►
Description
Two final candidates are being considered for the position of the Superintendent of Boston Public Schools. The finalists take part in public interviews which include questions from students, parents, educators, community partners, and others. Both finalists are seasoned education leaders who have deep experience in urban schools.
A
Welcome
to
the
second
of
two
public
interviews
for
the
position
of
superintendent
of
boston,
public
schools
hosted
by
the
boston
school
committee.
I'm
jerry,
robinson,
chair
of
the
boston
school
committee.
We
are
offering
interpretation
today
in
the
nine
bps
languages.
The
interpretation
feature
has
been
turned
on.
A
Please
note
that
everyone
needs
to
join
a
channel,
including
english
speakers.
If
you
want
to
listen
to
the
conversation
in
english,
please
join
the
english
channel
by
clicking
on
the
globe
icon
at
the
bottom
of
your
screen
to
support
our
american
sign
language
interpreters.
Please
name
yourself
before
speaking
participants.
A
A
The
feedback
voiced
by
students,
families,
educators
and
other
community
partners
was
incorporated
into
the
superintendent's
job
description
and
informed
the
search
committee
members
interview
questions,
beginning
with
34
candidates.
The
search
committee
narrowed
the
pool
to
eight
candidates
throughout
may
and
june,
and
connected
several
rounds
of
interviews
with
the
candidates
on
june
17.
A
Two
candidates
have
since
withdrawn
from
the
process
prior
to
the
start
of
the
public
interviews.
The
two
final
candidates
are
mary
skipper:
superintendent
of
somerville,
public
schools
and
dr
tommy
welch
region,
1
school
superintendent
at
boston,
public
schools.
Today's
interview
is,
with
dr
tommy
welsh
a
little
bit
about
today's
agenda.
A
A
B
So
thank
you
when
I
first
began
truly
thinking
about
applying
to
lead
the
boston
public
schools.
I
reviewed
the
job
description
closely
as
much
as
I
wanted
to
be
the
next
superintendent.
I
needed
to
be
sure
that
I
was
the
right
person
to
lead
bps
now,
based
on
the
community
input
and
the
challenges
of
the
district.
Today,
I
believe
I
am
the
leader
we
need.
B
B
B
I've
served
as
a
middle
school
principal
I've
served
as
a
high
school
principal
I've
taught
and
led
in
the
alternative
education
setting,
I
earned
my
master's
degree
in
education
from
ucla,
as
well
as
a
doctorate
in
educational
leadership
from
boston
college,
I've,
written
policies
that
have
positively
impacted
the
lives
of
traditionally
marginalized
student
populations
and,
most
importantly,
I'm
currently
a
systems
level.
Regional
school
superintendent
supporting
over
7
000
students,
700
educators,
15
schools
in
three
neighborhoods
in
the
city
of
boston,
which
is
larger
than
about
95
percent
of
the
school
districts.
B
Several
the
aforementioned
qualities
and
characteristics
will
be
a
first
for
boston,
public
schools.
If
I
am
selected
as
this
organization's
leader-
and
I
promise,
I
will
only
be
the
first
of
many
who
will
bring
this
local
brand
of
leadership
and
experience
to
the
role
of
superintendent
in
the
decades
ahead.
B
In
the
past,
I've
rolled
up
my
sleeves
to
dramatically
impact
the
graduation
rates
in
an
underserved
community
of
los
angeles,
doubling
historic
graduation
rates
for
black
latinx
students
with
disabilities
and
multilingual
learners
with
89.5
percent
of
the
cohort
of
students.
I
started
with
in
sixth
grade
as
a
principal
graduating
from
our
high
school
89.5
percent
in
boston.
B
B
B
Central
office,
teammates
who've,
led
side
by
side
with
me:
community-based
organizations,
philanthropic
foundations,
local
elected
officials,
university
partners,
members
of
the
faith-based
community
and,
most
importantly,
our
students
and,
lastly,
ask
yourselves
this
team.
Here
many
of
you,
as
school
committee
members,
have
walked
schools
with
me.
I
rem,
remember
the
joy
and
the
learning
you
observed
with
me.
B
Remember
the
impressive
student
work
in
the
student
achievement,
the
engaged
families,
the
supported
educators,
our
dedicated
cafeteria
workers
and
custodians
with
collaboration,
support
and
a
great
team.
We
can
bring
this
to
every
single
boston,
public
school,
ask
anyone
and
they
will
tell
you
that
I
build
relationships
and
trust,
and
I
get
things
done,
I'm
a
doer
and
I'm
an
implementer,
and
I'm
excited
for
the
opportunity
to
do
this
for
all
of
bps
to
reach
its
potential
as
a
district
that
truly
provides
equitable
access
and
positive
outcomes
for
all
its
children.
B
Thank
you
for
the
question,
dr
hawkins,
um
you
used
the
term
anti-blackness,
and
I
think
that
is
the
next
level
of
engagement
that
we
need
to
address,
not
even
just
in
our
central
office,
but
across
the
entire
system.
We've
built
the
work
of
equity
on
the
shoulders
of
team
members
from
people.
Before
that
I
was
even
here
right.
I
think
we
had
a
very
strong
uh
uh
growth
of
the
team
of
team
members
in
central
office
who
supported
our
school
leaders.
B
They
supported
me
as
a
regional
school
superintendent,
as
I
led
professional
development
for
my
network
of
schools.
This
was
about
2015
16-17.
That
work
has
continued.
I
think
that
this
next
chapter,
in
addition
to
what
happened
over
the
last
several
years
with
this
investments,
is
addressing
some
of
the
things
that
are
still
pain
points
for
our
communities.
I
said
in
one
of
our
listening
sites
or
our
community
panels
earlier,
if
our
schools
are
not
good
enough
for
our
black
students,
it's
not
good
enough
for
anybody.
B
If
our
schools
are
not
welcoming
and
supportive
for
our
black
families,
they're
not
good
enough
for
everyone,
and
so
I
think,
addressing
this
head-on
and
really
talking
about
it
and
ensuring
that
it
hits
every
single
part
of
our
district
and
using
people
like
me
in
my
current
role,
who
support
anywhere
from
10
to
15
schools.
As
that
person
who
can
talk
to
the
school
leader
to
see
where
they're
at
with
that,
what
challenges
are
popping
up,
how
we
are
tracking
it?
D
B
B
D
D
I
would
like
to
know
what
you
have
done
to
create
positive
partnerships
with
students,
families
and
community
members
who
speak
a
language
other
than
english.
What
strategies
have
you
used?
What
programmatic
offerings
have
you
developed
and
please
provide
specific
examples
of
how
you
engage
with
communities
of
diverse
cultural
and
linguistic
backgrounds
to
include
and
empower
everyone
in
our
educational
system
and,
most
importantly,
how
did
you
know
it
worked?
What
was
it
like
before
you
implemented
this
strategy
and
what
did
it
look
like
after.
B
Okay,
so
I
responded
to
english.
I
think
I
forgot
in
my
spanish
response
to
strategies,
but
I'll
work,
the
strategies
into
this
response,
and
then
how
did?
I
know
it
worked
I'll
I'll
give
you
some
data,
if
I
I
think
I
said
it
already
in
the
opening,
but
that's
the
data
I'll
share.
um
So,
as
I
was
saying
in
my
spanish
response,
um
my
first
leadership
opportunity
as
a
principal
was
at
a
brand
new
middle
school
in
south
central
los
angeles.
It
was
at
a
time
when
we
were
building
dozens
of
schools.
B
A
year
like
we
literally
used
25
million
dollars
and
25
billion
dollars
in
bond
money
to
build
over
135
schools.
One
of
those
schools
was
in
the
backyard
of
the
high
school
that
I
was
currently
working
at.
I
formed
a
team
of
teachers
to
basically
apply
for
the
school
and
we
got
it,
um
but
that's
not
the
success
story.
I
mean
it
was.
B
This
was
a
class
that
only
knew
middle
school
and
secondary
school
as
us,
and
the
parents
they've
been
in
the
neighborhood,
you
know
forever
and
they've
realized
that
the
kids
were
getting
something
different
and
so
very
early
in
that
third
year,
one
of
my
parents,
maria
malendras
she
walked
in
with
some
of
her
friends
and
said:
yeah
hey,
we
love
what
you're
doing.
We
want
you
to
create
high
school
in
the
school
like,
let's
just
keep
growing
the
school,
but
the
thing
is:
there's
no
space
in
the
school
right.
B
It's
a
full
middle
school,
it's
a
thousand
students
and
we
had
a
co-located
charter
school
with
500.,
and
so
I
said,
if
you
really
want
to
do
this,
we
could
apply
through
the
same
process.
We
did
four
years
earlier,
but
it
won't
be
a
brand
new
school
like
this,
because
brand
new
schools
were
opening
space
in
the
older
schools.
There
was
a
school
two
blocks
away
at
that
school.
I
was
working
at
and
I
said
we
can
go
after
it,
but
you
can
use
my
plan.
B
I
will
work
with
you
parents
to
help
guide
you
through
this
process
to
schedule
meetings,
but
it
needs
to
be
your
voice,
your
story
and
your
effort.
The
timing
was
perfect.
There
were
several
meetings
throughout
that
fall
and
winter
we
got
the
parents
and
some
of
our
teachers,
so
some
of
our
teachers
took
responsibility.
One
of
the
teachers
is
actually
the
principal
of
that
high
school
right
now
we
got
to
school,
we
were
presented
to
the
school
board,
they
call
a
school
board
in
los
angeles,
and
it
was
like
wow.
B
B
One
of
the
successes
is
not
just
the
success
of
doing
that,
but
all
the
programs
that
we
establish
in
the
middle
school,
like
inclusion
for
english
language
learners,
we
had
full
inclusion.
We
took
away
sub-separate
did
full
inclusion
model,
we
grew
it
up.
Whatever
we
were
doing
in
eighth
grade,
we
rolled
it
up
to
ninth
grade,
um
but
the
success
was.
It
was
the
parents
who
were
the
voice
of
it.
They
were
the
motivators
behind
it.
They
were
doing
it
for
their
kids.
I
mentioned
in
spanish.
B
If
you
just
google
new
school
and
nava,
the
school
is
called
nava.
You
will
hear
the
story
uh
and
I
mean
it's.
It's
almost
like
there's
one
number,
that's
accurate
inaccuracy
that
I
had
19
years
of
experience.
It
was
only
15
years
at
that
time,
but
it
tells
the
story
of
how
the
students
were
the
teachers
weren't.
Not
the
parents
were
empowered
to
do
this
work.
B
So
it
gets
around
your
kind
of
question
about
how
we
developed
programs
to
support
english
language,
but
it
did
because
the
entire
population
uh
were
people
who
did
not
speak
english.
Well,
five
percent
of
our
population
were
african-american
students,
so
it
was
a
a
a
success
story
for
that
for
the
population
of
south
central
los
angeles.
D
Thank
you
um
just
uh
because
I
asked
our
other
candidate
this
yesterday,
one
of
the
pieces
that
we've
talked
about
at
boston,
public
schools
is
moving
the
district
into
really
ensuring
native
language
access
and
so
especially
for
multilingual
learners
and
multilingual
learners
with
disabilities,
and
so
that
is
the
official
policy
of
bps.
But
I
would
like
to
hear
from
you
one
if
you're
committed
to
operationalizing
this
policy
and
two,
how
would
you
expand
services
for
multilingual
learners,
specifically
around
native
language
instruction,
if
you
could
provide
any
data
to
help
frame
that
that
would
be
yeah.
B
um
Data
I'd
have
to
really
think
about,
but
as
far
as
operationalizing
and
thinking
about
other
goals
that
we
have
within
our
strategic
plan
in
our
district
through
2025,
providing
additional
support
language
support
for
all
of
our
students,
not
just
spanish
speakers,
but
the
major
languages,
the
nine
major
languages
of
our
district.
I
think
we
have
opportunity
with
the
look
at
coming
into
law
that
allows
us
to
provide
these
native
language
supports
in
the
classroom.
Now,
ideally,
we
would
find
a
teacher
who
is
proficient
bilingual
biliterate
in
cape
verdean
and
haitian
krill
and
spanish.
B
B
Not
only
could
speak
vietnamese,
but
can
speak
vietnamese
and
teach
it
and
do
it
proficiently,
and
so
one
of
the
ideas,
I'm
thinking
about
to
operationalize
is
really
tap
into
this
whole
uh
pipeline
development
program
that
uh
rashaan,
martin
and
sarin
daily
are
working
with
to
attract
not
only
teachers
but
paraprofessionals,
who
are
proficient
language
to
be
that
extra
support
in
the
classroom
for
our
language
learners,
with
the
double
goal
of
putting
them
on
a
pathway
to
eventually
licensure.
That
will
help
expand
what
we're
doing
in
all
our
schools.
B
So
imagine
if
we
were
able
to
formalize
and
operationalize
that
it's
not
a
strategy.
That's
going
to
give
us
certified
bilingual
biliterate
teachers
tomorrow,
but
eventually
will,
and
if
we
step
back
one
step
further
and
look
at
the
work
of
wences
raphael
in
the
same
office,
who's
doing
our
teacher
cadet
program.
It
takes
a
long
time
to
get
there.
But
if
we
get
students
who
are
interested,
who
are
willing
to
come
back,
give
them
early
contracts
as
paraprofessionals
or
teachers.
F
F
E
F
B
B
B
E
E
B
B
My
I
told
the
story
of
my
wife.
She
works
as
a
family
liaison
at
a
high
school
and
I
always
hear
her
on
the
phone
talking
to
students
and
parents.
Saying
yeah,
you
are
learning
english
right
now.
It
is
a
struggle,
but
as
soon
as
we
graduate
with
two
languages,
you
have
an
advantage
on
every
other
classmate
that
you
have.
She
always,
I
hear
say
all
the
time.
B
I
have
this
job
because
I
speak
two
languages
and
I
know
she's
a
brilliant
woman
and
she's
a
strong
woman,
she's
college,
but
she
says
this
is
how
I
got
this
job
and
so
going
to
the
real
question
was:
how
are
we
going
to
transition
some
of
our
sti
programs
uh
based
on
the
new
look
act?
That
was
signed
not
new
anymore
but
four
years
ago,
and
what
I
explained
was
how
we
look
at
some
of
the
schools
that
have
done
this
transition
and
in
my
experience
I
think
that
was
the
question.
B
What
have
we
done
in
when
I
got
here
in
2015,
the
marumana
school
just
started
being
a
dual
language
school.
It
had
kindergarten
in
first
grade
and
every
year
we
grew
it
one
grade
and
every
year
it
caused
disruption
with
the
staff,
because
when
you
switch
to
a
dual
language
model,
the
teachers
need
different
licensure
and
they
need
to
be
proficient
and
biliterate
in
in
the
language
of
targets.
B
In
this
case
spanish,
it
is
very
disruptive
if
you
do
not
plan
ahead,
and
I
also
highlighted
something
from
the
early
response
from
lorena
thinking
about
how
we
bring
these
people.
In
strategically
we
need.
We
can
bring
first
language
primary
language
support
in
the
classroom.
If
it
looks
like
if
we
could
get
people
in
the
door
who
are
bilingual
in
whatever
language
we
need
as
a
paraprofessional
and
again
train
them
to
become
a
teacher
over
here.
If
we
pay
for
their
licensure,
we
keep
them.
G
G
We
each
have
our
own
interpretation
of
equity,
as
you
can,
as
you
can
tell
in
most
of
our
public
hearings,
the
term
equity.
I
don't
know
whether
the
person
understand
it
thoroughly
or
not,
but
the
term
equity
has
been
used
either
as
a
defensive
rationale
or
an
offensive
rationale
in
supporting
or
opposing
certain
program
or
project
of
the
school.
We
heard
that
all
the
time.
G
B
B
B
There
are
five
key
elements
of
equity,
as
I
approach
it
in
my
work
and
all
these
all
these
elements
there's
no
hierarchy.
They
all
work
together
at
different,
different
different
times.
You
know,
maybe
some
of
them
are
prioritized
than
others,
but
the
first
one
is
looking
at
equity
as
outcomes.
What
are
we
doing
for
our
students
to
ensure
that
the
the
goals
that
we
have
in
place
and
we're
delivering
to
our?
We
are
delivering
it
into
our
students
in
the
classroom?
B
Be
it
something
as
big
as
the
mass
core
policy
that
we
just
passed,
which
is
a
tremendous
uh
uh
accomplishment
for
our
students.
um
Are
we
delivering
on
that
outcome
of
graduating
every
single
student
with
the
math
core
graduation
requirements?
You
could
take
it
back
to
where
my
daughter
is
right.
Now
we
always
say:
uh
let's
we
want
our
students
to
be
reading
by
third
grade,
because
we
know
the
school-to-prison
pipeline
starts
with
students.
B
Who
are
why
can't
we
say
the
outcome
we
want
is
all
students
reading
by
second
grade
and
build
off
of
that,
and
then
you
go
to
my
my
son,
who's
in
kindergarten
he's
a
k2
student.
We
can
look
at
the
outcome
of
ensuring
that
every
single
student
get
what
gets
what
they
need
to
exit
kindergarten
with
basic
numeracy
and
able
to
decode,
which
is
the
very
first
steps
of
reading.
That
is
a
version
of
equity
as
far
as
outcomes.
So
the
first
one
is
outcomes.
B
The
second
uh
pillar
or
element
of
equity
that
I
have
you
know
uncovered
in
my
research-
is
equity
as
opportunity.
This
is
almost
exactly
aligned
with
our
uh
definition
of
equity
in
the
district,
uh
but
what
opportunities
are
we
providing
all
of
our
students
across
the
district
to
get
what
they
need
and,
as
I
mentioned,
not
just
on
based
on
their
needs
but
on
their
strengths
and
their
experiences?
B
The
third
element
is
equity
as
a
commitment-
and
this
is
uh
probably
the
one
I
think
that's.
Your
second
question
is-
is
the
most
important
to
that.
How
are
we,
as
a
body
here
in
this
room,
the
executive
team,
every
single
central
office,
support
team
member
every
single
principal?
How
are
we
committed
to
equity
every
single
day,
despite
the
risks
and
the
adversity
that
we
face?
How
are
we
talking
about
it?
How
are
we
acting
it?
That's
going
to
show
our
commitment
to
what
we
are
saying
we're
doing.
B
The
fourth
element
of
equity
that
I
uncovered
in
my
research
uh
is
equity
as
affirmation
and
in
the
classroom
it
could.
You
know
we
call
it
like.
Looking
at
our
students
approaching
the
asset
base,
like
all
of
our
students,
bring
something
to
the
table
that
we
can
build
upon,
but
in
the
adult
context,
affirmation
of
different
ideas,
people
who
have
different
experience
as
we
plan
different
initiatives,
and
we
talked
about
the
look
at
there's
many
ways.
We
could
approach
this,
but
we
have
to
start
doing
it
and
implementing
it.
So
it
gets
in
our
schools.
B
There's
not
one
voice
at
the
table.
We
have
to
respect
and
understand
that
different
perspectives
can
get
us
what
we
want
if
we
work
together
and
the
last
one,
which
is
something
I
think
we
we
do,
approach
in
the
system
that
hasn't
in
our
school
district,
but
it
hasn't
really
been
called
out,
is
equity
of
systems
and
that's
how
we
look
at
uh
the
new
version
of
weighted
student
formula
that
we're
working
on
right
now,
our
enrollment
strategies,
even
things
like
programming
for
acceleration
academies.
B
How
are
we
systematically
approaching
the
work
of
equity
to
serve
our
students
who
need
it
the
most
uh
at
first?
And
if
you
put
all
that
together,
it's
not.
I
mentioned
it's
not
a
hierarchy,
it's
more
like,
if
you
can
imagine
um
like
a
system
of
gears
right.
You
got
all
these
gears
all
around
and
depending
on
the
situation
right,
maybe
sometimes
the
commitment
needs
to
be
a
little
bit
more
forced
because
people
aren't
hearing
what
you're
doing
that
in
this
in
the
system
of
gears.
Maybe
that's
a
bigger
gear
at
that
time.
B
Maybe
we
need
to
work
really
quickly
to
get
the
look
act,
work
out
because
it's
been
sitting
there
for
a
while
and
we've
been
working
on
the
edges.
Maybe
that's
the
speed.
We
need
a
smaller
gear
that
goes
faster,
but
at
the
end
of
the
day,
if
we're
clear
with
that
definition,
like
you
said
quark,
everyone
needs
to
understand.
A
You
we
have
two
committee
members
who
are
unable
to
be
with
us
tonight,
but
I
will
be
asking
questions
on
their
behalf.
The
first
one
is
from
member
brandon
cardet
hernandez,
and
his
question
reads:
currently:
we
are
operating
a
two-tier
special
education
system,
lacking
the
diverse
portfolio
of
programming
opportunities
that
students
with
disabilities
need
and
deserve
our
individualized
ed
plans
struggle
to
truly
individualize
programming
because
of
our
vast
service
delivery
deficits.
A
Can
you
give
hard
evidence
around
your
work
in
special
education,
reform
and
disability
justice?
How
have
you
innovated
around
these
urgent
issues
in
the
past?
How
have
you
transformed
outcomes
for
students
with
disabilities
in
al's,
ell
student
with
disabilities,
and
what
data
would
you
point
to
when
describing
your
policy
work
and,
more
importantly,
the
outcomes
for
kids
and
families.
B
Okay,
thank
you
for
the
question.
uh
Remember
brandon.
um
I
think
the
closest
example
of
the
work
I
I'd
go
back
to
when
I
was
a
principal
as
well.
This
was
when
I
was
closely
working-
and
I
mentioned
this
briefly
in
the
example
that
I
provided
in
my
response
to
member
le
perez
question,
but
to
take
a
school,
a
large
school,
a
thousand
students
thousand
thirty
students
and
within
one
year
completely
dismantle
your
sub
separate
program
and
we
didn't
have
like
20
different
programs.
B
We
had,
I
think,
three
or
four
different,
unique
programs
um
of
sub
separate
and
to
go
from
one
year
to
the
next
and
have
inclusion
model
co-teaching.
I
mean
it's
a
tremendous
feat
and
just
doesn't
happen
over
the
summer.
You
have
to
get
the
buy-in
with
people.
The
folks
that
we
hired
over
the
spring
for
the
summer
had
to
know
that
they
were
coming
in
it.
The
work
was
led
by
our
special
educators.
B
These
are
classrooms
that
have
two
three
support
staff
in
it,
and
the
idea
was
what,
if
we
made
the
cohort
smaller
and
get
into
our
general
education
classroom,
not
all
of
them,
but
I
think
we
had
32
core
36
cohorts
but
say
10
of
those
classes
became
our
inclusion
classrooms
overnight,
but
it
did
happen
overnight.
It
took
a
whole
semester
of
studying
and
reading
and
understanding
and
getting
on
the
same
page
with
simple
things
like
strategies
to
co-teach.
What
does
it
mean
to
parallel
teach?
B
What
does
it
mean
to
station
teach
using
the
same
language
and
the
same
strategies
between
teachers
that
are
partnered
in
the
middle
school
level?
It's
even
harder
because
the
co-teacher
is
like
moving
from
school
to
school,
so
sorry
classroom
to
classroom.
So
there
has
to
be
additional
time
for
planning,
but
this
work.
I
think
example
is
an
example
of
me
and
my
team
and
my
co-administrator
to
really
tackle
a
problem
that
teachers
saw
and
not
all
the
parents
were
supportive.
Some
of
the
parents
were
saying
no.
B
I
want
my
student
in
this
classroom,
but
to
work
and
convince
the
parents
that,
being
in
a
least
restrictive
environment,
is
more
beneficial
not
only
to
their
students
but
to
all
of
our
students
in
the
school,
but
being
able
to
establish
a
program
that
all
of
a
sudden
the
district
administrators
would
come
and
check
it
out
and
try
to
say.
Okay,
we've
been
doing
this,
we
tried
to
do
other
schools,
but
very
small
examples.
B
How
were
you
able
to
replicate
it
all
at
once,
and
it
took
time
we
had
our
staff
go
through
pd
in
the
spring
and
they
were
actually
they
were
using
the
strategies
and
we
were
doing
activities
where,
like
just
one
that
sticks
out
to
me,
and
it's
not
a
great
example,
but
they
had
this
game
where
it
was
for
students
who
had
their.
It
was
basically
like
your
color
blind
right
and
they
would
have
all
the
words
in
different
colors,
but
they
would.
B
The
word
green
would
be
written
like
red
ink
and
it
was
activity
where
it's
like.
We
have
to
l
walk
a
mile
in
our
kid's
shoes
to
understand
what
we're
experiencing
right
now
is
what
this
student
is
experiencing.
Every
day
we
had
a
student
with
um
he
had.
It
was
hard
for
him
to
hold
pencils.
I
can't
remember
exactly
what
was
in
his
iep,
but
we
had
to
put
tape
all
over
our
hands
and
then
pick
up
pennies
on
the
table.
B
We
couldn't
do
it
as
adults,
but
this
is
what
the
student
was
going
through
every
single
day.
So
those
are
two
examples,
but
to
actually
plan
it
over
time
and
for
the
entire
staff,
not
just
those
10
teachers
to
be
on
the
same
page
as
saying
this
is
what
we're
doing
and
why
and
to
convince
the
parents
the
same
thing.
The
success
of
that
is
that
it
continued
over
into
the
high
school
I
had
mentioned.
B
um
I
can't
give
you
the
exact
numbers
and
it's
probably
skewed,
but
in
a
school
that
had
a
you,
know
typical
class
of
300
to
have
90
of
our
students
graduate.
I
could
probably
the
thing
is
the
the
data
that's
kept
in
california,
it's
like
if
you
don't
test
50
kids.
It's
hard
to
like
actually
have
accountability
data,
but
if
you
imagine
90
of
the
staff
so
270
the
kids
graduated
and
we
had
50
kids
in
the
special
ed
program.
So
you
can
imagine
there
are
there?
B
Students
playing
a
key
role
in
education.
I
think
that's
like
a
tricky
question,
because
they
are
the
key
role
in
their
education
um
and
I'll
answer.
The
second
question
later
but,
as
you
know-
and
I
keep
on
going
back
to
this
experience
and
actually
I'm
using
some
of
my
experience
as
a
middle
and
high
school
uh
principal
in
our
712
expansion
right
um
having
the
opportunity
to
enroll
students
two
or
three
years
before
they
hit
ninth
grade
like
ninth
grade,
is,
I
always
call
it
prime
time.
B
B
B
One
of
the
things
that
as
we're
rolling
out
mass
score
right
now,
at
the
time
right
before
I
left
california,
we
were
rolling
out
a3g
graduation
requirements,
which
was
our
version
of
mass
core,
and
this
was
it
was.
I
think
it
was
the
policy
passed
in
2006
and
the
first
graduating
class
was
in
2017..
So
it
was
like
a
10-year
way
to
adjust
school
uh
high
school
course
offerings,
and
basically
it
took
a
long
time
we're
doing
it
in
five
years,
which
is
great.
B
So
that's
the
student
involvement
that
I'd
like
to
see.
We
just
boosted
up
the
investments
in
high
school
counseling,
academic
counseling,
specifically
for
our
younger
high
school
students.
I
would
love
to
see
a
systematic
approach
to
how
counselors
work
towards
a
we
call
the
individual
graduation
plan.
I
know
we
have
it
uh
in
in
our
our
cap
plan,
but
what
would
it
look
like
if
we
did
it
district-wide
in
seventh
and
eighth
grade
for
our
11
schools
that
have
seventh
and
eighth
grade
to
have
a
two-year
conversation?
B
So
when
they
start
ninth
grade
they're,
not
going
to
say,
wait,
wait
what
I
have
graduation
requirements
um
as
far
as
meeting
with
students,
um
I
I'm
in
schools
every
single
day,
I'm
at
charlestown,
high
school
in
east
boston,
high
school,
at
least
four
days
a
week
between
the
two
of
them.
um
There's
not
a
day
that
I
go
to
school
and
only
talk
to
adults
and
students
know
me:
we've
been
on.
B
H
H
B
We
we
took
a
tour
for
high
school
to
redesign
to
look
at.
We
went
to
uh
the
la
high
school
for
arts,
we
went
to
the
hollywood
stem
high
school,
we
went
to
the
huntington
park
school
for
event
studies,
but
these
are
innovative
schools.
We
were
trying
to
look
at
models
and
bring
them
over
here
for
high.
H
School
we
decided
there
was
a
whole
team
from
boston
that
went
in
principles
as
well.
Yes,
principals
as
well,
and
it
was
a
very
informative
visit.
So
you
obviously
do
a
great
job
as
a
educator
as
a
teacher
as
a
school
leader
as
a
network
superintendent,
and
I
thank
you
for
all
that
and
it's
clearly
coming
out
on
the
questioning
today.
I
want
to
turn
to
another
part,
though
of
the
role
of
superintendent
that
maybe
isn't
quite
in
your
wheelhouse
to
date.
H
So
this
has
not
been
part
of
your
background
so
help
us
understand.
Please
your
approach
to
fiscal
management,
because
it
is
an
important
role
for
the
superintendent
right,
10
000
employees,
1.3
billion
budget.
This
is
an
important
part
of
the
job,
so
explain
to
us,
please
how
you
approach
will
approach
fiscal
management,
how
you
will
make
financial
decisions
and
how
you
center
equity
in
your
decision
making
on
fiscal
matters
as
a
way
of
being
specific.
H
Please
also
give
us
please
share
with
us
how
you
approach
the
any
changes
in
the
essa
funding.
The
short-term
funding
to
not
only
make
sure
that
funding
is
going
to
students,
but
also
avoiding
a
fiscal
cliff
on
spending
decisions
that
this
body
would
have
to
make
very
difficult
decisions,
two
three
years
out,
if
it's
not
done
properly
and
the
third
part
of
that
answer.
B
Thank
you
for
the
very
simple
question,
so
I
will
take
this
three-part
question
in
three
parts.
um
So,
first
the
the
philosophy
all
right.
Yes,
I
haven't
managed
a
school
district
budget
of
20
million,
30
million
100
million
1
billion
right,
um
and
I
could
go
back
to
my
experiences
as
a
teacher
becoming
a
principal
and
a
principal
becoming
a
regional
school
soup.
uh
These
are
all
roles
that
were
significant
jumps
in
my
leadership.
B
I
was
able
to
figure
it
out.
I
think
that's
just
part
of
my
dna
and
I
know
that
as
a
superintendent,
there
are
probably
10
other
questions
you
could
have
asked
outside
of
fiscal
could
have
been
operations.
Could
the
superintendent
is
involved
with
all
this
has
to
understand,
but
I
need
to
really
trust
and
believe
that
my
team,
who
are
financial
experts
to
help
move
this
move
the
work
forward.
B
This
is
the
type
of
relate
we
talked
about
relations
and
building
trust
and
how
I
do
that
throughout
my
time.
I
need
to
do
that
with
this
team.
I
know
this
team,
but
I
really
need
to
do
it
from
that
perspective,
and
that
vantage
point,
um
and
so
can
I
do
it.
I
think
I
can
going
from
a
well
right
now.
I
think
my
biggest
grant
is
like
1.2
million
1.2
million
dollars
to
1.3
billion
dollars.
B
Let's
do
it
right,
but
in
the
approach
to
that
1.3
or
1.2
million
dollar,
grant
that
I'm
working
with
right
now,
just
like
and
I'll
bleed
it
into
this
esser
funding,
question
federal
grants.
You
guys
spend
it
down
to
the
penny
and
if
you
don't
spend
it
to
the
penny,
they
take
it
back
right,
uh
it's
very
similar
to
school
budgets.
B
B
This
is
the
first
time
I
had
a
big
grant
like
that,
but
I
asked
for
help
and
we
are
spending
every
single
dollar
of
that
grant
down
going
directly
to
benefit
the
students
through
teacher
stipends,
uh
primarily
teacher
stipends,
across
the
board
1.2
million
dollars,
it's
gonna
be
done.
Maybe
it'll
be
like
at
least
single
digits
in
the
dollars,
but
that's
the
goal,
because
I
don't
want
to
give
anything
back.
B
um
You
mentioned
uh
like
the
fiscal
responsibility
in
this
cliff
that's
happening.
uh
I
think
the
approach
that
I've
taken
in
region,
one
with
esser
as
the
leader
of
15
schools,
some
of
them
getting
like
three
million
dollars
over
three
years
right,
and
so
I'm
getting
much
less
money
but
approaching
it
from
the
one
three
five-year
perspective
which
our
lead
principal
in
our
network
always
approaches
the
work
with
what
are
we
doing
next
year?
What
are
we
doing
three
years
from
now?
What
are
we
doing
five
years
now
when
we
got
this
opportunity
in
september?
B
B
We
aren't
buying
people
we're
buying
we're
investing
in
ourselves
to
ensure
that
in
2024,
when
me
as
a
principal
of
a
school
with
40
teachers-
and
I
hire
two
teachers
a
year-
I'm
not
retraining
an
entire
staff.
I
just
need
to
train
those
two
teachers
based
off
of
everything
we
learned
in
the
last
three
years,
and
so
is
it
a
concern
that,
yes,
we
have
a
lot
of
money,
it's
basically
a
two-year
investment.
You
know
300
something
million
dollars
is
more
than
most
districts
get.
B
I
really
appreciate
seeing
more
people,
because
you
need
people.
This
is
the
ft.
I
don't
want
to
hire
more
people,
but
in
the
case
of
actually
executing
the
investment
and
the
plans
and
the
you
know,
even
the
transactions
of
doing
the
paperwork
to
get
these
contracts
processed.
We
need
people
to
do
it
because
I
don't
want
to
be
the
superintendent
on
the
front
page
of
the
globe.
B
So
I
need
to
really
assess
where
we're
at
with
you
know
one
point
last
month,
I
think
we
were
up
to
like
700
vacancies
and
that
that's
unacceptable,
and
I
think
this
goes
to
my
90-day
plan
that
I
explained
to
you
earlier.
One
of
the
first
things
is
getting
our
schools
as
ready
as
possible
for
the
start
of
the
school
year.
B
Staffing
is
a
huge
part
issue
for
me,
but
thinking
about
what
we
need
to
do
with
the
esser
funds
and
also
coupling
how
we
rebuild
trust
with
the
community,
with
our
teachers
with
our
parents
with
our
students.
I
talk
to
my
neighbors
all
the
time
and
I
tell
them
about
this
great
professional
development.
I'm
doing
and
they
don't
get
it.
They
don't
see
it
and
it's
awesome.
My
teachers
love
it
but
to
the
regular
dad
it's
like
okay,
great
you
got
this
grant
and
I'm
not
seeing
any
he's
not
seen
immediate
benefit.
B
I
think
to
rebuild
the
trust
and
bring
our
folks
back
to
believe
we
could
do
it.
We
need
to
do
some
of
these
hard
investments
which
is
allowable
under
esser.
I
got
a
playground,
that's
been
demolished
because
it
fell
apart
six
months
ago,
four
months
ago.
This
is
a
school
elementary
school
that
doesn't
have
a
playground
like,
let's
give
them
what
they
need
and
make
that
community
ecstatic
over
what
maybe
just
a
1.5
million
dollar
investment.
B
Our
school
communities
who
know
what
their
schools
need,
what
their
students
need,
because
at
the
end
of
the
day,
our
sr
investments
were
designed
for
the
recovery
of
our
students
and
if
it's
not
getting
into
the
hands
of
the
people
who
are
going
to
implement,
get
that
in
with
the
help
of
central
office.
I
think
we're
approaching
the
strategy
a
little
differently,
so
that'll
be
my
response
to
the
esser
on
the
responsibility
and
then
the
bring
in
additional
sources.
B
B
I
feel,
like
my
team,
has
continued
to
benefit
from
relationships
with
foundations
with
other
philanthropic
organizations,
because
I
tell
you
what-
and
this
is
a
question
I
answered
earlier
in
the
last
session
when
we
bring
in
partnerships.
It's
almost
like
planning
a
lesson
in
class
like
we
have
to
know
the
objectives.
We
have
to
know
the
outcomes
we
want.
B
B
B
A
B
uh
English
learners
was
called
out
in
the
report
and
it
was
part
of
the
mou,
and
it
was
mentioned
in
the
mou
of
2020,
but
indirectly,
like
you
know,
said
we
got
to
work
on
it.
Special
education
students,
services
for
students
with
disabilities
was
directly
called
out
in
2020,
and
our
transformation
schools,
which
are
our
lowest
performing
schools,
was
called
out
in
the
2020
mou.
The
review
also
highlighted
those
three
areas,
and
your
question
is
about
the
opportunity
gaps
office.
The
work
that
they've
done
this
office
has
expanded
over
the
last
several
years.
B
B
The
equity
impact
statement
is
the
first
part
of
our
school
committee
presentations
and
our
team
is
great
uh
becky
schuster
and
her
team
reviewing
these
things,
making
sure
that
we
are
not
missing
any
uh
angles
as
we
do.
These
reports
to
ensure
that
we
are
doing
our
work
uh
in
the
in
the
name
of
equity,
for
the
students
who
need
it
most
um
and
then
transformation
schools.
I
think
I
didn't
mention
that
one,
but
this
transformation
schools.
B
If
you
look
at
these
32
schools
that
are
in
31
schools
that
are
in
a
transformation
network,
they
do
have
high
concentrations
of
special
ed
students
and
english
learners.
And
so,
if
you
think
about
those
three
big
departments
or
three
big
areas
of
our
district
that
were
called
out,
they're,
not
really
separate,
they're
all
together,
because
there's
overlap,
and
I
would
love
to
see
the
opportunity
gaps,
office
and
the
entire
staff,
with
the
work
that
they
have
been
doing.
B
As
far
as
an
example
of
me,
working
in
the
name
of
equity,
to
support
our
students
and
our
els,
our
students
with
disabilities,
students
of
color
low
socioeconomic,
the
example
that
comes
most
clearly
to
mine
and
how
I
approach
this
could
be
with
the
acceleration
academy
initiative
that
we
had
this
year
now.
This
was
a
district-wide
initiative.
B
It
was
always
part
of
that.
Desi
grant
that
I
got
through
the
the
mou
I
knew
it
was
coming.
I
didn't
get
the
money
until
probably
december,
but
one
of
the
first
things
I
did
with
our
deputy
chief
of
academics
when
I
met
with
him
in
last
summer,
was
look
you're,
most
likely
going
to
do
something
really
cool,
like
acceleration
academies,
and
we
could
do
it
through
esser
funding,
but
just
know
that
I
have
750
000.
B
I
think
the
goal
is
like
75
percent
of
the
invitees
were
students
with
disabilities
or
english
learners,
as
we
were
planning
for
this
acceleration
academy,
because
I
was
a
regional
school
superintendent
that
had
the
grant
tied
to
this
network
this
region.
I
took
it
upon
myself
to
be
very
hands-on.
When
we
took
the
beginning
of
the
year
formative
assessments,
I
asked
my
team
to
look
at
their
rosters,
not
just
look
at
the
formative
assessments
for
growth,
but
also
triangulate
what
they
saw
in
the
mcas
results,
which
may
not
have
been
the
most
precise
measure.
B
What
they're,
seeing
in
the
classrooms
that
students
return
to
full
in
person
to
identify
their
rosters
and
their
teachers
to
support
all
students
of
uh
of
that
that
were
english,
learners
and
students
with
disabilities
um
that
work?
I
was
happy
uh
to
see
in
the
classrooms
you
may
have
seen.
I
only
have
twitter,
but
you
see
my
tweets.
These
classrooms
were
filled.
B
I
have
about
7
000
students
in
my
network
over
approximately
800,
just
a
shade
under
800
participated
in
the
february
academy,
as
well
as
the
april
academy,
all
the
students.
In
the
february
academy,
we
asked
the
teachers
to
develop
a
student
intervention
plan
on
our
panorama
system
to
actually
track
to
see,
because
one
of
my
things
that
I
forgot
to
mention
this
in
my
essay
response,
we
can't
just
like,
invest
and
stuff.
B
We
got
to
make
sure
that
we're
getting
a
return,
our
investment,
so
to
be
able
to
track
the
students
that
we're
selecting
that
we
saw
on
the
lower
performing
based
off
of
the
first
initial
assessments
to
invite
them
in
and
give
them
these
eight
extra
days
of
learning.
I
want
like
eventually
we're
going
to
see
when
this
end
of
year,
data
comes
out
I'll,
be
able
to
track
all
the
students
that
participated
to
see
if
it
actually
worked,
and
if
it
did
work,
we
could
amplify
it
for
the
next
year.
A
C
Thank
you
for
your
responses,
thus
far
I'll
start
with
just
providing
a
little
bit
of
context.
So
when
we
talk
about
the
concepts
of
equity
and
what
they're
meant
to
do,
we
often
talk
about
dismantling
systems
which
require
top-down,
bottom-up
approaches,
and
we
talk
about
disrupting
patterns
of
of
inequity.
C
The
other
piece
is
broadening
participation
and
inclusivity
approaches.
Now
inclusivity
has
a
temporal
component
to
that
right.
It
matters
how
and
when
you
are
choosing
to
include
in
those
discussions
and
so
along
those
lines.
We
know
that
rebuilding
trust,
particularly
with
bps
in
the
community,
is
very
essential.
C
Families
are
often
told
things
and
there's
a
sense
that
they
haven't
been
spoken
to
or
included.
You
know
within
the
beginning
parts
of
the
process,
so
knowing
the
high
history
of
turnover
we've
had
in
the
district
that
mounting
level
of
distrust,
how
do
you
propose
to
navigate
the
history
of
bps
and
sort
of
bring
that
savviness?
That
allows
to
allows
us
to
rebuild
trust
across
all
of
these
bodies?.
B
B
It
is
um
I'm
thinking
right
now
also
about
some
of
the
challenging
conversations
we're
having
right
now
with
emerging
schools-
and
you
know
I
know
this
this
winter.
We,
you
know
chopped
off
seventh
and
eighth
grade
and
put
him
into
like
it
too.
There's
very
disruptive
things.
It's
really
well
intended.
It's
going
to
be
aligned
to
our
um
overall
strategy,
but
the
timing
of
it
and
the
including
of
the
voices
is
what
you
heard
all
the
time
is
like
I'm
a
parent
here
I
didn't
know,
I
wasn't
included.
B
I
think
bad
news
is
bad
news,
but
if
you
give
people
time
to
actually
digest
it
and
grieve
and
understand
why
we're
doing
this
it'll
help
us
get
to
the
ultimate
goal
that
we
want
another
element
of
it
that
I
would
like
to
overlay,
at
least
from
my
perspective.
Like
we
last
year
we
closed
the
school
in
my
region.
B
It
was
edwards
middle
school
and
it's
you
know.
People
in
the
community
say
it
was
the
quietest
school
closing
in
the
history
of
school
closing.
I
still
remember
when
we
closed
west
roxbury
educational
complex.
That
was
a
noisy
closing
right.
What
were
the
differences
between
the
edwards
and
west
roxbury
education
complex?
B
B
The
other
thing
that
I
would
just
like
to
raise
and
I've
only
been
in
east
boston
as
a
resident
as
a
member
of
the
community
for
seven
years,
and
I
don't
have
the
historical
perspective
as
some
of
our
local
electeds,
like
you
know,
salamattina
who's
now
retired
was
semi-retired
or
elsa
flores.
Who
is
basically
the
she
is
the
go-to
mom
in
east
boston.
B
So,
in
this
case,
I'm
bringing
up
east
boston
um
working
with
elsa
working
with
some
of
the
local
electeds,
I'm
the
only
regional
school
superintendent
in
that
area
and
we're
talking
about
some
of
the
challenging
mergers
that
are
coming
up,
or
even
switching
from
seventh
and
eighth
grade
from
a
k-8
to
a
high
school,
a
lot
of
these
complex
decisions
that
should
be
unfolding
over
time.
They
involve
two
of
these
or
three
of
these
or
four
of
me
right,
which
also
complicates
things
because
I
don't.
B
If
I'm
a
parent
in
a
neighborhood,
that's
getting
you
know
disrupted,
I
don't
know
exactly
who
to
yell
at
and
in
the
edwards
case,
everyone
knew
that
they
were
going
to
come
catch
me
on
the
street
and
give
me
an
earful.
I
was
their
guy,
but
it's
not
just
the
person
like
me,
the
school
superintendent.
Like
me
in
the
area,
it's
the
operational
team
behind
it,
it's
the
other
support
staff.
So,
just
imagine
if
you
have
four
teams
working
at
one
small
project
that
could
be
like
12
people,
all
kind
of
duplicative.
B
So
I
think
that
giving
time
to
have
the
conversations
mapping
out
what
it
would
look
like,
bringing
in
people
who
have
historical
knowledge
and
are
aware
of
the
landmines
and
the
opportunities
that
would
actually
kind
of
mitigate
and
calm
down.
Some
of
the
angry
voices,
but
letting
people
know
in
events
right
if
I'm
a
parent
who's
getting
ready
to
enroll
a
school
in
k1,
and
they
told
me
two
years
ago
that
that
school
is
going
to
close.
B
I
might
not
select
that
school,
and
so
I
think,
that's
part
of
the
communication,
but
if
we
can
execute
it's
all
about
execution
and
implementation,
if
we
execute
it,
that's
the
only
way
we're
going
to
build
the
trust
and
that's
the
only
way,
we're
going
to
move
the
school
district
forward,
because
I
understand
we're
going
to
have
some
challenging
years
of
decisions.
Moving
forward.
D
Thank
you,
madam
chair,
and
thank
you
for
that
response.
I
it
touches
some
of
a
part
of
one
of
my
questions.
So
I'll
start
there.
um
You
know
mr
o'neill
had
mentioned
earlier
about
being
currently
in
a
fiscal
position
where
we
are
being
able
to
provide
soft
landings
for
school
communities
that
have
experienced
enrollment
decline.
D
We
have
seen
a
continuous
trend
in
enrollment
decline,
and
this
is
the
curveball
question
that
I
know
that
families
in
schools
and
school
committee
members
often
don't
want
to
talk
about
because
it
can
mean
school
disruption.
It
can
mean
school
closures
or
mergers,
but
we
are
also
um
we
walked
around
schools.
D
So
I
would
really
like
to
hear
a
little
bit
more
about
the
strategies
that
you
would
deploy
in
thinking
about
distributing
resources
again,
keeping
in
mind
the
trend
around
enrollment
decline,
the
real
fear
and
understanding
the
disruption
that
it
can
cause
for
families
and
for
for
staff
around
school
closures
and
mergers,
and
also
just
thinking
about
the
financial
piece
with
soft
landings.
Yep.
B
Yeah,
so
that's
the
that's.
The
question
that
I
think
has
been
the
end
of
many
superintendency
runs.
Are
candidacy
runs,
but
I
love
how
you
said
school
disruption
instead
of
right.
So
let's
keep
it
at
that.
um
I
think
it
goes
back
to
what
I
was
mentioning,
as
you
said
with
dr
hawkins.
The
long-term
planning
aspect
of
it
there's
got
to
be
a
world
where
we
work
with
our
financial,
our
fiscal
specialists
and
also
our
city
planners.
um
I'm
an
educator.
I
went
to
school
to
be
an
educator.
B
B
I
know,
mayor
wu
through
the
green
new
deal
is
hiring
more
people
on
this
team
who
are
going
to
be
experts
in
this
type
of
thing.
I
would
love
to
be
a
consultant
based
on
my
experiences:
growing
new
schools
being
a
co-located
school
leader,
closing
a
school
in
charlestown
and
reopening
it
as
a
reinvented
space
for
two
school
communities,
um
but
I
think
we
need
to
rely
on
the
experts
with
that
being
said,
um
I
mentioned
a
little
bit
earlier.
B
I
think
it
was
a
soft
landing
that
year
we
have
to
measure
what
we're
going
to
be
giving
to
ensure
a
smooth,
uh
safe
environment
supported
for
the
students
we
had
to
do
extra
staff
because
it
was
smaller
rather
than
you
know,
weighing
the.
What
would
cost
us
to
repair
the
damages
and
and
actually
go
through
a
long
process
of
fighting
with
parents
about
where
they
would
go.
B
I
think
that
um
it's
not
just
saying
we're
throwing
money
at
the
problem,
but
I
think
that,
having
a
longer
term
perspective,
if
we're
going
to
close
a
k-8
for
example,
what
does
it
look
like
to
stop
enrolling
in
kinder
one
kinder?
Two?
Slowly
and
eventually,
we
clear
with
the
parents,
hear
your
options:
the
new
school.
That's
coming
in
is
going
to
have
these
beautiful
auditoriums.
You
can
choose
to
go
there,
and
I
know
families
have
multiple
siblings
but
being
able
to
clearly
explain
what
that
is.
B
I
think
that
is
something
that
is
part
of
the
soft
landing.
um
It
is
difficult,
and
I
know
that
a
school
district
that
has
lost
7
000
students
in
the
last
10
years
uh
is
going
to
go
through
transfer
we're
not
the
only
school
district
that
is
that
is
going
through
these
changes.
um
There
are
some
examples
in
los
angeles
in
dc
in
chicago.
We
should
actually
meet
with
those
teams.
B
Who've
done
that
type
of
work,
not
just
the
closure
aspect
of
it,
but
the
engagement
aspect
of
it
school
districts
have
been
around
for
hundreds
of
years.
In
this
case,
what
300
years
right,
370
years,
um
it's
nothing
new,
we're
not
the
same
district
that
we
are
today
than
we
were
100
years
ago,
and
so
this
conference
is
kind
of
like
deja
vu,
but
I
want
to
make
sure
that
we
are
as
proactive
as
possible.
So
the
parents
understand
what
the
options
are
and
what
the
end
outcome
is
in
what
year.
D
D
B
It
is
hard
to
run
very
small
schools
effectively
if
you're
trying
to
do
everything
and
so
what
I
did
with
this
team.
Through
our
plc
meetings,
I
met
with
them
every
single
month.
They
all
came
to
the
table
to
discuss
and
look
at
data
together
based
off
of
this
report,
to
see
where
they're
at
and
not
only
to
look
at
where
they're
at
right.
Now
we
ran
a
data
set
to
say
here
are
our
students
that
are
currently
in
sixth
grade
who
are
over
aged
and
not
under
credit
cause.
B
They
have
credit
yet,
but
these
kids,
that
are
at
they're
almost
a
year,
overage
or
some
cases
over
a
year
over
age.
Eventually,
these
over
age
students
are
going
to
land
into
high
school
and
there's
a
pretty
good
correlation
for
the
students
that
were
in
this
in
the
past,
they're
going
to
be
in
the
present
we're
going
to
be
in
the
past
in
our
shoes.
So
thinking
about
how
we
design
programs
to
work
in
in
partnership
and
not
in
competition
with
each
other
is
something
that
I
think
we
brought
to
the
table
and
alternate
education.
B
I
know
we
had
a
working
group,
which
I
led
uh
with
several
of
the
uh
school
principals
who
were
you
know
very
experienced
ben
half
at
uh
uh
allison
ramish
to
uh
help
guide
this
new
version
of
what
we're
doing
with
alternative
education.
I
think
that
we're
it's
stalled
a
little
bit,
but
I
think
that
bringing
those
teams
back
together
and
seeing
how
they
fit
in
the
new
high
school
department,
elevating
the
work
of
manny
allen
in
the
re-engagement
center,
uh
which
yeah
I
mean
he
and
I
are.
E
F
B
um
What
what
I
said,
I
think,
um
let
me
see
going
back
to-
I
think
the
first
strategy
was
like
what
am
I
doing
to
um
maintain
the
talented
teachers
that
are
in
a
district,
knowing
that
so
many
people
are
leaving.
I
mentioned
that
it's
an
issue,
that's
gonna!
It's
not
happening
just
with
boston,
it's
all
over
the
country.
B
I
talk
to
people,
um
I'm
seeing
it
right
now
as
a
person
trying
to
hire
a
principal
there's
like
very
few
candidates
out
there,
um
but
there
are
some
things
we
have
in
control
like
understanding
and
knowing
what
our
teachers
want
to
do.
Like
some
of
our
teachers,
I
met
a
teacher
like
my
uncle.
My
uncle
was
a
teacher
for
40
years.
He
just
wanted
to
be
a
teacher.
He
loved
teaching,
but
then
there's
some
teachers
who
get
their
administrative
credential,
but
they
don't
really
use
it,
and
you
ask
them
like
this.
B
B
um
In
this
case
I
went
rosa's
known
I've
been
talking
to
her
for
a
while,
I
said
hey.
This
is
your
opportunity.
Why
don't
you
try
it?
But
if
we
hadn't
been
talking
about
it
for
a
while,
it
may
have
not
been
a
realistic
jump
for
her
and
she's
going
to
be
great
right,
but
I
think
providing
opportunities
for
our
teachers
is
a
way
to
maintain
the
people
in
our
system.
We
want
them
to
stay
in
the
family.
B
I
also
see
it
teachers
transfer
from
one
school,
the
other,
but
in
in
getting
promoted
but
still
staying
within
our
team.
The
last
part
of
it
was
examples
of
how
we've
worked
on
recruiting
uh
new
teachers,
um
and
I
shared
two
we're
doing
an
amazing
job
here
in
the
bowling
building.
It's
not
really
looking
like,
and
one
of
the
questions
I
got
earlier
is
like
hey
the
percentages.
B
B
B
B
Mr
tron
is
making
sure
that
our
schools
are
set.
We
have
to
be
ready
for
the
first
day
of
school
and
there's
a
lot
that
goes
into
it.
I
would
say
a
second
significant
priority
um
would
be
what
we
talked
about
earlier.
This
esser
timeline
is
ticking
and
I've
been
in
a
situation
before,
where
you
know,
maybe
some
money
got
kicked
back
from
my
school
budget.
It's
like
we
have
to
spend
twenty
thousand
dollars
in
the
next
week,
or
else
the
money
is
going
to
go
away.
B
That's
just
twenty
thousand
dollars
to
meet
a
supply
deadline
or
something
like
that.
You
know,
but
this
clock
is
ticking
and
I
wish
I
had
like
a
little
tracker
like
the
domino's
pizza
thing
that
says,
like
the
time
is
ticking,
how
much
money
have
you
spent
right
these
projects,
these
proposals,
these
initiatives,
not
only
they
have
to
be
started,
they
have
to
be
implemented
and
the
money
has
to
be
spent.
I
said
it
before.
B
I
don't
want
to
be
the
superintendent,
that's
on
the
front
page
of
the
globe,
returning
a
hundred
million
dollars
or
whatever
it
is
five
cents.
I
don't
want
to
return
five
cents,
but
we
have
to
make
sure
that
this
is
we.
We
can't.
We
can't
possibly
spend
200
million
dollars
in
the
last
two
months
of
2024.,
there's
no
way
we
can
all
right
and
so
getting
with
the
team
understanding
where
we
are
right
now
how
we
can
make
it
more
efficient
understanding
what
structures
we
have
in
place.
B
Infrastructure
actually
get
these
projects
number
one
proposed
out,
approved
out
and
approved
and
then
started,
and
then
the
last
one.
I
think
that
would
be
really
important
for
me
as
an
incoming
superintendent
is,
I
know
all
the
players
right.
I
I'm
going
to
start
on
july
1st.
um
I
don't
need
to
do
a
big
tour.
I
eventually
will
get
to
those
schools
that
I
need
to.
I
need
to
talk
to
the
newly
hired
principals
to
start
building
that
relationship
with
them.
B
But
in
coming
back
to
my
team,
the
central
office
team,
I
need
to
make
sure
that
the
people
at
my
small
table
are
the
people
that
I
trust
the
people
who
not
only
I
know
understand
how
to
work
with
me.
But
I
entrust
the
work
in
them
that
they
will
get
it
done,
because
there
is
so
much
work
to
be
done
and
there
can't
be
time
wasted.
B
And
I
know
I'm
going
to
be
starting
with
a
very,
very
tight
senior
team
and
we
are
going
to.
We
are
going
to
plan
and
plan
and
plan
these
first
couple
days,
knowing
that
there
is
probably
a
lot
coming
down
the
pipeline
in
this
new
announcement
that
just
came
out
today,
which
I
haven't
even
read,
because
I've
been
doing
this
stuff
but
understanding
the
relationship
with
what
we
need
to
do
with
this
department
of
elementary
secondary
education
and
how
it
fits
into
what
departments.
A
Next
question
I'll
be
reading
on
behalf
of
brandon
carter,
hernandez,
bullying
and,
to
put
it
more
bluntly,
sexual
verbal
and
physical
harassment
have
been
plaguing
our
system.
Students
with
disabilities
and
lgbtq,
plus
students,
real
or
perceived,
are
experiencing
this
harassment
and
harm
in
record
numbers.
A
Our
system
at
times
is
struggling
to
report,
respond
and
cultivate
safety
for
most
preschooling
for
some
of
our
most
vulnerable
kids.
What
is
your
strategy
for
strengthening
school
culture
building
and
rebuilding
trust
with
families
and
acting
faster?
Equally,
there
are
school-level
issues,
but
there
are
valid
concerns
about
central
oversight
in
your
response.
Can
you
talk
about
the
work
on
the
school
level
but
connected
to
the
responsibility,
infrastructure
needs
and
accountability
at
the
top.
B
We
do
have
team
members
in
the
office
of
equity
who
are
specifically
hired
to
work
through
these
cases,
especially
if
they're
bullying,
that's
sexual
in
nature,
but
in
many
cases
I
I
some
of
these
are
not
reported
in
a
timely
fashion,
and
I
think
that
we
need
to
reset
our
expectations
for
our
school
leaders
to
understand
who
does
what?
Where
does?
What
and
what
does?
B
What
and
when
there's
been
so
many
cases
where
principal
will
come,
and
I
could
tell
it's
like
an
emergency
911
call,
and
the
first
thing
I
say
is
call
equity,
they'll
walk
you
through
it.
We
have
experts
who
do
this
on
a
daily
basis
for
us,
but
not
all
of
our
school
leaders
in
our
school
communities
are
using
them.
um
Our
succeed.
Boston
is
a
24-hour
service,
a
24-hour
hotline
right.
B
B
We
have
these
resources
in
the
office
for
a
reason.
We
are
not
tapping
into
it.
The
way
we
should
as
an
entire
district
is
what's
unfolded
over
the
last
couple
months,
but
I
think
it's
not
the
fault
of
anybody
in
particular
other
than
we
need
to
get
the
word
out.
It's
almost
like
having
an
org
chart
and
a
job
description,
and
everybody
understands
what
exactly
everybody
does
right.
B
Maybe
it's
because
the
last
couple
years
we've
been
siloed
in
these
little
zoom
boxes
and
I
used
to
love
coming
to
the
office
and
running
up
and
down
the
bowling
building
and
just
having
meetings
in
person,
because
that's
the
way
I
got
work
done.
um
I
think
maybe
some
of
this
information
is
not
getting
out,
because
we
don't
have
the
opportunity
it's
hard
to
have
conversations
and
zoom
when
you're
like
taking
turns
talking
as
far
as
the
school
leader
issues.
Can
you
repeat
that
last
part
of
the
question.
B
Yeah,
so
if
I
mean
the
accountability,
aspect
is
easy.
If
students
are
being
reported
and
there's
no
follow-up
like
that
is
something
very
simple
that
someone
like
me
as
a
school
superintendent
can
engage
with
the
principal
the
school
leader
and
say
hey
what
happened
right,
but
it
goes
back
to
what
I
said
earlier.
B
That's
good,
um
thank
you
zara.
I
can't
remember
if
it
was
the
budget
season
of
2016
or
something
I
think
it
was
17
um
when
the
students
walked
out-
and
I
vividly
remember
you,
uh
mr
o'neill
walking
along
the
government
center
area.
I
think
it
was
you
me,
sam
depena
and
maybe
norm
townsend
work
walking
with
like
a
thousand
kids
just
insuring
their
safety
just
being
there
being
present,
um
but
there's
nothing.
You
can
really
do
to
stop
a
thousand
kids
or
two
thousand
kids
from
walking
out.
B
um
I
think
the
question
is
really
looking
at
the
proactive
steps
leading
up
to
it.
It's
very
rare
that
we
have
a
walkout
or
a
sit-in
or
stand
out
whatever
you
want
to
call
it.
That's
just
like
a
surprise
to
us.
Like
the
kids
tell
us,
they
work
with
our
teachers.
There's
there's
ways
that
we
can
actually
understand
where
it's
coming
from
what
the
result
is
what
they
want.
um
I
think
that
you
know
bsac
as
the
kind
of
megaphone
for
all
of
our
high
school
students.
B
That
would
be
a
great
start
for
having
regular
meetings
with
with
this
team,
not
just
me
as
a
school
leader,
but
you
know
other
other
folks
on
my
team
to
talk
about
what
issues
are
bubbling
up,
and
you
probably
heard
me
say
several
times
during
this
time.
How
are
we
proactively
addressing
the
problems?
If
the
students
have
an
issue,
they
they
through
conversation,
we
could
figure
exactly.
B
It
may
still
lead
up
to
an
action,
and
that's
fine
just
as
long
as
we're
doing
it
safe
just
as
long
as
there's
more
than
four
adults
in
that
case
um
a
president
in
helping
out,
but
I
think
that
the
more
valuable
part
of
it
is
the
the
coaching,
the
uh
training
that
goes
into
with
our
students,
and
there
are
a
lot
of
uh
universities
in
our
area
that
have
like
programs
that
actually
support
students
in
amplifying
their
voice
strategies
to
be
community
organizers.
I
was
part
of
one
la
which
is
a
you
know.
B
Community
organizing
organization,
in
los
angeles
we'd,
go
to
regular
trainings
and
in
these
trainings
there
were
tons
of
high
school
students
how
to
do
it
right?
How
to
do
it
more
effective
and
how
to
get
your
point
across,
but
I
think
that
you
know
just
letting
it
going
on
without
even
asking
what,
where
you're,
coming
from?
What
can
we
do
to
help?
Because
some
of
the
times
and
I've
found
in
the
city
some
of
the
times
people
are
yelling
and
screaming
about
issues
that
we've
already
solved?
B
B
The
playground
was
already
approved,
but
there
was
like
10
public
testimonies
about
how
they
wanted
a
playground,
and
it
was
great
to
see
the
activism
but
somehow
some
way
the
message
didn't
get
out
and
the
families
from
the
otis
didn't
protest
or
ask
for
a
player
because
they
knew
that
they
already
got
it,
and
so
those
little
things,
I
think,
could
go
a
long
way
in
supporting
our
students.
Am
I
trying
to
mute
the
voices
of
our
students?
H
Thank
you,
madam
chairman,
and
um
dr
welsh.
You
know
one
of
the
beauties
of
this
operating
as
a
board.
Is
we
all
bring
expertise
to
the
table
and
we
have
overlapping
interests
as
well,
and
so
I
want
to
build
on
an
area
you
started
with
with
ms
lopero,
because
we
both
share
an
interest
in
our
alternative
education
program,
and-
and
I
know
you
had
just
a
brief
period
of
overseeing
that
before
your
responsibilities
changed.
So
it
was,
um
you
didn't
get
a
chance
to
complete.
H
I
think
the
work
that
you
had
started
on
it,
but
that
is-
and
thank
you
for
calling
out
what
I
think
is
the
national
model
at
the
re-enrollment
center
um
and
manny
allen
and
the
team
do
a
fantastic
job
there.
So
thank
you
for
that.
But
to
me
it
goes
more
to
a
philosophical
question
and
it
is
not
just
about
having
a
robust
alternative
education
program,
which
I
think
this
whole
table
firmly
believes.
H
We
have
to
have
to
have
educational
opportunities
for
all
of
our
students,
but
it's
about
what
responsibility
do
we
have
to
our
students?
Is
it
to
get
them
to
graduate,
or
is
it
to
get
them
to
succeed
beyond
that?
And
if
so,
what
programs
do
you
think
makes
sense
to
add,
and
is
it
dual
enrollment
dual
enrollment
programs?
Is
it
certifications,
you
know
for
jobs,
and
yes,
I
I
want
to
go
there
because
it's
important
to
hear
your
thoughts
about
madison
park
so
tell
me
how
vocational
technical
builds
into
that
as
well
um
to
so.
B
I
appreciate
how
those
questions
are
kind
of
related
ending
with
the
madison
park
piece
um
and
it's
interesting.
These
alt
ed
kind
of
the
re-engagement
center
office,
which
is
kind
of
the
touch
point,
the
enrollment
office
for
and
they're,
going
out
to
get
our
students
recover.
I
know
you
and
I
we've
been
on
walks
um
going
door,
knocking
things
like
that,
but
that
is
in
its
house
in
the
madison
park
building,
it's
also
housed
underneath
our
adult
school
program
and
our
adult
school
isn't
technically
classified
as
a
school.
B
B
I
think
that
the
connections
to
boston,
public
schools
and
the
city
of
boston
will
never
like
stop
at
one
point,
and
I
think
that
the
resources
that
we
have
it
and
it
doesn't
matter
if
you
are
as
a
young
adult
coming
back,
you
know
asking
for
something
as
simple
as
a
transcript
or
help
with
additional
reasons.
Some
of
our
young
adults
have
come
in
and
asked
for
they've
taken
two
three
years
off
and
are
asking
like.
B
I
need
to
get
my
ged
like
these
are
people
that
we
should
welcome
with
open
arms
because
they
are
our
kids
right.
I
mentioned
the
before
school,
and
this
is
not
the
question,
but
we
know
where
our
students
are
coming
from
as
soon
as
they're
born
right.
We
need
to
do
all
we
can
to
prepare
them
as
they
enter,
but
this
question
is
about
the
other
end.
B
The
responsibility
is
there.
I
really
believe
that
the
madison
park
building
is
being
underused.
I've
been
in
school
systems
where
school
buildings
are
open
from
7am
to
7pm
7am
for
the
regular
school
day
till
three.
You
know
afternoon
twilight
programs
and
then
evening
programs
through
the
adult
education
office.
B
I
know
that
madison
park
is
available
for
other
high
school
students.
They
come
in
there's
a
awesome
welding
program
for
english
language
learners
at
charlestown
high
school.
I
think
nine
students
come
in
it's
two
days
a
week
through
the
partnership
with
kevin
mccaskill,
going
to
broker
these
like
basically
bringing
people
in
from
who
would
have
never
experienced
this
before.
B
B
One
of
the
things
I
would
love
to
explore
is
like
what
programs
would
you
mention
certification
just
because
you
graduate
throughout
maybe
you're?
Looking
for
your
ged,
I
think
that
we
could
also
model
what's
happening
with
our
adult
school,
which
just
had
their
graduation
last
friday.
It's
one
of
the
best
graduations
of
the
year.
If
you
haven't
been
there,
you
got
to
go
to
adult
school
graduation
next
june,
but
how
do
we
transition
and
share
and
partner
some
of
the
expertise?
B
That's
happening
in
our
adult
school
program
with
the
building,
that's
literally
right
next
door
and
some
of
their
classrooms
are
in
madison
park
classroom
because
it's
such
a
big
program.
What?
If
a
lot
of
our
uh
vocational
tech
educators,
one
of
my
neighbors,
his
dad
used
to
be
a
carpenter
teacher
over
there
vic
fanuel
and
he
made
a
career
transition
to
go
into
teaching
now
to
do
carpenter
again.
B
But
if
you're
looking
for
people
who
have
the
skills
to
teach
students,
these
very
valuable
vocational
tech
skills,
maybe
they're
working
during
the
day,
and
they
would
be
completely
open
to
doing
an
adult
school
type
certification
program
after
school,
which
may
be
tied
to
some
of
our
alternative
education
because
you're
talking
about
engaging
people
bringing
them
in
if
they
did
not
get
their
high
school
diploma.
But
there
is
an
incentive
for
them
to
learn
a
trade.
B
H
Just
as
a
follow-up
to
that,
because
it
ties
together,
you're
talking
about
adult
education
or
programs
available
for
the
families,
and
it
makes
me
think
of
the
work
going
on
the
garden
of
pilot
school
and
at
burke
about
wrap-around
services.
You
know
which
the
city
would
like
to
community
schools.
We
call
we're
calling
hub
schools
now,
please
give
me
your
thoughts
on
that
and,
and
is
it
a
value
and
does
it
help
reduce
inequities
and
how
you
know,
are
you
interested
in
expanding
it.
B
B
For
the
students
we
got
an
after-school
coordinator
whose
hours
is
now
she's
a
basis,
not
a
basis,
a
manager
employee
who
works
from
technically
from
10
to
six,
because
we
shifted
her
after
club,
but
she's,
always
there
early
gabriella,
chew
who's
really
good,
but
extending
the
use
of
the
building
into
six
o'clock,
and
it
goes
beyond
six
o'clock,
because
the
harborside
esl
program
is
also
there,
which
is
an
external
program.
We
have
their
offices
in
there,
but
I
think
that
the
umana
is
has
been
designated
as
a
hub
school
move
in
the
future.
B
We
just
got
the
hub
coordinator,
liliana,
artega,
she's,
really
great
living
in
east
boston
knows
how
to
bring
the
resources
in,
but
they
informally
started
this
structure
uh
very
early
on
with
the
with
the
with
the
harbor
uh
esl
program
for
the
teacher
for
the
for
the
parents.
The
benefit
is
you
got?
Students
and
parents
learning
basically
literacy
skills,
learning
english
in
the
case
of
the
harborside
school.
There's
tremendous
benefit
from
that.
This
is
a
program
that
staffs
themselves
we're
not
paying
for
it,
we're
just
opening
up
our
doors.
B
A
A
Understanding
the
big
picture
and
the
monitoring
and
management
of
daily
operations
within
a
school
district
are
essential
skills
for
an
effective
superintendent.
With
this
understanding,
how
do
you
design
a
cohesive
central
office
that
delivers
high
quality
support
and
service
to
schools
for
equitable
student
outcomes?.
B
It
could
be
as
simple
as
one
metrics
for
transportation,
one
metrics
for
summer
facilities,
projects
like
how
many
summer
facilities
projects
are
on
track
for
completion.
That
should
be
up
in
our
face
every
single
day,
so
you
and
I
all
of
you-
and
I
could
talk
about
it.
Our
school
leaders
could
talk
about
the
public
could
talk
about
to
say
we
are
moving
the
work
forward
and
that's
just
operation.
B
I
think
we
could
also
include
elements
of
special
ed
compliance,
ell
compliance
hiring
goals
in
this,
but
I
think
that
to
ensure
the
team
is
working,
I
think
that
it
just
needs.
Data
needs
to
be
part
of
the
conversation
and
everything
we
do
and
if
we
see
one
of
our
you
know
operational
teams
knocking
out
the
park.
If
transportation
is
100
of
the
students
dropped
off
15
minutes
before
school
every
single
day
for
100
days
in
a
row,
we
need
to
ask
that
team.
B
I
said
before
one
person
cannot
do
this
job
alone,
but
I
think
that
opening
the
conversation
and
understanding
how
we
could
all
help
each
other
do.
The
job
is
a
key
aspect
of
this,
and
it's
not
just
the
internal
like
very
complex
dashboards
that
we
have
each
department
it's.
What
is
the
one
thing
to
just
start
the
conversation
that
we
can
move
the
work
forward,
because
I
think
that's
about
accountability
being
able
to
talk
about
it.
It
shouldn't
be
something
that's
shared
once
a
year.
B
A
B
B
Bringing
what
we
do
in
the
classrooms
in
our
school
buildings
to
this
body
right
here
and
it's
not
in
the
name
of
just
like
showing
you
data
all
the
time
and
annoying
you
with
like
here's,
where
we're
going.
Let's
talk
about
it,
but
we
do
need
to
talk
about
it.
I
think
that
it'll
help
elevate
some
of
the
initiatives
projects,
reports
that
you
need
to
hear
about.
If
you
see
things
that
are
lagging.
B
B
H
So,
um
as
you
undoubtedly
know-
and
I
say
this
also
because
we
have
some
newer
members
of
this
body
as
well-
there
is
a
formal
evaluation
system
for
the
superintendent
that
is
set
up
by
desi
and
it
is
typically
a
different
evaluation
for
year,
one
of
a
superintendent
versus
future
years,
and
so
we'll
be
following
that
process,
and
it
is
setting
a
goal
that
has
quarterly
goals
as
well
and
agreeing
what
would
you
be
doing
in
year,
one
versus
future
years
and
evaluating
on
it?
Having
open
conversations
with
you
about
it.
H
I
would
also
say,
though,
that
this
body
has
adopted
goals
and
values,
and
this
body
has
adopted
trying
to
remain
as
focused
on
student
outcomes
as
much
as
possible
versus
adult
inputs.
So
I
think
we
would
be
very
focused
literally
on
on
what
you
talked
about.
So
your
90
day
plan
of
getting
fully
staff
of
the
essa
funding
of
building
relationships.
I
think
we'd
be
very
interested
in
how
you
build
out
your
team
and
does
the
team
reflect
the
diversity
of
the
district
and
that
you
have
all
the
different
voices
at
the
table?
H
You
know
on
on
the
issues
that
have
been
raised
in
the
audit
um
and
how
I
think
there'd
be
great
understanding
of
there's
a
difference
of
learning
the
role
and
starting
in
the
role
versus
year
two
year,
three,
but
the
evaluation.
So
the
evaluation,
the
first
year
would
be
different
and
the
goals
in
the
first
year
would
be
different
from
future
years.
H
A
Yes,
I
think
the
I
think
the
other
issue
would
be
your
communication
with
all
of
us.
um
You
know
the
committee
because
of
the
way
we
have
to
work,
we
don't
get
a
chance
to
come
together,
except
when
we're
at
school
committee
meetings,
but
it
is
important
that
you
keep
us
up
to
date
on
the
things
that
are
going
on
in
the
district
and
so
that
members
also
can
have
open
office
hours
with
you.
A
um
Superintendent
consultius
has
provided
a
time
weekly
that
people
can
pick
up
the
phone
call
etc,
so
that
we
can
keep
in
touch
with
one
another,
and
I
think
that
that
is
also
helpful
and
not
surprising,
each
other
or
being
up
to
speed
on
anything
that
might
come
up.
That
needs
to
take
us
in
another
direction
or
that
you
need
different
support
on.
B
Yeah,
I
appreciate
you
mentioning
uh
the
communication
um
even
to
the
extent
I
I
you
know
when
I
was
working
in
my
third
year
here
um
as
associated
soup.
I
was
involved
with
a
lot
of
the
school
committee
prep
and
just
seeing
the
amount
of
time
I
I
see
it
as
like
planning
a
professional
development
for
my
uh
school
leaders
like
it
takes
three
weeks
to
do
it
to
do
it
right.
F
B
So
getting
you
the
information
as
soon
as
possible,
so
you
get
digested.
Ask
questions,
push
back.
I
don't
know
if
that's
the
exact
protocol,
but
I'm
committed
to
that.
That's
part
of
communication,
but
um
to
my
earlier
question,
like
the
feedback
informally
or
formally
on
the
phone
is
one
thing
but
like
I
really
want
our
team
organization,
our
parents,
our
students,
to
understand
where
I
am
with,
like,
as
mr
o'neil
mentioned,
with
the
student
related
metrics
and
if
they're,
just
like
we
do
with
our
teachers
with
formative
assessments
right
like
what
happened
here.
B
You're
these
this
group
of
students
dipped
down.
What
did
you
do
different?
What
are
you
going
to
do
differently
to
like
that's
what
I
was
trying
to
get
at
as
far
as
how
are
you
going
to
publicly
hold
me
accountable?
As
I
work
towards
my
end
of
the
year
goals,
the
organization's
ended
your
goals,
um
so
we're
always
on
our
toes
uh
moving
forward.
I
don't
know
what
that
looks.
Like
um
you
mentioned
this
like
quarter
reports,
I
would
love
to
dig
into
it,
but
what
can
be
shared?
A
um
What
kind
of
information
we're
looking
from
from
the
district?
How
do
we
communicate
and
talk
with
each
other?
So
for
us,
it's
it'll
be
a
two-way
street
and
we
would
want
to
work
with
the
new
superintendent
to
say.
Okay,
you
need
this
from
us.
We
need
things
from
you.
How
can
we
create
a
structure
together
that
works
and
keeps
us
all
feeling
that
we
are
moving
forward
together,
particularly
for
the
students
and
on
their
outcomes.
B
As
far
as
I
could
tell-
and
I
went
back
as
far
as
I
could-
I
don't
know
if
any
active
parent
active
parents.
I
know
parents
have
been
part
of
our
school
district
and
that's
something
that
I
could
bring
and
hopefully
inspire
others
to
do
when
I'm
gone
in
20
years,
a
bilingual
educator.
I
know
other
folks
spoke
different
languages
so,
but
I
just
want
to
lift
that
up
as
something
as
a
very
important
part,
especially
with
rafaela
being
on
our
team
and
understanding
the
you
know,
barriers
that
our
students
are
going
through.
B
Like
I'm
a
spanish
language
learner,
but
I
try
my
best
to
communicate
all
that
I
can.
I
want
to
bring
that
to
our
spanish-speaking
community,
but
the
main
point
that
I
want
to
bring
to
this
is
aside
from
actually
being
on
the
ground
in
classrooms,
leading
elementary
teaching
in
elementary
leading
in
middle
school,
leading
in
high
school
working
in
the
classrooms
in
high
school,
alternative
settings,
teaching
and
managing
school
systems
and
working
with
one
of
the
largest
regions
in
the
state.
B
If
you
think
about
it,
the
77
000
is
is
larger
than
the
major,
almost
nearly
the
95.
That's
that's
my
math
of
districts
in
the
state.
um
I
do
have
a
lot
of
the
characteristics
that
the
community
has
called
for,
um
but
I
think
the
most
important
one
is
what
mayor
wu
has
been
saying
since
the
very
beginning,
she's.
B
Looking
for
somebody
who
knows
the
system
who
can
hit
the
ground
running,
bps
has
dramatically
changed
since
I've
been
here
and
I'm
well
aware
of
what
our
district
brings
every
day,
who
our
students
are,
who
our
parents
are,
who
are
teachers
and
who
are
principals?
Are
I've
been
in
and
out
of
the
central
office,
the
last
several
years?
I
know
how
this
team
works.
B
The
first
day
of
next
school
year
is
july.
1St
that's
friday.
One
week
from
now
I
have
my
entire
year:
open,
no
family
vacations,
I'm
ready
to
go
my
wife
and
I,
as
soon
as
this
started,
really
heating
up
over
the
last
week
or
so.
We've
come
to
the
understanding
that
this
is
going
to
be
hard
for
us
as
a
family,
but
she
is
more
than
prepared
to
take
this
on
and
I'm
more
than
prepared
to
take
boston,
public
schools
on
to
the
next
level.
On
july
1st,
thank
you.
A
A
Soup
search
s-u-p-t
dash
s-e-a-r-c-h
people
are
encouraged
to
email
feedback
to
superintendent
search
at
bostonpublicschools.org.
The
committee
will
take
a
final
vote
on
june
29th
at
5
pm.
If
there's
nothing
further
I'll
entertain
a
motion
to
adjourn
this
public
interview.
Is
there
a
pup?
Is
there
a
motion.