►
From YouTube: Committee on Education on June 18, 2018
Description
Docket #0591 - Hearing regarding teacher diversity in Boston Public Schools
A
I
hope
that
today's
hearing
is
productive
and
I
know
that
we
all
agree
more
needs
to
be
done
to
diversify
our
schools,
not
just
racially,
although
that
is
certainly
a
big
issue,
because
our
students
should
be
able
to
see
more
representation
and
those
who
teach
them,
but
also
an
ethnicity,
gender
and
sexual
orientation.
I
appreciate
all
of
the
work
and
conversation
that
has
been
to
date
and
I,
look
forward
to
partnering
with
everyone
and
moving
forward
with
change.
A
Sincerely
Anissa
asabi,
George
Council
at
large
city
of
Boston
I've
also
been
joined
by
councilor
Lydia
Edwards,
who
represents
district
1
I,
want
to
thank
the
panel
and
all
who
are
attending
and
watching
this
hearing
online.
This
is
a
very
important
issue.
It's
an
issue
that
is
near
and
dear
to
my
heart.
I
will
make
just
some
brief
opening
remarks
and
I
will
invite
councillor
Edwards
to
do
the
same
one
of
the
reasons
why
I
really
wanted
to
hold
this
hearing.
Why
I
think
it's
so
important?
A
It's
not
just
regarding
a
value
statement
of
the
district
or
or
a
court
order,
but
really
what
it
can
do
in
terms
of
closing
opportunity
and
achievement
gaps
for
children
and
Boston,
Public,
Schools
and
children
across
the
country.
We
see
the
evidence.
There
are
countless
studies
that
clearly
state
the
benefits
of
having
a
diverse
teaching
force.
We
know
that
when
students
see
themselves
represented
in
their
teachers
that
they
do
better,
they
feel
more
connected.
A
We
know
that,
for
example,
black
students
are
more
likely
to
refer
to
talented
and
gifted
for
those
who
believe
in
those
programs
and
less
likely
to
be
refer
to
substantially
separate
special
education.
We
know
that
the
the
expectations
are
higher.
We
know
how
important
this
is.
We
know
that
we
still
have
huge
gaps,
that
when
it
comes
to
black
teachers,
we're
going
backwards
when
it
comes
to
Latino
teachers
compared
to
Latino
students.
The
gaps
are
huge
and
continue
to
be
problematic.
A
We
know,
as
we
want
to
offer
more
dual-language
opportunities
for
our
young
people
that
that's
harder
to
do
if
we
don't
have
a
diverse
teacher
force.
So
this
is
a
huge
problem
that
I
hope
that
we
have
this
hearing.
It's
not
the
first
hearing
of
this
kind.
So
this
is
a
persistent
issue,
but
that
we
find
new
solutions
and
a
renewed
commitment
to
moving
the
needle
forward.
A
I'll
also
say
you
know,
I
know
and
you'll
probably
say
so:
I'm
gonna
try
to
beat
you
to
it.
Yes,
Boston
does
better
than
the
state,
but
that's
not
good
enough,
and
so
and
you
may
do
better
than
other
districts.
But
again,
that's
not
good
enough,
and
so
what
I
am
hoping
is
that
we
leave
here
with
some
solutions
and
strategies
to
move
the
needle
forward
and
a
different
kind
of
way
that
is
really
going
to
get
to
what
really
works,
and
some
of
this
doesn't
have
to
be
new
or
different.
A
A
Then
I
will
allow
for
the
panel
to
present
I
kind
of
wanted
to
mix
this
up,
and
so,
if
you'll
indulge
me,
representatives
from
Boston
Public
Schools
I
really
wanted
to
start
with
the
report
that
was
released,
and
so,
if
we
take
things
a
little
out
of
order,
do
things
a
little
differently.
I
think
I'm
going
to
ask
mr.
Krieger
to
to
open
up
after
we
hear
from
the
colleagues
and
then
allow
you
to
present
and
then
we'll
get
right
into
some
questions.
If
that's
okay
with
you,
does
that
make
sense
perfect.
B
A
You
so
if,
if
if
you
were
prepared,
I
know
you're
just
walking
in
so
I
certainly
don't
mean
to
take
you
off
guard
but
would
really
love
to
start
with
the
report.
And
so
the
report
that
I
mentioned
was
broken:
promises,
teacher
diversity
and
Boston
Public
Schools.
And
if
you
could
just
for
a
couple
of
minutes,
just
kind
of
set
the
stage
you
will
have
an
opportunity
to
come
back
to
you
for
something
a
little
more
in-depth.
But
I
really
wanted
this
to
be
the
starting
place.
A
C
C
C
What
the
reason
I
bring
that
up
is
because,
when
we
look
at
the
percentage
of
white
teachers
versus
teachers
of
color
today
in
the
school
district,
that
needle
has
hardly
moved
since
the
1993-1994
school
year.
Specifically
then
white
teachers
accounted
for
sixty
2.03
percent
of
the
teaching
core
and
now
account
for
sixty
1.8
percent
of
the
teaching
core
teachers
of
color
accounted
for
thirty-seven
point.
Nine
seven
percent
of
our
teaching
core,
then
and
24
years
later
accounted
for
thirty-six
point
six
percent
of
our
teaching
core.
C
As
a
city.
We
have
to
step
it
up
now.
Boston
Public
Schools
has
put
in
writing
a
policy
through
its
opportunity
and
achievement
gap,
work
to
improve
teacher
diversity
and
have
the
teaching
Corps
better
reflect
who
we
as
a
city,
but
just
as
that
percentage,
hasn't
wavered
much
in
the
last
24
years.
If
we
look
even
closer
at
the
last
10
years,
our
the
percentage
of
Asian
American
teachers
in
our
teaching
core
has
only
come
up.
C
One
percent
from
five
point,
two
to
six
point:
two:
the
presence
of
Latino
teachers
has
come
up:
half
a
percent
from
nine
point,
four
percent
to
ten
point
one.
Meanwhile,
our
Latino
student
body
has
doubled
in
its
enrollment
over
the
last
twenty
years,
and
right
now
for
everyone,
Latino
teacher
there
is
in
the
teaching
core.
C
There
are
four
times
as
many
Latino
students
in
the
student
body
and
finally,
when
we
look
at
our
black
teachers
well,
while
our
courts
required
a
25%
presence
of
african-american
teachers,
and
that
number
was
almost
achieved
in
the
late
90s
and
early
2000s,
it
has
steadily
back
slid
since
then.
Now
to
the
point
where
our
african-american
teaching
core
is
down
to
20%
of
who
we
are
as
a
city
in
a
district.
C
We
know
today
what
our
grandparents
could
have
told
us,
then,
which
is
that,
if
you're
not
used
to
seeing
a
teacher
of
your
race
in
front
of
you
in
the
classroom
that
damages
you
right
and
put
another
way
when
students,
when
racial
minority
students
see
a
teacher
of
their
race
in
front
of
them,
they
are
far
less
likely
to
be
referred
for
special
education.
They
are
far
more
likely
to
be
referred
for
gifted
and
talented
programs.
They
are
far
less
likely
to
be
referred
to
the
principal's
office
for
a
disciplinary
issue.
C
They
are
far
more
likely
to
report
that
they
are,
they
feel,
pushed
they
feel
challenged,
and
they
feel
motivated
by
that
presence.
In
fact,
just
having
one
same
race
teacher,
if
you
are
a
black
or
latino
student
by
the
time,
you're
in
third
grade
reduces
your
risk
of
dropping
out
by
as
much
as
33
percent,
okay.
So
by
as
much
as
a
third
and
and
all
of
this
is
not
rocket
science,
it's
not
as
though
there's
something
magical
about
the
positive
impact
that
our
teachers
of
color
have,
and
particularly
on
students
of
color.
C
We
put
this
report
out
with
a
focus
on
Boston
knowing
full
well
that
when
we
look
around
the
Commonwealth,
we
see
these
problems
everywhere
and
we
certainly
see
them
in
charter
schools
that
serve
Boston
students
as
well.
The
reason
that
we
put
this
report
out
and
focused
our
attention
here
is
because
Boston
is
the
largest
district
in
our
Commonwealth,
and
it
is
also
the
one
that's
under
a
court
order
that
enables
all
of
us
to
have
an
opportunity
to
do
something
about
this
and
do
something
about
this
now.
C
So
in
this
document,
after
walking
through
the
data
that
I
described
to
you
and
and
the
research
that
shows
the
importance
of
having
the
same
race
teacher
in
your
experience
as
a
student,
we
also
highlight
a
number
of
things
that
the
district
can
do
to
improve
upon
its
current
teacher
diversity.
Some
of
this,
the
district
is
already
doing,
but
to
move
the
needle
and
make
this
work
and
make
this
work
for
all
of
our
students.
C
A
A
But
also
other
agencies,
so
I
was
here
just
last
week
sitting
with
my
colleagues
looking
at
Boston
police
looking
at
Boston
Fire
looking
at
our
EMS.
So
this
is
a
challenge
that
we're
we're
all
facing
and
I
think
there's,
certainly
a
deep
commitment
from
our
standpoint
on
the
council
to
tackle
these
tough
issues.
So
with
that
said,
I'd
like
to
turn
it
over
to
our
bps
panel
for
opening
remarks,
and
we
can
start
wherever
you'd
like
to
start
and
we'll
hear
from
all
of
you.
A
D
Make
sense
Thank
You
councillor,
Janey,
Thank,
You,
councillor
Campbell
and
councillor
Edwards.
My
name
is
Emily
Kelly's
hustle
Bush
I
am
the
assistant
superintendent
of
human
capital.
I
am
here
with
two
colleagues
who
will
introduce
themselves
in
a
minute
sarin
daily
and
Becky
Shuster,
as
well
as
dr.
Colin
Rose
on
my
right
and
a
number
of
other
staff
members
from
the
office
of
human
capital,
the
office
of
equity
and
potentially
other
offices
who
have
been
instrumental
in
preparing
the
data
for
you
today
and
will
will
bring
them
up
as
needed.
Mr.
D
Krueger
I
did
not
disagree
with
one
single
thing.
You
said
and
I
do
hope
that
in
our
conversation
afterward
we
can
dig
into
some
of
the
details,
because
that's
really
where
these
answers
lie.
We
share
the
exact
same
goals
as
everybody
in
this
room.
That
is
exciting.
That
isn't
not
always
the
case
and
in
education,
but
I
can
say
that
with
100%
confidence
and
we're
excited
to
talk
through
some
of
the
data
and
the
research
that
you
that
you
just
brought
up
as
we
get
into
this
I'm
pushing
left.
A
D
So
when
we
were
here
last
month,
we
shared
data
that
last
year's
hiring
season,
the
one
that
concluded
in
October
of
2017
was
the
most
successful
yet
in
recent
history,
in
terms
of
the
diversity
of
the
workforce
and
I'm
excited
today
to
share
a
snapped,
a
snapshot
of
where
we
are
right
now
in
June.
This
is
preliminary
data
on
this
year's
hiring
season.
D
Given
that
to
remain
consistent
in
our
data
reporting,
we
wait
until
October
to
close
things
out,
but
we
can
compare
data
from
from
the
same
date
in
every
year
so
that
we
are
being
consistent,
and
this
slide
gives
a
sense
that,
right
now
in
June
of
2018,
we
are
on
a
path
to
have
an
even
more
diverse
group
of
educators,
hired
this
hiring
season
than
the
last
one.
Specifically.
There
are
two
data
points
that
I
want
to
share
that
are
that
are
hot
off
the
presses.
D
One
is
that,
since
we've
been
tracking
the
data
in
mutual
consent,
hiring,
we
have
never
crossed
the
50%
threshold
in
terms
of
all
hires
being
teachers
of
color
in
a
hiring
season,
and-
and
we
have
done
that
right
now.
The
second
data
point
that
is
very
important
to
point
out
is
that
the
diversity
of
the
external
hires,
those
are
individuals
who
are
brand
new
to
Boston
Public
Schools.
We
often
talk
about
them
as
being
very
important
to
increasing
the
divert
overall
diversity
of
the
workforce.
D
So
the
root
cause
of
the
problem
that
that
we
are
tackling
here,
which
is
not
having
the
workforce,
that
is
reflective
of
the
rich
diversity
of
our
student
body,
our
barriers.
That
begin
at
the
point
of
college
enrollment
and
continue
on
for
students
of
color,
such
as
selection,
bias
and
MTEL
the
the
test,
the
licensure
test
passage
rates,
the
strategies
that
we
employ
and
the
ones
we'll
talk
about
today
are
aimed
at
counteracting
these
impacts
of
systemic
racism.
D
D
As
we
talk
about
every
time,
we
are
in
front
of
you
as
the
office
of
human
capital
and
the
office
of
equity.
Workforce
diversity
is
teacher
effectiveness.
These
two
things
are
indistinguishably
linked
and
that's
what
our
experience?
Our
research
and
our
students
tell
us.
We
think
about
our
work
in
two
different
levels.
First,
we
focus
on
creating
the
conditions
for
success
at
the
district
level
and
then
second,
we
partner
with
our
schools
to
tackle
these
challenges
in
every
context,
one
by
one.
D
You
all
are
quite
familiar
with
these
district-wide
efforts,
as
we've
spoken
at
length
and
past
sessions
about
some
of
the
hallmark
initiatives,
including
the
cultivation
of
our
priority
candidate
pool
our
nationally
recognized
homegrown
pipeline
programs
and
the
fourth
year
of
mutual
consent,
hiring
which
allows
VPS
to
compete
with
both
charters
and
suburbs
in
March.
At
a
point
when
the
pool
is
deep
in
both
talent
and
diversity,
I'm
going
to
turn
over
the
microphone
to
Saren
Daly,
who
will
describe
some
more
of
our
context.
F
F
My
name
is
Suren
Daly
and
I'm,
the
Managing
Director
for
recruitment
cultivation
and
diversity,
programs
that
compilation
of
teams
in
our
office
was
done
recently
in
the
last
year
and
a
half
to
really
focus
on
aligning
our
support
of
educators
from
the
onset
of
our
outreach
to
them
their
first
years
in
our
district,
and
also
thinking
very
intentionally
about
what
professional
growth
opportunities
supports.
Our
educators
as
they
develop
in
our
system.
So
I
wanted
to
give
you
that
context.
F
So
we
know
that
the
root
cause
is
systemic
and
it's
a
systemic
problem
because
there
are
small
numbers
of
candidates
of
color
in
both
undergraduate
and
graduate
teacher
prep
programs.
I
think
there
was
a
mention
to
this
around
where
how
Boston's,
where
Boston
sits
within
the
the
nation
and
in
the
city
in
the
nation
in
the
state.
F
F
Although
BPS
employs
six
percent
of
all
educators
for
the
entire
state,
we
hire
49
percent
of
all
black
educators
for
the
state.
Twenty-Five
percent
of
all
that
enix
educators
for
the
state
and
25%
of
all
Asian
educators
for
the
state.
We're
deeply
concerned,
though,
and
focus
our
efforts
on
closing
the
gap
between
our
teachers
and
our
students.
I
want
to
focus
a
little
on
our
key
strategies.
F
You've
heard
us
say
that
as
an
office
we're
committing
to
recruiting
hiring
developing
and
retaining
a
racially
culturally
and
linguistically
diverse
group
of
educators,
who
are
highly
effective
and
culturally
proficient
both
our
teachers
and
our
principals
each
and
every
year.
We
continue
to
focus
our
efforts
around
three
key
levers:
cultivate
and
recruit,
hire
early
and
deploy,
develop
and
retain.
These
levers
remain
at
the
center
of
our
strategy
for
accelerating
our
student
learning.
F
This
year,
as
represented
on
this
slide,
is
that
we
focus
our
efforts
on
presenting
a
new
marketing
campaign,
simply
making
sure
that
our
face
is
it
reflect
all
our
teachers
and
in
our
actual
classrooms.
We
make
sure
that
all
of
our
materials
are
translated
in
all
our
bps
languages
and
placed
around
our
communities
with
the
intention
of
recruiting
and
hiring
educators
that
live
in
those
communities
through
our
recruitment
Fellows
program.
We
draw
on
the
internal
talent
to
build
a
next
generation
of
our
bps
teachers.
F
In
addition
to
hosting
large
district-wide
events
designed
specifically
for
racially
diverse
educators,
and/or
for
multilingual
educators,
we've
initiated
smaller
community
cultivation
events
and
networking
events
across
the
region,
so
we've
been
in
Chelsea
in
Everett,
cambridge
and
somerville
and
Lawrence
reaching
out
and
connecting
with
educators
or
potential
educators.
We've
held
aspiring
educator,
meetups,
Network,
lunches,
Lunch
and
Learn
events.
Currently,
we've
met
over
900
educators
at
all
these
events
across
Boston.
F
Our
accelerated
our
accelerated
community
teacher
program
is
a
12-month
part-time
program,
ideal
for
future
etic
educators,
who
need
to
continue
working
while
they
make
their
transition
to
teaching
our
BPS
Teaching.
Fellowship
is
our
newest
program.
We've
recently
selected
our
second
cohort.
It's
a
fast-track
candidates
complete
their
preliminary
license,
so
they're
licensed
in
the
spring,
and
they
participate
in
an
intensive
summer,
practicum
receiving
over-the-shoulder
coaching
before
entering
the
classroom,
the
fall
as
a
full-time
teacher
of
record
during
their
first
year.
E
Afternoon,
good
to
see
you
counselor
Janey
and
counselor
Edwards
and
counselor
Campbell,
my
name
is
Becky
Schuster
I'm,
the
assistant,
superintendent
of
equity
and
I'm,
going
to
be
speaking
now
about
the
diversity
focus
Schools
Initiative,
which
is
the
part
of
the
district's
efforts
around
hiring
teachers
of
color,
that
the
office
of
equity
is
most
intensively
involved
with.
This
is
an
initiative
that
we
started
three
hiring
seasons
ago
to
focus
in
each
year
on
approximately
20
schools,
where
we
see
the
to
cry
to
me
two
criteria.
E
The
first
one
is
a
low
number
of
educators
of
color,
particularly
in
relation
to
the
student
population,
and
the
second
criteria
is
enough
openings
enough
teacher
openings
that
we
feel
that
this
is
a
school
that
could
make
a
jump
during
this
hiring
season.
A
significant
shift
in
terms
of
the
pop
elation
of
teachers
of
color
at
that
school.
The
project
starts
each
year
with
me,
making
personal
outreach
to
each
school
leader.
So
I
have
a
personal
conversation
with
each
of
them
about
why
they
were
selected.
E
We
offer
a
menu
of
supports
in
partnership
with
the
office
of
human
capital,
so
we
try
to
figure
out
what
they
need
most,
sometimes
it's
as
simple
as
they
are
so
busy
that
it
would
really
help
them
if
we
would
generate
lists
of
candidates
of
color
for
each
opening,
they
have
that
kind
of
concrete
assistance
can
make
a
big
difference
in
in
our
results.
Sometimes
it's
more
complex
in
terms
of
help
longer
term
efforts
to
diversify
their
pool.
E
E
So,
when
you're
successful
and
we're
finding
that
our
diversity
focus,
schools
are
uniformly
successful
in
moving
the
needle
when
they
are
part
of
this
cohort.
What
are
we
going
to
do
to
keep
those
new
teachers
in
the
building,
especially
in
schools
where
there
may
only
be
a
handful
of
teachers
of
color?
What
are
we
going
to
do
to
actively
support
them,
so
that
retention
is
also
successful?
E
We
started
an
experiment
last
year
around
that's
modeled
after
the
posse
foundation,
where
we
are
looking
at
candidates
from
our
pipeline
programs
and
trying
to
place
them
in
cohorts
so
that
they
have
built-in
peers
buddies
supporters
as
they
enter
into
a
school
environment
where
they
may
be
in
the
minority
as
teachers
of
color,
we
come
back
together
with
the
full
cohort
of
school
leaders
for
diversity,
focus
schools
at
the
end
of
the
hiring
season
to
debrief.
What
did
we
learn?
What
went
well,
what
were
our
successes
expected
or
unexpected?
What
were
our
our
challenges?
E
How
could
we
be
more
effective
next
year
and
we're
finding
that
each
year,
we're
being
more
and
more
successful
with
turning
the
tide
at
our
diversity
focus
schools,
and
you
can
see
on
the
right-hand
side
of
the
slide,
the
success
that
we
had
during
the
last
two
hiring
seasons
and
based
on
the
preliminary
data
that
you
saw
today
we're
going
to
see
those
numbers
continue
to
climb.
So
our
diversity
focus
schools
are
a
key
part
of
how
we're
moving
the
needle
district-wide
I.
E
Want
to
highlight
for
you
this
this
next
screen
is
our
data
dashboard.
We
have
a
state-of-the-art
dashboard
around
how
each
school
is
doing
in
terms
of
hiring
how
the
diversity
focused
schools
are
doing
in
terms
of
hiring
as
a
group
and
how
the
district
is
doing
in
terms
of
hiring
so
on,
and
at
least
while
it's
updated
every
day
and
on
at
least
a
weekly
basis.
Our
team
comes
together
the
office
of
equity,
the
office
of
human
capital,
and
we
dive
deep
into
these
numbers,
and
we
look
for
problem
areas.
E
So
as
recently
as
this
morning,
I
was
on
the
phone
with
one
of
our
school
leaders,
where
we
saw
a
number
that
we
weren't
as
happy
with,
as
we
would
like
around
their
initial
hiring
efforts
and
I
had
a
conversation
with
that
school
leader.
What
are
we
gonna
do
to
get
things
going
in
a
better
direction,
so
we
are
watching
these
numbers,
particularly
for
the
diversity
focus
schools,
but
not
exclusively
we're
also
looking
for
red
flags,
yellow
flags
at
all
of
our
schools.
E
So
that
gives
you
a
sense
of
how
we're
monitoring
things
day
in
and
day
out,
so
that
that
equity
check
is
a
weekly
check
from
the
start
of
the
hiring
season
to
the
end
I'm
now
gonna
pass
it
back
to
Saren
Daly
who's
gonna
speak
about
our
efforts
to
support
our
teachers
to
become
certified.
Thank
You
Becky.
F
We
recognized
a
challenge
faced
by
our
future
and
current
educators
and
it's
in
passing
the
untouched
and
we've
spent
this
year
redesigning
our
entire
program.
As
a
district
we
have
offered
for
years
an
EM
tell
prep
support
and
coaching
initiative,
and
this
year
we've
actually
redesigned
and
what
we've
seen
is
it
that,
with
our
preliminary
results,
we've
seen
some
really
promising
results
and
what's
most
noted
for
us,
is
the
pass
rate
for
our
educators
of
color.
F
F
All
of
our
efforts
to
recruit
highly
effective
and
racially
culturally
and
linguistically
diverse
teachers
and
educators
and
school
leaders
are
futile.
If
we
do
not
focus
on
retention,
our
efforts
have
to
be
robust
and
it
needs
to
then
also
think
about
the
individual
at
the
point
of
entry
and
as
they
develop
in
our
district.
We
continue
to
provide
professional
growth
opportunities
for
current
educators
of
color
in
our
district,
in
addition
to
hosting
our
monthly
gathering
for
a
lot
of
educators,
our
Asian
Latino,
eight
and
Native
American
educators.
F
We
have
supported
leadership,
development
and
professional
growth
by
hosting
both
the
bps
male
educators
of
color
executive
coaching
program
and
the
women
beep
women's
educators
of
color
executive
coaching
program,
and
this
initiative
is
intentionally
focused,
identified.
Thirty
twenty
to
thirty
individuals
across
our
district,
both
central
office
and
in
schools,
for
them
to
focus
on
their
professional
growth,
their
personal
growth
and
their
career
development
and
they're
coached
by
retired
educators,
who've
themselves
by
gender,
women
of
color
and
men
of
color,
who
have
held
leadership
positions
in
our
district.
F
We've
also
developed
a
partnership
with
UMass
Boston
to
offer
our
own
IDI
admin
principal
certification,
graduate
degree
program
again.
What
we're
learning
is
offering
simply
a
program
that
runs
on
Saturdays,
enable
our
educators
to
do
both
again
be
in
the
classroom,
be
fully
present
during
the
week
and
then
have
their
day
one
day
on
our
campus
at
Bolling,
where
they
focus
on
their
own
education.
That
has
been
highly
successful
and
what's
been
most
noteworthy
worthy.
Is
this
last
cohort
of
educators
in
the
master's
program?
F
F
What
was
also
I
have
him
make
a
special
note,
because
this
was
a
recent
occurrence.
We
had
four
men
from
our
male
educators
of
color
executive,
coaching
program
and
one
woman
from
our
women's
program
that
presented
at
the
national
conference,
a
coalition
of
schools,
educating
voice
of
color,
a
pretty
powerful
experience
for
them,
but
also
as
a
district.
A
pretty
powerful
experience
for
us.
E
We
are
engaged
in
rigorous
efforts
and
the
Boston
Public
Schools
to
achieve
racial
equity.
More
broadly,
and
those
efforts
really
hope
will
be
part
of
removing
barriers
to
selecting
teachers
of
color
and
placing
them
in
schools,
and
we
hope
it
is
going
to
be
part,
has
been
part
and
will
continue
to
be
part
of
creating
an
environment
where
those
teachers
stay
long-term
and
floor.
So
more
broadly,
as
I'm
sure
the
councillors
are
aware.
E
Both
the
office
of
equity
and
the
office
of
the
opportunity
and
achievement
gaps
are
involved
with
ensuring
that
our
school
leaders
and
our
educators
are
receiving
deep
training
around
culturally
and
linguistically
sustaining
practices
in
the
classroom
and
in
their
schools.
More
broadly,
we
are
training
our
school
leadership
in
our
central
office,
leadership
in
the
application
of
the
Boston
Public
Schools
racial
equity
tool,
which
is
a
designed
to
use
at
decision
making
tables
so
that
we
ensure
that
every
time
we're
making
a
decision,
whether
it's
how
we're
going
to
transport
our
children.
E
What
curriculum
we're
going
to
use
for
science
in
the
sixth
grade,
who
we're
going
to
hire
for
a
teaching
position
at
our
school,
that
we
are
applying
a
racial
equity
lens,
and
there
are
other
equity
lenses
that
we
also
are
concerned
with,
but
racial
equity
comes
first.
Of
course
we
continue
to
implement
the
opportunity
and
achievement
gap
policy
and,
lastly,
we
have
been
rolling
out
equity
protocols,
training
all
of
our
school
administrators
this
year,
not
only
all
of
our
school
leaders
and
our
principals
and
headmasters,
but
every
school
administrator.
E
This
year
we
achieve
90%
participation
in
equity
protocols,
training
so
that
our
school
leadership
broadly
are
able
to
identify
when
bias
may
be
occurring,
step
in
seek
assistance
from
the
office
of
equity
and
engage
in
efforts
to
actively
prevent
bias
based
incidents
from
occurring
that
impact,
both
our
students
and
our
staff
I'm
gonna
pass
it
back
to
Emily.
Now.
Thank.
D
You,
okay,
we're
going
to
end
with
three
data
points
and
I'll
present
them
pretty
quickly,
so
that
we
can
dig
into
your
questions
in
the
conversation
so
2017.
The
hiring
season
that
has
recently
concluded
was
their
best
hiring
season
in
recent
memory,
especially
for
the
number
and
diversity
of
the
external
hires,
those
who
are
new
to
Boston
Public
Schools.
D
A
You
so
much
Emily,
thank
you
for
the
entire
panel
I
want
to
acknowledge
that
we've
been
joined
by
councilor
Pressley
and
want
to
give
her
the
opportunity
to
make
an
opening
statement.
If
not,
we
can
just
dig
in
with
questions.
Okay,
let's
dig
in
so,
let's
start
with
the
hiring
you
mentioned
that
this
is
the
first
time
we
had
an
increase
for
black
teachers.
This
pass.
How
many
are
we
talking?
Let's
get
back
here.
D
D
G
G
A
A
E
Each
year
we're
picking
approximately
20
schools,
20
schools
and
we're
looking
at
is
two
criteria.
One
is:
is
there
a
significant
gap
between
the
demographics
of
the
teaching
staff
and
the
demographics
of
who's
attending
that
school?
And
second,
are
there
a
significant
number
of
openings?
So,
as
a
result,
let's
say
a
particular
school
in
year,
one
had
ten
openings
and
in
year
two
they
that
happened
to
be
a
low
turnover
year
and
there's
zero
openings.
The
fact
that
they
weren't
included
in
the
cohort
does
not
mean
that
they're,
where
we
want
them
to
be.
A
D
A
H
E
A
E
E
Obviously,
or
sometimes
there's
one
or
two,
and
they
are
so
highly
specialized
that
we
don't
feel
it's
the
right
place
for
us
to
focus
our
resources.
So
when
that's
the
case,
it
means
that
we
need
to
be
shifting
that
school,
around
racial
equity
and
culturally
and
linguistically
sustaining
practices
in
other
ways.
That
hiring
is
not
going
to
be
the
key
way
to
shift
that
school
culture
that
particular
year,
because
the
opportunity
simply
isn't
there
so
I.
Just.
A
E
Just
okay,
I'm
sorry,
I
misunderstood
the
first
half
of
your
question.
Yes,
so
so
there
are
diversity,
focus
schools
which
are
roughly
20
each
year
and
then
there's
the
rest
of
the
schools
right,
so
the
other
130
schools
and
the
ones
that
are
not,
they
just
say
the
wrong
number.
It's
under
okay.
Thank
you,
a
hundred
other
schools.
E
So
for
those
hundred
other
schools
we
are,
if
they
have
any
openings,
we
are
still
monitoring
how
they're
doing
around
hiring
and
we're
interceding,
but
we're
not
doing
that
deep,
daily
level
of
support,
because
we
are
focusing
our
efforts
where
they're
gonna
make
the
biggest
difference
in
results.
However,
there
are
lots
of
efforts
in
that
slide
that
where
I
talked
about
the
district-wide
efforts
around
racial
equity
that
that
work
is
for
every
school,
so
every
schools
engaged
in
equity
protocols,
training
every
schools
engaged
in
cultural
and
linguistically
sustained
practice.
E
A
I
would
also
suggest
that
there
are
some
schools
who
maybe
need
it
a
little
bit
more
than
others,
and
so
what
I'm
trying
to
understand
is:
is
there
a
list
of
schools
separate
from
these
schools
who
are
getting
some
sort
of
support,
even
if
they
don't
have
openings?
But
let
me
let
me
move
on
because
you
know
other
people
are
here
and
have
questions
how
many
schools,
so
you
have
the
list
of
20.
Can
you
share
that
with
us
with
a
list
of
20
schools?
E
Are
schools
that
have
been
on
the
list,
and
sometimes
you
know
it
comes
down
to
not
necessarily
that
they
are
quote
unquote
the
worst
offenders
it
may
be
that
they
have
higher
turnover
for
a
wide
variety
of
reasons,
including,
for
example,
if
it's
a
turnaround,
school
you're
going
to
see
a
lot
more
hiring
going
on.
So
there's
a
big
opportunity
there.
A
E
A
Would
be
helpful
that
would
be
helpful.
What
about
this
is
a
question
for
you
Emily
a
very
familiar
question:
what
about
benchmarks?
How
are
you
doing
and
moving
the
needle
around
who's
hired
by
when
for
each
year?
Are
we
seeing
improvements
from
year
to
year
or
not?
What
are
the
trends
there?
Yeah.
D
So
so
our
our
annual
goal
is
to
have
80%
of
the
March
1
positions
hired
by
June
1
and
when
I
was
here
last
month,
I
think
you
pushed
me
and
us
to
go
even
faster
than
that
and
in
reality,
in
order
to
meet
that
goal,
candidates
have
been
identified
in
early
May
and
kind
of
the
backend
work
is
being
done.
We
were
very,
we
were
faster
than
we
were
last
year.
I
think
we
were
close
to
80%.
What
was
their
actual
number?
You.
D
A
And
I
can
appreciate
that
and
I
guess
just
to
clarify
mm-hmm
I
understand
that
you
have
your
end
goal,
but
I
guess
I'm
interested
in
understanding
how
many
teachers
do
you
hope
to
have
hired
by.
So
if
you
start
March
1st
yeah,
I'm
gonna
do
hope
to
have
hired
by
April
1st.
You
know
by
May.
First,
do
you
have
those
kinds
of
benchmarks
throughout
yeah.
D
We
do
backwards,
we
backwards
map
from
that
June,
1
date
and
John,
and
his
data
partner
are
are
instrumental
in
that
monitoring.
We
have
human
capital
managers
who
work
with
each
group
of
schools,
and
they
are
the
ones
who
get
that
data
and
much
like
we
do
for
the
diversity
focus
schools
they're
on
top
of
which
opening
schools
have
they
can
see
which
schools
are
behind.
Give
extra
support,
they're,
specifically
reaching
out
about
hard
to
staff
positions
and.
A
D
A
I
D
We've
actually
spent
a
lot
of
time
trying
to
decide.
Actually
we
met
the
80%
threshold
in
the
first
couple
years
and
we
even
considered
dropping
that
as
a
goal,
and
we
talked
about
moving
it
up.
We
have
hit
on
that
date,
June
1st,
because
it
corresponds
to
when
potential
teachers
or
current
teachers
are
on
the
job
market
are
really
actively
looking.
So
as
much
as
we
want
to
push
people
to
go
earlier
and
faster.
D
A
A
G
G
Across
the
board,
the
percentages
were
higher,
but
particularly
for
external
hires.
The
numbers
were
more
much
higher
than
they
had
been
in
prior
years.
The
other
thing
that
was
a
significant
tribute
contributor
was
that
last
year
we
saw
the
lowest
attrition
for
educators
of
color
in
the
last
four
years,
so
as
a
combination
of
losing
fewer
black
educators
in
particular,
and
hiring
more.
What.
A
G
A
I
A
G
I
can
give
you
some
of
those
numbers
if
you'd
like
so
over
the
last
four
years,
we've
lost
anywhere
between
56
to
135
black
teachers,
so
that
averages
out
to
95
black
teachers
a
year.
If
you
take
a
four
year
average,
so
we
would
need
to
to
hire
at
least
95
to
maintain
the
status
quo.
If
we
use
that
as
a
as
a
benchmark.
So.
G
D
G
D
A
I
want
to
make
sure
I
get
to
my
other
colleagues,
because
I
could
sit
here
and
do
this
all
day.
So
since
you
brought
up
the
pipe
program,
if
you
could
take
take
me
through
okay,
thank
you
so
much
for
being
here
so
last
set
of
questions,
because
I
know
my
colleagues
have
other
things
and
I
want
to
make
sure
we
get
to
the
the
second
panel
as
well.
So
the
three
programs
that
you
highlighted
one
was
that
the
fellowship
one
was
the
AC
TT
and
the
other
one
was
the
high
school
students.
Yes,.
F
A
F
Have
a
new
partnership
with
City
area,
yes,
and
that,
as
I
think,
is
going
to
come
on
to
to
be
probably
at
both
end,
because
it
fell
supports
our
high
school
students
as
they
continue
through
high
school
and
into
college,
and
then
also
taps
into
the
national
network
of
city
or
core
members
who
want
to
be
educators.
So
that
we'll
have
a
turnaround
into
our
district.
In
two
years.
A
So
I'm
interested
for
each
of
these
and
I'll
just
ask
a
bunch
of
questions,
so
you
can
answer
it
once
and
then
we
can
move
on
to
my
colleagues
who
I'm
sure
have
questions
I'm
interested
in
the
the
breakdown
by
race,
ethnicity
and
language,
for
each
of
those
programs
and
I'm
interested
in
understanding
that
over
a
period
of
time,
so
I
know
with
the
fellowship.
You
said
you
just
finished
recruitment
for
your
second
class,
so
you've
got
some
data
there
with
a
CT
I
know
that's
been
around
for
a
while.
A
F
And
I
think
the
most
important
piece
here
is
exactly
what
you
were
shared.
You
asked
about
who's
entering
the
classroom,
so
this
gives
you
we've
decided
to
provide
you
with
all
cohorts.
So
this
is
the
entire
cohort
number.
The
ethnic
and
racial
diversity,
particularly
around
african-american
and
Latinos,
are
framed
here
and
we're
seeing
to
three
things
that
are
happening.
F
One
individuals
are
either
hired
into
our
district
as
teachers,
because
this
is
a
fairly
new
group
to
teaching
some
of
them
enter
as
paraprofessionals
or
the
third
option,
as
individuals
are
actually
taking
advantage
of
our
partnership
with
UMass
to
continue
on
and
get
their
master's
degree
and
then
re-enter
this
street.
So
our
yield
has
been
right
now.
A
29
percent
of
our
67
are
in
classrooms,
and
11
percent
of
that
group
is
our
pairs
and
then
15
percent
or
pursuing
master's
degrees.
So.
E
F
A
A
A
I
J
There
we
go.
Thank
you
Carrie,
so
thank
you
guys
for
being
here
and
thank
you
for
the
hard
work
that
you're
doing
within
the
district,
and
thank
you
guys
for
being
here
as
well
and
participating
in
this
important
conversation
and
the
work
that
you
do
to
frankly.
Hold
us
accountable
to
do
and
to
push
us
to
do
better,
faster
and
councillor
Jamie.
J
Thank
you
for
calling
this
hearing
I
had
been
following
the
conversation
around
teacher
diversity,
particularly
the
numbers
related
to
sort
of
the
backsliding,
of
course,
the
the
court
case
and
the
decision
and
was
really
one
day
driving
actually
listening
to
the
radio
and
the
recent
report
and
was
just
saddened
by
the
sort
of
current
state
of
affairs
and
pain,
councillor,
Janey
and
and
so
happy
that
she's
continuing
this
conversation.
This
is
something
like
she
expressed
earlier
that
we're
dealing
with
in
other
departments
as
well
when
it
comes
to
diversity.
J
We
just
had
a
hearing
last
week
on
public
safety
agencies
and
I
pledge
to
continue
that
work
and,
at
the
end,
to
come
up
with
short
term
and
long
term
solutions
to
change
that
and
to
put
that
in
writing
somewhere
so
that
we
can
hold
ourselves
accountable
and
people
and
the
public
and
hold
us
accountable
to
that.
So
I
look
forward
to
supporting
councillor
Janey
in
her
efforts,
as
well
as
the
district
and
putting
this
down
sort
of
in
writing.
What
do
we?
J
G
G
Have
gender
in
front
of
me,
but
I
can
give
you
a
raise.
Okay,
although
I
can
tell
you
roughly
it's
it's
about
25%
male,
only
75%
female,
but
it
may
be
off
from
that
by
a
pointer
tool
for
ethnicity.
It
is
6%
Asian
21%
black
1%
declined
to
identify
10%
at
ten
and
a
half
percent
Latino
less
than
a
percent
other
and
sixty-one
percent
white
and.
J
E
So
the
standard
that
John
just
shared
with
you
around
35%
is
our
floor.
We
want
to
see
that
in
every
school
and
as
a
very
basic
minimum
standard.
However,
ultimately,
the
goal
is
to
have
our
teaching
staff
reflect
the
diversity
of
our
students
and
that's
a
long
way
off
and
we're
very
conscious
of
that
and
we
and
that
that's.
The
long-term
goal
is
to
have
our
staff
in
in
each
spy
school
as
well
as
across
the
district
reflect
who
our
students
are
and.
J
J
I'm,
just
gonna
push
back
a
little
bit
on
that
metric
I.
Think
we
need
to
change
that
I
think
if
we
were
to
look
at
the
population
of
students
currently
represented
in
Boston,
Public
Schools
and
that's
86
percent,
and
we
want
a
teaching
population
that
reflects
that.
How
many
schools
then,
would
not
be
meeting
that.
J
J
E
J
E
Of
the
fact
that
we
have
two
criteria,
both
that
gap
and
the
opportunity
to
move
the
needle,
if
we
want
to
see
big
gains,
we
want
to
focus
our
resources
where
the
opportunity
is
greatest.
So
that's
why
we're
focusing
in
it's
not
to
say
we're,
ignoring
the
rest
of
the
schools.
We
are
keeping
our
eye
on
all
schools,
but
in
terms
of
that
daily
intensive
conversations
showing
up
at
the
school
to
coach
the
hiring
committee.
E
J
Can
we
get
a
list
of
all
the
schools
that
were
ever
on
yes
and
then
so
right
now,
I'm
in
my
head,
every
every
single
school
needs
work.
Absolutely
every
single
school
should
be
eligible
for
the
focus
program.
What
are
the
barriers
we
say
resources
is
that
financial
is
it.
Human
capital
is
expertise.
What
are
the
barriers
to
US,
making
giving
that
hyper
focused
attention
on
every
single
school
to
try
to
get
to
not
the
minimum
we
currently
have
set,
not
that
metric,
but
the
more
ambitious
and
idealistic
metric
one.
D
D
So
many
of
the
schools
that
have
that
have
diversity
numbers
that
we
are
it's
happy
with
it
all
do
not
have
openings
so
that
hiring
support
is
not
the
kind
of
help
that
they
need
right.
It
is
more
about
sometimes
the
school
culture.
The
school
culture
work
that
they're
getting
through
professional
development,
with
dr.
Rose
and
with
others,
but
I
think
so.
I
think
it's
more
about
matching
the
intervention
with
the
root
cause
and.
J
D
E
I
don't
know
if
dr.
Rosen
wants
to
speak
to
some
of
the
work.
That's
going
on
at
the
school
level.
I
know
I
was
present
at
the
August
Leadership
Institute
this
past
August,
where
every
school
engaged
in
a
process
of
making
a
plan
to
move
towards
being
an
actively
anti-racist
school
and
for
each
school
determining
what
the
key
levers
would
be
depending
on.
In
some
cases
it's
about
hiring
and
others.
It's
about
retention.
Sometimes
it's
about
professional
development.
Sometimes
it's
about
shifts
in
curriculum,
so
I'm
sure
dr.
Rose
can
speak
to
that
and.
J
J
K
K
Schools
are
to
have
targets
for
diversity
moving
forward.
We
did
some
work
with
the
office
of
human
capital
and
our
instructional
superintendents
to
think
about
a
process
of
projecting
out
what
were
your
and
and
John
was
a
big
part
of
it.
What
were
your
average
openings,
the
last
five
years
to
project
kind
of
how
they
do
it
with
MCAT
scores?
How
you
can
grow
to
be
more
diverse,
I
would
pause
and
also
say
that
this
issue
is
extremely
ecological
right,
and
so
you
guys
talk
about
schools
that
don't
have
openings.
K
K
Think
that's
a
larger
conversation
we
need
to
have
as
a
district,
but
where
my
office
comes
in
is
is
really
thinking
about
the
importance
not
only
of
diversity
within
the
schools,
but
also
because
we,
we
bark
at
the
thought
that
just
because
there's
a
brown
face
or
a
black
face
in
front
of
children
that
that
racist
paradigms
are
still
not
being
pushed
down
to
our
children,
and
so
it's
not
an
either/or.
But
we
really
need
to
be
thinking
about
both
the
practices
and
the
diversity
at
our
schools.
K
But
it
is
a
an
issue
that
I
think
touches
outside
of
HCS
control.
It
is
a
citywide
issue.
It
is
an
issue
with
our
graduate
schools
of
Education.
It
is
an
issue
with
you
know.
All
the
practices
in
bps
and
again,
if
you
have
a
stagnant
workforce,
is
going
to
be
very
difficult
to
quickly
increase
the
diversity
I
want.
J
J
How?
What
does
that
mean?
How
does
that
inform
the
solutions
either
offered
by
you
or
others?
I
would
love
to
hear
more
about
that,
and
so
I
will
wait
more
for
the
second
panel
to
hear
about
that
and,
lastly,
I
would
love
to
know.
Maybe
you
don't
know
this
off
the
top
of
our
head,
which
school
is
doing
really
well
in
this
counselor
Janie
talked
about
this.
What
are
the
20
best
schools,
but
based
on
what
we
just
talked
about?
K
J
E
The
answer
to
your
second
question
is:
in
the
data
we're
gonna
provide
at
the
end
of
the
session
that
was
part
of
councilor
Janie's
data
requests
was
to
know
about
the
schools
that
are
doing
the
best
and
that
information
will
be
their
number
one.
Well,
it's
it
depends
on
how
you
measure
I
believe
if
I
remember
correctly,
the
way
councilor
Janie's
request
was
worded
was
in
terms
of
the
school
that
are
doing
the
best
bye-bye
black
teachers,
by
Latino
teachers
and
by
Asian
teachers.
So.
J
D
We
have
I
can
tell
you
right
now.
So
measuring
was
the
school,
with
the
smallest
representation
gap
between
black
students
and
teachers.
Is
the
East
Boston
eec
the
school,
with
the
smallest
representation
gap
between
Latino
students
and
teachers
is
Dorchester
Academy
in
the
school,
with
the
smallest
representation
gap
between
Asian
students
and
teachers
is
another
course
to
college
and
what
we've
provided
here
are
I
think,
probably
about
20
or
so
15
or
20
schools
in
each
category.
So
you
can
see
we
do
learn
from
bright
spots.
D
J
A
A
L
Joining
this
body,
where
she
was
very
supportive
of
these
efforts
through
her
work
with
strategies
for
children,
so
it
was
really
a
full-circle
moment
now
to
have
her
here
at
the
maine
at
the
main
table
and
of
course
I've
worked
with
many
of
you
in
partnership
with
councillor
jackson,
he
held
many
hearings
on
this
topic
and
then
prior
to
councillor
jackson,
councillor
Yancey
and
councillor
Turner.
He
was
supportive
of
those
efforts,
and
so
you
know
on
one
hand,
I
appreciate
that
there
continues
to
be.
L
L
On
the
other
hand,
it's
incredibly
frustrating
that
we
continue
to
have
to
come
together
in
such
a
way
and
what
I'm
particularly
perplexed
by
is
that
we
were
doing
better
at
meeting
these
number
numbers
under
constitutional
order
when
we
had
less
diversity
in
the
city
of
Boston,
and
so
now
we're
more
diverse
than
we've
ever
been
before,
and
so
I
just
want
to
say
that
you
know
I
appreciate
your
efforts
and
what
you
do
every
day.
Please
do
continue
to
consider
us
as
partners
in
this.
L
We
are
not
here
to
point
fingers
of
blame,
but
really
to
hold
each
other
collectively
accountable
and
to
continue
to
be
vigilant
in
this
space.
I
would
also
add
that
this
is
not
only
about
parity.
This
is
not
only
about
fairness
and
justice
and
justice,
but
it
is
also
about
a
way
for
us
to
meet
what
we
continue
to
espouse
our
larger
goals
as
a
city
are
and
I'm,
not
just
talking
about
diversity
and
inclusion.
L
I
want
to
thank
the
btu
as
well.
You
know
who's
been
a
partner
in
this
and
so
I'll
begin
there
I
know
we
have
produced
reports
out
of
that
working
session,
and
so
I
just
want
to
know
based
on
the
diversity
working
group
and
also
the
many
thoughtful
recommendations
that
the
black
educators
alliance
of
Massachusetts
have
put
forward.
Given
their
own
lived
experiences
and
best
practices
have
we
implemented
any
of
their
best
strategies
and
recommendations
to
get
at
the
heart
of
the
problem?
I.
L
So
I'm
in
my
my
recall,
could
be
fuzzy,
but
my
recollection
is
that
black
educators
alliance
of
Massachusetts
has
put
forward
formal
recommendations
and
best
practices
and
strategies
to
get
at
this
from
their
own
lived
experiences,
as
well
as
the
diversity
working
group
which
I
co-chaired
with
councillor
Jackson.
So
I
just
wanted
to
know
if
any
of
those
recommendations
from
either
beam
or
the
working
group
have
been
implemented.
Yes,.
E
So
the
three
offices
represented
at
this
table
the
office
of
the
opportunity
achievement
gap,
the
office
of
human
capital,
the
office
of
equity
have
carefully
reviewed
those
recommendations
that
we've
received
in
the
past
from
beam.
We've
reviewed,
broken
promises
report
that
mr.
Krieger
read
from
earlier.
We've
reviewed
more
recent
recommendations
that
have
brought
to
our
attention
and
we
look
forward
to
digging
into
those
more
and
I
would
say
that
we've
tried
to
sort
them
into
which
strategies
some
of
the
suggested
strategies
already
in
place.
Okay
already
implemented
them,
some
of
them.
We
feel
or
less.
E
The
suggestion,
maybe
isn't
taking
into
account
the
full
picture
that
we
have
from
from
our
vantage
point
inside
the
district,
and
we
feel
what
we're
doing
is
as
effective
or
more
effective
and
in
a
few
cases
we
we
want
to
figure
out
if
we
can
find
the
resources
to
make
those
next
steps.
But
I
would
say
most
of
the
recommendations
are
either
implemented
or
we
feel
what
we're
doing
is
actually
even
more
effective
than
the
request.
That's
been
made,
okay,.
L
So,
on
the
point
of
resource
and
just
picking
up
councillor
Campbell
was
raising
this
as
well.
You
know
we
are
in
budget
right
now,
so
we
want
to
be
as
granular
in
as
specific
as
we
can
be
because
again
we
want
you
to
consider
us
to
be
partners
in
this,
and
so
when
we
offer
something
as
a
values
mandate
and
then
you
know,
we
want
to
make
sure
that
it's
not
an
unfunded
one.
So
do
you
all
have
the
staffing
and
the
resources
that
you
need?
L
E
E
Let
others
answer
that
in
a
moment,
but
what
I'd
like
to
say
is
when
I
think
about
the
answer
to
this
question.
I
think
about
it
from
two
angles.
One
is
I
believe
the
greatest
barriers
to
our
success
around
increasing
the
number
of
teachers
of
color
in
the
district
are
external
barriers
that
we
are.
You
know,
I've
done
this
work
for
30
years.
E
E
L
L
The
average
student
graduating
with
$30,000
in
student
loan
debt
I'm,
seeing
some
creative
models
locally,
like
fidelity,
will
now
invest
at
$10,000
in
mitigating
student
loan
debt
for
their
employees?
You
know,
so
we
need
to
see
more
of
that
because
that's
informing
people's
decisions
but
I
just
want.
Could
you
just
tell
me
from
what
is
the
average
salary
of
a
teacher
and
then
also
I
want
to
know
what
are
your
your
most
common
feeders
when
you
talk
about
post-secondary?
D
E
D
Terms
of
in
terms
of
teacher
salaries,
this
is
something
that
my
colleague,
Jessica,
tang
and
I
talked
a
lot
about
some
times
across
across
the
negotiating
table,
but
we
both
agree
that
there's
no
better
way
to
spend
your
money
than
in
rewarding
excellent
teaching,
and
we
are
proud
that
we
have
relatively
high
teacher
salaries
I
believe
the
average
is
over
92,000
I'm,
not
sure
if
you
have
the
number
I,
don't
have
it
right
in
my
head,
but
that
is
something
that
that
we
are
proud
of
and
and
want
to
invest
in.
Can
you
repeat
that?
L
F
Wonderful,
you
had
a
question
counselor
Presley
about
where
our
sources
so
two
years,
one.
We
have
strong
partnerships
with
at
UMass
Boston.
There
are
two
programs:
both
there
teach
next
year
program,
which
is
a
full-time
residency
program
and
we
yield
our
candidates
from
there.
Also
the
bt
bt,
our
boston
teacher
residency
program
is
another
strong
partner
of
ours
and
we
recruit
educators
out
of
that
residency
program.
F
Donovan
Scholars,
which
is
at
Boston
College
Program,
another
residency
program,
a
mess,
and
these
are
all
master's
level
programs
and
they
continue
to
be
a
source
of
highly
diverse
educators,
have
come
out
either
double
or
triple
certified.
So
we
have
strong
partners
with
them,
and
our
strategy-
and
my
recruitment
team
has
been
very
powerfully
focused
on
this-
is
making
sure
any
candidate
that
is
available.
We
recruit
and
have
them,
choose
us
first
as
their
opportunity
for
beginning
their
teaching
career.
F
You
asked
about
cost
of
living
when
one
of
the
things
we're
most
excited
about
is
our
partnership
at
City
Year.
This
new
initiative
is
based
on
for
that
individual
starting,
a
City
Year
Program
in
their
second
year.
They
will
partner
with
teach
next
year
to
do
a
full-time
teacher,
residency
and
their
master's
program
will
be
free
because
it
will
be
paid
for
by
their
AmeriCorps
funding.
L
E
L
So
picking
up
on
what
I
was
saying
earlier
around
inequality-
and
you
want
to
correct
this
Jessica,
okay,
we'll
hear
from
you
more
the
quality,
the
wealth
and
wage
gap.
You
know
expanding
the
pre-k
seeds,
you
know
one
of
the
work
forces
and
I'm
really
focused
on
is
the
informal
economies
of
our
home
and
community-based
childcare
providers,
who
comparatively
are
making
twenty
one
to
twenty
seven
thousand
dollars
a
year
compared
to
a
pre-k
teacher,
I
believe
in
bps,
which
starts
at
about
forty
five
thousand
dollars.
L
So
I'm,
really,
you
know
just
looking
for
opportunities
with
which
to
take
these
innovators
in
education.
Who,
who
are
our
children,
could
stand
to
benefit
from?
You
know
scaling
up
their
reach,
so
are
there
any
thoughts
about
how
to
engage
and
to
reach
those
folks,
while
we
are
expanding
pre-k
seats?
Yes,.
F
Absolutely
our
other
pipeline
program
is
called
the
community
power
development
program
and
in
most
cases,
the
individuals
that
we
reach
in
that
space
are
adults
who
have
are
transitioning
and
changing
careers.
There
are
either
families.
Members
are
parents
in
bps
individuals
who
have
degrees
in
other
countries
as
well
and
are
transitioning
here.
What's.
L
Thank
you
I
think,
there's
such
an
emphasis
on
how
to
the
pipeline
and
younger
teachers,
but
thank
god,
we're
all
little
longer,
but
because
of
cost
of
living
people
are
not
retiring
right,
so
people
are
working,
multiple
jobs
are
working
longer,
so
I
do
want
to
make
sure
it's
an
option,
mid-career
right.
So
that's
what
you're
speaking
of.
F
Yes,
and
also
it's
our,
it
is
truly
one
of
our
most
diverse
cohorts,
racially
ethnically
and
linguistically
well.
What
you
should
hear
from
us
as
a
district
is
that
we're
paying
attention
to
any
space,
any
area
where
we
could
develop
our
high
school
students
now
I
shared
with
you
about
the
City
Year
model,
where
we're
now
reaching
anyone
who
comes
to
Boston
for
City
Year
or
anyone
in
City,
Year,
nationally
considered
teaching
in
Boston.
F
L
And
then,
in
my
last
and
I
think
that
the
chair
for
her
indulgence
here
my
last
is
at
a
previous
hearing.
I
was
speaking
about
culture
and
climate,
and
you
know
I'm
doing
work
right
now,
working
with
you
to
reform
school
policies
which
are
having
disparate
impact
and
contributing
to
push
out
and
school
to
Prison
Pipeline,
and
it
does
seem
that
our
teachers
of
color
are
often
receiving
discipline
at
a
higher
rate
right
and
antidotal
II.
You
know,
I,
don't
know
if
that's
something
you
could
substantiate,
but
I
think
what
some
of
that
is
about.
L
Is
that
often
times
we
are
in
the
minority
in
every
way,
and
so
I
had
raised
this
idea
of
replicating
what
we
do
with
Posse
for
students,
which
is
to
onboard
teachers
in
a
cohort
so
that
they
are
coming
into
a
school
community
with
community
instead
of
a
one-off.
You
know,
I
always
tell
the
story
of
my
hearing
on
better
transitions
for
students
receiving
special
education
services
and
the
parent
from
sped
packs.
That
inclusion
is
not
just
a
seat
at
the
table.
L
It
is
an
experience,
and
so
we
have
to
be
honest
about
the
fact
that,
even
if
we
are
making
strides
incrementally
in
getting
folks
in
that
the
climate
and
culture
has
to
be
one
that
supports
their
retention.
So
could
you
just
speak
a
little
bit
about,
because
I
think
someone
didn't
mention
that
this
is
an
idea
that
you're,
exploring
and
I
just
want
to
know.
If
we
are
doing
that.
Onboarding
teachers,
new
teachers
in
a
cohort
yeah.
F
We
did
a
school,
we
did
do
that
and
we
piloted
it
with
six
teachers
at
one
school
coming
out
of
our
bps
teaching
fellowship
program,
lessons
learned
it
was
the
first
years
always
challenging,
and
one
of
the
greatest
things
is
having
that
challenge
happen.
With
six
other
colleagues,
we
have
our
coach
who
was
in
that
building
two
to
three
days
because
of
the
number
of
teachers
in
one
building.
F
We
had
individuals
who
came
out
of
the
experience,
all
six
of
them
will
stake
and
can
in
bps,
and
some
of
them
will
move
from
the
school
that
they're
in
and
choose
another
school,
but
so
that's
retention,
which
is
really
critical.
But,
more
importantly,
these
individuals
had
daily
sessions
meetings
as
a
cohort
every
morning
to
begin
their
day.
So
there
is
a
value
to
have,
even
though
they're
new
teachers
they
didn't
feel
new
by
themselves.
F
F
M
It
is
important
to
me
that
we
work
to
hire
teachers
that
can
accurately
reflect
our
city's
diverse
community.
All
students
can
benefit
from
increased
exposure
to
a
more
diverse
section
of
teachers,
I'm
also
interested
in
in
seeing
how
we
can
promote
diverse
hiring
policies.
Well,
we
we
are
working
on
promoting
diversity.
I'd
also
like
to
see
how
language
access
can
also
play
into
diverse
hiring
policies.
M
F
Our
team
has
made
a
concerted,
focused
effort
to
reach
out,
among
both
writ
large,
all
of
our
marketing
materials
are
translated
in
all
of
our
primary
languages
in
Boston
Public
Schools.
We
are
also
going
into
having
small
conversations
in
communities
that
have
more
linguistic
and
racial
diversity
with
that
intent
to
encourage
and
invite
individuals
to
come
to
Boston
and
apply
for
Boston
physicians,
okay,.
M
I
would
be
also
interested
in
any
outreach
you
could.
You
could
possibly
do
in
public
housing
developments.
I
represent
many
public
housing
developments
in
my
district
South
Boston
Chinatown
on
the
south
end.
Obviously,
a
high
concentration
of
Cantonese
speaking
Latino
Spanish
speaking,
but
can
we
go
into
any
public
housing
developments?
Can
we
go
into
Chinatown
and
try
to
do
some
more
recruiting
I.
D
M
Do
we
know
if
any
of
these
great
colleges
have
at
rmit
be
OBC?
Are
they
are
they
giving
any
free
scholarships
to
our
students
in
public
housing?
They
doing
any
type
of
outreach
and
if
they
are
I
know
they
do
provide
scholarships.
But
what
is
the
results
of
those
scholarships?
So
are
the
students
graduating
and
what
have
you
seen
not.
E
M
I
M
Them
to
you
know
their
own
there's
this
shutout
of
services.
At
times
I
do
see
they
have
schools
and
they're
in
the
parks,
but
some
of
the
parks
in
the
public
housing
they
need.
They
need
a
lot
of
work
compared
to
other
neighborhoods,
but
it's
just
an
example
that
we
need
to
do
more
outreach.
That's.
E
E
Oh
and
there's
just
it's
invaluable,
every
time
that
a
graduate
of
the
Boston
Public
Schools
begins
to
work
at
the
Boston
Public
Schools.
In
any
capacity,
it
makes
a
huge
difference
in
terms
of
their
ability
to
relate
to
our
students
to
model
for
our
students.
My
daughter,
my
daughter,
continues
to
tell
me
she
wants
to
be
a
math
teacher
and
I'm
I'm,
hoping
she'll
stick
with
it.
Okay,.
F
One
of
the
nice
things
about
our
second
pipeline
program,
the
bps
teaching
fellowship
it's
intended
to
either
train
individuals
to
get
their
initial
license
in
ASL
or
in
special
education,
so
that
one
pipeline
is
focused
on
those
two
hard
to
the
double
certified
areas.
I,
wonder
I
wanted
to
respond
to
your
question
also
about
public
housing
and
young
and
young
people
in
public
housing.
I
I
loved
your
idea
about
reaching
I
sort
of
really
focusing
and
reaching
into
that
community.
We
have
a
high
school.
F
The
teacher
program
that
is
impacting
all
of
our
high
schools
across
the
district,
but
recruitment
is
recruitment.
It
seems
really.
It
would
be
very
interesting
for
us
to
also
recruit
at
public
housing
facilities
for
our
high
school
students.
So
I
would
love
to
follow
up
with
you
on
that,
because
I
think
that's
a
really
low
hanging
fruit
and
we
are
already
doing
that
type
of
recruitment
in
our
high
schools.
No.
M
A
You
so
much
just
a
couple
of
follow-ups
and
I
will
most
likely
just
give
you
a
big
dump,
because
I'm
mindful
of
time,
I'm
hoping
that
you're
able
to
stay
some
of
my
colleagues
might
have
very
quick
follow-ups.
I
want
to
make
sure
that
we
get
to
our
wonderful
panel
here,
and
there
are
also
people
in
the
audience.
A
A
A
How
many
folks
are
in
a
class?
Do
you
still
offer
classes
around
this?
How
many
are
actually
on
waivers,
councilor
Pressley
brought
up.
You
know
bias
discipline
with
with
teachers
of
color
I'm
wondering
what
has
happened
with
the
evaluation
process,
to
kind
of
look
at
bias.
What
is
happening
with
letters
of
reasonable
assurance
or
not
our
teachers
receiving
those
Provisionals?
Are
they
receiving
those
two
Provisionals
of
color
in
good
standing?
Is
the
office
of
equity
signing
off
on
hires?
And
how
closely
are
we
looking
at
hires
around
diversity?
A
I
know
when
we
have
barber
fields
here
and
the
audience
I
know
when
she
was
the
equity
officer.
We
saw
numbers
going
up
and
in
retention
of
of
teachers
of
color
in
a
different
kind
of
way.
So
I'm
just
and
I
know
there
was
a
period
where
we
lost
that
sign-off.
So
I'm
wondering
one
if
we
have
it
and
if
so,
how
much
time
is
being
devoted
to
that
I'm,
also
interested
in
understanding
the
diversity
goals
for
the
pipeline
programs
and
whether
or
not
those
goals
have
increased,
because
you
know
we've
got
26
yield
mm-hm.
I
A
Are
we
talking
about
staff
overall,
which
includes
the
guidance
counselor's
or
just
teachers,
because
I've
said
you
know
over
and
over
and
over
again,
I
want
to
really
understand
what
is
happening
with
our
teachers
and
not
having
those
numbers
being
inflated
by
guidance,
counselor's
being
included
in
that
number.
So
I
know
that
was
a
lot
I
hope.
F
F
Had
174
this
past
year
did
they
pass?
We
are
still
getting
data
from
the
fall,
so
our
current
fall
data.
We
have
expressed
explicit
data
and
that's
a
snapshot
of
it.
We
have
it's
hard
to
talk
about
it
because
it's
a
small
set
of
the
fall
spring
and
we
can
give
you
data
we're
seeing
a
lot
incredible
growth
and
from
just
our
ESL
we're
talking.
A
A
A
F
That's
what
I'm
sharing
earlier
on?
Yes
to
both
what
we
found,
we
redesigned
the
Intel
prep
programming
and
what
we
found
is
the
model
that
we're
using,
which
is
smaller,
more
intensive
and
more
support
provides
sure
to
turn
around
once
they
take
it
and
actually
take
the
MTEL
directly
after
we're
seeing
pass
rates
of
80
80
%
and
some
of
the
M
tell
tests,
but
it
is
possible.
We
have
individuals
who
have
taken
the
M
tells
multiple
times
and
it's
like
anything
else.
A
Just
because
I,
that
was
a
lot
of
questions
that
I
had
so
letters.
A
reasonable
assurance
by
evaluation
process.
Equity
signed
off
on
hires,
the
diversity
goals
for
the
pipeline
programs
and
whether
or
not
school
leaders
are
being
held
accountable
for
diversity
in
their
schools
or,
if
being
evaluated.
On.
A
E
I
can
take
the
one
about
the
equity
check
when
I
began
work
in
the
office
of
equity
in
November
2015.
What
had
been
happening
is
that
after
a
school
made
a
teacher's
selection,
so
when
they
had
completed
the
process,
their
hiring
committee,
which
is
often
composed
of
parents
teachers
administrators,
had
made
their
selection
after
interviewing
candidates.
Then
there
was
an
equity
check
at
that
stage,
so
the
selection
had
been
made,
and
often
this
was
mid
to
late
hiring
season
right
by
the
time
each
teacher
is
picked.
E
What
would
happen
is
occasionally
the
office
of
equity
would
reject
the
candidate
based
on
hey
the
pool
looks
more
mixed.
Why
didn't
you
interview
more
people
of
color
whatever,
and
then
what
would
happen
is
they
would
go
back
to
the
pool?
In
the
meantime,
the
pool
had
become
less
diverse,
because
that's
what
happens
we
found
is
that
the
earlier
we
hire
teachers,
the
more
likely
are
to
hire
teachers
of
color.
That's
why
we're
so
thrilled
with
that
51
percent
number
that
we
started
with
today.
E
So
what
we
did
to
shift
this
to
try
to
make
it
more
effective,
is
to
begin
the
equity
check
from
the
beginning.
So
we're
looking
at
the
pool
for
every
effort
at
the
hiring
pool
for
every
school,
we're
monitoring
day
by
day
by
day
who's
getting
interviewed
I'm
on
the
phone
with
a
school
leader,
I
see
you
had
a
diverse
pool
for
that
job.
How
come
you
didn't
interview
it?
E
I'm
doing
deep
dive
for
the
diversity,
focus,
schools
and
keeping
my
eye
on
all
the
schools
and
that's
you
know
a
lot
of
credit
to
my
partners
in
the
office
of
human
capital,
particularly
Jonathan,
who
spoke
earlier.
Who
is
that's
what
he
does
is
look
at,
that
data
dashboard
I
think
he
might
dream
that
dashboard
at
night.
So
we
are,
we
are,
you
know,
looking
at
it
on
a
daily
basis,
for
where
those
yellow
and
red
flags
are.
G
I
can
address
a
couple
of
other
points.
Your
question
about
all
the
data
presented
today
was
teachers
only
not
inclusive,
of
guidance
counselor's.
We
have
traditionally
reported
teachers
and
guidance
counselor's
when
we've
come
before
City
Council,
just
for
for
context,
guidance
counselors
represent
less
than
2%
of
that
population,
but
today
everything
was
teachers.
Only
the
second
beast.
G
So
often
they'll
get
hired
on
a
waiver
and
have
time
to
to
get
their
license
if
they
don't
get
their
license
by
the
time
budget
season
comes
around
we're
forced
to
not
renew
them
oftentimes,
they
will
get
rehired
if
they
are
able
to
get
their
license
by
the
end
of
the
year
or
potentially
get
hired
on
a
second
year
waiver
or
shift
to
a
position
where
they
are
licensed
for,
but
we've
seen
an
increase
in
the
number
of
specifically
black
and
Latino
teachers
being
non
renewed
because
of
licensure.
So.
A
I
E
Let's
say
very
simply
that
we
are
evaluating
school
leaders
in
terms
of
the
work
that
they're
doing
around
racial
equity
in
their
schools
and
in
every
level
we
don't
evaluate
them
specifically
on
the
hiring
numbers,
because
I
could
be
a
new
teacher.
A
new
principal
in
a
school
I've
been
there
one
year
and
I
haven't
even
had
a
chance
to
hire
somebody
right.
So
we're
looking
at
it
much
more
deeply,
actually
across
every
competency
for
school
leaders.
How
are
they
integrating
racial
equity
as
as
instructional
coaches?
How
are
they
integrating
racial
equity
as
evaluators?
A
J
We'll
figure
this
technology
to
things
cuz,
I
I,
would
love
for
this
group
to
go
through
this
letter,
for
example,
and
to
talk
point
by
point
in
terms
of
the
recommendations,
what
the
district
has
adopted,
what
they
want,
what
they
think
is
appropriate
and
where
the
barriers
might
be.
How
do
we
support?
What
do
we
offer
in
terms
of
support
for
existing
teachers
of
color?
J
So
we
got
some
testimony
today
and
and
some
emails
from
teachers
that
work
at
various
schools
at
large
student
populations
of
students
of
color
and
there's
only
a
few
teachers
of
color
and
feeling
isolated.
We
talked
earlier
about
the
culture,
so
I'm
just
curious
what
its
in
place
to
support
our
existing
teachers
of
color.
F
For
the
past
three,
actually,
three
and
a
half
years,
we've
held
annual
I'm,
sorry
monthly
gatherings
for
all
a
lot
of
educators
in
our
district.
And
so
it's
a
convening
that
provides
educators
across
the
district
with
a
community
that
convenes
monthly
and
it
is
intended
to
build
community,
create
networks
and
also
provide
resources
and,
if
needed,.
F
Looks
like
well,
it
starts
there
and
if
there
is
I
mean
everyone
has
my
email,
so
it
begins
there.
I
would
say
that
it's
a
good
example
of
what
next
looks
like
is
that
the
mail
program
and
the
women's
program
came
out
of
the
allotted
programming,
that
there
was
a
need
to
do
more
specifically
by
gender,
around
leadership,
development
and
growth,
and
so
that
came
out
of
so
that's
a
space
where
there's
a
lot
of
there.
E
I
would
add
that
I
mentioned
earlier
in
the
mandatory
training
that
we
provide
to
the
school
leaders
for
all
of
our
diversity
focus
schools.
We
added
this
a
new
module
on
retention
of
teachers,
of
color
specifically,
and
what
best
practices
are
for
our
principles
and
our
Headmaster's
day
by
day
by
day,
so
that
we
don't
just
put
all
the
effort
into
the
selection,
but
that
we
keep
these
very
talented
teachers
that
were
recruiting.
J
G
D
Believe,
that's
a
negotiated,
there's
there's
the
rest,
the
city,
residency
ordinance
and
then
there's
a
state
statute,
but
I
believe
that
the
ability
to
not
live
in
the
city
of
Boston
is
a
negotiated
provision.
But
you
could
speak
to
that.
Jessica
I,
don't
know
if
there's
been
a
discussion,
I
haven't
been
in
it
well.
J
We
can
go
to
the
second.
Only
ask
that,
because
and
I'd
love
to
see
the
numbers
in
the
breakdown.
Yeah
I
went
to
five
BPS
schools,
including
latin
school,
and,
let
me
tell
you,
I've
been
outside
the
city
and
people
like.
Oh
I've,
seen
you
before
it,
I'm
like,
where
I'm
a
teacher
here
and
they
don't
live
in
the
city,
so
I,
not
to
say
that
is
a
negative
thing.
I,
don't
think
you're
less
of
a
qualified
teacher.
J
If
you
don't
live
in
the
city
of
Boston,
but
in
discussions
with
other
departments
where
we
talk
about
residency,
working
in
the
city
and
being
a
person
of
color
and
the
pools
of
people,
it's
come
up,
and
so
I
was
just
curious.
What
those
breakdowns
look
like
and
if
there
ever
been
a
discussion
in
the
context
of
our
teacher
teaching
population.
J
A
You
you
guys
so
we've
been
joined
by
councillor
co-moh.
Did
you
have
any
questions
for
this
panel
and
councilor
Pressley
had
another
commitment,
her
staff
is
here
for
the
duration
of
the
hearing,
and
she
will
also
review
the
tape
so
I
think
in
the
interest
of
time
I'd
like
to
move
on.
If
so
one.
Thank
you
so
much
all
of
you
for
being
here.
Thank
you
for
the
work
that
you're
doing.
I
hope
that
you
take
this
as
all
of
our
this
this
urgency
and
this
even
frustration
as
us
wanting
to
move
forward
and
I.
A
You
know
hope
that
you
share
in
that.
If
you're
able
I
would
invite
you
to
stay,
we've
got
some
great
solutions
coming
from
this
next
panel.
That
I
think
that
you
could
all
benefit
from
that
we
could
all
benefit
from,
and
so,
if
you're
able
to
I
hope
that
you
will
stay
also,
something
else
could
come
up.
Someone
might
have
another
question
for
you.
So,
thank
you
in
terms
of
this
next
panel
I'm.
A
Just
grateful
to
have
all
of
you
here
and
all
of
you
who
are
in
the
audience
in
in
a
prior
life
of
mine
I
had
the
the
great
pleasure
of
working
with
so
many
of
you
and
I'm
great.
That
I
am
grateful
that
I
continue
to
be
able
to
work
with
you
and
so
we're
joined
by
several
people
here,
including
we
have
representation
from
beam
the
black
educators
alliance
of
Massachusetts
representation
from
the
n-double-a-cp,
the
Boston
Teachers
Union.
We
know
the
lead.
Author
of
the
report
was
a
lawyers
Committee
for
civil
rights
and
economic
justice.
A
We
also
have
representation
from
the
Boston
Network
for
black
student
achievement.
So
I
really
appreciate
that
all
of
you
are
here
I'm
going
to
ask
in
terms
of
the
panel
and
then
we
will
also
take
testimony
I'm
going
to
ask
that
we
start
maybe
from
my
left,
to
right
this
way
or
right
to
left
with
Jessica
saying
the
president
of
the
teachers
union
and
then
we'll
move
on
and
then
I'm
sure
people
will
have
additional
questions.
So
if
you
could
state
for
the
record
you
and
your
affiliation
as
you
do,
your
presentation.
Thank
you
sure.
N
But
what
a
lot
of
our
recommendations
actually
are
recommendations
that
benefit
all
teachers
and
because
we
know
that
we
can't
just
it
can't
just
be
about
recruitment.
I
appreciate
the
recruitment
efforts.
I
know
that
we
do
have
a
large
cohort
that
are
retiring
and
that
you
know
we
need
to
not
just
recruit
more
to
increase
the
numbers,
but
also
just
to
replenish
and
maintain
as
we're
seeing
and
so
that
sustaining
and
retaining
our
teachers
of
color
is
equally
of
importance.
N
If,
if
not
underemphasized
as
well-
and
this
is
a
topic-
that's
important
to
a
lot
of
our
members-
in
fact,
we
are
that
that
was
mentioned.
One
of
the
participants
did
a
whole
research
study
on
on
teacher
diversity.
In
our
own
teacher
leader
program,
we
had
a
teacher
who
wanted
to
be
here
tonight.
Wasn't
able
to
make
it
so
we're
gonna,
send
you
her
research,
but
tatianna.
Williams
Rodriguez
did
a
whole
research
project
on
black
teacher
recruitment
and
retention
within
Boston
Public,
Schools
and
I
wanted
to
share
some
of
her
quick
recommendations.
N
Again,
it's
a
much
longer
paper
that
will
send
to
you,
but
many
of
them
we've
discussed
already
to
ensure
that
administrators
have
adequate
teaching
experience,
offer
more
diversity,
training
for
administrators,
so
they
can
support,
evaluate
teachers
of
color
equitably
and
unpack
their
cultural
bias.
Make
an
effort
to
provide
supports
in
place
to
sustain
and
empower
educators
of
color
collect
more
data
and
make
it
available
and
accessible
to
teachers
of
color,
so
they
have
opportunities
to
also
come
up
with
possible
solutions.
N
We've
talked
about
exit
strategies
in
the
past.
Let's
talk
to
the
teachers
who
are
both
impacted.
Let's
hear
what
they
have
to
say
in
terms
of
what
supports
they
would
need
to
want
to
stay
in
the
district,
provide
alternate
routes
to
certifications,
insides
MTEL,
as
was
mentioned,
that
until
I
sin
Chi
and
the
test
is
a
barrier,
systemic
barrier.
N
I
would
say
in
fact,
as
we
know,
a
lot
about
the
impact
of
systemic
racism,
even
in
tests
or
and
alternatives
such
as
internship
research
paper
studies
for
certification
credits,
and
she
has
several
more
but
I'm
gonna
actually
share
some
very
specific
ones,
and
one
of
the
number
one
recommend
or
findings
that
this
teacher
found
and
that's
consistent
with
others
like
Travis
Burton
who's
done
extensive
research
on
educators
of
color,
particularly
male
educators
of
color.
Is
it's
not
always
even
just
about
the
concentration
and
support
it's
about
the
workload
and
this
impacts
all
teachers?
N
We
have
a
lot
of
teachers
coming
to
us
saying
our
resource
room,
teacher,
classroom
or
classes
are
getting
cut
over
and
over
again,
and
we
care
increasingly
about
this
and
a
lot
of
those
are
teachers
of
color.
Another
specific
policy.
That's
really
hurting
a
lot
of
teachers
and
not
just
teachers
of
color.
Is
this
new
policy
of
a
break
in
service
for
third-year
Provisionals
if
they
get
a
ten
I
and
I
have
a
specific
example.
N
Right
now
of
a
teacher
who
is
a
third-year
prof
was
on
a
plan,
a
needs
improvement
plan
with
an
evaluator
halfway
through
the
school
yeah
and
she
was
progressing
and
doing
better.
Halfway
through
the
school
year,
she
was
switched
to
a
new
evaluator,
given
an
ni
and
is
being
pushed
out
of
the
school,
clearly
not
a
good
fit
with
that
principle,
and
that
that
teacher,
but
there's
another
principal
who
does
want
to
hire
her.
N
This
is
the
Haitian
educator
of
color
and
can't
hire
her,
and
this
is
just
one
example,
but
when
we're
talking
about
losing
38
teachers
between
school
year
1415
and
school
year,
1516
every
single
teacher
matters
and
here's
a
teacher
who's
working
hard
was
doing
well
had
one
ni,
it's
her
third
year
pause
and
now
because
of
this
policy,
of
a
need
of
her
break
in
service,
she
can't
get
rehired
by
the
district
by
principal
who
does
want
her.
It
makes
no
sense.
N
This
happened
to
another
teacher
too,
and
this
teacher
actually
did
end
up
getting
a
proficient,
but
just
this
Saturday
was
told
that
she
was
is
getting
let
go
by
the
district,
and
this
is
by
the
way,
a
teacher
of
color
Cape
Verdean
teacher
who
graduated
from
the
Mater
school
bps
school.
It
was
her
dream
to
come
back
and
teach
in
bps
is
proficient
educator
color,
and
this
Saturday
was
told
that
she's
not
doesn't
have
a
position
at
the
school
anymore.
N
It
makes
no
sense
to
me
if
we're
trying
to
attract
and
retain
teachers
of
color,
and
we
have
them
in
our
district.
And
then
we
have
these
arbitrary
policies
that
then
are
pushing
out
teachers
and
through
no
fault
of
her
own,
should
have
gotten
a
position
in
that
school
and
then,
at
this
late
in
the
school
year,
wasn't
applying
for
positions
because
she
was
told
she
had
a
position
and
then
his
told
she's.
Let
go
now
two
weeks
before
the
end
of
the
school
year.
She
does
find
a
position.
N
N
N
Actually
I
can't
help
but
notice
that
it
was
the
four
black
councilor
female
councillors
who
are
here
initially
and
I,
appreciate
that
councillor,
Flynn
and
CEO
Moe
and
clarity
have
also
showed
up,
but
it
you
know
it's
oftentimes,
the
teachers
of
color
who
themselves
then
end
up
having
to
try
to
do
the
diversity
work,
and
it
shouldn't
be
that
way
and
that
contributes
I.
Think
to
the
the
workload
issue.
N
Another
example
of
a
specific
BPS
policy,
that's
disproportionately
hurt
teachers
of
color
is
the
unassigned
teacher
pool
or
the
teachers
and
suitable
professional
capacity
rules
and
I
want
to
clarify,
because
they've
been
completely
mischaracterized
and
I
think
stereotyped
as
quote-unquote
a
pool
of
bad
teachers
who
are
getting
paid
and
do
no
work.
That
is
just
not
true.
N
We're
talking
about.
You
know:
bilingual
latina
guidance,
counselor,
we're
talking
about
a
Spanish
teacher
who
was
placed
in
a
school
and
the
school,
the
students
everyone
loved
her,
but
she
was
placed
in
a
pilot
school
and
basically
was
told
they
couldn't
keep
her
not
because
they
didn't
want
her,
but
because
they
couldn't
budget
for
her
position,
because
she
was
a
couple
years
away
from
retirement.
N
These
are
not
the
reasons
that
our
older
veteran
teachers
of
color
should
be
not
placed
in
positions
or
pushed
out
of
schools
or
not
hired,
but
especially
when
a
third
of
our
schools
are
autonomous
and
they
have
average
or
I'm
sorry
actual
budgeting.
Instead
of
average
budgeting,
there
is
a
disincentive
with
budget
cuts
to
push
out
the
more
expensive
veteran
teachers
of
color,
and
that
is
an
issue
too.
N
Another
issue
is
that
we
are
solution.
Actually,
I
should
say,
is
the
reasonable
assurance
udderly,
reasonable
assurance,
and
in
the
past
the
superintendent
had
the
ability
to
give
teachers
early
permanent
status,
not
just
teachers
of
color
about
any
excellent
qualified
teacher
that
we
really
want
to
keep
in
the
district
you
could
get.
What's
it
called
a
recommendation
from
the
principal
and
the
superintendent
would
approve
it.
N
I
know
this
happened
because
I
received
it
myself
in
my
first
year
of
teaching,
and
so,
if
we're
serious
about
keeping
qualified
teachers
of
color,
we
have
a
lot
of
the
tools
and
we're
not
using
them
another
potential
opportunities
through
our
substitute
teachers.
Recently
we
convened
our
substitute
teachers
and
I
could
not
help
but
notice
that
they
were
all
almost
majority.
N
But
we
do
need
to
be
taking
a
closer
look
at
the
disaggregates
within
schools
too,
and
so
for
a
minute
I'm.
Just
going
to
put
on
my
Massachusetts
agent,
American,
educators,
Association's
hat,
because
we
have
testified
in
the
past
to
where
we
know.
There
are
plenty
of
schools
with
over
10%
Asian
American
population
of
students
and
zero
asian-american
teachers,
and
that's
a
problem.
I
ran
into
a
former
student
who's
at
the
Bryant
that
has
a
very
high
asian-american
education
or
student
population
and
she's
like
yeah.
We
don't
really
know
who
to
go
to.
N
We
just
have
one
Asian,
Chinese
teacher
who
teaches
Chinese,
and
you
know
we
don't
really
feel
like
there's
anyone
else
to
go
to
and
that's
a
problem
and
even
the
schools
that
do
have
Asian
American
teachers
oftentimes.
It
may
be
a
high
concentration
of
either
chinese-american
teachers,
but
if
it's
a
school
that
has
a
high
Vietnamese
population,
we
need
to
be
thinking
about.
How
do
we
get
more
of
our
Vietnamese
teachers
into
those
schools
too?
N
It's
like
what
about
Asian
American.
We
also
have
you
know:
6%
Asian
American
in
the
districts
and
9%
bps
students
and
I'm
glad
to
see
a
1%
increase
over
ten
years.
But
that's
not
okay,
that's
not
enough,
and
it
just
really
was
striking
to
me
about
the
invisibility
of
asian-americans
and
a
lot
of
these
conversations
and
so
I
needed
to
put
on
my
my
hat
for
a
second
to
raise
those
issues,
but
also
as
a
parent
of
the
Boston
Teachers
Union.
N
We
represent
all
teachers,
and
this
is
again
an
issue
not
just
for
any
certain
population,
specific
population,
but
again
this
idea
that
all
students
benefit
from
diversity
of
their
teaching
staff
and
I'd.
Say
teachers
do
too,
and
so
those
are
some
of
our
ideas
for
for
how
we
can
actually
address
very
specific
policies
that
are
being
used
in
bps
right
now,
that
are
I,
think
hurting
our
ability
to
not
just
recruit
but
retain
and
sustain
our
teachers
of
color
in
the
district
and
I.
A
End
there
thank
you
so
much
Jessica,
Matt
and
I
know
we
heard
from
you
in
opening,
if
you
could
focus
solutions
on
ones
that
were
not
mentioned
by
Jessica.
Just
in
the
interest
of
time
you
may
hear,
we've
got
some
folks
waiting
for
another
hearing
that
has
two
that
is
scheduled
to
begin
and
I
want
to
make
sure
that
we
have
time
for
the
president
a
beam
as
well
as
for
public
testimony.
Of
course,.
C
The
office
of
equity
should
also
have
to
review
that
and
decide
whether
or
not
it
supports
such
a
decision
and
an
offer
written
explanation
to
do
so
right.
So
that's
one
way
to
make
sure
no
matter
how
many
teachers
you're
hiring
a
year.
You
are
thinking
about
this
with
each
hire
that
you
make
so
that
we
are
moving
the
needle
number
two,
and
this
is
basically
what
she
said
for
any
time
we
have
proficient
or
exemplary
black
Latino
or
asian-american
provisional
teachers
who
didn't
get
the
letter
of
reasonable
assurance.
C
That
Jessica
mentioned
those
should
be
people
who
are
placed
immediately
in
the
interview
queue
at
the
front
of
it
for
an
open
position
for
which
they're
qualified
and
those
teachers
should
also
be
offered
the
letters
of
commitment
to
Jessica
mentioned.
Third,
when
we
have
black
Latino
asian-american
teachers
who
are
evaluated
as
proficient
or
exemplary
and
have
been
accessed
or
considered
suitable
professional
capacity,
they
should
be
the
people
who
are
placed
in
open
positions
as
they
open
up.
C
This
is
how
we
make
sure
that
we
can
retain
our
teachers
of
color
in
the
district
and
all
of
those
steps
can
be
done
without
cutting
into
a
gym
teacher
for
my
kids,
school
or
Becca
kid
school
or
anybody
school
right.
If
we
wanted
to
spend
a
little
money
and
spend
it
correctly,
we
could
add
staff
to
be
full-time
recruitment
managers
to
complement
the
work
that
the
12
teachers
recruit.
12
teacher
recruiters
are
doing
in
bps
right
now
and
to
support
your
staff.
C
We
could
also
expand
the
capacity
of
the
Elk
MTEL
prep
courses
that
we
offer
so
that
it's
actually
reaching
more
teachers
who
have
that
need.
None
of
us
are
saying
any
of
these
programs
should
stop.
Some
of
them
are
new,
inventive
and
things
that
should
be
applauded.
A
lot
of
them
are
also
built
on
the
work
of
beam
members
and
n
double
acp
members,
who
held
these
offices
within
and
without
the
district
for
decades.
Right.
H
Thank
you
so
much
councillor
Chaney
and
councillor
Campbell.
Thank
you
so
much
for
particularly
councillor
Chaney,
inviting
me
here
today.
Can
you
hear
me?
Okay,
my
name
is
Edith
bazzill
and
I'm,
the
president
of
black
educators,
alliance
of
Massachusetts
being
and
I'm
disheartened
that
we're
having
this
conversation
I
am
a
retiree
of
Boston
Public
Schools
I
worked
fourteen
years
as
a
teacher
in
18
years
as
a
district
wide
administrator
prior
to
my
hiring
I
was
rejected.
H
H
We,
as
you
know,
join
nine
other
organizations
on
behalf
of
this
initiative
and
published
a
report
which
we
encourage
and
thank
you
Becky
Shuster,
for
your
feedback
on
our
recommendations.
We
encourage
you
to
take
a
second
look
at
broken
promises:
teacher
diversity
in
Boston,
Public
Schools,
because
we
believe,
as
matt
indicated,
it
does
outline
some
clear
solutions
that
can
be
implemented
and,
in
fact
have
in
the
past
been
implemented
so
that
we
can
have
a
representative
teaching
force
that
reflects
the
diversity
of
our
students
and
of
our
city.
H
But
right
now
we
are
expressing
our
collective
frustration
with
the
lack
of
progress
in
improving
teacher,
diverse
diversity
in
Boston
Public
Schools.
Over
the
last
ten
years,
Matt
talked
about
the
unfortunate
small
increases
of
Asian
and
Latina
teachers
and
the
substantial
decline
and
black
teachers
within
the
district.
During
the
same
period,
students
and
teachers,
as
we
know,
of
color,
have
increased
while
the
superintendent
and
the
school
committee
have
repeatedly
voiced
commitments
about
improving
diversity.
H
H
We
also
want
to
respond
to
the
statement
of
looking
at
the
20
diversity
focus
schools
if,
as
the
district
has
contended
in
the
opening
statement,
that
systemic
racism
forms
a
barrier
to
onboarding
teachers
of
color-
and
this
is
a
quote
from
the
slide
at
every
phase
of
this
process,
then
why
not
include
all
schools?
All
schools
need
to
be
looked
at.
All
principals
need
to
be
held
accountable
for
hiring
teachers,
so
this
needs
to
be
done
across
all
schools,
not
just
20
schools,
in
contrast
to
teach
at
diversity.
H
Bps
has
made
initiatives
such
as
the
mutual
consent,
hiring
top
priority
for
school
leaders
and
has
spent
millions
of
dollars
to
improve
their
success,
but
we
believe
that,
if
left
to
their
own
devices,
principals
will
not
hire
a
diverse
staff.
They
do
need
because
of
your
stated
statement
in
your
PowerPoint
diversity,
training
and
also
training
on
implicit
bias,
but
more
than
that
they
need
to
be
held
accountable.
We
don't
believe
this
should
be
a
conversation.
H
It
needs
to
be
policies
that
are
rooted
in
practices
and
it
shouldn't
be
a
matter
of
just
looking
at
what's
happening
in
the
school.
You
know
we
have
an
old
saying
in
education
when
the
pig
doesn't
make
it
fatter.
Looking
at
the
numbers
does
not
make
them
increase.
We
need
to
have
sustainable
real
policies
that
walk
the
talk
and
enforce
teacher
diversity
so
that
our
students
have
an
opportunity
to
see
themselves
reflected
in
the
front
of
the
classroom.
Broken
promises
not
only
details.
H
The
status
of
teacher
diversity
in
bps,
but
the
recommendations
that
matches
outline,
which
we
feel
will
rapidly
and
substantially
improve
that
diversity
that
is
declining
at
this
time
report,
for
example,
recognizes
promising
BPS
pipeline
programs
and
recommends
major
expansion
of
these
programs.
Since
we
do
know
that
local
universities
have
been
extremely
slow
and
unsuccessful
in
the
expansion
of
the
MTEL
of
the
teacher
educated
prep
programs.
H
H
It
is
29%
and
the
fact
that
they
have
teachers.
Black
teachers
is
an
incredible
incentive
for
them
not
only
to
complete
high
school,
but
also
to
go
to
these
teacher
prep
programs
at
our
colleges
and
universities.
So
we
have
to
front-load
by
having
role
models
for
our
students.
You
can't
be
what
you
don't
see
if
our
students
do
not
see
us
represented
in
the
teaching
force,
what
incentive
are
they
going
to
be
giving
in
in
order
to
pursue
education?
H
So
I
think
that
that's
that's
an
issue
that
sits
with
bps
and
we
have
the
stop
saying
that
it's
an
external
problem.
We
have
to
look
at
what
we've
done
in
the
past
that
worked
and
expand
those
programs
and
focus
on
the
research
that
is
telling
us
what
needs
to
happen.
With
regard
to
this
issue.
The
report
also
recommends
the
expansion
of
the
Intel
prep
programs.
I
also
want
to
talk
a
little
bit
about
beats
here.
I've
excuses.
A
After
beginning
before
you
arrived,
so
if
you
would
just
want
to
wrap
up
with
some
closing,
I
want
to
make
sure
that
we're
able
to
take
public
testimony.
We've
had
a
bit
of
a
scheduling
snafu,
where
there's
another
hearing
scheduled
to
be
here.
So
if
you
could
wrap
up
with
closing
I
want
to
make
sure
that
we
get
sure.
H
I
just
wanted
to
highlight
a
couple
of
examples.
For
example,
BTR
was
cited,
BTR
was
a
program
that
I
also
taught
in
for
over
ten
years
and,
as
you
know,
BTR
only
recruits
now
I
believe
ten
residents
per
year,
so
that
program
has
dwindled
significantly.
It's
a
very
small
program,
I
think
I
will
end
with
by
stating
that
b-being
believes
that
there
is
a
need
to
improve
teacher
diversity.
We've
cited
some
solutions.
I
would
encourage
you
to
look
at
those
solutions.
H
We
are
here
ready
and
willing
to
work
with
you
as
educators,
with
experience
to
implement
those
solutions
so
that
we
can
close
these
opportunity
and
achievement
gaps
for
students
and
again
I
just
want
to
emphasize
the
growing
body
of
research
shows
the
importance
of
teacher
diversity
and
improving
opportunities.
Achievement
development
of
teachers
of
color
I
want
to
just
also
end
with
saying
that
I
speak
with
teachers
on
a
regular
basis
and
I
want
to
echo
what
Jessica
said
in
terms
of
black
male
teachers.
H
I
recently
had
a
conversation
with
two
black
male
teachers
who
say
that
they
are
leaving
the
district
because
they
are
given
this
extra
responsibility
to
be
the
disciplinarian
and
to
take
on
all
these
other
roles,
and
these
are
new
teachers
who
are
not
getting
the
coaching
and
support
that
they
need
in
order
to
develop
and
launch
their
career.
So
we
need
to
focus
on
the
retention
of
teachers,
the
professional
development
of
teachers.
H
We
need
to
look
at
school,
closing
and
consolidations
where
teachers
a
let
go,
who
are
doing
a
great
job,
and
we
need
to
have
some
monitoring
and
oversight
so
that
the
district
is
held
accountable,
because
because
at
this
point
it's
just
not
happening,
we
need
to
have
a
sign-off
to
ensure
that
teachers
of
color
are
not
only
the
coach
recruited,
but
they
also
supported
sustained
and
retained.
Thank
you.
Thank.
A
You
so
much-
and
this
has
been
a
very
rich
conversation-
I-
really
appreciate
the
the
panel
of
advocates,
as
well
as
the
panel
from
from
Boston
Public
Schools,
and
it's
a
conversation
that
we've
had
repeatedly.
People
have
already
acknowledged
that
it's
a
conversation,
though
I
think
that
certainly
needs
to
continue
and
would
love
to
kind
of
invite
people
to
stay
engaged
through
a
working
session
in
the
future.
A
Do
we
have
in
terms
of
public
testimony,
I'm
gonna,
ask
folks
to
keep
their
comments
to
90
seconds
so
that
we
can
begin
our
next
hearing
and
or
less
and
I
apologize
to
those
of
you
who
are
here
for
the
the
next
hearing,
but
right
now
we're
going
to
just
follow
through
on
this
I
know,
people
have
waited
patiently
to
offer
their
testimony
and
I
certainly
want
to
give
them
the
opportunity
to
do
so.
Is
David
Mendes
here.
O
My
name
is
all
right.
My
name
is
avi
diamond
this
I'm
an
outreach
director
for
educators
for
excellence.
It's
a
teacher
led
nonprofit
here
in
Boston
good
afternoon,
president
campbell
and
honourable
city
councillors.
Thank
you
for
giving
me
the
opportunity
to
speak
with
you
today
as
a
former
educator
I'm
here
to
share
the
impact
that
the
lack
of
teacher
diversity
has
on
both
students
and
teachers.
When
I
was
a
classroom,
teacher
I
often
felt
isolated.
Not
only
was
I.
O
The
only
male
teacher
of
color
in
my
building
I
was
also
the
only
person
who
spoke
another
language
other
than
English.
Despite
90%
of
the
school
student
population
being
Hispanic,
I
was
often
tasked
with
duties
that
put
me
away
from
my
own
classroom
and
handed
responsibilities
that
my
white
colleagues
did
not
have,
such
as
serving
as
a
translator
or
go
to
a
disciplinarian
and
diversity.
Expert
I
was
often
interrupted
in
my
lessons
to
translate
for
disciplinary
meetings
or
translate
documents
for
parents.
O
Very
rarely
do
these
extra
jobs
involve
my
own
students
and
I,
and
result
has
suffered
from
the
compromise
learning
time.
Furthermore,
my
colleagues
would
often
send
their
students
to
my
classroom
when
their
students
acted
up,
because
I
could
relate
to
them,
often
finding
out
that
many
of
the
disciplinary
issues
were
not
behavioural
but
routing
in
the
cultural
misunderstandings.
I
would
then
have
to
take
time
during
my
planning
periods,
to
talk
to
my
colleagues
about
the
incidents
and
hope
they
understood
their
cultural
biases
without
creating
a
hostile
relationship
with
them.
O
Not
only
did
this
take
up
planning
time
that
I
could
have
been
using
for
students.
I
was
also
put
in
an
exhausting
position
to
have
to
teach
my
colleagues
about
their
own
biases.
These
additional
expectations
and
roles
are
attacks
that
teachers
of
color
often
pay
contributing
to
higher
rates
of
attrition
among
teachers
of
color.
A
study
by
the
University
of
Pennsylvania
found
that
the
turnover
rate
for
teachers
of
color
was
24%
higher
than
it
was
for
white
teachers.
What
are
we
telling
our
black
and
brown
students
when
they
go
through
our
education
system?
O
Only
having
maybe
one
teacher
of
color?
What
message
does
it
send
when
our
high
school
graduates
receive
their
diplomas
from
all-white
school
leaders?
My
students
looked
up
to
me
because
they
saw
themselves
in
me
and
our
shared
experiences.
Skin
color
and
cultural
background
I
was
approved.
That
I
was
proof
that
they
would
one
day
be
successful.
A
O
Not
alone
in
my
experiences
yep
over
the
past
month,
education
for
Edison's
video
visited
23
bps
schools
to
celebrate
Teacher
Appreciation
Month
and
to
hear
from
educators
about
their
policy
concerns
at
12
schools,
teachers
highlighted
staff
diversity
as
an
issue
that
should
be
addressed
or
policy
change.
This
is
this
canvas
to
no
surprise
to,
as
across
as
a
district
will
face
a
huge
diversity
gap
between
our
students
and
educators.
O
A
A
P
Good
afternoon
my
name
is,
or
namenda
s--
and
I'm
currently
leading
the
youth
community
organization
program
associate
latina
and
I'm
also
bps
graduate
associate
at
Latinas
youth
c'mere
ganancias
have
been
pushing
for
culture
proficiency
with
MVPs
since
2009
as
part
of
the
campaign.
Youth
Chimaera
Niners
had
testified
of
the
nine
over
nine
years
about
the
importance
of
having
a
diverse
teaching
staff
that
is
reflective
of
the
student
body.
Currently,
42%
of
PBS
students
are
Latino,
and
yet
less
than
less
than
eleven
percent
of
teachers
and
administrators
are
Latino.
P
Research
tells
us
that
students
can
benefit
from
having
teachers
that
look
like
them.
The
role
modelling
hypothesis
states
that
students
might
not
my
my
benefit
from
seeing
adults
with
similar
racial
and
ethnic
backgrounds
in
a
position
of
the
owner
of
authority.
Additionally,
having
a
diverse,
diverse
teachers
can
better
ensure
the
culture
under
the
the
cultural
understanding
of
students.
I
can
personally
I
can
personally
like
talk
about
the
benefits
of
a
diverse
teaching
force.
I
grew
up
in
the
Dominican
Republic
and.
P
When
I
emigrated,
with
the
same
going
to
the
same
school
with
the
same
group
of
friends
so
moving
to
the
United
States
watch
the
culture
of
shock
and
at
one
point,
I
even
started
crying
during
class,
because
I
was
just
so
confused.
Thankfully
I
had
an
amazing
teacher,
commis
Prieto,
a
math
teacher
at
the
Curley
middle
school.
She
understood
she
had
moved
to
United
States
from
Puerto
Rico,
and
she
was
about
to
support
me
too.
During
that
difficult
time,
I
want
more
students
to
have
the
same
kind
of
support.
A
A
A
So
I
will
do
so.
Jose
Lopez
is
here
representing
the
Education
Committee
of
the
Boston
branch
of
the
n-double
a-c-p.
He
is
a
big
partner
in
this
work,
as
well
as
well
as
the
n-double-a-cp
and
will
submit
written
testimony
as
well
as
stay
engaged
during
the
process.
I'm
gonna
go
to
mr.
Neal
and
then
pastor
you're,
going
to
have
the
final
say
and
while
I
again
I
appreciate
people's
patience.
This
is
not
an
issue
that
we
can
be
rushed
through.
So
I
appreciate
your
indulgence
and
your
patience.
Mr.
Q
A
Q
You,
my
name,
is
Monte
mo
NTU
I
kneel
any
I,
ll
I'm
the
executive
director
of
fair
test.
The
MTEL
test
has
been
mentioned
a
number
of
times
today
as
an
obstacle
to
gaining
more
diversity
in
the
Boston
Public
Schools.
So
I
took
a
quick
look.
There
was
a
report
ten
years
ago
and
I
looked
at
the
most
recent
data.
It's
in
something
I
have
left
sufficient
copies
for
all
the
members.
The
the
percentage.
Q
The
pass
rate
has
closed
five
to
ten
percentage
points,
but
it
remains
significantly
lower
for
African
Americans,
for
Latinos
and
for
Asians
and
even
far
lower
for
people
whose
first
language
is
not
English
as
such
as
Spanish
or
Asian
languages.
Now
Boston,
City,
Council
and
the
Boston
School
Committee
cannot
solve
the
problem
of
MTEL,
but
you
can
actively
push
the
legislature
and
the
State
Board
of
edie
to
do
so,
because
the
MTEL
is
a
significant
problem.
Not
only
are
people
not
passing
the
test,
but
we
know
all
over
the
country.
Q
The
college's
of
education
are
not
letting
people
into
the
colleges
of
education
unless
they've
already
passed
significant
parts
of
the
test.
So
the
test
becomes
a
barrier
particularly
to
low-income
and
youth
of
color
from
even
entering
schools
of
Education.
So
that
is
also
something
that
the
council
could
call
on
the
department
and
the
legislature
to
investigate
again
I'm
more
than
happy
to
talk
with
you
further
about
these
quick
research
findings.
I
turned
up.
We
very
much
support,
broken
promises
and
the
recommendations
and
would
be
happy
to
help
you
on
this
and
other
standardized
testing
issues.
Q
A
R
Here
in
Boston,
we
want
to
say
and
state
very
clearly
that
we
support
and
we
have
endorsed
the
broken
promises.
Teacher
diversity
in
Boston,
Public,
Schools
particular
report,
and
we
are
here
to
say
that
this
has
to
change
that
these
particular
numbers
are
not
only
jarring
but
they're,
not
representative
of
what
is
necessary.
That's
going
to
push
our
city
forward
and
progress,
our
children
to
the
place
where
they
need
to
be
you've,
seen
the
numbers.
You've
discussed
these
numbers,
but
we
come
to
say
that
these
numbers
on
the
floor.
A
You
so
much
for
your
participation
for
your
attendance.
Thank
you
for
the
work
that
you're
doing
to
push
us
to
hold
us
accountable
and
to
move
this
needle.
Thank
you
to
the
bps
panel
as
well
with
that
being
said,
this
is
a
conversation
that
needs
to
continue
I
look
forward
to
doing
so
in
working
sessions.
This
hearing
is
now
adjourned.