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From YouTube: BPS Superintendent Search Committee Meeting - 3/22/22
Description
BPS Superintendent Search Committee Meeting - 3/22/22
A
B
A
A
C
A
Be
in
cantonese
and
mandarin
in
vietnamese
in
somali
french
and
american
sign
language
after
the
interpreters
finish
introducing
themselves
to
you
and
providing
zoom
instructions,
we
will
activate
the
interpretation
icon
or
the
globe
at
the
bottom
of
your
screen.
Click
the
icon
to
select
your
language
preference.
A
D
D
A
A
E
A
F
A
A
H
A
A
A
A
Thank
you
very
much
and
our
american
sign
language
interpreter
tonight
is
michelle
martinez
michelle.
If
you
would
unmute
your
video
and
wave
to
our
audience,
so
we
can,
we
can
see
you
there.
She
is.
Thank
you
very
much.
Thank
you
to
all
of
you
who
are
assisting
us
this
evening.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen
and
that's
the
globe.
A
I'd
like
to
remind
everyone
to.
Please
speak
at
a
slower
speed
to
assist
our
interpreters
all
right.
Thank
you
very
much.
We
will
now
move
on
to
the
public
comments
part
of
our
our
meeting
tonight.
The
committee
has
set
aside
15
minutes
of
tonight's
agenda
for
public
comments
and
allow
me
to
turn
it
over
to
miss
liz
sullivan,
to
conduct
this
portion
of
our
of
our
meeting.
B
B
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Please
click
the
raise
hand
button.
If
you
wish
to
speak-
and
I
will
call
on
speakers
in
the
order
in
which
hands
are
raised,
when
I
call
your
name,
please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
A
That's
terrific,
miss
harvey!
We
are
in
the
middle
of
our
public
comments
period.
We
are
waiting
for
a
little
bit
longer
to
see
if
there
are
any
participants
who
wish
to
speak
and
they
have
a
two-minute
opportunity
and
the
public
comment
periods
would.
If
there
are
speakers
last
about
15
minutes
today,.
A
Do
you
see
anyone
miss
sullivan?
No,
there
are
no
hands.
This
is
the
first
doctor
edinger,
oh
my
goodness.
Well
perhaps
it's
because
it
is
our
first
meeting
and
why
don't
we
at
this
point,
return
to
our
regularly
schedule
matters
for
the
for
the
day
and
then
perhaps
we
can
pause
at
maybe
in
another
10
minutes
or
so,
and
try
for
a
second
round
to
see
if
there's
anyone
who
wish
to
speak.
If
not,
then
we'll
go
ahead
and
conduct
the
rest
of
the
business.
A
Would
that
be
okay
with
the
commit
committee?
Folks?
Yes,
all
right!
Okay,
let's
go
all
right,
so
the
the
majority
of
our
topic
today
is
to
is
to
sort
of
recall
some
of
the
procedural
matters
that
have
that
have
passed
since
we
came
together
last
for
for
for
planning
the
committee
list,
the
community
listening
sessions,
and
maybe
we
can
go
through
some
of
those
and
and
then
open
it
up
and
chat
about
what
you've
observed.
A
A
A
We
have
received
I'm
told
seven
rfp
submissions
today,
so
that's
a
pretty
healthy
number.
Okay,
so
so
those
are
the
what
we
have
so
far
with
the
rfps
in
terms
of
the
listening
sessions.
Let
me
recap:
we
held
the
remote
community
listening
sessions
on
the
9th
of
march
and
then
again
on
the
15th
of
march.
A
A
We
have
two
additional
listening
sessions
coming
up.
One
is
going
to
be
a
student
focus
session,
this
thursday
march
24th
from
six
to
eight
and
that's
going
to
be
co-hosted
by
our,
but
our
student
co-chair,
marcus
and
then
another
general
listening
session
will
be
on
saturday
april,
2nd
from
10
to
12,
and
that
would
allow
folks
an
additional
opportunity
to
to
have
input
and
that's
going
to
be
co-hosted
by
our
boston
city,
councilor,
julia
mahia.
A
So
so
those
were
the
listening
session
status
today.
There
are
also
other
formats
that
we've
had
for
engagement,
video
testimony
and
text
submissions
are
now
being
accepted
via
the
search
web
page
and
last
week
we
launched
an
online
survey
that
is
available
in
all
the
major
bps
languages
as
a
four
o'clock
today.
Well,
no,
it's
a
four
o'clock
on
monday
we
receive
over
300
survey
responses
and
then
there
are
other
forms
of
feedback
that
we've
been
that
we've
been
gathering
through
the
email
address.
A
A
A
A
N
N
A
A
O
School
safety
was
something
that
was.
You
know
that
came
across
very
strongly
and
also
in
our
most
recent
listening
session
that
was
conducted
in
spanish.
There
was
a
lot
of
interest
in
in
school,
lunch
and
and
and
in
in
breakfast,
so
really
someone
who
will
focus
on
you
know
kind
of
meeting
the
needs
of
you
know
all
the
needs
of
our
students,
as
as
part
of
their
their
planning.
O
A
A
Yeah,
I
was
really
touched
by
the
holistic
nature
of
the
parents
and
and
and
the
community
members
talked
about
the
students
right.
It
is
not
just
the
classroom,
it's
not
just
the
lunchroom,
it's
not
just
the
playgrounds,
not
just
transportation,
but
that
that
that
the
whole
piece
the
whole
network,
the
coherence
of
all
of
those
elements
I
was,
I
was
really
impressed
as
to
how
how
passionate
folks
were.
Q
Q
I
made
a
note
about
cursive
seemed
to
come
up
in
the
first
one
and
then
bilingualism
which
was
mentioned,
and
then
one
topic.
I
think
that
hasn't
necessarily
been
mentioned,
but
I
know
came
up
quite
a
bit
too,
is
transparency
to
the
community,
and
so
someone
who,
who
can
I
think,
commit
to
that
transparency
and
communication?
Q
Definitely
modernizing
buildings
and
facilities
came
up
and
that's
something
that
you
know
all
of
these
things
actually
are
things
that
we
at
the
bt
have
also
been
advocating
for,
but
I
put
up
several
stars
next
to
bullying
in
schools
and
fights
that
came
up
a
lot
in
the
last
one
in
particular,
and
then
transportation,
meals,
nutrition
and
then
physical
wellness,
including
addressing
obesity,
where
some
of
the
other
topics
that
I
had
taken.
Some
notes
on.
M
M
This
we
must
have
someone,
that's
really
an
excellent
communicator
to
all
the
stakeholders,
communities,
students,
families,
educators
and,
I
think,
in
a
summarized
manner.
Individuals
were
asking
for
someone
who
is
proficient
experience
in
equity
and
highlighting
and
elevating
traditionally
marginalized
communities
which
include
specialized
students,
multilingual
learners,
black
students.
You
know,
I
think
that
when
you
support
it
all
together,
they
were
saying
we
need
our
families
to
be
heard
and
seen
also
to
be
able
to
get
access
to
high
quality
education.
M
I
was
a
leader
with
subtlety
to
make
systemic
changes,
so
people
were
also
asking
for
changes,
leadership
and
a
strong
commitment
to
the
community,
the
boston
community,
the
public
school
community.
We're
asking
for
that
connection,
piece
of
because
we
are
a
large
urban
district
and
it's
not
the
same
as
other
areas,
and
people
were
saying
that
basically,
like
I
heard
very
clearly,
we
need
someone
that
understands
us
that
can
that
is
ready
to
get
started
and
get
to
work
because
they
know,
and
they
understand
the
dynamics
that
are
occurring
here
in
this
community.
A
Yeah
well,
thank
you.
That's
I
too
heard
the
the
piece
of
the
urgent
need
for
clearer
communication,
more
frequent
communications
communications
in
different
languages
to
allow
for
wider
understanding
lorena.
Do
you
want
to
sort
of
help
us
pivot
and
transition
here
in
terms
of
hearing
what
we
heard
and
how
that
would
impact
the
job
description
or
the
professional?
The
leadership
profile
that
we
would
need
to
help
craft
for
for
the
position.
R
R
So
there
was
a
lot
of
conversation
around
what
are
the
opportunities
in
terms
of
technical
and
vocational
schools
within
like
the
programs
within
madison,
the
investments
in
the
school
such
as
madison
and
the
different
pieces
that
our
students
are
having
access
to
once
they
leave
bps,
whether
that
is
higher
education
or
not,
and
so
just
wanted
to
highlight
that,
because
that
wasn't
necessarily
one
of
our
official
listening
sessions.
But
it
is
something
that
I
heard
loud
and
clear
from
this
particular
group.
R
This
is
just
a
sliver
of
that,
but
then
thinking
through,
how
do
we
really
quantify
this
into
into
the
job
description?
And
I
think
what
might
be
helpful
for
us
is
to
think
through
what
were
even
some
of
the
the
pieces
that
we
engaged
with
in
the
previous
search
right.
So
what
were
some
of
the
qualifications
that
we
were
looking
for
in
the
previous
search
or
previous
searches?
Where
did
we
hit?
Where
did
we
hit
the
mark?
Where
did
we
not
hit
the
mark?
Where
do
we
need
to
pivot?
A
I
I
would
also
urge
our
members
of
the
committee
to
look
at
the
the
written
testimonies
that's
been
submitted,
they've
been
gathered
in
folders
as
they
come
through
the
superintendentsearch.org
email
address
and
I
look
through
them
all
and
and
it
they
are
amazingly
consistent
in
following
some
of
the
major
points
that
we
brought
up
tonight.
You
can
literally
put
them
in
buckets
right
to
have
to
have
these
major
areas
quantified,
so
so
it
was
a
validation
for
me
to
see
to
hear
and
see
similar
things
across
similar
similar
platforms.
L
P
And
I
think
if
we
only
do
that
once
I
think
we
might
miss
an
opportunity
to
give
voice
to
at
least
some
of
the
other
communities
that
rely
on
interpretation
services
and
maybe
feel
like
they
aren't
necessarily
heard
in
the
way
like
our
commentators
last
week
were
felt,
actually
really
hurt.
That
was
like
pretty
loud
and
clear
from
many
who
shared
that
they
felt
really
validated.
So
I
don't.
I
don't
know
for
considering
that,
but
I
did.
P
A
No,
I
yeah,
I
don't
know
if
we
were
able
to
answer
it
last
week,
why
don't
we
put
a
pin
in
it
and
and
and
give
it
some
consideration
or
or
if
we
can't
do
precisely
that
thing,
perhaps
there's
other
ways
that
we
can
make
folks
feel
comfortable
about
being
able
to
open
up
easily
and
have
the
kind
of
you
know,
interactions
that
we
had
with
the
with
the
spanish
session.
I
worry
a
little
bit
about
having
enough
notice
for
people
to
come.
Perhaps
we
can.
A
I
was
thinking
about
what
lorena
said
that
she
had
been
listening
to
other
groups
who
are
holding
other
sessions
and
feeding
back
information
into
the
into
the
main
input
site.
Perhaps
there
can
be
other
sessions
that
are
conducted
not
necessarily
in
this.
You
know
peanut
gallery
kind
of
session,
but
but
a
more
more
intimate
session
that
that
that
that
can
allow
for
that
kind
of
input
in
particular
languages
and
provide
translations
there.
A
P
Could
could
I
make
a
possible
suggestion,
while
we're
just
brainstorming
sure
that
maybe
one
of
our
public
sessions
like
the
one
in
april,
so
we
have
the
student
specific
one?
I
don't
think
you
know.
We
should
change
that
right,
but
the
april
one
is
supposed
to
be
for
the
public,
I'm
wondering
if
it's
possible,
if
we
maybe
set
up
breakout
rooms
where
those
groups
could
be
heard
in
a
specific
session,
and
maybe
there
is
someone
like
a
co-host.
P
A
Q
Yeah,
I
I
actually
was
gonna,
say
jose
and
I
must
be
on
the
same
way
like
I
was
gonna,
say
something
similar
about
the
use
of
breakout
groups,
but
the
other
thing
I
remember
also
in
the
first
zoom
that
there
were
a
lot
of
comments
about
the
lack
of
notice
and
and
and
communication
out
about
these
hearing
hearings.
So
I
think
we
should
just
note
that
that
was
something
that
can
certainly
be
improved
upon,
especially
if
we're
going
to
add
any
sessions
or
do
anything
additional.
A
M
That's
a
good
thing,
so
yeah,
I
just
want
to
really
highlight
what
jose
said,
because
I
said
from
the
first
meeting:
families
were
asking
for
other
languages
besides
spanish,
so
I
don't
think
it's
like
now.
This
is
the
first
time
we're
hearing
it
to
be
quite
honest
and,
along
with
the
community
groups,
whether
it
the
various
community
groups
that
are
providing
feedback
and
having
their
own
listening
sessions.
M
I
do
think
we
need
to
take
time
to
find
space
where,
especially
when
you're
hearing
feedback
from
people
say,
it
was
good
to
be
able
to
say
this
in
my
native
language.
Even
if
we're
not
saying
do
all
nine
or
ten
of
major
languages
in
bps,
but
I
think
at
least
three
is
appropriate
as
a
starting
point.
M
That's
really
the
message
that's
being
brought
broadcasted,
so
I
think,
just
as
we
take
summaries
from
other
listening
groups,
whether
we
work
with
the
bpsdlac
group
that
has
this
the
their
c
language,
specific
groups
or
we
just
promote
it
at
bps,
publicly
or
community
group
that
focuses
on
other
languages.
There's
multiple
ways
to
do
this
and
to
start
thinking
about
it
now
to
make
sure
that
it
gets
out
there
via
text,
email
and
everything
else,
because
there
is
no
doubt
that
there
was
a
problem
from
beginning
with
the
timing
of
everything.
M
Even
for
me,
I'm
on
this
committee
and
I
don't
get
off
work
to
five
o'clock,
so
I'm
still
at
work
sitting
in
my
chair
when
this
meeting
begins.
You
know
what
I
mean
so
respect
of
where
people
are
at
and
thinking
about,
the
timing
with
families
and
everything
I
felt
I
think,
is
important
to
actually
address
and
not
be
like
okay.
Well,
we
just
have
to
get
this
done.
It
can't
just
be
steamrolled.
A
Q
A
A
A
I
was
actually
really
touched
during
the
spanish
session
for
the
first
time,
not
well
enough
for
the
first
time,
but
for
one
of
the
few
times
the
tables
are
turned
right.
The
gays,
the
gays
of
languages
are
turned
so
that
I'm
the
one
who
is
who
is
listening
to
the
interpretation,
my
high
school
and
college
spanish
did
not
hold
up.
A
M
They
said
they
were
very
surprised
and
almost
shocked
of
the
way
there
wasn't
a
focus
of
questions
or
things
related
to
special
education
in
particular,
especially
knowing
that
the
special
education
budget
is
significant
in
bbs
and
that
any
leader
must
be
able
to
balance
the
need
for
that
large
budget
to
individualize
needs
and
also
the
fact
that
it's
weaved
throughout
the
entire
district.
So
it's
not
a
special
ed
problem
because,
basically
we're
saying
everyone
keeps
trying
to
say
it's
a
specialized
special
ed
parent
problem.
But
it's
not.
M
It
is
a
district-wide
concern
because
it
impacts
every
single
school
and
students,
whether
they
have
ieps,
five
or
four
or
they're,
succeeding
with
good
teaching
practices
as
well
having
them.
So
I
guess
the
as
things
were
talked
about,
and
I
mean
I
I
listened
to
that.
Basically,
because
we
haven't
developed
the
job
description.
We
have
it
from
the
previous
when
the
previous
superintendent
was
hired,
but
I
think
just
even
listening
to
those
concerns
and
some
of
the
equity
things
we've
been
working
on
in
this
district
recently.
M
Even
as
I
read
over
that
previous
job
description,
I
don't
think
it
currently
highlights
enough.
The
need
for
someone
who
has
to
take
these
equity
concerns
and
groups
that
need
access
to
quality
education
have
not
received
it
and
that,
unfortunately,
have
struggles
within
our
district.
The
need
for
them
to
be
able
and
prepared
to
really
transform
that
area
so
that
all
students
can
access
high
quality
education.
It's
not
enough
to
just
say,
be
committed
to
equity
right
because
that's
really
generic.
M
It
needs
to
be
a
little
bit
more
than
that
and
stronger
language.
Even
from
that
previous
job
description
and
granted
colvin
happened.
A
lot
happened
since
that
job
description
was
written.
That's
brought
a
lot
more
to
our
focus
and
really
be
able
to
see
what's
happening
in
our
district
and
in
society.
So
I
think
those
things
that
have
occurred
have
made
people
more
aware
and
that
job
the
job
description
needs
to
highlight
that
our
families,
our
educators.
Our
district
is
aware
that
this
is
a
concern
that
we
need
addressed.
A
A
I
have
read
job
descriptions
and
leadership
profiles
and
some
of
these
kinds
of
searches
that
that
does
not
communicate
the
right
understanding
of
equity
in
that
equity
is
also
about
valuing
community
assets,
community
relationships
and
what
our
students
bring
to
the
table
rather
than
what
we
have
to
deliver
to
students.
I
don't
know
if
we
did
that,
I
wasn't.
I
wasn't
involved
in
the
last
search,
so
I
hadn't
really
looked
at
the
job
description
in
that
way,
but
I
thought
that
that
might
be
an
important
thing.
Q
A
R
Oh
timeline,
while
you
pull
up
the
timeline,
that's
good.
I
just
just.
I
just
want
to
share
that.
The
school
committee
is
very
much
aware
about
our
ambitious
timeline
and
we
are
all
hopeful
that
we
are
able
to
to
meet
the
timeline
that
we
are
working
with.
That
pam
will
review
in
just
a
second,
but
we're
also
mindful
that,
should
we
not,
we
can't
just
not
have
an
idea
of
a
plan
or
a
contingency
plan
moving
forward.
R
M
I
would
like
to
know,
because
I've
heard
I'm
glad
you
brought
that
up
jessica,
because
that's
been
raised
several
times
too,
regarding
it
under
discussion
is
if,
for
whatever
reason,
because
there's
always
a
possibility
of
things
occurring,
that
of
the
candidates
that
come
forth
that
doesn't
seem
to
be
a
good
fit.
That
would
really
be
for
the
district
is,
is
a
school
committee
considering
a
three-month
interim
person
or
someone
else,
a
interim
process
if
it
needs
to
occur,
because
we
are
not
able
to
find
the
right
fit.
R
So
it
hasn't
been
defined
as
in
like
this
is
what
we
would
do,
or
this
is
the
timeline
that
we
would
put
or
the
the
tenure
that
we
would
put
on
what
the
contingency
plan
would
be,
but
it
is
something
that
we
are
thinking
about
and
and
engaging
with
on
like
what
that
could
look
like.
So
it's
it's
kind
of
a
non-answer
answer.
Right
like
I
don't
I
don't
wanna,
I
don't
wanna
lie
to
you
like
I
don't
know
what
the
answer
is,
but
we
are
working.
A
Right
and-
and
there
are
a
number
of
things
that
the
search
committee
can
do
to
inform
whatever
decisions-
that's
going
to
be
made
at
the
school
committee
and
as
we
walk
through
this
timeline,
what
we
can
do
is
to
talk
about
the
critical
nature
of
each
one
and
what
kind
of
conditions
you
have
to
have
to
meet
these
deadlines
in
order
to
move
on
to
the
next
phase
successfully,
and
that
then
becomes
you
know,
sort
of
a
a
a
time
for
consideration.
Now
we
are
here
we're
on
march
18.
A
A
We
have
done
the
search
committee
update,
that's
going
to
be
tomorrow
right
as
to
as
to
what
we've
been
looking
at
in
terms
of
the
job
descriptions
the
student
listening
session
is
on
is
coming
up.
The
april
listening
session
is
coming
up
and
we're
going
to
try
to
see
if
we
can
modify
this
to
accommodate
more
languages
if
possible.
A
If
we
look
at
that
goal,
it's
not
sufficient
and
we
might
need
to
reopen
or
extend
the
period
and
that's
something
that
the
school
committee
I
think
needs
to
know.
But
but
we
wouldn't
necessarily
know
what
that
looks
like
until
the
job
until
the
search
actually
starts
right
until
you
get
the
input
from
from
from
from
the
search
consultant
about
that
poll,
which
is
not
to
say,
the
school
committee
couldn't
have
various
options
in
mind.
A
I've
seen
I've
seen
ones.
This
is
on
the
tight
end
of
all
the
searches
that
I've
seen,
but
it
is
not
an
impossible
schedule
if,
if
we
have
sufficient
candidates
for
the
poll
and
the
polls
are
balanced
right
too
to
get
to
where
we
need
to
go
so
so
the
finalist
interviews
happens
and
then
late
june
would
be
the
vote.
Q
Can
I
share
another
question
that
I
have
heard
a
bit
is
in
terms
of
the
public
interviews
for
the
finalists?
Do
we
have
a
sense
of
what
that
process
will
look
like
and
if
there's
opportunities
for
students,
parents,
educators
and
community
stakeholders
to
actively
participate
in
it
and
in
some
sort
of
way.
A
A
Okay,
yeah
yeah,
I
mean
I,
I
would
imagine
in
the
same
way
that
we've
been
open
with
the
public.
We
might
be
able
to
to
do
that
as
well.
I
have
not
seen
or
I've
not
participated
in
conversation
about
those
plans,
but
I
would
expect
that
that
would
have.
We
would
want
that
to
happen
right,
so
they
would
have.
R
Q
Yeah
the
I
think
this
is
why
it's
important,
who
we
pick
as
the
search
firm
that
helps
to
lay
out
that
process.
But
I
thought
it
was
helpful
that
there
were
other
folks
besides
those
who
are
on
the
search
committee,
who
are
able
other
stakeholders
who
are
able
to
directly
interact
with
the
candidates
and
ask
questions.
And
I
I
do
think
that
should
be
another
important
piece
of
this
search
as
well.
A
Yeah,
I
think
the
search
firm,
the
time
before
this
last
one
gathered,
gathered
questions
and
they
were
facilitating
the
question
asking
right
so
so
so
it
went
a
lot
more
smoothly.
They
I
think
they
had
cards
that
they
passed
out
to
everybody,
and
then
they
gathered
it
and
asked
the
candidate
the
questions
and
they
recorded
answers.
A
I
would
imagine
if
they
are
going
to
be
candidates
coming
in,
would
want
tours
of
and
and
speak
to,
staff
and
and
so
on
and-
and
you
know,
ceo
interviews
are
usually
full
days
and
you
just
block
off
the
day,
and
you
do
all
of
these
things
all
at
once.
It's
exhausting,
but
but
it
is
also
revealing
how
folks
react
under
stress
and-
and
you
know
how
they
answer-
questions
on
on
the
feet.
M
So
so
a
clarifying
question
so
also
just
looking
at
with
the
survey
where.
Actually,
if
you
are
there,
any
questions
that
you
think
the
individuals
should
be
asked.
So
basically,
the
search
firm
would
look
at
those
questions
that
the
community
is
sending
is
sending
also
and
or
is
it
that
the
search
firm
got
the
questions
from
the
selection
committee
and
then
they
use
index
cards
to
ask
the
final
candidates.
The
questions.
A
Okay,
so
so
this
is,
this
is
kind
of.
This
is
from
experiences
on
a
number
of
executive
searches.
What
happens
is
that
the
search
firm
or
whoever
staff
and
search
firm
doing
this
together?
We
gather
all
of
the
public
input
that
we've
gotten
so
far.
All
of
the
sessions,
our
discussions
and
all
the
topics
that
you
brought
up
today
and
they
would
boil
it
down
to
to
the
four
or
five
or
six
or
seven.
A
You
know
major
issues
and
they
will
build
them
into
the
job
description
right
and
therefore,
when
you,
when
you
create
questions
for
all
the
candidates
who
are
coming
to
the
table,
you
have
a
standard
set
of
questions
that
you
ask
everybody,
because
you
need
to
preserve
equity
and
and
and
fairness
right
in
asking
those
questions.
So
everybody
has
has
the
same
set
of
questions
to
answer
and
they
come
from
the
public's
input
about
what
is
important.
A
The
the
individual
questions
that
come
back
in
from
the
surveys
would
be
part
of
that,
in
my
mind,
would
be
part
of
the
the
input
that
will
inform
what
is
going
to
form
the
job
description
it
is.
It
is
also
important
not
to
have
the
questioning
period
for
the
for
the
official
committee
to
be
splintered,
because
there
are
strategic
questions
or
tap.
You
know
they're
tactical
questions
and
then
there
there
are
really
questions
in
special
fields
that
will
pop
up.
A
So
somehow
you
have
an
hour
to
two
hours
to
interact
with
this
candidate,
so
you
want
to
be
able
to
get
to
as
many
of
the
strategic
questions
as
you
can
and-
and
hopefully
you
know
some
of
those
details
that
come
through.
What's
really
good
for
my
from
what
I've
observed
is
that
those
public
interactions,
the
roundtables
and
public
interactions
directly
with
with
the
public?
A
M
Well,
I
guess
what
my
question
was
tailored
to,
because
I
know
I
mean
I've
been
involved
in
university
searches
and
other
things,
but
everyone's
a
little
bit
different
right.
So
I
guess
my
question
was
more
targeted
towards
even
with
the
last
superintendent's
search
and
even
if
it's
not
figured
out
now,
if
it's
going
to
model
in
the
same
manner,
because
when
jessica
brought
up
the
round
tables,
I
wasn't
involved
in
the
last
superintendent
search.
M
It's
also
flush
through,
so
that
everyone
here
and
also
the
community
knows
you
know
what
are
the
opportunities
they
engage,
whether
it's
this
roundtable
format
or
it's
more
of
you
know
we're
doing
a
lot
of
things
virtually.
But
then,
at
that
stage,
when
you
talk
about
tours
and
in
person
kind
of
figuring
out
what
this
is
going
to
look
like
actually
even
in
the
next
steps-
and
I
think
that
needs
to
be
kind
of
talked
about
earlier
rather
than
later.
A
A
Why
don't
we
ask
our
wonderful
staff
to
to
to
to
put
a
pin
in
all
of
the
key
processes
that
we
wanted,
that
we
want
to
flesh
out
and
we'll
do
it
in
the
next
couple
of
weeks
and
that
will
inform
the
the
work
of
the
search
firm
as
they
come
in
and
in
fact,
some
of
the
things
that
came
up
today
may
very
well
inform
the
folks
who
are
searching
who
are
serving
on
the
the
subcommittee.
That's
going
to
help
us
select
the
search,
firm.
A
Ask
these
questions
when
you're
there
jose
you're
a
part
of
that
group
right
you
and
you
and
michael
and
and
our
chief
human
resource
officer.
You
might
want
to
ask
him
and
say
you
know
what
have
you
done
in
the
past
and
and
give
us
some
ideas,
but
I
agree
that
ought
to
be
on
our
agenda
to
sort
of
clarify
as
we
go.
Thank
you
roxy.
That's
really
helpful.
N
A
Yeah,
I'm
I'm
hoping
that
you
know
there
will
be
no
spike
we're
moving
towards
summertime
and
that
will
be
possible,
but
it's
not
something
that
I
I
think
we
can
answer
today.
But
let's,
let's
also,
you
know
remind
ourselves
that
that's
something
that
we
want
to
address
along
the
line.
It
is
now
six
o'clock.
A
I
have
been
saying
to
to
folks
who've,
been
you
know,
planning
these
committee
meetings
for
us
for
it
not
to
be
an
hour
and
a
half,
that's
a
really
long
time
at
the
end
of
the
day,
if
an
hour
works
for
all
of
you,
let's
see
if
we
can
keep
it
to
an
hour,
would
that
be
okay?
Does
that
work
for
folks
folks
are
nodding?
Okay,
all
right
if
it
doesn't
work,
we'll
do
something
else,
but
you
know
let
let's
try
it
for
an
hour,
so
we
don't
tire
fix
out.
A
A
Q
I
put
something
in
the
chat
pam.
I
think
it
might
be
worth
reviewing
actually
the
last
process,
I'm
actually
wrecking
my
brain.
I
know
it
was
just
okay
a
few
years
ago,
but
it
feels
like
10
years
ago
at
this
point,
so
I
would
appreciate
a
refresher
too
and
think
about
you
know.
What
can
we
do
better?
What
did
we
learn
from
that
process?
M
M
A
So
so,
jose
that's
a
lot
to
carry
from
here
to
to
your
subcommittee,
and
I
thank
you
ahead
of
time
for
you
for
your
good
work.
These
are
really
all
good
suggestions,
so
you
know
take
see,
see
what
the
searcher
search
firms
believe
is
an
optimal
process.
What
worked,
what
didn't
work
anything
else
we
need
to
put
on
the
agenda
for
for
for
next
week.
We
can
also
circulate
that
agenda
ahead
of
time.
So,
if
you
need
to
add
or
subtract
things
to
it,
we
can
to
make
our
time
useful
all
right
and
roxy.