►
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
Gracias,
today's
proceedings
are
being
broadcast,
live
by
Boston
City
TV
on
YouTube,
as
well
as
on
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
for
those
of
you
that
have
just
are
still
getting
acquainted
with
our
process.
I
want
to
once
more
extend
a
warm
and
heartfelt
thanks
to
the
members
of
the
search
committee,
including
our
Vice
Chair,
and
the
co-chair
of
the
search
missile
Alex
Oliver
Davila,
our
other
co-chair
dr.
A
Jay,
Keith,
motley
who's
in
the
audience
with
us
today
and
mr.
O'neill
from
the
certain
search
committee
and
School
Committee
as
well,
who
had
been
carrying
a
load
in
this
effort
over
the
last
eight
months.
The
volunteers
on
the
search
committee
have
spent
more
than
70
hours
in
meetings
during
that
time
and
I
think
we
might
even
want
to
bump
that
up
to
80
at
this
point
with
the
interviews
over
the
last
week
and
those
that
time
includes
six
community
forums,
public
meetings
in
nearly
40
hours
of
confidential
candidate
interviews.
A
This
group
has
interviewed
12
individuals
and
invited
back
seven
for
a
second
round
of
interviews
in
order
to
come
to
the
consensus
on
three
finalists
that
we
have
before
us
today.
So
we're
again
deeply
appreciative
of
the
the
hard
work
that
the
search
committee
has
taken
on
and
brought
us
to
where
we
are
today
and
speaking
of
today,
the
School
Committee
is
going
to
interview
the
final
of
our
three
candidates
for
the
superintendent
of
the
Boston
Public
Schools
I
want
to
I,
extend
a
warm
welcome
to
dr.
Oscar
Santos.
Welcome
today,
dr..
Thank
you
looking.
A
What
are
you
hearing
from
you
in
just
a
moment
and
as
many
folks
who
have
been
reading
the
papers
know
dr.
Santos
is
a
bps
graduate
and
a
former
superintendent
of
the
Randolph
Public
Schools,
and
he
is
currently
president
and
head
of
school
at
Cathedral.
High
School.
Excuse
me
seven
or
12
school
in
the
South
End.
So
welcome
once
again.
Thank
you.
Well
we're
also
giving
thanks
to
the
search
committee
members
that
have
led
us
to
this
point.
A
I
also
want
to
take
one
more
opportunity
to
thank
the
21
members
of
the
interview
panels
that
have
given
up
their
time
and
volunteering
to
help
us
out
here
this
week
as
well.
This
group
includes
nine
current
bps
parents,
three
students,
two
teachers,
two
school
leaders,
our
assistant
superintendent
for
academic,
excuse
me
achievement
gaps
and
the
city
council's
chair
of
the
education
subcommittee
among
many
other
community
partners
from
higher
education
nonprofits
and
the
CBO's
that
help
the
district
in
its
daily
work
serving
kids.
A
So
I
want
to
thank
them
for
sharing
their
time
perspective
with
us.
Thank
them
for
representing
the
bps
students,
families,
teachers
and
community
at
large
and
I
also
want
to
thank
the
Shaw
foundation
once
more
for
their
financial
support
of
the
community
process
that
has
made
this
such
a
robust
endeavor,
not
only
this
week,
but
throughout
the
process
so
moving
on
now
to
the
business
at
hand,
dr.
Santos.
That
invites
you
to
give
an
opening
statement
and
then
we'll
have
an
opportunity
to
open
up
questions
to
questions
from
the
members.
Great
good.
C
Afternoon,
everyone
thank
you
for
having
me
here,
Oscar
Santos,
it's
a
pleasure
to
be
here
and
just
before
we
begin
I
want
to
let
you
know
a
little
bit
about
myself.
As
mr.
la
canto
said,
I
am
a
proud
graduate
at
the
Boston
Public
Schools
I
grew
up
in
the
city
of
Boston.
I
learned
how
to
cut
my
teeth
here
as
a
teacher
in
Boston
and
I
was
also
a
principal
in
those
14
years
that
I
was
in
the
Boston
Public
Schools
I
taught
English
I
taught
history.
C
One
of
the
things
that
I
was
proud
of
time
was
that
I
also
was
the
founding
member
of
the
ëall
task
force
chairperson,
as
well
as
the
co-chair
for
the
achievement
gap.
Opportunity
I
spent
three
years
and
Randolph
as
superintendent,
taking
on
a
level
four
school
district
and
came
back
to
the
city
of
Boston,
where
I'm
now
the
president
of
an
independent
philanthropy,
a
school
for
inner-city
kids.
A
Well,
thank
you
very
much,
dr.
Santos
and
before
we
begin
I
just
wanted
to
ask
you
a
couple
questions
and
then
I'll
describe
the
process.
So
first
question:
have
you
had
an
opportunity?
You're,
the
third
person
that's
gone
through
this
process
to
date,
have
you
had
an
opportunity
to
watch
any
of
the
previous
interviews
with
other
candidates?
I
did
not
watch
any
of
them.
Okay,
Mia
had
any
chance
to
talk
with
anyone
else
that
might
have
had
a
chance
to
watch
those
videos
and
prepare
you
with
any
of
the
questions
that
you've
heard
did
not.
A
Okay,
very
good.
Thank
you.
The
process
today
is
we're.
Gonna
go
around
and
allow
each
of
the
members
on
the
school
committee
that
didn't
play
a
role
in
the
search
committee
process
to
ask
you
two
questions:
apiece
and
we'll
go
around
and
we'll
start
with
each
of
those
candidate,
my
fellow
colleagues
to
to
engage
in
that
process
and
then
we'll
have
mr.
O'neill.
A
Miss
Oliver
Davila
ask
a
few
additional
questions
as
well
I
and
then,
if
we
have
time
remaining
we'll
go
around
once
again
and
then
we'll
have
an
opportunity
for
you
to
give
a
closing
statement
at
the
end
of
the
interview,
sound
good,
excellent,
all
right!
Well,
I
want
to
ask
our
student
representative
to
lead
us
off.
Miss
Evelyn,
Reyes.
D
Sure
you
know,
students
in
Boston,
organizing
and
being
thank
you
and
are
being
proactive
in
terms
of
advocating
for
our
education
and
making
sure
that
we
get
the
best
and
that
our
peers
get
the
best.
So
I
am
curious
to
hear
how
you
would
support
the
priorities
of
our
student
led
organizations
if
chosen
as
superintendent.
C
Evelyn
one
of
the
things
that's
most
important
is
making
sure
that
students
are
at
the
forefront
of
all
decisions
that
I
make
as
a
school
leader
as
a
superintendent,
and
one
of
the
things
that
I
think
is
wonderful
about
the
student
agency
and
be
sac
is.
Is
that
you're
working
on
all
the
right
things?
From
my
perspective,
from
what
I've
read,
is
making
sure
that
there's
student
voice
that
you're
represented
in
the
budget,
that
you
also
have
opportunities
to
discuss,
academics
and
programs
to
support
you
to
be
more
successful?
C
I
actually
saw
the
app
that
was
created,
which
I
think
was
wonderful
and
I.
Think
that's
something
that
could
be
done
for
parents
too,
which
is
excellent
as
a
principal
one
of
the
first
things
that
I
always
did
was
that
made
me
successful
was
to
get
to
know
my
students
when
I
was
a
principal
at
Boston,
International,
high
school
or
headmaster.
C
One
of
the
things
that
we
did
was
we
transform
the
school
from
a
program
into
an
accredited
high
school,
and
these
were
students
who
came
to
the
country
who
were
recently
arrived
immigrants,
and
the
idea
initially
was
that
those
students
would
then
go
to
Boston.
International,
learn
some
English
and
go
to
another
high
school.
The
students
did
not
want
that,
and
that
was
that
was
the
correct
thing.
So,
listening
to
students
recently,
we
just
created
an
applied
Learning
Center
at
Cathedral,
and
the
first
thing
that
we
did
was.
C
We
asked
the
students,
the
kids
who
are
living
in
it.
What
do
you
want
the
school
to
look
like
what
should
it
be
like,
and
they
were
part
of
the
design
process
with
some
of
our
partners
who
came
from
the
outside
Dell
and
Autodesk?
So
to
answer
your
question
in
terms
of
looking
at
voice
ownership
and
making
sure
that
the
priorities
that
you
have
to
have
equity
to
make
sure
that
you're
represented
that
you
have
high
academic
classes
and
that
you
have
programs
I
support
that
100%
emma.
D
C
So
that's
one
of
the
things
that
when
I
was
a
teacher
at
English
high
school,
we
also
worked
with
Heights,
where
task
force
to
support
students
when
I
got
to
Randolph,
which
was
a
broader
School
District.
We
had
a
support
group
for
students
that
really
had
we
had
what
we
call
coffee
with
the
superintendent
and
it
was
to
have
the
discussions
about
the
the
issues
that
were
going
on
in
a
wonderful
city
like
Boston
I.
C
Think
that
there's
a
great
opportunity
to
really
sit
down
with
students
to
talk
about
early
colleges
to
talk
about
high
school
redesign
to
talk
about
how
do
we
set
up
programs
for
kids
to
have
opportunities
that
extend
beyond
their
school
day
and
internships
and
other
programs
to
truly
support
them?
I
know
that
the
pic
program
does
that
high
Square
task
force,
as
well
as
other
internships
and
other
programs,
and
those
are
the
opportunities
that
I
think
exist.
D
D
We
have
a
very
active
community
parents
and
teachers
and
other
education
advocates
who
also
look
to
make
sure
the
district
is
serving
our
students
in
the
best
way.
That
being
said,
sometimes
the
community's
priorities
or
vision
for
the
district
doesn't
match
up
with
the
mayor's
and
I'm
curious
to
hear
how
you
would
mitigate
those
differences
and
how
you
would
balance
the
mayor's
priorities
with
those
of
the
community
in.
C
Terms
of
the
priorities,
one
of
the
things
that's
wonderful,
is-
is
that
having
different
perspectives
from
parents
from
students
from
teachers
are
helpful
because
they
they
help
frame?
What
are
some
of
the
needs?
That
may
not
be
happening
that
people
may
not
be
do
not
know.
One
of
the
things
that
I
think
is
critical
is
is
to
really
listen
to
the
people
who
are
living
it
in
the
schools
and,
as
you
mentioned,
the
students,
the
parents,
the
teachers.
Those
are
the
critical
conversations
that
help
the
people
who
are
leading
it,
such
as
the
mayor.
C
The
superintendent
central
offices
have
a
better
understanding
of
some
of
those.
What
I
would
say
points
that
are
necessary,
that
better
supportive
for
students
and
then
last
but
not
least,
it's
about
bringing
people
together,
because
if
we're
not
schools
are
made
to
make
sure
that
students
are
successful.
There's
schools
are
for
students
and
if
the
students
voices
are
not
represented
not
heard
their
thoughts
and
their
ideas,
then
we're
not
really
doing
the
right
things
to
support
their
needs.
Thank.
E
Hello,
so
I
was
very
pleased
to
see
that
you
were
involved
in
the
e
ll
task
force
for
the
Boston
School
Committee
I
just
became
the
new
co-chair
of
the
yellow
task
force,
and
so
my
question
is
really
about
supports
for
English
language
learners
and
since
you
were,
you
know
there.
In
the
past,
before
the
recent
look,
Act
has
been
passed,
which
now
allows
you
know
different
alternatives
for
bilingual
education
beyond
just
sheltered,
English
immersion.
So
I
wanted
you
to
say
a
little
bit
about.
You
know.
First,
what
would
have
been?
E
What
are
the
three
biggest
challenges
facing
English
language
learners
in
bps
today
you
know:
how
does
that
differ
from
when
you
were
involved
with
the
yellow
task
force
and
oh
gosh,
I
guess
this
is
sort
of
a
Part
B?
Is
you
know
so
the
three
challenges
facing
English
language
learners
and
then
how
the
look
Act
could
be
opportunities
for
our
school
district
to
to
get
it
ready
to
serve
our
students
better.
C
Lorna
there's
a
number
of
challenges
with
English
language
learners.
I
would
say
that
the
first
challenge
is
really
properly
identifying
English
language
learners.
As
you
know,
we
have
students
who
are
long-term
English
language,
learners
and
many
of
those
students
were
born
here
in
Boston
and
do
not
have
academic
language.
We
then
also
have
students
who
are
older,
English
language
learners.
As
you
know,
the
fastest-growing
population
coming
to
the
city
of
Boston
are
immigrants.
Sixty-One
percent
of
our
new
arrivals
that
are
immigrant
students,
so
those
are
older,
English
language
learners.
C
Some
may
come
with
native
language,
with
good
native
language
acquisition
and
some
may
not,
and
then
you
have
students
who
I
had
the
pleasure
of
teaching
these
students,
students
who
come
with
what
you
call
interrupted
education,
formal
interrupted
education,
which
are
called
site
I
taught
in
that
program,
so
I
think
it's
really
making
sure
that
we
properly
identify
our
English
language
learners.
That's
the
first
critical
piece.
C
The
last
challenge
is,
is
that
when
you
look
at
English
language
learners,
we
need
to
really
be
a
lot
more
proactive
in
terms
of
supporting
students
for
graduation.
If
you
have
older,
English
language
learners
in
some
cases,
you
may
have
to
really
think
about
how
do
you
partner
with
a
community
college,
because
some
of
those
students
have
to
work
when
I
taught
at
English
when
I
taught
at
English
high
school
as
well
as
when
I
was
the
headmaster
at
Boston
International
high
school?
We
had
students
that
had
to
work
from
3
to
11.
C
They
were
new
to
the
country.
They
were
from
Somalia
Albania
Ethiopia
Eritrea.
We
were
able
on
Saturdays
at
Boston,
International
high
school,
to
provide
classes
for
the
students,
and
they
really
appreciated
that
and
I
might
go
off
a
little
bit
here
in
terms
of
again
supporting
English
language
learners.
But
one
of
the
things
that
I
think
is
critical
is
is
that
you
also
provide
different
pathways.
C
We
had
early
college
pathways
for
our
students
at
Boston
International,
and
we
also
looked
at
how
do
you
provide
opportunities
for
students
to
have
different
pathways
to
success
so
that
they're
embedded
in
their
work?
So
those
are
some
of
the
challenges
in
terms
of
the
second
part,
with
the
look
act.
C
I
think
that
that's
helpful
because
it
allows
schools
to
be
a
little
bit
more
entrepreneurial
and
it
allows
schools
to
have
an
opportunity
to
say
here
are
the
needs
of
our
students
and
here's
how
we
can
work
a
little
bit
more
explicitly
with
some
of
our
partners.
So
a
perfect
example.
You
mentioned
the
Hyde
Square
task
force.
Perhaps
students
at
English
high
school
could
work
with
mentors
of
partners
from
Hyde
Square
task
force
and
one
of
the
ways
that
you
could
do
that
is
maybe
through
relational
automation.
C
It's
looking
at
creating
a
based
approaches
to
say
here
things
that
kids
need.
Is
there
a
tutor
that
wants
to
support
them
so
that
it's
connected
and
then,
when
you
look
at
workforce
development
for
English
language
learners?
Is
that
there's
students
who
really
want
to
have
that
what
I
would
say,
embedded
work,
opportunities
and
really
thinking
about?
How
do
we
provide
partnerships
and
opportunities
for
them
to
have
those
successes?
So
I
do
think
that
the
look
Act
does
provide
those
opportunities
to
really
differentiate
and
to
build
academic
language
for
kids.
E
Also,
one
of
the
the
challenges
facing
our
district
is
the
lack
of
teachers
of
color
in
in
our
schools,
where
we're
a
majority
minority
district,
particularly
teachers
as
well,
that
can
work
with
English
learners
and
have
that
native
and
the
cultural
backgrounds
as
well.
So
I
wonder
if
you
could
speak
a
little
bit
about
you
know.
We
also
have
many
programs
to
recruit
teachers
of
color,
but
we
don't
do
a
good
job
of
retaining
them.
C
You're
you're
absolutely
correct
about
the
fact
that
there
we
need
more
diversity
in
our
classrooms
and
I
said
this
in
the
earlier
panel,
but
I
think
it's
important
and
mention
this
is
that
diversity
is
good
for
all
students.
It's
not
just
good
for
English
language
learners,
it's
not
just
good
for
african-american
students,
it's
good
for
all
students,
and
the
reason
for
that
is
because
it
provides
empathy.
It
provides
examples
of
what
the
world
really
looks
like
and
it
gives
kids
opportunities
to
really
be
more
prepared
for
a
multicultural
world.
So
that's
that's
the
first
thing.
C
The
second
thing
that,
in
terms
of
the
numbers
that
I
look
at
we're,
42
percent
of
our
students
are
Latino
and
34
percent
of
our
students
are
african-american.
It's
that's
high
number
76,
that's
what
makes
up
Boston
and
our
african-american
and
Latino
teachers
are
about
33%.
So
that's
a
that's
a
big
disparity
and
it's
something
that
we
need
to
work
on.
C
One
of
the
things
that
I
think
is
critical
is
to
also
look
into
the
number
of
teachers
in
the
Boston
Public
Schools
and
staff
that
speak
another
language,
because
that
really
does
support
the
work
a
lot
and
that's
something
that
I
think
we
really
need
to
look
at.
I
had
the
fortune
when
I
was
the
prince,
the
headmaster
at
boston,
international
high
school
to
create
open
postings,
and
I
don't
know
if
those
exist
anymore,
but
open
postings
were
job
descriptions
that
you
created,
based
on
the
needs
of
your
school
and
I.
C
Think
that
those
that's
an
important
piece
to
be
able
to
have,
and
in
our
open
postings.
We
look
for
teachers
that
were
either
from
another
country,
because
we
knew
that
we
had
students
from
35
different
countries
or
that
the
teachers
spoke
another
language,
and
it
was
wonderful
because
we
had
teachers
from
Cape
Verde
and
there's
a
big
difference
between
Fogle
and
Briah
and
there's.
You
know
we
had
teachers
from
the
Dominican
Republic
and
they
had.
They
understood
the
context
that
bonnie
is
very
different
from
lockaby
done.
C
So
those
are
some
of
the
things
that
I
think
really
helped
us
out.
We
had
albanian
teachers,
so
that's
one
of
the
ways
that
I
think
we
really
need
to
be
strategic
about
catering,
our
positions
based
on
the
needs
of
the
students
and
if
students
have
those
needs,
we
really
need
to
be
more
directive
and
more
proactive
in
addressing
that.
C
Haitian
families
knew
that
there
was
somebody
in
the
office
that
actually
could
speak
Creole
and
and
those
things
help.
Families
and
students
understand
that
that
you
care
last
but
not
least,
I,
do
think
we
need
to
grow
our
programs.
There
was
a
long
time
ago,
I'm
dating
myself.
Now
this
goes
back
to
1998.
C
We
had
a
teach
Boston
program,
which
was
for
young
kids,
who
wanted
to
be
teachers,
and
I
can
tell
you
that
it
was
a
great
program,
because
some
students
now
became
teachers
and
one
of
them
is
actually
a
principal
and
I
was
part
of
that
program.
So
growing
your
own
is
important.
The
Boston
principal
fellowship
is
a
program
that
we
grew
also
that
that
I
came
through
and
I
think
that
that's
important
to
have
models
that
are
educators
to
inspire
our
kids
to
want
to
be
there.
So
those
are
some
of
those
strategies.
C
B
C
It's
about
to
me
four
levels
of
the
academic
excellence,
making
sure
that
every
single
student
has
a
high
quality,
caring,
responsible
and
up-to-date
teacher
programs
that
kids
have
access
to
high
quality
k12
mass
core
programs
that
are
in
line
with
high
expectations
that
there's
also
resources
to
support
students
and
what
I
mean
by
resources
is
some
of
the
social
emotional
needs
that
students
have.
One
of
the
reasons
why
I'm
here
today
is
because
there
were
a
lot
of
social
emotional
needs
at
the
graph
from
Hernandez
when
I
was
a
young
man.
Those
things
are
critical.
C
Where
you
have
nurses,
you
have
people
that
care
about
you
in
terms
of
drawing
up
a
budget
and
thinking
about
equity.
It's
about
making
sure
that
your
core
values
are
aligned
and
put
in
place
say
these
are
the
things
that
matter
to
us:
equity,
academic
excellence,
making
sure
that
there's
inclusiveness
and
equity
doesn't
just
extend
beyond
the
students,
it's
also
with
the
families
and
with
the
community,
because,
if
you're
equitable,
that's
part
of
a
core
value
to
make
sure
that
that's
how
you,
how
you
live
your
life
and
how
you
make
decisions.
B
C
There
may
be
something
that
happens
at
the
school
and
the
key
to
that
is
is
to
take
it
on
head-on,
to
be
transparent,
to
be
direct
about
it,
to
bring
it
back
to
the
community
and
to
address
it
and
in
terms
of
media
there-there's,
something
that
you
can
put
out
and
say:
here's
what
happened,
how
we
addressed
it,
that's
fine,
but
it's
bringing
back
the
community
to
say
what
are
the
issues.
How
do
we
learn
from
this?
C
C
So
there's
the
what
I
would
say
the
public
relations
piece,
but
there's
the
human
element
of
making
sure
that
you
make
people
whole
and
that
you
respect
them
and
that
you
care
about
them
and
that
you
walk
them
through
the
process
and
that
the
best
way
to
do
that.
Mister
trying
to
me
is
is
as
a
superintendent.
Obviously
you
can't
be
everywhere,
but
you
hire
great
teachers
and
principals
and
adults
that
help
support
that
work,
because
that
becomes
a
fundamental
value
and
a
representation
of
you.
The
person.
F
C
F
C
Robinson
that
is
near
and
dear
and
critical
to
me
because
the
earlier
we
can
help
young
people
learn,
get
acclimated
to
school
and
to
have
the
resources
that
they
need
the
better
off.
They
are
there's
a
great
study
that
was
done
on
early
literacy,
which
is
actually
the
largest
study
ever
done
on
early
literacy,
the
Tennessee
Star
project,
looking
at
the
impact
that
early
literacy
had
on
kids
and
they
followed
these
students
for
13
years
and
they
had
the
high
some
of
the
highest
graduation
rates
in
high
school
college
acceptance.
C
So
I
believe
it
it's
important.
It's
critical
when
I
was
in
Randolph.
One
of
the
challenges
that
we
had
is.
We
did
not
have
a
longer
school
day
through
negotiations,
we
made
sure
that
we
extended
the
school
day
for
our
students
so
that
they
could
get
science
instruction
and
so
that
they
can
also
get
full-day
kindergarten.
So
those
are
two
things
that
were
really
important
to
me.
F
C
I've
learned
a
lot:
I
left
the
Boston
Public
Schools
in
2010
I
love
my
time
here
in
Boston
during
my
14
years
here
in
Boston.
I
was
here
for
some
of
I
think
some
of
the
best
things
that
happen
in
Boston
we
got
trained
in
workshop
instruction.
The
instructional
core
was
something
that
we
really
cared
about.
We
started
to
work
with
the
achievement
gap.
We
looked
at.
How
do
we
really
support
English
language
learners
and
we
started
doing
some
of
the
early
college
things.
C
Those
are
a
lot
of
things
that
I
took
with
me
and
implemented
and
Randolph.
So
those
those
were
wonderful
things
that
I
learned
some
of
the
things
that
I've
learned
along
the
way
as
I've,
transitioned
and
being
a
superintendent
and
also
being
a
head
of
school
I've
picked
up
some
a
few
tricks
along
the
way.
The
first
one
is
as
superintendent
is,
the
the
critical
importance
of
operational
excellence,
and
what
I
mean
by
operational
excellence
is
is
that
you
cannot
have
the
quality,
learning
and
teaching
and
everything
going
on.
C
If
you
don't
really
have
your
facilities
organize
people
on
time,
breakfast
ready
for
kids
transportation,
all
the
critical
things
that
disrupt
the
day
for
kids.
So
that's
one
of
the
things
that
I
learned
and
paid
really
close
attention
to.
In
addition
to
that,
I
haven't
really
enjoyed
my
work
as
a
president
or
head
of
school
at
Cathedral
and
I
raised
about
four
million
dollars
a
year
with
a
wonderful
team
and
the
reason
why
we
do.
That
is
because
we
want
to
give
kids
a
great
opportunity.
These
are
Boston
kids.
C
88%
of
our
kids
are
on
free
and
reduced
lunch
92%
of
non-white.
They
come
from
Dorchester
Roxbury
Mattapan
raised
about
fourteen
to
fifteen
thousand
dollars
per
student,
and
we
do
that
by
working
with
businesses.
We
do
that
by
doing
the
adopt
a
student
dinner
and
other
programs.
So
fundraising
is
something
that
I've
gotten
much
better
at,
but
it's
fundraising
for
the
right
purpose
and
then
it's
also
building
programs.
We
have
created
an
applied
learning
framework.
C
We
just
completed
a
15,000
square
foot
building
which
has
a
makerspace
theater
robotics,
and
those
are
things
that
I've
learned
along
the
way
that
I
would
love
to
bring
to
Boston,
because
I
think
some
of
our
high
schools
obviously
need
some
redesign.
But
it's
about
thinking
about
high
schools
differently.
It's
thinking
about
high
schools,
that's
early
college
campuses
and
giving
kids
opportunities
to
not
have
to
just
go
to
one
school
because
you're
not
going
to
be
able
to
build
a
makerspace
in
every
single
school.
It's
thinking
a
little
bit
more
strategically
about.
C
How
do
we
listen
to
going
back
to
your
question
Evelyn?
How
do
we
listen
to
students
in
terms
of
their
needs
and
finding
programs
that
we
can
leverage
throughout
the
city?
So
those
are
some
of
the
things
that
I've
learned
I
would
bring
that
back
to
Boston
my
core
focus
when
I
look
at
Boston
is
one
Boston.
C
G
Good
to
see
you
again
we're
excited
about
your
application.
This
is
a
wonderful
time
for
us.
We
hope
for
you.
So
I
have
a
my
first
question.
Is
you
know
what
do
you?
What
is
your
thinking
about
what
people
call
you
the
comprehensive
schools
or
wraparound
services
in
schools
as
a
way
of
closing
the
opportunity
gap,
then
another
way
to
ask
that
question
is
what
kind
of
the
public?
What
for
you
or
the
public
health
strategies?
G
C
Coleman
that
to
me
is
a
fundamental
core
value.
When
we
talk
about
one
Boston
and
one
focus
with
great
schools,
it's
not
that
that
everything
happens
at
the
school.
The
city
of
Boston
is
rich
in
resources
and
I
mentioned
this
earlier.
We
have
38
colleges
in
the
Boston
area,
a
hundred
and
thirty-eight
thousand
students.
We
have
22
public
libraries,
we
have
boys
and
girls
clubs
we
have
so
many
great
programs,
and
part
of
that
is,
is
to
really
look
at
them
as
opportunities
ohm's.
What
are
the
ways
we
have
hospitals?
C
How
do
we
really
look
at
the
needs
that
schools
have
and
support
them
within
a
structure
that
is
built
in
to
support
that
you
look
at
our
med
schools?
You
look
at
our
schools
of
Education.
How
do
we
look
at
some
of
the
needs
that
students
have
that
could
be
social
and
emotional
to
really
embed
that
into
the
work
and
it
would
have
to
be.
It
has
to
be
systematic
and
you'd
have
to
have
an
entrepreneurial
or
an
innovation
director
to
make
sure
that
those
things
are
aligned.
C
Boston
has
a
lot
of
incredible
resources,
but
it
needs
to
be
what
I
would
say
organized
in
a
fashion
that
schools
can
really
say
you
know
here
are
the
needs.
We
have
an
opportunity
index
which
I
think
it's
wonderful,
it's
to
be
able
to
say
to
principals.
What
does
your
opportunity
index
look
like
to
address
the
achievement
and
social-emotional
gap
and
then
to
have
somebody,
because
principals
can't
do
this
every
day,
but
then
to
have
somebody
be
able
to
siphon
that
up
and
say:
okay,
here's
what's
needed
at
Coggan
Square.
C
How
do
we
work
with
the
cotton
Square
Health
Center
to
support
all
the
schools
that
are
there
at
that
common
Square
Alliance?
So
those
are
some
of
the
I
think
systems
and
practices
that
need
to
be
put
in
place,
because
in
order
for
our
city
to
succeed,
it's
not
going
to
just
happen
just
with
the
schools.
Thank.
B
G
C
I'd
like
to
be
here
five
years
where
we're
saying
wow,
we
have
really
made
some
incredible
gains
in
making
sure
that
our
schools
are
effective.
That
kids
are
learning
that
we
have
decreased
in
our
on
our
way
to
eliminate
the
achievement
and
opportunity
gaps
by
working
with
Opportunity
Zones
like
to
say
that
we
have
a
focused
strategy
where
everybody
in
the
city
of
Boston
understands
that
we
are
really
a
city.
C
That's
working
together
that
there's
a
pledge
that
we
have
signed
businesses,
schools,
school
leaders,
saying
we
are
committed
to
addressing
achievement,
gaps
and
equity
and
here's
how
we're
working
on
it.
That
would
building
it
together
that
there's
voice
and
ownership
that
this
isn't
something
that
came
from
the
superintendent
or
just
came
from
the
mayor
or
came
from
the
School
Committee,
but
that
it
came
from
the
city
of
Boston
and
that
people
are
looking
at
the
same
wow.
C
That
is
a
city
that
is
committed
to
helping
their
kids
succeed,
because
we
know
that
there's
challenges
in
the
city
of
Boston,
but
I
will
tell
you
that,
besides
those
challenges,
the
opportunities
that
we
have
far
outweigh
because
we
have
I
believe
the
human
capital
and
the
desire
to
make
it
a
true
opportunity
to
learn
district
and
city.
Thank.
H
You
mr.
chair
welcome
dr.
Santos,
we've
known
each
other
a
long
time.
Yes,
it's
benefit
of
being
on
the
School
Committee
a
long
time,
I
guess
I
I,
remember
walking
binco
with
the
halls
of
benka
when
you
were
in
the
old
building
and
finding
out
at
that
time
that
we
shared
alma
mater
is
in
high
school
in
college,
rentals,
so
nice
to
nice
to
see
how
your
career
is
progressed,
no
question
in
my
mind
you
know
this
city.
Well,
you
have
great
experience
with
the
district
and
you've
run.
H
You've
been
both
the
teacher
in
a
very
successful
school
leader.
So
my
question
isn't
around
that
those
those
are
Givens
to
me.
I'm
really
focused
in
on
superintendent
schools
of
Boston
128
schools,
one
point
close
to
a
1.2
billion
dollar
budget,
56,000
students
over
10,000
employees,
big
jumps,
big
numbers
right.
So,
first
of
all,
let's
talk
the
budget
a
little
bit
because
you
have
been
a
superintendent
of
a
district
right,
so
you've
had
to
put
together
a
budget
mm-hm
right
now,
at
least
in
Boston,
and
we
can
compare
this
to
Randolph
as
well.
H
Right
now,
in
Boston,
the
the
percentage
of
students,
a
number
of
students
who
are
living
in
poverty
is
actually
declined
this
year,
believe
it
or
not,
and
at
a
greater
percent
than
the
federal
numbers.
So
it
looks
like
those
as
you
well
know
those
numbers
he
use
for
title
one
and
so
on
and
so
forth.
So
if
we
level
they'll
be
great
more
likely
it's
going
to
decline,
the
executive
proposal
on
the
federal
budget
is
to
totally
eliminate
title
two.
H
You
know.
So
we
have
some
challenges
on
federal
funding.
The
state
money
has
if
the
promised
act
doesn't
pass,
the
state
money
will
continue
to
decline.
We're
down
to
about
four
percent
of
our
budget
and
I
think
the
city
is
projecting
within
two
years.
It's
going
to
flip
that
the
city
is
actually
paying
out
more
to
charters
than
they
receive
in
so
the
burdens
gonna
be
completely
unbossed.
C
C
Those
are
challenges
that,
based
on
on
the
numbers,
it's
gonna
be
difficult
to
try
to
recuperate
some
of
those
numbers
if
the
numbers
are
going
down.
I
think
it's
to
be
able
to
explain
to
the
legislature
and
and
to
make
a
case
statement
to
the
business
community
and
as
well
as
to
the
state
that,
while
that
may
be
the
case,
the
cost
of
living
in
Boston
is
through
the
roof,
and
that
is
it's
really
difficult,
because
you
look
at
places
like
East
Boston.
C
C
When
you
look
at
the
color
of
wealth
in
the
city
of
Boston,
african-americans
are
have
a
net
income
of
about
$700
Latinos
about
$2,000,
so
I'm
wondering
what
is
happening
is
is
that
our
city
is
losing
some
of
our
prized
Bostonians,
who
grew
up
in
Boston,
who
may
not
be
able
to
live
in
Boston
anymore,
because
it's
getting
so
expensive,
so
I
think
that's
important
to
make
sure
that
we
find
out
the.
Why,
on
that.
C
In
terms
of
the
promise
act
and
the
the
challenge
that
we
have
with
what
I
would
say,
the
the
Charter
Schools
is
that,
from
my
understanding
we
were
about
two
hundred
and
twenty
million
dollars
were
designated
to
Boston.
167
million
have
to
go
to
the
charter.
Schools,
which
is
difficult
and
I,
understand,
choice
and
I
believe
that
all
families
should
have
choice
but
I
think
Preston,
green.
C
We
had
that
challenge
in
Randolph,
where
we
had
to
go
gather
more
resources.
You
know
we'd
lost
money
to
charter
schools,
we
lost
challenges,
we
went
out.
We
got
money
from
the
Nellie
Mae
Foundation.
We
got
a
federal
grant.
That
was
worth
one
point.
Six
million
dollars
to
make
sure
that
we
had
social
workers
at
every
elementary
school,
so
part
of
it
is,
is
to
be
proactive
to
look
at
the
needs,
and
all
of
us
know
this
when
you're
creating
a
budget,
it's
not
just
a
one-year
budget
you're
looking
at
a
strategy.
C
H
I
understand
what
you're
saying
dr.
Z
and
tell
us
about
a
budget
is
reflection
of
values
and
that
we
should
pull
together,
one
that
the
whole
city
could
get
behind,
but
at
the
end
of
the
day-
and
you
probably
know
in
the
city
we
have
every
year,
our
budget
goes
up,
and
yet
every
year
we
have
additional
requests
and
we
have
to
make
some
really
hard
decisions.
In
the
past
year,
we've
worked
with
the
city.
To
have
more
school
nurses
have
more
school
psychologists.
C
In
terms
of
how
I
make
difficult
decisions,
what
I
look
at
is
is
what's
in
the
best
interest
of
students,
and
if
we
know
that
students
need
those
supports,
then
it's
it's
incumbent
upon
myself,
the
city
and
the
community
to
really
build
different
avenues
to
either
look
at.
You
know:
reallocating
resources
looking
at
perhaps
redesigning
some
of
our
schools
to
make
sure
that
there's
more
cost
efficiencies.
C
I
can't
tell
you
that
I'm
close
enough
to
tell
you
that
I
would
do
this
and
that
right
this
way,
but
yes
I,
would
have
to
make
some
of
those
Tufts
and
I
would
lean
on
the
School
Committee,
as
well
as
some
of
the
people
who
institutionally
have
a
good
sense
of
some
of
the
things
that
are
in
place
right
now
to
make
those
assessments,
because
you
need
to
have
the
data
to
make
those
tough
decisions.
But
I
would
make
those
tough
decisions
to
make
sure
that
we
have
the
resources
for
students.
Thank.
H
You
dr.
Santos
mr.
chair
I,
did
have
a
second
question,
but
I
know
I
asked
to
follow
up
to
the
first
of
all
defer
to
my
colleagues
and
okay
and
thank
you
so
dr.
Santos,
as
we
think
about
the
applicability
of
your
experience,
particularly
at
Randolph,
because
that's
you
were
a
superintendent,
the
district
yep.
Obviously,
let's
not
talk
about
size.
Let's
not
talk
about
diversity.
H
There's
a
there
was
a
lot
of
diversity
and
in
in
the
student
body
and
in
Randolph
the
size
was
a
lot
smaller,
but
that's
where
you
were
superintendent,
so
help
me
out
with
three
things
of
three
lessons
learned
as
superintendent
of
Randolph
that
you
think
have
helped
prepare
you
to
be
superintendent
of
Boston
well
and
they
could
have
been
challenges.
You
know.
Maybe
it
didn't
go
so
well
before.
What
are
the
lessons
learn
from
having
been
a
superintendent
once
that
feel,
prepare
you
for
this
position
a.
C
Couple
the
first
one
is
when,
when
I
assumed
leadership
and
Randolph,
we
were
a
level
four
school
district
that
was
about
to
be
taken
over
by
the
state,
and
you
have
to
act
right
away.
The
four
challenges
that
were
presented
was
that
we
did
not
have
curriculum
K
through
12.
We
had
to
take
that
on
right
away.
We
align
the
curriculum,
got
in
line
with
the
mask
or
and
built
that
out
with
the
entire
teachers
union.
C
The
second
thing
that
was
a
great
learning
lesson
was
the
fact
that
we
were
also
cited
for
not
supporting
special
education
students.
In
many
ways,
what
we
had
was
exclusion
versus
inclusion,
and
what
I
mean
by
that
is,
is
that
we
were
doing
it
on
a
compliance
base
where,
at
the
schools,
kids
were
getting
some
of
the
services,
but
they
were
not
in
a
least
restrictive
environment
where
they
were
being
supported.
C
The
other
thing
that
I
learned
that
I
think
is
really
critical
and
Randolph
is,
is
that
you
have
to
build
alliances,
that
you
cannot
do
it
by
yourself.
That's
critical
piece,
the
town
manager
and
I
worked
very
closely
together.
That's
something
that
I
think
is
similar.
In
this
regard.
To
a
mayor,
the
town,
manager
and
I
met
every
single
week.
We
had
similar
agenda,
we
had
the
same
goals,
we
worked
very
closely
together
and
we
problem
solved
and,
and
we
addressed
challenges
and
opportunities.
C
So
those
are
some
of
the
things
that
that
I
learned
that
I
think
can
help
me.
But
in
terms
of
looking
at
leadership,
it
was
the
thing
that
I
think
I
would
bring
with
me.
The
most
is
how
to
get
a
central
office
to
be
responsive
to
schools.
That
is
probably
what
I
am
most
proud
of,
and
I
will
tell
you
how
I
did
that.
There's
three
types
of
data
there's
count
data
and
you
can
look
at
the
numbers,
there's
here
data
and
you
can
talk
to
people
but
there's
C
data.
C
What
is
actually
going
on
at
the
schools
and
what
we
realized
was
that
the
central
offices
were
telling
people
at
the
schools.
Here's
what
you
need
to
do.
I
didn't
agree
with
that.
I
said:
let's
make
sure
we
all
go
visit
the
schools,
the
special
ed
director,
the
e
ll
director
math
director.
Let's
make
sure
that
we
all
do
learning
walks
that
we
calibrate
the
learning
and
that
we
build
plans
to
support
the
schools
based
on
the
needs
of
the
schools,
the
people
that
are
living.
C
H
I
I
We
need
to
have
all
of
these
basic
and
above
services
for
schools,
and
we
should
keep
all
of
our
schools
and
then
the
other
piece
that
we
hear
about
is
we
need
to
right-size
our
districts,
so
I'm
just
wondering
if
you
can
tell
me
your
thoughts
around
those
positions
and
then
just
you
know
coming
in
how
you
would
kind
of
tackle
it
and
I
have
another
part
to
that
question.
But
I'm
just
wondering
your
thoughts
around
those
kind
of
different
positions.
Sure.
C
So
the
challenges
are
real
and
and
I
have
watched
some
of
the
meetings
so,
and
so
I've
heard
them
and
and
I
do
live.
I
spend
most
of
my
time
in
the
city
of
Boston,
so
I
have
a
good
sense
and
have
friends
that
are
in
the
Boston
Public
School,
so
I
have
a
good
sense
family
too,
in
terms
of
the
the
idea
of
a
school
and
what
the
basic
needs
are
of
a
school
there's.
C
Something
that
I
would
be
uncompromising
about
is
that
schools
need
to
have
adults
that
care
that
are
prepared
and
that
are
supporting
students.
That's
that's
a
core
value.
That's
about
academic
excellence,
that's
about
equity,
and
that's
something
that
we
have
to
push
for.
That
to
me
is
what
I
would
consider
the
basic
that
there
are
caring
adults
who
support
kids,
push
kids
to
be
their
best
selves
and
are
willing
to
do
the
work.
C
That
may
be
a
big
basic,
but
that's
my
basic
in
terms
of
when
you
get
to
that
basic
when
you're
talking
about
schools
that
want
to
do
more
and
go
beyond
I
believe
that
schools
need
to
be
again
entrepreneurial
I'll.
Take,
for
example,
the
high
schools,
the
high
school
redesign
work
that
needs
to
happen.
I
would
say
that
high
schools,
every
single,
high
school
and
and
I
think
every
single
high
school
headmaster
would
agree
with
it.
C
I
know
some
of
these
people
that
we
need
to
have
the
mask,
or
so
that
kids
can
have
the
fundamental
skills
to
be
successful
to
graduate
from
high
school.
The
second
piece
is,
then,
to
think
about:
how
do
we
recreate
the
needs
that
we
have
to
make
them
better
and
how
do
we,
leverage
businesses
and
the
outside
resources
and
the
greater
community
to
create
some
of
those
opportunities
zones
that
I
think
are
so
critical?
C
If
you
look
at
Benjamin
Franklin,
Institute,
Roxbury,
Community,
College
northeastern
having
what
I
would
say,
early
college
and
dual
enrollment
programs
for
our
kids
that
may
allow
us
to
have
different
setups
to
to
redistribute
some
of
the
needs
and
I
also
do
believe
that
we
need
the
students
and
the
families
to
have
this
conversation
about.
What
do
we
want
our
schools
to
be
and
look
like
and
feel
like?
C
They
don't
all
have
to
be
exactly
the
same,
and
we
need
to
really
think
about
how
do
we
operationalize
our
high
schools
to
be
almost
kind
of
like
early
colleges
and
destination
spaces
so
that
they
could
be
campuses
where
kids
may
be
able
to
go?
Take
robotics
at
Madison
Park,
because
they've
built
an
amazing
fabrication
lab,
but
that
can't
happen
at
Bretton
High
School,
because
Brighton
High
School
has
a
wonderful
writing
lab.
C
So
those
are
some
of
the
things
that
I
think
we
need
to
think
differently
about,
and
we
need
to
really
be
more
for
fronting
and
what
I
would
say
again.
You
know
strategic
in
terms
of
the
needs
and
how
we
right-size
the
district
right
size
to
me
is:
is
it's
more
so
than
right?
Sizing
I,
think
it's
it's
academically
sizing
the
district
I
think
right.
Size
almost
feels
like
a
mathematical
issue,
which
I
think
we
can
do
that,
but
I
think
it's
in
academic,
its
academic
sizing.
So
what
do?
I
I
So
if
you
can
talk
specifically,
so
we
can
get
a
sense
of
how
you
actually
work
with
community
in
the
community
to
make
sure
that
all
voices
are
heard
and
if
you
can
give
a
specific
example
from
your
past
of
something
again
challenging
that
you
had
to
work
on
and
that
you
were
able
to
to
come
to
some
place
where
you
can
move
forward.
Sorry
that
was
a
long
process.
I
C
Come
up
with
two
I'll
give
you
one
that
is
academic
and
then
one
that's
more.
What
I
would
say.
Community
related
one
of
the
challenging
things
that
we
had
to
do
was
we
had
to
our
schools
in
Randolph
were
all
k-6
schools
and
we
did
not
have
enough
space,
because
the
elementary
growth
was
too
high
at
the
at
the
elementary
schools,
and
we
had
to
move
the
sixth
grade
to
the
middle
school
and
wow.
That
may
not
seem
like
a
big
deal.
It
was.
It
was
difficult
for
for
elementary
schools
to
say.
C
C
We
follow
up,
and
that
was
difficult
because
it
required
bringing
together
four
different
schools
and
it
required
bringing
all
the
principles
together
to
make
sure
that
you
had
one
common
voice
about
here
were
the
challenges
here
were
the
needs
here
were
the
opportunities
and
we
also
had
to
include
the
teachers
union.
We
worked
with
their
parent
Counsel's.
We
worked
with
the
school
committee.
Ultimately,
we
were
able
to
do
it
because
it
allowed
us
to
increase
our
academic
program.
C
C
Was
we
had
an
incident
at
Randolph,
High
School,
where
a
the
two
young
ladies
got
into
a
pretty
bad
issue,
and
we
had
to
have
a
community
forum
on
safety,
and
part
of
it
was
to
make
sure
that
you
are
able
to
hear
the
families
to
hear
their
concerns
and
to
address
it
and
to
be
able
to
say
look.
This
is
something
that
did
happen.
This
is
something
that
the
principal
is
working
on,
and
this
is
something
that
the
district
is
committed
to
supporting.
C
Also,
we
had
a
great
director
of
Family
and
Community
Engagement
that
really
worked
with
the
families.
We
had
not
just
a
communication
plan
but,
more
importantly,
a
process
to
help
support
people
to
say
what
are
the
issues
and
what
are
your
concerns?
Those
are
things
that
I
think
you
have
to
be
proactive
about.
It's
not
always
about
good
news.
C
It's
sometimes
dealing
with
things
that
are
difficult
and
challenging,
and
one
of
the
things
about
leadership
that
I
think
it's
important
is
being
able
to
deliver
bad
news
in
a
way
that
people
can
at
least
understand
it.
They
may
not
like
it,
but
they
have
to
understand
that
these
were
the
issues,
and
this
is
how
the
community
is
working
on
it
to
help
resolve
that
and.
I
C
Definitely
so
the
town
manager
and
myself
were
worked
closely
together,
the
School
Committee.
We
had
the
Interfaith
Alliance
working
with
us
when
you
look
again-
and
this
is
it's
different-
because
Randolph's,
a
small
town
versus
Boston,
which
is
huge,
it's
you
know
one
or
two
things
can
bring.
You
can
get
25
people
together
in
a
room
of
30
people
together
in
the
room,
which
is
a
wonderful
thing,
but
but
it
is
critical
to
make
sure
that
the
community's
always
involved,
because
schools
are
not
just
about
the
classroom.
A
Thank
you
vice
chair.
Excuse
me
dr.
Santos
good
afternoon
once
again,
so
I
want
to
be
brief,
because
I
want
to
be
able
to
go
around
once
again
with
my
fellow
colleagues
and
we'll
start
on
Miss
Robinson
side
of
the
table
when
I'm
done
with
a
question
but
touched
upon
a
number
of
issues
that
I
think
are
important
to
the
district.
It's
lucky
when
you're,
the
seventh
or
eighth,
to
go
and
seriously
wonderful
questioners
that
you
know
a
lot
of
the
good
rooms.
A
Varian
asked
but
I
think
I
want
to
focus
in
a
little
bit
on.
You
know
the
big-ticket
items
that
come
with
a
running
a
big
city,
school
district
and
union
negotiations
at
tip
are
certainly
one
of
those.
So
I've
heard
you
mention
your
work
with
the
the
Union
and
Randolph
a
few
times.
I
noticed
on
your
resume
that
you
sat
at
the
table
when
you
were
working
for
bps
back
in
the
2000s.
Tell
me
what
your
approach
is
to
union
negotiations.
C
Michael,
when
you,
when
you
talk
about
unions,
it
begins
at
the
building
level,
one
of
the
things
that
I
pride
myself
on
it
was
as
a
principal
to
work
with
your
building
union
reps
and
to
make
sure
that
you
have
constant
meetings
with
them.
We
had
a
wonderful
union
rep
when
I
was
the
headmaster
at
Boston,
International,
high
school
and
any
of
the
challenges
and
issues
that
we
did.
C
We
try
to
and
I
think
this
is
important
when
you're
meeting
with
people
when
you
have
especially
union
related
things,
is
that
you're
proactive
and
that
you're
saying
what
are
some
of
the
things
that
are
coming
up.
What
are
some
of
the
things
that
we
can
work
on?
For
example,
we
created
a
Saturday
Academy,
and
that
was
not
something
that
you
know.
People
are
going
to
say
a
checkoff,
that's
okay,
so
you
had
to
work
with
the
Union
and
say:
listen
we're
doing
this
out
of
the
Academy,
because
our
kids
work
from
3
to
11.
C
They
want
to
come
in.
We
have
a
stipend.
We
can
work
this
out.
So
those
are
some
of
the
little
things
that
I
think
work.
I.
Think
it's
important
to
have
good
building
principals
to
support
that
work
in
my
negotiations,
working
with
the
Randolph
Teachers
Union
I
really
enjoyed
them
and
for
two
reasons
number
one,
because
I
was
a
teacher
and
I
was
a
principal
and
being
a
teacher.
Whether
people
realize
it
or
not,
it's
the
hardest
job
in
the
world
when
done
well,
and
it's
still
the
hardest
job
in
the
world.
C
When
it's
not
done
well,
it's
tough.
So
you
know
it
just
is
a
difficult
job
and
to
me
I've,
always
respected
teachers.
And
when
you
look
at
the
concerns,
when
we
created
our
district
accelerated
plan,
there
was
a
lot
of
professional
development
that
needed
to
go
in.
There
were
a
lot
of
things
that
needed
to
be
placed
in
and
we
asked
the
teachers.
C
What
are
your
goals
to
so
it's
really
being
collaborative
it's
being
constructive,
it's
being
strategic
and
looking
at
it
as
a
true
win-win,
and
what
I
mean
by
win/win
is:
is
that
you're
helping
give
the
teachers
the
resources
they
need
because
they
want
to
succeed?
But
you
know
that
you
have
to
work
through
teachers
to
make
sure
that
kids
are
learning.
C
A
Good
and
one
other
thing
I
wanted
to
touch
upon.
We
really
haven't
talked
much
about
our
students
with
special
needs
in
the
district
today,
so
I'm
interested
to
hear
what
your
experience
has
been
with
making
sure
that
we
provide
for
some
of
the
highest
needs
students
in
the
district
and
what
your
experience
has
been
both
in
the
district
as
well
as
in
your
work
and
Randolph
and
Cathedral
as
well.
C
When
you
look
at
special
education
students
in
Boston
right
now,
it's
21
percent
of
our
students
are
special
ed
students
and
that's
something
that
we
need
to
really
be
cognizant
of
and
and
it's
to
really
look
at.
Are
the
students
fully
inclusive?
Are
they
restricted?
You
know.
Is
that
a
point
six?
Is
it
a
point
eight
and
to
really
look
at
designations
of
the
student
needs
and
I
think
that
that's
a
really
important
I'm,
a
firm
believer,
in
least
restrictive
and
by
as
much
as
possible,
and
what
I
can
tell
you
is?
C
C
C
So
when
I
look
at
working
with
students
who
are
special
education
students,
it's
it's
it's
important
to
make
sure
that
you
support
them
and
that
you
identify
them
well,
one
of
the
other
things
that
I
think
was
critical
in
Randolph
was
when
we
hired
assistant
principals
to
do
the
identification
for
our
younger
students
and
our
special
education.
When
kids
were
enrolled,
we
had
kids
who
were
coming
into
kindergarten
who
were
already
being
identified
as
special
education,
students
and
I
said.
C
I
can't
understand
that
if
this
is
a
student
who
hasn't
had
a
in
at
the
kindergarten
level,
you're
not
supposed
to
be
learning
yet.
So
is
this
a
behavioral
issue,
or
is
this
a?
Are
we
identifying
students
in
the
wrong
manner,
so
I
think
that
that's
really
important
to
make
sure
that
you
have
those
safeguards
early
on
and
that
you
provide
those
resources
all
the
way
throughout.
F
You,
as
you
well
know,
we
are
a
district
of
autonomous
schools.
We
have
lots
of
diversity
in
terms
of
who
our
schools
are
and
what
they
provide.
We
also
have
a
major
goal
of
closing
opportunity
and
achievement
gaps.
How
do
you,
how
would
you
structure
central
office
to
provide
supports
to
this
variety
of
schools,
but
at
the
same
time,
move
ahead
and
really
actually
closing
gaps.
C
So
two
things
that
I
think
are
critical
is:
is
that
to
me
an
autonomous
school
needs
to
be
an
entrepreneurial
school
versus
just
an
autonomous
school
and
here's.
What
I
mean
by
that
is
is
that
you
have
to
be
able
to
say
here
are
the
core
fundamentals
that
we're
going
to
focus
on?
The
mass
framework
is
a
great
framework,
that's
something
that
is
a
state
standard.
Let's
use
that
to
help
support
us.
C
What
are
the
next
things
that
we're
going
to
do
so
that,
when
we're
doing,
if
it's
at
a
elementary
school,
if
we're
doing
literacy
with
regrouping
and
reorganizing
the
classes
and
making
our
block
longer,
that's
fine.
That's
a
school
based
decision
that
needs
to
be
made,
but
you're
looking
at
the
goals
and
the
objectives
that
are
organized
for
the
district,
so
that
you're,
looking
at
growth
for
kids,
so
I
think
it's
important
to
give
schools
the
flexibility
and
the
resources
that
they
need.
C
But
they
also
need
to
be
intentional
about
having
the
core
fundamentals
of
here
is
what
we're
going
to
make
sure
that
kids
know
and
are
able
to
do
in
a
way.
That's
can
be
measured
and
organized
so
that
you
can
really
have
data
to
support
that
work,
and
part
of
that
is
is
again
I'm.
A
big
supporter
of
workshop
instruction,
I
love
workshop
instruction.
The
I
do
you
do
we
do
all
of
us
know
this?
Is
that
kids
learn
more
when
they're
doing
certain
things?
I'll
give
you
a
perfect
example.
C
If
I'm
lecturing
you
you're,
probably
getting
5%
if
you're
reading
it
you're
gonna
get
about
10%.
If
I
give
you
a
visual
you're
gonna
get
20%,
but
if
you
have
a
discussion
with
your
colleagues,
you're
gonna
get
about
50%
of
it,
but
here's
the
kicker
when
you
decide
that
you're
gonna
practice
by
doing
your
seventy-five
percent
more
likely
to
learn
it
and
when
you're
able
to
teach
others
you're
about
90
percent
able
to
learn
it.
So
part
of
that
is,
is
to
be
able
to
say
here's
our
framework.
C
We
want
to
make
sure
that
kids
are
learning
and
doing
and
applying,
and
that
is
whether
it's
workshop,
whether
it's
differentiated,
whether
it's
animal
model,
that's
what
we
want
to
see,
because
we
know
that
that's
a
good
practice
that
helps
us
close
the
achievement
gap.
Secondly,
we
want
to
make
sure
that,
when
we're
looking
at
the
achievement
gap
that
we
are
real
critical
about
the
fact
that
what
are
the
gaps
is
it
that
the
student
can't
read
is
it
that
he
cannot
decode?
C
Is
it
that
she
cannot
write
effectively
so
that
you
need
to
have
that
data
so
that
you
can
bring
that
down
at
the
teacher
level
and
at
the
school
level
to
do
problems
of
practice?
There's
a
there's
a
great
framework
and
I
don't
want
to
get
too
academic
here,
but
it's
called
the
Wallace
framework
for
district-wide
change.
Really
what
you
do
is
you
look
at
what
are
kids
doing?
What's
the
evidence,
our
kids
doing
this
not
doing
this,
then
it
goes
to
the
principal
based
on
what
the
student
can't
do.
C
Yeah
so
so
Miss
Robinson
I
have
to
get
a
sense
of
who's
here,
I
mean
I,
can
I've
looked
at
the
org
chart
and
those
types
of
things,
but
here's
the
way
that
you
do
it
from
September
to
December
I
will
give
you
my
word.
Central
offices
will
be
visiting
schools
with
me
because
I
love
being
in
schools
making
sure
that
we
have
a
sense
of
what's
going
on
at
the
school.
That's
the
special
ed
director.
That's
the
ll
director,
whether
we
have
content
directors.
C
There's
some
schools
that
may
be
at
Green
right
now
and
we
need
to
use
those
schools
that
as
bright
spots
and
say,
let's
go
over
to
the
Gardner
School,
where
they're
doing
so
many
wonderful
things
with
social-emotional
learning.
Let's
go
over
to
the
Elliot
School,
where
they're
already
implementing
some
of
the
stem
programs.
C
G
C
In
the
city
of
Boston,
it's
everything
it's
absolutely
critical
in
terms
of
looking
at
what
I
would
say:
human
capital
and
integration
of
students
and
having
opportunities
for
students
to
be
as
integrated
as
possible.
That's
the
only
way
that
I
believe
that's
one
of
the
ultimate
strategies
to
close
achievement,
gaps
and
opportunity
gaps
because
you're
allowing
and
you're
building
pathways
for
families
and
students
and
people
in
the
community
to
really
have
cross
functioning
relationships.
C
Sometimes
you
may
have
a
neighbor
that
you
never
see
and
that's
not
good,
and
you
know
when
you,
when
you
look
at
racial
inequality
in
the
City
of
Boston.
You
know
you
look
at
unfortunately,
let's
just
say
a
place
like
West
Roxbury
versus
Roxbury,
and
they
both
have
the
word
Roxbury
in
them,
but
they're
very
different.
C
You
know
you
look
at
East
Boston
and
you
look
at
Dorchester
how
you
speak
to
Latinos
in
Dorchester,
who
are
primarily
Dominican
and
Puerto
Rican
versus
how
you
speak
to
Latinos
in
East
Boston,
who
are
primarily
from
El
Salvador
Guatemala,
On
Dude,
us
it's
a
very
different
approach.
So
you
know-
and
I've
said
this
before
and
but
I
truly
believe
it
is
that
culture
eats
strategy
every
single
day.
C
You
have
to
know
the
city
of
Boston
and
part
of
one
of
the
challenges
that
we've
had
in
the
city
of
Boston
is
is
that
it
has
not
been
an
equitable
City
in
many
ways
and
and
I
think
that
the
schools
are
the
the
public.
Schools
are
the
grounds
be
able
to
bridge
those
divides,
and
we
have
to
equip
our
principals
and
our
school
leaders
and
our
central
offices
to
make
sure
that
we
have
those
conversations
that
we
build
that
capacity.
C
Some
of
that
work
was
B,
I,
believe
it's
being
done
now,
because
I
read
some
of
the
work,
that's
being
done
with
the
achievement
gap,
which
is
excellent.
I
know
that
when
I
was
in
Boston,
we
were
working
on
that
with
Glen
Singleton's
difficult
conversations,
we're
working
on
Geneva
gaze,
culturally
relevant
teaching
we
working
on
glen
singh.
Again,
you
know
the
courageous
conversations.
Those
are
some
of
the
things
that
we
need
to
equip
our
teachers
with
to
make
sure
that
those
conversations
happen
at
the
school
level,
because
those
are
real
issues.
Okay,.
G
A
D
We
cycle
on
with
other
parents
and
community
members
helped
push
for
changes
in
the
bps
code
of
conduct
a
couple
years
back,
and
the
goal
of
that
was
to
ensure
that
students
would
not
be
excluded
from
their
own
education
for
minor
disciplinary
infractions
and,
as
a
result,
schools
are
required
to
explore
non
exclusionary
options
for
suspension
or
when
a
suspension
is
considered
along
those
lines.
I
would
like
you
to
share
what
you
know
and
understand
about
the
school
to
Prison
Pipeline
and
what
experience
you
have
working
to
address
that
issue.
C
Evelyn,
thank
you
for
your
question.
This
is
not
something
that
I've
just
read
in
a
book.
It's
something
that
I
lived.
I
grew
up
in
uplands
corner
on
Columbia,
Road
and
I
and
I
know
friends
who,
unfortunately,
have
ended
up
in
jail.
I
have
friends
who
did
not
finish
school
because
they
got
into
a
fight
or
something
happened
in
school.
So
it's
something
that
I
have
constantly
in
my
entire
career
have
been
a
hundred
percent
against
I
know
a
lot
about
it
because
we
know
the
facts.
C
If
a
kid
is
suspended
from
school,
they're,
three
times
more
likely
to
drop
out,
if
a
kid
is
expelled
from
school,
there's,
seven
or
eight
times
more
likely
to
get
arrested,
that's
not
what
schools
are
built
for,
and
that's
not
what
I
believe.
So
it's
something
that
I
am
a
hundred
percent
against
I
understand
that
kids
may
get
into
problems.
I
understand
the
law.
If
there's
a
weapon,
if
there's
a
controlled
substance,
yes,
you
call
the
police,
if
not
you
don't
I
had
to
deal
with
that.
C
A
lot
in
in
the
Randolph
public
schools,
as
a
teacher
I,
dealt
with
this
at
English
high
school
and
something
that
I
mentioned
earlier
to
the
earlier
panel.
We
had
a
group
of
students
who
were
more
the
most
likely
students
to
be
suspended.
We
started
a
young
men's
program
and
I
can
tell
you
that
all
those
young
men
graduated
from
high
school
myself
and
two
other
student
teachers
work
with
them
for
two
years,
and
we
also
made
sure
those
students
also
did
a.
C
They
also
put
together
a
basketball
tournament
and
gave
all
the
money
back
to
show
badest
sheltered
women.
We
gave
them
the
opportunity
to
show
their
assets
and
who
they
were,
and
they
wanted
to
give
back
to
the
community.
I
didn't
I.
Don't
have
that
many
those
types
of
issues
at
a
Cathedral
as
much
and
I'll
tell
you
why?
It's
not
that
we
don't
have
kids
that
have
those
challenges.
Cathedral
has
an
amazing
model.
The
model
is
called
the
Planning
Center,
it's
proactive.
C
C
So
it's
something
that
I'm
very
familiar,
it's
something
that
I
have
always
fought
against
and
it's
something
that,
as
a
superintendent
I,
would
make
sure
that
we
have
kids
in
schools
as
much
as
possible,
because
that's
what
we
that's
where
we
need
them,
we
need
them
to
be
engaged.
We
need
them
to
be
a
part
of
learning
and
building
up
their
passion
so
that
they
can
be
successful.
Thank.
E
C
Analysis
and
I
was
very
upset
with
a
student
whom
I
really
respected
a
lot
and
and
I
said.
Why
didn't
you
do
your
work
and
looked
at
me
and
I
will
never
forget
this,
and
he
said
you
know
what
your
life's
a
little
easy.
Sometimes
he
said
after
I
left
here,
I
had
to
work
from
3:00
to
11:00
and
then
I
had
to
take
my
mother
to
the
airport
and
I
got
there
at
4
o'clock
and
I
didn't
sleep
to
be
here
in
the
class.
He
said
the
reason
why
I
didn't
do
what
dr.
C
Sanchez
I
respect
very
much
but
but
I
haven't
I
had
some
things
that
I
had
to
do
and
I'll
tell
you
why.
That
makes
me
a
Teacher
of
the
Year,
because
I
really
will
never
forget
that
and
I'll
never
forget
the
challenges
that
kids
have
sometimes
that
sometimes
we
give
kids
assignments
and
we
tell
them
to
do
certain
things
like
that
and
that
young
man
came
back
and
I
got
to
tell
you
and
I'm
really
proud
of
this.
The
paper
he
wrote
was
about
me
so
so
you
know,
I
called
him
out.
C
I
was
honest
with
him,
because
I'm
not
easy
on
kids,
not
easy
in
a
bad
way,
because
I
expected
him
to
do
it.
But
you
know
he
was
able
to
say
that
and
give
me
that
back,
and
it
was
just
great
for
me
because
it
reminds
you
the
power
that
you
have
and
that
you
need
to
have
high
expectations.
But
they
have
to
listen
and
I'll.
Never
forget
that
young
man
and
we're
still
pretty
close
sorry
about
that.
H
You
mr.
champ
so
talk
to
Sint.
Thank
you
for
sharing
that
story
by
the
way
I'm
listening
to
you,
talk
about
that
and
I'm
harkening
back
the
first
time.
I
walked
into
a
class
time
a
classroom
with
you
and
banker,
and
you
will
point
you
now
many
different
nations
represented
in
one
classroom
and
that
was
eye-opening
for
me.
Something
I've,
never
forgotten,
and
it's
why
I
think
I've
always
valued
the
work
going
on
at
Banco.
H
Second
of
all,
it's
easy
to
say
we
should
move
to
mask
or
but
there's
a
lot
of
concern
about
that,
both
the
repercussions
and
I'm
interested
in
what
you
think
the
repercussions
of
that
would
be
and
how
you
would
work
through
that
as
superintendent.
If,
in
fact,
it
sounds
like
you,
it's
a
firm
belief
of
yours,
we
should
every
high
school
should
be
requiring
math
school.
So
could
you
talk
to
that
in
a
little
bit
more
detail?
Please.
C
Yes,
I
would
talk
to
that
in
in
more
detail
and
to
me
here's
here's,
the
data
if
a
student
has
high
quality
classes,
curriculum,
they're,
more
prepared
to
be
successful
in
high
school,
and
that's
to
me
the
mass
Court,
where
kids
have
four
years
of
mathematic.
Those
are
the
those
are
core
principles
to
make
sure
that
kids
are
able
to
graduate
to
be
able
to
go
to
a
four-year
college.
C
You
need
to
have
a
minimum
of
an
associate's
degree
to
get
a
job
in
Boston
today,
if
we
are
preparing
our
students
to
really
go
into
the
workforce
and
we
want
them
to
go
into
the
workforce,
here's
a
plan,
here's
some
things
that
can
help
them.
Now
it
doesn't
mean
that
everybody
stopped
doing
everything
you're
doing
and
here's
what
you're
gonna
do
it
says
that
you
work
with
schools
to
get
a
sense
of?
Where
are
you?
What
are
the
needs?
What
are
the
challenges?
C
How
do
we
hope
you
get
there,
because
that's
helpful
for
students
and
it's
working
with
people?
It's
not
dictating
it's
about
ownership
and
bringing
the
headmasters
together
to
support
that
work.
The
second
thing
is
is
that
we
know
that
when
kids
are
in
school
94%
of
the
time
they
have
a
2.7
GPA
and
they
actually
have
workforce
development
opportunities,
they're
three
times
more
likely
to
graduate
from
college.
C
So
those
are
some
things
that
I
think
are
important
to
lead
with
some
of
some
of
the
facts
which
I
think
are
important
and
then
to
talk
a
little
bit
about,
if
we're
not
doing
that,
what
are
we
doing
and
how
is
that?
Helping
us
and
maybe
there's
some
different
approaches,
but
I
and
I
believe
this
I
believe
that
there's
schools
that
are
even
doing
more
than
that,
but
part
of
it
is-
is
to
engage
people
in
dialogue
to
get
a
sense
of
where
they
are.
But
that's
me
is
it
truly.
C
A
H
A
little
difficult
for
the
superintendent
to
say,
you're
gonna
follow
this,
particularly
when
you
have
school
leaders
who
will
push
back
and
say
well.
In
fact,
math
score
includes
and
I'm
being
I,
don't
have
the
specific
amounts,
but
that's
probably
know
better
than
I
do
two
years
to
fit
phys
ed
and
I'd
rather
have
arts
and
so
on
and
so
forth.
So
I'm
not
following
an
arbitrary
standard.
We're
an
independent
board
like
you
are
a
cathedral
yeah
one
school,
one
board:
we
set
our
own
standards
on
what
we're
trying
to
do
for
our
you.
C
And
I
think
that
that
gives
you
the
opportunity
to
have
dialogue
with
teachers,
because
I'll
give
you
an
example.
We
have
students
from
the
Boston
Ballet,
who
are
professional,
ballet
dancers,
a
cathedral
that
requires
they
meet
their
physical
education
requirement
by
far
so
I.
Think
part
of
it
is
again
it's
not
saying
it
has
to
be
done
exactly
like
this
I'll
give
you
an
example:
language
learning.
We
have
students
learning
language
online.
We
have
students,
learning
language
through
badging,
there's
different
ways
to
do
this.
It
just
doesn't
have
to
be
all
seat
time
and
I.
C
C
But
there's
a
lot
of
great
ideas
that
are
there
and
I
think
part
of
it
is,
is
to
bring
bring
us
all
together
because
at
least
from
what
I
read
30%
of
kids
are
transferring
from
school
to
school
to
school,
and
if
kids
are
transferring
from
one
high
school
to
another
and
there's
different
requirements,
it's
really
creating
dissonance
in
terms
of
kids
being
able
to
graduate.
So
that's
another
concern
that
I
think
we
need
to
look
at
and
work
on
it
as
a
district.
Again,
this
is
not
a
mandated.
C
H
Of
support
from
others,
I've
just
talked
about
something
that
you've
mentioned
a
number
of
times
today.
The
other
I
was
surprised.
You
didn't
mention
when
you
were
earlier
talking
about
three
things:
kind
of
lessons
learned
from
Randolph
applicability.
Here
you
talked
about
your
relationship
with
the
town
manager.
You
didn't
talk
about
the
relationship
with
your
school
committee
yeah.
So
could
you
talk
about
that
for
a
little
bit
and
lessons
learned
and
what
would
you
see
different
in
this
role?
C
My
lessons
learned
from
working
with
the
Randolph
school
committee
was
that
part
honestly,
it
was.
It
was
a.
It
was
a
a
divided
committee
and
while
I
could
work
with
members,
it
was
important
to
make
sure
that
I
was
honest.
Forthright
deliberate
with
everybody
made
sure
that
everybody
got
the
same
information,
make
sure
that
you
have
the
conversations
and
that
that
you
work
with
all
community
members.
You
know
when
you
look
at
the
fact
that
there's
differences
of
opinions
and
different
perspectives,
that's
natural.
C
That's
the
way
the
world
works
and,
and
not
everybody,
not
everybody,
not
our
committee
and
Cathedral,
not
everybody
is
always
on
the
same
page
on
everything.
It's
about
making
sure
that
you
listen,
that
you
learn
and
that
you
build
those
relationships
to
be
able
to
get
across
some
of
the
things
that
are
important
to
you.
So
that's
an
important
lesson
and
it's
a
good
learning.
For
me
it
was
something
that
was
good
learning
for
me.
Thank.
A
G
C
To
me,
a
committee,
a
school
committee
that
is
doing
a
good
job
is
doing
three
things.
One
is:
is
holding
the
superintendent
accountable
and
that's
important,
because
what
I
say
and
do
needs
to
be
vetted
through
the
school
committee
and
supported
and
I
think
that
that's
really
important
and
that's
something
that
I
would
welcome
from
each
and
every
one
of
you
I
mentioned
this
in
one
of
my
interviews
when
going
through
this
process
is
one
of
my
favorite
quotes.
Is
feedback?
C
Is
the
breakfast
of
champions
and
and
I
need
that
feedback,
because
I
miss
blind
spots?
Everybody
does
so
that's
important
number
one
number
two
that
we
our
forthright
and
honest
with
each
other,
about
the
challenges
that
are
there
and
that
we
take
them
on
and
that
we
discuss
them
and
that
we
look
at
options.
And
then
we
say:
here's
one,
here's
two,
and
this
is
what
we're
trying
to
accomplish,
and
there
were
thought
partners
and
to
me
a
an
effective
committee.
C
Also
works
on
goals
is:
is
that
the
goals
that
we've
created
and
that
our
meetings,
our
school
committee
meetings,
are
to
discuss
how
we're
doing
and
implementing
those
goals
the
challenges,
the
opportunities
and
that
we're
forward
and
direct
with
the
community,
and
that
we
speak
with
one
voice?
One
of
the
things
that
I
think
is
critical
as
I
come
into.
This
role
is
building
teams.
One
of
my
teams,
my
key
teams,
would
be
you
the
School
Committee.
I
And
my
other
question
is:
when
we
look
at
education
today
and
how
rapidly
things
are
changing.
If
you
can
talk
about
because
I
can
tell
you
do
a
lot
of
research
and
a
lot
of
reading,
can
you
talk
about
a
recent
trend
across
the
country
that
you
find
very
exciting
that
you
would
be
looking
at
in
terms
of
bringing
to
the
district.
C
In
terms
of
instruction
to
me
in
this,
Mesa
I
may
be
dating
myself,
but
what
what
I
love
most
about
learning
and
teaching
and
I
really
believe
this?
It's
the
most
critical
aspect,
it's
the
relationship
building
of
getting
to
know
the
students.
We
can
talk
about
technology
and
we
can
talk
about
the
Google
classroom
and
we
can
also
talk
about
experiential
education,
which
is
really
my
passion
and
I'll
talk
a
little
bit
about
that.
C
But
before
you
get
to
the
experiential
education
and
those
amazing
pieces,
it's
really
getting
to
know
your
students
when
you
know
that
and
you
respect
them
and
you
care
them,
and
they
know
that
you're
having
that
dialogical.
This
person
believes
in
me
and
I
believe
in
them.
That's
the
beginning,
in
terms
of
where
I
see
education
going
mr.
Davila
is,
is
that
I've
created
a
model
that
I'm
working
with
with
Northeastern,
which
is
called
the
applied
learning
framework,
and
it's
workshop
instruction.
C
The
only
difference
with
the
workshop
is
is
that
kids
now
have
to
be
outside
of
the
classroom
and
do
experiences.
So
it's
content
and
skills
which
kids
learn
in
the
classroom,
which
we
all
know,
that's
wonderful
slope
index
formula
or
whatever
it
is,
but
their
kids
have
a
experience
where
they
go,
do
something
somewhere
to
badge
that
learning
and
that
they're
able
to
reflect
on
it
and
do
it
and
to
me
that's
a
workforce
skill,
that's
something
that
you
can
really
build
kids
brands
and
give
them
this
the
skills.
C
We
talked
a
little
bit
about
the
fact
that
we
had
some
of
our
kids
building
out
the
branding
strategy
for
the
school.
We
have
students
working
with
tandy
Vesto,
who
are
creating
speakers
Bluetooth
speakers.
They
called
the
social
innovators
Club.
We
had
a
bunch
of
people.
Last
year,
students,
I
co-taught
the
class
with
the
gentlemen
which
was
starting
a
business.
It's
called
one
mighty
mill
from
ideation
all
the
way
to
innovation
to
production.
C
So
it's
a
great
mill
that
is
in
in
Linn,
and
the
students
were
part
of
the
looking
at
the
economics
of
it,
the
branding,
the
scope
of
work
and
the
challenges
in
terms
of
the
market
assessment.
Those
are
wonderful
things
that
I
think
are
wonderful
for
kids
to
learn
and
to
be
able
to
do
so.
That,
to
me,
is
it's
exponential,
but
it's
built
on
the
classroom,
so
what
you're
doing
is
you're
building
the
academic
skills
with
the
content
and
then
you're
able
to
produce
it.
I
C
I'm
working
on
it
with
with
Northeastern
University,
what
we're
northeastern
has
just
started
a
new
program.
It's
called
NXT,
so
it's
exponential
education
and
we're
the
mod
we're
one
of
the
founding
schools
and
part
of
my
work
is
to
help
build
out
the
model,
but
then
also
make
sure
that
all
of
our
teachers
are
trained
and
project-based
learning
and
we
started
this
with
Dell,
and
then
we
took
it
to
Northeastern,
because
Dell
does
some
of
this
work,
but
but
we
needed
to
do
this
at
a
university
level,
which
is
really
exciting
stuff.
Thank
you.
Thank.
A
E
So
dr.
Santos
you've
talked
a
little
a
little
bit
about
like
the
overall
challenges.
You've
faced
as
a
superintendent.
Some
of
your
your
work
in
Randolph,
but
I
wondered
if
you
could
share
like
one
specific
mistake
that
you
made
as
an
education
leader
that
you
managed
to
rectify
or
apologize
for
yeah.
C
I
make
a
lot
of
mistakes,
so
one
of
the
mistakes
that
I
made
and
actually
two
I'll,
give
you
one
that
I
wish
I
would
have
done
a
little
differently
in
Randolph
when
the
state
gave
us
the
list
of
24
or
26
things
that
we
needed
to
fix.
I
forgot
how
many
they
were
I
was
in
like
let's
go
fix.
All
of
them.
That
was
a
mistake.
I
should
have
pushed
back
a
little
bit
and
said
to
the
state
yeah
I
understand.
C
We
got
all
these
problems,
but
let
me
just
get
people
some
psychological
safety
so
that
we
can
build
this
out
and
work
on,
and
so
that
that
was
a
mistake
that
I
made
and
I
still
believe
it's
the
right
work
to
do,
but
it
should
have
just
pushed
back
a
little
bit
on
the
state
and
say
we
need
a
little
bit
of
time.
Another
mistake
that
I
made
was
at
Cathedral,
and
this
was
a
budgetary
mistake.
We
had
a
program
that
I
thought
worked
really
well
and
it
was
a.
C
It
was
like
an
early
college
like
video
class,
but
we
didn't
have
that
many
students,
so
we
didn't
have
partnership
and
that
that
hurt
some
students
because
they
weren't
able
to
take
some
AP
classes
and
that
really
that
really
bothered
me,
because
students
need
some
of
those
classes
because
they
were
further
ahead.
So
that's
something
that
I
apologize
for
and
needed
to
do
a
little
bit
better
and
in
terms
of
supporting
students
and
as
a
principal
at
Boston
International.
C
C
It
was
kind
of
like
a
portfolio
and
truly-
and
this
is
my
fault-
knowing
all
the
research
on
English
language,
learners
and
time
and
certain
things
like
that:
I
try
to
push
it
a
little
bit
too
fast
and
the
teachers
were
good
and-
and
we
then
made
it
half
a
year
and
end
of
year
versus
every
quarter.
So,
yes,
I
make
a
lot
of
mistakes.
Lorna
and
and
I
have
no
problem
apologizing
for
them,
because
that's
it's
part
of
how
you
learn.
B
F
Have
very
strong
early
childhood
program
that
goes
pre-k
to
grade
2
and
then
in
the
fourth
grade.
There
are
many
options
with
regard
to
advanced
work
and
the
excellence
for
all.
My
question
is
about
third
grade.
Third
grade
is
an
area
where
that's
the
year,
kids
are
taking
the
Terranova
and
other
things
that
can
you
know,
start
they're.
A
F
Them
on
a
trajectory,
but
right
now
it's
not
clear
whether
their
greatest
part
of
early
childhood
or
middle
grades.
How
would
you
create
sort
of
a
seamless
pathway
from
pre-k
to
fifth
grade
so
that
there
is
clarity
around
what
parents
should
expect
at
each
grade
level
and
how
we
can
make
sure
all
of
our
kids
are
getting
the
best
sources
of
education
possible.
Mr.
C
Robinson
I'm
glad
you
asked
that
question.
One
of
the
things
that
really
proud
of
is
is
when,
when
I
arrived
and
Randolph,
our
four
elementary
schools
were
really
hurting,
and
part
of
it
was
that
when
we
were
level
for
many
of
our
elementary
schools
were
I
spent.
Most
of
my
time
with
the
elementary
schools
working
with
them
and
I
can
tell
you
this
that
by
the
time
three
years
all
of
our
third
graders
were
reading
at
the
state
level,
and
part
of
that
was
because
we
started
that
early
literacy
work.
Our
fourth
and
fifth
graders.
C
Our
student
growth
profiles
went
from
like
20
I
know
this
for
fifth
grade
27
to
57
and
from
fourth
grade
from
28
to
41,
and
part
of
that
was
because
we
were
really
intentional
about
regrouping
and
supporting
students
and
you're.
So
right
about
third
grade.
It's
kids
are
learning
to
read
and
then
they're
reading,
to
learn
and
and
that's
a
critical
piece
that
that
early
literacy
is
so
critical.
We
did
use
a
net
to
help.
C
From
my
background
in
linguistics,
but
in
terms
of
looking
at
early
literacy,
that's
the
key,
because
if
you
build
those
foundations
early
on
those
gaps,
don't
widen
as
the
kids
go
higher
up
in
grades.
You
know
third
grade
is:
is
one
of
the
big
indicators
eighth
grade
again
with
mathematics?
But
it's
really
looking
at
that.
C
System-Wide
approach
and
I
may
be
dating
myself,
but
one
of
the
things
that
I
thought
we
did
well
in
Boston
was
we
had
the
cluster
system
and
within
the
clusters
we
had
the
k-12
approach
and
when
we
had
the
k-12
approach,
it
was
great
because
you
know
our
supervisor
was.
She
was
excellent.
She
was
so
into
literacy
that
we
would
have
that
conversation.
Some
of
our
PD
was
centered
around
looking
at
literacy
for
all
of
our
students.
C
F
H
O'neill
Thank
You
mr.
Chia,
dr.
Santos,
two
topics
we
haven't
talked
too
much
about
today
that
I'm
actually
going
to
combine
into
one
and
we
we
talked
briefly
about
parental
involvement
at
the
beginning,
but
we
haven't
talked
about
it
in
depth
and
the
other
thing
we
talked
briefly
but
bill.
Bps
is
a
big
issue
in
our
district
right
with
the
mayor's
support
with
the
math
State
Building
authorities
support
we're
gonna,
be
spending
over
a
billion
dollars
in
our
buildings
and
that's
not
building.
That's
just
not
building
new
schools,
but
it's
also
renovating
some.
H
It's
putting
21st
century
furniture
and
equipment
in
our
school
so
on
and
so
forth.
But
a
key
piece
in
that
is
great
configuration.
So
right
now
we
have
about
23
great
configurations:
we're
moving
gently
away
from
a
three
step
model
to
more
of
a
two
step.
So
slowly
we
have
less
and
less
middle
schools
in
Boston
and
we've
had
a
portfolio
approach.
We're
deciding
take
a
portfolio
approach
of
having
a
mix
of
K
to
six
seven
or
12
and
K
to
eight
nine
to
twelve.
H
Parents
have
a
lot
of
thoughts
about
that.
They
have
a
lot
of
concerns
about
what
buildings
were
building
to
which
ones
we're
not
what
the
process
is
if
they
feel
they're
included,
I'm
interested
in
how
you
see
the
intersection
of
that,
because
it
is
a
big
challenge
in
Boston
right
with
a
hundred
twenty-eight
school
buildings
trying
to
decide
which
ones
get
the
next
level
of
investment,
which
ones
move,
how
we
do
swing
space
so
on
and
so
forth,
but
ensuring
parental
and
community
involvement
in
the
process.
C
That's
a
great
opportunity
that
was
when
I
did
my
SWOT
analysis,
I
viewed
it
as
one
of
the
opportunities
and
I
think
the
reason
why
I
view
it
as
an
opportunity
is
because
you
we
have
an
opportunity
to
create
an
engagement
index
to
really
have
conversations
with
families
about
we
want
our
schools
in
our
community
to
look
like
and
let's
be
fore.
Fronting
and
part
of
that
is,
is
to
obviously
be
aspirational
and
visionary
about
some
of
those
things
which
is
some
of
the
fun
work.
C
But
then
it's
also
about
being
tactical
and
saying
in
order
to
get
here,
here's
what
we
need
to
do.
It's
like
doing
a
remodel
of
your
home
or
certain
things.
It's
we
can't
remodel
somebody's
house
and
then
just
say:
don't
come
back,
and
here
you
go.
Here's
your
new
house,
it's
including
people,
it's
having
voice
and
ownership.
It's
making
sure
that
when
you
build
out
these
programs
that
there's
also
an
academic
framework
that,
if
we're
looking
whether
it's
a
workshop
base,
whether
it's
an
applied
learning
framework,
we
have
to
be
clear
and
concise
with
families.
C
Here's
what
it's
going
to!
What
it's
going
to!
Look
like
for
your
kids
here
are
the
benefits:
here's
why
we
have
to
go
through
this
process
and
that
to
me
is
important,
because
while
people
may
not
agree
with
everything,
it's
the
fact
that
they
have
boys
and
that
you
own
it
together.
So
to
me
it's
really
about
getting
out
into
the
communities
it's
looking
at
the
needs
of
the
district.
It's
looking
at
connecting
this
not
just
with
the
build
VPS
but
build
VPS
human
capital,
build
the
teachers,
capital
build
a
student's
capital.
C
This
is
Bill
bps
beyond
to
me,
it
would
be
build
VPS
for
Boston,
and
part
of
it
is.
Is
that
you're?
Looking
at?
How
do
you
arrange
some
of
these
schools
that
need
to
be
k-6?
That's
gonna
be
difficult
for
some
families,
and
you
have
to
be
able
to
have
those
honest
conversations
about.
How
does
this
disrupt
you
what
year?
How
do
we
do
this?
Because
people
need
time-
and
you
cannot
just
say
here's
what
we're
doing
and
it's
happening
today
so
I
do
believe
that
there
needs
to
be
an
engagement
index.
C
C
But
it
would
be
that
we
would
all
work
together
knowing
that
we're
doing
the
right
thing
in
the
best
interest
of
students
and
always
keeping
that
at
the
fore
when
we're
making
these
decisions,
we're
doing
them
for
the
right
reasons
and
to
be
able
to
articulate
those
in
a
real,
clear
and
concise
manner,
and
we
will
take
some
hits
I
understand
that.
But
it
would
be
the
right
thing
to
do
so
again,
an
engagement
index
a
way
to
include
so
that
it's
not
just
being
done
to
them.
Something
that's
being
owned.
Do.
H
C
The
the
largest
again,
this
is
a
mini
scale
and
in
this
regard,
two
things
that
we
did.
One
is
small
but
I'm,
really
proud
of
this
one.
We
had
an
alternative
program
and
Randolph
that
for
six
years,
had
never
graduated
one
student
and
what
I
needed
to
do
was
quite
honestly
explain
that
that
program
could
no
longer
exist,
so
I
knew
what
I
had
to
do.
C
If
they
came
in
and
says,
Oskar
says
you
can't
do
this,
and
here
it
is,
it
becomes
my
fall,
so
we
brought
in
a
consultant
to
have
a
conversation
with
us.
Do
some
interviews
discuss
these
things
with
the
kids?
Why
did
the
program
not
work?
It
was
not
relational.
There
were
no
stopgaps
in
place.
The
parents
were
not
involved,
so
I
said:
okay,
here's
what
we
can
learn
from
this
when
we
create
this
program,
let's
make
sure
that
we
have
a
strong
program
that
identifies
some
of
the
things
that
we're
not
working.
C
I
can
tell
you
that
this
may
not
ever
show
up
anywhere,
but
one
of
my
proudest
moments
was
when
those
students
from
the
alternative
program,
all
graduated
and
part
of
that,
was
because
we
had
the
director
family
community
engagement,
working
with
the
families
we
had.
We
did
staff
that
were
willing
to
be
a
part
of
this
program.
We
did
the
training
and
cooperative
discipline.
C
We
worked
with
Rockport
to
make
sure
that
the
kids
had
internships,
so
it
was
a
really
strategic
and
what
I
would
say
focused
approach,
because
I
knew
that
we
were
on
the
line
and
we
had
to
do
it
well,
because
these
were
our
most
marginalized
students.
So
that's
a
small
example
again.
This
one
was
a
the
other
example.
I
can
give
you,
which
I
think
worked
out
really
nicely.
C
Was
our
applied
Learning
Center
at
Cathedral,
where
we
did
it
with
the
students,
the
families
we
did,
have
some
teachers
who
were
concerned
about
what
this
new
learning
look
like,
but
we
knew
that
we
had
time
so
we
built
their
capacity,
their
human
capital
capacity,
so
that
when
the
building
was
done,
they
were
ready.
So
those
are
a
few
examples
minor
not
at
that
scale,
but
I
would
I
would
still
follow
the
same
process.
There
were
lessons
learned
from
yeah.
A
You
mr.
O'neill
I,
do
want
to
go
around
one
more
time
to
see
if
there
are
any
questions
remaining
very
good.
We
have
covered
a
lot
of
ground
today
and
I.
Thank
you
for
your
your
time
with
us.
I
do
want
to
leave
the
few
remaining
moments
for
you
to
give
us
a
closing
statement
and
then
we'll
talk
to
the
rest
of
the
community
here
about
what
are
the
next
steps.
C
So,
first
of
all,
thank
you
so
much
for
your
questions
and
I've
enjoyed
our
discussion.
A
couple
of
things
that
I
want
you
to
know
is:
is
that
I
love
the
city
I
grew
up
in
this
city.
I
was
educated
in
the
Boston
Public
Schools
I
was
a
teacher
in
Boston.
I
was
a
principal
in
Boston
I,
understand
Dorchester
Roxbury,
Mattapan,
Alston,
Roslindale,
Brighton,
East,
Boston
I,
understand
the
city.
C
I
grew
up
in
the
city,
I
have
friends
in
the
city,
I
have
family
in
the
city,
I
have
nephews
nieces
or
in
the
Boston
Public
Schools
I
understand
how
important
this
job
is.
I
understand
the
hard
work
that
lies
ahead
and
I
want
you
to
know
that
I
am
100%
committed
to
doing
this
work.
I,
don't
view
this
as
a
stepping
stone.
I,
don't
view
this
as
something
that
I'm
going
to
do
for
a
couple
of
years.
C
This
is
the
work
that
I
have
spent
my
whole
life
wanting
to
do
and
in
100%
focused
on
doing
because
our
city
deserves
it.
The
reason
why
I'm
here
today
is
because
I
had
a
great
education.
I
had
great
teachers.
I
had
great
friends
who
helped
me
have
a
better
life
and
I
will
do
everything
I
can
in
my
power
to
make
sure
that
there's
one
Boston
one
focus
and
truly
great
schools
for
all
of
our
kids.
Thank
you.
C
A
You
once
again
doctor
Santos
I
want
to
let
folks
know.
That
concludes
the
school
committee
portion
of
interviews
for
this
week
with
our
three
finalists
at
the
conclusion
of
this
interview.
Dr.
Santos
will
head
out
to
the
Mildred
Avenue
K
to
eight
in
Mattapan
for
a
student
and
teacher
interview
panel.
That
will
convene
four
o'clock
today
and
he
will
be
then
back
here
at
the
Bolling
building
for
a
6:30
p.m.
interview
with
parents
and
school
leaders,
and
that
parent
and
school
leader
panel
will
be
televised
here
and
live
stream
of
Dawsons
city
TV.
A
Just
as
this
interview
was
done
has
been
done
today.
We
of
course
acknowledge
that
that's
a
very
hectic
schedule,
I
think
you're
through
what
is
it?
Maybe
five
hours
I've
been
in
reviews
at
this
point.
You've
only
got
another
three
to
go,
but
nonetheless
you
know,
as
we've
told
the
other
candidates.
This
is
emblematic
of
a
typical
day
in
the
life
of
a
superintendent
in
Boston
and
the
wealth
of
people
that
are
invested
in
this
in
this
district.
That's
right,
it
is
a
probably
a
short
day.
Mr.
A
O'neill,
my
wife
wonders
on
Wednesday
nights
when
I
get
home
at
8
o'clock,
like
what
are
you
doing,
you
know
like
you're,
not
supposed
to
be
home
for
another
three
hours,
but
nevertheless,
I
do
want
to
remind
our
audience
that
those
viewing
these
interviews
can
certainly
send
their
feedback
to
us
in
a
number
of
ways.
You
can
first
learn
more
about
the
candidates
and
their
backgrounds
at
Boston,
Public,
Schools,
org,
superintendent
search.
You
can
also
email
us
at
superintendent,
search
at
Boston,
Public,
Schools,
org
and
finally,
something
new
this
year.
A
We
wanted
to
try
to
collect
information
from
the
public
in
a
more
coordinated
way,
and
so
we've
developed
a
survey
for
public
feedback.
That's
also
available
on
our
website.
The
Boston
Public
Schools,
org
superintendent
search
that
survey
will
stay,
live
until
Sunday
night
April
28th,
and
then
all
of
the
results
will
be
shared
with
this
school
committee
for
review
in
advance
of
our
anticipated
vote,
which
has
tentatively
been
scheduled
for
next
Wednesday
May
1st.
So
without
further
ado,
if
there's
nothing
further,
I'll
entertain
a
motion
to
adjourn
this
public.