►
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
B
I'm
sorry,
I'm
gonna,
stop
you
one.
Second,
all
interpreters.
I
just
need
to
make
sure
that
you
are,
and
you
are
in
your
in
your
channel.
So
please
make
sure
that
you're
in
the
assigned
channel
um
and
then
we
can
continue.
We
just
want
to
make
sure
that
we
don't
have
two
people.
Speaking
on
the
english
channel
at
once,.
B
A
A
A
Today's
meeting
is
being
recorded
to
serve
as
a
resource
for
the
boston
school
committee
members
and
to
make
available
for
those
who
could
not
attend
today
to
preserve
the
integrity
of
this
process.
The
candidates,
the
candidate,
is
using
a
boston
public
school
issued
laptop
and
is
not
allowed
to
refer
to
their
phone.
During
the
panel
discussion
and
interview,
the
superintendent
search
committee
has
been
tasked
by
the
school
committee
to
conduct
conduct
a
thorough
search
beginning
in
march.
We
began
by
hosting
a
series
of
public
listening
sessions
and
community
stakeholder
meetings.
A
The
feedback
voice
by
students,
families,
educators
and
other
community
partners
was
incorporated
into
the
superintendent's
job
description
and
it
formed
the
search
committee
members
interview
questions.
We
began
with
34
candidates.
The
search
committee
narrowed
the
poll
to
eight
candidates
throughout
may
and
june,
and
conducted
several
rounds
of
interviews
with
the
candidates
on
friday
june
16th.
The
search
committee
conducted
its
final
deliberations
and
voted
to
select
a
group
of
finalists
finalists
for
the
school
committee's
consideration,
since
two
candidates
have
withdrawn
from
the
process
prior
to
the
start
of
the
public
interviews.
A
A
Before
we
get
to
the
agenda,
though,
I'd
like
to
briefly
introduce
members
of
our
panel
of
educators
and
school
leaders,
and
they
will
interview
dr
tommy
welch
participating
this
afternoon.
We
have
nima
avishvia
cofunda
banks,
dr
michelle
eisen
smith,
jason
gallagher,
raul,
garcia
francispina
and
dr
dania
vasquez.
A
Each
panelist
has
prepared
a
question
and
I
will
mix
the
panelists
questions
with
questions
from
the
public.
We
have
drawn
from
the
suggested
questions
that
many
of
you
suggested
at
the
public
listening
sessions
and
through
the
super
internet
survey
launched
in
march.
We
also
invite
you
to
please
submit
your
questions.
Live
using
the
q,
a
functioning
zoom
at
the
bottom
of
your
screen,
we'll
ask
a
limited
number
of
life
questions
as
time
allows
us
during
the
90
minute
session
together.
A
C
D
Thank
you
rose
great
to
meet
you.
I
can't
wait
to
go
visit
that
brand
new
building
when
it
opens
next
year
me
too
um
yeah.
So
thank
you
for
the
question.
uh
I
I
love
this
question
because
it
talks
to
me.
It
speaks
to
me
about
um
succession
planning,
sustainability,
uh
human
capital,
pipeline
uh
uh
theory.
D
uh
This
is
stuff
that
I
studied
in
my
uh
doctoral
dissertation
at
boston
college,
but
um
really
thinking
about
number
one,
uh
we'll
look
at
the
uh
uh
attracting
and
um
sustaining
the
the
talented
teachers
that
could
be
coming
into
bps.
um
We
live
in
the
epicenter
of
higher
education.
I
think
there's
something
like
45
college
and
universities
within
a
five
mile
radius
or
something
like
that.
D
I
think
that
we
can
tap
into
more
of
these
resources
and
these
institutions
that
we
have
around
the
city.
You
see
very
successful
models
of
this
happening
at
the
school
site.
Two
of
my
schools
that
come
to
mind
the
otis
and
the
umana
they
kind
of
have
their
own,
like
bench,
building
teacher
development
program
where
they
take
paraprofessionals
turn
them
into
uh
cluster
subs
and
eventually
teachers
as
they
get
their
their
licensure.
D
We
recruit
you
that
way.
We
lock
you
in
you
end
up
loving
it,
because
once
people
are
here,
they
love
it
like
you've,
been
here
for
20
something
years,
but
thinking
of
how
we
can
attract
people
and
get
them
in
the
door.
I
think
that
in
the
future
we're
going
to
have
continued
issues
with
staffing,
our
classrooms-
it's
not
just
this
year,
but
thinking
about
a
long-term
strategy
how
to
bring
that
in.
In
my
experience
as
a
principal,
I
did
this
myself,
I
left
the
high
school
I
opened
up
the
middle
school.
D
I
told
every
single
high
school
student
that
I
worked
with.
If
you
get
into
college,
I
will
find
a
paraprofessional
job
for
you
and
I'm
happy
to
say.
10
years
later,
there's
probably
almost
10
of
those
pair
of
professionals
that
started
with
us
at
first
one
of
them
is
a
counselor.
Several
of
them
are
teachers.
D
I
see
the
note
uh
anna
thank
you,
um
but
the
homegrown
model
works,
but
I
think
that
we
can
also
replicate
um
and
create
a
system-wide
approach
to
building
our
bench
as
far
as
retaining
quality
long-term
teachers.
Like
yourself,
many
educators,
like
my
uncle
almost
40
years
as
a
third
fourth
and
fifth
grade
teacher,
he
wanted
to
be
a
teacher.
That's
what
he
wanted
to
do
right.
I
think
that
working
with
our
principals
and
folks,
like
regional
superintendents,
to
really
identify
teachers
and
sit
down
with
them.
I
do
this
on
a
weekly
basis.
D
I
talk
to
teachers
and
I
say:
hey
rosa
esparza,
you're,
an
awesome
teacher.
Where
do
you
see
yourself
in
three
years,
and
how
can
I
get
you
there?
Teachers,
like
rosa,
are
now
stepping
out
of
the
classroom
to
fill
a
void
that
we
have
of
the
transformation
coach,
and
you
know
she
never
thought
of
herself
as
feeling
a
position
like
that,
but
that
is
an
example
of
actively
pushing
our
talented
teachers
to
actu
to
amplify
their
talent
and
help
other
other
other
folks.
D
I
think
that
you
know
promotions
or
coaching
roles
aren't
necessarily
the
the
main
character
for
everybody.
I
think
some
people
uh
would
appreciate
and
they
value
stipend
in
professional
development
opportunities.
We
are
always
growing,
I'm
sure
you're.
You
engage
with
extra
learning
opportunities
as
a
principal
um
10
years
ago,
or
so
I
provided
planning
stipends
all
the
time.
D
uh
Teams
of
folks
went
to
go,
learn
how
to
do
house
visits,
and
these
are
things
that
my
teachers
valued
so
really
understanding
what
it
takes
to
get
people
to
stay
with
you
either
as
a
teacher
or
a
teacher
leader
or
mentor
or
potential
assistant,
principal
or
principal
some
down
somewhere
down.
The
line,
I
think,
is
a
very
important
confirmation,
a
a
very
important
strategy
um
in
retaining
our
folks.
um
I
think
I
answered
your
question:
is
there
anything
else?
You
need
for
me
right
there.
Okay!
No!
Thank
you!
That's
great!
Thank
you
very
much.
D
E
Hi,
dr
welt,
so
good
to
see
you
hey
jody,
I'm
dr
michelle
eisen
smith.
I
serve
as
the
school
leader
at
the
horace
mann
school
for
the
deaf
and
my
question
is
about
providing
services
for
the
traditionally
marginalized
students,
students
with
disabilities,
student,
multilingual
learners,
linguistic
minorities,
including
the
deaf
and
hard
of
hearing
students.
That's
an
ident,
an
area
of
growth.
That's
been
recognized
within
bps
central
office
as
superintendent.
D
Thank
you
for
the
question,
dr
michelle,
and
um
thank
you
for
helping
me
with
interpretation
jody
it's
great,
to
see
both
of
you
again
um
yeah.
So
this
is
a
huge
priority
of
the
next
superintendent
uh
understanding
that
our
district
is
leading
with
equity,
uh
the
traditionally
marginalized
student
subgroups
that
you
had
just
listed
right
there.
D
uh
This
is
what
we
need
to
be
focusing
on
this
work,
improving
uh
the
supports
for
all
of
the
students
in
special
education
uh
in
multilingual
language,
learners,
students
that
you
listed
as
having
unique
uh
talents,
but
also
unique
needs
um
as
the
school
superintendent
or
sorry
as
the
superintendent.
If
I,
if
I
become
the
superintendent,
I
know
that
these
departments
need
a
lot
of
extra
love
and
a
lot
of
extra
department.
D
uh
Sorry,
investment
understanding,
uh
the
support
that
we
can
provide
from
central
office
to
get
into
the
schools
and
see
what
is
working,
see
what
is
working
well
and
see
what
can
be
replicated
will
be
one
of
my
goals
as
I
come
into
the
position
on
july,
1st
um
there's
also
a
question
of
of
how
we're
going
to
approach
things
like
inclusion.
I
think
you
said
in
this
question:
there's
not
just
one
way
to
do.
Inclusion
are
multi-language
learners,
dual
language
learners,
all
languages
are
different.
D
D
I
think
it
requires
not
only
the
expertise
of
a
principal
in
school,
but
sharing
that
expertise
with
colleagues
and
letting
people
understand
what
these
best
practices
are
and
how
they
apply
to
their
own
context.
As
far
as
central
office,
I
think
it's
our
job
to
100
support
the
schools.
Central
offices
positions
are
designed
to
support
schools.
D
Our
job
is
in
in
place
because
we're
there
to
support
schools,
and
so
as
we
get
move
as
we
move
forward
towards
a
more
coherent
understanding
of
how
these
key
departments
in
our
system,
such
as
our
multilingual
learner
office,
our
special
education
office,
our
equity
office,
as
well
as
our
transformation
schools
office,
all
work
together
to
support
our
schools
and
students.
The
best
way
we
can,
that
would
be
one
of
the
first
goals
that
I'll
do
as
I
enter
the
school
superintendent
position
on
july.
First.
F
Hi
tommy
nice
to
see
you
everybody
um
just
to
introduce
myself
on
dania
vasquez,
the
current
head
of
school,
the
founding
head
of
school
of
the
margarita
muniz
academy,
the
only
dual
language
high
school
in
the
region,
proudly
a
bps
member,
so
tommy.
My
focus
is
around
autonomous
schools
and
the
movement.
Around
autonomous
schools
began
back
in
the
90s
as
a
laboratory
for
innovation
and
systems
change,
as
well
as
a
strategy
for
school
improvement
as
superintendent,
and
I
think
you
are
well-versed
around
autonomous
schools
in
your
own
practice
and
experiences.
D
Great
to
see
you
dania,
thank
you
for
the
question
um
yeah.
I
got
my
first
taste
of
the
autonomous
school
model
when
I
was
in
los
angeles,
I
think
we
took
the
boston,
playbook
and
you
know,
went
from
three
to
nine
to
eventually
53
uh
pilot
schools.
It
was
actually
the
work
that
the
lausd
team
did
at
the
harvard
pelt
program
in
2013.
D
The
problem
with
practice
was
we
have
a
thousand
schools,
and
53
of
them
are
pilot
schools.
How
the
heck
are
we
going
to
support
them
so
that
work
led
to
um
basically
writing
the
constitution
for
how
we
would
do
business
with
the
district,
just
probably
very
similar
to
the
work
that
you've
done
in
your
past?
But
back
to
your
question,
I
believe
that
innovation
happens
at
the
school
site
if
we're
going
to
be
moving
our
school
system
forward
moving
our
schools
forward
moving
our
classrooms
forward.
D
Their
programming,
the
initiatives
that
they
have
a
lot
of
these
innovative
practices
come
from
partnerships
that
we
bring
onto
our
campuses
through
our
work
in
the
community
um
as
a
pilot
school
principal
twice
over
once
in
a
middle
school,
I
opened
my
brand
new
once
in
a
high
school
open
brand
new,
just
like
you
so
we're
we
should.
We
should
talk
about
this
at
some
time
in
more
detail
these
autonomies.
D
They
were
great
for
me,
and
I
tell
you
what,
in
los
angeles,
we
had
five
main
autonomies,
the
one
that
I
was
after
was
schedule
and
and
staffing,
and
it
wasn't
to
you
know,
do
anything
nefarious
or
anything
like
that
it
was.
I
wanted
to
make
sure
I
was
able
to
hire
the
people
from
my
neighborhood
in
south
central
los
angeles,
where
95
percent
of
my
students
were
from
homes.
D
That
did
not
speak
english
in
that,
in
a
pilot
school
approach,
I
was
able
to
you,
know,
work
around
the
edges,
bring
partnerships
in
and
eventually
share
best
practices
and
one
of
them
that
I
would
share
that
actually
expanded.
It
went
from
my
limit,
I'm
sorry,
my
middle
school
to
my
high
school,
but
also
other
schools
replicated
as
well,
was
completely
breaking
down
our
sub-separate
model
that
was
given
to
assigned
to
us
and
making
it
full
inclusion
code
hot
within
one
year.
D
We
did
one
year
of
understanding
what
co-teaching
was
training
our
teachers,
our
special
education
teachers,
actually
did
the
research
with
me
and
our
special
education
administrator
and
taught
the
rest
of
our
staff
how
to
do
co-teaching
with
five
specific
models.
That
practice
is
now
replicated
across
other
schools
in
the
region
that
I
was
in
los
angeles,
but
that's
what
I'm
talking
about
understanding
there's
a
goal.
This
was
back
in
2011.
D
We
want
to
have
more
inclusive
opportunities
for
our
sub
separate
students.
We
were
able
to
crack
the
code
and
it
had
a
lot
to
do
with
the
talented
teachers
that
we
brought
on
board,
also
parents
understanding
what
was
happening
when
we
were
shifting
their
classes,
um
but
it's
not
just
the
autonomous
school
network.
D
um
I've
been
in
boston,
public
schools
for
seven
years
now,
and
I
have
15
schools
in
region
1..
Only
one
of
them
would
be
considered
an
autonomous
school
and
that
school
is
fantastic.
We
use
it
as
our
lab.
uh
The
principal
tracy
is
our
kind
of
lead
teacher.
She
and
I
facilitate
monthly
professional
development
together
and
we
participate
in
teacher
pd
with
small
teams
from
each
school
every
other
week.
D
D
We
ask
the
teacher:
how
did
you
do
it
and
just
because
they're,
a
traditional
school
doesn't
mean
that
they're
immune
to
autonomy
or
immune
to
start
immune
to
innovation,
and
I
go
back
to
saying
the
most
creative
practices
that
I've
seen
in
my
career
as
a
school
leader
and
a
regional
superintendent
come
directly
from
teachers
who
problem
solve,
get
it
right
and
get
results.
um
Data
is
a
big
part
of
my
approach
to
innovation
schools.
D
D
um
The
one
thing
I
also
found
out
about
autonomous
schools
and
my
and
I
know
I'm
going
over
in
this
question-
teachers
and
principals
they're
really
hard
of
themselves
right.
If
you
present
them
the
data
that
we
see
they're
hard
on
themselves,
they
want
to
get
better.
They
want
to
get
better
just
like
any
other
school.
But
I
think
that
the
special
thing
is
you
get
a
little
extra
wiggle
room
to
have
the
at
the
school
school-wide,
but
it
doesn't
block
box
out
the
creativity
in
everyone
else's
classroom.
A
D
D
um
I
would
welcome
those
folks
back
with
open
arms.
We
know
that
in
education,
we're
having
you
as
a
principal,
I'm
sure
you're
having
a
tougher
time
than
usual
hiring
teachers
this
year
right,
it's
happening
with
finding
paraprofessionals.
It's
happening
me,
I'm
going
through
a
principle
search
right
now,
there's
just
less
people
out
there,
but
we
need
to
find
a
way
to
in
our
boston
context.
D
D
D
There
are
key
players
that
have
been
in
our
central
office
uh
that
have
been
working
with
me
for
the
last
seven
years
and
I
think
that
these
people
are
part
of
the
success
story.
That's
happening
in
areas
like
region,
one,
that's
my
primary
experience
in
region,
one
east,
boston,
charleston
north
end,
but
in
departments
like
planning
analysis,
keith
helmholtz
is
a
rock
star.
An
absolute
rock
star
could
go
to
him
for
anything
karen
book.
D
These
are
people
that
have
been
just
a
phone
call
away
from
me:
tressa
gennady,
christy,
mcqueen
and
she's
in
budget
christie's
in
ohc.
These
are
all
stars
that
help
the
central
office
work
and
it
doesn't
necessarily
mean
that
we
need
the
all-star
department
head
to
do
the
work.
My
principles
rely
on
the
people
that
they
have
arms
lengths,
wave
contact
with,
and
you
know,
even
in
the
terms
of
my
transformation
schools,
oda,
marissa
mertinger.
She
works
with
two
of
my
schools,
but
my
people
could
call
her
and
get
any
data
support
for
any
question.
D
They
have
they're,
not
transformation
schools,
the
two
of
the
other
two
are,
but
the
other
13
schools
can't
get
in
um
and
the
other
one.
I
would
just
like
to
call
out.
Kwame
adams
he's
a
great
thought
partner
with
me,
but
these
are
the
talented
people
that
are
inside
our
system
already
that
not
only
we
can't
lose
like
we
need
to
see
what
other
talents
they
could
bring
and
help
us
out.
System-Wide.
G
Good
afternoon
dr
welsh,
my
name
is
kefunda
banks
and
I'm
an
applied
behavioral
analysis
specialist
at
the
curly
k
through
eight
school
in
jamaica,
plain
and
my
question
to
you
is
in
the
city
of
boston.
There
is
a
high
percentage
of
parents
and
students
who
are
people
of
color
who
often
feel
their
needs
are
marginalized.
D
um
I
didn't
know
boston
right.
I
knew
maybe
two
or
three
people
and
what
I
did
when
I
was
assigned
um
the
east
boston
charlestown
the
north
end
area.
I
lived,
I
lived
in
east
boston,
I
moved
to
east
boston,
and
so
it
was
easier
at
11
schools.
I
just
basically
walked
around
the
neighborhood
the
first
couple
months
I
went
into
businesses,
I
went
into
churches,
I
went
into
community
organizations
introduced
myself
and
not
knowing
really
the
landscape
of
how
we
do
business
in
boston.
D
I
was
able
to
hold
coffee
hours
at
restaurants
that
typically
are
only
open
for
lunch
and
dinner.
So
I
I
met
the
owner,
takaria
jalisco,
and
we
had
a
morning
coffee
hour
that
we
invited
everybody
from
the
schools
and
I
was
like
the
new
guy.
I
was
like
what
are
you
doing,
but
we
had
it.
We
had
them
open
an
hour
earlier
about
80
families,
80
80
members
came-
and
I
said
just
talk
to
me:
what's
working,
what's
not
working,
uh
we
were
at
the
east
boston
social
center.
D
We
had
like
we
did
the
auditorium
one
afternoon
right
um
and
hearing
these
things.
An
example
is
is,
is
the
big
thing
that
came
out
of
these
first
conversations?
Was
we
got
to
fix
the
great
configurations
in
east
boston
because
at
that
time,
11
schools?
There
was
like
six
different,
great
configurations
that
work
led
to
the
transformation
of
our
predominantly
k-6
712
network
in
that
little
neighborhood,
and
so
the
voices
were
heard.
This
is
what
was
being
was
pushing
people
out
of
the
community.
D
It
wasn't
just
our
english
speaking
voices,
primarily
our
spanish-speaking
forces,
but
people
would
run
to
charter
schools
and
catholic
schools
because
they
wanted
the
guarantee
and
the
predictability
of
where
their
kids
were
going
to
go.
Now
I
mentioned
that
article,
one
of
the
voices
that
I
first
met.
D
Her
name
is
elsa
flores
she's,
like
the
madrina
of
east
boston,
she's,
quoted
in
the
article,
and
she
reminded
me
like
I'm
just
I'm
easy
access
with
her,
no
matter
what,
because
she
is
one
of
those
power
brokers
in
this
zip
code,
and
I
was
so
happy
that
she
was
elevated
there,
because
she
deserves
the
credit
for
the
work
that
she's
doing.
But
she
helped
me
she
was
my
mentor.
D
D
It
is
the
largest
one
of
the
largest
regions
in
boston,
public
schools
and
I'm
familiar
with
the
rest
of
the
city,
but
I
also
know
that
those
power
brokers
like
elsa
flores
in
east
boston,
exist
in
other
communities,
and
I've
been
here
for
seven
years
and
I
people
I've
worked
with
in
this
office
like
robbie
consalvo
he's
now
the
state
rep
in
hyde
park
area.
Like
I
know
I
could
lean
on
him
to
get
me
to
the
people.
I
I
need
to
talk
to
um
through
this
process.
D
I've
never
turned
down
and
offered
a
talk
to
go
for
coffee
to
have
dinner
with
anybody
and
people
who
are
fierce
advocates
for
our
systems.
I
know
that
some
of
these
advocates
that
are
coming
to
school
committee
on
every
other
week
basis,
who
are
very,
very
good
points
and
they're
fighting
the
good
fight
for
kids.
I
know
I
could
sit
with
them
and
say:
take
me
where
you
need
where
I
need
to
go.
D
Let's
do
it,
let's,
listen
and
then
also
just
like
what
I
did
in
my
experience
in
east
boston,
just
building
the
coalitions
once
I
get
there,
and
is
it
going
to
be
a
smooth
ride
for
the
first
couple
months?
No,
because
I
know
I
got
a
lot
of
work
to
do
in
the
other
parts
of
the
city,
I
actually
told
my
team.
I
was
like
hey
if
I
get
this
gig
you're,
probably
not
going
to
see
me
for
about
four
or
five
months,
but
um
that's
what
I'm
committed
to.
D
A
H
uh
Good
afternoon
tommy,
uh
my
name
is
jason
gallagher.
I
am
currently
the
school
leader
at
the
harvard
kent
k-6
school
in
charlestown
and
the
incoming
school
leader
at
boston,
latin
school
boston.
Public
schools
has
struggled
to
retain
school
leaders,
especially
leaders
of
color,
due
in
part
to
the
overwhelming
demands
the
position
requires
in
your
experience
as
a
leader.
D
Thanks
for
the
question,
mr
gallagher,
it's
great
to
see
you.
I
feel
like
it's
just
been
a
couple
days
since
I've
been
with
you
in
that
office,
but
um
really
appreciate
the
question.
um
I
believe
that
the
central
office
um
works
for
the
schools
and
I
think
I
said
it
before
an
earlier
question.
Our
jobs
are
designed
in
their
own.
D
I
only
work
to
support
the
schools
and
in
turn
the
school
leaders,
so
many
of
our
school
leaders
are
overwhelmed
with
the
day-to-day
week-to-week,
sometimes
hour-to-hour,
tasks
that
are
given
to
them,
um
and
I
think
that
especially
this
time
of
year-
and
you
know
you
looking
left
and
right
jason-
um
a
lot
of
your
colleagues
are
leaving,
and
I
know
they
don't
want
to
leave
public
education,
but
they're
going
for
other
types
of
jobs
that
may
not
be
as
demanding
or
perceived
to
be
as
demanding
based
on
the
ask.
The
number
asks
we
give
them.
D
D
D
Students
with
high
needs
english
learners,
it's
kind
of
implied
if
you're
in
that
work,
and
so
I
remember
jason
when
we
were
going
through
those
proposals
like
I
actually
made
a
whole
bunch
of
copy
edits
for
you
to
just
click
on
to
make
your
job
easier,
because
it
wouldn't
make
sense
for
you
just
go
back
and
do
something
that
you
already
did.
But
there
are
many
instances
when
the
central
office
asks
of
school
leaders,
things
that
we
have
already
access
to.
D
We
could
use
our
sis
as
our
student
information
system
to
actually
generate
reports
that
yeah
we'll
take
a
couple
minutes
from
the
central
office
level,
but
that
two-minute
ask
of
a
principal
to
run
an
extra
report
that
we
already
have
access
to
and
to
submit
it.
That
two
minutes
is
enough
to
set
a
principle
over
the
edge
when
they
are
covering
late
buses.
When
they're
dealing
with
the
teacher
who's,
uh
you
know
stressed
out
about
covet
or
something
like
that.
Right.
Two
minutes
is
all
that
it
takes
to
just
ruin
some
of
these
days.
A
This
is
carlene.
Thank
you.
Next
up
we're
going
to
take
another
question
from
the
public
submitted
anonymously
through
our
superintendent
search
survey.
The
question
is:
what
are
your
ideas
to
modernize
the
curriculum
to
be
aligned
with
younger
generations?
Dr
welch,
instead
of
using
the
same
tools
that
have
been
used
for
30
plus
years,
for
example,
updated
reading
materials
or
new
technology
in
the
classroom.
D
in
terms
of
looking
at
the
curriculum
and
updating
curricula.
Our
academics
team
has
been
pushing
a
refresh
since
I've
been
here.
uh
I
know
that
there
has
been
a
significant
push
and
new
math
curricula
introduced
uh
science
uh
steam
stem
uh
that
has
been
introduced.
There's
a
couple
programs
rolling
out
right
now,
uh
including
open,
cyan,
the
uh
ela
curricula.
You
see
our
school
district.
We
we
kind
of
uh
embraced
several
different
versions
of
ela,
but
in
in
the
high
secondary
level
as
well
as
elementary.
There
has
been
updated.
D
Curriculum
coming
in
so
I'd
be
surprised
to
see
materials
from
1990s
in
the
classrooms
right
now.
One
thing
that
uh
our
region
of
schools,
these
15
schools
is
really
tackling
this
year
is-
is
the
as
we
prepare
for
equitable
literacy
uh
in
the
rollout
of
year
two
next
year,
um
a
key
component
of
ecuador
literacy
is
bringing
books
and
libraries
to
the
students
that
reflect
their
lived.
Experiences
that
are
complex
are
grade
level,
and
so
what
you
see
happening
now.
D
I
have
a
couple
of
schools
that
invest
ten
thousand
dollars
a
year
in
classroom
libraries,
and
you
see
just
books
all
over
the
place.
um
I
think
that
strategy
is
spreading
to
others,
because
now
we
have
these
uh
additional
funds
and
they're
also
coming
from
central.
So
you
see
central
funds
as
well
as
school-based
funds
that
are
really
beefing
up
the
libraries
this
year,
um
but
you
know
I
would
be
interested
to
see
if
what
schools
are
still
embracing,
these
uh
curriculum
and
books
from
30
years
ago.
D
D
um
If
there's
something
that
I
would
consider
a
best
practice
that
would
benefit
all
learners
or
specific
subgroups
or
learners.
I
would
love
to
create
a
platform
for
people
to
share
that
aside
from
a
telescope
or
some
of
the
other
networks
that
we
have,
there's
got
to
be
a
way
we
can
share
these
best
practices
that
are
happening
every
day
on
a
wider
scale
basis.
I
Hi
there,
my
name
is
nima
vaccia,
I'm
a
19th
year
educator
at
the
bcla,
mccormick
middle
school
or
lower
school.
Over
the
last
two
years,
two
and
a
half
years,
our
school
communities
in
boston
have
experienced
an
unprecedented
level
of
challenge.
Many
of
our
young
people
are
struggling
academically
and
emotionally
without
sufficient
support.
I
Many
educators
are
on
the
verge
of
leaving
the
profession
and
the
twin
pandemics
of
covet.
19
and
systemic
racial
injustice
continue
to
induce
strain
for
many
of
our
families
as
superintendent.
What
steps
would
you
take
to
create
a
stronger
culture
of
care
and
support
for
educators,
students
and
families
in
our
school
district.
D
I
really
worry,
and
I
expressed
this
in
my
last
session.
I
really
worry
about
our
students,
who
are
currently
k2
first
graders
and
second
graders.
These
are
students
that
were
not
in
classrooms,
learning
like
the
social
interactions
and
really
the
basics
of
reading
in
person
they
were
trying
to
do
online.
I
had
a
three-year-old
and
a
five-year-old
trying
to
do
it
myself
and
it
was
it
was
almost.
D
D
If
we
don't
put
the
resources
where
we
need
to
catch,
especially
using
this.
In
this
case,
these
students
we're
going
to
have
this
dip
in
you
know
people
students
who
miss
the
foundational
literacy
skills
that
are
going
to
cycle
through
until
those
graduations.
So
I'm
really
worried
about
that,
but
that
with
that
being
said,
it's
not
just
the
little
guys.
You
see
it
with
our
students
who
are
now
9th
graders,
but
they
missed
the
last
two
years.
So
they
there's
a
lot
missed
across
the
board.
D
Two
years
is
not
going
to
be
enough
to
get
this
right,
and
I
mentioned
that's
the
two
years:
the
line
to
the
esser
funding
and
I've.
I've
worked
with
my
team
to
really
think
about
how
we're
building
capacity
to
support
our
students
moving
beyond
the
the
esser
investment.
But
this
is
a
place
where
I
feel
100
comfortable,
adding
additional
supports
partnerships
which
may
be
seen
as
short-term
investments
which
are
in
reality,
longer-term
investments.
D
How
do
we
make
our
school
as
welcoming
and
safe
and
warm
as
possible
for
our
folks,
so
they
don't
have
the
they
can
leave
the
anxiety
aside
and
focus
on
what's
happening
in
the
classroom.
Teachers
could
focus
on
teaching.
Students
can
focus
on
learning.
um
I
think
we
do
have
a
long
road
ahead
of
us,
but
at
least
in
the
two
years
we
do
have
a
little
bit
of
extra
support
to
make
it
happen,
and
I
believe
that
the
folks
who
know
it
best
what
to
do
best
with
it,
are
in
the
schools.
A
This
is
carlene.
Thank
you.
Next
up
we're
going
to
ask
a
question
from
the
public
submitted
it
anonymously
through
our
superintendent
search
survey,
and
the
question
is
based
on
your
understanding
of
bps.
What
do
you
think
the
root
causes
of
underperforming
high
schools
are
and
how
might
we
bring
those
schools
up
to
their
full
potential.
D
Okay,
so
thank
you
for
the
question.
um
I
believe
high
schools
in
bps,
no
matter
what
type
of
school
it
is
exam,
school,
vocational
tech,
school,
large,
comprehensive,
uh
small
pilot.
Whatever
school
is,
I
think
that
we
should
be
providing
the
best
educational
experience
for
our
students
as
possible,
um
and
when
you
talk
about
the
root
causes
of
underperforming
high
schools,
uh
it
it.
D
A
lot
of
the
students
that
we
have
in
our
schools
that
are
high
schools
considered
lower
performing
have
high
rates
of
chronic
absenteeism.
There
is
a
correlation
there
right.
um
Some
of
our
students
are
coming
from
across
town.
We
are
city-wide
enrollment
for
high
schools.
um
You
talked
to
some
of
the
students
um
like
I
was
just
at
charlestown's
graduation,
one
of
the
speakers,
uh
great
kid.
Jayden.
D
We
need
to
rethink
what
that
structure
would
look
like
for
the
students
in
the
school.
The
other
thing
that
I
was
thinking
of
is
how
we
do
some
of
the
assignments
of
our
programs.
There
is
a
very
high
concentration
of
special
education,
english
learner
programs
in
uh
several
of
our
large
comprehensive
high
schools.
This
also
relates
to
um
the
the
the
point
that
I
brought
up
just
a
little
bit
earlier.
Kids
are
coming
from
across
town
assigned
to
these
schools
because
their
programs
are
there.
D
What
would
it
look
like
to
redistribute
those
programs
to
where
the
kids
are
or
thinking
about
in
years
coming
up?
So
if
we
know
students
in
fourth
grade
there's
a
concentration
of
this
special
education
program
or
something
like
that,
we
could
predict
where
they're
going
to
go
in
the
future
as
they
get
to
high
schools
and
place
them
closer
to
where
they
are.
D
Some
schools
there's
not
as
big
of
a
focus
on
that
right
now
we're
going
to
be
benefiting
from
this
huge
investment
of
high
school
counselors.
I
would
love
to
see
what
this
investment
of
high
school
counselors
can
do
for
our
system
in
a
coherent
approach
to
the
work
of
addressing
mass
core
graduation
requirements.
For
example.
This
is
a
policy
that's
going
to
be
in
place
for
our
current
upcoming,
9th
graders.
J
The
plan
also
includes
grade
reconfigurations
to
create
pre-k
sic
pre-k
through
6
and
7-12
pathways
for
students
with
one-time
transitions
grade
reconfigurations.
For
example,
adding
7th
and
8th
grade
to
a
9-12
high
school
require
an
expansion
of
understanding
of
what
is
developmentally
appropriate
for
those
grades.
J
D
The
question
francis
um
good
seeing
you,
so
how
would
I
lead
the
bps
to
support
schools
and
in
implementing
age
appropriate
pedagogy?
I
think
I
would
lead
number
one
from
experience.
My
own
personal
experience
leading
schools
in
this
model,
in
particular
the
six
through
twelve
model
and
understanding
what
those
transitions
and
the
developmental
appropriateness
of
how
we
approach
grades.
Students
in
each
of
those
grade
levels
is.
D
We
could
also
take
a
look
at
some
of
the
issues
that
are
bubbling
up
from
our
k-5
to
k-6
expansions
that
have
been
happening
for
the
last
three
years.
um
It's
it's
all
the
k5s
in
region,
one
are
no
longer
k5s,
they're
k-6s
and
we've
learned
some
lessons
uh
from
those
expansions,
so
both
from
lived
experience
as
well
as
looking
at
you
know
the
the
bumps
in
the
road
as
we
um
uh
rolled
out
these
models
in
bps
in
our
backyard.
There
are
examples
of
it
happening,
yet
we
are
going
to
be
continuing
doing
more.
D
D
I
was
a
middle
school
principal
for
a
while
and
sixth
graders
just
programmed
differently
than
than
uh
elementary
school
folks,
and
so
not
knowing
how
to
deal
with
some
of
the
not
only
the
changes
that
are
happening
within
uh
the
students,
own
bodies,
but
coming
back
from
a
multiple
18
months
or
so
off
and
being
in
the
classroom
and
now
all
of
a
sudden
being
a
really
big
elementary
school
student.
We
quickly
identified
a
couple
of
key
things,
such
as
the
need
for
health
education.
D
D
I
think
that
right
now,
there's
only
seven
health
teachers
across
the
entire
district,
but
I
think
we're
adding
two
more
in
region
one
to
share
between
sites,
because
they
know
that
these
people
are
the
experts
to
talk
to
students
about
how
they're
transitioning
from
becoming
a
kid
to
an
adolescent
or
to
a
young
adult
in
regard
to
the
high
school
transition.
I
know
you
live
through
a
7-8
transition
as
a
eighth
grade,
math
teacher-
and
you
know
I
appreciate
all
that
you've
done
at
charleston
high
school
in
the
summer.
D
I
really
tried
to
bring
professional
development
offers
not
just
at
charlestown
but
to
east
boston
high
school,
because
both
of
you
are
introducing
seventh
and
seventh
grade
at
east
boston,
but
seventh
and
eighth
grade
at
your
school.
I
think
that
thoughtful
training
and
planning
for
not
only
the
teachers
because
there's
two
ways
you
could
do
it.
You
could
hire
high
school
teachers
and
bring
them
down
in
seventh
and
eighth
grade
or
you
could
hire
elementary
middle
school
teachers
and
put
them
in
line.
D
I
said
it
before
the
students
are
just
different
and
also
the
adults.
I
love
my
middle
school
teachers.
They
are
like
programmed
to
be
middle
school
teachers
and
um
and
they
were
able
to
handle
it,
but
what
I
do
think
is
developmentally
appropriate
speak.
Looking
at
that
wednesday.
I
think
you
mentioned
that.
What
does
it
take
to
bring
a
seventh
grader
who
just
spent
eight
years
of
their
life
in
a
small
elementary
school?
Maybe
they
departmentalized
two
times
a
day.
They
had
two
different
teachers.
D
What
does
it
look
like
to
have
a
gradual
transition
to
a
high
school
schedule?
Right?
Is
it
kind
of
in
between
that
elementary
and
that
high
school
schedule
for
that
seventh
and
eighth
grade?
uh
This
is
something
that
I
did
as
a
leader
in
in
middle
school,
in
south,
los
angeles,
we
basically
treated
with
our
system,
was
k5
middle
school
6,
8,
high
school
912
across
the
board.
D
We
treated
sixth
grade
completely
separate,
separate
side
of
the
building,
separate
everything
they
had:
two
teachers.
It
was
a
seventh
period
day,
three
periods
for
ela
and
writing
three
periods
for
math
and
science
and
one
elective
that
rotated.
It
was
basically
like
the
warm-up
for
middle
school
in
seventh
grade.
They
had
that
three-period
ela
block
with
four
separate
periods
and
then
eighth
grade.
We
had
a
seventh
period
day
because
of
high
school
and
seventh
period.
A
A
The
first
question
is,
as
the
world
gets
more
and
more
connected
being
bilingual
or
multilingual
is
no
longer
luxury,
but
an
important
criteria
which
helps
students
to
be
more
culturally
competent
and
compete
better
in
the
business
world.
Only
a
handful
of
vpn
schools
teach
another
language
in
elementary
years
when
kids
acquire
language.
D
That
is
a
great
great
question.
I
I
believe
that
going
to
school
with
two
languages
in
your
back
pocket
is
uh
such
an
advantage
or
finishing
a
school
finishing
high
school
being
proficient
to
two
languages.
Is
you
have
upper
hand
in
everything?
I
was
so
happy
to
see
so
many
of
our
students
walking
across
the
graduation
stage
with
our
sela
by
literacy,
rope
that
goes
around
here.
It
just
signifies
that
they
passed
all
the
requirements
to
be
designated
by
literate.
Basically
um
my
wife
she's
guatemalan
and
she
tells
she
works
in
high
school.
D
She
tells
the
students
all
the
time.
I
got
this
job
because
I
speak
two
languages.
You
speak
two
languages,
it's
an
asset,
um
the
one
thing,
um
if
you
think
about
the
elementary
schools
when
our
students
come
in
and
everyone's
basically
a
language
learner,
and
I
taught
esl
in
early
elementary
grades,
you
see
students
at
first.
You
know
resisting
english
a
little
bit,
then
learning
english
and
sometimes
working
with
the
students
and
their
families.
D
We
are
still
developing
your
language
skills
in
your
home
language.
In
my
case,
it
was
spanish
because
it's
important
to
have
be
able
to
communicate
in
both
ways
with
your
student
and
with
their
community
as
a
school
superintendent.
What
would
I
do?
I
think
we
have
a
tremendous
opportunity
with
the
look
act
that
was
passed
four
years
ago
to
bring
more
language
supports
into
the
classroom.
I
know
one
of
the
questions
earlier,
I
think
from
raoul
was
about
how
we're
developing
this
pipeline.
I
think
this
is
perfectly
aligned
with
that.
D
We
can't
like
instantly
hire
teachers
of
the
nine
major
languages
in
bps
tomorrow,
but
what
we
can
do
is
use
the
provisions
within
the
look
act
to
actually
develop
the
talent
in
our
schools
hire
people
from
our
community
who
speak
the
language
as
paraprofessionals
and
language
supports
in
our
classrooms
and
eventually
not
only
develop
their
skills
as
as
teachers,
but
help
our
students
as
they
grow
with
their
with
their
students
in
the
classroom.
So
I
think
that
there's
a
yes
and
a
twofer.
A
D
Yeah
I
I
appreciate
that
question
and
thanks
for
calling
me
out
with
that,
with
the
with
the
with
the
stats
there
um
uh
when
sis
raphael
wences
is
a
member
of
that
team,
and
I
remember
she
works
on
the
high
school
develop.
Basically
the
teacher
cadet
program-
and
I
remember
got
probably
four
years
ago
when
she
first
started
cooking
with
this
program.
D
D
over
time.
The
cadet
program
has
grown,
I
believe,
there's
40
or
50
participants.
Now
um
what
you're
getting
at
is
is
we
can't
developing
a
long-term
strategy?
Is
a
long-term
strategy
going
from
angel
and
10
other
students
that
were
participating
in
wences
cadet
program
in
2017
to
now
welcoming
teachers
back
there's,
you
know
some
of
our
students
that
I
remember
in
high
school
that
were
really
pushing
on
us
in
school
committee
are
now
being
hired
as
teachers.
D
Earlier
on
this
year,
we
got
a
huge
grant
from
the
state
that
the
boston
pick
helped
us
manage
where
we
were
able
to
pay
high
school
seniors,
15
an
hour
to
work
in
schools
to
introduce
them
to
classroom
uh
teaching
professionals,
hopefully
leading
them
to
jobs
with
us.
I
benefited
from
it
personally
running
15
acceleration
academies
with
these
high
school
students
being
assigned
to
the
elementary
schools
that
they
went
to,
um
hopefully
enticing
them
to
stay
with
this
income,
and
so
long
story
short
to
your
question.
D
Is
I
really
want
to
think
about
what
we're
doing
well,
once
this
program
is
not
showing
up
on
any
statistics
right
now
other
than
what
I
could
tell
you
when
she
tells
you
we'll
report
to
school
committee.
But
hopefully
we
will
reap
those
benefits
in
years
to
come
when
all
those
students
sign
early
contracts
with
us
and
come
back
to
our
schools
um
and
help
us
with
with
this
hiring
issue
that
we're
facing,
and
we
have
been
facing
for
years.
A
This
is
carlene.
Thank
you.
The
next
question
submitted
through
the
live
q,
a
and
here
it
is
boston-
has
extensive
control
by
the
mayor.
Sometimes,
conflicts
arise
between
what's
best
for
students
versus
political
interests.
An
example
of
this
was
the
decision
around
the
green
fields
of
the
mccormick
school.
D
Well,
I
mean
this
is
uh
probably
answer
you
you
hear
quite
frequently
during
this
interview
process
but
um
like
to
number
one.
Stick
to
the
data
number
two
use
the
tools
that
we
have
uh
in
place
in
the
district,
such
as
our
racial
equity
planning
tool,
um
to
really
see
if
we're
making
these
decisions
uh
with
uh
equity
and
best
in
mind.
D
D
D
Like
the
green
fields
um
is
something
that
I
would
embrace
and
bring
to
the
role
as
a
superintendent,
but
it
is,
it
is
hard
and
is
challenging
and
uh
I'm
not
afraid
of
a
fight,
I'm
not
afraid
of
a
tough
conversation
and
I'm
not
afraid
to
ask
why
and
ask
why
again
and
ask
why
again.
So
I
know
it's
not
a
very
satisfying
answer,
because
I
wasn't
involved
with
all
the
details
of
that,
but
I'm
sure
more
situations
like
that
will
be
coming
up
in
the
next
five
years.
A
D
All
right
so
my
vision
uh
for
attendance
in
schools
all
right.
I
wish
it
was
written
down,
but
um
I'm
gonna
tell
a
story
that
just
happened.
Two
days
ago
I
was
at
the
otis
sixth
grade
moving
on
ceremony,
and
forgive
me
if
you
heard
the
story
already,
we
were
passing
out
to
certificates.
It
was
great.
D
I
noticed
that
every
single
student
that
received
a
perfect
attendance
certificate
also
received
an
honorable
certificate
um
connecting
those
dots
uh
sharing
with
our
families.
Our
students,
if
you
show
up
that,
is
like
not
even
half
the
battle,
that's
like
90
of
the
battle,
um
but
clearly
connecting
the
dots
showing
the
data,
letting
folks
understand
that.
Yes,
you
need
to
be
in
school
every
single
day
to
learn
all
the
content
that
your
teachers
are
presenting,
I
think,
would
be
the
first
big
thing
um
addressing
uh
chronic
absenteeism.
D
So
I
think
this
is
part
of
the
the
vision
um
chronic
absenteeism
is
plaguing
some
of
our
school
communities.
It's
plaguing
some
of
our
grades.
uh
I
do
see
chronic
absenteeism
as
two
issues
uh
elementary
side
of
the
house.
I
think
we're
contributing
to
it
a
little
bit
by
not
bringing
uh
our
students
to
school
on
time
or
at
all
in
some
cases,
so
thinking
about
what
it
takes
to
make
a
plan
b
for
bringing
our
kids
to
school
when
there
may
be
a
bus
that
is
uncovered
um
getting
school.
D
Students
to
the
schools
have
the
battle
and
that
that's
our
responsibility.
um
I
think
we
need
to.
We
need
to
own
it,
and
on
top
of
that,
many
of
our
students
with
high
with
you
know,
students
with
disabilities.
English
learners
are
on
these
buses,
so
it's
kind
of
like
a
double
woman,
we're
not
bringing
them
to
school
and
they
already
are
uh
some
of
our
most
vulnerable
populations
in
as
far
as
accountable
holding
our
schools
accountable.
D
This
tremendous
investment
I
mentioned
earlier.
Every
single
school
has
a
family
liaison
to
support.
I
would
love
the
family
liaisons
and
right
now
our
family
asians
take
on
so
many
different
roles,
but
if
that
was
one
of
the
roles,
if
you're
a
small
school
or
a
large
school
you're
helping
an
attendance
team-
or
you
are
a
key
point
of
contact,
I
would
love
to
get
some
sort
of
coherence
in
terms
of
what
we
can
expect
from
all
these
new
resources
that
we
brought
to
the
schools.
It's
great.
D
We
have
all
of
these
new
staff
on
schools,
full-time
staff.
When
we
first
got
family
liaison,
some
of
my
schools
had
to
share
family
liaisons.
Now
we
have
full-time
families
on
every
single
school
they're,
the
ones
that
are
building
the
relationships.
If
you're
looking
at
our
tier
two
or
tier
three
supports
for
students
who
are
struggling
with
chronic
absenteeism,
they
may
be
the
first
point
of
contact
that
could
actually
help
bring
them
in
get
some
root,
cause
analysis
and
understand
how
we
can
support
these
families.
D
D
If
they're
not
growing,
not
the
quarter
quarter,
creating
intervention,
team
intervention,
attendance
intervention
plans
for
the
students
who
need
it
most.
We
need
to
have
a
conversation,
because,
if
we're
not
using
the
tools
that
we
have
in
place,
why
do
we
even
have
the
tools?
And
why
do
we
have
these
investments
of
people,
new,
innovative
ideas?
I
wouldn't
say
it
is
new
by
any
means,
but
maybe
new
to
boston
public
schools.
D
One
of
my
principals
in
region,
1
wrote
a
grant
for
the
entire
team
to
bring
on
a
new
system
that
would
help
our
family
liaisons
actually
communicate
with
their
families
about
absenteeism
on
a
daily
basis
on
an
hourly
basis.
It's
a
platform
that
they
call
it
nudge
messaging,
but
using
tools
that
have
been
placed
and
successfully
used
in
cities
like
los
angeles
and
chicago.
A
D
This
is,
this
is
a
great
question,
so
um
thank
you
to
the
person
who
who
asked
this
question
um
this.
This
was
the
at
the
center
of
my
doctoral
research.
um
I
was
basically
researching
succession
planning
in
district
leadership
positions,
either
the
superintendent
department
heads
uh
even
uh
principals
for
for
that
fact,
but
thinking
through
transitions,
how
districts,
lead
and
foster
equity
despite
the
transitions
um
equity
is
one
of
those
things
that
we
have
been
placing
as
a
highest
value
in
our
district.
D
Every
decision
should
be
led
with
equity,
and
it's
going
to
continue
um
it's
not
like
a
logo
or
something
like
that.
New
super
10
comes
in
new
school.
No,
this
is
something
that
is
embedded
it's
ingrained.
It
is
woven
it
within
the
cloth
of
our
every
single
employee
and
we
need
to
continue
to
amplify
it.
If
we're
going
to
truly
do
the
work
that
we
want
to
do
and
support
the
students
with
the
highest
needs
across
our
district.
A
D
D
But
at
that
time
the
former
superintendent
dr
tommy
chang,
he
asked
me
probably
in
the
spring,
if
I'd
be
interested
in
coming
because
he
needed
someone
like
I
told
him,
I
would
never
work
in
central
office,
but
I
wanted
to
be.
He
said
I
need
someone
to
be
on
the
ground
to
be
in
the
schools,
someone
that
I
I
know-
and
I
said
no
and
I
said
no
several
times
in
may
mid-may.
I
actually
came
out
for
an
interview,
not
thinking.
I
would
even
take
the
job,
but
he
said
you
got
to
come.
D
At
the
time
I
was
thinking
wow
if
they're
going
to
pull
me
to
do
something
I
might
as
well
do
something
that
I
want
to
do
with
someone
who
I
want
to
be
with
at
that
time.
Personally,
my
wife
was
on
maternity
leave.
My
daughter
was
just
born,
like
we
had
a
whole
bunch
of
flexibility
in
our
life,
and
I
remember
one
weekend
I
said
I
told
my
wife
I'm
thinking
about
doing
it.
Let's
do
it.
D
It
was
a
very
last
minute
decision.
I
I'm
a
risk
taker
within
three
weeks
after
announcing
I
was
leaving.
I
landed
here
in
logan
airport,
not
knowing
anybody,
except
for
maybe
two
or
three
people
who
came
from
los
angeles,
and
I
never
looked
back
so
I'm
here.
I'm
here
for
the
work.
I
bring
all
the
experiences
from
16
years
working
in
the
second
largest
urban
school
district
in
the
united
states.
D
I
mentioned
my
onboarding.
I
just
walked
around
the
neighborhood
and
made
east
boston.
My
home.
A
year
later,
my
son
was
born
they're,
both
in
the
schools,
the
boston
public
schools.
My
wife
is
also
dedicating
her
career
to
this
district,
and
this
is
no
other
place.
I
would
rather
lead
boston
public
schools,
uh
I'm
not
the
type
of
person
to
just
say,
hey.
You
know
I
feel
like
I'm
getting
ready
to
be
a
superintendent
I
might
as
well
go
apply
to
whatever
job
outside.
D
D
I'm
doing
this
work
every
day
and
they're
actually
in
a
school
in
my
region,
but
I
do
this
work
every
day,
not
just
for
them,
not
just
for
the
students
in
their
classrooms
or
their
school,
but
for
every
student
in
my
region
that
I
have
um
uh
I'm
able
to
support.
I
would
love
to
do
this
and
bring
this
perspective
to
bring
this
like
to
me
now
that
I'm
a
bostonian
homegrown
talent,
experience
and
love
for
our
system
to
every
single
school
in
boston,
public
schools.
D
A
D
This
is
a
good
question
based
on
my
experience
this
year
and
and
our
data
team
is
amazing
and
the
reports
that
we
are
getting
are
becoming
more
nimble
and
more
timely.
um
I
remember,
after
our
middle
of
the
year
uh
formative
assessments
we
were
presented.
I'm
sure
you
saw
the
report
carlene.
It
was
like
the
the
special
dashboard
or
something
like
that.
It
was
a
really
cool
thing.
It
had
it
was
through
the
map
platform,
but
it
gave
us
access
at
our
fingertips,
multiple
ways
to
look
at
how
our
students
were
doing.
D
um
I
know
that
that
dashboard,
because
now
we're
looking
at
not
only
beginning
to
middle
of
the
year
but
middle
of
the
year
to
end
of
the
year
um
formative
assessments.
I
know
that's
coming
soon.
I
just
spoke
to
someone
at
oda,
but
you're
right
data
has
been
an
issue
um
throughout
since
my
seven
years
here
it's
been
always
hard
to
get
fresh,
timely
data.
um
Luckily,
on
my
team,
I
have
administrators
or
teachers
like
in
schools
that
are
very
very
proficient
with
how
to
do
it,
so
it's
almost
like
their
hobby.
D
D
The
other
part
of
it
is
ensuring
that
every
single
one
of
our
schools,
within
a
region
or
within
a
great
band
of
schools
or
whatever,
is
actually
doing
the
formative
assessments,
because
that
is
how
we're
going
to
know
how
we're
doing
and
how
we
set
our
goals.
And
I
know
this
is
an
issue
that
sometimes
comes
up
with
autonomous
schools,
but
this
may
be
one
of
the
things
that
I
would
say
look.
D
We
need
at
least
two
points
of
data
from
the
same
system
throughout
the
year,
so
we
not
so
we
can
compare
schools
and
rank
schools,
but
so
we
could
plan
based
off
the
growth
information
that
we
need.
That
we
all
know
is
vital
to
not
only
lesson
planning
for
our
teachers
but
planning
as
school
leaders
and
as
regional
leaders
to
move
the
work
forward,
um
something
that
I
shared
with
the
city
counselors
the
other
day
or
today.
I
can't
remember
coming
up
with
a
very
simple
data
dashboard,
because
you
know
I
talk
to
my
neighbor.
D
All
the
time
he's
a
really
smart
guy,
but
he's
not
an
educator,
and
I
could
show
my
map
dashboard
and
he'd
be
like.
I
don't
even
know
what
you're
talking
about.
We
also
need
to
come
up
with
a
very
simplified
version
of
a
data
dashboard
that
any
person
who's
connected
to
boston,
public
schools
can
understand
what
we're
doing,
and
I'm
not
talking
about
that.
D
Detailed
double
click
like
what
is
our
english
learners
doing
in
this
third
grade
classroom,
but
in
general,
even
something
like
the
percentage
of
elementary
schools
and
high
schools
that
took
their
middle
of
the
year
math
assessment,
85
percent,
my
neighbor
next
door
could
say
how
come
it's
not
a
hundred
if
it's
a
required
policy
right
or
bus
times
like
every
day.
Have
we
like
published
our?
D
Everyone
can
see
every
day,
they're,
not
gonna,
like
get
into
the
details
of
what's
happening,
but
it's
a
way
for
people
to
have
the
conversation
and
for
us
to
be
at
least
a
little
transparent,
a
little
more
transparent
of
how
we
are
doing
on
a
daily
basis.
I
think
this
also
is
very
important,
because
one
of
the
key
functions
of
the
school
committee
is
to
evaluate
me
as
a
superintendent
and
therefore
the
district,
how
we're
doing
these
goals
and
these
evaluations
typically
happen
at
the
end
of
the
year
or
when
contracts
are
up.
D
I
would
welcome
quarterly
assessments
of
where
we
are
based
off
of
key
metrics,
very
public,
very
open
discussion,
maybe
based
on
the
article
that
just
came
out
about
90
minutes
ago.
Maybe
it's
aligned
to
some
metrics
that
the
state
is
going
to
have
to
give
us.
I
don't
know,
but
there
has
to
be
a
way
that
we
can
push
the
data
conversation,
because
that's
the
only
way
that
we're
going
to
make
sound
decisions
that
are
based
off
of
real
issues
that
we
are
facing.
A
Well,
we
do
have
a
final
question
for
today,
and
here
it
is
what
improvements
need
to
be
made
in
bps's
social,
emotional
learning
curriculum
and
to
help
students
deal
with
present
day
challenges
that
students
face.
What
do
you
see?
These
challenges
are,
as
they
grow
through
different
life
stages,
and
what
seo
supports
need
to
be
implemented.
D
That
that's
the
juicy
question
for
the
last
question
of
the
session
carlene.
So
I
appreciate
whoever
sent
that
in,
um
I
believe,
addressing
our
social,
emotional
um
challenges
uh
or
or
strengths
is
one
of
the
most
important
um
aspects
of
our
schools,
as
we
are
number
one
coming
back
from
the
pandemic,
but
number
two
just
living
in
the
society
that
we're
living
right.
D
I
think
that
there's
the
reaction
to
it,
but
there's
also
how
we
support
students
afterwards
and
how
we
proactively
support
students
get
through
some
of
the
challenges
that
may
be
at
the
root
cause
of
some
of
these
very
difficult
situations.
um
I've
been
on
the
health
and
wellness
council
for
bps
for
the
last
seven
years.
D
um
One
of
the
big
issues,
I
think
the
part
of
the
question
was:
what
are
the
big
challenges?
Is
it
it's
time
right,
we're
we're
so
faced
with?
If
you
have
students
that
are
english
learners
or
multi,
multi
language
learners,
students
with
disabilities,
we
are
so
constrained
with
what
we
have
to
give
them.
D
As
far
as
time
of
the
day
minutes
of
services
we
have
math
with,
it
seems
to
be
always
the
lesson
that
kind
of
falls
off
from
the
side,
but
you
do
see
schools
that
open
their
day
with
general
check-ins
that
incorporate
scl
strategies
or
social
emotional
learning
strategies
as
a
daily
check-in,
and
it
becomes
this
part
of
this
routine.
This
ritual
routine
of
schools,
where
you
see
a
sense
that
you
see
the
difference,
there's
also
other
ways
to
do
it.
D
We've
been
piloting
um
like
kind
of
online
lessons,
like
very
short
clips,
like
five
three
to
five
minute
introductory
addressing
several
issues,
and
I
think
there's
many
ways
to
do
it.
There's
not
one
way
to
do
it,
but
I
definitely
think
it
needs
to
be
a
priority,
um
not
saying
that
the
pandemic
is
over
we're
back
and
everything's
fine,
because
uh
it
obviously
isn't.
uh
We
need
to
prioritize
it.
We
need
to
find
time-
um
and
I
I
would
love
this
to
be
one.
A
This
is
carlene.
Thank
you.
That
is
all
the
time
that
we
have
for
today.
Thank
you
to
our
panelists
for
their
thoughtful
questions,
to
the
public,
for
your
participation
and
engagement
and
to
tommy
welch
for
spending
your
time
with
us.
The
full
schedule
of
public
interviews
can
be
found
at
bostonpublicschools.org.