►
Description
Three 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.
All three finalists are seasoned education leaders who have deep experience in urban schools.
A
A
A
That's
yes,
today's
proceedings
are
being
broadcast,
live
by
Boston
City
TV
on
YouTube,
as
well
as
Comcast
channel
24,
our
CN
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date
before
we
get
started
with
today's
interview
and
welcome
dr.
kuselias,
we'll
be
getting
out
to
you
in
just
a
moment.
I
want
to
once
again
for
the
benefit
of
those
who
didn't
have
a
chance
to
tune
in
yesterday
extend
a
thanks,
a
heartfelt
and
warm
thanks
to
the
search
committee.
A
That's
been
carrying
the
load
here
for
us
over
the
last
eight
months.
We've
got
two
members
from
the
search
committee
as
part
of
our
committee,
our
vice
chair
and
co-chair
of
the
search
Alex
Oliver
Davalos
well
as
mr.
O'neill
and
our
other
co-chair
dr.
Jay,
Keith
motley
will
be
joining
us
a
little
bit
later
this
afternoon
as
well.
I
want
to
thank
these
folks
for
their
volunteering
first
of
all
and
spending
nearly
70
hours
in
meetings
over
the
last
eight
months,
including
40
and
confidential
candidate
interviews.
They
interviewed
12
candidates.
A
They
brought
back
seven
for
a
second
round
and
we
have
three
finalists
before
us
as
the
fruits
of
that
hard
work,
and
so
I
want
to
thank
that
group
once
again
and
as
I
mentioned
earlier
today,
the
school
committee
is
interviewing,
the
second
of
three
finalists
for
superintendent
of
the
Boston
Public
Schools
and,
as
I
just
noted.
That's
dr.
Brenda
cassellius
welcome
dr.
A
Dr.
cassellius
has
spent
three
decades
as
an
educator,
most
recently
as
the
Commissioner
of
Education
in
the
great
state
of
Minnesota,
and
we
welcome
her
today
and
we'll
get
back
to
provide
you
with
an
opportunity
to
provide
it
opening
statement
just
before
we
get
into
questions
in
just
a
moment.
But
I
want
to
remind
folks
that
are
watching
in
the
crowd
as
well
as
online
that
dr.
A
casselli
is
a
bit
earlier
today,
engaged
in
a
panel
discussion
with
community
partners
in
the
district
and
later
this
afternoon,
she'll
be
heading
out
to
the
Mildred
Avenue,
okay
to
8:00
in
Mattapan,
to
meet
with
students
and
teachers.
Later
this
evening
she
will
return
to
these
chambers
and
that
panel
will
also
be
televised
with
parents
and
school
leaders
from
across
the
district.
A
These
are
folks
that
have
taken
time
away
from
their
jobs
this
week
and
busy
lives
to
to
help
us
supplement
this
process
and
and
provide
the
opportunity
to
have,
as
many
looks
as
possible
with
the
finalists
is
as
well
and
as
I
mentioned
yesterday
again
for
the
benefit
of
folks.
Just
turning
in
we've
got
nine
parents,
three
students
to
school
leaders,
two
teachers,
the
chair
of
the
Boston
City
Council's
education
subcommittee
and
our
assistant
superintendent,
for
opportunity,
achievement
gaps
among
many
others
playing
a
vital
role
in
the
community.
A
Conversation
that's
happening
with
these
candidates,
so
we
thank
them
for
that
work
as
well,
and,
finally,
I
do
want
to
thank
once
again
the
Shaw
foundation
for
supporting
supporting
the
robust
community
process
that
we
do
have
before
us
with
these
finalists.
So
now
to
the
business
at
hand,
dr.
casselli
is
before
we
move
into
questions
and
I'd
certainly
like
to
open
it
up
to
you
for
an
opening
statement.
Well,.
B
Thank
you
so
much
for
having
me
and
thank
you
to
the
entire
board
for
taking
the
time
you
have
three
wonderful
candidates
that
the
search
team
has
put
forward.
I
know
that
they
spent
a
number
of
hours.
It's
been
an
incredibly
rigorous
process
and
I've
learned
a
lot
about
Boston,
and
so
now
is
my
opportunity
to
learn
a
little
bit
more
about
your
priorities.
B
A
A
I
know
you've
had
a
very
busy
schedule,
you're
interviewing
yourself
yesterday
with
for
another
position
in
the
state
of
Michigan,
if
I'm
not
mistaken,
well,
that's
great
and
for
as
far
as
the
way
that
we'll
process
today's
interview
we're
going
to
start
with
questions.
First
from
the
members
who
haven't
had
the
pleasure
of
meeting
you,
both
myself
as
well
as
mr.
A
But
we
want
to
give
an
opportunity
to
our
student
as
well
as
our
fellow
colleagues
to
ask
questions
and
I'm
going
to
ask
my
colleagues
to
limit
those
initial
questions
to
two
each
so
that
we
have
an
opportunity
to
make
our
way
all
around
and
then
we'll
have
a
checkin
opportunity
to
make
ourselves
make
our
way
around
again
with
any
further
follow-up
questions.
So
today,
I'm
going
to
ask
if
Miss
Robinson
might
help
lead
us
off
with
her
questions.
C
My
first
question
is
about
our
schools,
so
we
have
125
schools
very
diverse.
We
have
traditional
district
exam
pilot,
Horace,
Mann
charter
industry,
Carter
turn
around
innovation
alternatives.
The
district
is
a
lot
of
autonomy.
The
question
for
me
is:
how
do
we
bring
all
of
this
autonomy
together
for
accountability
and
if
there
were
several
key
strategies
across
the
district
for
the
next
year,
what
might
they
be,
and
how
would
you
work
to
get
all
of
our
autonomous
schools
focusing
on
one
set
of
goals?
B
Thank
you
for
that
question,
and
it's
really
nice
to
meet.
You
I
think
that
autonomy
is
a
really
important
part
of
creativity
and
innovation
and
feeling
self
directed
in
your
own
work
and
owning
your
own
work.
So
I
have
a
strong
value.
I
also
believe
that
becoming
a
professional
learning,
community
and
part
of
a
team
means
that
you
had
to
have
a
really
strong,
shared
purpose
and
shared
understanding
of
the
work
and
there's
some
core
principles
to
that.
B
So,
even
within
an
autonomous
structure,
you
can
still
have
core
principles
and
values
that
drive
your
decision-making
and
to
drive
how
you
interact
with
one
another,
and
so
that's
one
step
I
would
take
to
bringing
people
together.
I'd
work
on
principle
leadership,
so
that
the
leadership
principles
that
we
all
aspire
to
are
ones
that
are
shared
and
we
support
one
another
in
that,
so
that
the
individuals
success
of
one
school
is
our
shared
success
on
all
schools
and
collectively
we
work
together.
B
So
it's
not
just
my
own
individual
success,
but
it's
I
feel
really
good
when
everyone
else
succeeds
as
well,
it's
not
a
competitive
but
a
collaborative
community,
and
so
with
charters.
I
want
to
see
them
be
successful
because
they
have
children
in
them.
So
as
long
as
charters
are
serving
public
school
children,
it's
important
that
those
public
school
children
are
getting
what
they
need
to
be
successful,
as
well
as
our
traditional
schools,
our
pilot
schools
and
whatever
type
of
structure.
B
You
have
it's
important
that
children,
underneath
that
and
teachers
feel
supported
and
have
the
resources
from
their
school
leaders
to
to
to
move
forward.
I
think
a
shared
vision,
shared
core
principles
and
attention
to
the
similar
measuring
and
similar
accountability
is
really
important
to
creating
kind
of
this
underlying
connectedness
of
of
all
of
the
different
types
of
schools.
C
B
Thank
you
for
that
question.
It's
you
know.
We
have
accountability
systems.
I
said
earlier
in
the
community
panel
that
we
base
that
a
lot
on
standardized
testing
and
how
that
measures
our
success
when
there's
so
many
other
factors
to
children's
success
and
outcomes
and
family
success
and
outcomes
and
community
outcomes
all
together
for
how
we
set
up
conditions
for
children
to
succeed,
and
so
when
I
was
saying
that
I
believe
strongly
that
there
are
great
teachers
who
are
teaching
good
good
content.
But
it's
not
necessarily
the
content.
B
That's
on
our
state
comprehensive
exam,
so
children
are
learning
things
but
weren't
they
don't.
They
haven't
been
given
the
test
because
they
can't
look
at
the
test,
so
they
they
don't
know
what's
on
the
test,
and
so
when
we
give
children
these
comprehensive
state
tests,
it's
not
that
they're,
not
learning
what
the
teacher
is
teaching
it's
that
they're
teaching
kids
are
learning
they're.
B
Do
teachers
are
doing
their
local
assessments
and
they're
getting
good
results
and
then
they
end
up
taking
the
comprehensive
state
test
and
they're
not,
and
mostly
that's,
because
we
had
so
many
years
of
budget
cuts
in
Minnesota
that
we
lost
our
curriculum
coordinators.
Teachers
were
not
given
good
professional
development
around
the
standards
and,
of
course,
our
tests
aligned
to
our
standards,
and
so
we
had
done
a
survey
with
Wilder
group
and
they
did
an
evaluation
and
asked
teachers.
B
How
familiar
are
you
with
the
state
standards
and
we
found
that
17%
of
our
teachers
were
actually
of
our
ela
teachers
were
actually
fully
implementing
the
ela
standards.
So
that
told
me
that
if,
if
they're
not
teaching
the
standards
and
we're
testing
the
standards
on
a
comprehensive
assessment
at
the
end
of
the
year,
then
we
can
see
why
there's
this
mich
match
so
I
think
there
are
many
multiple
measures
in
which
we
can
use
to
address
and
we
tried
to
with
our
new
SSS
accountability
system,
but
I
still
think.
B
There's
there's
still
work
to
do
in
these
accountability
systems,
because
I
think
the
real
things
that
parents
want
us
to
be
able
to
deliver
is
a
high
quality.
High
quality
education
is
a
well-rounded
education.
They
want
arts,
they
want
music,
they
want
science
at
elementary
school.
They
want
to
see
their
children
be
connected
and
have
debate
programs
and
after-school
programs
in
a
rich
community
and
PE
everyday.
B
B
I
think
it
gives
us
good
information
about
how
well
our
instruction
is
and
how
deeply
embedded
those
standards
are
within
the
instruction
and
within
the
units
and
lessons
that
teachers
prepare,
but
that's
at
a
much
higher
level
in
terms
of
how
we
plan
and
what
materials
we
use
and
that
sort
of
thing
so
so
that
that's
what
I
met
with
with
that
comment,
hope
I
answered
your
question.
Yes,
thank
you.
Okay,
thank.
D
Well,
welcome
it's
nice
to
have
someone
who's
understand.
This
is
a
beautiful
spring
day,
not
late
rainy
and
I'm
excited
to
meet
you
and
I
caught.
My
colleagues
and
the
committee
have
clearly
found
wonderful,
deep
pool,
as
you
suggested,
and
qualifications
to
outstanding,
so
I
want
to
ask
questions
about
some
of
the
issues.
I
think
we
face
here
and
also
nationally.
So
my
first
question
is:
what
do
you
think
about
comprehensive
or
neighborhood
schools
with
rural
wraparound
services
as
a
way
of
closing
the
opportunity
gap
or
another
way,
to
ask
that
question?
D
Is
you
know
what
are
the
public
health
strategies
that
a
city
needs
to
implement
to
support
the
district's
efforts
in
closing
the
achievement
gap?
So
the
you
know,
how
do
we
think
about
this
comprehensive
work,
around
schools
and
the
quality
of
kids
lives
beyond
the
school
building,
and
what
you're
thinking
about
that
and
how
you
implement
that
as
a
commissioner?
Well,.
B
Thank
you,
dr.
Coleman
I,
just
think
that
all
of
the
outside
of
school
factors
are
very
critical
to
closing
achievement
gaps.
We
can
take
care
of
the
academic
side
in
inside
the
school
of
creating
alignment
to
standards
and
assessments
and
good
instruction
and
pedagogy,
and
all
of
that,
but
there's
also
the
fact
that
there
are
outside
factors
that
impact
whether
children,
children
are
successful
or
not,
and
whether
the
community
has
stepped
up
to
provide
stop
gaps
so
that
children
do
succeed.
So
it's
leveraging
all
of
that.
B
So
as
the
Commissioner
I've
been
able
to
work
across
agencies
to
double
community
health
grants
that
go
to
out
to
our
school
districts
and
they
work
with
community
partners,
so
that
was
through
the
Department
of
Human
Services.
We've
worked
with
school
safety,
with
our
Department
of
Public
Safety,
around
evacuations
and
fire
drills,
and
all
of
that
and
we've
worked
with
the
Department
of
Health
on
home,
visiting
for
early
childhood
and
a
health
outcomes
in
terms
of
surveying
all
students
with
us
school
safety
survey.
And
how
are
they
feeling
welcome
it
within
their
schools?
B
So
I
think
that
all
of
those
different
indicators
and
working
across
is
is
how
you
do
it
cross
sector,
and
then
we
also
have
past
full
service,
Community,
Schools
model
and
legislation,
so
that
we
could
provide
grants.
Our
departments
responsible
for
the
delivery
of
that
and
the
support
of
that
and
going
out
and
identifying
where
that
is,
we've
also
supported,
Promise,
Neighborhoods
and
transformation
zones
around
early
childhood
access
and
then
aligning
systems
and
supports
for
families
with
navigators
that
go
to
the
home
and
work
and
advocates.
B
So
those
are
partnerships,
it's
not
something
I've
done
directly.
The
community
and
the
school
local
school
district
is
responsible
for
that.
I
have
worked
with
in
Memphis.
What
we
did
was
we
had
family
liaison
and
our
schools
that
needed
additional
support
through
correcting
through
corrective
action
from
the
state
we
put
in
family
lessons
to
work
and
coordinate
services
of
families
within
the
school,
in
terms
of
working
with
social
workers
and
outside
partners
to
provide
the
crisis,
support
or
other
supports
for
family
around
housing
or
health
access.
B
So
it's
really
leveraging
all
of
those
pieces
to
create
equity
even
within
high
school's.
When
I
was
high
school
assistant
principal
at
Washburn,
there
was
a
clinic
that
we
had
clinics
within
our
high
schools
at
some
of
our
high
schools
that
Hospital
clinics
and
mental
health
services
within
the
school.
So
students
didn't
have
to
go
outside
of
school
to
get
the
mental
health
services
so
trying
to
you
know,
coordinate
those
services
and
our
high
poverty.
B
B
B
It's
actually
the
vision
of
the
entire
community
and
that
they
want
to,
and
they
it's
so
it's
so
embedded
within
the
community
and
so
much
a
part
of
them
that
it
wouldn't
matter
if
I
was
leading
it
or
if
the
mayor
was
leading
it.
The
community
would
demand
it
of
their
leaders
and
that's
what
I
would
like
to
be
known
for.
B
B
Well,
thank
you
Evelyn
and
thank
you
for
you.
Activism
I
think
this
is
the
one
of
the
best
generations.
I
always
say
that
the
youth
is
gonna,
save
us
adults.
You
know,
because
we're
getting
in
the
way
of
ourselves,
so
I'm
very
appreciative.
I
have
a
freshman
in
college
right
now
and
she's.
Quite
the
low
activist
she's
gonna,
be
our
teacher,
so
I
just
love
her,
so
I
would
just
embrace
it
and
try
to
help.
B
You
advocate
for
yourselves
and
so
part
of
that
and
then
doing
that
in
a
safe
environment,
for
instance,
if
students
want
to
have
a
walk
out,
I
want
to
make
sure
that
students
are
escorted,
that
they
have
proper
safety
measures
in
place
so
that
when
they
go
out,
it's
a
safe,
walk
out
and
that
they
come
back
to
their
learning.
You
know
they've
made
their
statement,
but
they
come
back
and
we
get
the
learning
done.
Thank.
E
You
and
I
think
just
as
active
as
the
students
are.
Our
communities
are
also
very
active,
meaning
parents
and
other
education
advocates,
and
that
being
said,
sometimes
the
community's
visions
for
bps
don't
align
with
the
mayor's,
and
so
I
would
like
to
hear
how
you
would
balance
the
mayor's
priorities,
but
those
of
the
community
thank.
B
You
for
that
I
I
would
say
that
everybody
has
a
right
to
their
voice
and
to
be
heard
in
a
respectful
manner
and
we
will
have
public
dissension.
I
mean
there's
a
healthy
democracy
when
you
have
a
healthy
conflict,
it's
how
you
give
students
the
skills
to
work
through
that
healthy
conflict.
That
really
makes
an
agenda
move
forward,
and
so
I
would
assume.
The
mayor
would
want
to
hear
that
you
know
he
may
not
agree.
Sometimes
you
have
to
disagree.
I
said
I
said
this
earlier
as
well.
B
The
governor
that
I
learned
so
many
great
things
from
governor
Mark,
Dayton
I,
just
very
much
admire
him.
He
said.
Sometimes
you
agree
to
things
that
you
don't
agree
with,
but
you
listen
a
new
value,
everybody's
voice
than
that,
and
so
and
then
you
try
to
find
those
places
where
you
do
agree
and
you
make
progress,
and
so
that's
the
approach
I
would
take.
Thank.
E
F
Good
afternoon
so
I'm
a
professor
at
UMass
Boston,
and
we
have
several
programs
in
partnership
with
bps
for
training
teachers
of
color
trying
to
recruit
teachers
of
color
is,
is
in
a
school
district.
We're
just
you
know.
The
majority
of
the
teachers
are
our
white
in
a
school
district,
where
the
majority
of
the
students
are
students
of
color
and
so
I.
B
Thank
you
very
much
dr.
Rivera,
one
of
the
first
bills
that
the
governor
signed
I
think
it
was
the
first
one
was
alternative
certification,
and
that
was
a
way
to
look
at
out
of
field
mid-career
folks
who
are
interested
in
becoming
certified
to
become
teachers
as
well
as
teachers
who
were
you
know
in
Minnesota.
B
You
get
your
science
teacher
in
a
rural
area
and
you
want
you
could
teach
chemistry
because
you
had
a
chemistry
license,
but
they
had
a
shortage
area
in
biology
and
so
you'd
wanted
them
to
be
able
to
get
the
credential
in
biology.
So
we
work
through
that
and
work
through
different
licensing
schemes
to
be
able
to
help
get
folks
in
and
recently
we
just
passed
tiered
licensure
to
allow
for
the
recruitment
of
teachers
of
color
and
to
try
to
get
more
teachers
of
color
into
the
field.
We
also
have
put
money
toward
grow.
B
Your
own
programs,
st.
Paul
and
Minneapolis
Public
Schools,
has
done
grow
your
own
programs
for
quite
a
while.
We
have
a
pair
of
professional
step
up
programs,
so
many
of
our
paraprofessionals
are
bilingual,
have
special
ed
background
and
experience.
But
really
you
know
they're
underpaid
and
so
because
they're
underpaid,
they
can't
afford
to
go
to
school.
B
So
you
have
to
create
these
programs
and
tuition
reimbursement
schemes
and
and
and
tuition
grants
so
that
you
can
get
your
paraprofessionals
involved
and
get
them
to
credentials
because
they
love
our
kids
and
it's
just
getting
them
the
proper
training
to
be
able
to
be
certified
to
be
able
to
go
into
the
field
and
then
once
we
do
get
teachers
of
color
into
the
into
the
community.
I
think
it's
important
that
we
support
them,
and
so
there's
not
just
the
recruitment.
There's.
B
Also
the
retention
and
the
building
of
a
welcoming
community
with
affinity
groups
and
other
supportive
structures
so
that
they're,
welcome
and
included
within
the
community.
So
I
think
it's
important
that
I
think
it's
essential
that
students
have
teachers
and
and
paraprofessionals
and
others
who
look
like
them.
But
I
also
think
it's
important
that
we
have
step-up
programs
and
grow
your
own
programs
to
be
able
to
increase
the
number
of
folks
that
we
have
and
different
backgrounds
and
experiences
working
with
our
children.
So
they
can
see
reflected
in
those
adults
that
work
with
them.
F
Thank
you,
so
in
2002,
Massachusetts
must
do
a
statewide
referendum
outlawed.
So
what
called
outlawed
bilingual
education
into
a
particular
model?
The
look
Act
that
was
passed
last
summer
has
now
provided
alternative
alternatives
for
bilingual
education
in
our
state.
I
wondered
if
you
could
say
a
little
bit
about
what
your
experience
has
been
working
with
English
learners.
What
are
some
of
the
more
effective
models
and
if
you
are
familiar
with
the
look
act,
how
there
might
be
opportunities
for
our
school
district?
Thank.
B
You
doctor
there
for
that
question.
It's
a
really
important
one
and
I
was
sad
to
see
that
they
had
outlawed
bilingual
education.
I
think
it's
important
to
see
language
as
an
asset,
language
and
culture,
both
as
an
asset,
and
so
we
also
passed
what
we
call
the
leaps
Act
in
Minnesota
to
be
able
to
give
merging
multilingual
learners
and
build
on
their
assets
and
to
build
bilingual
immersion
schools.
B
Dual
dual
immersion
schools
and
work
to
embed
inclusionary
practices
like
pushing
practices
was
our
model
of
support
to
make
sure
general
education
teachers
have
the
proper
supports
in
both
special
education
and
also
al
to
make
sure
that
we're
not
disproportionately
assigning
students
who
are
al
to
special
education
simply
because
of
language
barriers.
We're
looking
at
that
level
as
well,
so
I
think
it's.
It's
really
critical
to
look
at
your
practices
across
to
embed
language
across
the
curriculum
to
work
on
vocabulary.
B
Strategy
is
to
increase
vocabulary,
knowledge
within
the
content,
knowledge
across
all
disciplines
to
have
joint
productive
activity
where
teachers
are
creating
content
and
knowledge
with
the
students
and
that
it's
contextualized
and
there's
cultural
competency,
as
well
as
looking
at
opportunities
for
instructional
conversations
to
happen
regularly
in
the
classroom,
so
that
students
are
talking
with
their
teachers
and
bilingual
way
in
there.
Both
home
language
and
they're
in
and
in
English,
both
peer
to
peer
and
also
peer
to
adult
or
student
to
adult.
G
Good
afternoon
welcome
to
Boston,
yes,
okay,
my
questions
is
a
little
more
on
a
global
side,
rather
than
the
individual
experience
in
a
position
of
a
superintendent.
Sometimes
it
does
require
you
to
think
look
globally
to
resolve
issues.
So
the
first
question
is:
what
is
your
personal
definition
equity
and
given
the
competing
some
and
sometimes
different
interests
of
different
communities
regarding
education
in
Boston?
How
do
you
apply
your
own?
Our
best
practices,
the
writing
principle
of
equity
in
in
issues
relating
to
budget
issues
relating
to
programs
and
things
that
are
educationally
related
well.
B
Thank
you,
so
much
equity
is
a
incredibly
important
piece.
Sometimes
people
get
equality
mixed
up
with
equity
and
I'm.
Sure
and
and
I
said
this
again
earlier
that
when
you
you've,
probably
seen
the
the
picture
depicting
the
kid
with
the
little
boxes
and
looking
over
a
fence,
and
you
give
a
give
that
child
who's
smaller
another
box
so
that
they
can
look
over
the
fence
and
have
the
same
view
which
people
will
say,
is
equity
and
I.
B
So
the
equitable
resources
need
to
go
out
to
our
kids
that
need
it.
The
most
but
I
do
believe
that
there's
still
a
basic
component
to
all
all
schools
having
basic
services
and
access
to
basic
services,
regardless
so
I
think
you
know
outside
of
equitable,
and
you
have
a
good
start
with
this
with
your
opportunity
index,
but
outside
of
getting
resources
equitably
out.
It's
also
very
important
that
you
are
creating
basic
services
in
all
of
your
schools.
Otherwise,
then
you
don't
have
equity
for
for
everybody.
So
that's
that's
my
philosophy.
B
G
E
G
Peaking,
how
is
that
versity
in
in
your
thinking
that
would
apply
to
not
only
hiring
retention,
what
mobility
and
all
that
the
things
for
teachers
and
administrative
staff?
What
are
the
best
practices
that
you
have
used
in
your
tenure
with
other
prior
commitment
in
promoting
diversity
and
even
the
climate
of
the
teacher
and
the
teacher
in
Boston?
What
are
the
kind
of
practices
of
diversity
that
you
think
you
can
bring.
B
B
Now
it's
more
of
about
what
is
our
uniqueness
that
we
bring
and
how
do
we
value
that
and
and
work
to
weave
it
in
a
more
beautiful
tapestry
within
the
community
and
the
appreciation
of
the
unique
qualities
and
talents
and
gifts
and
beauty
that
each
person
brings
to
the
community,
and
so
that's
how
I
view
diversity
now,
rather
than
just
you
know,
black
or
white
issues
or
an
Asian
issue
or
Hispanic
issue,
there
are
so
many
uniquenesses
within,
for
instance,
you
know
the
Asian
student
group.
There
are
multiple
uniquenesses
within
that
you
know.
B
B
Some
of
that's
done
at
the
teacher
level
and
giving
teachers
the
cultural
competence,
training
and
understanding
with
their
their
own
culture
and
and
and
backgrounds,
and
what
they
bring
in,
how
they
appreciate
that
of
children
and
how
that
presents
itself
within
a
community
and
so
negotiating.
All
of
that
is
part
of
building
a
real
good,
healthy
community
I'm,
fortunately
biracial
I'm,
African
American
and
mostly
Lebanese
of
quarter
Lebanese
Irish
and
a
German
just
so
you
know
I
spent
most
of
my
life
people
asking
me.
H
You
mr.
Chia,
welcome
dr.
kousouli,
it's
nice
to
see
you
again
and
thank
you
for
spending
time
with
us.
I
want
to
do
a
little
bit
version
of
that
of
that
old
game
called
two
truths
and
a
lie
and
I'm
gonna
switch
it
up
a
little
bit
and
let's
talk
about
two
successes
in
one
failure
and
the
reason
being
is
I'm.
Sorry.
H
H
You've
risen
to
be
a
senior
state
education
officer,
help
me
out
with
a
couple
of
areas
that
you
can
point
to
in
your
background,
that
this
is
a
academic
achievement
that
I
drove
I
led
and
I'm
responsible,
for
this
is
an
operational
achievement
that
I
drove
I
led
I'm
responsible
for
and
here's
one
failure
that
I
had
on
something
that
I
led
and
I
learned
from
so
and
and
I'm
interested
in
I.
Don't
care
if
it's
Memphis
Minneapolis
the
state
overall.
H
B
Thank
you
for
that.
I'll
answer
the
first
two
just
kidding
in
Memphis
I
was
middle
school
superintendent
and
I've
got
to
say
that
was
something
I
led
and
something
I
am
so
proud
of
and
every
time
I
think
about
it.
I
get
such
great
joy
from
it,
because
I
was
able
to
work
with
an
incredibly
dynamic
group
of
principals,
31
of
them
who
were
on
fire
for
children
and
on
fire
for
their
communities,
and
we
just
we
had
such
remarkable
remarkable
gains
that
we
got
attention
from
ABC
World
News.
B
It
was
just
an
incredible
fun,
four
years
of
of
just
turning
around
middle
schools,
and
we
we
did
that,
specifically
by
working
on
our
own
personal
mastery
and
leadership,
supporting
teachers
and
making
sure
that
they
understood
their
craft,
their
standards
and
and
content,
and
by
adding
rigor
across
the
curriculum
we
added
in
a
reading
course
at
sixth
grade
we
added
in
world
languages.
We
were
looking
at
adding
in
the
gateway
course,
which
was
the
rigorous
course
for
getting
high
school
credit.
This
was
at
the
middle
school
level
and
then
we
ended
corporal
punishment.
B
One
of
the
things
that
I
am
so
personally
respond
happy
for
was
that
Carol
Johnson
put
me
in
charge
of
that
project.
The
Blue
Ribbon
Campaign
I
mean
ending.
Corporal
punishment
was
a
shame
based
kind
of
practice
in
our
schools
that
really
permeated
everything
with
the
children
and
so
to
change
that
school
culture
was
just.
It
really
changed.
So
much
for
us
I
think
it
was
catalytic
to
to
the
overall
change.
B
I
mean
the
academic
change
was
good,
but
the
valuing
of
children
was
something
that
was
really
quite
remarkable,
and
so
that
was
extremely
successful
in
terms
of
operation.
We've
had
to
operationalize
a
mixed
delivery.
Early
childhood
system
in
Minnesota
it
has
been,
it's
been
a
struggle
to
do
that.
We've
had
some
successes
at
it.
B
Wear
system
because
we
had
won
the
race
to
the
top
early
childhood,
get
a
grant,
and
so
we
were
building
that
out
and
and
building
out
that
whole
quality
aware
rating
system-
and
there
are
a
couple
things
that
we
could
have
done
better
one
was
we
designed
the
application
for
parents
to
apply,
and
we
worked
with
regional
administrators
on
that,
and
that
was
just
a
failure.
It
was
way
too
long
for
the
parents.
B
So
sometimes
when
you,
when
you
work
in
a
bureaucracy,
it
takes
a
while
to
change
the
mindset
about-
let's
simplify
these
in
plain
language,
the
language
and
because
there's
all
of
the
the
need
to
be
bureaucratic
and
protectionist,
because
the
lawyers
will
get
involved.
If
you
don't
ask
this
question
right
or
you
don't
get
this
right
number,
what
note?
No
offense
to
you.
G
B
If
you
think
about
special
education
paperwork,
here's
another
I,
wouldn't
say
it's
a
failure,
but
as
much
as
I
tried
and
I
would
meet
with
the
governor
and
he
would
say
Brenda
what
have
you
done
in
special
ed
paper
work?
Have
you
been
able
to
reduce
it
and
we
tried
so
hard
to
bring
the
advocates
together
to
begin
to
think
about
the
the
compliance
nature
of
the
paperwork,
because
our
teachers
were
telling
us
is
keeping
us
from
working
with
the
children.
My
own
sister
is
a
special
education
aid
and
I
said
Mary.
B
Why
don't
you
go
in
and
become
a
teacher
and
she
said
I
mean
she
yeah
and
become
a
teacher,
and
she
said
no
because
I
like
teaching,
because
she
she
she.
She
saw
her
role
as
working
with
children
and
developing
curriculum
and
working
in
partnership
with
the
teacher.
But
the
teacher
was
always
out
of
the
room,
doing
meetings
and
paper,
and
so
I
would
say
one
of
the
things
that
I
regret
that
I
wish
I
could
have
moved
further
was
the
reduction
of
paperwork
for
teachers
in
special
education?
B
We
just
couldn't
get
the
agreement
and
I
wish.
We
had
I
hope,
Mary
Katherine
will
be
able
to
do
that
now
and
move
it
forward
and
then
another
improvement
we
made
and
we
fixed
it
was
the
application
for
parents
in
a
mixed
delivery
system.
Now,
I
still
don't
think
it's
easy
for
our
parents
to
navigate,
because
we
have
CCAP
funding,
which
is
the
child
care
assistance
program.
Through
human
services
we
have
Head
Start.
We
have
a
school
readiness
program,
we
have
early
childhood
Family
Education,
we
have
universal
pre-k
and
we
have
school-based
preschool.
B
So
we
have
all
of
these
different
avenues
that
parents
can
choose
for
their
kids
for
preschool
and
I.
Think
that
can
be
also
cumbersome.
So
the
office
of
the
legislative
auditor
just
did
a
report
saying,
let's
find
a
way
to
combine
some
of
these
efforts
around
early
childhood
and
let's
then
streamline
that
to
make
it
easier
like
in
one
application
or
something
for
families,
so
that
they
can
navigate
the
early
childhood
landscape
a
little
bit
better
and
so
I
I
wish.
B
We
had
had
a
little
bit
more
pre
thought
on
that,
but
we
were
so
busy
trying
to
get
funding
for
it
and
stop
the
fighting
around
having
preschool
that.
We
didn't
really
take
enough
time
to
look
at
the
systems
that
were
embedded.
So
that
was
a
lesson.
I
learned
about
really
being
very
systemic
and
think
thoughtfully
about
the
governance
structure
and
the
systems
you
set
up
in
order
to
move
early
childhood
with
a
parent
to
you
and
a
parent
lens.
So.
H
Thank
you
for
that
example
and
the
attention
to
how
to
make
things
easier
for
parents
and
teachers
I'd,
encourage
you
some
time
to
look
at
the
work
done
by
professor
Todd
Rogers
at
the
Kennedy
School
of
Government
at
Harvard,
he's
a
behavioral
scientist
and
has
done
a
lot
of
work
on
the
impact
of
easing
simple
paperwork
things,
making
applications
easier
and
the
tremendous
jump
in
response
rates.
Because
of
that
so
a
little
side
thing
for
you.
There.
A
H
H
We
can
be
cynical,
we
can
be
tough,
we
can
have
sharp
elbows
and
we
don't
exactly
always
show
that
Midwest
nice
that
we
often
hear
about
from
the
Midwest
part
of
the
country
right
that
I'm
sure
you're
very
familiar
with
so
my
question,
for
you
is
why
Boston
for
you-
because
you
didn't
address
that
too
much
in
your
opening
remarks
and
second
of
all,
how
does
Boston
get
to
know
you
and
accept
you?
What
do
you
see
is
the
critical
steps
for
Boston
to
get
to
know
you
well.
B
Looking
for
a
district.
That
is
ready
to
really
move
the
agenda
for
kids,
who
are
vulnerable
and
who
need
us
to
look
at
not
just
the
academics
but
the
full
specter
of
their
communal
estate
approach.
I.
Think
mayoral
control
allows
for
that
and
I'm
used
to
working
with
an
executive
and
so
I
have
a
lot
of
experience
politically.
Working
with
a
leader
and
I
was
served
on
the
governor's
senior
leadership
team,
and
so
he
would
often
in
his
cabinet.
B
So
he'd
often
call
me
in
on
things
when
he
was
talking
about
housing
or
if
he
was
talking
about
social
services.
We
would
you
know
I'd
meet
with
the
social
services
he
he
saw
education
because
it
was
such
a
priority
of
his
as
key
to
everything
else,
and
he
saw
the
Education
Commissioner
as
responsible
for
the
children
of
Minnesota
and
so
I
think
that
it
takes
that
level
of
commitment
to
the
children
and
families
within
within
the
communities
and
so
I'm
used
to
that
structure.
B
B
H
H
B
They
have
to
know
that
I'm,
a
hockey
player,
so
I
really
enjoy
playing
hockey
and
I'm
a
big
hockey
fan,
that's
my
personal
side,
I'm,
a
strong
family
member
and
enjoy
my
family
and
then
professionally
I'm
pretty
much
an
open
book.
You
know
I've
been
a
public
official
now
for
eight
years,
so
most
of
my
opinions,
my
philosophies
are
out
there.
So
I'm
sure
people
have
googled
me
and
and
learned
a
lot
about
both
my
personal
history
as
well
as
my
professional
history
and
I.
B
Think
you
know,
in
terms
of
my
Minnesota,
nice
I
told
the
story
earlier
of
one
of
my
Memphis
principals.
He
had
been
principal
for
a
very
long
time
and
I
came
to
his
school
and
he
said
you
know
that
that
soft
nice
stuff
isn't
gonna
work
here
and-
and
he
said,
you're
gonna
have
to
be
a
little
bit
tougher.
B
If
you
think
you're
gonna
be
successful
here
in
Memphis
and
similar
what
I'm
hearing
in
but
then
two
years
later,
we
know
we're
getting
good
results
and
we're
doing
all
this
professional
learning
together
and
everybody's
having
fun
and
it's
joyful
and
he
said
okay,
so
maybe
it
does
work.
So
you
know
I
I
can
take
the
hits
and
and
roll
with
them
and
roll
with
the
punches,
because
we
always
put
children
at
the
center
and
then
it's
just
you
know,
and
you
just
you
just
work
through
it.
B
I
Thank
You
chair,
thank
you
so
much
for
coming
back
and
interviewing
with
us.
I
know
it's
been
a
long
morning.
It's
gonna
be
a
long
day,
so
we
really
appreciate
your
time.
My
question
is
around
community,
so
I
would
like
to
get
a
sense
from
you.
What
community
means
to
you
and
if
you
could
give
a
specific
example
from
your
previous
experiences
in
terms
of
working
on
something
where
you
had
to
bring
the
community
on
board
along,
especially
something
that
maybe
not
everybody
agreed
on
that
you
would
be
able
to
bring
people
together.
B
B
And
you
know
closing
closing
schools
is
very
challenging
and
very
and
very
difficult,
and
so
we
decided
that
we
would
restart
those
schools
and
and
add
more
rigor
across
all
schools,
and
we
went
out
to
the
community
talked
about
all
of
the
core
components
of
the
Minneapolis
secondary
redesign
and
looked
at.
How
do
we
create
greater
equity
across
the
schools
so
that
all
schools
could
be
excellent
and
we
knew
it
would
take
a
long
time
to
embed
this
vision.
B
But
the
community
was
a
was
on
board
with
most
of
it
when
we
went
to
drop
entrance
criteria
that
was
very
challenging
for
particularly
one
school,
one
high
school,
that
had
pretty
strict
entrance
criteria
and
it
became
evident
that
this
was
not
something
they
wanted
to
do.
And
then
at
the
second
high-performing
school
we
were
going
to
create.
B
So
we
had
those
four
core
programs
and
when
I
presented
the
data
to
the
school
board,
we
could
see
that
you
know
South
High
School
would
have
you
know,
36
offerings
of
Advanced
Placement
and
an
Edison
high
school
had
to,
and
it
just
didn't
make
sense
to
me
that
some
kids
had
access
to
these
rigorous
courses.
But
everybody
didn't
so
we
had.
B
It's
thriving
there.
Graduations
are
up
for
their
kids
of
color
kids
feel
much
more
part
of
the
community.
Now,
rather
than
being,
you
know
having
different
programming
within
the
school
and
not
having
access
and
South
High
never
did
actually
implement
the
IB
program
because
they
had
such
a
strong
ap
program.
So
we
allowed
that
adaption
underneath
the
overall
program,
so
I
think
it's
just
knowing
the
community
in
the
context
and
where
to
push
and
and
where
to
make
adjustments.
B
B
We
had
we
had
a
structure
in
Minneapolis
called
area
leaders,
an
area
district
area,
parent
councils,
so
we
would
work
through
that
and
we
would
have
town
halls
and
work
with
parent
councils.
I
also
went
out
to
the
school
itself
and
met
with
parents
and
community
members
at
the
school
and
held
lots
of
tone
and
I
didn't
send
a
delicate
I,
actually
went
out
and
met
with
folks,
that's
important
to
show
up
and
to
have
those
difficult
conversations
and
lead
into
them
when
you're
making
these
hard
decisions.
B
So
I
think
that
that's
really
important
to
hear
community
and
to
hear
their
concerns,
and
then
you
can
make
a
if
you
need
to
and
reconsider
those
adjustments,
because
my
mind's
not
made
up
when
I
go
out
to
a
community
I'm
going
out
authentically
to
listen
and
to
learn
from
the
community.
I
don't
go
out
with
already
my
mind,
made
up
so
I
think
that
that's
that
and
they
know
that.
But
still
you
may
again,
you
may
have
to
disagree
if
the
core
principles
are
centered
on
what's
best
for
students.
I
Thank
you
and
then
just
my
one
additional
question
is:
can
you
talk
a
little
bit
about
how
you
make
budget
decisions
like
what?
What
do
you
take
into
account
when
you
are
making
budget
decisions
so
like?
If
you
were
here
and
there
are
tight
resources
like
there
are
anywhere
I,
don't
think
we're
the
only
district,
but
just
you
don't
have
to
go
into
huge
detail,
but
I'm
just
curious
to
see
like
what
you're
yeah
exactly
what.
B
Do
you
really
good
a
really
good
question,
because
you
know
a
budget
is
a
reflection
of
your
values.
Governor
House
also
always
said
that
a
budget
is
the
reflection
of
your
values
and
there
was
always
the
expectation
that
you
came
to
the
table
with
efficiencies.
If
you
were
gonna
be
asking
for
new
revenue
or
new
investments,
you
had
to
come
to
the
table
with
some
efficiencies,
so
I
think
it's
knowing
where
every
dollar
is
spent
within
the
organization
and
making
sure
those
are
prioritized.
B
So
when
you
do
go
and
you
talk
to
the
community,
they
know
that
you've
your
run
and
lean
and
your
your
maximizing
all
of
your
dollars
equitably
and
then
you
build
that
trust
with
them.
And
then
you
can
ask
for
a
bigger
ask
later.
So
that's
really
important
I
think
I
already
said
that
I
think
every
dollar
should
go
as
close
to
the
classroom
as
possible
and
close
to
close
to
kids
is
what
I
mean.
So
that's
really
important
and
I.
B
A
B
Thank
you,
I,
consider
myself.
First,
a
teacher
I
didn't
spend
as
much
time
in
the
classroom
as
many
teachers
here
so
I
defer
to
their
excellence
and
I.
Don't
try
to
pretend
that
I've
been
in
the
classroom
recently
and
I
know
it's
very
different
than
when
I
was
in
the
classroom,
but
I
do
believe
in
uplifting
teachers
uplifting
the
profession
I
try
to
get
into
classrooms
and
visit
as
much
as
I
can
I,
especially
like
reading
to
preschoolers.
That's
my
favorite
thing
to
do,
but
I
had
a
very
good
working
relationship
with
the
Union.
B
We
didn't
always
agree
on
things,
but
you
work
through
all
of
those
things
you
put
kids,
Center
and,
and
it
works.
We
have
very
respectful
relationship.
There
were
most
the
policies
we
saw
eye-to-eye
because
I
believe
in
having
teachers
voice
at
the
table
when
you
make
decisions,
and
so
that
was
also
a
priority
of
the
governor's
and
a
priority
of
mine
when
we
passed
teacher
evaluation,
I
didn't
agree
with
putting
in
test
scores.
B
Then
just
personally
like
as
a
superintendent.
It's
about
valuing
their
work,
it's
about
being
up
on
the
latest
craft
and
being
able
to
talk
the
talk
of
teachers
which
I
can
do
because
I
really
do
study
what
the
best
practices
are
out
there
and
try
to
lead
in
that
area
and
and
try
to
observe
teachers
and
understand
better
their
struggles
and
their
work.
B
And
so
I've
had
I
have
really
good
relationship
with
teachers.
With
unions
understand
contract
negotiations,
labor
management,
progressive
discipline,
all
of
that
I
mean
so
and
I
would
say
that
even
in
progressive
discipline,
which
is
kind
of
the
thorny
or
issue
like.
Why
would
someone
on
the
interview
be
talking
about
progressive
discipline
with
teachers,
because
it's
important?
Because
if
you
have
ineffective
teachers,
you
need
to
give
teachers
an
opportunity
to
improve?
But
if
they
don't
improve,
then
everybody
wants
to
have
effective
teachers
in
the
classroom.
B
Teachers,
especially
because
they
carry
the
burden
of
teachers
who
are
not
prepared
to
be
good
good
teachers
for
children
and
they
get
to
watch
it
when
they're,
not
in
it,
and
it
it's
very
hard
for
teachers
to
watch
other
teachers
and
oftentimes.
They
end
up
carrying
a
larger
burden
and
that
those
the
principals
start
taking
the
kids
out
of
the
class
and
putting
them
in
their
classes.
B
So
then
they
have
higher
class
sizes
or
they
close
a
whole
art
program
because
they
don't
want
to
do
the
progressive
discipline
just
to
get
rid
of
the
art
teacher,
which
is
absolutely
ridiculous
and
so
I
think
that
it's
working
with
principals
so
that
they
understand
how
to
work
with
teachers
who
are
not
as
effective
as
we'd
like
them
to
be
and
then
actually
working
through
their
due
process.
Rights,
which
I
strongly
believe
in
I.
F
B
B
Absolutely
I
mean
I.
You
know
very
innovative
thing
that
I
would
like
to
see
happen.
Is
you
know,
teachers
who
it's
not
a
good
fit
for
them?
Where
is
the
right
fit
for
them?
Because
it's
not
that
they
came
into
teaching
where
they
didn't
have
a
mission
for
children
and
they
didn't
love
children.
They
knew
they
were
gonna
work
and
be
working
with
children.
It's
just
not
the
right
fit.
So
it's
important
to
see.
B
Maybe
it's
just
that
it's
not
the
right
fit
at
middle
school
in
their
assigned
to
middle
school,
maybe
they'd
be
better
elementary
teacher,
maybe
they'd
be
a
better
high
school
teacher,
maybe
that
within
their
license,
they're
a
better
counselor
or
they're
better,
whatever
you
know,
where
is
their
best
fit,
and
and
where
will
they
be
able
to
feel
self-efficacy
as
we're
as
children
will
get
what
they
need?
Thank.
A
You
so
I
heard
as
well
a
little
earlier.
You
touched
on
issues
of
opportunity,
achievement,
gaps
and
and
how
to
collaborate
with
in
the
schools
and
with
our
partners
across
other
fields
such
as
health,
public
housing,
public
health,
so
on
and
so
forth.
You
know,
that's
one
view
on
how
you
know
we
work
externally
outside
of
the
district
outside
of
the
four
corner,
the
four
walls
of
the
school
to
help
support
our
students.
A
But
you
know
you've
had
a
lot
of
experience
in
working
with
the
legislature
over
your
time
as
commissioner
as
well
and
well,
Minnesota
is
a
very
progressive
state.
It's
got
I
think
some
might
describe
it
as
a
purple
state
because
there
is
a
diversity
of
parties
and
opinions
in
in
the
state,
and
so
you
know,
I've
read
a
little
bit
about
the
worth.
You've
done
with
the
legislature
and
and
much
to
some
of
the
earlier
questions
around
some
successes.
Some
setbacks
you've
had
some
interesting
work
to
do,
particularly
on
the
civil
rights
arena.
A
A
Public
debate
around
how
we
fund
our
schools
going
forward,
how
we
provide
our
schools
with
the
proper
resources
so
that
we
can
provide
those
wraparound
services
to
get
our
kids
ready
for
school,
and
so
I
want
to
hear
a
little
bit
about
how
you
bring
folks
to
the
table.
How
do
you
rally
folks,
especially
in
a
legislative
session,
setting
around
an
issue
that
can
unite
us
on
a
path
forward
to
to
get
us
to
where
we
need
to
be
with
respect
to
funding
our
schools
properly?
Well,.
B
Thank
you
for
that.
Actually
I
very
much
enjoy
leaning
into
the
difficult
conversations
and
being
up
at
3:00
a.m.
trying
to
pass
policy
in
it.
So
when
we
first
came
into
office,
the
governor
was
handed
a
six
billion
dollar
deficit
and
he
had
promised
and
we
don't
make
promises.
We
can't
keep
that
he
would
put
more
money
in
education
every
year.
B
He
was
governor,
no
exceptions,
no
excuses
and,
by
the
end
of
the
two
terms
he
had
put
in
a
billion
dollars
and
paid
their
two
billion
dollars
and
paid
back
two
billion
dollars
that
was
owed
to
the
schools,
so
he
definitely
delivered
on
that.
That
was
not
easy
and
we
also
had
more
equitable
funding
so
that
we
were
able
to
bring
down
the
disparity
among
our
low
wealth
districts
from
31%
down
to
18%
between
the
richest
and
the
poorest
districts.
B
That
was
intentional
with
some
of
the
things
we
did
around
levies
and
around
referendums
and
equalization
of
AIDS,
as
well
as
in
additional
american-indian
revenue
that
we
were
able
to
get.
We
found
that
our
our
tribal
schools
we're
getting
about
50%
of
the
funding
as
any
other
Minnesota
kid.
So
we
placed
equitable
funding
and
equalization
so
that
they
would
get
the
same
amount
of
funding
as
any
other
Minnesota
kid
was
getting,
even
though
it
was
really
the
federal
responsibility
to
be
able
to
fund
those
schools.
B
We
were
able
to
move
EF
Undine
from
five
years
to
seven
years,
because
the
research
showed
that
e/l
students
needed
to
have
more
funding.
So
we
looked
at
those
equitable
pots.
We
didn't
delink
our
compensatory
revenue,
meaning
that
if
enrollment
goes
up
or
a
special
ed
or
poverty
goes
up,
that
compensatory,
which
was
poverty.
B
Revenue,
also
went
up
and
so
really
becoming
an
expert
in
the
budgetary
statutory
language
and
trying
to
lever
every
single
dollar
that
we
can
for
equity
purposes
and
for
specific
students
that
were
not
achieving
at
the
levels
that
we
want
was
critical.
So
we
were
able
to
really
leverage
our
funding
pieces
even
within
deficits,
even
within
full
Republican
control,
and
the
governor
I
was
appointed
to
a
Democratic
governor,
so
I'm
I'm
speaking
in
the
context
of
a
Democratic
viewpoint
of
what
our
priorities
were
compared
with
and
I.
B
We
wanted
to
make
sure
that
there
were
increases
in
early
childhood,
at
least
to
get
a
start
on
our
early
childhood
and
to
begin
to
think
more
strategically
about
how
we
are
funding
our
schools
around
equity,
so
that
that
was
key
in
the
first
couple
years
and
that
had
full
Republican
control.
We
also
were
able
to
do
policy
in
that
we
worked.
The
governor
actually
worked
really
closely
with
the
k-12
Senate
chair
to
put
together
a
read
well
by
third
grade
initiative.
They
both
wanted.
This
was
on
our
seven-point
plan.
B
It
wasn't
critical
and
important,
but
I
couldn't
couldn't
get
agreement
on
how
to
do
the
do.
The
third
grade
literacy
bill,
so
Republican
k12,
chair
in
the
house,
Sandra
Erickson
worked
with
me
with
Pam
Myra,
who
was
a
representative
who
was
sponsoring
the
legislation
who
was
stuck
on
remedial,
educating,
kids
and
I
I.
Don't
support
retaining
children,
so
we
were
trying
to
figure
out.
B
How
are
we
going
to
get
beyond
this
kind
of
sticking
point,
and
it
was
the
Republican
k-12
policy
chair
who
came
out
and
helped
negotiate
that
that
kind
of
set
the
relationship
that
we
had
then
moving
forward
the
next
eight
years,
and
so
when
she
was
in
controller
when
she
was
in
the
minority,
we
always
would
work
together.
We
didn't
always
agree,
but
we
respected
each
other
and
we
worked
together
on
those
things
that
we
could
move
forward
because
the
underlying
principle
was:
what
can
we
make
progress
on?
B
How
do
we
move
and
make
progress
on
this
legislative
agenda
for
kids,
even
in
the
ways
that
we
disagree,
so
I
think
that's
kind
of
the
principle
on
how
I
work
with
the
legislature
I
have
a
big
big,
healthy
respect
for
what
they
do.
They
have
a
ton
of
competing
priorities
that
come
at
them,
but
working
through
the
k-12
chairs
and
really
building
a
relationship
with
them.
B
We
were
back
and
then
now
we're
split
again
were
the
only
legislature
in
the
entire
nation
right
now
that
split
Republican
and
Democrat,
and
we
try
to
come
together
around
the
issues
of
children
and
move
forward
and
our
whole
mentality
was
let's
just
move
forward
and
make
progress.
Let's
get
something
done
for
children
very.
B
A
We're
I
think
we
have
about
45
minutes
remaining,
so
we've
got
time
to
go
around
once
again
with
my
colleagues
and
I'm
going
to
ask
our
student
representative
to
lead
us
in
this
round
of
questioning
I.
Think
we'll
ask
each
member
to
come
up
with
one
more
question.
Then
we'll
leave
enough
time
for
you
to
have
a
closing
statement.
Okay,.
E
So
it
is
important
to
recognize
that
you
would
be
joining
us
from
the
outside
and
sort
of
considering
that
I
would
like
to
know
if
you
have
questions
for
our
community,
that
would
help
you
understand
our
needs
and
our
challenges
better
and
how
you
fit
into
the
fabric
of
our
our
work
as
a
district.
So
in
other
words,
do
you
know
what
you
don't
know.
E
B
Evelyn,
how
would
I
know
what
I
don't
know
I
know
enough
to
know
that
I
don't
know
so
that's
good,
so
I
would
work
with
everyone
and
have
really
good
conversations
with
them
about
what
their
hopes
and
dreams
are.
I
would
like
to
know
what
they've
done
and
tried
that
has
worked
and
what
they've
done
and
tried
that
hasn't
worked.
What
should
we
stop
doing,
and
what
should
we
continue
to
do?
B
This
is
both
for
the
student
perspective,
as
well
as
teacher
and
principal
and
community
perspective,
so
I
would
be
trying
to
gauge
and
ask
questions.
Well.
Tell
me
more
about
that.
Why
did
it
work
or
is
that
something
we
should
scale
up
or
is
there
a
new
innovation?
That's
needed
if
there's
new
ideas,
what
what
have
you
thought
through?
Have
you
thought,
through
all
of
the
different
context
in
nature
and
unintended
consequences,
if
you
do
do
that,
what
kind
of
impact
would
that
have
on
poor
communities
or
this
racial
community
or
this
neighborhood?
F
So
you
know:
schools
like
East
Boston
hive,
you
know
lost
hundreds
of
kids
and
but
we're
also
losing
boston,
public
school
students
to
charter
schools,
and
that's
an
issue
in
our
state
that
it's
complex
and
I
just
wanted
you
to
speak
a
little
bit
about
you
mentioned
that
you
and
in
your
in
your
CV
that
you
had
a
successful
partnership
between
a
charter
school
and
in
a
private
school.
What
are
your
yeah?
What
are
your
overall
thoughts
about
charter
schools?
And
what
can
you?
How
can
you
help
us
fix
that
sort
of
dynamic
of
draining?
B
Thank
you
for
that
question.
Let
me
clarify
the
partnership.
We
had
a
partnership
with
North
High
School
in
Dunwoody
school
and
we
were
working
through
embedding
a
new
model
at
the
school
I.
Don't
think
that
it
was
successful
and
sustained,
we
attempted
to
try
to
create
this
partnership
and
it
was
working
for
a
while,
but
I
don't
think
it's
still
in
working.
So
I
just
want
to
be
clear
with
that.
So
I
think
it's
important
to
partner
with,
with
you
know,
community
and
higher
ed
and
if
appropriate,
Charter
sector
to
create
opportunities
for
for
children.
B
B
Angst
against
charters
or
anything
so
I
don't
want
to
blame
them
for
the
declining
enrollment.
That's
happening.
I
think
we
need
to
create
quality
across
the
sector
and
so
I
think
that
it's
important
for
us
to
give
parents
options
that
are
of
high
quality
to
to
their
students,
and
so
I
think
that
you
know
in
that.
Making
new
investments
in
East
Boston
would
be
really
important
and
I
think
making
sure
that
it
had
the
right
rigor
level
of
rigor
or
the
right
support
systems
in
place
for
students
that
law
a
large
Yale
population.
B
It
would
be
important
to
have
those
support
services
for
families
so
that
they
felt
that
their
kids
were
getting
what
they
need.
I
look
at
the
connectedness
and
opportunities
for
kids
in
after-school
programming,
so
all
of
those
things
matter
in
terms
of
the
competitive
nature
of
enrollment
and
choice
and
where
parents
are
choosing.
So
my
principles
are
more
about
making
sure
that
you
have
high
quality
schools
in
every
neighborhood
and
high
quality
options
for
parents.
B
B
G
B
So,
there's
a
little
bit
difference,
I'm
picking
up
in
your
question.
One
was
around
like
performance
management,
difference
between
performance
management
and
also
then
discipline
for
a
teacher.
Those
are
to
me,
those
are
two
different
things
and
then
the
disputes
and
is
a
is
a
different
aspect
of
managing
kind
of
conflict,
and
so
I'll
answer
the
first
one
if
I'm
correct
that
you're
asking
about
that
in
terms
like
those
incidents
that
come
up
with
with
with
juries
saying
that
there's
incidents
that
come
up
with
employees
potentially
that
are
discipline
issues
or
with.
G
B
G
Thank
you
for
for
clarifying
that
I'm.
Looking
for
a
more
global
view
in
dealing
with
issues
that
arose
in
school.
Let's
say
we
wrestled
with
respect
to
civil
rights
with
respect
to
other
kind
of
other
kind
of
procedural
laws,
let's
say
rather
than
substantive
law.
Those
are
the
kind
of
issues
that
arose
that
sometimes
gotten
involved
the
involvement
of
outside
arenas
and.
E
G
As
a
superintendent,
of
course,
the
first
duty
among
the
prior
prior
primary
duties
or
superintendent
is
to
work
with
you
with
us
as
well.
As
you
know,
responsible
agencies.
What
are
the
procedures
or
what
are
the
the
means
that
you
that
you
think
that
you
can
add
to
to
expedite
these
or
to
resolve
these
with
human
dignity,
as
well
as
with
the
restorative
I,
like
the
restorative
thinking,.
B
B
Thank
you
very
much
for
I.
Think
I'll,
take
your
advice
and
do
kind
of
the
global
I
think
there's
preventive
measures.
You
can
do
to
set
a
culture
in
the
in
the
in
the
organization
around
these
and
be
very
clear
what
the
procedures
are
for
complaints
and
for
procedures
for
understanding
and
then
discipline
procedures.
And
then,
if
there
are
disputes,
then
you
would
do
that
through
a
appeal
process.
B
Some
more
investigate
or
e
findings
of
what
occurred
and
what
that
incident
actually
was
before
you
issue
any
kind
of
discipline
or
or
fire
somebody
so,
and
that
should
be
in
alignment
with
whatever
your
policies
are,
with
your
with
your
plan
around
equal
opportunity,
I
hope
that
answered
your
question
and
then
and
then
the
employee
would
have
an
opportunity,
then,
for
an
appeals
process.
I
think
this
would
be
similar
for
the
community
if
they.
B
If
there
was
an
incident
that
happened
within
the
community
that
was
egregious
and
and
it
was
violating
some
policy,
we
had
around
equal
opportunity,
respect
for
diversity
or
a
racial
incident.
That
happened.
We
would
do
some
initial
fact-finding.
It
may
cause
for
us
to
have
to
do
some,
putting
the
employee
on
administrative
leave
and
then
doing
a
greater
investigatory
and
then
having
our
human
resource
professionals
involved
in
terms
of
investigating
that
issue
and
then
issuing
whatever
is
the
appropriate
level
of
discipline
for
for
that
inside
I.
E
G
C
F
C
B
It's
an
important
question,
because
leadership
that
changes
often
is
very
difficult
for
the
staff,
because
they
don't
know
what
to
trust
and
what's
really
gonna
be
done
and
what
direction
they're
going,
and
so
that's
the
kind
of
all
over
the
place
and
there's
little
coherence
and
so
I
think
it's
really
important
to
have
a
consistency
of
leadership,
and
so
I
am
looking
for
consistency
if
I
come
I
want
to
stay
for
a
while
I'm
looking
for
capstone
to
my
career.
So
that's
why
it's
really
important
to
to
know
that
about
me
as
I.
B
I've
already
been,
commissioner,
you
know
I,
don't
you
know,
I'm
looking
to
get
back
into
the
work
as
a
practitioner
and
to
and
to
do
this
alongside
a
community
and
to
be
a
community
I,
actually
miss
being
part
of
a
community
and
working
with
children
and
families,
and
so
that
to
me
and
I
also
want
to
be
part
of
leveraging
a
larger
system
within
a
community
to
to
be
holistic
for
children
and
families,
and
so
that
that
to
me
is
really
important.
What
I
would
do
is
to
begin
I.
B
Think
I
said
this
earlier
would
begin
to
have
the
conversations
about
what
has
been
done
in
each
of
those
administrations,
because
I
think
it's
important
to
take
an
account,
because
so
often
administrators
come
in
and
they
don't
take
an
accounting
of
what
has
been
done
beforehand,
especially.
What
has
each
one
tried
to
attempt
to
do
and
how
embedded
and
how
well
was
that
executed?
Was
it
a
worthy
idea
that
just
was
poorly
executed
because
they
left
too
soon
or
was
it?
Was
it
something
that
really
they
probably
shouldn't
have
done
anyways?
B
And
it
was
just
a
pet
project
of
the
administrator
who
came
in
so
I
think
that
it's
trying
to
take
an
assessment
of
what
has
actually
been
done
and
then
try
to
understand.
What's
worth
continuing
to
do,
what
should
we
take
off
the
table
and
just
stop
doing,
and
that's
probably
a
lot
of
things
to
be
able
to
create
efficiency
in
focus
and
then
begin
to
craft
over
the
next
year?
B
What
the
core
work
will
be
for
the
next
I
told
the
search
committee,
the
next
thirteen
years,
and
they
said
thirteen
well,
that's
thinking
of
the
preschoolers
that
are
coming
in
that
will
graduate
in
thirteen
years
so,
and
it
probably
will
take
that
long
to
build
it.
I
mean
I,
don't
I
don't
want
to
come
in
here
saying:
oh
yeah,
we're
gonna
get
the
kind
of
results
we
got
in
Memphis.
B
You
know,
I
want
to
see
progress
and
I
want
to
see
results
start
turning
around
and
I
want
to
see
measurable
results
and
I
expect
to
be
held
accountable
to
that.
If
I
may
select
it
as
superintendent
but
for
the
real
systemic
work,
I
think
that's
needed.
It
will
take
many
years
many
years
and
sustained
effort
from
the
community
and
a
sustained
persistence
and
perseverance,
because
it
will
be
political,
it
will
be
challenging
and
and
difficult
at
times,
but
it
will
also
be
so
worthy
and
I
think
people
will
be
inspired
by
the
work.
D
B
Dr.
Coleman
I
was
the
superintendent
of
East
Metro
integration.
Strict
and
I
also
was
an
assistant
principal
who
started
an
integration
school,
so
I
believe
strongly
in
integration
as
a
core
strategy
to
improving
outcomes
for
children
and
I.
Just
think
that
you
know,
students
who
learn
from
each
other
and
can
appreciate
each
other's
differences
are
great.
B
Those
are
more
academic
programming
or
having
students
at
the
high
school
level
interact
more
together,
I
mean
there's
all
kinds
of
ways
to
create
integrated
learning
environments
for
children
that
are
not
also
just
so
dependent
on
brick
and
mortar,
and
that's
for
all
kinds
of
learning,
so
just
creating
opportunities
for
kids
to
interact
with
children
that
do
not
look
like
them.
Maybe
don't
worship
like
them
is
a
great
way
for
us
to
create
a
really
rich
and
beautiful
and
community
of
children
and
citizens.
Thank.
D
H
Thank
You
mr.
chair,
dr.
cassellius
I,
found
it
interesting
when
I
asked
you
for
a
something
that
you
pointed
to
as
an
achievement.
You
talked
about
when
you
were
the
head
of
middle
schools
in
Memphis,
and
you
talked
about
putting
investments
in
and
I
believe
you
felt
that
you
improved
academic
achievement
in
Memphis
and
I'm
putting
that
against.
What's
going
on
in
Boston
well,
we
have
actually
been
moving
away
from
middle
schools.
We
struggled
with
finding
research
to
show
that
middle
schools
were
improving.
H
We
found
some
research
that
says
a
K
to
6
7
to
12
model
works.
Other
research
that
says
K
to
8
9
to
12
model
works,
nothing.
That
said,
the
middle
schools
were
working
and
we
were
actually
moving
away
from
that.
You
probably
know
in
your
research
and
bill
BPS
that
we
have
I,
think
it's
like
23
grade
configurations
in
Boston
and
we're
trying
to
cut
that
down.
Have
less
transitions
for
parents
have
more
certainty
that
is
partly
to
get
out
what
dr.
H
Revere
was
talking
about:
a
parents
moving
to
charter
schools
because
they
don't
like
the
uncertainty
of
the
number
of
transitions,
and
so
as
we
work
to
keep
this
portfolio
approach,
but
more
towards
K
to
6,
7
to
12
or
K
to
8
9
to
12.
Allow
parents
have
a
choice,
have
a
range
of
both
help
me
out
with
your
thoughts
about
Bill,
bps
and
again,
specifically
with
regards
to
here,
you
were
saying
one
of
your
achievements
was
about
middle
school
and
yet
we're
moving
against
that.
H
B
Within
that
structure,
you
can
create
teams
and
you
can
create
a
middle
school
philosophy
within
that
structure,
where
you
have
students
assigned
to
teams
of
teachers,
you
have
high
rigor
because
a
lot
of
times
when
we
first
started
middle
school
reform,
there
was
kind
of
this.
Let's
focus
on
the
social
emotional
aspects
of
the
you
know,
adolescent
years,
which
is
so
important
in
terms
of
child
development
and
child
development
outcomes,
but
also
it's
the
time
when
children
are
the
most
curious.
B
Their
kids,
like
with
the
counselor
they'll,
know
who
the
counselors
are
they'll
know
who
the
principal
is,
and
that
makes
it
more
comfortable
for
a
family
structure,
but
for
the
individual
student.
Then
you
would
work
through
teaming
and
work
through,
adding
the
core
principles
of
middle
school
philosophy
within
a
larger
structure
of
a
middle
and
high
school.
Thank.
H
You
so
that's
helpful,
also
your
thoughts
on
Bill
bps.
Obviously,
you've
done
your
research
on
it
and
there's
a
lot
of
great
stuff
coming
right,
we're
gonna
be
investing
a
billion
dollars
in
our
schools
will
be
building
we're
already
starting
to
build
a
bunch
of
new
ones,
putting
21st
century
furniture
and
equipment
in
a
bunch
of
school
buildings,
but
it
will
also
be
the
challenges
as
we
move
schools
around.
So
your
thoughts
on
those
challenges
ahead.
Please,
yes,.
B
Thank
you,
I
think
bill.
Bps
is
a
good
start.
It'll,
probably
be
that
you
actually
end
up
investing
more
because
the
community
will
be
so
excited
about
the
work
and
and
it'll
be
that
over
the
years,
you'll
see
new
opportunities
for
what
will
be
happening
with
the
build
PPS
model
and
how
you
get
your
it's.
B
E
A
H
F
H
So
what
I
would
like
to
ask
is
we
have
a
stated
policy
of
this
committee
to
increase
inclusive
opportunities
for
our
students.
Help
me
out,
please,
with
your
interpretation
of
the
balance
of
how
to
do
inclusion
right
versus
inclusion
fast.
What's
your
experience
with
it,
and
how
can
we
do
inclusion
right.
B
So,
thank
you
for
that.
I
think
that
doing
inclusion
right
means
preparing
the
field
for
force.
Kids
so,
for
instance,
I
think
that
bps
offers
programming
for
special
education
students
at
the
secondary
level,
but
most
of
them
go
to
five
of
the
comprehensive
schools
and
I
think
if
you're
gonna,
you
know
dismantle
that
you've
got
to
make
sure
that
the
teachers
are
ready
to
handle
and
work
through
all
of
the
myriad
of
disabilities,
that
students
bring
and
the
unique
challenges
that
come
and
the
complexity
of
those
needs.
B
You
can't
just
treat
one
student
with
autism
like
another
student
with
autism.
You
have
to
work
with
the
family
on
the
particular
ways
that
that
child
presents
and
get
to
get
the
appropriate
training
in
place
in
the
appropriate
plans
and
revisit
the
IEP
s
in
the
new
structure
of
whatever
you're
going
to
do
in
terms
of
the
cautionary
model,
so
I
think
getting
it
right
means
that
you've
prepared
the
field.
B
You've
you've
prepared
the
teachers
you've
spoken
with
the
parents
around
the
needs
of
their
child's,
in
particular,
you've
looked
at
their
goals,
you've
rewritten
their
IEP
s
and
you
get
ready
for
them
to
come.
You
don't
just
say:
oh
we're
gonna,
do
it
to
do
it
and
then
the
children
come
in
and
nobody
knows
how
to
handle
it
and
and
then
kids
don't
get
the
services
that
they
need.
So
that's
that's
what
I
would
do
in
looking
at
it
I'm
really
trying
to
understand
that
I.
D
Don't
want
to
make
it
sound
like
it
didn't.
Have
another
question:
I
just
want
to
point
out
just
for
your
comfort
level
that
you
did
ask
answer
my
four
questions,
which
is
autonomy
and
accountability.
The
importance
of
human
capital
I
really
appreciate
it.
Your
value
of
the
teachers,
that's
very
important
value,
driven
strategic
planning,
I.
Think
a
wonderful
approach,
I
believe
once
I
appreciated
that
not
that
we
did
have
more
questions.
Okay,
thank.
A
You
doctor
:,
thank
you
Miss
Joanie,
oh
and
Miss
Robinson
as
well.
I
think
you
know,
you'll
have
an
opportunity
to
make
a
final
I'm.
Sorry.
Is
there
something
else
or.
H
C
C
B
Well,
thanks
for
that,
of
course,
my
whole
background
professionally,
as
a
practitioner
has
been
in
middle
and
high
school,
so
I
didn't
have
any
experience
with
that
before
becoming
commissioner
and
then
for
the
past
eight
years,
I've
had
to
ignore
middle
in
high
school,
because
my
governor
was
really
interested
in
early
childhood
and
all-day
kindergarten.
So
I've
spent
the
past
eight
years
learning
about
preschool
to
grade
eight
frameworks
worked
across
the
with
the
associate
Elementary
Association
of
elementary
school
principals
to
work
on
their
leadership.
B
Around
early
childhood
initiatives
worked
with
the
Minnesota
reading
corps
around
their
initiatives
and
work.
These
are
policy
and
funding,
as
well
as
setting
up
professional
development
and
trainings
through
with
my
staff,
with
the
elementary
work
preschool
development
grant
got
the
early
childhood
grant
work
work
to
help
support
my
staff
and
team
work
to
help
support.
B
Promise
Neighborhoods
in
the
transformation
zones
worked
across
sector
to
support
the
mixed
delivery
system,
put
out
a
quality
awareness
system,
a
reporting
system
for
parents
to
be
able
to
find
and
access
early
learning
opportunities,
and
so
we
did
the
funding
side.
We
did
the
policy
side
as
well
as
the
implementation
side
of
a
mixed
delivery
system.
We
had
strong
arguments
around
whether
you
do
scholarship
based
preschool
opportunities
for
children
and
you
get
the
money
to
the
most
at-risk
kids
or
whether
you
do
universal
preschool.
My
governor
had
a
strong
opinion
of
universal
preschool.
B
B
A
transformational
zone
kind
of
model
to
collectively
invest
either
in
headstart
and
give
the
money
that
they
were
granted
it
to
head
start
or
whether
it
was
to
give
additional
funding
to
to
a
child
care
within
the
community.
And
so
we
did
that
really
because
in
many
of
our
rural
districts
we
had
childcare
deserts,
and
so
there
really
wasn't
opportunity
to
have
preschool
in
child
care
home
mahoma
neighbor.
We
were
so
we
had
to
invest
in
the
schools
in
those
communities,
but
in
other
communities
they
had
really
strong
like
dilute
public
schools.
B
They
did
all
their
preschool
with
headstart,
so
really
important
to
give
that
flexibility.
So
I
kind
of
liked
that
school
readiness
mindset
of
given
the
local
school
district
control
over
whether
they
were
doing
a
mixed
delivery
model,
whether
it
was
school-based
model
and
what
would
work
best
for
them
within
their
community.
So
we
did
that.
We
also
set
up
the
children's
cabinet
and
worked
across
agency
for
the
governance
model
of
that,
and
that
became
more
codified.
B
We
moved
it
out
of
the
Department
of
Education
and
brought
it
to
the
governor's
office
to
elevate
that
and
to
be
able
to
give
more
more
attention
to
the
governance
so
that
we
could
coordinate
better
among
us,
which
was
an
office
which
was
a
finding
that
I
shared
with
mr.
O'neil.
You
know
that
that's
something
we
needed
to.
We
need
to
still
continue
to
work
at
in
terms
of
simplifying
that
for
parents
and
navigation
so
and
also
I'll,
just
say,
I'm
a
head
start
baby.
G
F
You
again
for
the
opportunity
to
ask
another
question:
yeah
we
another
thing
we
haven't
talked
about
is
the
arts
and
I'm
curious
what
kinds
of
investments
you
made
in
promoting
the
arts?
We,
we
definitely
have
some
arts
deserts
in
some
of
our
schools
so
and
we
had
a
very
powerful
testimonies
and
one
of
our
school
hearings
from
students
from
various.
You
know:
schools,
baa
and
height,
squared
task
force.
So
just
curious
again:
what
could
you?
How
would
you
promote
the
Arts
in
our
schools
so.
B
Thank
you
for
that.
As
the
mother
of
a
future
art
teacher,
I
love
the
Arts,
all
three
of
my
children
are
incredibly
creative
and
my
son
is
just
incredible.
My
youngest
son
is
incredible
artist,
claymation,
animation,
storytelling
and
screenwriting,
and
my
dot
my
middle
daughter
who's
now
in
college,
as
an
artist
and
just
got
second
place
for
her
art
exhibit
so
I'm
super
proud
of
her
at
in
college,
and
then
my
oldest
son
who's
30.
He
is
a
creative,
videographer
and
photographer,
and
so
he's
he's
an
artist.
B
So
this
is
something
that's
really
personal
and
important
to
me
personally.
Around
the
arts.
I
want
to
commend
superintendent
Parral
in
her
work
with
the
arts
and
arts
integration
throughout
the
district.
I
think
she's,
doing
great
work,
leading
in
this
area
and
I
think
that
students
are
connected
to
their
world
through
their
expression
and
many
times.
That's
artistic
expression
and
so
I
love.
The
arts,
I
would
also
say
we
haven't
talked
about
physical
wellness
and
PE
I.
Think
all
the
PE
teachers
in
Minnesota
would
come
after
me.
B
If
I
didn't
talk
about
the
importance
of
PE
and
United
PE,
they
were
at
every
single.
Every
student
succeeds
act
as
we
talked
about
a
well-rounded
education
and
what
it
means
around
wellness
and
I
think
that
well-being
and
wellness
are
really
critical
to
our
children
and
their
mental
health
and
their
physical
well-being,
and
so
I
think
that
PE
is
important
and
then,
of
course,
I
don't
ever
want
to
make
the
librarians
upset
either
so
having
libraries
and
the
value
of
libraries
is
also
really
important.
B
H
B
H
B
I'd
look
I
just
got
here,
and
so
she
had
me
kind
of
help
her
with
some
of
these
larger
plans
to
start
with
the
community
engagement
and
start
working
collaboratively
to
understand
better
kind
of
what
direction
to
take
and
then,
as
I,
was
working
with
her
much
more
closely
at
the
district
level.
She
knew
of
my
work
at
the
school
level
and
being
able
to
execute
and
and
and
turn
around
schools.
B
So
when
she
brought
me
to
Memphis,
I
was
gonna
do
that
in
one
school,
but
then
I
started
working
with
her
more
closely
and
she
saw
things
within
me
that
I
didn't
even
see
within
myself
in
terms
of
my
own
personal
leadership,
and
she
then
came
to
me
in
my
office
one
day
and
said:
I've
been
looking
for
a
middle
school
superintendent
and
the
person
sitting
right
in
front
of
me
and
I'd
like
you
to
lead
our
middle
schools.
I
said:
are
you
crazy?
B
H
I
asked
that
question
by
the
way,
thank
you.
I
joined,
School,
Committee
or
applied
to
join
school
committee
to
support
dr.
Johnson's
work
on
alternative
education,
and
we
engage
in
students
and
lowering
the
dropout
rate
yeah
and
there's
a
special
place
in
my
heart
for
that
woman
and
my
guess
is
she's
watching
right
now,
so
hello,
dr.
Johnson.
Thank
you.
The
lower
graduation
rate
is
a
lot
of
work
that
you
started,
but,
more
importantly,
having
been
recruited
by
her
from
st.
H
Paul
to
join
Minneapolis
and
then
by
her
to
join
Memphis
I'm
interested
in
your
thoughts
about
building
your
own
team.
Should
you
be
chosen
to
be
superintendent
and
how
do
you
balance
between
heaven,
Boston
expertise,
Boston
knowledge
and
bringing
in
people
as
dr.
Johnson
did
with
you
clearly
in
two
different
circumstances?.
B
I,
you
know
dr.
Johnson
always
said
that
building
a
team
is
both
an
art
and
a
science,
and
so
I
think
that
you
would
have
to
look
within
first
and
have
the
conversations
within
the
organization
and
find
the
talent.
And
you
know
that
would
maybe
some
of
the
existing
team
members
and
maybe
all
of
them.
It
may
be
some
of
them.
And
then
you
know
trying
to
figure
out
who
who
has
who
wants
to
get
into
this
work.
B
Look
for
people
who
are
highly
qualified,
who
have
a
high
moral
focus
and
commitment
to
the
work
and
who
are
highly
ethical
and
who
are
knowledgeable
and
so
I'll
find
those
people
and
and
and
create
a
team,
and
it
will
be
a
diverse
team
of
folks
who
will
be
on
just
there'll,
be
just
on
fire
for
the
work,
because
I,
we
should
be
joyful
about
our
work.
Every
day
that
we
come
it's
hot
you'll
be
tired
at
times,
but
I
mean
it's
you
should
be.
You
should
want
to
do
this
work.
Thank.
A
G
I
F
F
I
Johnson,
my
question
is:
if
you
could
just
talk
a
little
bit,
I
know
that
dr.
Rivera
asked
you
a
little
bit
about
look
act,
but
if
you
could
just
talk
about
your
experience,
working
with
English
language
learners
and
just
based
on
what
you
know
about
our
district
and
I
know,
you
know
you'd
have
to
come
in
and
kind
of
take
a
deeper
dive,
but
just
based
on
what
you
have
read,
the
reports
that
you've
read
and
what
you
know.
I
Can
you
just
talk
a
little
bit
about
what
you
what
you
think
that
we're
doing
well
and
where
maybe
some
areas
based
on
you
know
you've
had
the
Commissioner
point
of
view,
which
is
more
of
a
policy
perspective.
I'm
just
curious
about
kind
of
things
that
that
have
been
tried
or
best
practices,
things
that
maybe
you
think
we
would
be
able
to
do
here,
that
you
would
be
looking
at
and
again
what
are
our
strengths
right.
B
I
have
a
strong
English
language
learner
expert
at
the
department
and
advocate
my
assistant,
commissioner,
and
my
Deputy
Commissioner
went
for
when
I
first
started
were
Hispanic
and
they
took
on
a
lot
of
that
work
and
I
had
full
faith
and
confidence
in
them.
So
I
would
surround
myself
around
experts
of
people
and
began
to
be
advised
by
them
and
then
talked
to
them
and
then
talked
to
parents
and
talked
to
students
about
the
strategies
that
would
work
best.
B
My
my
general
philosophy
is
around
valuing
the
assets
of
students
who
have
e/l
valuing
emerging,
multilingual
learners.
Looking
at
opportunities
for
students,
you
know
the
arts,
life
students
who
don't
have
formal
or
interrupted
education
and
trying
to
figure
out
strategies
for
them
and
then
looking
at
bilingual
interpreters
and
supports
within
the
classroom,
which
is
good
and
then
also
training
the
general
education
teachers
on
those
practices.
I've.
B
Also,
you
know,
as
the
practitioner
level
when
I
was
leading,
high
schools
had
experts
who
were
working
and
we
used
SIOP
and
sheltered
and
struck,
and
protocols
and
I
support.
Some
of
that
where
it's
needed
for
some
intense
study
for
students,
but
I
also
want
to
be
able
to
have
students
in
the
classroom
as
much
as
possible.
Working
with
the
supports
in
in
the
actual
classroom.
A
Thank
You
vice
chair,
well
we're
almost
at
a
time
and
so
I'm
deeply
grateful
for
my
colleagues
for
all
the
insightful
questions
and
I'm
glad
we've
had
a
chance.
They
do
get
through
a
number
of
these
questions
and
cover
a
lot
of
the
ground
that
we've
been
able
to
come
to
some
of
the
other
candidates.
B
Well,
I
appreciate
all
of
you
taking
the
time
and
I
appreciate
the
effort
of
the
search
committee
as
well,
for
this
incredible
opportunity
to
be
among
three
wonderful,
two
other
wonderful
options
and
candidates
that
you
have
and
bring
a
great
talent
and
so
I
know
that
you
have
a
very
difficult
decision
in
front
of
you.
I
am
a
lifetime
educator
and
have
spent
my
life
advocating
for
children
and
creating
more
equitable
opportunities
and
working
to
build
up
communities.
B
I
have
specific
expertise
in
the
area
of
budgeting
and
also
policy
and
politics,
obviously
so
and
broad
scale,
strategic
planning
and
visionary,
but
also
being
able
to
actually
execute
and
get
results.
So
those
are
the
things
that
I
would
bring
to
Boston
and
also
just
my
own
ability
to
build
a
strong
team
and
and
work
with
that
team
to
be
able
to
work
across
sectors
to
get
good
results
for
the
for
the
whole
community
and
that's
what
I'd
like
to
do
and
so
I.
Thank
you
for
this
time.
B
A
A
A
I
want
to
remind
folks
in
the
audience
watching
on
TV
as
well
that
you
can
view
the
entire
public
interview
schedule,
as
well
as
the
BIOS
and
resumes
of
each
of
our
candidates
at
Boston,
Public,
Schools,
org,
slash,
superintendent
search,
you
can
email
your
feedback
to
superintendent
search
at
Boston,
Public,
Schools
org,
and
you
can
also.
This
is
a
new
feature.
A
This
year
access
a
survey,
that's
online
at
that
superintendent
search
website
where
members
of
the
public
can
give
us
direct
feedback,
direct
feedback
to
the
committee
on
each
of
the
candidates
that
have
come
before
us.
That
survey
will
remain
open
until
midnight
on
Sunday,
April
28th,
and
the
results
of
that
survey
will
then
be
distributed
to
members
for
review
prior
to
our
tentative
vote,
which
is
scheduled
for
next
Wednesday
May
1st.
If
I
hear
nothing
further,
I'll
entertain
a
motion
to
adjourn
this
public
interview.