's
I
guess
if
you
can
work
all
together
and
you
can
go
to
the
chairperson
or
the
superintendent
or
vice
chair,
and
there
are
other
people
to
help.
We
are
really
very,
very
lucky
to
have
these
four
people
in
the
board,
because
you
know
we
could
always
ask
them
a
question.
F
Would
I
would
tag
on
to
that
too?
I
think
you
know
no
matter
how
long
you're
on
the
board
you're
always
learning
yeah,
because
there's
change
happening
all
the
time.
So
if
I
came
and
said,
oh,
my
gosh,
you
know
I
know
everything.
Yeah
I
I
would
have
a
problem
and
I
would
ask
that
you
asked
me
to
leave
the
board
because
every
you
know
every
year
there's
something
different.
Every
you
know
there's
so
many
different
things
to
yeah
navigate,
but
the
other
thing
I
was
thinking
about
what
it
takes
to
be.
F
A
good
board
is
the
ability
to
you
know
to
have
respect
and
the
ability
to
listen
to
other
perspectives.
You
may
not
necessarily
agree
with
them
all
the
time,
but
it's
a
matter
of
going.
You
know,
I
may
like
start
here,
but
then
listening
to
what
someone
has
to
say,
you
know
I
may
change
my
whole
perspective,
which
I've
done
multiple
times
so
so.
B
B
Thank
you,
I
would
just
add
that
I
think
a
good
board
is
collaborative
that
that
and
it's
aligned
that
doesn't
mean
that
we
all
agree
all
of
the
time.
It's
okay
for
us
to
disagree,
but
that
we
have
the
opportunity
to
disagree
respectfully
with
one
another
and
that
from
that
comes
something
productive,
which
is
a
direction
and
an
alignment
that
supports
students.
D
I
would
I
would
also
just
add
on
that
too,
is
again
when
I
look
at
boards.
D
That
I
think
are
is
we're
working
for
the
greater
good
we're
working
for
something
besides
our
own
personal
agenda,
even
though
we
all
have
our
own
passions
and
and
things
that
we
want
to
accomplish
of
why
we
ran
and
why
we
serve,
but
just
to
constantly
be
reminded
we
are,
there
is
a
greater
good,
much
more
important
than
my
individual
role
as
as
a
board
member,
and
that
collectively
we
can
accomplish
that,
rather
than
just
my
individual
agenda
as
a
board
member.
C
You're
you're
taking
well
out
of
my
second
that
is
awesomeness
exactly
correct,
because.
G
C
And
at
a
nice
hope-
and
it
has
structure
to
thrive
in
right.
Those
are
the
things
great
boards
do,
and
it's
really
everything
we
said
is
right
and
as
we
put
that
together,
it's
like
ingredients
to
make
something
all
those
ingredients
have
to
come
together.
But
then
the
other
elements
have
to
be
monitored
too.
You
know
the
externals
to
make
their
bags
are
good,
but
the
bottom
line
is
going
to
be.
C
But
because
something
that
was
said
earlier
is
that,
even
if
you
are
a
professional
educator,
you
don't
know
what
it's
like
to
be
in
a
place
and
you
could
even
be
a
previous
superintendent
but
to
be
in
the
place
of
overseeing
this
staff.
This
it's
it's
Dynamic
and
unique,
and
that's
the
position
that
you're
in
and
so
what
we
don't
want
to
do
is
to
come
in
and
say
we
know
how
to
manage
the
district.
C
And
make
sure
they
have
the
community's
best.
That's
the
mindset
that
we
get
to
bring
as
a
unique
mindset,
and
so,
if
it's
done
powerful,
what
we're
doing
is
we're
literally
empowering
and
releasing
something
and
her
or
his
status.
I
just
have
to
be
able
to
do
remarkable
things
on
behalf
of
students
right
and
we.
What
we
get
to
do
is
oversee
that
and
bring
support
to
it
that
we
also
get
to
do
some
magnificent,
which
is
to
recognize
that
we
were
elected
and
that
there's
never
been
a
time
where
there's
been
more.
C
What
I
call
like
an
erosion
of
confidence
in
institutions
in
general
across
our
country.
So
it's
not
just
educated
friends.
You
can
look
at
almost
any
area
and
where,
prior
to
covid,
there
was
a
high
level
of
just
Assurance,
whether
it's
in
medical
profession,
whether
it
was
law
enforcement
or
whether
it
was
finances
all
these
things,
they've
been
shaken
and
what
I've
learned
is
I'm
working
across
the
United
States
in
different
places.
Is
that
when
things
shake
like
that,
because
a
sense
of
uncertainty?
G
C
The
one
that
you're
going
to
quote
unquote,
fight
for,
and
so
what's
interesting,
what
we've
learned
is
they
taught
us
this
interview,
I
mean
30
years
ago.
The
schools
are
the
Hub
of
a
community
schools
are
there
but
community,
and
it's
it's
proving
to
be
true.
All
to
this
thing
as
well,
and
you
you
can
see
it
where
people
are
really
again.
C
F
And
some
are
good,
some
good
and
some
bad
yeah,
so
I
mean
that's.
The
hard
part
is
like
I.
Think
we've
been
very
fortunate
in
our
district,
at
least
to
this
point
that
we're
not
getting
that
as
some
other
school
districts
are
that
are
near
us,
the
divisiveness
that
you
hear
and
see,
but
I
mean
you
said
the
word
hope
and
I
think
that's
really
important
for
us,
but
for
our
kids
to
have
hope
and
so
I
think
one
of
our
jobs
is
to
provide
hope
for
our
community.
Absolutely.
C
So
what
we
get
to
do
is
and
then
hopeless
energy
right.
So
when
you
have
the
energy
of
outside
to
the
right
strategies,
now
you're
actually
doing
the
opposite
of
eroding
confidence,
you're
building
confidence.
So
what
we
get
to
do
is
we
get
to
communicate
confidence
back
to
our
community,
that
elected
us,
and
so
in
a
sense.
C
We
know
that
we're
like
I,
think
you
were
talking
about
Amazon
as
well,
but
if
we
believe
that
those
are
the
rights
to
teaching
plans,
if
we
believe
that
we
have
the
right
leadership
and
funds,
we
have
an
opportunity
to
really
be
confident
in
what's
moving
forward.
Now,
it's
an
opportunity
to
be
able
to
share
and
increase
and
Elevate
voice,
which
is
what
really
I
think
what's
going
to
have.
C
E
I
think
the
only
thing
I
would
add
would
be
the
measures
that
go
along
with
that,
so
that
we
can,
with
what
you
just
mentioned,
so
that
we
can
actually
see
here's
some
concrete
measures
that
we
have
so
that
we're
seeing
that
what
we're
working
on
is
actually
moving
this
District
forward
or
the
students
achievement
or
whatever
that
might
be
forward.
Yeah.
C
C
That
in
number
three,
so
you
guys
are
taking
all
my
next
slides,
and
so
the
measurements
are
so
significant
and
what's
what's
significant,
is
that
we
as
a
board,
can
measure
ourselves
as
well.
Isn't
that
interesting?
How
well
are
we
really
coming
together
as
a
team?
How
well
are
we
co-constructing
things?
How
well
are
we
bringing
support
to
the
one
person
that
we're
really
oversizing,
and
so
we
get
there's
a
lot
of
things
that
we
have
to
measure
and
the
significance
of
like
this
is
that
when
we're
measuring
it's
more
like
what
you.
B
C
G
C
We've
gotten
this
far
and
that's
great,
but
if
we're
going
to
go
from
this
level
to
the
next,
what
is
it
that
we're
going
to
need
to
do
and
focus
on?
So
that's
the
type
of
measurement
so
I
think
is
so
significant
thanks
for
bringing
it
up
and
so
measurements
are
important,
but
we
just
want
to
make
sure
that
we're
measuring
the
right,
okay
right,
all
right.
So
if
we
can
go
to
the
next
one,
this
is
just
the
clarity
around
the
rolls
and
so
I'm
just
suggesting
the
board.
C
That's
that's!
What's
going
to
make
this
board
significant
when
you
come
together
that
there's
high
levels
of
trust,
you
can
share
the
things
that
you
need
to
share
and
that
in
that
sense,
that
you
can
say
we
are
a
collective
voice
because
that's
what
we
are
it's
a
board
right,
but
it's
not
just
governance.
In
fact,
I've
been
a
part
of
the
boards
to
understand
governance.
C
So,
let's
move
to
the
next
one,
which
is
the
shared
Vision
around
Student
Success,
that's
already
been
talked
on
or
talked
about,
but
here's
the
question,
just
like
we
said
do
we
know
at
a
great
board,
looks
like
an
impact
that
it
could
have
here's
a
question
that
we
to
make
sure
that
we're
forging
the
right
belief
around
students,
exactly
very
simple,
imagine
what
a
student
could
achieve.
You
know
she
felt
fully
supported
fully
supported
by
a
community
for
her
best
interests
or
success.
C
Lord,
that's
what
we're
dealing
so
we
want
to
start
their
student-centric
you're.
Absolutely
right
and
each
perspective,
because
it's
not
it's
not
the
same
for
each
and
every
person
right
and
so
here's
the
the
difficult
work
of
a
board.
We
have
to
be
there
to
hear
each
we're
going
to
hear
each
board
meetings
we're
here
in
each
about
I
mean
no
I
filled
out
vaccines
about
masses.
C
How
I
feel
about
virtualness
so
you're
going
to
hear
the
each
But
ultimately
you're
responsible
to
do
to
put
into
motion
what's
in
the
best
interest
of
the
every,
and
so
it's
very
complicated
to
do
that
right.
So
we
have
to
have
one
eye
almost
on
each
and
the
other
eye
on
every,
and
this
is
why
we
rely
so
heavily
right
over
here
in
this
leadership.
C
So
we
hear
we
build
some
Direction,
but
it's
so
complicated
to
know
how
to
move
that
forward,
and
that's
that's
the
opportunity
that
we
have
okay,
this
moved
in
that
direction
such
a
way.
That's
gonna
meet
all
the
requirements,
whether
the
federal
state,
whether
they're,
going
to
be
always
pacified
with
the
loudest
voices
or
whatever.
But
this
is
what
we
can
do
and
now
it's
all
opportunity
to
use
the
board
to
see
how
we
hurt
each
other.
So
at
this
point
this
is
how
we're
going
to
move
together
forward
right.
B
C
Sometimes
what
I've
found
is
when
somebody
comes,
and
they
says-
and
they
said
this
yeah,
but
you
didn't
do
enough
for
the
military
students,
which
is
something
we've
genuinely
heard,
and
understandably
so,
in
our
giving
away.
32
of
your
your
kids
are
in
military
families.
You've
got
to
really
work
hard
to
know
how
to
make
that
fair
for
them
and
I
mean
opportunity,
because
a
lot
of
times
you
only
get
them
for
two
years
right.
C
So
you've
got
to
get
that
right,
it's
very
difficult,
so
we
would
listen
hard
and
we
would
I
say
to
other
individuals.
Well
we're
going
to
have
to
change
the
way
we
operate
that
and
so
what
can
we
change
now?
Let's
all
have
that
conversation
or
some
things
you're
going
to
have
to
do
as
opposed
to
always
staying
the
same.
So
those
are
the
hard
conversations.
It
sounds
good
at
the
first
to
say:
yeah
we
want
to
have
a
shared
Vision.
Then,
when
you
have
each
and
every
coming
together,
then
it
gets
hard.
B
F
That's
really
an
interesting
concept
because
you
have
the
each
someone
calling
you
up
as
an
individual
saying.
I
have
this
issue
with
my
kid
at
this
one
school
and
it's
not
necessarily
the
every.
So
you
know
and
as
a
you
know,
an
advocate
you
want
to
you
know
you
know
be
nice
to
the
people
there,
but
also
recognize
that
we
may
not
be
able
to
help
the
each
because
we
want
to
help
the
Abbey.
It's
a
really
very,
very
and
have
a
place
to
be.
C
And
so
those
are
difficult
conversations,
but
what
we
can
say
is
we
have
heard
you
we've
done
our
best
collectively
and
then
we've
spoken
with
the
professional
Educators
to
come
up
with
the
ways
that
we
think
will
work
best,
and
so
this
is
the
Trap
we're
on
right
now
we're
evaluating
it,
we're
measuring
it
and
if
there's
opportunities
to
make
adjustments,
we
will
do
that.
So
that's
what
we
have
to
say.
F
A
F
That
makes
it
very
hard
for
our
administrators
because
there
may
be
things
that
are
pushed
down
that
are
not
what
we
believe
is
right
for
kids.
F
C
Can
you
see
why
I
started
off
when
I
told
you?
Thank
you
so
much
I
meant
it
18
years
and
I
got
on
original
just
to
fill
a
position,
because
the
person
vacated
after
two
and
I
thought
I'll
just
get
on
for
two,
and
you
know
that'll
be
my
to
give
it
up
by
myself.
So
I
didn't
really
come
in
with
an
agenda.
I
got
on
and
I
agreed
and
the
very
next
day
I
got
a
phone
call
from
somebody.
You
need
to
help
us
fire.
C
C
C
Next
week-
and
this
is
it's
humorous-
but
it
was
my
sister-in-law's
brother-in-law
who
happened
to
be
the
president
of
the
Union
I
had
no
idea
who
said
I
haven't
seen
in
a
long
time.
Do
you
want
to
have
lunch
I've
seen
him
one
time
at
a
party
and
so
I
just
said,
I
started
learning.
Oh
my
gosh
and
I
was
able
and
I
knew
enough
on
that.
I
just
said:
no
we're
not
happy
I
know,
that's
a
conflict
plus
I.
C
I
want
to
hear
we're.
Gonna,
there's
gonna
be
a
eat,
that's
good!
That's
what
we
do.
We
have
we're
required
to
give.
It
comes
up,
but
I'm
also
going
to
build
a
platform
for
those
who
aren't
speaking
and
then
I'm
going
to
turn
it
around
and
make
sure
that
you
get
to
hear
how
it
impacts
the
evidence
right.
That's
my
role
and
that
really
Set
Me
Free
from
trying
to
pacify
another
word
that
individual
agenda
that
sometimes
is
almost
louder
yeah.
What
reality
you.
C
C
H
C
This
I
appreciate
we
come
back
and
go
out
and
find
two
and
a
half
million
more
dollars
for
people
with
special
needs,
because
you
know
in
Washington
will
make
it
up
to
50
we're
at
16
all
right.
So
now,
let's
everybody
says
they
want
to
help
the
community.
Let's
find
out
where
you
really
want
to
help
we're
going
to
need
2.3,
that's
exciting!
C
H
C
C
E
The
second
portion
I
think
there's
some
situations,
however,
and
so
far
that
I've
expanded
so
far
that
there
are
times
that
we
we
do
mess
up
and
it
does
impact
in
each
and
I.
Think
that
that's
where
currently
you
know,
and
before
too
with
on,
but
I
feel
comfortable
coming
up
to
the
superintendent
saying
hey,
this
is
a
situation,
I
mean
I,
can't
say
we
messed
up
or
not
I'm,
just
saying
here's
a
situation
and
I
think
maybe
you
should
that
you
should
know
about
and
then
take
it
upon.
G
E
Know
and
then
they
can
have
that
communication
with
the
family
because
they
are
and
and
that
each
and
every
piece,
and
sometimes
it
is
a
policy
issue
or
it
is
something
that
a
budgetary
issue
that
something
that's
within
our
lane.
But
the
actual
details
of
how
that's
done
is
in
his
Lane
and
in
their
Lane
but
yeah.
We.
C
We
may
hear
it,
and
so
it's
really
incumbent
on
us
as
a
board.
If
we
want
to
Be
an
Effective
board,
then
you've
got
to
have
a
structure
to
be
able
to
handle
that,
and
so,
when
somebody
has
a
legitimate
concern,
we
may
have
missed
them.
You're
gonna,
miss
them
yeah.
There's
a
lot
of
students.
There's
a
lot
of
needs.
There's
a
lot
of
legislation,
so
they're
always
happening
so
we're
going
to
miss
something.
You've
got
to
make
sure
great
structure
to
handle
the
one-offs
and
those
other
things.
C
But
that's
why,
in
our
board
we
created
a
standard
operating
procedure,
got
a
couple
of
things
that
were
imperative,
and
so,
if
I
would
have
had
a
need
to
go
to
the
superintendent,
because
you
know
somebody
came
and
said,
hire
the
athletic
director
right
number
one
I
can
share
to
that.
Individual
I
can
say
this
really.
Have
you
gone
to
the
director
gone
through
the
processes
that
are
already
in
place
right
because
that's
where
you
should
start,
you
should
start
with
what
we
call
the
point
of
pain.
C
It
probably
wasn't
the
right
way
to
say
because
negative,
but
the
point
of
need
everybody
said:
have
you
gone
to
that
point?
That's
where
you
start,
and
then
you
know.
If,
if
that
didn't
work,
then
you
would
go
to
somebody
in
the
district
office
and
then
go
through
these.
Why?
Because
the
school
district
needs
to
understand
your
concerns,
I
don't
need
to
recommend
all
that
and
to
try
to
fix
it
or
tell
somebody
what
to
do
with
it.
C
So
we
would
we
created
that
point
of
contact,
which
is
a
nice
way
to
say
it.
Then
we
also
said
if
I,
if
I
as
individual
wardner
felt
like
I,
saw
something
or
it
needed
solved,
or
at
least,
but
we
want
somebody
to
be
aware
of
it.
Then
we
had
a
way
that
the
individual
would
share
with
the
board
president
and
then
Don
the
board.
President,
then,
would
have
a
weekly
notes
that
would
go
back
out
because
you
can't
violate
open
trust,
I
mean
meaning
laws,
and
so
one
person
had
a
concern.
C
If
you
have
further
questions
now,
it's
the
boss
in
that
court,
so
that
way
at
least
one
person
wouldn't
say-
oh
I
heard
this
and
I
went
to
them,
but
the
rest
of
us
don't
even
know
right
so
that
we
aren't
able
to
team
up
or
support
it
or
come
alongside
so
that
you
know
we
just
we
want
to
have
these
kind
of
systems
in
place.
It's
not
only
if
we
mess
up
but
how
to
be
able
to
funnel
as
much
information
to
the
whole.
B
D
I
think
you,
you
brought
bro
real
important
thing:
there
a
system
and
protocol
and
process,
and-
and
you
know
we
get
emails
and
we
don't
know
if
they've
come
to
us
individually
or
if
they
say
to
the
full
board
and
if
it
says
to
the
full
board
and
our
process
is,
it
goes
to
the
board
chair
to
handle.
D
We
don't
all
try
to
handle
and
give
differences
of
opinion,
but
again
with
every
superintendent
with
every
cabinet,
whatever
we
have
different
processes
and
protocols,
and
so
whether
it
be
signing
on
to
an
sop
or
whatever
it's
just
all
of
us
need
to
be
aware.
What
is
the
and
I
I
think
we
do
know
that
that
that
a
parent
is
calling
and
they're
complaining
about
a
teacher
that
I
think
most
of
us
know
have
you
talked
to
that
teacher?
D
Have
you
talked
to
that
principal
if
you
talk
to
that
counselor
coming
to
the
board,
but
the
problem
is:
when
folks
go
to
your
website
and
see
an
organizational
chart,
they
see
this
little
tiny
box
of
board
of
directors
at
the
top,
and
if
I
can
remember
at
all
these
years,
when
I
would
say
you
know
that's
not
in
our
policy
or
that
you're
the
boss,
no
we're
the
oversight.
We
are
the
governance.
D
D
It
is
so
that's
it's,
the
problem
is
the
organizational
chart.
People
are
used
to
looking
in
business
or
whatever
who's
ever
at
the
top
is
who's
the
boss.
Rather
than
that
we
are
an
elected
governance,
but
but
it
I
think
you
said
a
very
important
thing
there
and
that's
that
you,
you
have
to
rely
on
systems
and
protocols
and
processes.
F
You
know
what
Becca
that's
such
an
important
comment
and
in
terms
of,
and
it's
all
about,
communicating
right,
because
it's
not
just
our
constituents
and
our
community
that
think
we're
at
the
top,
but
teachers
and
principals
think
that
same
thing
that,
like
they,
that
we
make
decisions
that
are
more
in
Gus's
Lane
than
our
land.
They
they
make
assumptions
that
we're
making
or
we
have
more
influence
than
we
have
to
give
input.
So
this
is
there's
not
that
understanding
of
what
our
job
is.
F
C
The
difference
between
Direction
and
management-
it
really
comes
down
to
that
and
that's
not
clearly
the
rules,
but
isn't
it
more
exciting?
We
can
say
right.
This
is
what
we
do.
We
help
create
a
shared
Vision
around
Student
Success.
That's
what
we
do.
That's
one
of
the
most
important
works
that
we
do
and
we've
done
that
collectively,
we've
co-constructed
it
best.
We
know
how,
because
we
want
to
elevate
the
level
of
importance
for
Student,
Success
I
think
we
should
build
a
turn
and
say
to
them,
and
this
is
what
Student
Success
looks
like.
C
This
is
what
it
is,
and
sometimes
we
haven't
even
been
given
the
space
to
do
that
because
of
all
the
demands
and
the
Damage
Control
and
the
other
things
that
we
as
ports
are
doing
so
I'm,
just
I'm
looking
forward
to
at
some
point
if
it
goes
there
to
be
able
to
help,
come
and
just
erase
them
in
the
foundation
for
you
to
come
up
with
this
concept
of
not
only
the
student
profile
or
the
profile
of
the
graduate,
but
at
the
heart
of
it.
C
C
Disarms
them
from
where
they're
at
because
so
many
times
we're
caught
in
our
needs
right.
So
something
happened
and
I,
don't
know
the
coach
didn't
play
Gertrude
on
time,
so
now
I'm
on
the
athletic
director
of
fire
all
right.
So
let's
talk
more
about
what
happened.
You
know
even
opportunities
to
share
because
you
want
Gertrude
to
be
successful,
we're
trying
to
build
a
structure
in
a
school
system
that
wants
that
too.
So
what
does
success?
Look.
B
C
Is
it
going
to
look
like?
Does
success
really
look
like
when
you
didn't
get
put
in
fire
somebody,
because
that
might
not
be
an
overall
best
interest
of
grocery
right?
So
you
get
to
have
some
of
those
conversations,
but
we
got
them.
We
must
bring
it
back
to
Student
Success
in
our
conversations
and
I'm
sorry
for
anybody
that
might
have
somebody
named
groups.
B
B
G
A
B
Provides
a
system
it
provides
a
lane
where
people
can
then
go
to
get
redress,
but
it's
not
the
board
right
and
the
complaint
system
is
very
clear
about
the
different
levels.
It
goes
through
so
I,
just
when
I
put
that
forward,
not
that
we
want
to
generate
complaints.
I
think
that
that's
not
the
point,
but
the
point
is:
if
people
have
concerns,
it
is
like
a
knowable
lane
that
we
can
move
them
towards
if
they
need
to.
C
Yeah
Tom,
please
thank
you
for
speaking
up
and
and
sharing
and
what
an
important
element
to
have,
and
maybe
you
know
we
can
even
direct
people
to
a
website
or
a
place
where
it's
really
accessible
for
them
to
get
to
right
and
I
also
want
to
go
back
because
I
I
really
appreciated
the
comment
that
was
made.
I'm.
Sorry
I
can't
remember
exactly
who
said
it,
but
if
you
get
an
email,
I
think
Beck.
C
It
was
you
that
we
know
that
the
board
president
has
responded
and
that's
the
one
voice
right
and
so
now
we
know
that
it's
moving
into
the
direction
of
communication.
What
we
wouldn't
want
to
do
is
all
of
us
response,
because
now
there's
two
two
things
where
you
can
go:
sell
them
yeah
and
so
that's
a
great
process.
All
these
processes
really
Empower
us
to
make
sure
that
we're
spending
our
energy
doing
that
which
is
in
the
best
interest,
not
doing
damage
control
because
of
our
community.
That's
hard!
C
I
just
want
to
share
with
you
that
my
last
20
years
have
been
in
Corporate
America,
but
the
last
10
of
that
have
been
working
more
in
the
educational
space
in
Corporate
America.
So
it's
it's
been
interesting
to
see
and
one
of
the
things
that
we've
been
hearing
from
employment
places
in
our
country
is
that
what
they
really
want
to
see
when
you
ask
them
to
Define
Student
Success
they've
been
using
something
they
use.
C
The
word
called
life
skills,
soft
skills
ready
now,
leaders
thing
and
I
can
really
appreciate
that,
because
sometimes
when
we
talk
about
Student,
Success,
we'll
narrow
in
on
the
Scholastic
and
academic
and
I
like
it
was
already
shared
around
this
table
that
a
lot
of
times
the
way
that
we
Define
students,
success
really
is
not
defining
the
student
at
all.
But
it's
only
looking
at
the
indicators
of
how
well
they're
moving
through
artists
right.
So
an
indicator
and
a
definition
of
success
are
very
different.
Things.
F
So
that's
interesting
when
you
talk
about
it
in
the
terms
of
the
last
two
years
with
covid
and
how
difficult
our
our
students,
the
difficulty
they're
going
through
right
now
and
to
look
at
what
success
really
means,
and
you
know
like
we
need
to
maybe
do
a
mind
shift
and
what
we
you
know
look
at
in
terms
of
our
metrics.
So
I
really
appreciate
that
comment.
B
G
It's
on
the
wall,
another
room
but
I
mean
I
like
I
liked
a
lot
of
those
principles
because
it
was
like
you
know,
doesn't
say
metric
system.
It
says
enabling
all
students
for
a
post,
High,
School
Success,
whether
in
the
military
or
a
vocational
job,
a
lot
of
ways
to
do
well
in
this
world
right,
so
I
thought
that
was
a
fun
activity
we
all
did
together
when
we
did
that.
Remember
we.
F
G
F
E
F
I,
you
know
when
you
talk
in
those
terms.
It's
also
like
you
know.
I
and
I
bring
up
my
own
kid
who
didn't
have
a
normal
high
school
experience
and
had
mental
health
issues
and
doesn't
have
a
GED
but
is
going
to
PCC
and
I'm
sure
she
loves
when
I
bring
her
up.
As
an
example,
I
know
she
doesn't
so
I'm
glad
she's
not
watching.
F
Excellent
guilty
right
there,
but
it's
the
fact
that
every
kid
is
different
and
you
know
some
kids
have
the
opportunity
and
support
from
their
homes
and
some
kids
don't,
and
you
know,
I'm
worried
about
those
kids
all
of
those
kids
but
I.
You
know
I
want
to
be
able
to
lift
up
those
kids
that
may
not
have
the
supportive
parents
don't
know
how
to
get
through
the
system
to
help
their
kids.
C
So
powerful
way,
it
goes
amazing
board
is
that
two
things
have
to
take
place
for
us
to
get
to
where
you
just
said.
One
is
that
the
school
district
needs
to
build
a
supportive
learning
environment
for
every
student
best,
all
right.
That's
what
that's!
What
they're
doing
this
Amazing
Adventures
group
they're,
building
a
supportive
learning
environment
for
students
with
them,
with
the
concept
of
each
and
every
pulling
that
together?
C
We
should
have
strategies
for
them,
but
if
we
really
want
to
see
students
to
be
successful,
we're
going
to
have
to
have
a
more
collaborative
approach
just
have
to
involve
the
community.
Do
some
Community?
Well,
so
that's
where,
if
we
make
these
first
three
things
right
remember
if
we
have
an
understanding
of
our
roles,
we
really
have
a
shared
Vision
that
the
community
believes
in
around
Student
Success.
If
it's
the
other,
you
really
are
helping
my
my
child
be
ready
for
their
future.
C
Now
we've
done
something
great
right
because
they
know,
and
then
the
third
thing
is
whether
or
not
we're
measuring
the
progress
that
we
make
and
we
even
have
the
dashboards
for
our
community
yeah.
We've
done
those
three
things,
thank
you,
but
until
then
it's
sometimes
it
feels
it
felt
like
for
me
anyway.
That
I
was
always
being
blamed
by
the
community
or
social
needs
that
weren't
being
met
in
a
very
complex,
difficult
world
and.
F
C
Was
just
as
a
board
director
I
was
just
trying
to
protect
this
thing
called
classroom
instruction
time
for
this,
for
the
superintendent
in
the
school
district
and
by
the
way
my
wife
was
a
teacher.
I
have
three
daughters,
two
my
daughters
were
teachers
and-
and
they
were
helping
me
understand.
If
that
happens,
how
does
that
impact
classroom
instructions
so
they
kept
on
putting
that
on
their
stuff?
Finally,
got
that
and
could
understand
it,
so
we
created
another
route
of
a
supportive
living
environment
for
children,
so
Student
Success.
C
That
would
come
down
to
the
accountability.
Thank
you
there's
some
great
things
we
do
because,
since
the
last
I
think
four
months
ago,
McKenzie
report
came
out
their
information.
Now
the
lady
one
was
good
because
it
gives
you
a
lot
of
information
with
MacKenzie
wants
phenomenal
of
saying
that
when
these
skills
are
in
place,
we
can
tie
that
to
success
levels.
They
can
tie
it
to
so
many
different
factors.
So
it's
a
great
time
to
even
revisit
so.
C
Let's
say
you
did
at
60
or
70
years
ago,
wonderful
you're
going
to
have
a
new
board,
but
the
the
world's
changed
in
the
last
three.
So
now
you
have
to
actually
have
people
with
virtual
competence.
Technology
is
a
lot
bigger
than
what
it
was
just
a
few
years
ago.
So
it's
wonderful
to
revisit
that
and
to
be
able
to
say
with
some
confidence
ourselves
that
this
school
district
understands
that
and
is
moving
things
in
the
right
direction,
all
right.
C
So
our
next
one
is
this:
the
accountability
and
the
evaluations,
and
so
when
I
will
come
in
and
meet
with
the
board
one
of
the
things
I'll
ask
them
is.
Can
you
tell
me
how
your
last
board
evaluation
went
so
that
I
have
a
I
know
an
understanding
of
being
able
to?
Because
it's
hard
to
it's
been
a
while
it's
hard
to
measure
team,
and
so
you
almost
have
to
see
the
evaluation
to
get
an
idea.
How
well
the
team
is
I'm.
C
D
Tom
you
might
want
to
how
was
Arabic.
You
might
want
to
address
that
yeah.
B
I
mean
I
would
say
that
one
of
our
challenges
is
figuring
out
how
to
align
our
evaluations
with
like
a
larger
strategic
plan
and
so
and
trying
to
figure
out
where
the
the
value
is
in
in
the
goals
that
the
board
set
and
I.
Think
one
of
the
things
that
we
that
challenged
us
over
the
last
two
years
was
being
in
an
environment
where
we
were
working
on
the
issues
that
were
in
front
of
us,
but
not
necessarily
aligning
on
a
larger
strategic
plan.
That's
right,
so
I
think
that
that
was.
B
You
know
if
I
had
some
wrote
that
was
kind
of
the
challenge
there,
but
we're
we're
very
interested
in
learning
more
about
Frameworks,
because
I
I
think
you
have
some
Frameworks
to
bring
forward
that
could
be
used
and
we're
very
interested
in
learning
about
the
the
current
work
we're
doing
on
the
Strategic
plan.
C
Yeah
Todd,
that
is
so
clearly
what
you
what
you
said
for
most
of
us
in
school
boards.
We
in
the
last
two
years,
we
saw
something:
we've
never
seen
before.
It's
like
when
I
first
got
on
the
board.
It
was
literally
a
non-partisan
position.
Now
it's
not
even
like
bipartisan,
so
politically
charged
that
there's
a
whole
other
level
that
you
have
to
work
with.
So
many
of
these
factors
that
we
are
new
to
us
and
I
feel
like
come
for
a
lot
of
us.
C
D
D
I
mean
you
couldn't
just
totally
walk
away
and
say,
because
you
know
in
crisis
is
when
you're
really
tested
of
What,
You're,
Made,
Of
and
and
far
our
processes
in
place
and
our
but
again
to
beat
ourselves
up
even
more
on
top
of,
and
that
we
were
so
worried
about
what
was
right
for
kids
and
our
staff
was
burnt
out
and
our
you
know
all
these
different
things.
It
was
just
we
survived,
we
survived
and.
C
C
Across
the
United
States
yeah
board
directors
are
going,
this
is
exhausting
and
it
isn't
worth
it,
and
so,
unless
you
that's,
why
I
started
really
with
that
concept
of
thanking
you,
but
then,
and
then
talking
about
the
language.
But
if
we
really
believe
in
Student
Success,
that's
what's
going
to
cause
us
to
laugh
like
we
can't
even
help
it,
because
we
actually
know
that
the
community
is
only
as
strong
as
we're
sending
up
our
students.
We
know
that.
B
I
just
got
a
question
from
ugana
and
I
wanted
to
make
sure
to
read
this
question:
what
is
the
importance
of
evaluating
board
members
and
who
should
perform
the
evaluation.
C
Yeah
I
believe
that
the
importance
is
was
spoken
of
earlier
in
terms
of
when
you're
measuring
the
right
things,
you're
able
to
see
the
progress
and
make
Corrections
along
the
way.
C
So
you've
got
to
have
some
type
of
evaluation
to
it
needs
to
be
measurable,
it
needs
to
be
fair
and
it
needs
to
be
so
constructed,
and
so
what
we
do
is
we
create
a
framework
that
is
open-ended
and
so
that
we
co-construct
it
with
you
and
with
the
superintendent
and
the
superintendent
will
also
take
it
oftentimes
to
his
cabinet
into
the
input
there
so
that
we
can
make
the
evaluation
as
360
as
possible,
maybe
in
that
direction,
because
we
want
it
to
be
comprehensive
and
meaningful,
and
so
in
the
valuation
you're.
C
B
C
A
board,
but
those
are
it's
probably
going
to
come
back
to
looking
at
those
two
things.
Are
we
putting
the
right
initiative
strategies
forward?
Are
we
supporting
the
work
of
the
district
and
then
are
we
doing
it
in
such
a
way
that
is
strengthening
the
collective
Voice
or
inadvertently
undermining
it?
That's
what
we're
looking
at.
C
And
it's
exciting
to
be
able
to
look
at
it
because
we're
all
learning
and
growing
and
making
making
progress
what
we
don't
want
is
we
never
want
any
evaluation
to
be
punitive,
and
so
you
know
I'm
looking
to
the
cabinet
now
and
several
of
them
have
probably
gone
out
and
done
teacher
evaluations
and
things
as
if
you're
going.
C
Can
you
imagine
how
that
teacher
feels
when
somebody
comes
in
the
room
and
they're
trying
and
they're
feeling
like
oh
they're,
going
to
catch
me
on
a
bad
day
now
just
think
how
bad
it
would
be
if
they're
going
to
try
to
catch
me.
Dude
I
mean
that
is
that's
not
a
growth
mindset,
nice
environment
to
be
in
so
we
as
a
board.
We
want
to
make
sure
we're
doing
the
same
thing
that
we're
saying
what
is
growth
opportunities?
How
can
we
learn
together?
What's
important
to
you
and
how
can
I
support
you?
D
That
comes
from
trust
that
comes
from
trust,
and
it
comes
from
that
again
as
candid
as
you
can
possibly
be.
There
are
some
folks,
no
matter
what
any
kind
of
criticism
is,
not
growth
mindset,
so
you
have
to
set
up
an
environment
whatever.
That
is
that
and
I
think
I
think
that's
a
really
tough
thing
to
do,
because
we
all
have
such
different
perspectives
of.
E
C
Said
well,
there's
two
main
things:
one
is
this
initiative
is
a
strategy.
Are
we
moving
right
things
forward
and
supporting
that
work
right?
So
that's
really
number
one
number
two
is:
are
we
as
a
board
falling
down
our
protocol
to
have
a
solid
team?
So
in
other
words,
we've
got
to
have
one
voice?
You've
got
to
be
able
to
have
those
policies
and
procedures
and
operating
procedures
in
place
so
that
we
are
not
undermining
this
because
I've
worked
with
boards
and
the
board
President
says
well
I'm
the
face.
It
was
interesting.
B
C
F
C
G
E
I
think
yeah,
yes,
I
I
actually
hear
more
than
two,
because
the
first
one
I
said
did
we
put
the
right
in
some
processing
what
you're,
saying
and
as
I'm
processing
it
I'm
thinking
I,
don't
know
that
what
we
bring
forward,
the
superintendent
staff
will
always
agree
so
for
that
one
I
can
go
like
well.
E
C
C
Right
so
here's
yeah
here's.
The
answer
is
that
you
as
a
collective
voice
as
the
board
decide
what
those
strategies
are
now
I
may
not
agree.
I
can
say,
like
you
just
said
well,
I
wish
this
one
would
have
been
yeah
and
you
didn't
do
what
I
wanted.
It's
I,
don't
like
this
I'm,
that's
a
reality,
but
because
the
board
shows
that
and
we
were
elected
officials
and
we
came
together
and
were
agreeing
and
we're
going
to
work
as
a
boy
board.
Therefore,
it's
going
to
be
incumbent
upon
us
to
follow
our
own
procedures.
C
C
It
was
a
each
the
board
and
the
district
Liberty
within
every
I
wish.
It
would
have
been
a
little
bit
different,
but
that's
it
and
now
I'm
going
to
support
that
work.
I'm
not
going
to
undermine
it
or
I'm,
not
going
to
do
what
I
see
some
more
people.
Do
they
go.
Okay,
well,
I'll
follow
now,
but
you
wait
till
the
next
election
I'm
going
to
find
x
amount
of
other
people.
G
C
On
the
board,
so
I
can
get
my
way.
That's
not
supporting
it
so
that
an
important
evaluation
would
say
you
were
heard,
everybody
collectively
decided,
and
now
we
get
to
support
that
versus
undermine
it
all
right.
So
that's
that's
the
work
part
where
the
evaluation
goes
so.
F
H
You
tell
me
hate
to
pretend
that
I
wanted
that
the
board
really
wants
an
after-school
program.
Great
got
directions
from
us
from
for
you
and
I,
and
then
I
move
forward,
but
you're,
not
the
how
you
don't
tell
me,
which
program
I
work
with
staff,
trying
to
find
out
a
a
board.
I
come
back
with
three
options:
a
b
and
c
pro
and
Connie
each
and
my
recommendation.
Then
you
can
say
yes
I
support
that
or
not
support
that,
because
they
tell
me
the
big
picture.
D
That
so,
when
we
come
together
in
August
and
we
come
together
with
and
again
as
soon
as
you
have
a
strategic
plan,
and
then
you
have
you're
coming
up
with
okay,
how
do
we
get
there
with
this,
but
I'm
going
to
take
into
account?
We
made
a
rural
initiative
on
Early
Childhood.
That
was
something
we
collectively
did
as
a
board
that
we
wanted
Early
Childhood.
We
did
not
tell
the
superintendent
what
schools
I
mean
it
was.
It
was
based
on
money.
We
had
to
go
back
and
find
out.
D
D
So
it
is
again
the
the
good
of
the
whole,
not
my
Personal
Agenda,
that
I
wanted
Early
Childhood
at
the
my
local,
elementary
school
and
I
pushed
for
that,
and
then
they
came
back
and
said
you
know
she
really
got
out
of
her
Lane
here,
because
that
was
my
own
personal
agenda
rather
than
what
we
agreed
to
as
a
board
in
August
of
what
we
were
going
to
try
to
get
accomplished
right.
So
it's
not
our
individual
agendas.
It
is
what
we
agreed
to
collectively
100.
C
Then
the
evaluation
becomes.
Did
we
do
that
right
process?
Did
we
say
it's
really
important,
then
you
get
to
do
the
Howard.
So
that's
that's
one
thing.
The
other
thing
that
we're
measuring
as
a
board
is
and
didn't
invite
that
or
did
we
come
collectively?
Did
we
accept
your
your
concerns
around
our
early
childhood
or
after
school
time
or
whatever?
It
is
out
of
school
time
now
they're
calling
it
Extended
Learning
talking,
but
anyway
did
we
really
listen?
Did
we
did
we
move
beyond
our
own
lane?
Try
to
care.
E
What
I'm
hearing
like
what
I,
what
I'm
processing
is
that
I
get
that
part
like
I,
think
that's
something
that
I
I've
only
been
here
for
a
year
and
a
half
I,
don't
know
two
years
now
or
a
year
and
a
half
but
I
find
that
the
sport
has
been
has
done.
People
bring
something
forward
and
we
talk
about
it
and
somehow
that
gets
moved
forward,
so
I
haven't
experienced
opposite
I've,
seen
it
in
other
civil
wars,
but
I
haven't
experienced
that
before
I,
but
I'm
still
trying
to
process
it
like.
E
That
sounds
like
something
we
should
do
as
a
board
like
we
evaluate
ourselves
like
did
we
follow
that
process?
Like
you
know,
I,
don't
know.
I
I
want
the
Early
Childhood
at
my
daughter's
school,
and
this
is
what
how
it
should
be.
Like
the
example
you
were
giving
and
then
the
board
can
say
Karen.
Actually
we
made
a
decision
that
we're
gonna
do
blank
and
you
were
pushing
the
other
way.
So
that's
not.
You
know
for
our
evaluation
as
a
board
that
went
against
something
that.
E
So
that
can
be
pointed
out.
It
would
be
hard
for
me
to
like
I'm
still
trying
to
see
how
the
the
cabinet
would
evaluate
us
on
pushing
forward
Early,
Childhood
stuff.
C
C
That's
the
number
one
number
two
is
that
you
should
be
able
to
evaluate
the
other
org
directors.
Number
three
should
evaluate
how
well
you'd
never
have
done
how
well
you
work
together
as
a
team,
so
I'm
I'm
taking
responsibility
for
myself
I'm
drawing
that
circle
around
Martin
Shaffer.
How
well
is
Martin
Shaffer
doing
because
I
can
influence
me
right,
so
I
have
control
over
that.
Hopefully,
so
that's
number
one
so
generation
number
two
is
how
do
the
rest
of
you
read?
What
I'm
trying
to
do?
That's
fair
you're,
not
trying
to
control
me.
C
You
have
a
right
to
speak,
oh
well,
function
or
support
director
right.
So
that's
fair!
Number
three
is
we
all
have
a
right
to
say
we
as
a
team
well
or
not
so
well,
and
then
that
one
needs
to
be
a
little
bit
more
open-ended
where
we
can
share
information
on
it
right?
That's
that's
what
we
usually
do
the
very
first
year
when
we
do
a
board
evaluation,
we'll
go
that
far,
which
is
that's
a
stretch
for
a
lot
of
boards
because
they
haven't.
E
E
C
Next
year,
after
that,
we
move
more
towards
what's
a
360,
which
is
we're
saying
who
watches
us
the
most.
So
an
evaluation
of
your
own
organization
is
only
effective.
Most
prospering
organizations
bring
Outsiders
are
more
objective
in
to
come
in
and
to
evaluate,
and
so
what
we
can
do
right
here
is
who's
who's.
Seen
the
way
the
board
interacts,
the
most
usually
it's
the
superintendent
and
the
cabinet
superintendent
is
one
person
otherwise,
but
the
cabinet
they're
watching
they're,
observing
they
have
insights.
C
Now
that
doesn't
mean
that
you
do
anything
differently,
but
at
least
it
gives
you
a
great
360
degree
Insight
on
how
they
commune
of
this
cabinet's
pursue
the
work
of
the
board,
and
so
then
we
do
the
same
thing
with
we
make
it
anonymous,
because
you
don't
manage
them
and
you
wouldn't
want
to
inadvertently
have
them
getting
their
names,
because
now
they're
made,
you
know,
say
things
to
try
to
go
sideways
or
something
you
know.
So
if
we
let
out,
let
them
do
it
anonymously.
C
This
is
just
an
option:
I'm
not
telling
you
to
do
it,
but
then
they
can
and
in
their
Anonymous
evaluation.
They
can
say
this
is
how
I
see
this
digital.
This
is
how
I
see
where
is
anonymously.
We
just
do
a
simple,
a
survey
of
the
questions
that
we
think
are
important,
then,
the
next
year,
the
third
year,
because
it
takes
three
years
to
change
third
year.
You
might
then,
even
in
that
particular
case,
have
them
get
to
come
up
with
some
of
the
questions
evaluated
us
instead
of
us
building
questions.
F
That
gets
really
hard
when
you
are
an
elected
board
and
like,
for
example,
we
have
three
people
going
off
the
board
this
year.
So
we're
going
to
do
this
evaluation
and
we'll
have
three
new
people
on
the
board,
and
you
know
assume:
I
have
two
and
a
half
years
left
yeah,
but
I'm
not
planning
on
running
again.
So
you
are
always
kind
of
in
this
double.
So
it's
very
hard
to
have
a
consistent
evaluation
for
the
board,
which.
C
H
F
H
F
C
C
System
makes
because
research
is
very
important
to
me,
I
like
to
make
sure
that
I'm
aware
where
how
I'm,
moving
and
I
love
urban
planning,
because
you
do
six
year
plans
you're
planning
backwards
from
six
years,
but
you
don't
you
hardly
ever
do
exactly
what
you're
doing
right.
So
that's
so
right
now,
I
said
I'm
not
going
to
run
and
get
it
to
you.
If
we
don't
know
that,
but
this
is
what
I
say
is.
C
Data
has
proven
it
doesn't
matter
what
organization,
whether
it's
private
sector,
whether
it's
education,
whether
it's
even
religious
or
non-profit
or
government,
those
are
the
five
years
that
we've
worked
in
and
see
here.
It
is
number
year
one
of
her,
the
first
year
when
a
person
comes
into
an
organization.
They
call
it
I
like
this.
First,
they
call
it
the
honeymoon
period
so
coming
in
and
you're
just
looking
at
the
landscape,
you're
just
getting
to
know
each
other,
so
I
can
Grace
trying
to
figure
out
what
did
I
really
get
myself
into.
What
is
this?
C
It
is
and
what
could
be
and
be
right
that
imagine
unless
you
want
your
number
two
is
when
you
go
okay,
this
is
what
it
could
be
will
be
required
to
get
so
year.
Two
is
team,
and
this
is
where,
when
organizational
leaders
come
in,
they
may
move
people
around
because
they're
looking
do
you
have
the
experience
necessary?
C
Do
you
have
the
expertise?
What
are
the
gaps?
What
are
the
Halls?
What
are
we
going
to
have
to
do
so
year?
Two?
Is
you
are
building
a
team?
Your
three
is
when
you
actually
Implement
that
what's
called
system,
we
try
to
create
change
before
year.
Three,
normally
it's
not
suspended.
Why?
Because
data
proves
you
won't
be
around
in
three
years
anyway?
Why
should
we
make
all
that
effort
and
do
that?
C
So,
if
you've
gone
through
this
process
without
trying
to
shortcut
it
then
year
three,
you
can
actually
real
systemic
differences
and,
oh
by
the
way
human
behavior
and
change
management
and
organization
usually
takes
where
you
have
a
cultural
chat.
It
really
works
that
way.
So
so
what
we
do
is
we
say
yeah.
It
is
going
to
take
some
time.
Where
do
you
start?
You
start
with
being
a.
What
are
we
looking
for
in
three
years?
Let's
start
building
it
now
and
just
plant
it
backwards.
That's
what
that's
why
I'm
suggesting?
C
What
can
you
do
this
year?
But
where
do
you
really
want
to
go?
You
want
to
go
to
where
you're
the
most
effective
team,
because
you
need
to
be-
you
know,
not
beat
yourself
right
now.
Things
are
pretty
cute,
and
so
we
need
and
the
the
students
in
this
community
they
deserve
a
professional
Educators
right.
They
don't
they
don't
need
some
plan
to
get
them
through.
They
need
a
great
plan
that
they
can
believe.
B
B
D
C
I'm
up
for
a
bio
break,
we're
gonna
go
now
to
slide
number
eight.
The
conversation
has
been
very
rich.
It's
been
very,
you
know,
thought
partnering
and
I
really
appreciate
that
I
can
I
can
already
assess
at
the
board.
You
really
do
want
to
come
together
as
a
team,
and
that's
very
encouraging
to
me.
Just
thank
you
for
being
who
you
are.
One
of
the
greatest
Avenues
to
be
in
a
team
will
be
when
we
are
able
to
move
the
evaluations
toward
what
we
call
on
the
board
side,
a
sensing
run
voice.
C
So
if
you
go
to
slide
number,
eight
I
believe
that's
where
we're
at
when
we,
the
concept
of
one
voice,
is
that
we've
heard
from
as
many
voices
as
we
can
in
fact,
we've
even
created
opportunities
and
platforms
for
communication
to
be
both
directions
right.
So
sometimes
what
we
do
is
we
we
think
communication
is
sending
out
information
and
I
know
everybody
in
this
room
knows
that's
not
communication,
communication,
just
listen
hearing
and
collaborating
coming
up
with
a
thought,
partnering
opportunities.
That's
what
communication
really
is
so
in
that
we
go
through
that
process.
C
There's
two
things
that
happen:
one
is
that
we
become
more
envisioned
by
working
together
and
listening
to
one
another
and
learning
and
growing
in
the
perspectives,
and
so
in
that
it's
going
to
move
them
boards
opportunity
for
us
to
put
certain
amount
of
things
forward,
that
we
might
call
initiatives
our
plan
or
Falls
that
the
superintendent
and
his
staff
are
actually
going
to
then
even
create
a
specific
strategies
around
it.
C
Well
that
will
probably
overlay
with
a
strategic
plan
for
our
district
work
plan,
but
what
the
board's
doing
is
there
was
not
good
enough
to
say:
okay
there's
one
voice.
C
We
can
agree
that
these
are
two
or
three
main
areas
that
need
to
to
be
put
into
motion
for
our
district
to
be
able
to
do
lclc,
it's
got
it
for
Student
Success,
so
one
of
those
really
could
I
could
see
where
early
childhood
development
might
be
a
very
important
initiative
that
you
know
is
going
to
be
in
this
community's
best
interest
and
that
there's
an
educational
map
for
that
to
happen.
The
map
is
made
here.
C
The
concern
is
just
made
there
and
once
you
do
that,
then
you
look
at
you
say:
okay,
how
can
we
with
one
voice
echo
that
out
to
the
community,
because
now,
if
you,
if
you've,
actually
built
an
opportunity,
we're
just
going
to
use
this
example
for
early
childhood
development?
How
are
we
making
sure
that
is
engaged
in
any
job
and
maybe
even
other
partners
to
grow
it,
because,
as
people
start
using
that
right
and
then
how
we're
all?
C
How
are
we
all
so
capturing
the
results
from
that,
so
that
we
can
share
with
the
community
the
positive
impact
of
what
they've
done
so
that
we
know
what
might
be
necessary
in
the
next
Bond
or
whatever
your
other
things
too
right,
so
that
we
can
support
this
amazing
work?
It's
all
tied
together,
and
so
that's
what
this
concept
of
one
voice
is.
So
we
can
imagine
if
we
have
seven
different
voices
that
it's
not
going
to
go
well,
but
when
we
have
one
voice
with
seven
different
perspectives,
it
can
go
very
well.
C
So
part
of
what
you
have
to
do
in
our
evaluations
of
a
board
is:
have
we
built
the
right
structure
for
one
voice?
Do
we
know
how
to
listen?
Do
we
know
how
to
thought
partner?
Do
we
know
how
to
put
fewer
in
the
sentence
forward
and
make
sure
that
they
are
supported?
Are
we
leaving
room
for
other
initiatives
to
come
on?
You
know?
Are
we
making
projections
to
say
we
have
these
things
happen?
What
else
is
going
to
end
or
build
momentum
towards
because
motion?
C
So
that's
what
boards
do
they
actually
get
to
set
Direction
and
we
want
to
be
far-reaching
in
the
impact
that
we're
trying
to
make.
So
that
is
part
of
the
accountability
plan
that
we
built,
and
it's
it's
a
little
difficult
to
really
do
the
accountability
plan.
You're
gonna.
It
takes
a
whole
day
of
a
workshop
really
to
build
that
because
you're
tying
in
not
only
the
board
evaluation
but
now
you're
bringing
in
the
superintendent
your
dog,
the
superintendent's
evaluation,
is
on
the
Strategic
plans
that
you
have
for
this
District.
C
How
do
they
align
with
these
Oracles
in
a
way
that
we
understand
the
movement
right
so
then
to
incumbent
upon
you
to
not
only
build
it
but
then
to
bring
it
back,
show
the
board
the
progress
that
you're,
making
and
or
the
support
so
now
the
way
we
evaluate
you
is:
have
we
supported
your
work
and
Have
you
communicated
have
been
able
to
make
the
progress
that
you
want
to
make
it.
If
not,
can
you
explain.
H
That's
a
per
week,
so
so
our
goals
possibly
ask
Marty
to
come
back
in
February
for
a
longer
extension
to
work
on
that
process,
because
I
think
that's
that's
one
of
the
missing
pieces
here
and
more
strategic
plan
this
year,
but
also
the
metrics,
but
especially
with
the
declining
enrollment
and
a
budget.
That's
going
to
be
more
lean
is
how
do
we
prioritize.
G
H
How
do
we
get
leaner
in
terms
of
our
initiatives
that
we
want
to
have
so
we
can
actually
support
those
initiatives.
So
are
we
working
on
the
right
work
and
that's
where
again
you're
the
one
you
tell
me
what
you
want,
but
I
I
need
to
explain
to
you
what
we
can
afford
right.
So
what
do
we
don't
do
and
then
how
do
we
work
on
that
and
I
think
that's
really
important
for
the
future.
D
E
E
Know
yeah
for
Equity
because
we
were
but
working
with
the
Union
on
that
to
figure
out
how
to
implement
how
you
were
going
to
implement
that
so
anyway.
Thank
you
to
mind
like
if
we're
gonna
be
kidding,
I
position
positions,
and
you
probably
have
to
figure
that
system
out
at
some
point
before
we
do
that
and.
C
The
power
of
it
is
now
we're
going
to
sit
down
and
we're
going
to
look
at
what
were
the
most
important
initiatives
and
you're
right
in
in
the
strong
companies
and
organizations.
Again
it
doesn't
matter
education,
private
sector,
whatever
the
companies
that
move
initiatives
forward
have
two
to
three
main
initiatives.
We
have
a
lot
of
different
strategies.
C
Just
people's
reallocations,
but
that's
that
aspect
of
supporting
it
so
then
the
evaluations
come.
We
believe
that
we
can
make
this
much
progress
with
this
much
effort
resources
and
then
you
find
out
well
through
amazing
management.
We're
able
to
do
more
so
that
you
know,
but
the
measurement
is
coming
alongside
to
be
supported
in
those
initiatives
and
it's
almost
in
a
sense
neutral
towards
the
the
personal
side
of
this
superintendent's
position,
because
it's
not
about
do
we
like
the
superintendent,
it's
did.
C
C
What's
not
helpful
is
when
well
your
own
I
was
at
the
water
cooler
and
he
didn't
ask
me
how
my
day
was
it's
like
well,
because
those
sometimes
bleed
into
our
evaluation,
I'm
being
very
Frank
with
you
in
you
have
to
be
very
careful
that
we
really
are
measuring
the
right
things
that
we
want
and
that
we
as
a
team,
understand
that,
which
is
why
I
usually
will
ask
the
board.
Would
you
you
always
do
the
evaluations
in
Tandem,
and
so
in
our
board?
C
We
did
our
board
evaluations
of
the
month
before
we
did
the
superintendent
evaluation
just
so
that
we
could
come
back
to
that.
Let's
make
sure
we're
being
objective
and
fair,
because
that's
how
we
want
to
be
treated
right.
It's
easy!
Sometimes,
when
things
aren't
going
well
and
from
what
we're
hearing
in
our
Circle
to
then
say:
okay,
we're
going
to
take
it
out
or
we're
going
to
come
in
with
a
negative
mindset
already
on
the
evaluation.
We
really
have
to
have
very
clear
measurement
metrics
tools,
and
we
need
to
look
at
it.
C
Also
that
have
legal
in
our
part
to
support
that
work.
So
that's
what
they
about
work
and
you've
got
you've
just
got
to
co-construct
it,
and
it's
actually
exciting.
When
you
come
up
with
those
two
to
three
ideas.
What
I'm
fighting
across
the
United
States
is
when
we
get
to
slow
down
and
do
that
we
speed
up
slow
down.
We
find
out
what's
really
important,
you
actually
accelerate
student
learning,
just
like
we
know
from
the
John
howdy
scale.
That
says
the
number
one
way
to
accelerate
student
learning
is.
C
So
when
we
as
a
board
come
together,
we
say
hey,
these
are
the
right
things.
Then
superintendent
can
come
to
the
cabinet
and
say
man.
We've
thought
hard.
We
thought
partner,
we,
whereas
holistic
and
student-centered
as
possible.
These
are
the
things
that
we
know.
We
need
to
move
forward.
Who
are
going
to
do
that
in
the
next
two
to
three
years
and
we're
going
to
be
evaluating
the
progress
we've
got
anyway,
that's
actually
exciting.
C
G
C
G
F
G
D
But
then
it's
also
at
the
same
time
when
you
which
again,
but
then
also
then
still
having
the
conversation
about
the
whole
child
too.
You
know
that
we're
providing
a
whole
child
education,
not
just
the
things
that
fit
into
so
it's
again
that
balance
that
you
talked
about
that
each
and
every
that
you
want
that
measurement,
because
that
is
showing
compassion
and
love
and
responsibility,
but
at
at
the
you
know
same
time.
It
is
because.
C
I
really
believe
that
that
being
the
case,
one
of
the
main
things
Advocates
do
is
they
create
access
for
each
human
being
able
to
benefit
from
the
value
of
Education.
Well,
that's
good
and
by
the
way,
there's
a
string
attached
and
it's
okay,
because
when
that
individual
is
educated
and
set
up
for
Success,
you
have
a
better
stronger
community.
D
C
It's
holistic
and
it's
right,
but
sometimes
we
don't
slow
down,
and
we
really
do
that
and
then
just
as
your
superintendent
said,
you
know,
let
me
let
me
really
lean
in
and
do
the
how,
with
all
the
data
resource,
all
the
expertise
around
this
table,
help
with
the
what
or
you
do
the.
What
that's
that's
very
true.
C
So
again
we
can
take
that
same
phrase
and
say
we're
the
age
the
Lord
hears
the
eat,
but
when
it
comes
down
to
it
and
that
how
you've
got
to
be
able
to
do
it
in
such
a
way,
that's
dealing
with
every
that's
very
complicated,
and
so
we're
not
we're
working
with
you
to
support
you
in
that,
because
it's
so
complicated.
But
just
remember
you
are
the
what
the
why
that
portion
of
the
vision,
because
your
directors
are
giving
direction
you're
not
telling
how
this
side?
That's
the?
C
How
this
side
does
the
every
weekend
are
hearing
age.
The
superintendent
is
the
one
of
the
worst
jobs
in
the
world
because
you're
caught
in
both
Realms
yeah
you're
the
professional
educator.
But
this
is
his
team
and
oh
by
the
way,
it's
also
his
supervisors.
Man,
Pete
Rose
great
baseball
player.
He
tried
to
beat
player
married
or
I,
think
it
lasted
a
week
or
something
I
don't
know,
go
back
and
find
out.
It
didn't.
C
When
you
want
to
be
player,
coaches
so
hard,
you
know
we
built
the
system
up
on
purpose.
Why?
Because
we
want
to
make
sure
that
the
person
that
knows
the
how
really
has
the
heart
of
the
what
the
direction
it's
it's
good
in
this
case,
but
it
works
when
you're
a
solid
team.
So
what
I
like
to
do
is
is
I'm
as
a
manager
for
a
portion
of
my
career
and
I
had
40
persons
according
to
me,
indirectly,
I
had
12
that
were
my
direct
reports.
C
C
I'd
rather
have
40
people
that
I
have
to
manage
and
be
trying
to
have
so
I've.
Only
almost
in
every
organization,
you
have
one
person
who's,
your
director,
Warrior
boss,
right,
it's
not
very
often
that
yeah,
and
so
it
is
complicated.
But
it's
okay
that
it's
complicated,
because
it's
worth
the
risk,
if
you're
building
something
with
opportunity
for
you
get
to
have
both
sides
each
and
every.
C
But
you
know
those
are
all
you
know,
it
won't
get
a
good
new
radar
and
it's
you
know
it's
a
unique
individual
that
can
see
it
both
ways
and
it's
a
great
team
when
you
understand
that
and
build
support.
So.
H
I'm
part
of
two
teams,
I
think
that's
one
thing
that
I've
realized
over
the
years
that
my
job
is.
We
are
one
team
and
then
a
cabinet
over
there
yeah
and
the
rest
of
staff,
so
we
all
have
to
be
all
on
the
same
page
and
on
the
scene,
but
we
have
different
role
on
that
team,
because
you're
you're
here
I'm
here
and
then
I
have
to
come
back
and
relay
your
vision
with
my
staff
over
here
who
do
the
work
because
I'm
not
doing
the
work,
you
know
they're
they're,
the
ones
are
going
hey.
H
What's
the
status
update?
What
is
that?
Because
I
gotta
go
back
and
push
that
information
back
to
you
and
where
the
where
the
Stalls
are
in
a
system,
that's
big.
We
have
6
000
employees.
There's
stalls
in
the
system.
Yeah
are
some
of
the
initiatives
to
figure
out.
What's
what's
the
stall
and
try
and
fix
it,
so
I
can
come
back
to
you
because
again,
that's
that's
and
we're
running
day
to
day
54
campuses.
All
right
so
plus
pushing
the
initiatives.
H
Would
change
so
I
think
that's
where,
when
it's
all
working
right
and
working
smoothly
and
everybody's
on
the
same
page,
it
works
really
well
just
takes
time
with
new
people
and
obviously
running
Frank
with
you,
but
I
think
once
we
get
this
certification
in
us
moving
it's
gonna,
because
we
have
the
right
people.
We
have
the
right
community.
We
really
do
I.
D
D
So
it's
the
same
sort
of
thing
of
us
being
a
part
of
this
team
and
a
part
of
this
vision
and
providing
the
you
know
the
what
and
still
answering
to
the
people
who
elected
none
of
this
cabinet
are
elected,
we
are
elected
and
we
we
have
to
you
know
we
can't
be
they.
They
can
meet
behind
closed
doors
all
the
time
they
don't
have
to
worry
about
public
meeting
law
or
that
there's
a
majority
of
them
or
you
know
absolutely
would
but
yes,
I,
hear.
C
D
Yeah,
you
know
so
it's
it's
it's!
It's
also
caught
with
us
too,
to
stay
in
our
lane,
but
have
to
be
answering
to
this
greater.
You
know,
ask
them
to
vote
for
a
bond,
ask
them
to
vote
for
a
levy.
You
know
talk
to
a
newspaper.
Talk
to
you
know,
so
so
I
would
say
also,
but
truly
the
superintendent
does
get
caught.
Yes,.
C
I
mean
I
use
the
word,
because
it's
very
Dynamic
right.
This
is
a
dynamic
thing.
I
wouldn't
change
it.
I've
looked
at
it,
and
people
have
asked
me
to
sit
on
boards
for
reform
for
boards
I,
you
know,
I,
don't
believe
we
need
to
reflearn
the
whole
process.
I
believe
we
need
to
create
a
high
level
of
team
and
trust
with
the
one
that
we
have,
and
so
then,
what
we're
doing
is
we're
not
just
sitting
there
going
back
to
the
community
and
trying
to
convince
them
of
things.
C
That's
called
buy-in
and
trying
to
get
buy-in
is
another
way
of
saying
we're.
Trying
to
get
you
owner
get
your
ownership
of
the
things
that
we're
doing.
That's
not
what
we're
suggesting
what
this
team's
actually
going
to
do
is
they're
going
to
do
what's
called
build
in
you're,
going
to
build
something
together
that
we
all
believe
in
right.
We're
not
trying
to
convince
anybody
my
way
or
this
way
or
a
distance
we're
actually
building
it
co-constructing
that
so
now
that
Community
is
going
to
give
no
I
didn't
get
everything.
C
I
wanted
I,
Was,
Heard
and
I
get
to
now
see
other
areas
of
the
key
that
I
didn't
understand.
That
I
can
now
start
working
and
caring
about
too
right.
That's
the
power
of
what
we're
doing.
That's.
Why
I
believe
in
school
boards,
because
you
actually
have
Liam
Asia,
run
the
community
working
with
professional
Educators
who
know
how
to
load
the
right
initiative
sport
now.
What
we
get
to
do
is
create
a
platform
for
voice
and
that
voice
may
be
celebrations
or
it
might
be,
concerns
right.
A
C
A
You
know
you
said:
superintendent
is
the
face
of
the
community,
but
we
are
also
the
face
of
the
community
when
we
have
to
make
a
phone
call
and
explain
to
them
why
they
should
be
rooting
for
a
levy
or
we
need
money
for
campaigning
costs
we
become
based.
We
can
the
council,
we
are
saying
so
it's
it
puts
put
so
much
stress
on
us
because
we
are
not
paid
employees.
We
are
elected
officials
and
we
are
asking
for
the
community.
A
So
in
fact,
I
feel
that
we
have
a
lot
of
responsibility
because
we
are
the
Facebook
Community
they
come
to
us
and
they
say:
hey.
We
does
the
bond
just
passed,
you
guys
got
so
much
money.
What
are
you
doing
without
money?
You
have
to
explain
to
them.
What's
happening
absolutely
so
you
you
become
the
face.
You
know
well.
C
C
And
that's
really
what
we
want
to
lean
into,
and
one
of
the
things
that
we
can
say
is
not
only
do
I
want
you
to
vote
for
this,
but
we
as
a
team
have
talked
about
it
and
we
believe
it's
in
the
best
interest
of
our
yeah
Community
we're
the
community
really
for
the
community
you're
the
face
of
the
community
to
this
individual.
That's
powerful
and
Gustavo
I'm
really
impressed,
because
the
faces
that
you
have
are
diverse
and
they're
effective,
they're
actually
reflected
with
the
community,
which
is
rare,
okay.
C
F
C
I'm
saying
that,
for
the
our
two
board
directors
that
are
virtual
now
as
well,
it's
really
encouraging,
and
so
I
I
appreciate
exactly
what
you're
saying
powerful
thing
is
that
we
are
going
to
make
those
calls
and
our
hearts
going
to
be
on
the
table,
and
it
won't
be
just
for
that
initiative
that
it
would
be.
For
this
whole
community.
E
We
were
just
at
the
Wallace
car
I
was
at
the
Wallace
conference
and
the
speaker.
There
was
saying
that
when
we
talk
about
education
we
would
we
should
actually
tell
people
actually
I'm
part
of
an
elite
team
of
individuals
working
to
improve
education
and
to
help
our
students,
Thrive
and
so
right.
People
get
anymore,
I
need
a
BSD
hoodie.
Now.
C
Well,
yeah,
that's
frankly,
can
be
educational
Division
and
it's
a
framework
that
I've
written
for
it,
and
so
that's
what
we're
going
through
now
so
I'm,
just
acknowledging
that
the.
C
These
are
specific
things
that
we
can
go
deeper
into
I'm,
just
giving
an
overview
of
what
they
look
like,
but
every
one
of
these
things
has
perhaps
opportunities.
That's
why
Gustavo
is
saying
when
you
have
a
all
day,
we're
doing
a
few
hour
overview
with
a
little
bit
more
conversation
on
the
clarity
of
the
roles.
H
C
G
A
G
C
It
talks
about
that.
It's
a
30-year
bestseller
Millions
I've
sold
and
it's
it's
very
well
done.
In
fact,
I
used
it
when
I
was
getting
my
doctorate
and
now
I
get
to
work
for
the
company.
That
actually
was
one
of
the
resources,
and
so
they
have
an
education
division
and
their
goal
is
to
create
set
students
up
for
six
steps
by
bringing
out
leadership,
and
so
their
focus
is
on
the
leadership
capacity.
C
G
C
C
A
G
C
You
how
we've
used
the
last
five
minutes
just
to
hear
what
your
thoughts
your
concerns,
your
ideas
are
I'd
love
to
hear
from
each
of
you
just
sharing
hey
this.
This
is
kind
of
my
thoughts
and
maybe
potential
takeaways.
D
I
think
it's
a
really
good
start.
We
obviously
need
to
dive
deeper.
You
know
deeper
and-
and
you
know
put
some
time
to
it-
no
I
know
we
can't
Tom.
We
couldn't
you
know
for
whatever
reason,
but
I.
You
know
I
think
it
would
have
been
time
better
spent.
If
we
could
have
all
been
in
the
same
room
and
I
know
it
probably
came
I,
don't
I,
don't
know
what
the
reasons
why
but
I'm.
B
D
E
I
guess
I
would
say
too
that,
with
that.
E
That
there,
some
of
us
have
kids
and
some
of
us
have
kids
with
special
needs,
or
some
of
us
have
kids
with
other
pieces
and
maybe
don't
have
like
today.
I
could
be
my
my
kids
with
my
parents
or
something,
and
so
we
may
have
to
sometimes
not
be
present
in
having
Zoom
as
an
option.
I
think
is
also
helpful,
even
though.
F
E
G
F
C
But
it
was
also
we
we
did
a
lot
of
work
to
not
on
the
clarity,
the
roles
in
which
one
of
these
areas
that
were
discussion-
and
that
was
important
for
me,
because
that's
that's
really
where
it,
where
we
become
the
most
effective
when
we
understand
how
to
leverage
those
roles
in
such
a
way
that
bring
value
to
your
problem.
We
did
that
as
well.
F
So
a
little
feedback
in
terms
of
the
process
and
I
know
that
we've
made
these
like
this
was
a
6
30
to
8
30
meeting.
But
we
were
having
sessions
that
were
started
at
three
and
maybe
ended
earlier
and
I
I
know
like
for
me.
F
I
may
have
said:
okay,
maybe
five
5,
30
or
6
30
is
better
but
I
think
for
the
entire
board.
If
I'm
talking
about
all
of
us,
it
might
be
better
to
do
an
earlier
type
of
meeting.
If
it's
possible
yeah.
C
G
C
C
B
I've
got
a
comment
from
Uganda
I
want
to
read
too
and
then
we're
just
about
at
time.
Here
so
ogonna
says:
when
we
get
community
input
in
our
decision
making
process,
we
don't
have
to
try
to
get
their
quote
buying
unquote
because
they
were
already
a
part
of
that
decision
process.
That's
why
Community
engagement
is
truly
important
to
me
so
because.
F
F
F
H
B
Well,
thank
you
Dr
Schaefer.
We
we
appreciate
your
time
with
us
tonight
and
lots
of
great
things
to
percolate
on
and
think
about
and
with
that,
unless
anybody
has
anything
else
for
the
evening.
Just
checking
in
here.
F
A
Need
to
have
something
I
think
I
I
just
was
mentioning
that
this
was
very
helpful
to
listen
to
everybody's
ideas.
You
know
when
you
said
that
you
bring
your
goals.
What
you
want
to
spend
time
on
next
time,
our
last
year
has
been
kind
of
not
a
normal
year.
You
know,
like
beware,
resumed
and
became
so.
How
often
do
you
guys
do
that,
like
once
a
year
in
the
beginning
of
the
year
like
what
what
you're
going
to
be
spending
time
on?
Is
it
when
we
build
the
Committees?
F
In
the
past
it's
always
been,
the
planning
session
always
happened
in
August,
for
you
know
like
what
committee
you're
going
to
be
in,
you
know
kind
of
thing
and
it
seems
like
we
weren't
quite
ready
for
prime
time,
and
we
did
that
via
Zoom
this
yeah
last
year,
so
I
mean
you
have
not
experienced
like
a
work
session
where
it's
all
day
and
we're
kind
of
going
through
and
maybe
processing
things
and
kind
of
doing
some.
You
know
team
building.
At
the
same
time,
planning.
C
If,
if
that's
what
you
guys
would
like,
then
we
would
co-construct
that
and
look
at
the
agenda
make
sure
everybody
feels
good
about
it,
and
then
we
move
forward
with
that.
Okay,
but
that's
normally
what
would
happen?
Yes.
Thank.
E
So,
as
we
plan
forward
I
think
it's
great
to
get
to
know
the
three
board
members
that
are
leaving
and
to
get
their
input
on
what
they
see
is
moving
forward
and
then
having
that
a
little
bit
of
a
transition
piece,
so
that
our
new
members
can
we
can
help
them
get
on
boarded
in
this
process
and
then
move
things
forward.
I,
don't.
H
Just
because
I
think,
there's
always
I
think
what
we
need
to
have
is
a
standard
operating
procedures.
I
know
the
board
has
some,
but
also
how
we
create
goals
and
be
very
so.
It
means
the
the
clarity
and
how
we
get
to
that
point.
For
example,
in
August
I'll
come
forward
based
on
strategic
plan
that
you've
adopted
yeah
here's.
What
staff
are
recommending
that
we
hash
it
out
at
together
as
a
team,
they
figure
out
what
you
want,
what
we
and
then
you.
G
F
H
F
F
I
just
think
it's
unfortunate
that
that
your
first
year
and
a
half
on
our
board
has
been
like
in
this
really
strained
surreal
time
where
the
structure
hasn't
been
there.
You
know,
because
you
know
we
were
in
covid
even
last
year
we
were
just
doing
zoom
and
so
that
cohesiveness,
you
know
it's
not
like
anybody's
fault.
It's
just
it's
it's
just
the
weird
time.
So.
F
F
H
It's
it's
you.
It's
always
training,
there's
always
going
to
be
new
board
members.
It
seems
like
so
there's
always
every
year,
every
time
there's
a
new
board
member
guess
what
we
have
a
new
team
and
and
the
guy
just
keep
moving
forward
in
terms
of
hey.
This
is
how
we've
done
it.
So
the
new
board
members
will
soon
become
veteran
board
members
really
quick.
That's.