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From YouTube: BPS Superintendent Search Committee Meeting 4-26-2022
Description
BPS Superintendent Search Committee Meeting 4-26-2022
A
C
D
A
Thank
you
very
much.
Tonight's
session
is
being
shared,
live
on
zoom
and
it
will
be
broadcast
on
boston
city,
tv
and
posted
on
the
search
committee's
webpage,
bostonpublicschools.org
soup
search.
The
community
is
pleased
to
be
offering
live,
simultaneous
interpretation
in
spanish,
portuguese,
haitian
creole
cabo,
verdiano,
cantonese
mandarin,
vietnamese,
somali
french,
arabic
and
american
sign
language.
F
F
H
I
J
K
L
A
Thank
you
very
much.
Our
american
sign
language
interpreters
tonight
are
kylie
kirkpatrick
and
michelle
martinez.
Thank
you.
Oh
thank
you
to
for
all,
thank
you
all
of
you
for
assisting
us
this
evening
and
we
will
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remember
everyone
and
myself
to
speak
at
a
slower
pace
to
assist
our
interpreters.
A
C
A
B
Dr
edinger,
the
public
comment
period
for
today's
meeting
will
be
15
minutes
in
total.
Each
person
will
have
two
minutes
to
speak,
and
I
will
remind
you
when
you
have
30
seconds
remaining.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Please
click
the
raise
hand
button.
If
you
wish
to
speak
I'll
call
on
speakers
in
the
order
in
which
hands
are
raised.
A
Mute-
my
apologies
I'm
just
going
on
and
on.
Thank
you,
ms
sullivan.
I
then
we
will
proceed
to
the
next
part
of
our
meeting
to
tonight.
As
in
every
meeting
we
offer
for
the
record
the
an
update
of
our
search
process,
so
bear
with
me
when
I
as
I
as
I
read
through
this
for
everybody's
information
in
terms
of
engagement,
we
have
scheduled
additional
sessions,
several
small
stakeholder
sessions
and
these
are
hosted
and
led
by
the
various
stakeholder
groups.
A
Regarding
the
use
of
feedback,
the
committee
welcomes
continuous
feedback
from
the
community.
The
feedback
will
help
us
shape
the
interview,
questions
and
elements
for
candidate
selection.
Furthermore,
those
the
feedback
will
also
create
a
reservoir
of
information
for
us
both
for
the
the
school
committee,
as
well
as
the
incoming
superintendent,
in
assisting
future
planning.
A
Okay,
again,
I
I
apologize,
you
really
do
have.
If
you
wish
to
speak,
please
unmute
and
speak.
My
my
screen
is
not
registering
hands
very
well
and
I
don't
want
to
miss
anyone.
Okay,
we're
good
all
right,
so
the
next
part
is
survey
results.
I
am
delighted
to
welcome
staff
from
the
bps
office
of
data
and
accountability
who
have
been
collecting
and
sympathizing
the
responses
to
the
online
survey.
Now
the
survey
closed
on
april
15th
and
tonight
we're
welcoming
senior
executive
director
monica
monica
hogan
and
director
of
performance
management
jake
stern.
A
A
P
P
I'm
looking
at
the
race
and
ethnicity
of
respondents,
you
can
see
that
almost
50
percent
of
respondents
self-identified
as
white.
So
that's
much
more
than
the
bps
students
we're
only
14
of
bps
students
are
white.
Conversely,
while
44
of
our
students
are
latinx
or
hispanic,
only
14
of
respondents
were
hispanic
or
latinx
and
85
respondents
did
not
answer
the
question,
so
I
did
want
to
point
out
the
kind
of
raw
numbers
on
the
side
of
the
slide.
So
you
get
a
sense
of
the
fairly.
J
P
P
P
The
dark
blue
are
the
very
important
responses
and
the
light
blue
are
just
important
since
there
was
such
a
you
know,
consensus
that
all
of
these
qualities
were
either
important
or
very
important.
We
can
distill
it
a
little
bit
more
by
just
looking
at
the
very
important
responses.
Only
so
you
see,
we
see
a
little
bit
more
we're
able
to
distinguish
a
little
bit
more
between
the
responses
here.
P
You
can
see
that
effective
communication
and
demonstrated
leadership
and
improving
outcomes
for
all
students
or
the
you
know,
80
more
than
80
of
respondents
indicated
these
were
very
important,
whereas
on
the
the
right
side
of
the
slide,
you
can
see
that
knowledge
of
the
boston
and
the
bps
community
a
proven
track
record
of
engaging
the
school
community
and
being
visible
and
experiencing
a
large
experience
leading
a
large
urban
school
district.
Just
more
than
50
of
the
respondents
indicated,
those
were
very
important
qualities
for
the
next
superintendent.
P
We
thought
it'd
be
interesting
to
look
at
it
based
on
if
respondents
indicated
that
they
were
interested
or
planned
to
attend
a
listening
session
such
as
tonight.
Let's
see
if
we're
seeing
some
different
responses
there
or
if
they
were
not
planning
or
we're,
not
sure
if
they
were
planning
to
attend
a
session.
You
could
see.
There
was
a
lot
of
agreement
overall
in
terms
of
the
same
two
are
the
highest,
both
both
effective
communication
and
demonstrated
leadership,
improving
outcomes
for
all
students,
we're
still
the
the
highest
responses
in
terms
of
what
was
very
important.
P
But
there
is
some
disparity
where,
where
more
more
of
the
folks
who
chose
to
attend
or
plan
to
attend
a
session
rated,
some
of
the
some
of
the
lower
ones
a
little
bit
higher,
such
as
knowledge
of
boston,
the
bps
community,
58
of
respondents
who
attended
or
planned
to
attend
a
listening
session,
rated
that
very
important
where
you
know
59
of
folks
who
did
not
plan
to
attend.
The
session
indicated
that
experience
closing
opportunity.
Gaps
for
for
student
disabilities
and
els
were
very
important.
P
Another
analysis
we
did
was
based
on
the
race
and
ethnicity
of
respondents,
and
these
questions
are
in
the
same
order
again
looking
at
very
important
only
so
you
can
see
again.
There
was
some
consensus
that
these
top
two
furthest
to
the
left
questions
were
the
were
the
highest
in
terms
of
very
important
for
for
the
four
largest
racial
groups,
though,
there
was
some
disparity.
P
If
you
look
left
to
right
where,
for
example,
only
60
of
asian
respondents
indicated
that
the
ability
to
lead,
system-wide
change
and
enact
new
reforms
was
was
very
important
compared
to
86
of
86
of
black
and
african
american
respondents.
Remember,
that's,
you
know
approximately
40
responses
for
asian
families.
We
do
want
to
take
all
of
this
with
a
grain
of
salt.
This
is
not
necessarily
representative
of
of
any
of
these
communities,
but
just
giving
a
sense
of
what
we
see
here
and
you
can
see
some
of
it.
A
P
Thank
you
for
the
reminder
and
I'll
try
to
be
brief
and
feel
free
to
ask
any
clarifying
questions
in
addition
to
the
prioritization
of
qualities
in
the
next
superintendent.
We
also
asked
two
open
response
questions.
The
first
question
was
what
other
qualities
or
experiences
are
important
to
seek
in
the
next
superintendent,
and
our
colleagues
from
city
hall
did
some
analysis
of
these
open
response
questions.
P
P
P
P
P
See
again,
there
was
a
strong
cluster.
The
the
plurality
of
respondents
had
responses
in
the
theme
of
supporting
the
needs
of
diverse
learners
or
166
responses
where
there
were
smaller
clusters
for
addressing
the
school
community,
needs
systemic
reform
and
providing
equitable
access
to
education,
and
also
looking
at
some
of
the
key
words
there.
When
we
think
about
what
does
it
mean
to
be
supporting
the
needs
of
diverse
learners,
they
talked
about
things
like
special
needs
staff
support
when
we're
talking
about,
for
example,
equitable
access
for
education
responses
included
words
like
racial
resources,
teachers,
public.
P
These
are
also
some
examples
of
some
of
the
responses
from
each
cluster
and
obviously
not
all
responses
neatly
clustered
together.
There
were
some
differences
across
items,
so
there
were,
you
know
it's
it's.
It
gives
a
general
sense
of
the
responses,
doesn't
give
you
as
much
color
as
reading
through
each
one.
P
You
see
it's
fairly
consistent
overall,
however,
supporting
the
needs
of
diverse
learners,
a
greater
percentage
of
people
of
color
and
responses
in
that
cluster
than
white
people
and,
conversely,
for
addressing
school
community
needs.
There
were
almost
double
the
number
of
white
responses
in
that
category
than
people
of
color.
P
R
R
I
think
I
think
the
lack
of
students
that
took
this
survey-
and
I
think
that,
like
really
struck
out
to
me
only
because
we
did
have
a
listening
session
that
was
just
dedicated
to
students,
and
I
think
that
one
went
pretty
well,
but
I
am
pretty
concerned
about
you
know
just
the
amount
of
students
that
saw
the
survey,
but
I'm
also
trying
to
figure
out.
Maybe
you
guys
have
the
answer
to
this
question.
What
could
we
have
done
differently
to
get
students
more
access
to
this
survey?
R
Maybe
even
creating
a
student
survey
honestly
that
has
like
very
simple
questions
and
what
students
really
want
to
see,
because
I
think
again
conveying
transparency
to
students
is
always
important,
especially
in
the
search
for
the
new
superintendent,
so
yeah.
So
that's
just
my
observation,
but
then,
like
you,
know
your
advice
as
well
of
what
we
could
have
done
differently
to
get
this
more
out
to
students
in
bps
so
yeah.
That's
it.
A
P
One
important
piece
of
context
is
it's
actually
the
survey
season
for
us
we're
actually
also
serving
our
students,
teachers
and
families
about
their
school
climate
and
experience
in
their
school.
So
just
a
a
shout
out
to
all
the
families
and
teachers
and
students
listening
right
now,
go
ahead
and
complete
your
climate
survey
as
well,
but
that
could
lead
to
a
little
bit
of
survey
fatigue.
If
we're
also
asking
for
a
lengthy
survey
on
that.
A
All
right,
actually
jacob
will
follow
up
about
now,
I'm
going
to
get
to
jessica
in
a
minute
when
you
say
that
there
are
other
surveys
going
on
on
school
cultures
and
and
so
on.
Is
that
one
survey
or
are
the
service
broken
up
to
to
various
schools
within
the
district
and
how
they
are
how's,
that
data
aggregated.
P
A
Yeah,
because
I'm
thinking
that,
if
that
information
is
available
during
the
course
of
our
search
activities,
I
would
love
to
to
have
that
be
available
to
our
search
committee
members
and
in
a
maybe
a
brief,
meaningful
way.
That
will
supplement
what
we're
seeing
here
tonight
and
that
might
be
interesting
for
folks
to
see.
I
mean
to
create
like
whole
buckets
of
work
for
folks,
but
it
seems
like
if
you're
serving
culture.
It
would
answer
part
of
marcus's
question
right
that
that
there
is
supplemental
information
out
there.
A
D
D
I
I
like
marcus,
I'm
a
little
disappointed
in
the
responses
I
mean
you
know
the
community
bps
is
in
the
tens
of
thousands,
so
this
is
a
pretty
darn
sample,
small
darn,
pretty
darn
small
sample
size.
Sorry,
and
so
I
I
do
appreciate
the
work
on
this
and
distilling
the
information,
but
I
also,
if
I
remember
correctly,
I
looked
at
this
earlier
this
morning.
D
D
D
And
you
know
some
of
them
are
kind
of
vague
right.
So,
like
would
say,
like
you
know,
changes
for
the
needed
reforms.
I
think
it
depends
on
what
the
reforms
are
right,
that
that
the
person
would
be
trying
to
move
forward,
and
so
some
of
these
questions
were
kind
of
hard
to
hard
to
answer,
and
I
was
just
curious
how
the
questions
were
come
up
within
how
the
survey
was
created
in
first
place
too.
So
that
was
a
lot
of
questions.
P
D
P
Well,
I
can
yeah,
let's
not
go
too
too
much
into
that-
I
guess
yeah,
but
speaking
of
the
the
kind
of
the
how
to
use
results
question
I
think
that's
a
really
important
context
to
think
about,
and
I
really
appreciated
the
folks
who,
even
in
their
questions,
were
really
noting
the
small
sample
size.
We
really
want
to
underline
that
as
well
and
we're
thinking
about
how
we're
responsibly
using
this
data.
P
It
is
one
data
point
and
I
think
it's
in.
I
think
we
would
all
agree
that
it's
important
to
kind
of
triangulate
this
data
with
other
sources
of
data,
whether
that's
from
listening
sessions,
your
own
professional
experience
working
with
superintendents
hiring
superintendents.
So
we
we
really
would
underline
that.
This
is
not
a
representative
that
we
tried
to
make
that
point
and
that
this
is
kind
of
informational
purposes
that
you
can
use
to
kind
of
further
flesh
out.
Some
of
your
other
sources
of
information.
P
Q
Q
Q
So
that's
why
I
consider
it
an
important
point
and
when
I
think
of
let's
say
there
are
you
know,
let's
call
it
48
000
49
000
students,
whatever
the
current
number
is,
and
then
you
add
in
our
teachers,
our
school
leaders,
our
central
office
staff,
and
then
I
say
employees
to
that
include
the
people
who
transport
our
children.
Then,
when
I
think
of
500
or
whatever
this
number
was,
I
forget
whether
it
was
500,
something
then
compared
to
the
community.
Q
It
is
extremely
low
and
I'm
wondering
at
what
point
during
this
five
weeks
that
the
servings
were
open
was
there
a
point
that
it
was
considered
as
you're
seeing
and
when
I
say
you,
I
don't
mean
you
specifically,
but
the
team
as
they're
as
you're,
seeing
the
survey
responses
and
it's
that
100
200,
300
and
you're
approaching.
Even
closing,
do
you
start
to
reflect
beyond?
Oh
we've
sent
out
other
surveys,
so
it's
probably
survey
fatigue.
So
it
is
what
it
is.
That's
all
we're
going
to
take.
It
do.
B
Q
Get
to
a
point
where
you
say:
hey:
it's
been
open:
two
weeks
we
have
about
five
hundreds,
looking
lower
three
hundred.
We
need
to
change
a
strategy
to
try
to
push
this
survey
in
a
different
way
that
might
engage
members
more
so,
and
I
almost
used
the
word
community
members,
but
then
on
slide
10
I
was
going
to
ask
you
who
are
the
community
members
like
I'm,
trying
to
remember
how
that
was
defined.
That
would
make
someone
say
community
member,
because
bps
student
is
already
identified:
family
teachers,
school
leaders,
etc.
Q
That's
all
good,
so
community
members,
boston
residents
or
community
members,
anyone
that
is
literally
in
massachusetts.
I
felt
like
anyone
anywhere
that
felt
like
filled
without
the
survey.
How
was
that?
Was
there
a
definition
of
like
community
members
meaning
blank,
or
was
that
just
one
of
those
things
like
I
feel
lost?
I
feel
like
I
live
in
new
england
in
boston's
part
of
one
of
the
community,
so
I'm
a
community
member.
P
Yeah,
so
I
can
speak
to
your
first
point
first,
that
we
shared
the
updated
responses
and
results
from
the
survey
with
with
the
chairs
of
this
committee
multiple
times
throughout
the
process.
We
are
not
the
communications
and
and
marketing
of
the
survey,
we're
just
the
administration
and
data
analysis
piece.
You
know
happy
to
you
know,
take
responses
from
anybody.
P
P
A
I
mean
would
it
be
fair
to
say
that
if
you
didn't
belong
to
the
first
five
categories,
that
you're
not
a
student
you're,
not
a
parent
or
guardian
of
a
student
you're,
not
teaching
you're,
not
a
school
leader
or
if
you're,
not
working,
bps
you're,
a
community
member
meaning
you
have
no
direct
connection
in
that
way
to
the
bps
enterprise
right.
Yet
you
want
to
fill
out
the
survey,
so
it
could
be
someone
living
in
boston
living
outside
of
boston
because
we
didn't
define
community.
Q
C
Q
Q
I
take
that
25,
which
is
a
mesh,
and
I
you
know,
because
I
want
to
also
know
honestly,
the
heart
of
the
community,
which
is
those
who
are
working,
living
and
caring
for,
because
even
the
numbers
don't
match
up
for
when
you
stay
well,
then
the
ones
that
don't
live
in
boston
have
to
be
all
teachers
because
there's
no
residency.
I
understand
there's
no
residency
requirement
to
live
in
boston,
to
be
a
teacher
right.
A
Q
A
Q
For
this
I
look
I'm
looking
for
that.
Also
really,
when
I'm
looking
at
it,
so
the
numbers
are
already
low
and
even
with
these
low
numbers,
a
lot
of
it
is
externals
to
some
degree
they
might
be
partner
organizations,
but
I
don't
know
they
might
be
individuals
who
live
in
who
are
committed
to
boston,
public
schools.
They
live
in
the
city
of
boston.
Once
again,
I
don't
know-
and
these
are
comments
that
are
not
to
find
fault
it's
more
of
like
as
I'm
thinking
of
like.
If
this
was.
Q
Q
I
think
there
are
points
in
times
when
it's
that
low
you
push
back
to
your
communities
and
all
of
ours.
You
know
earlier
today
dr
pignata
was
in
her
school
leaders
community
for
the
listening
session.
We
sped
back
one.
We
had
one
cpc
and
all
these
other
organizations
that
our
bps
affiliated
having
one.
So
I
think
if
we
were
hearing
that
oh
50
people
have
only
filled
it
out
or
100,
you
know,
then
it's
like
well,
let's
see
if
we
can
galvanize
even
more
so
because
we're
not
getting
responses.
Oh
the
students
aren't
responding.
Q
I
just
think
of
it
as
also
a
learning
point,
because
if
I'm
given
information,
it
says
we'll
take
it
with
a
grain
of
salt,
because
it's
so
low
and
so
low
feedback
that
wasn't
the
goal
of
it,
though
right
I
didn't
want
to
get
information
to
take
with
a
grain
of
salt.
I
wanted
real
information
to
be
able
to
see
what
people
were
thinking,
how
they're
feeling
they
haven't.
Q
Q
That
was
solid,
so
I
look
at
languages
10
languages
once
again,
I'm
like
okay,
that's
great,
so
it
had
portions
that
were
poised
for
success
of
more
feedback
and
I'm
trying
to
figure
out,
and
just
saying
I
guess
what
I'm
saying
too
is
also
just
saying:
oh
we're
sending
out
other
surveys,
climate
surveys.
That
might
be
the
reason.
I
don't
think
that
as
a
parent,
because
I
got
two
surveys
doesn't
mean,
I'm
only
filling
out
50
one.
You
know
what
I
mean,
so
I
I
wonder
if
it's
more
than
that.
A
Yeah
I
it
is
it's
certainly,
I
think
roxy
points
to
the
difficulty
of
community
engagement
in
everything
that
we
do
within
the
district
right,
because
I
know
that
school
leaders
struggles
with
that
and
it's
one
of
their
biggest
resources.
Yet
it's
the
hardest
to
tap
into.
Let
me
let
me
so
so:
let's
hold
those
thoughts,
roxy
that
you
have
and
see.
A
If
there
are
things
that
we
can
do
when
we
go
to
the
next,
as
we
move
on
to
the
next
phase
to
ensure
that
we
pay
some
attention
right
to
other
surveys
that
have
been
done
or
the
culture
surveys
that
touches
every
school
or
maybe
that
can
give
us
a
source
of
triangulation
as
well.
I
I
hear
your
concern.
I
hear
you're
concerned
that
that
that
the
voices
we're
not
hearing
are
the
ones
that
we
should
also
pay
attention
to,
as
well
as
the
one
that
is
being
documented.
A
A
T
I
am
also
surprised
that
we
had
so
few
students
respond
to
the
survey
after
all,
we're
doing
this
in
service
of
students.
So
I
am
wondering-
and
perhaps
mr
roundtree,
you
might
offer
some
suggestions
here.
It's
one
thing
to
complete
a
survey,
a
panorama
survey
at
the
school
level
and
it's
another
thing
for
students
to
feel
like
they
are
completing
a
survey
and
sharing
their
voices
about
a
superintendent
that
they
they
will
feel
like.
They
have
contributed
to
right.
T
A
I
I
don't
have
answers
to
any
of
those,
but
one
of
the
things
that
I
would
like
to
suggest,
though,
is
that
we
put
a
punctuation
mark
on
this
portion
of
the
survey
right.
So
whatever
comes
in,
we
can
consider
if
we
do
end
up
opening
again,
so
that
so
that
so
so
that
we
don't
mix
the
the
the
the
subsequent
phases
to
see.
You
know
how
much
more
we
can
get
it.
A
Maybe
it
really
should
be
targeted
to
students
rather
than
trying
to
get
more
results
in
the
same
venue,
because
we've
had
that
same
venue
open
for
you
know
a
number
of
weeks
and
the
likelihood
of
people
coming
back
to
to
do
it
again
or
push
other
people
to
do
it
again.
It
would
not
would
not
be
a
high
possibility.
A
So
joseph
said,
I
think
it's
important
to
note
that
surveys
are
self-selecting,
which
is
true,
that
respondents
who
feel
inclined
to
share
will
share
and
and-
and
I
would
agree
that
it's
not
always
the
top
of
their
priorities,
but
I
think
making
a
way
for
an
additional
venue
for
the
students
whom
this
particular
process
impacts.
So
much
might
be
a
portion
that
we
can
consider.
We
don't
have
to
have
an
answer
tonight.
We
can
you
know
we
can.
A
We
can
see
what
we
can
do
about
targeting
that
so
so
I
I
would
ask
the
committee
hold
that
thought
and
and
see
what
we
can
do
and
we
can
come
back
and
and
and
see
if
we
can
focus
on
that
particular
piece
all
right.
So
thank
you,
dr
pignetto.
I
I'm
sorry.
I
don't
have
answers
for
your
other
two
questions,
but
I
think
it
definitely
is
something
that
you
know
we
need
to
consider.
I
think
who's
him.
Do
you?
Do
you
want
a
second
goal
at
this
jessica.
G
D
D
But
that
might
be
another
way
to
get
more
information,
but
again
I
don't
want
to
lose
sight
of
you
know
if
this
survey
isn't
helpful
in
terms
of
beyond
the
data
that
it's
already
presented
to
us
as
a
data
point,
then
I
wouldn't
want
to
spend
a
significant
amount
of
time
and
energy
trying
to
get
more
people
to
fill
out
this
specific
survey.
Necessarily
if
that.
A
Makes
sense,
thank
you
for
that
perspective.
It
you
know
what
struck
me,
as
I
was
looking
at
all
the
slides
is
that
there
are
two
slides
that
jumped
out
at
me.
You
know
regardless
not
regardless,
but
even
in
view
of
the
fact
that
that
yeah,
the
survey
has
has
a
geographic
skew
to
it,
and
even
with
the
25
community
that
we're
not
quite
sure
if
they
are
stakeholders
in
in
in
the
non-bts
connected
way
or
or
where
these
folks
live.
A
What
I
see
is
not
so
much
that
the
survey
is
going
to
give
us
all
the
answers
that
we're
looking
for.
If
that's
the
case,
the
nine
of
us
don't
need
to
be
here.
We
know
we
know,
we
know
what
the
answers
are,
but
what
I
think
it
does
does
is
that
it
helps
to
validate
some
of
the
things
that
we're
hearing
as
we're
going
through.
This
very
very
long
process
of
listening
to
over
a
thousand
people
in
multiple
groups.
A
It
validated
the
need
for
proven
records
of
student
learning.
I
mean
student
outcomes
as
being
two
of
the
top
pieces
and
it
also
validated
for
me
in
the
two
open
questions:
the
importance
of
school
and
community
engagement
in
question
number
one,
and
also
the
needs
of
diverse
learners
in
question
number
two.
So
those
four
points
jumped
out
at
me
as
being
anchoring
information
that
that
that
the
survey
is
offering
that
tucks
into
some
of
the
points
that
came
out
of
the
the
listening
sessions.
U
Yeah
I
can,
I
can
go.
I
lowered
my
hand
because
jessica
said
exactly
what
I
was
going
to
say
was.
I
think,
really
we
want
to
think
about
the
purpose
of
the
survey
and
the
purpose,
as
I
have
understood
it,
and
I
think,
as
we've
communicated
was
to
inform
in
many
ways,
was
to
inform
the
adjustments
to
the
job
description
which
has
been
completed.
U
I
I
think,
if
we
want
to
solicit
additional
feedback,
I
think
we
should
be
very
clear
about
the
why
right,
and
so
if
the
job
description
is
is,
is
complete
and
now
we're
looking
at
candidates
coming
in.
If
we
want
more
feedback
from
people,
I
think
it
should
be
aligned
to
what
we're
currently
doing
in
the
process
right.
We
should
be
very
clear
and
and
deliberate
about
that,
and
the
other
thing
I
think
you
know.
U
I
think
that
the
you
know
the
a
way
something
we
may
consider
would
be
to
either
enlist
be
sacks
help
boston,
student
advisory
council,
fantastic
bunch
of
kids.
We
met
with
them
last
week
about
some
of
the
grading
policy
stuff
to
get
them
to
advocate
in
their
communities,
for
more
students
to
participate,
or
also
just
maybe
go
to
a
couple.
Schools,
and
you
know,
camp
out
right
and
set
up
a
table,
maybe
put
out
some
donuts
and
get
kids
to
talk
to
us.
A
E
I
can
just
say
from
experiences
a
lot
of
times
where
we
do
actually
pause
our
school
day
so
that
students
can
complete
surveys
during
during
during
class
time,
and
so
I
mean
certainly
doable.
We
do
it
during
the
year
panorama
is
a
good
example
of
when
we
do
it,
and
I
think
it's
important
enough
that
if
we
did
do
it,
I
think
teachers
and
students
would
understand
why
we
were
taking
time
out
of
the
day
to
to
do
it,
and
I
think
there's
value
in
that.
C
Thank
you.
I
think
this
conversation
has
been
great.
I've
really
enjoyed
the
feedback
of
the
fellow
members
how
they've
heard
it
interpreted
as
questions
about
it.
I
consider
the
survey
to
be
one
piece
of
the
puzzle
right.
It's
like
a
jigsaw
puzzle
we're
putting
together
so
the
listening
sessions
we've
all
attended,
whether
they're,
the
big
general
ones,
the
ones
in
other
languages,
now
more
specialty
groups
that
are
happening,
such
as
the
school
leader,
ones,
that
a
number
of
us
have
attended
today.
The
student
one
I
thought
was
very
indicative.
C
C
I
take
pieces
from
each
and
see
and
I
see
overlapping
themes,
because
this
not
only
informed
the
job
description,
but
it
will
inform
how
we
approach
reviewing
applications,
how
we
approach
interviewing
candidates,
because,
as
when
we
see
a
general
theme
that
emerges
across
multiple
points
of
contact
to
us
that
reinforces
to
me
and
impacts.
How?
I
approach
this
work,
so
I
point
out
one
thing
in
particular:
in
previous
searches.
We
have
often
heard
it
is
most
important
that
someone
be
a
sitting
superintendent.
C
We
didn't
hear
that
as
much
this
time
in
listening
sessions
and
even
this
survey,
we
heard
the
value
of
an
educator
that
they
have
been
a
classroom
teacher
that
they'd
be
a
school
leader.
Some
district
administration
helps
and
it's
and
it
would
be
great
to
get
a
superintendent,
but
even
one
of
the
slides
we
saw
today
where
85,
I
think
it
said
most
important-
was
that
they're,
an
educator
and
51
said
sitting
superintendent.
C
That
is
consistent.
What
we
we
have
heard
in
listening
sessions.
So
that's
how
I'm
approaching
this
and
is
how
do
I
see
these
pieces
fitting
together
and
if
we're
hearing
themes
emerge
over
and
over
again,
that
becomes
really
important
to
me
and
impacts
how
I
approach
this
work.
So
if
the
questions
about
this
survey
are
standalone
and
it's
important
for
us
to
dig
in
and
understand
it,
but
to
me
it's
a
piece
of
the
puzzle
overall.
A
I
I
still
believe
that
we
we
we
will
likely
want
to
gather
more
student
voices
because
they
are
the
one
who's
going
to
be
living
with
us
right,
but-
and
I
also
agree,
though,
the
fact
that
we
need
to
figure
out
what
exactly
we're
going
to
use
these
more
student.
You
know
these
student
voices
for,
in
terms
of
of
context
of
what
gene
said,
what
is
the
purpose
of
us
wanting
more
pieces?
A
A
But
we
take
this
valuable
information
and
the
instrument
that's
been
created
for
the
purpose
that
it
served,
and
I
I
really
want
to
thank
our
experts,
our
our
researchers
and
analysts,
who
have
compiled
this
for
us
and
not
only
to
show
us
the
pieces
that
we
need
to
see
that's
going
to
inform
us,
but
to
show
us
what
we're
not
seeing
right
so
so,
knowing
what
is
not
there
is
is
as
important
as
as
what
we
have
at
the
table.
We
are
getting
to
the
hour.
A
We,
we
are
actually
four
minutes
over,
but
this
is
such
a
terrific
discussion.
I
want
to
say
a
little
bit
as
we
conclude
this
and
and
thank
our
experts.
I
want
to
say
a
little
bit
about
next
week,
so
we
will
go
think
about
this
issue
and
maybe
come
up
with
some
suggestions
and
and
bring
it
back
so
that
we
can
get
to
the
next
piece
of
this
action.
A
So
what
we
will
do
in
terms
of
format
is
that
we
will
convene
an
open
session
to
give
whatever
update
that
we
need
to
give
to
to
the
public
and
to
allow
for
the
usual
amount
of
time,
or
maybe
abridged.
I
mean
that
we
had
no
open
comments
today.
So
we
will
reconsider
the
15
minutes
to
see
if
that's
too
long
so
that
we
can
maybe
maybe
do
a
10
minute
and
we'll
consult
with
that
to
make
sure
that
we're
not
shorting
the
public's
time.
A
But
we
will
do
an
opening,
do
an
update
and
then
do
a
public
comments.
And
then
we
will,
we
will
retire
to
an
executive
session
so
that
we
can
discuss
questions
in
in
in
that
venue
and
we
will
not
reconvene
two
openings
to
to
open
session
afterwards.
We
will
dismiss
from
executive
session.
So
please
expect
that
next
week
and
james
james-
and
I
I
think
with
maybe
some
of
our
co-chairs
will
likely
have
a
phone
call
to
formalized
what
we're
going
to
see
together
next
week
in
terms
of
protocol.