►
From YouTube: Committee on Ways & Means on May 1, 2017
Description
Dockets #0536-0543 FY18Budget: Boston Public Schools- Human Capital and Equity
A
They
may
first
we
are
here
with
numbers
folks
from
the
Boston
Public
School
Department,
to
discuss
the
FY
18
budget
as
it
pertains
to
human
capital.
Equity
I'm.
Sorry
was
Mary
lovely.
Thank
you
I'd
like
to
remind
folks
that
this
gearing
is
both
being
broadcast
and
recorded
on
Comcast
channel
8
in
our
CN
82.
It
asks
folks
in
the
chamber
to
silence
their
electronic
devices
at
the
conclusion
of
the
presentation
by
bps
in
questions
and
answers
from
my
colleagues
there
we
will
take
public
testimony.
There's
a
sign-in
sheet
to
my
left.
I.
A
Ask
that
you
state
your
name
affiliation
in
residence,
I'd
like
to
read
the
dockets
into
the
record:
dockets
zero:
five:
three:
six:
two:
zero
five:
three
eight
orders
for
the
FY
18
operating
budget,
including
annual
appropriations
for
departmental
operations,
annual
appropriation
for
the
School
Department
and
appropriation
for
other
post-employment
benefits;
dockets:
zero,
five:
three:
nine:
zero,
five:
four:
zero:
five:
four:
three
capital
budget
appropriations,
including
loan
orders
and
lease
and
purchase
agreements,
I'd
like
to
welcome
all
of
you.
Today.
B
C
Going
to
start
us
off
today,
my
name
is
Becky
Schuster
I'm,
the
assistant
superintendent
of
equity
for
the
Boston
Public
Schools
and
I'll
be
sharing
with
you,
the
work
of
the
office
of
equity
over
this
past
school
year.
I'm.
Thank
you
for
the
introduction,
mr.
chairman,
and
it's
good
to
see
all
the
members
of
the
council
today.
I.
A
C
Joined
by
rest
of
the
office
of
equity
team,
seated
to
my
right
is
Stephen
Chen,
who
is
our
senior
equity
manager
and
bit
up
hill
to
the
left.
I've
brought
with
me,
our
director
of
compliance,
Gino
Pierre,
our
staff
assistant,
grace
Jung,
and
our
illustrious
northeastern
co-op
student
Manny
plumber,
who
we
are
grateful
for
her
service
every
day.
C
C
Mm
okay,
so
I
just
want
to
speak
for
a
couple
minutes
about
our
budget.
You
will
see
that
we
have
a
slight
increase
in
our
budget
for
fiscal
year
18
in
actuality.
We
are
producing
level
service
and
the
reason
I
say
that
is
we
did
mid-year
during
fiscal
year,
2017
I
did
request
of
the
superintendent
for
an
additional
staff
member
that
request
was
fulfilled.
That's
how
we
brought
on
Grace
Jones,
who
is
our
staff
assistant,
and
she
will
continue
with
us
in
the
coming
years.
So
we
view
this
as
level
funding
for
next
year.
C
I
should
note
that
we
have
four
full
time:
staff
members
on
our
team
there,
an
additional
three
pair
of
professionals
who
are
paid
by
the
office
of
equity
to
assist
staff
members
with
disabilities
in
other
sections
of
the
district.
So
our
budget
includes
seven
FTEs,
three
of
whom
do
not
report
to
the
office
of
equity.
They
report
to
individual
employees
with
disabilities
and
need
assistance.
C
I'd
like
to
tell
you
about
the
progress
we've
made
this
year
in
terms
of
equity
policies
and
protocols.
For
the
first
time,
the
district
has
published,
developed
and
published
detailed
protocols
about
how
to
respond
to
concerns
that
are
brought
forward
by
students
by
family
members
by
employees
regarding
possible
bias
based
conduct.
C
So
we
have
done
this
for
two
reasons.
One
is
to
make
our
work
more
consistent
within
the
office
of
equity,
so
we've
very
clear
procedures
when
we
respond
to
a
concern-
and
perhaps
even
more
importantly,
so
that
in
the
occasions
where
we
delegate
the
responsibility
for
an
investigation
where
we
designate,
perhaps
a
school
leader
or
a
leader
of
a
department
to
conduct
an
investigation
of
a
relatively
minor
incident,
we're
able
to
set
them
up
to
be
effective
by
giving
them
this
detailed
protocol
to
follow.
C
C
We
feel
it's
more
effective
to
have
that
responsibility
in
the
office
of
equity,
where
we're
accustomed
to
conducting
investigations
on
a
daily
basis,
and
we
are
doing
that
in
partnership
with
the
office
of
operations,
so
that
we're
partnering
with
operational
leaders
and
operational
superintendents
to
investigate
any
concerns
regarding
sexual
misconduct.
And,
lastly,
we
issued
a
new
policy.
It's
a
guideline:
it's
not
a
circular,
but
it's
a
guideline
to
support
our
teachers,
who
are
anticipating
having
conversations
in
the
classroom
that
include
potentially
offensive
language
or
concepts
that
may
be
painful
for
students
to
discuss.
C
I'm
proud
that
we
began
the
school
year
with
no
backlog
in
terms
of
investigations
and
what
that
means
is
of
the
precisely
200
concerns
that
came
in
our
doors
last
year
during
the
previous
school
year
and
the
59
accommodation
requests
that
we
received
all
of
those
were
resolved
by
the
time
we
started
this
school
year
since
the
school
doors
opened
this
year.
We've
responded
to
a
total
of
300
concerns
that
have
been
brought
to
us.
C
So
you
can
see
we
are
on
an
upward
trend
for
concerns
being
brought
to
us,
and
this
is
just
counting
those
that
we
had
a
formal
response
of
some
sort:
an
investigation,
coaching
mediation.
Sometimes
we
go
into
a
school
and
do
a
broader
climate
audit
when
we
feel
that's
important
and
we've
also
begun
applying
restorative
justice.
In
some
of
these
situations.
We've
also,
this
school
year
responded
to
over
a
hundred
disability
and
religious
accommodation
requests.
Primarily
that's
from
employees.
C
So
we're
very
very
excited
about
that
in
terms
of
our
training
and
education
work.
The
office
of
equity
has
conducted
over
80
training
sessions
this
school
year.
The
bulk
of
those
are
equity
protocols,
training
sessions
where
we
are
teaching
people
who
work
for
the
district,
the
very
base
of
what
they
need
to
know.
What
is
a
bias
based
conduct?
How
can
I
recognize
when
it
might
be
occurring?
C
How
do
I
contact
the
office
of
equity
if
I
think
something
along
those
lines
has
occurred
and
we've
conducted
those
at
this
point
for
every
single
principle
and
headmaster
for
one
additional
designee
in
every
building
and
for
all
of
the
supervisors
in
the
central
office
facilities,
food
services
and
transportation.
We've
also
rolled
out
welcoming
schools
training.
C
Whenever
a
student
in
the
Boston,
Public
Schools
or
an
employee
in
the
Boston
Public
Schools
has
been
found
to
violate
an
equity
circular
during
this
school
year,
they
have
been
required
to
go
through
training
every
time
so
for
employees.
They
come
to
our
office
for
training
around
how
to
follow
our
protocols
and
policies
and
the
part
I'm
particularly
excited
about
is.
We
now
have
a
partnership
with
safe
and
welcoming
schools
so
that
every
student
who
is
found
to
a
violated
and
equity
circular
goes
through
training
on
a
Saturday.
C
So
it's
not
disrupting
their
studies
and
they
learn
about
equity.
They
learn
about
the
particular
issue
where
there
was
a
violation.
So,
for
example,
if
a
student
were
to
make
a
comment,
that's
anti-semitic!
Then,
when
they
go
on
that
Saturday,
they
learn
an
overview
about
civil
rights
and
BioSpace
conduct.
But
then
they
also
learn
specific
information
about
the
history
of
anti-semitism.
Same
thing
goes:
if
they
use
a
racial
slur,
they're
going
to
learn
about
the
history
of
african-americans
in
this
country,
etc.
We
implemented
mr.
C
campaign,
so
I
challenge
you
to
find
a
school
in
the
district
that
does
not
have
equity
posters
in
the
up
in
the
hallways
that
instruct
students
and
others
in
the
building
how
to
find
the
office
of
equity
and
coming
up.
In
just
10
days,
we
are
hosting
a
statewide
conference
for
our
peers
across
the
district
to
share
with
them
best
practices
for
preventing
and
addressing
BioSpace
incidents
in
schools,
and
this
is
that
last
bucket
that
I
talked
about
final
slide.
C
The
work
that
we
do
in
terms
of
bringing
an
equity
lens
to
decision-making
in
the
district
we
partner
every
day
with
the
office
of
human
capital
to
ensure
that
we
are
recruiting,
selecting
and
retaining
teachers
of
color,
particularly
black
and
Latino
teachers
and
you'll,
hear
more
about
that.
In
a
few
minutes,
we
try
to
get
ourselves
to
every
table
where
decisions
are
being
made
program,
decisions,
policy,
decisions,
procedure,
decisions
to
infuse
that
discussion
with
a
lens
of
equity,
with
a
particular
emphasis
on
racial
equity
and
we've
been
trying
to
build
capacity
for
that
work.
C
C
And
lastly,
we
continue
to
contribute
leadership
to
broader
efforts
across
city
government
and
across
the
city
as
a
whole,
so
actively
participating
in
the
leadership
of
the
Boston
alliance
for
racial
equity,
the
city's
resilience
collaborative,
which
I'm
sure
you're
all
familiar
with,
as
well
as
the
internal
racial
equity
framework.
So
we
make
sure
that
Boston,
Public,
Schools
Office
of
equity
is
part
of
these
broader
efforts
to
achieve
racial
equity
in
the
city.
That
concludes
my
presentation
and
I'll.
D
Thank
You
mr.
chairman
and
members
of
the
council,
my
name
is
Emily
calles
kutzle
Bush
I
am
the
assistant
superintendent
of
human
capital,
the
office
that
oversees
all
functions
necessary
to
support
the
11,000
BPS
employees
over
the
courses
of
their
career.
This
includes
all
of
our
efforts
and
recruitment,
hiring
evaluation
and
retention.
I'm
joined
today
by
Sharon
daily
to
my
left,
managing
director
of
recruitment
cultivation
and
diversity
program,
as
well
as
a
few
other
members
of
the
office
of
human
capital,
from
our
recruitment
team
and
data
team
and
others
under
dr.
Chang
administration.
D
Hiring
developing
and
retaining
great
teachers
and
leaders
remains
at
the
center
of
our
district-wide
strategy
for
accelerating
student
learning,
we've
laid
the
foundation
and
built
systems
that
support
schools
and
attracting
top
talent.
But
we
must
also
act
urgently
and
with
intention
every
single
day,
because
we
know
that
much
more
work
must
be
done
to
ensure
that
every
student
has
access
to
an
excellent
teacher.
D
Workforce
diversity
is
teacher
effectiveness.
These
two
things
are
indistinguishably
linked.
That's
what
our
experience
our
research
and
our
students
tells
us.
We
think
about
our
work
at
two
different
levels:
first,
creating
the
conditions
for
success
as
a
district
level
and
then
second
partnering,
with
our
schools
to
tackle
these
challenges
one
by
one.
You
are
all
quite
familiar
with
these
district-wide
efforts.
As
we
spoken
at
length
in
the
past
about
some
of
the
hallmark
initiatives
of
our
office.
D
We
are
committed
to
these
intertwined
priorities
of
effectiveness
and
diversity,
because
we
know
that
both
of
these
have
an
impact
on
student
achievement
and
the
future
life
prospects
of
our
bps
students.
Numerous
studies
have
shown
that
no
other
school-based
factor
has
a
larger
impact
on
student
learning
than
the
teacher
at
the
front
of
the
classroom.
We
know
that
talented
teachers
can
set
students
on
dramatically
different
life
paths.
We
don't
want
anything
less
than
an
exceptional
teacher
in
every
classroom
for
every
single
student.
A
year
ago
in
May
2016
I
shared
with
the
council.
D
Our
plan
next
steps
for
the
school
year
2016-2017
for
accelerating
our
progress
toward
both
effectiveness
and
diversity.
On
this
slide,
you
can
see
them
listed
under
our
offices,
core
priorities
of
recruiting,
hiring
and
developing
and
retaining
educators
I'll
be
speaking
to
our
progress
on
these
next
steps,
one
by
one,
starting
with
that
first
bucket,
recruit
I
want
to
share
some
of
the
work
that
we've
done
in
this
area.
This
image
highlights
the
extensive
expansion
of
our
existing
pipeline
programs,
as
well
as
the
additional
programs
that
we've
created
to
fill
critical
gaps
in
the
talent
pipeline.
D
Now
moving
to
the
second
priority
area,
hiring
I'll
highlight
three
accomplishments
from
over
the
past
three
years.
Past
year,
first
VPS
schools
are
hiring
earlier
and
earlier
to
the
point
that
last
year,
schools
filled
82%
of
positions
by
June
1st.
This
outpaces
are
hiring
efforts
from
the
previous
year
when
schools
had
filled
56
percent
of
vacancies
by
that
time
and
as
far
above
what
occurred
prior
to
the
start
of
the
human
capital
initiative.
D
Finally,
as
Becky
mentioned,
we
are
in
the
second
year
of
a
deepened
innovative
partnership
with
the
office
of
equity,
with
twenty
schools
to
identify
and
address
the
challenge
of
hiring
a
diverse
staff.
This
has
involved
an
additional
menu
of
supports
for
these
schools,
including
mandatory
training,
individual
coach
coaching
sessions,
assisting
with
resume
screening
providing
early
access
to
candidates
of
color.
With
this
partnership
we're
taking
a
school-by-school
approach
to
supporting
hiring
excuse
me
supporting
hiring
and
retention.
D
D
86%
of
our
students
identify
as
black
Latino
or
Asian
Boston
Public
Schools
has
prioritized
workforce
diversity
for
years
and
is
far
more
diverse
in
the
state
and
national
average,
and
more
diverse
than
many
of
our
big
city.
Urban
peers.
We've
also
maintained
strong
diversity
at
37%
teachers
of
color,
while
other
large
districts
have
seen
steep
declines
in
recent
years.
Our
long-term
investments
in
local
pipelines,
mutual
consent
hiring
and
targeted
retention
strategies
are
aimed
at
counteracting
this
trend
in
future
years.
D
The
reality
in
bps
is
that
the
overall
diversity
of
our
workforce
has
remained
relatively
stable
for
the
past
15
years,
with
a
slight
increase
in
the
percentage
of
Latino
teachers
and
a
slight
decrease
in
the
percentage
of
black
teachers.
Although
we're
proud
that
our
programs
and
our
intentional
focus
on
cultivating
a
diverse
workforce
has
helped
us
avoid
the
steep
declines
that
other
cities
have
experienced,
we
know
that
holding
steady
is
not
good
enough.
D
Now,
moving
on
to
our
third
priority,
developing
and
retaining
educators
I'm
going
to
discuss
quickly
our
efforts
using
the
evaluation
system
as
an
essential
tool
of
growth
and
support,
ensuring
that
we
have
high
quality
implementation
that
actually
improves
instructional
practice.
We
put
ourselves
in
our
teachers,
shoes,
and
we
seek
to
answer
these
three
questions.
How
can
we
continue
to
clarify
the
vision
for
instructional
excellence
in
bps?
Where
will
teachers
continue
to
find
the
support
that
they
need
to
realize
that
vision
in
their
classrooms?
D
How
will
teachers
be
held
accountable
and
how
will
principals
be
held
accountable
for
supporting
them?
This
school-by-school
implementation
work
is
helping
us
make
significant
progress
toward
providing
teachers
and
school
leaders
with
a
fair,
transparent
performance
management
and
evaluation
process
that
supports
professional
growth
and
student
learning
in
all
schools.
In
this
priority
area
of
developing
and
retaining
our
educators,
we
are
working
to
counteract
the
many
barriers
that
limit
the
numbers
of
teachers
of
color
in
our
schools.
D
The
teacher
pipeline
is
not
as
diverse
as
we
know
that
it
could
be
because
of
many
challenges
that
occur
even
before
a
teacher
of
color
gets
hired
in
Boston.
For
example,
high
school
graduation
rates
for
students
of
color
are
lower
than
those
of
their
white
peers,
as
our
college
enrollment
and
completion
rates,
as
are
the
number
of
teachers
of
color
choosing
education
as
a
college.
Major,
the
programs
and
policies
that
I've
described
under
the
work
that
we
do
to
recruit
and
cultivate
and
then
hire
teachers
are
aimed
at
breaking
down.
D
Barriers
to
employing
a
diverse
workforce
on
this
slide
on
the
right
side
are
a
few
examples
of
where
we've
identified
barriers
to
retention
that
disproportionately
impact
teachers
of
color.
That's
on
the
Left.
Excuse
me
on
the
right-hand
side.
You'll
see
how
we
are
addressing
these
barriers
where,
for
example,
we're
conducting
one-on-one
interviews
with
with
teachers
to
understand
their
reasons
for
exiting
the
system
and
to
inform
our
retention
strategies.
D
We've
added
a
staff
member
focused
on
diversity,
retention
and
partnered,
with
the
Department
of
Education
to
hold
licensure
workshops
for
teachers
of
color,
who,
on
waivers
we've
made
strategic
referrals
and
design
tailored
recruitment
events,
specifically
for
teachers
of
color,
who
were
non-renewed
in
their
schools
and,
finally,
we've
centered
principal
professional
development.
Around
anti-bias
anti-racist
practices.
D
Our
people
are
our
biggest
asset
in
shaping
the
opportunities
that
we
provide
for
all
of
our
students.
That's
why
BPS
is
committed
to
using
every
tool
that
we
can
to
build
the
most
diverse
and
effective
workforce
possible.
Our
commitment
to
both
effectiveness
and
diversity
is
threaded
through
each
of
our
three
human
capital
priorities
and
drives
our
work
at
both
the
district
and
the
school
level.
I
look
forward
to
further
discussion.
A
Thank
You
Emily.
Let
me
introduce
my
colleagues
in
order
of
their
arrival
to
my
left,
councillor
Lodge
and
ISA
sabe
George
councillor
aundrea
Campbell
to
my
right
councillor,
Matt
O'malley,
councillor
Tito
Jackson
to
my
right
and
counsel,
Ayanna
Presley,
who
stepped
out
and
councillor
Tim
McCarthy
councillor
sabi,
Joyce,
Thank,.
E
E
As
you
might
know,
I
have
four
boys,
bps
yeah
and
my
sixth
grade,
or
in
particular,
loves
his
male
science
teacher
and
he
actually
by
chances
to
male
teachers
this
year,
and
it's
just
amazing
what
this
male
science
teacher
has
done
for
his
love,
an
exploration
of
science
and
it's
now
something
I've,
always
sort
of
been
aware
of.
But
it's
amazing
to
me
to
watch
it
sort
of
play
out
and
I
think
it's
really
important
I
think
we
probably
have
a
higher
number
of
male
teachers
in
our
high
schools
right
yeah.
D
Similarly,
to
how
I
talk
about
the
experience
for
a
student
of
color
I
would
ask
principals:
is
it
possible
for
you
to
an
elementary
school
principal?
Is
it
possible
for
a
student
for
a
male
student
in
your
school
to
go
from
kindergarten
all
the
way
through
sixth
grade
and
not
have
a
male
teacher
right?
It
is
important
you're
telling
us
about
your
own
experiences
and
the
research
backs
you
up
that.
D
F
You
Emily
I
would
say
that
the
area
of
interest
for
our
programming
with
males
in
particular,
is
identifying
ways
in
which
male
educators
are
future.
Educators
could
engage
in
our
work
so
using
programming
that
is
not
only
during
the
day
and
during
the
week,
but
looking
at
Saturday's
as
an
option
for
our
programming,
all
of
our
programming
in
our
pipeline
program
sit
and
are
situated
in
the
Saturday
as
a
time
frame.
F
Our
accelerated
community
teacher
program,
which
is
the
program
that's
in
its
third
year,
we've
been
averaging
27
to
28
percent,
and
we
have
the
most
interesting
anomaly.
This
year
we
have
five
male
Latinos
in
our
accelerator
community
teacher
program
and
what
I
would
say
with
that
anomaly.
Is
that
what
it
means
to
me
is
that
there's
a
lot
of
communication
across
our
community,
but
this
is
a
place,
a
that
males,
are
encouraged
and
welcomed
and
supported,
and
that
it's
an
opportunity
for
others
to
see
of
potential
growth
into
our
district.
F
F
On
you,
we
have
our
high
school
to
teacher
program
and
our
ratios.
We
have
increased
their
numbers.
It's
around
25
percent
as
well,
but
I
think
the
most
significant
data
around
our
high
school
teacher
program
are
Mentors.
All
of
our
mentors
are
male,
which
is
this
year,
which
is
a
major
anomaly
right
so
again,
when
you
have
that
presence
in
front
of
students
recruiting
we're
intending
to
see
a
growth
in
that
area,
primarily
because
we're
looking
at
males
on
recruiting
male
students
in
their
building
and.
E
Then
also,
you
know
one
of
the
challenges
I
think
we
face
as
a
district
is
we
find
great
teachers
and
regardless,
if
it's
you
know
whatever
demographic
they're
facing
person
or
they
fit
into,
and
then
we
promote
them
out
of
teaching
jobs.
How
do
we
maintain
them
in
the
classroom
and
continue
to
develop
them
professionally,
but
really
allow
them
to
be
great
class
teachers
as
opposed
to
promoting
amount?
I
think
that's
just
a
problem
generally
in
the
district
one.
F
E
D
Sure
they
fall
in
the
areas
of
special
education
and
English
as
a
second
language
in
Boston,
we
do
not
generally
have
a
teacher
shortage.
When
I
hang
out
with
my
peers
from
the
other
urban
districts,
they
do
often
have
sitter
shortages.
What
we
hear
from
principals
is
that
when
they
are
interviewing
individuals
and
looking
for
especially
that
moderate
special
needs
licensed
for
an
English
as
a
second
language
license,
they
would
like
to
have
more
strong
candidates
and.
D
I,
do
not
have
the
exact
number
of
our
teaching
workforce,
how
many
teachers
have
two
licenses
or
even
three
licenses.
What
I
can
tell
you
is
that
we've
had
a
huge
spike
in
our
and
there
were
in
our
recruitment
numbers
of
teachers.
You
have
those
two
highly
desired
licenses:
the
amount
our
disabilities
or
English
as
a
second
language
or.
E
D
Every
single
one
is
in
the
classroom:
they
are
teaching
in
their
license
area.
They
are
often
co-teaching
with
somebody
who
also
has
that
license.
Sometimes
they
are
pulling
small
groups
of
students,
for
example,
if
you
have
somebody
who's,
an
elementary
license,
they're
pulling
4th
grade
math
students
so
they're
having
a
consistent
work
with
the
same
group
of
students
every
day,
they're
responsible
for
everything
that
a
teacher
of
record
is
in
terms
of
planning
and
teaching
and
assessment.
Okay,
I'll
save
the
rest.
B
G
D
That's
the
teaching
fellowship,
so
we
actually,
we
received
about
200
applications.
Well,
we
pre
enroll.
So
this
is
the.
This
is
kind
of
a
controversial
diagram.
Sarin
we
talked
about
this.
We
have
leaks
coming
out
of
our
pipes
and
we
need
to
get
this
diagram
right
there.
There
is
attrition
along
the
way
right
to
becoming
a
teacher,
so
we
have
three
enrolled
95
candidates.
We
expect
we'll
have
about
50
who
will
enter
the
classroom
and
we
have
beefed
up
and
provided
much
more
support
for
the
specifically
for
the
MTEL
for
the
teacher
test.
F
That
program
is
in
its
second
year,
we're
graduating
our
first
cohort
in
May
and
it
became
a
program
or
that
model
of
having
the
basic
UMass
Boston's
educational
administration
program
and
just
offering
it
as
a
satellite
in
Boston,
in
our
new
bowling
building
on
Saturday,
simply
because
we've
had
educators,
you
talked
about
retention,
who
are
looking
to
continue
in
district
and
either
get
principal
certification
or
their
masters
or
kags,
and
it
was
really
difficult
to
do
that.
F
In
addition
to
running
from
our
campus
on
from
during
the
week
on
campus
this
group
of
candidates,
this
was
the
first
year.
We
you
massive
done
it
in
partnership
with
us.
95
percent
of
the
cohort
of
21
men
and
women
were
educators
of
color
in
a
master's
program.
A
hundred
percent
of
them
are
Boston,
Public,
School
employees,
it
well.
B
F
This
cohort
will
be
graduating
this
year
and
one
of
the
candidates
on
a
porch,
I
told
them
I
would
tell
you
and
make
it
public
so
Ray
when
you
see
this
anyway,
but
I'm
really
proud,
because
Ray
is
also
a
member
in
terms
of
retention
again
of
our
male
educators
of
color
executive
coaching
program
and
his
coaches
said
to
him.
If
you're
planning
to
lead
in
Boston
it,
you
need
to
get
your
certification
two
years
later
right.
We
have
a
program
that
allows
VPS
and
employees
to
take
advantage
of
that.
F
He
exits
the
program
in
May
and
he
was
awarded
magna
laude
highest
academic
award
across
all
campuses
in
this
educational
administration
program
and
the
reason
I
emphasize
that
as
an
area
of
success,
is
that
it
is
a
hundred
percent
boston,
public
school
employees.
It's
95
percent
educators
of
color.
It
is
in
need
and
intended
to
recruit
and
sustain
our
individuals
here
as
they
pursue
their
own
professional
growth
and
it's
an
opportunity
for
him
to
get
or
all
to
get
certification,
and
it's
also
highly
selective
and
highly
competitive.
So
I
would
say
in
a
nutshell
that.
F
F
G
I
had
one
quick
question
on
I
think
it
was
trying
to
reword
age
here.
On
page
six,
there
were
the
office
of
equity
in
the
office
of
human
capital,
both
focusing
on
twenty
schools.
Can
you
guys
provide
us
a
list
of
what
those
twenty
schools
are?
That
would
be
great
and
then
my
last
question
has
to
do
with
lies.
C
Just
before
you
continue
to
say
the
criteria
that
we
apply,
so
when
you
get
the
list,
it'll
be
I
think
more
meaningful.
If
we
put
it
in
this
context-
and
we
can
do
that
in
writing
as
well,
but
we
select
the
schools
based
on
two
criteria.
One
is
that
there
is
an
opportunity
to
make
a
significant
change
in
this
hiring
season.
C
So
what
I
mean
by
that
is
there
are
enough
openings
at
that
school
that
if
we
make
full
use
of
the
hiring
processes
that
are
occurring
this
hiring
season,
we
could
actually
see
a
significant
shift
in
the
population
of,
in
particular
black
and
Latino
teachers
in
that
school
and,
second,
where
we
see
that
there
is
room
for
improvement
in
terms
of
having
that
particular
staff
reflect
the
students
who
attend
the
school.
So
when
you
see
the
list,
I
think
that
will
help
you
frame
the
wise.
G
Very
particular
school
there,
Thank
You
Becky
sure,
and
my
other
question
has
to
do
with
Latin
School,
not
the
the
work.
You
guys
are
the
ongoing
work
that
you're
continuing
to
do
when
it
comes
to
the
racial
climate
there,
but
also
miss
Garrett,
will
being
fantastic
in
partnership
in
that
work,
but
specifically
having
to
do
with
the
diversity
of
the
student
body
at
Latin.
Schools
I
know,
there's
the
exam
initiative
and
we're
having
conversations
about
additional
funding
for
that
and
and
the
possibility
frankly,
of
Latin
School,
not
just
paying
for
it.
G
Obviously,
this
is
something
that
all
exam
schools
benefit
from,
but
I
just
have
a
question
on
in
terms
of
access
to
Latin
School.
Have
we
ever
considered
it
offering
the
exam
the
entrance
exam
to
every
student
who
is
eligible
to
take
it
and
not
just
to
students
who
are
coming
out
of
advanced
work
class
as
a
possibility?
Yes,.
C
So
we've
been
making
some
real
headway
on
exactly
this
issue
and
we
actually
are
in
late
stages
of
the
development
of
a
plan
to
move
the
testing
for
the
ISEE.
The
independent
school
elections
entrance
exam
to
the
classroom
rather
than
Saturday's,
so
that
will
be
assuming
we
can
make
it
happen.
We
have
buy-in
from
the
Union
in
terms
of
teachers
having
responsibility
for
administering
the
exam
and
we're
very
excited
about
the
prospect
of
increasing
participation
in
the
exam
by
moving
it
to
the
classroom.
G
G
B
C
G
E
A
H
Thank
You
mr.
chair
good
afternoon
once
again,
ladies
and
gentlemen,
following
up
on
counter
Campbell's
question,
as
my
fellow
alum
I
to
applaud
any
efforts
to
grow
the
pool
of
sixth
grade
and
eighth
grade
test
takers
of
the
ISEE
I
would
hope
that
we're
able
to
have
some
safeguards
in
place
to
make
sure
that
that
we
have
the
available,
obviously
testing
material
in
Proctor's
I
know
there
was
some
concern
with
having
a
Test
Site
in
every
elementary
school
could
be
problematic.
H
But
that's
not
necessarily
for
this
conversation,
but
I
know
we
will
continue
to
address
that
going
forward.
Similarly,
I
wanted
to
give
you
guys
all
kudos
for
that
slide
right
there
number
five
as
we
were
going
through
it,
I
saw
the
leaks
and
I
thought
this
is
either
clipart
gone
bad,
but
it's
not
it's.
It's
you
all
sort
of
owning
you've
made
some
great
strides
to
recruit
and
retain
teachers.
A
diverse
teaching
pool,
but
it's
not
perfect
and
I
really
I
think
that
goes.
H
Dps
quite
often
puts
a
shine
on
a
sneaker
as
it
were,
and
you
all
are
sort
of
owning
the
fact
that
there
is
room
for
improvement.
I
think
that
needs
to
be
that
needs
to
be
pointed
out.
I
appreciate
that
I
don't
have
too
many
questions
other
than
to
follow-up,
though,
on
the
Latin
school
do
we
have
any
statistics
to
show
I
know
it's
early
and
it
was
just
one
year,
but
with
the
increase
of
the
exam
school
initiative
and
more
rigorous
class
work
for
all
fifth
graders
there.
H
C
We
did
see
an
incremental
increase
this
year
at
what
I
should
say
is
that,
with
an
invitation,
we've
seen
an
incremental
increase
in
terms
of
who
was
invited,
I'm
waiting
so
for
the
data
and
who
enrolled,
because
that
was
very
recent
processes.
Those
of
us
who
are
parents
of
sixth
graders
in
the
Boston
Public
Schools
can
tell
you
there.
H
Export
school
thankful
school,
but
that
is
cru
that,
in
the
way
you
worded,
that
is,
is
crucial.
We've
seen
an
increase
of
invitees,
particularly
kids
of
color,
because
not
only
are
we
competing
with
private
schools
or
other
schools,
there
are
a
lot
of
more
competitors
in
the
mix
and
then
maybe
certainly
when
I
was
there,
maybe
not
so
much.
No
sir
Campbell
came
several
years
after
me,
but
that's
that's
very
good
news
and
I'm
that
that
ought
to
be
applauded.
So
thank
you
all
for
that.
H
I
appreciate
the
work
that,
in
terms
of
the
positions
being
posted
on
March,
first
and
82%,
I
think
with
the
figure
have
been
filled
by
June
1st
I.
Think
that's
another
example
of
to
an
earlier
hearing
today
on
the
desire
for
many
of
my
colleagues
and
I
to
have
a
firmer
schedule
of
students
accepting
their
placements
for
the
following
year,
simply
because
they
obviously
a
very
closely
coordinated,
not
to
be
so
kudos
to
you
all.
For
that.
H
D
H
I
did
Untied
3,
where
you
talked
about
the
effectiveness
a
single
year
in
a
classroom
with
a
grossly
an
effective
teacher,
costumes,
1.4
million
in
lifetime
earnings
per
classroom
results
in
nine
point:
five
months
of
lost
learning
compared
to
students
assigned
to
average
teachers.
That's
a
staggering
statistic:
yeah
and
again:
I
am
the
son
brother
and
nephew
of
Bosma
book
school
teachers.
H
But
as
you
talk
about
sort
of
the
different
pathways
to
recruit
teachers,
and
is
there
any
program
similar
to
what
many
law
schools
have
where
a
first
or
second
year
lawyer,
if
he
or
she
goes
into
private
practice,
can
have
some
loan
forgiveness
does?
That
is
that
we
have
any
partnership
with
some
of
our
higher.
D
H
Would
necessarily
be
appropriate
for
us
to
negotiate
that,
but,
as
we
have
the
constant
conversation
on
pilot
fees
and
particularly
colleges
and
universities
being
tax-exempt,
institutions
I
would
think
there
could
be
an
opportunity
here
to
maybe
get
creative
with
the
Wheelock's
and
the
you
know
be
use,
and
so
many
other
schools
that
really
offer
top-notch
teachers
just
to
incur
and
really
encourage
them.
To
give
back.
That's.
B
F
That's
what
I
wanted
to
make
a
point
of
this
slide?
That's
not
at
the
very
end,
you
see
you
Mel
Boston,
a
master's
degree
in
education
and
UMass
Boston
educational
administration,
both
degrees
we
negotiated
on
our
end
for
a
very
affordable
rate
in
partnership
with
UMass,
so
it's
sort
of
not
breaking
their
bank
but
also
make
something
stabilizing
it
so
ours,
teachers
are
both
all
an
administrator
future
administrators
are
able
to
do
it
very
affordably.
Well,.
A
J
Good
afternoon
good
evening,
we're
just
going
to
we
just
stay
here.
All
we
just
go
right
through
the
wall.
Let's
get
it
all.
I
just
have
a
handful
of
questions.
82%
of
the
positions
are
filled
by
June
1st,
which
is
great.
What
do
we
have
for
a
percentage
of
that
I
start
a
filled
before
the
school
year
starts
because
I
remember
three
years
ago,
that
was
a
big
issue.
There
was
a
lot
of
classrooms
unfilled,
so.
D
J
That's
a
that's
a
great
turnaround,
because
I
remember
three
years
ago
we
were,
there
were
literally
kids
at
Boston,
Latin
Academy
great,
not
to
scare
you,
but
had
science
class
with
no
signs
Matheson
hammock,
so
I'm
glad
that
being
picked
out.
The
percentages
of
teachers
of
color
teachers
with
dual
languages
and
teachers
with
advanced
degrees.
J
D
We
do
we
know
that
schools,
when
they're
interviewing
I,
have
a
choice
of
many
candidates.
We
know
that
we
hear
often
from
principals
that
they
are
bringing
in
candidates
from
the
neighborhood
where
the
school
is
and
who
know
Boston.
Well,
so
I
know
that
that
matters
that
you
know
their
students
well,
as
they
know
their
their
neighborhood.
J
That's
how
I'd
answer
women
and
councillor
Campbell
had
talked
about
male
teachers,
which
is
phenomenal
AB.
As
I
said
earlier,
it
was
like
six
hours
ago,
but
I
said
earlier.
I
was
at
the
Bates
school
this
Saturday
and
mr.
Vega
is
leaving,
unfortunately,
he's
heading
out
California
to
take
a
job,
but
now
we
have
mr.
Morales,
who
seems
like
a
really
nice
guy
yeah.
So
again,
a
male
role
model
with
these
with
these
kids
is
a
very
positive
thing.
So
congratulations
on
that
and
I
wish
mr.
B
J
Principles
in
my
district,
the
last
question
is
34:
black
teachers
had
left
and
you
conducted
interviews.
What
were
the
results
of
that?
What
were
the
reasons?
What
were
the
causes?
I
mean
I
have
my
own
thoughts
because
I
know
the
private
sector
schools.
If
they
see
somebody
really
achieving
doing
great
things,
they
pluck
them.
It's
a
lot.
It's
a
lot
like
a
football
team
right.
You
know.
If
you
see
an
outstanding
athlete,
you
can
give
him
a
free
scholarship.
The
middle
academy
will
guess
what
next
thing
you
know
he's.
C
So
the
office
of
equity
is
leading
that
project
and
we
have
just
were
just
beginning
it.
So
I
don't
have
data
conclusions
for
you
yet,
but
I
can
say
that
last
year
we
did
a
similar
project,
interviewing
provisional
teachers
of
color,
who
were
non
renewed
and
the
key
finding
there
was
that
the
ability
to
pass
the
M
tells
was
the
single
greatest
barrier
to
their
retention,
and
that's
why
we've
been
partnering
with
Emily
and
others
in
the
office
of
human
capital
to
increase
our
supports
around
assisting
teachers
to
pass
yeah.
J
The
the
Intel
exams
is
a
whole
nother
issue
as
a
as
a
husband
of
a
teacher.
I
would
not
pass
not
even
close
I
mean
some
of
these
questions
are
asking
for
2nd
3rd
and
4th
grade.
Teachers
are
just
it's
ridiculous,
but
I
know
that's
a
little
bit
above
your
pay
as
well
as
mine,
but
thank
you
Thank
You
counsel,
Presley.
Thank.
I
D
K
K
Twenty-One
positions
that
are
considered
guidance,
advisors
for
you
want
39.4
positions
that
are
considered
guidance
counselors.
We
have
six
pupil
adjustment,
counselors,
62,
point
to
school,
psychologists,
52,
point
to
social
workers
and
37.6
student
development;
counselors.
That's
two
hundred
and
nineteen
point:
four
total
FTEs,
an
increase
of
5.40
ver
last
year's
budget.
Those
were
general
funded
positions,
one.
K
Social
worker
number
is
fifty
two
point
two
and
the
total
number
was
two
one:
nine
point:
four
and
I
apologize
when
I
read
the
guidance
advisor
I
believe
that
I
read
that
all
funds
number,
because
we
do
have
an
additional
nine
positions
that
are
funded
on
external
funds,
but
the
the
guidance
advisors
was
19
was
that
that
line
item.
So
those
are.
Those
are
all
the
positions
that,
when
we
look
through,
could
fit
be
fit
into
as
guidance
and
social
worker
supports.
First
student,
okay,.
I
Alright-
and
just
this
was
mentioned
earlier,
when
we
were
speaking
about
nurses,
I
just
want
to
make
sure
that
I'm
clear
in
my
overview
here
so
by
my
read.
There
are
a
hundred
and
eighteen
point:
seven
in
the
operating
budget
and
three
in
the
external
budget,
putting
us
at
one
twenty
one
point:
seven
in
total.
K
I
And
then
could
you
speak
to
in
the
grand
scheme?
What
is
what
are
the
the
deficits
there?
So
if
you,
since
I,
don't
have
a
mapping
of
what
schools
are
nurses
in
I,
don't
want
their
time
to
be
split,
I
want
one
for
every
school.
So
what
number
would
we
have
to
be
in
in
order
to
have
one
at
every
school.
K
I
That
fashion,
all
right,
that's
right,
very
good
and
our
truancy
officers
are
referred
to
as
people
adjustment
officers.
Is
that
correct,
I
think
I
was
just
told
there
are
six
people
adjustment
officers
is
that
different
from
truancy
officers
are
the
same.
I
didn't
know
you
mention
we're
getting
it
right
now,
I
apologize,
it's
a
new
day.
Three
hearings
are
never
thank
you.
So
much.
K
I
I
remember
them
asking
because
you
may
recall
the
last
budget
cycle
the
we
were
fortunate
to
have
a
very
good
work
of
these
officers
highlighted
right,
but
it
was
also
underscored
that
they
are
overburdened
yeah
and
so
I
want
to
get
to
whatever
the
characterization
is
of
them.
I'm,
43
years
old.
We
call
them
truancy.
Officers,
so
I
need
to
know
how
many
of
them
are
in
bps
and
I
want
to
get
a
sense
of
their
caseloads
and
how
many
schools
they're
responsible
for,
or
students
I.
K
To
that
hearing,
okay,
the
the
number
of
those
positions
are
level
funded
from
last
year
after
the
restoration
I
think
the
cut
was
either
last
year
two
years
ago,
when
they
were
restored.
So
they're
it's
the
same
number
of
FTEs
this
year
as
it
was
last
year.
There
haven't
been
any
adjustments
to
that
now.
Get
that
number
as
well.
For
you,
okay,.
I
D
I
D
D
I
D
B
D
We
send
school
leaders
a
regularly,
updated
spreadsheet
of
all
current
access
teachers.
I've
said
this
before,
and
it
continues
to
be
true
that
a
principal
hiring
for
position
wants
nothing
more
than
to
get
an
experienced,
strong,
Boston
teacher
in
that
position
it's
much
less
risky
than
getting
a
new
teacher
frankly.
D
So
so
we
see
that
variance
teachers
are
being
hired
pretty
early
on,
so
we
send
them
strategic
referrals
of
our
strongest
excess
teachers,
who've
received
either
an
exemplary
rating
or
a
proficient
reading,
and
then
we
cut
that
by
licensed
your
area
and
other
information
that
they'll
need.
We
do
individualized
career
support
on
one-on-ones.
If
people
want
on
resumes
interviews
and
things
like
that,
we
have
a
number
a
large
number
of
fairs.
This
is
actually
this
Saturday.
We
have
a
fair
for
teachers
who
are
accessed
where
they
come
in.
D
D
I
Have
a
couple
of
other
questions,
but
I'll
hold
I
just
wanted
to
just
say
how
much
I
appreciate
the
active
response,
an
integrated
approach
to
many
of
the
things
that
were
raised
in
the
last
budget,
go-around
specific
to
training,
responsiveness,
I.
Thank
you
for
responding
to
our
title.
Nine
concern
specific
to
Madison
Park.
We
have
those
four
across
the
district,
but
this
is
an
encouraging.
I
I
just
think,
that's
really
critical
so
that
they
have
that
built-in
support
system
and
that
homogeneous
kind
of
safe
space
I'm
not
sure
what
kind
in
all
you've
gotten
about,
what's
contributing
to
our
losing
and
being
unable
to
retain
as
many
teachers
of
color
as
we
would
like.
But
a
lot
of
it
is
school
climate
and
still
feeling
marginalized.
Yes,.
B
C
The
folks
at
this
table
are
in
full
agreement
with
you
about
that
and
one
of
the
innovations
that
we
are
trying
this
year
with
our
group
of
twenty
priority
schools
for
hiring
is,
we
are
aiming
to
place
folks
work
graduating
out
of
those
pipeline
programs
that
Emily
and
Saren
just
spoke
about
and
trying
to
place
them
in
a
minimum
of
two
people
per
building
for
exactly
the
reason
you're
saying
so
that
they
will
have
one
another.
They
are,
and
you
know
each
other
to
have
relationships
and
there's
it's
extremely
important
that
they
have
effective
mentorship.
C
C
With
your
Joy's
with
so
we
are
aiming
to
do
that.
It's
there's
a
lot
of
pieces
that
have
to
fall
into
place
in
order
to
achieve
that
because
we're
you
know,
the
openings
that
we
have
at
any
given
school
often
have
very
specific
requirements,
but
that
is
our
hope
that
we
will
be
able
to
achieve
that
this
year.
Well,.
I
I
think
councillor
Jackson,
where
is
leadership
in
this
space,
and
you
know
we'll
continue
to
be
vigilant
in
this
regard,
because
you
know
the
city
is
53
percent
people
of
color
and
it
should
not
be
this
hard
of
a
lift.
So
we've
got
to
inform
the
aspiration.
Have
the
development
I
love
the
programming?
That's
building
that
pipeline
within
bps,
because
it's
not
just
about
who
we
can
attract
to
our
city,
but
about
those
homegrown
folks
and
having
them
come
into
the
system
as
educators.
So
I.
F
Definitely
want
to
comment
on
that
because
you
framed
out
what
we
believe
for
retention
is
you
can
go
anywhere
and
see
and
if
you're
great
that's
going
to
be
the
case.
But
we
want
to
develop
programs
that
make
individuals
who
want
to
stay
in
Boston,
Public
Schools
and
see
themselves
growing
within
the
city,
doing
the
work
that
they
want
to
do
now
and
in
ten
years
and
I
would
say
that
the
biggest
driver
for
that
are
our
affinity.
F
Programming,
our
mail
executive,
coaching
program
and
female
executive
coaching
program
for
educators
of
color
have
really
created
a
cohort
individuals
that
bump
into
each
other
in
different
spaces
and
are
seeing
themselves
when
well
networked,
and
it's
all
about
how
to
make
being
experienced
that
they're
having
in
Boston
something
that
they
see
themselves
doing
over
the
long
haul.
So
I
absolutely
agree
and
I
see
evidence
of
that.
All.
M
M
One
piece
I
do
want
to
still
acknowledge
I
want
to
ask
you:
are
you
now
on
there
I
know
that
the
superintendent
has
two
two
cabinets?
He
has
a
senior
cabinet
and
he
has
a
broader
cabinet.
Every
other
superintendent
prior
to
the
superintendent
has
had
your
role
in
the
senior
cabinet.
Are
you
currently
in
the
lower
cabinet
or
the
upper
cabinet?
You
know
so.
C
It's
my
preference
I
am
currently
in
the
broadest
cabinet
and
it's
my
preference
actually
to
stay
that
way
and
I'll
tell
you
why
I
am
interested
in
having
the
lens
of
equity
at
the
table
when
decisions
are
being
made,
the
decisions
tend
to
already
have
been
made
by
the
time
that
they
get
to
executive
cabinet.
There's
a
review,
but.
M
M
M
Major
and
history
does
play
out
here,
and
it
is
critical
and
the
people
who
are
in
that
cabinet,
my
friend
likes
to
say,
if
you're
not
at
the
table,
you're
on
the
table
or
you're
on
the
menu,
and
so
these
strategy
long-term
strategy
and
there's
a
reason
why
there's
two
and
and
they're
sure
decisions
get
made
at
a
lower
cabinet
level,
but
most
sure
that
there
are
decisions
that
get
made
at
a
higher
cabinet
level.
Your
job.
M
What
you
are
doing
is
a
strategic
it
strategically
for
our
district,
it's
critical
and
what
we
see
is
when
our
eye
is
off
the
off
the
ball
or
something
doesn't
go
right.
We
have
a
conversation
with
the
Department
of
Justice,
which
we
don't
want
to
have
so
I,
just
I
would
say
and
I
want
to
say
through
you
to
the
superintendent.
It
is
still
my
contention
that,
whether
or
not
you
you
I'm
sure,
there's
some
things
that
people
don't
want
to
don't
want
to
do
particularly
cuts
across
the
board.
M
I
think
that
your
role
is
important
enough
to
be
in
that
cabinet
and
I
will
again
have
that
conversation
with
him
directly.
I.
Think
that's
a
really
critical
component.
Do
you
have
sign-off
authority
on
hires?
Yes,.
C
M
Okay,
so
I
guess
what
have
we
learned
at
Boston
Latin
and
what
of
those
learnings
have
we
spread
throughout
the
district?
I
know
you
work
with
visions
and
I've,
been
over
to
Boston
and
I'm,
very,
very
impressed
at
the
dream
team
on
that.
That's
over
there
right
now
and
I'm
also
very
encouraged.
Rachael
scared
as
a
friend-
and
she
is
one
of
the
most
to
me.
The
best
educators
I've,
seen
in
generationally
and
I,
think
she
will
serve
that
school
and
our
district
and
our
young
people
really
really
well
so
I'm
really
excited
about.
M
C
I
had
to
pick
one
lesson
from
Boston
Latin:
it
would
be
the
importance
of
making
sure
that
every
school
leader
and
by
that
I
mean
principals,
Headmaster's
assistant,
principals,
assistant,
Headmaster's
directors
of
students,
support
services.
Anyone
who's
in
a
role
where
they're
likely
to
hear
about
a
possible
bias
based
incident
needs
to
know
how
to
get
assistance
at
that
time.
How
to
recognize
that
this
particular
event,
my
be
a
BioSpace
incident,
so
that's
step
one
and
step
two:
where
do
they
go
for
help?
C
M
And
I
also
want
to
just
go
on
record
I
think
we
have
some
of
the
finest
teachers
in
the
nation
and
I.
Think
as
we
have
these
conversations
about
about
early
hiring
and
human
capital,
it
sometimes
sounds
like
the
presupposition
is
that
we
don't
so
I
just
want
to
go
on
record
and
note
and
and
give
kudos
and
propers
to
the
people
who
do
this
on
a
regular
basis.
We're
there
for
the
six
hours
of
six
thousand
forty
minutes
on
a
regular
basis
and
I
know.
M
You
know
someone
has
to
show
up
every
single
day
and
be
in
front
of
those
young
people
and
inspire
them
and
actually
keep
their
attention
and
when
I
do
it
for
two
classes,
I
have
to
go,
take
a
nap,
so
it
is
a
hard
hard
hard
job
and
I
just
want
to
give
props
and
kudos
to
the
folks
who
do
that
on
a
regular,
regular
basis
and
also
to
my
colleague,
councillor
cassabi
George,
who
did
that
for
a
long
time,
but
she
actually
has
four
at
home.
So
she
actually
probably
still
does
it
I
guess.
M
One
issue
that
I
didn't
hear
address
is
to
dr.
Travis
Bristol
who's.
Now
at
Boston
University
did
a
report
and
he
actually
looked
at
black
male
black
males
or
I'm
sorry
males
of
color
in
a
school,
and
there
was
a
analysis
that
was
done
that
actually
allowed
us
to
see.
If
there
were
two
you
can
actually
extrapolate
out
that
on
by
there
being
two
there,
the
school
leader
was
a
person
of
color.
So
one.
M
How
are
we
addressing
those
issues,
because
the
data
does
show
that
males
of
color
in
a
school
not
only
help
students
of
color
but
actually
help
all
students
which
is
actually
I,
think
really
important.
So
how
are
we
one
recruiting,
but
two
we've
had
huge
issues
around
attrition
for
males
of
color
in
the
Boston
Public
Schools.
D
Right,
sir
yeah
you've
brought
up
lots
of
good
of
good
points,
so
so
our
this
is
data
that
I
shared
last
year,
councillor
Jackson,
so
so
I
don't
mean
it
to
be
repetitive:
I
just
wanted
to
get
into
who's,
leaving
and
and
why
they're
leaving
and
we
generally
have
is
the
number
fluctuates.
Every
year
last
year
we
had
about
370
overall
teacher
exits.
This
year
we
had
about,
we
had
about
90
more.
We
had
about
460
exits
when
we
look
at
specifically
black
teachers.
D
They
comprise
about
20
and
a
half
percent
of
our
of
our
population.
They
are
resigning
about
17
percent
of
our
assignment.
Our
resignations
are
our
black
teachers,
however,
about
30%
of
our
retirements
are
those
of
black
educators.
Where
we
get
concerned
is
if
somebody
is
retiring
earlier
than
they
have
to,
we
talk
about
how
we
want
to
retain
excellent,
experienced
teachers
if
someone
is
technically
able
to
retire,
but
we
would
prefer
to
hold
on
to
them
for
as
many
years
as
we
can,
but
they're
leaving
for
some
of
the
reasons
you've
cited.
D
D
M
Spend
money
on
PD:
you
spend
millions
on
PD
on
a
regular
basis.
These
individuals
are,
and
by
the
way
we
know
that
teaching
is
a
field
that
you
get
better
at
over
the
course
of
the
first
five
years,
yeah
right
and
so
there's
a
lot
that
goes
into
those
the
folks
who
are
actually
leaving.
In
addition,
you
can
never
grow
your
numbers
if
you
lose
more
people.
D
M
D
By
the
office
of
equity,
we
will
bring
that
back
to
next
year
to
tell
you
what
we're
learning
the
other
thing
I
just
want
to
say.
Just
like
councillor
Malley
pointed
out
the
leaks.
Sometimes
we
do
focus
on
some
of
the
things
we're
working
on
here
and
that
can
be
come
across
as
more
negative.
I
wanted
to
point
out
that
Boston
Public
Schools
was
recognized
last
month
as
one
of
the
great
districts
for
great
teachers
across
the
country.
D
I,
don't
know
if
you
heard
about
this,
but
there
was
an
extensive
review
of
policies
and
all
the
data
that
we
had
to
turn
over
to
the
National
Council
on
teacher
quality,
I
men,
along
with
Denver
Public
Schools,
Washington,
DC
Pittsburgh,
a
number
of
other
districts
that
are
doing
excellent
work.
We
were
held
up
as
a
district
that
it
should
be
very
proud
of
the
policies
we
have
in
place
to
support
our
excellent
teachers.
So.
M
Ensure
well,
first
off
I've
gotten
to
go
to
the
paraprofessional
trainings,
which
to
me
is
just
a
layup
right.
So
these
are
folks
who
are
working
their
butts
off
and
are
making
a
lot
of
money
mm-hmm
and
they
show
up
every
single
day
and
a
deal
and
some
of
the
most
difficult
situations
and
any
I
and
substantially
separate
environment.
Those
are
definitely
people
who
are
dedicated
to
this,
because
we
know
what
their
pay
scale
is.
D
M
Only
two
other
pieces
I
wanted
to
say
is
that
around
the
SPC's
I
still
think
we
need
to
figure
that
out.
Mm-Hmm
I
think
that
the
cost
is
high.
M
It
troubles
me
and
considering
the
amount
of
time
that
I've
gotten
to
be
over
there.
You
can't
tell
me
that
there
are
not
teachers
of
color
at
that
school
that
are
not
our
shouldn't
be
part
of
that
turnaround,
and
so,
if
that
doesn't
change,
then
we
will
be
back
there
looking
at.
Why?
If
we're
talking
about
diversity
that
we're
not
employing
it
in
a
total
restart
of
a
school,
thank.
C
You
for
your
concern
about
that
issue
and
we
are
preparing.
We
have
prepared
data
for
you
about
that
rehiring.
If
we
knew
you
had
asked
that
questions
but
I'm
pleased
to
say
that,
based
on
the
equity
analysis
that
my
office
conducted
in
partnership
with
others,
it
does
look
like.
We
will
see
an
increase
in
the
number
of
teachers
of
color
at
that
school.
C
A
You
before
I
pass
it
to
a
counselor
savvy
Jewish
I
want
to
acknowledge
the
work
of
Jonathon
Landman,
who
have
been
in
constant
touch
with
about
teachers
of
color
in
particular,
and
the
turnaround
status
and
he's
been
very
responsive,
he's
hard
to
get
a
hold
of
his
I
am
but
he's
been
wonderful
and
and
I
think
he's
doing
a
great
job.
So
I
just
wanted
to
say
that
council,
sabe,
George
I'm.
E
Sure,
just
a
question
of
probably
you
can
share
with
us
at
another
time
on
your
budget,
the
ops
faculty
budget
sheet.
It
just
has
the
original
allocation,
not
the
actual
the
duty
to
share
those
dollars
amounts
with
a
door
and
then
I'm
assuming
when
you
say
for
fiscal
year,
18
level
service
is
I'm,
not
sure
what
that
means.
What.
E
C
Understand
it
safe
and
well
the
safe
and
welcoming
schools
route.
It
refers
to
a
very
specific
program:
that's
located
at
succeed,
Boston,
which
was
formerly
known
as
the
counseling,
an
intervention
Center
where
students
are
placed
on
a
temporary
basis
when
there
are
conduct,
challenges
and
so
safe
and
welcoming
school
personnel
are
meeting
with
those
students
to
provide
the
training.
So
this
is
not
a
specific
set
of
schools.
It
is
a
program
that
resides
in
one
single
building
to
assist.
Our
students,
who
have
been
identified
as
violating
an
equity
circular,
is
that
in-service.
E
B
C
C
C
C
G
Just
mic
is:
oh
here
we
go,
we
need
to
upgrade
our
technology.
Can
we
get
a
budget
increase
for
that?
Thank
you.
I
just
have
a
couple
of
quick
questions,
just
big
picture
and
I
apologize.
As
you
said
this
at
some
point,
no
25%
of
we
have
male
teachers
that
represent
25%
overall
in
the
district.
What
are
the
total
number
of
teachers
in
bps
sure.
K
B
G
K
D
To
read
the
number
of
teachers
in
each
demographic
category,
that
would
be
helpful.
That
would
be
helpful,
so
so
the
number
I
have
is
is
40
off
I
cut
it.
This
is
cut
by
the
job
teachers,
specifically
so
I.
My
total
is
4601,
so
it's
only
40
off,
but
we
have
4,000
for
that.
So
the
total
is
going
to
be
4601.
D
K
We
liquidate
the
reserve
to
have
level
funded
level
number
of
FTEs
for
teachers,
but
that's
why
the
we
pull
numbers
of
demographics,
we're
pulling
our
actual
features
in
teaching
positions
in
this
current
year
and
our
budget
reflects
a
reserve
of
teachers
that
are
not
yet
in
positions
in
our
budget
proposal.
Got.
D
G
No,
that's
extremely
helpful
just
to
put
everything
in
sort
of
context,
not
only
the
work
that
you
guys
are
doing,
but
also
the
office
of
equity
in
the
entire
bps
team.
So
thank
you
for
that.
Thank
You,
councillor,
CLO
Thank.
M
You
so
much
if
I
could
get
from
the
office
of
human
capital,
updated
report
of
the
data
that
we
have
been
running
in
our
working
sessions,
which
actually
gives
information
by
the
number
of
times
occurrence.
I,
don't
know
what
the
specific
personality.
F
M
M
So
we
talked
about
programs
that
are
working
so
Miatas
is
a
program.
That's
working!
Some
of
these
programs
around
paraprofessionals
are
working.
Are
we
expanding
the
number
of
seats
in
those
programs?
If
we're
saying
that
we
want
to
paint
and
by
the
way
how
human
capital
was
sold
to
us,
is
that
it
was.
It
was
a
diversity
tool
right,
and
so
that's
that's
what
we
were.
We
were
told
and
so
I
guess.
M
E
F
B
M
I
think,
if
we're
the
ones
that
are
kind
of
bringing
folks
up
and
kind
of
into
through
through
the
proverbial
minor
leagues
into
the
meet
the
major
leagues,
there's
that
that
connection
there.
So
can
you
help
us
understand
one,
the
the
size
of
these
programs?
Has
there
been
any
increase
in
in
in
that
space
and
then
also?
M
F
I
can
answer
the
tuition
reimbursement
one
first.
Yes,
we
do
have
a
program
called
degree
completion
and
that
concept
simply
is
gathering
in
the
arm
institutions
across
the
city
and
some
out
of
the
state
actually
who
want
to
provide
and
duper
BPS
employees
with
a
reduced
cost
for
their
undergrad,
and
you
were
right.
There
is
a
$7,500
grant
by
the
state
that
you
can
use
if
you
are
paraprofessional
in
the
role
more
than
two
years,
and
that
is
all
towards
meeting
the
gap
between
associate's
degree
and
undergrad.
So,
yes,
we
do
provide
support
for
that.
F
I
just
want
to
say,
come
out
on
a
Saturday,
because
a
lot
of
this
is
happening.
On
that
day,
you
asked
about
numbers
for
our
high
school.
The
teacher
program
where
our
goal
next
year
is
to
relaunch
and
look
at
seventy-five
students,
a
very
aggressive
goal.
But,
as
I
said,
we
have
a
fairly
robust
group
of
mentors
who
are
really
excited
about
engaging
in
that
way.
Our
Community
Power
Development
Program,
which
is
the
one
that
focuses
on
individuals
coming
into
the
community
from
our
community
and
beginning
their
journey
back
into
education
as
a
paraprofessional.
F
F
F
The
reason
the
other
two
masters
programs,
their
variation,
because
the
nice
thing
about
those
two
programs-
it's
not
limited
individuals
who
choose
to
do
their
masters
can
take
advantage
of
the
strategically
reduced
cost.
So
that's
really
it's
growing
anywhere
between
20
to
30,
but
that's
something
that
grows
on
its
own.
The
reason
I'm
making
a
clear
statement
around
the
bps
paraprofessional
program
and
they
accelerate
a
community
teacher
program.
Our
focus
this
year
is
closing
the
gap
between
candidates
coming
out
and
making
sure
they're
into
schools.
F
This
is
a
really
hard
role
and
I'm,
not
sure
I
want
to
do
this,
which
is
healthy
when
you
look
at
those
leaks
and
the
other
is
that
in
order
for
me
to
make
the
professional
or
family
shift
I
need
more
time.
So,
in
all
cases
I
would
say
once
we
are
clear
on
having
the
back
end,
then
we
can
increase
our
numbers,
but
we
want
to
increase
with
a
yield,
that's
predictable
and
right
now
year,
three
of
all
these
programs.
We
are
getting
a
good
deal.
M
And
I
think
that
again
we
have
an
opportunity
to
build
our
own
own
homegrown
team.
Here
and
again
we
know
that
the
numbers
don't
actually
exist
in
the
schools
in
Boston
they
just
simply
don't
even
when
you
look
at
at
BU,
so
I
think
that's
that's
a
critical
component
also
I
think
we
should
also
be
looking
at
opportunity
to
higher
goals,
but
because
it's
one
thing
at
brighton,
high,
that's
they're
turning
over
and
that
excel
high
they're.
M
Turning
over
a
whole
staff
I'm
at
the
Nathan
Hale,
there
might
be
one,
you
know
one
one
person
there
so
I
just
think
we
also.
We
can't
only
look
at
the
aggregate
that
we
need
to
drill
down
to
the
individual
school
site
level
and
be
speaking
with
school
leaders
at
the
school
site
level
around
how
we
look
at
the
this
issue
of
diversity,
because
it's
it's
very
different
and
there's
huge
disparities
between
different
schools
and
so
I
think
we
to
be
more
accurate
there.
M
We
should
actually
be
looking
at
the
individuals
on
on
that
school
site
level,
so
that
those
are
all
of
my
questions.
I
would
also
just
note.
This
is
an
area
that
I've
gotten
to
work
very
intimately
with
this
group
of
folks,
I
really
appreciate
the
work
that
you
do.
I
appreciate
the
progress
that
we've
all
made
together,
I'm,
going
to
also
appreciate
how
we've
been
able
to
work
through
very
difficult
time
and
I.
M
Think
a
crisis
is
a
terrible
thing
to
waste
and
that
there
are
some
real
learnings
that
can
happen
across
the
board
around
standards
and
also.
We
also
can't
assume
that
adults
know
how
to
speak
about
difficult
issues,
especially
in
the
world
that
we
live
in
today,
and
so
it
requires
actual
training
for
teachers,
staff
administrators
to
be
able
to
have
difficult
conversations
that
we
may
not
even
have
it
at
our
own
home
and
so
I
think.
It's
really
important
that
we
continue
many
trainings
what
happened
at
Latin.
M
We
need
to
be
thinking
about
how
that
comes
out
of
the
central
office,
how
visions
the
dozen
audit
at
every
school
and
we
train
everybody
up,
and
we
need
to
lead
in
this
space
and
what
we
had.
We
had
a
blip.
Let's
now
take
that
embrace
what
we
learned
and
make
sure
that
we
are
the
most
culturally
competent
school
district
and
and
resilient
school
district
in
this
area
and
United
States
of
America.
Thank
you.
A
L
Good
afternoon,
I'd
beg
your
indulgence.
I
actually
did
my
homework
and
prepared
some
different
issues
that
have
come
up
today
on
this
topic.
One
I'd
like
to
say
that
today
is
May
Day
a
day
to
rededicate
ourselves
to
social
justice
and
fair
treatment
for
all
working
people,
including
immigrants
and
refugees.
I
want
to
commend
the
unafraid
educators
of
the
Boston
Public
Schools,
who
creatively
and
carefully
are
making
the
Boston
Public
Schools
a
safe
place
for
all
students
and
families
to
attract
and
retain
high
quality,
diverse,
culturally
competent
teachers
and
staff
in
a
competitive,
k-12
environment.
L
Our
city
needs
to
pay
our
most
valuable
resources:
our
teachers,
paraprofessionals
nurses,
guidance,
counselors
and
other
members
of
the
union,
excellent
salaries
and
benefits.
The
absence
of
the
contract
with
the
btu
is
a
deterrent
to
hiring
top-notch
and
diverse
talent.
Bps
has
fewer
black
teachers
now
than
last
year
of
Emily
mentioned
that
earlier,
we're
still
short
of
the
requirements
of
the
outstanding
court
order
entered
in
the
federal
school
desegregation
two
years
ago.
I
actually
worked
for
the
lawyers
Committee
for
civil
rights,
as
the
lawyer
for
all
the
black
and
Latino
police
and
firefighters.
L
Others
were
working
on
the
school
desegregation
case,
but
that
order
still
stands
and
this
school
district
is
below
those
targets.
In
recent
years,
school
leaders
have
been
given
more
hiring
autonomy,
yet
the
district
remains
the
employer
of
the
teaching
workforce
and,
as
by
that
court
order.
What
guardrails
and
accountability
measures
are
the
superintendent
and
his
human
resources
and
equity
offices
putting
in
place
to
ensure
that
every
school
leader
reaches
and
exceeds
hiring
and
retention
milestones
to
ensure
our
students
at
every
school
as
councillor
Jackson
mentioned,
have
a
diverse
set
of
role.
L
Models
who
inspire
and
enrich
intellectual,
social
and
emotional
intelligence.
I
want
to
speak
about
educational
management,
organizations
that
have
contracts
to
operate,
BPS
schools.
These
contracts
are
expensive.
They
give
eeehm
o--'s
hiring
autonomy
again,
even
though
teachers
and
staff
remain
employees
of
the
district
BPS
is
paying,
for
instance,
the
plan
for
excellence
at
least
$500,000
a
year
every
year
for
three
years.
L
In
addition
to
the
general
allocation
funds
to
manage
the
Dearborn
school
bpe
was
given
hiring
autonomy
to
increase
faculty
as
bps
increased
student
enrollment
to
add
a
grade
each
year
to
convert
a
middle
school
to
a
grade,
six
to
twelve
stem
middle
high
school.
The
current
memorandum
of
agreement
is
due
to
expire,
June
2018.
L
Thank
goodness
due
to
problems
that
have
arisen
during
their
tenure.
I
will,
in
the
interest
of
time,
skip
to
my
next
point.
But
my
question
is:
will
teachers
and
staff
at
the
Dever
be
retained
and
supported
or
asked
to
be
reapplied
or
replaced
at
that
school
when
the
school
reverts
to
the
superintendent
rule
vein
up?
L
Educational
network
has
a
three
year
contract
to
manage
the
Holland
elementary
school,
also
known
as
up
Holland
Academy
Holland,
that
is
due
to
expire,
June
30th.
Reportedly,
the
deci
commissioner
said
he
expects
up
will
continue
as
a
receiver
after
June.
What
has
up
done
with
respect
to
hiring
and
retention
of
teachers
since
it
was
appointed
as
receiver.
According
to
deci
staff
retention
rate
in
2015,
when
it
took
over
was
3.6
percent,
the
staff
was
let
go
and
they
hired
no
comparable
staff
rate
retention.
L
Data
is
available
on
deci
website
for
the
years
up
has
been
there,
but
during
those
two
years
deci
reports
there
were
about
83
FTEs
at
Holland,
yet
there
was
a
significant
decrease
in
african-american
staff
down
from
29.92
21.9
FTE
and
a
significant
increase
in
white
staff.
From
forty
point,
nine
to
forty
six
point:
eight
FTE.
Even
though
the
percent
of
african-american
students
and
white
students
remained
about
the
same.
L
If
the
MOU
is
extended,
what
benchmarks
and
accountability
measures
our
clawback
clauses
will
be
included
with
respect
to
the
hiring
and
of
staff
and
retention
of
black
educators.
Bps
budget
you've
heard
cuts
central
office
staff.
Therefore,
it
is
all
the
more
important
that
our
central
office
employees
are
dedicating
their
services
to
ensure
high
quality
education
for
57,000
students
in
125
schools,
while
the
mayor
frequently
speaks
of
being
the
mayor
of
all
school-aged
children
in
Boston.
This
budget,
before
you
is
the
city
budget
for
the
children
of
the
bps.
L
To
this
end,
it
is
important
for
this
council
and
I
look
to
the
chair
of
ways
and
means
and
the
full
council.
It
is
important
to
the
council
and
the
public
that
bps
provide
transparency
and
a
full
accounting
to
quantify
the
time
and
labor
that
BPS
employees
spend
on
the
business
of
the
boston
compact,
a
private
entity,
I
repeat
a
private
entity
that
operates
outside
of
government.
L
N
Hello,
my
name
is
chiara
mark
and
I'm
just
going
to
make
my
statements
very
brief.
First
I'd
like
to
thank
Peggy
for
her
testimony,
and,
secondly,
I
just
wanted
to
address
that
on
as
far
as
available
teachers
or
qualified
eligibility
for
that
there
are
a
lot
of
people
of
color
who
hold
specialized
degrees
in
things
like
psychology
and
sociology
and
with
a
proper
initiative,
potentially
anthropology,
which
are
all
areas
that
would
be
able
to
potentially
address
some
of
those
classroom,
disruptions
that
that
are
allocating
resources
or
requirements
similar
to
a
special
education
license.
N
Licensure,
where
I'm
a
psychology
degree
or
focusing
on
how
the
brain
works
a
sociology
degree
or
focusing
on
how
groups
of
people
interact
and
anthropology
is
cultural,
cultural
in
general.
That
might
be
able
to
alleviate
certain
requirements
or
or
be
something.
That
is
something
that
you
can
substitute
for.
N
The
special
education
certification,
if
I,
if
an
individual,
already,
has
a
specialized
understanding
and
it's
just
not
being
looked
at
in
the
same
light
as
the
additional
certification
in
special
education,
as
well
as
for
English
as
a
second
language
similar
to
when
you
go
to
take
a
placement
test
for
college.
If
somebody
who
already
has
this
clearance
to
determine
whether
or
not
you
are
fluent
enough
and
have
that
capacity
to
be
able
to
teach
somebody
English
as
a
Second
Language
is
also
an
alternative
for
that
SL
certification.
N
N
If,
if
somebody
is
to
join
a
branch
of
the
military,
the
testing
that
they
have
for
that
is
specific
to
determine
styles
of
intelligence,
and
that
might
be
a
way
to
potentially
allocate
certain
students
to
certain
areas
so
that
you
can
increase
that
form
of
morale
and
letting
it
be
known
that
this
is
that
they
might.
They
might
have
a
specialized
intelligence
in
this
specific
area
and
that
way,
if
a
vocational
school
is
necessary
to
help
guide
them
towards
a
prestigious
career
and
whatever
makes
sense
for
how
their
brain
functions.
N
That's
a
way
to
look
at
specialized
education
and
I.
Just
for
the
record
I'm,
not
a
teacher
I'm,
not
a
teacher
by
license
but
I'm,
a
teacher
by
nature
and
if
you're
eligible
to
similar,
as
was
mentioned,
that
there
are
programs
where
you
can
take
somebody
from
one
certain
degree
level
to
another,
especially
with
the
initiative
from
bps.
N
Those
cost
could
be
alleviated
and
then
potentially
reinvested
into
education
so
that
we,
where
we're,
keeping
we're
keeping
a
strong
base
here,
which
would
be
another
reason
for
us
to
continue
with
the
with
the
real
estate
boom.
That's
happening
for
people
to
want
to
come
to
this
city
to
grow
their
families,
because
it's
already
a
strong
culture.
That's
embedded
from
the
start,
so
I
think.
If
we
may
truly
make
education
a
priority
of
an
investment
and
treat
it
as
such,
there
would
be.
N
M
Yeah
sure,
thank
you
so
much
mr.
chair
through
the
chair,
I,
would
like
to
request
the
information
that
Peggy
asked
for
I
think
it
is
critical
to
understand
financially,
who
is
involved
in
the
Boston
compact
and
what
their
actual
hours
are
relative
to
that
and
any
supports
that
the
Boston
Public
Schools
is
giving
to
the
Boston
compact
and
I
think.
M
It
is
also
important
to
note
that,
as
Peggy
did
did
note,
that
we
do
have
a
fewer
bike,
teachers
that
we
did
last
year
and
that
we
are
still
under
the
Garrity
decision
and
is
a
great
deal.
It's
one
thing
to
study.
It
gets
steady,
but
it's
another
thing
to
get
to
where
we're
supposed
to
be,
and
and
in
schools.
We
have
high
standards
for
our
young
people.