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From YouTube: BPS August Leadership Institute
Description
August Leadership Institute is the annual kickoff to the school year for the Boston Public Schools, providing a time for the district to come together to set a vision, learn together, and build strong connections within and across our networks. The theme of ALI 2019 is "Focus on Children: More than a motto - Eliminating Opportunity Gaps". At ALI, leaders engage in learning that empowers and equips them to eliminate opportunity gaps.
A
Yeah,
this
room
is
full
of
advocates
for
quality
education,
though
each
of
us
may
operate
on
different
levels.
We
share
a
passion
for
delivering
to
every
student,
the
education
they
deserve.
The
Boston
Student
Advisory
Council,
a
program
administered
by
Boston,
Public,
Schools
and
youth
on
board
works
on
ensuring
that
students
have
a
voice
in
their
own
educational
experience
and
at
every
table
that
influences
what
that
experience
will
be
this
bans
from
being
able
to
give
give
feedback
to
their
teachers
to
lobbying
in
both
city
and
state
legislative
arenas.
A
Through
actions
such
as
standing
up
for
immigrant
rights
and
our
schools
in
our
city
and
ensuring
that
students
have
a
voice
in
the
hiring
of
our
new
superintendent
mayor,
Marty
Walsh
shows
that
he
is
a
strong
ally.
He
uplifts
the
voice
of
young
people
all
across
the
city
and
using
his
capacity
as
mayor
works
alongside
us
in
the
fight
to
build
a
stronger
school
system.
Everybody
I
give
you
mayor,
Marty,
Walsh,.
B
Thank
you.
I
want
to
thank
Evelyn
for
not
just
the
introduction
you
did
today,
but
for
the
incredible
work
she
did
as
a
John,
Diehl
Bryan
student.
Congratulations
and
thank
you
for
your
support
on
the
search
committee
and
next
to
you
is
the
Elvis.
I
know
Elvis
spoke
earlier,
who
is
a
rising
senior,
so
Dan
wants
to
go
to
North,
East
University,
so
I
just
want
to
thank
both
of
you,
because
you
are
the
future
of
our
city
and
thank
you
for
the
incredible
stuff
that
you
do
so.
Thank
you
so.
B
The
bps
summit
band
that
was
here
they
were
amazing,
I,
couldn't
I
blew
that
horn.
It
was
awful,
so
I
didn't
want
to
ruin
the
music
today,
but
they
were
absolutely
incredible
and
I
want
to
thank
them
as
well.
The
young
people
we
have
in
us
in
our
school
system
to
our
new
superintendent
welcome
I,
don't
think
I've
met.
Anyone,
that's
been
more
excited
than
Brenda
has
been
every
time.
I
talk
to
her.
She
is
so
full
of
energy
and
wants
to
tackle
the
whole
world
and
I
want
to
welcome
you
here
to
Boston.
B
To
all
the
school
leaders
that
are
here,
everyone
in
this
room,
you're
a
leader
you're
a
leader
in
your
school,
your
leader
in
the
central
office
you're
a
leader
in
the
area
that
you
work
in
I,
want
to.
Thank
you
for
the
incredible
work
that
you
do.
I
have
a
prepared
speech
here
today
and
I
think
I've
spoken
at
this
several
times
and,
to
be
quite
honest,
you
I'm
just
coming
by
to
offer
words
of
encouragement
today
and
support.
B
Over
the
last
four
years,
five
years
I've
been
mayor
of
Boston,
and
we've
made
some
gains
and
whether
you,
whether
they're
acknowledged
by
the
media,
whether
acknowledged
by
people
who
have
made
some
incredible
gains
and
when
I
say
we
I,
haven't
you
have
you
have
those
of
you
them
working
for
the
district.
For
a
long
time,
we've
seen
schools
turnaround
I've
had
the
chance
to
visit
every
single
school
since
I've
been
there.
B
Some
of
you
two
and
three
and
four
times
some
of
you
once
and
I'm
gonna,
be
working
with
the
superintendent
to
get
back
out
to
visit
the
schools,
but
the
point
of
it
is
when
I
go
to
a
school,
regardless
of
what
the
school
is
or
regardless
of
what
their.
What
your
rating
is
to
me.
There's
something
good
going
on
that
school
I
see
a
teacher
doing
something
special
I
see
a
leader
of
that
school.
Doing
something
incredible.
B
I
see
the
principal
at
school,
loving
that
school
I
see
a
parents
helping
out
I,
see
the
custodian
doing
something.
I
see
somebody
planting
something
in
the
front
yard.
The
backyard
I
see
something
in
every
single
school
and
my
job
as
mayor
is
to
support
and
be
a
chili
to
to
some
degree
of
all
of
our
schools
and
to
talk
about
the
good
things,
because
it's
very
really.
We
pick
up
the
paper
and
we
read
such
and
such
a
great
thing
happen
at
a
school
today.
It's
always
I've
got
your
story
and
I'll
tell
you.
B
It
gets
old
after
a
while
it
goes
old
after
a
while,
because
I
know
the
work
that
a
lot
of
you
in
this
room
that
have
been
in
this
district
for
a
long
time
lot
longer
than
I've
been
mayor,
you've
been
doing
it
for
a
long
time
and
I
think
you
come
to
an
event
like
this
and
you
feel
kind
of
motivated.
You
come
well.
This
is
kind
of
a
common
occurrence.
We
come
to
an
event.
B
We
listen
to
people
talk
and
then
maybe
we
get
a
little
excited
and
then,
when
we
leave,
you
get
a
little
fired
up
and
then
around
the
middle
of
September
that
fire
in
your
belly
goes
away
and
it's
kind
of
like
business
as
usual.
That's
something
that
we
have
to
change.
I'm,
going
to
continue
to
fight
for
the
boston
public
school
system.
I'm
gonna
continue
to
push
back
on
the
newspapers
and
the
bad
stories
and
talk
about
the
positive
stories
we
have
to
do.
B
Our
job
is
to
deal
with
the
bad
stuff
that
happens
on
the
course
of
a
daily
on
a
daily
basis.
That's
what
we
do!
It's
not
all
perfect!
The
best
school
in
the
United
States
of
America,
the
best
private
school
United
States
America,
regardless
of
where
that
is
I'm,
not
sure
who
it
is,
they
have
problems,
they
might
look
good
on
the
outside
and
the
wallpaper
I
might
look
nice
and
clean,
and
the
grades
might
look
great,
but
they
have
issues
that
they
have
to
deal
with
every
day
to
get
to
that
greatness.
B
Our
job
and
I
think
our
job
is
to
make
sure
that
the
outcomes
for
our
young
people
are
successful,
like
Evelyn
and
Elvis,
and
many
other
kids
that
we
have
that's
how
John,
when
the
valedictorians
story
hit
last
year,
that
one
hit
me
hard
because
I
was
trying
to
say
wait
a
second
that
was
in
2006
and
seven
I
was
not
the
mayor
of
Boston,
my
kids,
my
kids,
the
kids
graduate
under
me.
We
don't
know
how
they're
doing
that
was
my
response
initially
and
I
was
thinking
to
myself.
B
Is
that
the
right
response
for
me
personally
I
looked
in
the
mirror?
I?
Don't
think
it's
the
right
response,
because
those
are
my
kids,
those
are
our
kids
and
we
have
to
do
better
for
them.
This
Leadership
Academy
I'm
grateful
that
you're
all
here
today,
because
what
you're
gonna
do
and
what
you're
gonna
talk
about
today
is
gonna,
set
the
tone
moving
forward.
It
is
so
important
for
all
of
us,
as
we
hit
the
ground
running
this
year,
that
we
work
together
this
summer,
I've
had
in
the
city
of
Boston.
B
Our
homicides
are
down
20
percent
this
year
in
Boston,
which
is
a
good
thing,
but
we
still
have
better.
We've
still
have
had
29
homicides
in
the
city.
That's
29
individuals
who
lost
their
life.
Our
shootings
are
up
10
percent
in
the
city
of
Boston
this
year.
That's
the
only
crime
staff.
That's
up,
everything
else
is
down.
Our
violent
crime
is
down.
Our
property.
Crime
is
down,
I
def
sit
down,
I
rested
down.
All
that
stuff
is
down.
We
can
celebrate
how
great
we
are
I'm
battling
we're
working
on
that
issue.
B
B
The
way
we
saw
and
address
the
issue
of
racism?
The
way
we
work
on
the
issue
of
homicides
and
crime
is
by
giving
young
people
an
opportunity
to
have
a
strong
stat
in
their
life.
That
responsibility
is
on
every
single
person.
In
this
room.
You
have
an
opportunity
to
make
a
difference
in
someone
person's
life.
Many
of
you
have
heard
the
story
already
with
somebody's
come
back
to
you,
those
of
you
that
work
in
schools
somebody's
come
back
to
you
after
they've
graduated,
and
they
thanked
you
and
they
gave
you
credit
for
their
career.
B
They
said
you
were
you
impacted
me
when
you
were
a
teacher
at
so-and-so
school
or
when
you
became
an
assistant
principal
or
when
you
were
a
nurse
or
a
Dean
or
whatever
the
situation
was
you're
working
and
kids
came
back
and
said
to
you.
I
want
to
thank
you
because
you
sat
in
my
life
and
you
helped
me
in
my
life,
young
people
look
up
to
all
of
you
in
this
room.
B
You
are
the
leaders
of
the
Boston
Public
School,
System
Brenda
and
myself
and
Michael
canto
and
Jessica,
and
some
other
folks
might
be
in
the
newspaper
every
now
and
then
every
day
talking
about
the
schools,
but
truly
the
leaders
are
sitting
in
these
chairs
on
this
first
level
and
in
that
second
level
and
I
want
to
thank
you
for
that,
because
we
have
an
opportunity.
We
have
an
opportunity
to
help
young
people
accomplish
and
find
their
dreams
live
their
dreams.
B
Education
is
at
the
heart
of
it.
Education
is
at
the
heart
of
those
dreams.
I
can
talk
to
about
eliminating
the
opportunity
gaps
and
that's
what
we
have
to
do.
I'm,
not
downplaying
that
I'm
not
saying
that's,
not
important,
because
that's
really
important,
eliminating
opportunity
gaps,
but
we
got
to
do
just
more
than
just
talk
about
it.
We
have
to
convince
our
teams
why
we
have
to
do
that.
B
Our
whole
city
is
responsible
for
helping
educate
our
kids,
but
you
are
the
frontline.
This
year
we
allocated
in
our
budget
1.1
four
billion
dollars
now
I
hear
all
the
time.
Well,
it's
not
enough.
We
need
more
money,
we
need
this.
We
need
that
we
allocated
1.4
billion
dollars.
That
is
more
than
just
about
any
district
in
the
United
States
of
America,
and
should
we
could
we
use
more?
Probably
I
could
use
more
money
all
over
the
place
I
could
use.
B
We
could
use
another
thousand
police
officers,
we
could
use
another
500
firefighters,
we
could
use
another
thousand
teachers,
we
could
use
certainly
more
more
trauma
counselors.
We
could
use
more
opportunities
in
our
districts,
but
what
we
have
to
do
is
we
have
one
point:
four
billion
dollars
that
we're
gonna
work
together
collectively
to
spend
on
our
kids
and
make
sure
that
that
money
goes
to
the
appropriate
places.
B
B
Want
our
kids,
myself
and
the
superintendent
we're
talking
the
other
day
about
schools
and
and
I
said
she
was
talking
about.
Where
do
you
want
the
school
district
when
we're
going
back
and
forth
on
it
and
when
it
all
I
said,
was
I
want
to
make
sure
that
when
you're
third
grade
is
mature
in
kindergarten
today,
they're
in
third
grade
that
they're
reading
at
third
grade
level?
That's
what
I
want
I
want
to
make
sure
that
our
sixth
graders
are
reading
in
a
sixth
grade
level.
B
Those
are
the
things
that
we
have
to
do.
Universal
pre-kindergarten
helps
the
future
of
our
districts
so
that
15
years
now
and
there's
a
mere
standing
on
this
stage
and
there's
a
superintendent,
maybe
the
same
one
sitting
in
the
front
row
and
all
of
you
in
this
room,
I
sitting
here
they
look
back
and
say
wow
in
2019.
B
They
really
they
really
drew
a
line
in
the
sand
and
they
really
made
a
difference
because
the
kids
are
reading
at
high
levels.
Now
we're
dealing
with
with
the
problems
that
some
of
these
private
schools
are
dealing
with.
That's
what
I
want
to
see
in
a
district.
My
way
cafe
we're
gonna
be
in
hopefully
60
at
PJ
promise
me
60
schools
this
year,
fresh
food.
You
know
the
teachers
that
I
mean
the
principals
in
this
in
this
room.
You
know
what
my
way
cafe
is
all
about.
You
know
what
it's
like.
B
B
I
was
at
the
David
Alice
three
years
ago,
two
years
ago
and
I
walked
in
and
I
talked
to
the
leader
at
the
time,
and
she
was
explaining
to
me
that
a
little
boy
was
a
Friday
went
over
to
a
barrel
and
took
a
half-eaten
Apple
on
the
ground,
put
his
bag
and
she
walked
up
to
him
and
said
to
him.
Why
did
you
do
that?
You
know.
Don't
did
you
eat
lunch
and
what
his
answer
was?
B
I,
don't
have
any
food
at
home,
so
we
have
to
make
sure,
while
these
kids
are
our
kids
at
these
particular
when
we
have
them
in
our
schools
that
they
become
our
kids
and
that
we
not
just
feed
their
brain
but
feed
their
bodies
as
well.
In
my
way,
Cafe
is
gonna.
Help
us
do
that
so
much
our
program,
we're
in
the
process
of
doing
summer,
jobs
now
we're
doing
Boston
saves
to
save
money
for
the
college.
B
B
Economic
mobility
is
really
important
of
major
important
part
of
our
work.
We're
gonna
continue
to
work
to
advocate
young
people
and
our
families
from
displacement
in
housing,
making
sure
they
have
the
benefits.
We're
gonna
continue
to
work
on
the
whole
child,
we're
gonna
work
when
I
say
we,
the
administration
and
City
Hall
in
the
administration.
The
School
Department
of
schools
need
to
work
together
to
make
sure
that
we
help
all
of
our
families
and
push
this
day.
B
B
I
don't
know
if
anyone
saw
the
video
of
the
11-year
old
girl
in
Mississippi.
If
you
didn't,
it
was
a
girl,
it
was
a
girl.
Little
girl
in
Mississippi
from
Central,
America,
I
believe
I
think
Guatemala.
Maybe
there
was
a
raid,
her
father
was
arrested
at
work
and
she
was
crying
on
the
video
and
she
was
talking
about
who's,
gonna
put
food
on
the
table
or
if
the
ad
is
gone
and
what
she
said
also
was
my
dad
was
gonna.
Take
me
school
clothes
shopping.
B
B
We
need
to
make
sure
that
our
young
kids,
that
don't
have
food
at
home
like
the
little
boy
a
couple
years
ago
at
the
day,
but
Ellis
is
taken
care
of
that
we
wrap
their
arms
around
them.
We
need
to
make
sure
that
the
little
kids
from
Roxbury
and
Dorchester
Matapan
in
High
Park
and
what's
Roxbury
and
Charlestown
and
Jamaica
Plain
in
Roslindale,
in
Mission,
Hill
and
all
East
Boston
and
Brighton
all
the
parts
of
the
City
of
Austin,
that
those
young
people
need
support.
We
need
to
make
sure
we
support
them.
B
I
used
to
be
a
little
D
coach
when
I
coach,
Little,
League,
I
love
that
might
be
the
parents
used
to
come
down,
was
down
Savin
Hill
and
the
parents
that
come
down
the
first
day
and
they'll
be
standing
behind
the
backstop
and
I
talked
to
the
kids.
That
say:
okay,
guys,
listen
this
once,
and
some
girls
guys
and
girls
I
want
you
to
don't
you
when
you
go
home
and
when
he
tell
your
parents
that
when
they
drop
you
off
down
the
field
you're
my
kid
they
shouldn't
be
standing
behind
the
bench.
B
B
I
was
gonna,
give
a
rah-rah
speech
today,
but
quite
honestly,
I'm
I,
don't
know
I
can't
get
the
rah-rah
up,
because
this
is
my
sixth
time
addressing
this.
All
of
you,
the
first
year
was
wrong
because
that's
very
new
second
year
was
rah
rah,
because
we
had
new
superintendent
third
year
was
wrong
around
because
of
status.
Kuya
today
is
is
wrong
inside
my
body,
but
today
is
serious,
whether
you
like
me
or
likes
people
in
central
office
or
whether
you
like
anyone,
it
doesn't
matter.
B
B
But
what
the
the
main
focus
of
the
contract
negotiation
was.
It
was
always
about
the
kids
every
time
Jessica
came
in
and
talked
about
something
she
talked
about,
it's
good
for
the
kids,
every
single
time.
It
wasn't
about
this
and
that
and
we
got
something
since
I'm
a
nap,
but
not
really
and
again,
as
I
said
a
minute
ago,
we
need
to
work
together.
We
are
one
school
district.
That
means
we
have
one
school
district
with
one
administration,
one
union,
one,
kids,
one
parents,
all
of
us
together.
C
How
many
of
you
are
familiar
with
the
promise
act?
I
think
everyone
in
this
room
needs
to
be
familiar
with
the
promise
act,
its
legislation
that
would
correct
over
25
years
of
underinvestment
in
our
public
schools
k12
throughout
the
state.
We
know
through
the
FBR,
see
how
many
of
you
are
familiar
with.
Fbr
see
the
foundation
budget
review
commission
that
we've
been
under
funding
public
education
by
one
to
two
billion
dollars
and
in
the
latest
state
House
budget
that
was
passed.
C
There
was
an
a
significant
increase
in
the
amount
of
money
for
schools
and
public
schools
in
the
state
two
hundred
and
sixty
eight
million
dollars.
It
sounds
like
a
lot
of
money,
but
here's
what
we
you
all
need
to
know
and
why
I'm
bringing
this
up
today
out
of
that
268
million
dollars,
BPS
is
only
going
to
see
about
two
to
three
million
dollars.
In
addition,
that's
about
thirty
five
to
fifty
dollars
per
student.
That's
it
that
is
insufficient.
C
C
That
politics
and
political
advocacy
sometimes
makes
us
educators
feel
uncomfortable
I
got
into
teaching
to
teach
not
to
get
into
politics,
but
policies
and
politics
absolutely
impact
our
ability
to
do
our
jobs.
Well,
they
not
only
impact
the
resources
we
have
for
students
and
schools,
but
they
also
influence
whether
or
not
our
students
feel
safe
and
protected
from
gun
violence.
C
He
has
a
great
book
by
the
way
I'm
giving
him
plug.
You
don't
even
know
the
guy,
but
it's
called
the
permission
to
feel
check
it
out.
I
hope
we
can
get
him
here
actually
to
speak
to
you
all
directly,
but
one
of
the
big
takeaways
was
that
in
his
studies,
successful
schools
were
led
by
educators
with
high
emotional
intelligence
in
school
communities,
where
there
are
high
levels
of
stress.
C
The
leaders
had
lower
AI
same,
of
course,
with
teachers,
higher
AI
happier,
students,
lower
AI
for
teachers,
less
students
felt
the
less
students
felt
connected,
appreciated
and
supported,
and,
of
course,
higher
I
also
meant
higher
performance
for
students.
This
is
why
Salwa
work
is
so
important,
but
physical
and
mental
health,
not
just
for
our
students
but
for
the
adults
who
work
with
them
too.
As
we
know
in
stressful
environments,
when
under
duress
or
when
suffering
trauma,
we
often
lose
our
self-regulation.
C
In
particular,
I've
really
been
forced
to
reflect
and
think
on
this
a
lot
as
many
of
you,
if
not
most
of
you
know,
I
had
a
very
traumatic
personal
experience
losing
my
baby
seven
at
seven
months,
a
few
months
ago,
it
was
the
most
difficult
few
months
of
my
life.
I
tried
to
go
back
to
work
very
soon
a
week
after
actually
too
soon
and
I
tried
to
continue
to
lead
contract
negotiations,
help
select
a
super
new
superintendent
and
I'm
very
happy
to
report.
C
That
I
think
we
worked
out
really
well
for
both
in
the
end,
but
the
journey
was
not
pretty
I
lost
it
and
I
unraveled
several
times
and
as
the
mayor
can
attest,
it
happened
in
his
office
once
I'm
not
gonna,
go
into
too
much
detail.
Let's
just
say
there
were
some
elevated
voices.
There
may
have
been
some
hand
pounding
on
chairs
and
it
was
not
just
not
wasn't
my
best.
C
As
embarrassing
as
that
was
how
ashamed
I
was
for
losing
it,
I
share
this.
For
several
reasons,
one
the
effects
of
trauma
are
real,
even
when
we
know,
even
when
we
think
that
we
have
the
tools.
I,
remember
thinking
myself,
ok,
I
know
what's
happening
here
at
Lee
and
I
tell
my
kids
when
they
lose
it.
You
know
smell,
like
a
you
know,
smell
the
candles
or
ënoÃ,
so
I
smell
the
roses
blow
out
the
candles
right
trying
to
get
them
to
breathe.
C
C
C
So
many
of
the
conflicts
we
encounter
could
be
resolved
if
we
just
talk
to
each
other
deescalate,
take
a
deep
breath,
talk
to
each
other
and
try
to
remember
and
find
our
common
shared
values
and
interests
just
take
some
time
to
slow
down,
to
be
kind
to
ourselves
and
learn
how
to
be
more
empathetic
kind
and
have
compassion
for
each
other,
because
our
nation
is
hurting.
People
across
the
world
are
hurting
and
the
healing
has
to
start
with
us
individually
and
collectively.
C
So
that's
what
I
wanted
to
share
this
morning.
I
am
so
hopeful
about
this
school
year
about
our
collaboration.
We
absolutely
need
all
hands
on
deck
and
our
classrooms
and
our
schools,
and
even
at
the
Statehouse
and
the
White
House.
And
while
we
are
working
to
lift
all
boats,
we
need
to
look
out
for
each
other
and
remember
to
work
on
ourselves
too,
because
there
will
always
be
storms
ahead.
But
please
know
that
we
have
to
bTW.
You
are
rowing
right
beside
you
and
that
in
this
union
we
do
believe
that
everyone
is
welcome
here.
C
C
Thank
you,
I
just
truly
want
to
wish
everyone
a
wonderful
school
year
and
just
remember
when
times
get
tough
that
we've
got
to
have
each
other's
back.
And
at
this
point
it
is
my
incredible
honor
and
privilege
to
introduce
an
incredible
young
person
that
I
had
the
privilege
to
spend
many
many
many
many
hours
with
12
hours
straight
on
some
days
as
we
work
together
on
the
superintendent
search
committee
and
he's
just
an
inspiration
to
me
and
I
couldn't
be
more
proud
to
introduce
all
of
us
Rosario
from
Snowden.
D
Good
morning
school
leaders,
teachers
in
terms
of
in
central
office
team
members,
it
is
with
great
joy
that
I
welcome
you
all
to
this
year,
August
Leadership
Institute,
my
name
is
Elvis
Rodriguez
and
I
am
a
Boston
Student
Advisory
Council
I
am
a
rising
senior
Snowden
international
high
school
and
served
on
the
be
sac
leadership.
Team
I
was
fortunate
in
my
role
to
serve
as
the
alternate
student
representative
on
the
School
Committee
and
as
the
first
student
member
to
serve
on
the
superintendent
search
committee.
D
The
reason
why
we
are
all
gathered
here
is
to
continue
improving,
building
upon
our
promises
to
the
young
people
of
Boston,
to
adequately
educate
and
prepare
them
for
the
promising
and
bright
future.
I
am
confident
that
we
have
the
right
leaders
to
move
us
forward.
It
is
with
great
honor
that
I
stand
before
you
today
and
introduce
our
fearless
Boston
public
school
leader.
She
is
an
impeccable
mentor
to
me
and
many
others
I
admire
her
Drive
and
benefit
from
the
example
I
spent
the
summer
shadowing
her.
D
F
I'm
really
not
sure
how
I
follow
all
these
wonderful
speeches
and
just
incredible
incredible
people
and
fearless
advocates
for
our
children
and
servants
for
all
of
you
good
morning.
I
have
been
waiting
for
this
moment
to
meet
all
of
you
and
have
had
the
opportunity
to
greet
some
of
you
as
you
arrived
this
morning
and
I.
F
Just
thank
you
so
much
for
coming
this
morning
and
being
here
with
us
those
up
in
the
balcony
as
well
as
those
right
here
we
are
gathered
with
central
office
staff,
as
well
as
some
of
our
school
leaders
and
some
teachers
here
with
this
with
us
as
well.
So
thank
you
again.
I
want
to
thank
the
mayor
for
coming
and
speaking
and
inspiring
us
and
giving
us
the
challenge
to
meet
the
needs
of
all
of
our
students
this
year
and
Jessica,
for
your
courage
and
for
your
incredible
inspiring
words.
F
F
F
F
Or
form,
look
at
all
these
people
standing
what
a
team
I'm
so
excited
for
this
school
year.
You
just
don't
know
I've
been
anxiously
waiting
to
meet
all
of
you
and
I
will
be
visiting
all
of
your
schools
within
the
first
100
days.
Yes,
all
125
of
your
schools,
I
will
be
out
there
visiting
in
the
first
100
days.
It
may
kill
me,
but
I'm
gonna
do
it,
but
I
first
want
to
start
with
a
personal
story:
I
want
to
introduce
you
to
peanuts.
F
She's
a
ten
year
old
girl
who
lives
with
her
single
mother
and
her
sister.
She
sleeps
in
a
twin
bed
with
her
sister,
her
mother's
on
welfare
and
food
stamps.
She
lives
in
public
housing.
Her
father
is
absent,
but
not
uninvolved
she's
seen
here,
selling
flowers
on
the
street
corner
to
help
earn
money
for
her
family.
She
also
sold
buckets
of
flowers
and
bars
and
in
nightclubs
until
she
was
a
teenager.
F
F
Because,
even
though
she
grew
up
in
poverty,
she
never
had
a
poverty
of
love.
She
had
adults
who
had
high
expectations
of
her,
especially
her
father,
who
did
not
live
with
her
most
of
her
childhood,
but
she
knew
he
loved
her
and
expected
her
to
be
somebody.
She
also
had
adults
and
programs
that
supported
her
that
supported
her,
not
just
her
family,
but
people
outside
of
her
family.
She
went
to
headstart.
She
was
a
headstart
baby.
She
had
a
bookmobile
that
came
into
the
neighborhood
two
times
a
week.
F
She
had
a
park
in
rec
center
adults
who
just
down
the
block
where
she
was
embraced,
and
everybody
looked
out
for
peanuts.
She
always
played
on
the
boys
sports
teams
she's
quite
the
tomboy.
She
went
to
summer
camp
every
summer
for
two
weeks.
Until
she
was
15
and
then
she
picked,
he
became
a
counselor
in
training
and
a
junior
counselor.
She
learned
the
value
of
money
and
hard
work
at
an
early
age.
She
and
her
sister
were
given
blue
savings
books
once
they
were
part
of
a
June
Junior,
Achievement
Program.
F
She
went
to
good
schools
and
had
great
teachers,
especially
her
kindergarten
teacher
in
her
12th
grade
anatomy
and
physiology
teacher,
who
believed
in
her
two
critical
teachers
serving
as
supportive
bookends
at
the
beginning
and
at
the
end
of
her
schooling
who
helped
her
get
ready,
both
academically
and
personally
launching
her
into
a
foreign
world.
She
earned
a
full
ride,
scholarship
to
a
prestigious
private
college
in
in
small
rural
town
in
Minnesota
early
in
her
first
term,
she
was
called
a
racial
slur
and
was
followed
by
two
boys
that
really
scared
her.
F
F
She
continued
to
take
classes
through
her
pregnancy
until
she
couldn't.
She
took
the
summer
off
then
rien
rolled
in
the
fall
and
finished
with
her
degree.
She
was
determined
to
be
somebody.
She
struggled
in
those
early
early
years,
single
mother,
mom
of
mom
on
welfare
on
WIC,
but
she
didn't
give
up
for
nearly
ten
years.
During
the
time
she
went
to
school,
she
earned
her
degrees,
her
teaching
license,
and
several
years
later
she
earned
her
master's
and
administration
and
began
a
became
a
principal.
Like
all
of
you.
F
She
bought
her
first
house
for
her
son,
so
he
could
go
to
schools,
good
schools
and
not
live
in
the
projects
like
she
did.
Eventually
she
met
a
good
man.
She
got
married
had
two
more
children
and
became
a
school
leader,
a
district
leader
and
went
back
to
school
and
earned
her
doctorate.
She
became
superintendent
and
then
one
day
unexpectantly
got
a
call
to
be
Commissioner
of
Education.
She
declined
at
first,
but
then
she
remembered
she
remembered
all
the
programs
and
all
the
adults
that
helped
her.
Maybe
she
could
help
others
like
her.
F
She
was
so
lucky
and
she
thought
it
just
shouldn't
be
about
luck.
She
thought
all
children
deserve
a
hand
up.
All
children
deserve
a
hand
up
out
of
poverty
and
a
safety
net
when
they're
launched
into
the
world.
So
she
said
yes,
she
became
the
first
african-american
commissioner
of
the
education
of
education
for
the
state
of
Minnesota.
She
proudly
held
that
job
for
eight
years
serving
the
children
and
families
of
Minnesota
because
she
wanted
to
pay
it
forward,
like
so
many
had
paid
it
forward
and
done
for
her
now
she's.
F
F
So
I
wanted
to
share
with
you
some
of
the
core
values
that
I'm
entering
into
Boston
with
they're
things
that
I
learned
from
all
of
you.
They
are
ideas
that
I
got
from
research
when
I
was
interviewing.
They
are
things
that
I
discerned
from
the
questions.
I
was
asked
the
personal
one-on-one
conversations
I've
had
with
you,
and
you
see
these
values
in
the
buttons
that
you
selected.
As
you
came
in
now,
someone
asked
me
these
are
so
beautiful
can
I
have
all
of
them.
F
Yes,
you
can
go
back
and
get
as
many
buttons
as
you
want,
and
we
can
ask
to
actually
order
them
for
you
for
your
schools
as
well.
So
if
you
want
more
of
these,
we
want
to
see
these
bright,
beautiful,
colors
everywhere
and
they're
they're
significant
in
their
rainbow
to
show
that
we
are
accepting
of
everybody
in
our
beautiful
diversity.
F
They
are
I'm,
gonna
start
with
the
ones
that
I
and
tell
you
the
story
a
little
bit.
So
I
was
introducing
these.
How
many
of
you
were
at
the
first
principal
gathering
and
reception,
we
were
able
to
make
it
down.
I
know
not.
Everybody
was
able
to
make
it
down
and
then
central
office
folks
I,
went
and
visited
with
them
on
on
different
floors
and
I
came
in
and
I
said.
F
There
are
three
values
that
I'm
coming
in
with
that
I've
really
discerned
and
those
were
inclusion,
collaboration
and
equity
and,
as
I
listened,
more
I,
listened
and
heard
people
talking
about
a
unity
and
a
shared
unified
agenda
and
really
working
together
and
working
across
sector.
So
I
added,
oh
I'm,
sorry
I
told
the
story
wrong.
Some
make
mistakes
and
move
on
right
because
it
was
actually
Rachel
Skerritt.
Where
is
she
raise
your
hand?
F
Yes,
Rachel
back
there
who
added
unity,
but
now
I
ruin
my
story
so
as
I
got
to
know
all
of
you
and
what?
If
what
I
sensed
was
just
this
kind
of
value
and
need
for
a
little
bit
of
joy
and
so
I
added
joy
too,
to
the
three
that
I
came
in
with,
which
was
inclusion,
collaboration
and
equity,
so
I
added,
joy
and
I
could
just
see
the
happiness
come
on
faces.
G
F
We've
been
going
around
saying:
happy:
are
you
bringing
the
joy?
Are
you
focusing
on
equity?
Are
you
including
everybody?
Are
you
collaborating
across?
Are
you
doing
it
in
a
way
where
we're
building
unity
and-
and
of
course,
are
you
bringing
the
joy
and
I
also
came
in
then
with
five
key
goals,
and
these
are
what
I
shared
with
the
search
committee
but
we'll
be
entering
into
strategic
planning,
and
you
all
will
have
a
chance
to
tell
me
what
you
believe
are
your
goals.
F
Otherwise
we
just
keep
doing
the
same
things
over
and
we're
not
really
getting
at
the
root
of
the
problem,
which
is
poverty
and
disenfranchisement
in
inequitable
opportunities
for
children.
We
have
to
change
that
and
I
was
so
glad
to
hear
the
mayor
come
and
commit
all
of
his
resources
to
our
children.
Our
families
and
our
he's
a
Boston,
absolutely
deserves
a
standing.
Ovation,
second,
is
to
raise
the
bar
and
close
gaps.
We
must
increase
rigor
and
the
expectation
for
our
students.
F
They
can
do
so
much
more
than
we're
expecting
of
them
and
we're
going
to
be
demanding
more
of
them
and
I'll
be
working
with
you
to
do
that.
We
want
to
be
one
of
the
first
in
the
nation
to
really
significantly
close
gaps.
Districts
all
over
this
country
are
struggling
with
this
problem
and
I
believe.
F
If
we
take
a
holistic
approach
to
children,
we
will
be
able
to
close
those
opportunity
gaps
for
our
children
and
close
the
achievement
gaps
that
we
see
as
an
outcome
because
they
haven't
had
access
or
opportunity
something
as
simple
as
eliminating
fees
to
changing
our
graduation
requirements
to
increasing
opportunities
for
high
access
to
high
quality
schools.
That
I
know
all
of
you
are
committed
to
creating
and
and
having
for
our
children
in
every
single
neighborhood.
F
Fourth,
we
need
to
have
students
ready,
so
we
don't
have
another
valedictorian
series.
Now
here's
one
thing
about
the
valedictorian
series:
they
followed
a
handful
of
kids,
but
they
didn't
follow
all
of
our
kids.
There
are
so
many
of
our
kids,
who
are
successful
and
I
know
the
good
work
that
you
do
to
launch
our
students,
but
we
don't
want
anyone
falling
through
the
cracks.
We
want
to
make
sure
when
they
leave
us
they're
prepared.
They
know
how
to
navigate
and
they
have
the
perseverance
to
be
able
to
succeed
and
move
forward.
E
F
Really
want
us
to
become
one
of
the
ten
best
places
to
work
in
Boston
I
believe
that
if
we
have
happy
people
and
they
love
where
they
work
and
they
feel
good
about
where
they
work
and
they
get
joy,
they
find
joy
and
they
feel
like
they
contribute
and
they
feel
like
they're
supported,
and
they
have
the
resources
to
do
what
it
is.
They
need
to
do
to
meet
their
goals
and
said
you
have
success.
Then
children
will
be
successful.
F
We
will
feel
like
a
family
I
want
us
to
feel
like
a
family,
because
when
I
went
and
visited
44
schools
in
Minnesota,
the
one
that
were
four
and
five
time
reward
schools
in
our
state.
The
one
thing
that
went
that
teachers
told
me
and
school
leaders
told
me
as
I,
visited
hands
down
without
question
when
I
went.
The
first
thing
they
said
is
we
feel
like
a
family
and
family.
Doesn't
let
each
other
down
Ohana?
F
No
one
gets
left
behind
when
you
feel
like
a
family,
and
so
that's
built
on
those
core
of
those
core
values
and
also
the
core
goals
that
I'm
coming
in
with.
Certainly,
when
we
do
strategic
planning
over
the
next
several
months,
those
will
shift
and
change
and
include
all
of
your
voice,
I'd
like
to
move
to
introducing
the
executive
team
and
talk
a
little
bit
about
the
choices
that
I've
made
after
much
consultation.
F
The
past
three
months
with
many
of
you,
as
well
as
the
community
in
the
school
committee,
about
how
to
restructure
the
district
offices
to
better
support
principals.
The
first
was
a
compression,
so
I
really
felt
as
though
school
leaders
needed
to
know
who
was
responsible
for
getting
them
what
they
need,
and
then
they
needed
to
be
closer
to
me.
The
person
making
those
decisions,
and
so
I
did
away
with
the
structures
that
we
had
and
I
created.
F
One
reporting
structure
for
you,
that
is
the
school
superintendent's
and
then
me
I,
get
back
to
everybody
within
24
hours.
If
you're
a
school
leader
or
a
central
office
later,
tell
me
it's
urgent.
I
will
step
out
and
I
will
call
you
within
an
hour
the
minute
I
get
it
and
I'm
able
to
call
you.
So
you
know
I'm
accessible
to
you.
If
you
need
anything,
let
me
know
my
team
will
be
also
having
a
very
high
expectation.
Actually
it's
easier
to
get
me
on
text,
so
you
can
text
at
that
number
as
well.
F
It
is
a
personal
cell
phone
number.
My
team
also
will
be
available
and
we'll
also
be
highly
responsive,
because
that's
my
expectation
they've
already
been
told
that
they
know
that
too
and
I
know
that
they
already
are,
but
I'm
gonna
go
ahead
and
introduce
the
team
so
I'm
gonna
start
with
the
elementary
school
superintendents.
Some
of
the
you
may
recognize.
F
I
was
intentional
in
looking
through
and
trying
to
meet
some
of
the
principal's
and
I
was
intentional
and
bringing
fresh
principles
to
the
leadership
team
so
that
we
could
have
a
fresh
voice
of
folks
who
were
not
like
me.
You
know
many
many
years
out
of
B
being
a
school
leader
to
having
now
someone
who's,
some
folks
who
have
just
left
the
school
principal
ship,
so
they'll,
be
there
sharing
with
us
your
stories
and
will
will
will
know
that
the
experience
is
very
recent,
so
Mary
Driscoll
and
if
you
all
could
stand
up.
G
F
I'll
get
to
know
Ellie
a
little
bit
better.
She
was
assistant,
commissioner,
with
me
in
Minnesota,
and
had
a
lot
of
experience
in
Al,
as
well
as
special
education
and
career
pathway,
work
and
works
with
the
consulates
and
a
lot
of
our
teacher
equity
work
that
we
did
so
she
brings
a
lot
of
experience.
I
hope
that
you'll
welcome
her
then
also
I
want
to
introduce
the
folks.
You
already
know
many
many
as
well
from
the
superintendent's
office,
but
first
before
I
do
that
I
want
to
thank
Tess,
patty,
Liz
and
Dana,
who
are
support.
F
I
can't
say
enough
about
Tessa
Atkinson
and
when
I
first
became
superintendent,
she
was
right
there
helping
me
with
all
of
the
requests
that
I
was
getting
for
my
time.
It
was
a
lot
and
she
really
helped
me
feel
comfortable,
putting
up
student
artwork
in
my
office
and
then
I
want
to
introduce
Dave
Murphy,
who
will
be
chief
of
staff.
Monica
Roberts,
who
is
our
chief
engagement
officer
and
Rob,
can
solve.
F
Also,
three
individuals
who
were
just
solid
rocks
for
me:
there's
also
somebody
hiding
over
here
to
the
left,
who
will
be
coming
in
and
out
who
was
my
chief
of
staff
and
my
right
hand
for
eight
years
as
well
as
Deputy
Commissioner
at
the
Minnesota
Department
of
Education.
She
can't
join
us
permanently
at
this
time,
but
she
is
here
helping
through
the
transition
with
the
strategic
planning
and
hopefully
some
of
the
organizational
health
so
that
we
can
meet
the
goal
of
becoming
the
best
place
to
work
and
her
name
is
Charlene.
F
G
F
Then
I
also
want
to
introduce
and
I
know
many.
You
know
many
of
these
faces,
but
in
new
roles,
the
district
administrative
team,
who
will
be
working
with
our
central
office
team
to
really
support
principals,
and
that
is
Emily,
quasi
Bosch,
John,
Hanlin
and
Nate
cooter.
Who
will
be
now
our
acting
CFO?
Because
Eleanor
is
stepping
down
and
gonna
spend
a
little
bit
more
time
with
family.
F
So
I
just
want
to
spend
a
few
minutes
going
through
the
org
chart
and
why
I
made
a
little
bit
of
decisions.
You'll
all
get
a
copy
of
this
I
apologize.
We
didn't
have
it
for
you,
we're
still
tweaking
it
and
it
could
still
change
based
on
feedback
that
we
get
from
strategic
plan
and
where
we
have
to
deploy
resources
and
more
effort.
F
But
you'll
notice
when
I
introduce
folks
I,
introduce
them
as
a
team,
and
so
I
really
do
believe
in
this
belief
in
value
and
collaboration
and
unity,
and
so
they'll
be
working
as
teams
around
cross
cross-functional
effort
to
support
schools.
So
the
first
group
is
the
student
school
support,
team
and
I
introduced
those
folks,
and
so
the
chief
of
accountability
is
school
turnaround
which
we're
going
to
call
school
support
and
improvement,
because
we
believe
in
continuous
improvement
processes
and
everybody
can
improve,
and
then
chief
of
academics
were
dr..
F
Granzin
is
going
to
be
working
on
really
a
curricular
frameworks
for
us
all
model
frameworks,
as
well
as
pedagogical
frameworks
collaborating
with
the
btu
and
teachers
on
that
and
school
leaders,
as
well
as
central
office
content
specialists
and
then
develop
PD
to
support
that
around
teacher
practice
and
teacher
leadership
and
aligning
that
to
our
assessment
systems.
As
we
work
at
try
to
find
new
and
innovative
ways
to
assess
students.
F
I've
been
looking
at
the
suspension
data
and
over
the
past
two
years
our
suspensions
are
considerably
down,
and
so
that's
the
work.
We're
doing
the
work
you're
doing
with
the
sell,
well
team,
which
say,
I'm
and
Cory
will
share
different
aspects
of
the
sell,
well
team
to
really
push
out
the
hub
school
model
to
have
a
more
coordinated
and
team-based
approach
within
the
schools
to
which
you'll
learn
more
about
as
we
move
forward
so
very
excited
about
the
work.
F
You're
doing
was
restorative
justice
and
the
efforts
you're
making
not
to
suspend
students,
especially
in
the
early
grades,
but
to
work
with
families
and
work
with
coordinated
supports
with
our
swell
well
team.
In
order
to
provide
those
services
for
children
in
in
school,
our
school
superintendent
team
has
been
organized
so
that
we
have
bilingual
and
do
a
language
on
every
team
we'll
have
in
three
quadrants
of
the
city.
F
They'll
work
in
pairs
to
be
able
to
support
principals
and
you'll,
learn
more
about
that
at
our
next
meeting
with
principals
and
the
school
superintendents
will
be
meeting
with
all
of
you
individually.
If
they
haven't
already
to
be
able
to
explain
how
we're
organized
with
the
school
superintendent
team
again
there's
a
compression.
So
there
are
no
more
academic
superintendents.
They
are
working
directly
with
the
school
superintendents
in
a
support
model,
as
a
team
based
approach
and
the
operational
superintendents
will
now
report
to
to
Sam
in
order
to
deploy
a
good
start
to
school.
F
So
if
there
are
things
you're
noticing
in
your
back-to-school
checklist
that
you
need,
Sam
will
be
the
person
to
contact
and
he
will
work
with
the
operational
superintendents
in
John
Hanlin
and
his
team,
as
well
as
Emily
and
and
Nate,
to
get
you
what
you
need.
The
inclusion
and
equity
team.
These
people
I'll
report
directly
to
me,
because
it's
very
important
to
me
that
we
get
al
right
and
we
get
special
ed
right.
F
We're
working
on
the
inclusionary
task
force,
we're
working
on
structures
around
English
language,
learners,
I,
want
to
kind
of
transition
and
make
sure
that
the
office
is
also
focused
on
support
to
e/l
teachers
and
general
education.
Teachers
who
teach
our
students
who
are
learning
second
English
as
a
second
language,
so
that
everybody
can
feel
successful.
F
Our
superintendent's
office
is,
of
course,
doing
the
strategic
planning
coordinating
all
of
the
support
services
doing
community
constituent
services,
community
engagement.
We
have
a
huge
100-day
plan
to
work
with
your
parent
councils
with
your
community
in
order
to
get
out
and
to
listen
and
and
then
develop.
This
plan,
you'll
notice,
we'll
move
pretty
quickly
on
getting
a
plan
in
place
because
it's
not
rocket
science.
We
know
the
work
that
we
have
to
do.
F
Any
deferred
maintenance.
If
there
are
things
that
you
need,
please
let
us
know
with
that,
as
well
as
any
school
shifts
changes.
All
of
that
will
be
very
clear,
very
transparent,
no
surprises,
and
then
human
capital
working
continue
to
diversify
and
recruit
our
teacher
Corps
and
our
principal
core
working
on
a
pipeline
for
our
assistant
principals.
Let
me
just
say
our
assistant
principals
are
our
bench
and
I
want
to
be
sure
to
make
sure.
F
F
They
are
a
headmaster
and
a
principals
first
line
of
defense
hands
down,
and
so
we're
going
to
be
doing
a
lot
more
aspiring
principal
programs
working
with
us
as
a
principal
development
and
creating
of
that
bench
and
then,
of
course,
our
chief
financial
officer
Eleanor,
who
has
been
incredibly
giving
of
her
gifts
and
talents.
The
past
four
years
hate
to
see
her
go
I
begged
her
like
every
day
since
then,
but
Nate
will
step
into
those
shoes
and
be
acting
and
do
just
a
fantastic
job
for
you.
So
that's
the
team.
D
Here
so
we're
gonna
get
started.
We
have
a
couple
of
questions
that
we
were
able
to
hear
feedback
from
different
sources
of
students,
school
leaders,
teachers
and
we
were
able
to
sum
up
all
these
ideas
and
all
these
summaries
that
we
got
from
you
all
and
we
were
able
to
come
down
to
a
couple
of
questions
and
we're
just
gonna
start
with
a
simple
question,
so
you
guys
can
get
to
know
more
of
dr.
kuselias
and
what
her
vision
is
for
bps
in
general.
F
The
vision
that
I
have
is
that
we
all
are
getting
it
done
for
kids
and
that
we're
able
to
provide
equitable
schools
and
all
of
our
neighborhoods
for
kids
for
our
kids
and
that
parents
will
have
Boston
Public
Schools,
be
their
first
choice
for
for
their
children
and
that
there'll
be
places
where
children
thrive,
where
they're
loved
and
where
they
have
every
resource
that
they
need
to
be
successful.
So
they
can
get
a
full-ride
scholarship.
Like
you.
D
D
F
F
F
In
the
hot
seat,
not
like
the
for
90
minute,
video
livestream
interviews
wasn't
enough
of
a
hot
seat,
so
inclusion.
It
means
that
students
are
served
within
the
least
restrictive
environment
and
that
every
and
but
it
has
a
multiple
meaning
and
the
reason
that
I
included
in
the
juices,
because
one
everybody
needs
to
be
included
like
I,
said
Ohana
nobody's
left
behind
I
think
that
if
we
include
everybody,
then
it's
much
more
meaningful.
F
You
get
a
better
result
and
everybody
feels
valued
and
part
of
part
of
the
team,
and
so
it
means
everybody
being
included
at
this
level,
teachers
being
included,
students
being
included
or
students
with
disabilities
being
included,
students
who
are
L,
even
though
we
have
al
services,
they
still
need
to
be
included,
and
so
I'm
finding
that
you
know
there
are
there.
There
are
times
in
in
some
of
the
ways
that
we're
doing
things
that
some
students
aren't
included.
They
don't
have
access
to
after-school
programs.
They
don't
have
access
to
high
rigor.
F
F
We
do
some
of
that
with
the
way
that
we
fund
schools
but
I
think
that
even
that
can
be
tweaked
a
little
bit
to
include
to
provide
opportunities
to
make
sure
that
we're,
including
our
community
as
well,
so
as
I
go
around
and
I
talked
to
different
communities
and
I
talked
to
different
school
leaders,
I'm.
Finding
that
still
it's
not
enough
so
when
Jessica
is
up
here
talking
about,
we
need
more.
F
We
really
do
need
more
and
so
I
hope
that
we'll
be
able
to
find
more
resources
to
be
able
to
get
those
resources
out
to
to
students,
but
the
way
that
I
prioritize,
those
is
who
needs
it,
the
most
right
and
that
gets
back
to
what
I
feel
about
equity.
So
who
are
our
most
vulnerable
kids?
What
kind
of
programming
do
we
have
for
them?
What
is
it
that
we
can
do
to
ensure
that
students
are
getting
an
excellent
and
equitable
education?
F
I
walked
into
a
school
the
other
day
and
I
came
out
crying
because
the
facility
was
horrible,
it
was
absolutely
horrible
and
I
and
I
just
felt
like
how
is
it
we
can
have
children
in
these
schools,
and
these
were
children
who
were
a
I,
our
most
vulnerable
kids
and
it
just
it
absolutely
crushed
me
and
so
I
made
phone
calls
and
I
was
ready
to
move
that
program
within
two
weeks.
But
I
was
counseled
saying
you
can't
move
that
program
in
two
weeks
before
school,
but
I'm
gonna.
D
Over
the
last
couple
of
years,
in
Boston,
Public,
Schools
and
I
know
that,
but
all
the
questions
that
you
got
when
we
were
doing
and
the
superintendent
search
one
of
the
question
was
that
there
is
a
kind
of
shift
on
where
central
often
stands
and
where
schools
and
school
leaders
stand,
and
one
of
these
questions
says
how
can
school
leaders
collaborate
with
central
office
to
get
students
the
support
they
need
to
be
successful
in
the
thing
is
this
is
vice
versa.
Yeah.
D
F
Part
of
that
is
being
able
to
be
very
clear
on
what
it
is.
That's
our
mission
and
what
it
is
our
charge
and
having
coherence
around
that
and
having
everybody's
voice
in
the
development
of
those
plans.
So
when
we're
actually
executing
it
everybody's
participating
because
they
know
it's
some
value,
they
know
it's
important.
It's
important
to
our
shared
agenda
and
our
shared
mission
and
goal,
and
so
I
think
if
everybody
knows
and
respects
each
other's
work
and
is
responsive
to
one
another,
then
we
will
be
able
to
move
rather
quickly.
F
I've
been
able
to
see
schools
improve
within
two
years,
I've
been
able
to
see
central
office
be
reorganized
to
support
schools
where
school
leaders
will
just
take
a
collective
breath
and
go
wow.
This
feels
different
and
that's
what
I'm,
hoping
for
our
organization
that
we
will
all
put
ourselves
in
each
other's
shoes
and
support
one
another
great.
D
To
end
it
off
and
wrap
it
up,
as
you
all
know,
I'm
part
of
the
Boston
Student
Advisory
Council,
and
over
the
years
we
have
been
tasked
with
a
challenge
in
getting
a
hundred
percent
representation
from
every
high
school,
but
all
Boston
Public
Schools.
This
has
been
a
challenge
because,
as
students,
we
are
not
able
to
go
out
and
recruit
from
other
schools,
but
we
want
to
bring
not
just
school
leaders,
not
just
students
but
the
whole
district
on
getting
a
hundred
percent
representation
from
Boston
Public
Schools.
D
So
now
I'm
going
to
leave
it
to
you
guys
in
the
superintendent
on
how
can
we
as
a
district,
get
Boston
Student
Advisory
Council
representatives,
I'm
sorry
from
every
high
school?
It
is
a
Salle.
Is
it
as
a
challenge
that
we
face,
but
it's
a
challenge
that
we
should
all
face,
because
we
are
the
future
of
possible
excuse
and
we
are
the
teachers
who
are
going
to
come
back
here
and
we're
going
to
be
the
principal
again.
E
G
F
Like
to
have
this
be
one
of
the
first
things
we
do
high
school
principals
is
to
get
two
representatives
one
and
one
alternate
to
be
sacked.
Can
we
make
that
commitment
to
the
kids
to
Elvis
and
Evelyn
high
school
principals?
Yes,
and
I?
Will
I
will
do
my
part
to
work
with
Monica
because
we're
working
with
lyft
to
try
to
figure
out
transportation
if
they
can't
don't
have
an
MBT
car
I?
Think
everybody's
got
in.