►
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
Thank
you
so
much
for
your
time
tonight
and
oh
there
we
go
yay
for
hearing
your
own
voice
louder
than
it
should
be
so
I'm
so
happy
to
see
you
again.
I
know
you've
been
through
a
pretty
long
day
of
getting
to
know
a
lot
of
our
stakeholders
of
the
Boston,
Public,
Schools
and
I
hope
you've
enjoyed
introducing
yourself
and
letting
Boston
get
to
know
you.
We
are
here
tonight
and
I'm
very
pleased
to
introduce
you
publicly
for
the
last
time
tonight.
A
So
I'd
like
to
remind
all
the
panelists
that
this
is
being
streamed
via
the
Boston
City
TV
livestream
Comcast
channel
24,
RC,
n
channel
13,
FiOS
channel
1962,
I,
didn't
know
they
went
that
high
and
I'd
like
to
thank
all
the
panelists
here
tonight
who
volunteered
to
represent
the
voices
of
families
and
both
school
and
central
office.
Leadership.
A
D
E
F
F
G
Shapiro
I
live
in
Jamaica,
Plain
and
I'm,
the
father
of
a
fifth
grader
at
the
Curley
Kate
aid
and
an
eighth
grader
at
BL
at
Boston,
Latin
Academy,
who
was
formerly
at
the
Curley
and
then
I
used
to
run
math
mentoring
partnership,
which
is
the
umbrella
for
youth,
mentoring.
Programs,
which
partners
with
a
lot
of
the
schools.
And
now
the
national
version
of
the
same
thing.
A
And
so
tonight
our
panelists
will
be
asking
about
two
questions
each
and
that
they've
prepared
and
the
wonderful
support
staff
is
going
to
be
distributing
no
cards
to
members
of
the
public
tonight.
So
let's
solicit
some
questions
from
the
audience.
I
will
read
through
those
questions
and
see
if
any
of
them
are
questions
that
may
already
get
asked
by
the
panelists.
If
I
feel,
if
there
are
a
number
of
excellent
questions,
I
will
shuffle
through
those
and
choose
them
as
at
random.
G
Sure
you
know
my
first
question
would
be
more
one
around
leadership
and
management
and
what
I
mean
in
the
district
did
Miami
obviously
had
a
long
time
and
and
well-known
superintendent
and
what
are
the
things
you've
learned
about
the
most
effective
ways
that
a
school
that
a
district
leader
can
especially
affect
changes
to
norms
and
places
where
the
media
and
everyone
else
is
trying
to
declare
winners
and
losers
and
where
the
places
where
you've
seen
stumbles,
that
you've
learned
and
would
like
to
do
differently.
So
how
do
you
approach
sort
of
breaking
those
norms
so.
H
H
This
is
really
the
bringing
down
of
silos
in
our
district
I
feel,
personally,
very
a
big
part
of
that
breaking
down
of
silos
and
making
sure
that
everyone
understands
their
role
and
the
collective
vision
of
the
organization,
and
so
I
think
I
said
this
earlier
today,
one
of
the
one
of
the
evidences
of
that
that
it's
not
just
my
opinion
kind
of
deal
is.
We
just
recently
went
through
accreditation,
we're
a
very
large
district
to
be
accredited.
We
have
450.
H
Schools
were
six
times
the
size
of
Boston
Public
Schools,
and
we
had
66
people
just
descend
from
all
over
the
country
to
run
this
accreditation.
They
interviewed-
probably
not
probably,
they
interviewed
a
thousand
different
stakeholders:
parents,
business
community
students,
teachers,
everyone
and
visited
I-
want
to
say
it
was
700
classrooms
and
observed
lessons,
and
then
central
office
staff
board,
members
etc,
and
in
the
exit
interview
for
that
accreditation,
the
the
biggest
takeaway
that
they
gave
us
was
you
guys
are
really
big,
but
you
feel
really
small
and
so
I
asked
the
leader
creditor.
H
Well,
can
you
elaborate
like
what
do
you
mean
by
that
and
what
he
said
was
that
you
could
see
this
kind
of
coherence
in
the
organization
and
in
terms
of
what
are
our
priorities,
how
each
of
us
lean,
uniquely
into
those
priorities,
and
so
I
think
that
that
speaks
to
the
way
that
we've
managed
and
the
systems
and
practices
that
we
brought
to
the
organization
that
has
has
brought
that
shift.
That
I
was
talking
about
earlier.
Thank.
G
H
F
Thank
you
for
being
with
us
tonight.
I
know
that
you've
had
a
lot
of
questions
today
and
we
really
appreciate
your
energy,
as
you
are
beginning
to
consider
the
opportunity
to
be
in
Boston,
I'm
really
curious.
If
you
could
just
spend
some
time
sharing,
what
is
your
moral
imperative
for
leadership
and
what
is
your,
why
for
doing
this
work
great.
H
To
kind
of
give
opening
remarks
so
I'll
give
them
now,
because
that
speaks
to
the.
Why
I
do
this
work,
and
so
many
of
you
I'm
sure,
has
done
your
homework
and
have
read
my
resume
and
things
of
that
nature.
But
you
don't
know
a
whole
lot
about
me
as
a
person,
so
I'd
like
to
share
a
little
bit
about
me
as
a
person.
So
I
have
been
doing
this
work
for
thirty
years.
Close
to
thirty
years,
it's
been
my
life's
work
and
my
passion
I
am
an
educator
but
I'm.
H
In
addition
to
being
a
wife
and
an
educator
and
as
a
child,
I
grew
up
in
in
an
in
a
situation
at
home
which
wasn't
ideal
right,
and
many
of
the
children
in
bps
are
coming
from
homes
that
are
not
traditional
homes
or
ideal,
optimal
places
for
to
live
and
learn,
and
growing
and
I
I
relate
to
those
children
very
much
so
because
my
parents
came
their
parents
came
from
Cuba
as
immigrants,
so
their
immigrated
to
this
country
seeking
just
a
better
life
for
their
families.
In
the
next
generations,
my
parents
were
working-class
immigrants.
H
My
I
was
an
English
language.
Learner
I
grew
up
in
a
community
that
you
don't
need
to
speak
a
lick
of
English
to
you
know
get
by
and
so
I
didn't
learn.
English
until
I
attended
school.
Everyone
at
home
only
spoke
Spanish
I'm,
a
first
generation
American
and
I'm
the
daughter
of
a
single
mom.
So
my
parents
got
divorced
when
I
was
just
a
toddler.
I
had
a
mom
that
worked,
multiple
jobs
just
to
make
ends
meet
so
I
didn't
necessarily
have
someone
at
home
that
could
sit
with
me
and
do
homework
and
help
me.
H
My
grandparents
essentially
brought
me
up
when
I
went
to
school
because
we
were
very
transient
and
we
moved
very
frequently
because
of
my
mom's
job
and
other
things
that
I
you
know
just
are
part
of
my
growing
up
years.
That
weren't
ideal
school
for
me
was
my
happy
place
when
I
went
to
school
is
when
I
lit
up.
That's
when
I
had
friends
peers
my
age
when
I
learned
to
build
confidence
where
I
gained
self-esteem
and
so
to
me,
and
it
was
because
of
teachers.
H
Essentially,
the
teachers
at
my
school
believed
in
me
and
I
knew
they
believed
in
me,
and
they
pushed
me
to
my
limit
and
so
reflecting
back
on
that
experience
and
I've
been
doing
a
lot
of
reflection.
I
just
had
a
milestone
birthday,
so
it
makes
me
think
of
you
know,
like
my
my
reflection,
reflecting
on
on
my
past,
reflecting
on
that
I
feel
that
that
kind
of
space
that
the
teachers
created
when
I
was
young,
very
young,
is
really
what
led
me
to
go
into
education
because
I
school
was
my
happy
place.
H
So
I
certainly
wanted
work
to
be
my
happy
place,
and
that
was
a
place
where
I
found
refuge
and
and
just
success,
and
all
these
other
factors,
and
so
I
have
made
it
my
life's
work
to
help
teachers
and
leaders
create
places
where
kids
come
to
school
because
they
want
to
be
there
where
they're,
happy
and
they're
thriving
and
they
are
productive
and
they
feel
like
they
can
pretty
much
accomplish
anything.
So
that's
what
brought
me
to
that
and
that's
what
drives
me
each
and
every
day,
and
just
this
notion
it's
not
a
notion.
H
It's
I'm
a
living
testament
that,
if
you
not
only
seek
it
because
you
have
to
really
be
supported,
but
in
a
supportive
schooling
environment
school
raised
me,
I
say
that
a
lot
I
was
raised
by
school
school
raised
me.
Students
can
break
the
cycle
of
poverty
and
we
can
lift
entire
communities
out
of
this
vicious
cycle.
That
starts
with
the
wealth
gap
and
ultimately
brings
huge
opportunity
gaps
which
ultimately
lead
to
great
achievement
gaps,
whichever
we're
struggling
with
as
a
k12
organization.
H
E
You
education
here
in
Boston
is
often
political
and
you
have
to
manage
different
voices,
whether
it's
from
City
Hall
parents,
from
families
from
the
btu.
Can
you
give
me
some
examples
in
the
past
of
how
you've
managed
to
make
sure
all
stakeholders
voices
were
heard
where
maybe
it
didn't
go
like
you
wanted
to,
and
then
an
example
of
where
it
did
go
like
you
would
want
it
to
go.
Okay,.
H
So
yes,
I've
heard
abundantly
that
education
or
schooling
in
Boston,
is
political
I,
submit
to
you
that
schooling
in
America
and
most
large
Urban's
is
highly
political.
The
first
course
I
ever
took
in
graduate
school
was
the
politics
of
education
at
the
time,
I
didn't
understand
why
I
had
to
take
a
course
called
the
politics
of
education.
H
We
have
that
within
our
own
governing
structure,
where
we
have
board
members
that
have
authority
over
administration
over
the
superintendent
that
are
vying
for
scarce
resources
for
their
own
communities
and
they
care
about
all
children.
I
want
to
make
it
make
that
very
clear,
but
but
they
have
constituents
that
they
have
to
address
their
needs
as
well,
and
we
understand
that
so
the
context
is
not
unfamiliar
to
me
to
give
you
maybe
an
example
of
opportunities
that
we've
had
to
have
to
kind
of
engage
folks
and
have
differing
opinions.
H
I
was
a
deputy
chief
of
staff,
so
I
served
as
a
superintendents
advisor
in
many
cases
and
I
kept
telling
him.
That's
not
a
good
idea.
That's
not
a
good
idea
for
a
myriad
of
reasons,
but
really
primarily
because
of
capacity.
I
did
not
think
that
the
system
had
the
capacity
to
in
years
out
support
that
expansion
that
they
were
seeking
to
to
do
in
bilingual
ed.
H
H
I
predicted
that
that
was
gonna
happen
was
kind
of
rearing
its
head,
because
we
had
come
to
like
a
pivotal
point
where
we
could
not
grow
the
program
which
I
knew
we
weren't
going
to
be
able
to
grow,
and
so
the
way
that
I
dealt
with
that
situation
is
number
one
by
being
really
honest
and
transparent
about.
Why
we
couldn't
do
this,
taking
it
on
the
chin.
H
You
know
and
not
blaming
someone
else
saying
this
is
our
problem
and
we're
gonna
collectively
solve
it
and
then
bringing
our
experts
to
the
table,
but
also
bringing
naysayers
the
folks
the
same
folks
that
were
writing
columns
in
the
newspaper,
and
you
know
kind
of
really
bringing
the
message
to
escalating
the
message
about
what
they
perceive
the
problem
to
me.
We
put
them
on
a
task
force
and
my
staff
thought
I
was
crazy.
They
were
like
well
you're.
H
This
gonna
be
really
gnarly,
because
you're
putting
folks
on
this
task
force
that
might
not
necessarily
agree
with
you
and
I
mean
that's
what
I
do
right
so
I
I
want
differing
opinions
at
the
table
so
that
all
tonight
be
hard
and
ugly
and
complicated
for
the
grown-ups,
but
in
the
end
and
it
took
us
a
year-
we
met
monthly
with
this
task
force
and
we
did
a
whole
lot
of
homework
and
work
together.
H
But
in
the
end,
what
what
ended
up
coming
out
was
a
completely
different,
not
one
but
two
models
of
bilingual
education
and
MD
CPS,
which
is
yielding
better
results
for
kids
and
ultimately
was
better
for
kids.
In
the
in
the
in
the
long
term,
so
I
embraced
it
and
I
try
to
learn
from
these
dissenting
voices
and
and
and
make
them
part
of
the
solution,
rather
than
just
the
noise
about
around
the
problem.
H
Knowing
that
you're
not
always
gonna,
please
everyone
and
that's
something
that
as
a
CEO,
you
need
to
understand
that
you're,
not
always
gonna,
please
everyone,
but
more
than
more
than
you
know,
often
enough.
If
you
are
communicative
along
the
way
of
the
process,
people
at
least
they
might
not
like
your
decision
or
what
you
are
doing,
but
they
understand
why
you
did
it.
Cuz
you've
been
at
the
table
with
them
and
and
walking
them
through
it
and
including
them
in
it.
Throughout
the
process.
D
C
My
thunder
a
little
bit
my
first
question,
so
I'll
go
down
the
list
and
take
a
little
bit
of
a
turn
towards
educational
philosophy.
So
can
you
describe
an
educational
environment
that
encapsulates
equity
and
excellence?
What
do
the
policies
curriculum,
pedagogy
supports
and
other
practices
look
like
at
these
school
environments.
H
It
is
the
fact
that
kids
come
to
school
with
huge
dreams.
We
have
kids.
If
you
pull
any
kid
right
now
in
bps,
they
will
tell
you
that
they
plan
to
go
to
college.
They
might
even
tell
you
what
college
they
want
to
go
to.
They
have
big
dreams
and
what
ultimately
happens?
Is
they
work
hard?
But
though,
what
they're
working
hard
at
is
something
that
we
really
need
to
focus
on
and
double
down
on
in
our
classrooms,
not
only
here
in
Boston,
but
across
this
country,
including
miami-dade.
H
It's
something
we
do
every
single
day
and
so
oftentimes.
What
happens
in
the
reality
of
the
classroom
is
the
students
are
sometimes
particularly
traditionally
marginalized.
Students
are
are
underestimated,
and
there
are
multiple
reasons
why
that
happens.
It
could
be
just
an
implicit
bias
at
that
teacher
or
staff
member
has
about
students
with
disabilities
or
about
african-american
students
or
students
that
have
limited
English
proficiency.
H
It's
also
many
times
teachers
just
trying
to
have
children
have
a
level
of
success
in
their
classroom,
so
they
really
think
that
they're
helping
and
nurturing
the
child,
because
maybe
this
child
has
all
those
other
kind
of
symptoms
and
baggage-
that's
happening
at
home,
and
this
is
their
happy
place
and
we
don't
want
to
break
them
any
more
than
they're
already.
But
what
we're
doing
is
a
disservice,
because
what
we're
not
we're,
not
holding
them
to
the
same
standard
that
they're
capable
of
achieving
and
we're
just
perpetuating
that
low
expectation.
H
So
when
you
look
at
the
opportunity
myth
report,
what
it
says
is
that
they
observed
like
a
thousand
lessons.
They
visited
four
different
districts
along
study
and
when
they
went
into
classrooms.
Eighty
eight
percent
of
the
time
the
students
were
engaged.
So
someone
without
a
whole
lot
of
you
know.
Pedagogical
knowledge
will
go
into
a
classroom
and
they
see
kids
engaged
thumbs
up
this.
This
classroom
is
humming
right.
H
We
miss
we
lose
we're
talking
about
extended
learning
day
as
an
equity
lever
when
we
ourselves
with
a
regular
school
day
and
nationally,
are
losing
six
months
worth
of
schooling,
because
we're
not
giving
these
kids
access
an
opportunity,
engage
with
rigorous
coursework,
and
so
that
to
me
is
kind
of
like
the
North
Star
at
the
classroom
level
of
what
has
to
happen
within
the
classroom
itself
when
you're
speaking
of
pedagogy
I.
For
me,
one
of
the
we
have
Committees
of
teachers
that
are
selecting
instructional
materials
I'm.
H
So
glad
you
asked
me,
this
question
haven't
been
able
to
talk
about
this.
We
have
Committees
of
teachers
that
are
selecting
the
instructional
materials
for
the
schools
right,
but
we
do
it.
They
make
decisions
for
the
entire
district,
not
just
for
their
classroom
or
for
their
school,
that
these
teachers
are
coming
from
all
different
corners
of
the
district
to
make
decisions
about
the
instructional
materials
that
we're
gonna
use
in
all
schools
at
that
grade
level
in
that
subject.
But
what
we
do
is
when
we
have
them
look
at
material.
H
We
don't
even
present
them
with
material
that
is
not
aligned
to
the
standards.
So
there
are
wealth
of
kind
of
clearing
houses
that
are
are
not
leaning
or
being
bought
out
by
anyone
there.
You
know
just
neutral
entities
that
are
communicating
out
to
educators
and
they're.
Doing
very
comprehensive
studies
of
the
materials
like
Edie
reports
is
one
of
them.
H
Louisiana
believes
is
another
one
there's
several
of
them,
and
so
we
make
sure
that
if
we're
gonna
put
ten
different,
you
know
literacy
basil's
in
front
of
teachers,
then
when
we
do
that
that
those
ten
are
aligned
to
standards
and
then
they
go
at
it
and
the
teachers
are
selecting
the
materials
but
they're
definitely
aligned
to
standards.
I
think
that's
a
central
role
that
needs
to
be
pushed
and
then
in
terms
of
pedagogy
it's
providing
the
teachers,
the
professional
development
that
they
need
and
the
support
that
they
need.
So
they
can
do
differentiated
instruction.
H
Work
and
they're
all
coming
at
different
levels,
and
so
we
as
a
district
need
to
make
sure
that
teachers
get
coaches
in
the
classroom
that
are
helping
that
they
have
adequate
time
to
plan
together
because
collectively
they're
stronger
than
they
are
as
individual
parts,
and
that
we
are
creating
frameworks
for
them
where
they
have
the
ability
and
the
tools
and
the
resources
they
need
to
do
different
to
differentiate
instruction
to
meet
the
needs
of
all
learners.
It's
a
long
answer
but
I
hope
to
have
hit
your
curriculum
and
pedagogy
piece.
B
My
question
is
a
little
long
and
I
have
to
give
you
a
little
bit
of
background.
My
my
view
is
always
going
to
be
the
view
of
a
parent.
Yes,
I
have
four
children
and
I
asked
my
two
older
sons,
my
sophomore
at
mass
art
and
my
senior
in
high
school
to
reflect
on
their
time
at
bps
and
what
and
what
they
thought
was
missing
for
them.
B
So
these
are
both
things
that
I
had
to
go
outside
of
the
school
to
find
for
them,
especially
if
my
child
had
you
know
not
to
get
too
much
into
their
privacy,
but
if
he
had
impulse
control
issues
or
needed
a
little
help
with
this,
or
that
these
are
time
that
I
would
have
had
to
take
away
from
them
being
in
class
and
find
them
help.
Also
with
the
art,
my
senior
has
an
IEP,
and
this
is
where
he
found
his
focus
his
it
sustained
him
through
it.
B
Also,
when
you
apply
to
colleges,
you
will
see
that
there
are
a
lot
of
kids
there
that
have
a
lot
of
experience
in
in
the
arts
and
my
son,
if
it
hadn't
been
for
those
outside
sources,
would
not
have
been
able
to
to
bring
this
massive
portfolium
that
he
did
bring.
So
what
my
question
is
to
you:
how
can
we
bring
more
arts
and
give
these
kids
a
chance,
and
and
also
the
mental
health
services
that
nourish
them
and
that
sustain
them
and
push
them
forward
in
our
bps
system?
Well,.
H
Melissa,
first
of
all,
I
want
to
thank
you
for
the
approach
that
you
took
to
the
responsibility
you
have
today.
For
me,
the
fact
that
you
went
to
your
children,
you
didn't
make
assumptions
about
schooling
for
them,
but
you
actually
asked
them
is
one
of
the
things
that
I
would
have
done
and
that
I
do
as
a
leader
in
mg
CPS.
It's
really
making
sure
that
the
student
voice-
oh
there's
no
student
here
there
was
a.
There-
was
many
students
in
my
last
panel,
but
you
bring
his
voice
to
the
table
and
I.
H
Thank
you
for
doing
that
and
I'm
happy
to
hear
that
art
was
his
happy
place.
Is
what
I'm
hearing
you
say
when
I
was
in
elementary
school?
Actually,
music
was
my
happy
place.
I
didn't
become
a
musician,
I
didn't
go
to
a
music
academy,
but
my
music
teacher
was
loving.
Made
me
feel
important
called
different
talents.
In
me,
his
name
was
mr.
Charles.
Buck.
Walter
and
I
have
him
in
very
high
esteem
and
what
he
would
do
for
me
was.
He
would
send
me
home
with
instruments
so
that
I
could
I.
H
Couldn't
my
parents
couldn't
afford
music
classes
while
everyone
was
taking
ballet
and
violin,
and
all
these
other
art
courses
outside
of
school
I
didn't
have
that.
So
thank
you
for
asking
us
this
question
so
in
terms
of
art
and
mental
health
specifically,
but
in
terms
of
electives
in
general,
as
well.
Many
of
our
students,
particularly
in
low
performing
students
in
schools
and
I'm,
not
I'm
I'm,
just
gonna
share
my
experience
in
miami-dade,
cuz
I.
Don't
have
enough
background
to
extrapolate
it
here,
but
in
miami-dade
you
know,
particularly
in
our
lowest
performing
schools.
H
Wasn't
what
has
happened
over
time
is
an
erosion
of
the
electives
period.
I,
don't
know
if
that's
the
situation
here,
but
in
this
kind
of
drive
to
to
increase
student
achievement
outcomes
and
the
core
academic
subjects
and
students
that
are
falling
behind
and
double
dosing
or
doing
course,
recovery.
Frequently,
what
happens
is
that
the
slots
for
periods
are
taken
up
by
those
core
classes,
and
so
everything
else
has
been
squeezed
out.
H
One
of
the
things
that
one
of
the
experiences
that
I
recently
had
which
I
knew,
but
it
just
reinforced
my
passion
for
doing
this
work-
was
during
a
process
that
I
call
middle
school
redesign.
I've
had
the
pleasure
of
working
for
the
last
two
years
for
the
last
few
years
in
trying
to
redesign
the
middle
school
experience
for
our
students
and
in
that
process
student
voice
was
very
so
we
we
didn't
like.
H
Typically
when
there's
a
problem
at
scale,
you
know
a
bunch
of
grown-ups,
they
put
their
heads
together
and
they
decide
what's
best
for
kids
without
like
asking
kids
and
so
the
way
we
did
it
and
the
reason
it
took
a
year
in
planning
is
because
we
spent
a
whole
year
planning,
I'm.
Sorry
speaking
to
the
kids
and
getting
information
from
kids,
like
you
did
with
with
your
son
last
night
or
a
couple
days
ago,
and
so
when
we
talked
with
kids,
we
had
survey
we
surveyed
them.
H
We
had
panels
of
students,
we
did
focus
groups
I
shadowed,
my
entire
team
shadowed,
individual
individual
students,
I
forced
them
out
to
schools.
So
the
person
that
was
over
ESC
shadowed
an
ESC
student
all
day,
the
person
over
advanced
academic
shadowed,
an
IB
student
all
day,
I
shadowed
a
gen,
ed
student
all
day
it
was
exhausting
by
the
way
people
came
back
with
huge
learnings
like
I.
H
Did
physical
education
and
I
played
volleyball
with
the
kids
were
uniform
the
whole
nine
yards,
but
doing
that
you
really
get
a
sense
of
what
you
got
a
sense
of
when
you
started
asking
your
kids.
What
we
were,
what
your
experience
was
so
in
the
redesign.
One
of
the
things
we
did
is
we
prioritize
write.
The
budget
is
just
a
reflection
of
your
values.
H
Well,
an
organization
values
is
what
it
probably
prioritizes
in
its
budget,
and
so
we
fought
hard
for
and,
during
a
time
of,
you
know,
limited
resources
to
make
sure
that
we
could,
in
our
system
the
way
that
that
manifested
itself
was.
We
had
to
purchase
teacher
supplements,
complicated
situation,
but
in
order
to
add
periods
to
the
day
so
that
kids
could
have
instead
of
six
periods,
have
eight
periods,
so
they
could
get
access
to
art
and
other
electives
that
I
culinary
and
things
that
they
wanted
to
do
that.
They
were
telling
us
technology.
H
We
had
to
find
a
way
of
architecting
a
school
day
and
it
cost
us
a
lot
of
money
to
do
that,
but
architecting
the
school
day,
where
kids
had
then
more
slots
to
have
access
to
those
programs.
So
if
I
were
to
be
superintendent,
if
I
was
selected
to
be
superintendent
of
VPS,
I
would
want
to
know
more
about.
You
know
the
the
umbrella
of
courses
and
how
that
the
school
day
and
the
partitioning
of
minutes
works
because
I'm
not
an
expert
yet,
but
that
would
be
something
that
I
would
look
at.
H
H
That
could
we
could
wear
how
principals
work
together
on
master
schedules
where,
in
the
morning,
I
was
teaching
theater
in
this
school
and
in
the
afternoon
I
was
teaching
theater
in
a
neighborhood
score
in
a
feeder
pattern
school
to
create
a
feeder
pattern
of
whatever
strand,
whether
it's
theatre,
whether
it's
art,
whether
it's
bilingual,
whatever
the
case
may
be
so
that
the
kids
have
continuity
and
we're
being
smart
about
our
assets
and
our
resources
too.
By
sharing
teachers
in
that
way
in
terms
of
mental
health
and
also,
we
did
a
lot
of
things
after
school.
H
Because
of
state
requirements
in
terms
of
minutes
but
having
kids
have
access
to,
that
was
vitally
important.
It
remains
important
to
us
today
and
then
on
the
mental
health
piece,
wow,
there's
so
much
work
here
in
the
mental
health.
We
actually
created
a
mental
health
department
at
the
central
office
I
urged
for
that
department
to
be
created.
H
I
am
I,
do
overseas
student
services
and
in-school
operations,
they
have
the
physical
well-being
of
the
children,
so
health
clinics
nurses,
things
of
that
nature,
but
the
social-emotional
piece
was,
in
my
opinion,
lacking,
and
so
we
invested
quite
a
bit
of
money
in
that
regard,
making
sure
that
there
were
psychologists
licensed
social
workers,
folks
that
can
assist
families
and
connecting
with
resources
whether
they
were
our
own
resources
or
partner
resources.
I
know
some
of
this
is
left
up
to
principles
and
bps.
H
I,
guess
I
think
that's
what
happens
and
so
I
feel
that
a
central
office
that
is
supportive
and
not
compliant
is
driven.
It
would
help
to
increase
opportunities
for
that
for
schools
and
not
leave
it
just
on
the
principles
to
do
it's,
something
that
they
need
to
do,
but
I
think
the
the
central
office
plays
a
role
in
that
because
you
get
economies
of
scale,
and
so
we
know
that
kids
can't
learn
if
they're
not
socially
emotionally
ready
for
that
and
frequently.
H
That
role
always
relies
on
a
guidance,
counselor
and
you're
never
going
to
have
enough
guidance
counselor's
at
a
school.
So
the
last
piece
of
my
answer
is
really
under
sin:
the
school
site
to
understand
their
role
and
how
they
contribute
to
the
social,
emotional
well-being
of
students
and
that
it's
not
just
the
work
of
a
counselor.
But
it's
the
work
of
a
teacher.
It's
the
work
of
the
leader.
It's
the
work
of
the
food
service
manager
and
the
bus
driver
and
providing
them
with
professional
development
and
just
a
sense
of
awareness
about
the
whole
child.
H
A
H
H
Let's
say
in
Miami,
the
landscape
for
charters
is
really
different
than
the
landscape
in
the
rest
of
the
country,
at
least
what
I've
been
able
to
observe
in
recent
years,
and
so
I
am
a
native
Floridian,
and
so
that
was
my
context
for
a
long
period
of
time,
just
what
was
in
my
backyard
and
what
I
saw,
and
so
in
Florida
there
is
a
predominance
of
for-profit
charters
and
they're,
not
setting
up
shop
in
the
urban
core
they're,
not
saying.
Oh
we're,
gonna
really
help.
H
This
community
is
very
fragile
community
and
this
is
where
we
want
to
serve.
They
are
serving
in
affluent
areas
of
the
community
and
skimming
children
and
I.
Personally,
that's
my
personal
philosophy.
Their
profit
should
never
be
in
tension
with
pupils.
Pupils
versus
profits
should
never
be
part
of
this
sector
period.
Having
said
that,
I
do
know
and
I've
been
I've,
been
able
to
observe
and
to
visit
some
charters
that
are
doing
great
work.
However,
there
are
great
quality
public
schools,
traditional
schools,
and
there
are
lousy
schools.
There
are
great
charters.
H
There
are,
there
are
lousy
charters.
Having
said
that,
everyone
I
think
nationally
and
particularly
in
large
urban,
is
feeling
this
attrition
of
children
into
charters
and
and
in
this
case,
charters
and
parochial
schools,
but
and
they're
getting
hit
right,
they're
getting
hit
with
declining
enrollment
and
how
does
one
kind
of
recover
and
and
gain
ground,
with
wanting
more
resources
at
schools,
why
we
have
declining
enrollment,
right
and
so
I
think
that's.
H
That
speaks
to
your
question
specifically,
and
so
we
have
to
be
really
fiscally
conservative
about
where
we
put
our
money,
where
what
are
our
priorities
having
a
narrow
set
of
priorities
and
then
funding
them
adequately.
We
can't
be
all
things
to
all
people,
especially
during
a
time
of
declining
enrollment.
If
we
are
narrow
in
our
priorities
and
invest
in
those
that
we
consensually
think
are
the
most
important
things
right
now
to
do.
Then.
H
Ultimately,
you're
gonna
raise
the
quality
of
education
and
hopefully
those
18,000
kids
that
are
not
opting
for
bps
right
now
in
Boston
start
coming
back.
But
in
a
nutshell,
that's
you
know:
there's
great
charters,
there's
not-so-great
charters,
but
there's
also
great
I,
want
all
kids
to
have
a
quality
education.
I
prefer
them
to
have
it
here
in
bps
we
have
to
build
a
brand
and
have
a
product
that
incentivizes
families
to
stay
to
come
back
to
BPS.
H
G
And
so
you
know,
study
after
study
has
showed
that
those
perpetuate
inequity,
but
there's
people
who
they
benefit
and
people
that
they
don't
and
you
know
say,
there's
going
to
be
winners
and
losers.
You
talk
about
an
unpopular
decision.
How
do
you
think
about
it?
I
don't
know
if
there
is
a
similar
sorting
mechanism
in
miami-dade.
G
How
do
you
tackle
that
system,
which
has
favored
some
and
not
benefited
others
historically,
and
how
do
you
frame
that
in
a
way
where
folks
understand
that,
if
we're
only
you
know
serve
at
half
the
district?
At
our
best,
because
of
those
sorting
mechanisms,
we're
not
doing
right
by
all
our
children
so.
H
You
know
the
specific
example
of
the
exam
schools
and
what
we're
seeing
and
have
gone
through,
but
that
kind
of
elevates
the
dialogue
to
look
at
it
in
a
larger
context,
right
and
so
you're
now
having
conversations
you
might
not
have
been
having
if
you
hadn't
had
tenshun.
So
it's
almost
like
it
happened
for
a
reason
right
and
so
I
think
I
heard
Laura
Perl
recently
speaking
about
this,
and
she
was
mentioning
some
of
those
systemic
barriers.
H
Systemic
barriers
require
systemic
solutions
right
and
so
number
one
many
of
the
families
that
you're
speaking
about
traditionally
marginalized
families
they
had
or
have
no
awareness.
They
don't
understand
the
application
process.
They
don't
have
access
their
children,
don't
have
access
to
like
test
prep,
which
is
not
something
I
favor,
but
they
don't
have
access.
H
So
it
brings
gives
them
a
huge
disadvantage
and
there's
a
lot
of
factors
that
can
be
addressed
that
are
starting
to
be
addressed
in
bps,
which
I
think
are
going
to
make
make
the
context
better
in
terms
of
access
and
opportunity
for
children.
So
having
gone
through
that
conversation
and
and
coming
out
of
it
I
think
is
actually
it's
gonna
be
good
for
bps
what
we've
done
and
because
we
have
schools
that
are
considered.
You
know
the
Taj
Mahal's
of
em
DCPS,
every
district
has
them
there.
Some
of
them
is
perceived.
H
Some
of
it
is
real
that
that
is
the
best
darn
school
and
that's
where
my
kid
is
gonna
go,
and
so
what
we've
done
is
we've
turned
choice,
kind
of
on
its
head,
and
we
have
said
well
if
that
school
is
so
great,
then
why
don't?
We
have
more
of
that
school
if
that
school
is
in
such
high
demand,
so
we've
kind
of
like
franchised,
some
of
our
products
and
our
brands,
so
we
have
a
school.
That's
on
an
island.
I
spoke
about
this
earlier
today,
it's
literally
on
an
island.
So
it's
landlocked.
H
It's
very
you
know.
Everyone
wants
to
have
their
kid
here
and
it
started
as
a
magnet
school
and
it
was
very
diverse
when
it
began
and
actually
that
conversation
around
that
school
started
with
a
student
in
that
school.
A
senior
graduating
that
wrote
an
article
in
the
paper
about
racism
in
that
school
and
how
she
had
learned
the
history
of
that
school
and
how
that
school
had
kind
of
changed.
H
So
if
it's
good
enough
for
that
that
community,
why
can't
it
be
good
enough
for
this
other
community?
And
that
has
been
very
successful?
The
other
thing
that
we've
done.
We
had
my
team
and
I.
We
have
a
yearly
retreat
and
at
this
retreat
it's
a
couple
of
days.
We
kind
of
look
at
data
here
student
voice
and
set
our
priorities
for
the
subsequent
year,
and
this
is
before
people
were
really
having
these
public
conversations.
We
were
seeing
the
data
in
terms
of
choice,
I,
oversee
school
choice
and
innovation,
and
ice
mentioned
this
earlier.
H
When
you
have
choice-
and
you
have
parents
and
families
essentially
vote
with
their
feet.
And
then
you
have
you
have
this
this
equity
agenda.
Sometimes
there
are
odds
with
one
another,
because
you
want
your
customers
to
select
the
best
place
for
their
children,
but
when
they
do
sometimes
you
exacerbate
the
segregation
right
and
you're,
seeing
it
we've
seen
it,
and
so
we're
trying
to
kind
of
influence
that
movement
and
those
choices
so
that
both
can
live
kind
of
cohabitate
with
one
another.
H
This
idea
of
choice
and
equity
without
imposing
our
values
on
other
people,
and
so
what
we've
done
is
during
that
retreat.
We
kind
of
came
up
with
this
plan.
We
call
it
the
minority
isolation
project
and
that
project.
What
we
did
was
we
because
we're
over
choice
on
the
lottery.
We
looked
at
census
data,
we
didn't
look
at
race,
but
we
looked
at
income
and
we
picked
the
poorest
ten
tips
within
the
35
minutes
of
polities
that
we
encompassed
and
when
students
in
those
zip
codes
applied
for
a
magnet
program,
then
we
added
weights.
H
So
in
essence,
instead
of
David
having
one
ball
in
the
lottery,
he
had
two
balls
in
the
lottery
and
when
we
waited
to
see
what
would
happen,
it's
still
random,
but
we
kind
of
influence
the
outcome,
the
probability
of
David
being
picked.
In
the
first
year
we
increased
a
thousand
students
in
two
schools
from
into
magnet
schools
of
choice
from
those
ten
zip
zip
codes.
H
Last
year,
which
is
this
was
the
second
year
we
doubled
that
we
have
2000
children,
it's
not
ideal,
because
you
still
don't
want
children
to
have
to
crisscross
all
over
the
city
to
go
to
a
school
of
choice.
We
want
to
bring
schools
of
choice
into
their
neighborhoods
as
well.
So
it's
a
dance
right.
It's
doing
both
of
those
things
at
the
same
time,
but
that's
one
of
the
strategies
that
we
employ.
We
offer
transportation.
H
C
F
So
hopefully,
you
know
we're
kind,
nearing
the
end
of
your
long
day,
and
so
thank
you
for
for
your
stamina
today.
Hopefully,
you've
seen
that
one
of
the
things
that
that
unites
us
in
Boston,
through
the
meetings
you've
had
with
various
stakeholders,
is
our
desire
to
constantly
improve
our
schools
for
all
of
our
children.
F
So,
in
order
to
improve
our
our
outcomes
for
kids,
we
have
to
constantly
thinking
about
how
do
we
improve
our
practice
as
educators,
I'mso
feedback
and
professional
development
are
necessary
for
continuous
growth
of
all
of
our
school
leaders,
teachers
and
paraprofessionals
and
folks
in
the
district
office.
Please
tell
us
about
your
perspective
on
coaching
and
feedback,
both
for
the
development
of
school
leaders
and
instructional
staff,
and
what
role
you
see.
H
So,
first
of
all,
I
say
this
frequently:
we
can't
be
a
learning
organization
and
not
value
learning
for
adults
right.
So
the
mission
of
the
organization
is
to
have
kids
learn
right,
but
in
many
cases
that
is
our
sole
focus
and
we
don't
worry
about
the
adults
that
need
a
whole
lot
of
learning
too.
We
all
come
into
this
work
with
a
different
experience,
with
a
different
set
of
inputs
that
affect
the
quality
of
our
work,
regardless
of
whether
your
instructional,
your
non
instructional,
it
doesn't
really
matter
and
so
across
the
organization.
H
One
of
the
you
know,
kind
of
the
priorities
for
me
would
be
to
recruit,
develop
and
retain
amazing
talent
at
all
levels
of
the
organization,
and
you
can't
do
that
if
you
don't
invest
in
the
adults,
it's
really
easy
for
particularly
during
times
of
dwindling
resources
that
were
just
prioritizing
our
dollars
around
the
children
as
close
to
the
children
as
possible.
But
you
have
to
understand
the
connection
between
investing
and
the
adults
and
how
that
impacts,
the
children
and
so
professional
development
I
never
wanted
to
be
the
chief
academic
officer.
H
So
when
I
was
a
fledgling
assistant
principal
my
dream,
job
like
where
I
would
end
up
like
graduating,
I'm,
sorry
retiring
from
that
would
be
my
end.
Job
in
miami-dade
was
I
wanted
to
be
the
head
of
professional
development
in
miami-dade,
because
I
felt
this
innate
interest
in
developing
others.
So
when
I
was
an
assistant
principal
very
well,
when
I
was
a
teacher
after
my
first
year,
I
was
asked
to
lead
a
group
of
teachers.
They
were
all
much
more
veteran
than
I
and
be
their
team
leader
and
develop
interdisciplinary
and
workaround
the
whole
kid.
H
When
I
was
an
assistant,
principal
I,
love
data
so
and
my
husband's
an
IT,
so
it
kind
of
helps.
You
know,
I
have
an
expert
at
home,
so
he
was
creating
a
lot
of
systems
for
me
that
folks
had
never
seen
because
the
industry
who
hadn't
gone
in
there
yet,
and
so
when
we
created
all
of
these
platforms
and
just
really
neat
ways
of
looking
at
data
and
slicing
data
everyone.
All
of
my
peers
wanted
to
learn
as
well.
H
We
are
constantly
reading
for
work
because
we
have
to
and
then
I
very
frequently
provide
them
with
articles
and
send
them
to
conferences
and
have
them
network
with
peers
that
are
alike
in
their
roles
across
the
country,
because
that's
the
way
you
grow
and
so
for
teachers.
Specifically,
we
invest
Ana
northern
amount
of
money
into
coaches.
In
our
district
we
tear
our
schools
and
we
currently
have
86
schools.
That
are
what
we
call
two
or
three
schools.
Those
are
our
most
fragile
schools.
H
Now
I
say
that
with
a
grain
of
salt,
because
98
percent
of
our
schools
are
a
B
and
C
today
right,
but
the
reason
that
they're,
a
B
and
C
is
because
we're
supporting
those
teachers
in
the
classroom
and
we
provide
job
embedded
professional
development,
not
sitting,
get
take
them
out
of
the
classroom.
They
hear
sage
on
the
stage
they
come
back
and
they're.
There's
no
loop,
there's
no
return
on
that
investment.
H
So
what
we,
the
the
model
that
we've
taken,
is
to
make
sure
that
teachers
are
getting
feedback
in
the
classroom
that
they're
getting
it
from
content
area.
Experts
are
getting
it
from
peer,
alikes
role,
so
we
free
up
teachers
to
observe
one
another
and
to
mentor
one
another
and
then
to
have
common
planning
so
that
they
can
do
lesson
study
and
they
can
plan
together
and
that's
I
think
has
been
a
really
really
big
opportunity
for
teachers
to
grow
and
to
learn
and
to
support
one
another.
H
It's
not
just
PD
like
as
a
supervisory
role,
but
also
verdict
horizontally
as
well.
In
terms
of
so
we
we
spend
I,
don't
want
to
tell
you
the
exact
number,
because
I,
probably
you're,
not
gonna,
say
it
right,
but
in
our
education
transformation
office
it's
a
twenty
million
dollar
endeavor
and
the
biggest
chunk
of
that
is
our
coaches.
H
So
we
have
literacy,
numeracy
and
science,
coaches
that
go
out
to
schools
and
they're,
supporting
those
teachers
in
the
classroom,
and
we
have
instructional
supervisors
that
are
content
area
experts
that
supervise
those
coaches
and
so
the
continuous
improvement
model,
and
the
coaching
cycles
is
something
that
we've
trained
all
of
our
leaders
on.
They
know
how
to
run
coaching
cycles.
If
you
go
to
a
school
in
miami-dade
they'll
tell
you,
I
have
three
teachers
that
are
going
through
coaching
cycles.
This
was
the
feedback
that
I
received
from
the
last
visit.
H
This
is
the
feedback
I
gave
in
this
next
visit.
This
is
her
area
or
his
area
for
growth.
This
is
how
I'm
supporting
that
growth,
and,
ideally
you
want
an
evaluation
system
that
not
only
evaluates
to
evaluate
for
evaluations,
sake,
but
an
evaluation
system.
That's
informing
professional
development,
we're
close
to
that
in
Miami
day.
We're
not
I
opted
amol
there,
yet
that
is
our
next
kind
of
frontier.
E
E
Can
you
tell
me
what
policies
you've
put
in
place
in
the
past
that
signal
that
you
value
cultural
responsiveness
in
our
schools
and
what
roles
do
you
think
that
family
engagement
play
and
cultural
responsiveness
and
making
families
feel
welcome
in
school?
And
what
role
do
you
think
and
how
can
you?
How
can
we
make
our
black
and
Latino
teachers
also
feel
welcome
and
supported
in
our
schools
so
that
they
want
to
stay
and
our
schools
as
teachers
and
that
we
can
increase
the
number
of
black
and
Latino
teachers
we
have
in
our
district.
H
E
H
Short-Term
something's
not
gonna
happen
overnight,
so
there
has
to
be
some
really
systemic
things
that
occur
to
attract
diverse
teachers
into
classrooms,
to
make
sure
that,
within
all
schools,
there
are
I'm
sure
that
there
are
pockets
of
diversity,
but
making
that
broader
in
the
context
of
the
school
district.
But
that's
something
that
is
a
long-term
investment
and
it's
it's
not
a
short-term
priority.
H
It's
a
it's
a
long-term
prior,
it's
a
priority,
but
it's
gonna
take
a
long
time
to
see
that
manifests
itself
because
of
tenure
and
because
you
know
you
have
X
number
of
teachers,
and
so
the
turnover
and
the
attrition
I'll
talk
a
little
bit
about
that.
Only
because
you
mentioned
it
and
then
I'll
go
to
others.
But
for
me
one
of
the
strategies
that
I
think
is
vitally
important
is
looking
at
attrition.
H
Cause
would
then
kind
of
create
the
list
of
strategies
that
we
would
employ
to
kind
of
turn.
Turn
that
ship
around.
Besides
everything
that
any
other
candidate
will
tell
you
and
that
I've
already
said
at
nauseam
regarding
working
with
universities
and
pipeline
and
growing
your
own,
and
all
of
that
in
terms
of
things
that
we've
done
to
signal.
Because
I
was
your
original
question,
so
I
want
to
say
all
these
years
are
kind
of
like
one
big
gear
for
me,
but
I
want
to
say.
H
Maybe
three
years
ago,
my
office
decided
that
we
under
Title
one
because
it's
a
we
have
a
pot
of
dollars
that
we
can
use
strategically
for
things
like
this
again,
we
built
an
equity
agenda.
I
want
to
say
three
years
ago
in
my
in
my
Bureau
as
part
of
my
retreat.
We
said
this
is.
This
is
what
we
value.
We
have
we've
seen
these
the
segregation
and
what's
happening
with
choice
that
we
oversee
and
that
we
applied
we're
so
happy
to
have
such
great.
E
H
Programs,
and
how
do
we
fix
that,
and
so
what
we
did
was
we
created
an
equity
agenda
within
academics?
Today,
the
superintendent's
cabinet
is
now
working
I'm,
leading
that
charge
and
helping
to
develop
that
agenda
with
all
cabinet
members
to
have
a
district-wide
equity
agenda.
But
one
of
the
things
that
came
out
of
one
of
my
retreats
was
a
development
of
Family
Support
Services
office.
So
we
have
an
office
that
works
strictly
overseas.
H
I
asked
for
the
parent,
you
call
it
the
parent
University,
we
call
it
the
parent
Academy
that
was
sitting
in
operations
I
wanted
it
I
asked
for
it:
yeah
cuz,
I,
love,
more
responsibility,
not
really,
but
I
knew
that
it
would
align
itself
really
well
with
what
we
wanted
to
accomplish.
So
changing
the
the
branding
and
changing
the
approach
of
the
parent
University
for
us
was
really
important
because
it
wasn't
like
we
were
waiting
for
customers.
H
We
were
seeking
them
out
right,
so
we
kind
of
pivoted
that
we
also
have
a
similar
program
called
the
bilingual
parent
outreach
program.
That's
specifically
for
primarily
Hispanic
parents,
parent
immigrants,
folks
that
don't
know
how
to
navigate
the
system.
So
they
want
to
help
their
child,
but
they
just
don't
know
how
they
don't
know
who
to
call.
They
don't
know
how
to
get
things
done,
how
to
apply
one
of
the
deadlines,
how
to
interpret
what
they're
reading
and
so
the
bilingual
parent
outreach
program-
and
we
use
title
three
dollars
for
that.
H
So
we
have
a
lot
of
entitlement
grants
that,
within
each
of
those
entitlement
grants
we
have
different
kind
of
hands
in
the
pot.
When
it
comes
to
family
engagement,
we
try
to
use
those
resources
to
the
best
we
can
and
then,
in
terms
of
you
said
cultural,
but
I
want
to
talk
about
inclusion
a
little
bit
because
that's
a
signal.
H
So
one
of
the
things
that
we
do,
that
we're
very
known
for
is
process
that
we
call
datacom
where
these
eighty-six
most
fragile
schools
sit
before
the
cabinet
and
we're
looking
taking
a
deep
dive
at
their
data
and
I've
run
that
dashboard.
My
team
and
I
developed
that
dashboard
and
over
time
it's
become
really
sophisticated
and
so
we've
when
we
add
something
to
that
dashboard.
It
sends
ripples
through
our
organization
right,
like
they're
like
oh
well,
that's
important,
well,
I,
didn't
think
that
that
was
important
to
them.
H
So
we've
added
teacher
attendance
to
the
dashboard
we've
added
inclusion
rates
to
the
dashboard
we've
added
student
climate
surveys,
parent
climate
surveys
to
the
dashboard,
the
minute
you
start
doing
that,
and
it's
not
a
compliance
thing.
This
is
just
things
we're
capturing
things,
we're
talking
about
its
signals
right,
and
so
just
it's
not
just
adding
it
to
the
dashboard,
but
helping
principals
and
sitting
with
them
and
looking
at
their
low
I,
think
you
call
them
low
risk
or
low
end,
so
students
with
disabilities,
your
milder
students.
E
H
When
you
look
at
those
students
for
us,
it
starts
our
SLD
population,
those
that's
a
critical
mass
of
kids
that
probably,
if
you
look
at
their
IEP,
have
an
opportunity
to
spend
more
time
with
their
non-disabled
peers.
So
we've
helped
principals
and
crafting
schedules
and
making
sure
that
they
don't
lose.
H
Teachers
are
very
scared
of
losing
allocations
like
if
I
do,
that
am
I
gonna
lose
this
aid,
am
I
gonna
lose
this
para
and
helping
them
keep
them
whole,
while
increasing
the
inclusion
rates,
and
so
this
year
alone
we
have
37,000
differently
abled
children
in
miami-dade
this
year
alone
or
last
year.
Rather,
we
included
an
additional
four
eighty
percent
of
the
school
day
or
more,
an
additional
18
hundred
and
eighty
two
kids.
So
we
signal
we
support.
We
hold
people
accountable
and
I
think
that
we
do
a
lot
of
that
in
a
variety
of
ways.
H
So
I
spend
a
lot
of
time
in
the
classrooms
and
I
think
that
your
visibility
alone
and
your
presence
in
the
classrooms
and
in
the
school's
is
signals
that
this
is
important
work
and
that
you're
gonna
have
eyes
into
it
and
that
you're
gonna
support
it,
and
so
I
ask
really
hard
questions.
Sometimes
I
ask
them
politely,
but
I
certainly
ask
questions
that
make
adults
sometimes
feel
a
little
uncomfortable
and
I'm.
Okay
with
that,
so
I'll
give
you
an
example.
H
A
couple
years
ago,
a
couple
years
ago,
I
went
to
a
school
that
is
having
significant
changes
in
its
kind
of
demographics,
and
it
was
primarily
a
community
of
white
affluence,
and
so
there's
been
some
changes
in
that
community
and
now
there's
this
kind
of
critical
mass
I
guess
a
large
group
of
african-american
students,
black
students
coming
into
the
school,
and
so
the
prince,
so
I
kept
hearing,
because
we
are
very
responsive
in
miami-dade.
So
we
get.
We
answer
all
emails,
all
tags
tweets,
you
name
it
we're
just
constantly.
H
I
said,
okay,
so
I
said
no
I'm,
Marine
scared,
I'm,
the
chief
academic
officer
and
I'd
like
to
see
your
gifted
and
talented
programs,
and
so
I
went
to
they're
gifted
and
talented
programs
and
I
saw
what
I
knew
I
would
see,
because
I
had
heard
that
this
was
what's
happening
in
this
school
and
so
I
think
it
was
LaToya.
Someone
asked
me
about
tracking
and
I.
Don't
think
I
answered
that
question.
I've
honored
Vance
work
class,
but
it's
along
those
lines.
H
So
there
were
children
in
one
class
that
were
all
white
that
were
in
this
gift
in
the
gifted
class
and
all
of
the
african-american
children
were
in
this
gen
ed
class
and
so
I'm
walking
with
the
principal
I
said:
what
do
you?
What
do
you
see
here
and
initially
he
kind
of
didn't
get
it
so
I
said:
let's
go
to
another
classroom.
Take
me
to
another
grade
because
it's
a
it
was
like
I
think
it's
a
k-8
went
to
another
classroom,
the
exact
same
picture
in
that
classroom.
H
So
after
a
while
I
said
well,
you
know
the
reason
I'm
here
is
because
I
have
been
hearing
about
this
kind
of
sorting
that
happens
in
your
school,
and
this
sorting
is
happening
with
that
same
person.
That
asked
me
if
I
was
here
or
told
me
that
the
flamenco
classes
were
over
there,
your
school
registrar
and
when
children
are
arriving
at
your
schoolhouse
door,
they
are
being
sorted
into.
Oh,
if
you're
not
gifted.
H
B
H
Great
question
I
haven't
been
this
question
today.
Congratulations,
a
question
that
hasn't
been
so
when
folks
hear
me
and
I'm
glad
I'm
being
asked
this
question
because
I
about
this
a
lot
nationally
and
I
want
to
make
sure
that
I'm
clear
here
in
the
context
of
Boston
Public,
Schools
I
believe
that
to
raise
a
school
district,
ID
scale,
because
I'm
always
asked
that
question
like
how
do
you
have
eighty-nine
percent
eighty,
eighty
four
percent
graduates
on
time,
but
it's
really
89
when
you
take
out
those
charters.
H
So
how
do
you
have
eighty
nine
percent
or
how
have
you
closed
the
achievement?
How
how
how
how
how
everybody
wants
to
know
how
and
so
frequent
me
when
I
do
presentations
I
talk
about
a
lot
of
things
that
are
centralized
a
lot
of
things
that
are
centralized,
and
so
folks
see
me
as
this
kind
of
like
a
person
that
favors
centralization.
That's
not
a
hundred
percent.
True.
H
What
we
do
is
we
make
sure
that
there
are
like
this
standard
of
this
standard
that
every
school
is
held
to
and
then
certain
schools,
because
they
are
humming
and
they
are
doing
really
really
well.
You
want
to
kind
of
release
them
to
be
autonomous
in
a
multitude
of
ways
from
either
some
things
that
should
not.
That
should
be.
H
If
it's
good
enough
for
one
school,
it
should
be
good
enough
for
all
schools,
and
so
those
conversations
are
important
here
in
bps,
cuz
I
know:
BPS
prides
itself
on
autonomy,
but
I
fee,
I,
think
and
I
could
be
wrong.
But
my
understanding
is
that
the
schools
that
are
that
have
the
most
autonomy,
our
schools,
those
pilot
schools
that
are
performing
well
right
and
so
I
think
autonomy
is
something
you
earn
right.
H
When
you're
trying
to
move
a
school
district
and
to
close
achievement
gaps
and
to
improve
graduation
rates
and
improve
college
persistence
and
improve
the
quality,
it
can't
be
a
like
an
experiment
right.
You
don't
want
to
experiment
with
children.
You
want
to
make
sure
that
your
decisions
are
driven
by
data
that
they're
based
on
research,
that
there's
consent.
You
know
a
consensus
around
the
stakeholders
that
those
are
the
strategies
you're
going
to
employ,
but
we
I
I
can't
lie
to
you
for
it,
for
a
system,
a
large
system
to
move
and
to
move
nimbly.
H
There
has
to
be
some
sort
of
consistency
and
coherence,
particularly
when
in
bps
you
have
so
many
children
that
are
move
so
transition.
You
know
well,
some
of
it
is
systemic,
because
you
have
22
great
configurations
and
part
of
it
is
that
they
move
okay,
regardless
of
the
weight
configuration.
So
when
you
have
that
high
mobility
for
the
kids
sake,
you
need
to
have
some
consistency
so
that
they
so
that
their
journey
isn't
interrupted
right.
H
Having
said
that,
when
it
comes
to
schools
that
are
kind
of
hitting
those
metrics
innovation
is
is,
is
embraced
and
supported,
and
so,
however,
the
central
office
can
assist
in
helping
schools.
So,
for
instance,
we
have
schools
that,
for
whatever
reason
you
know
they
have
this
great
idea
that
they
want
to
develop.
H
You
know
a
farm-to-table
culinary
program,
because
you
have
maybe
a
couple
of
teachers
that
have
some
background
in
that
or
you
have
some
sort
of
community
kind
of
farm
that
close
by
or
for
whatever
reason
or
a
restaurant,
or
that's
already
has
a
relationship
with
the
principal
and
so
those
those
things
kind
of
pop
up
organically
and
what
we
do
is
then
we
use
it
as
choice,
so
we
support
it.
We
fund
it
to
the
extent
we
can.
We
help
them
brand.
H
So
the
central
office
is
working
with
those
schools
and
developing
marketing
materials
and
in
developing
their
teachers
and
pointing
them
to
different
resources
that
they
can
utilize.
So
we
help
to
stand
up
that
innovation
that
they
started
with
just
a
conversation
in
the
teachers
lounge
or
in
the
principal's
office.
So
that's
what
how
we
embrace
those
organic
kind
of
innovations
that
occur,
but
they
are
typically
like
an
encore
to
the
core
like
for
me.
The
core
should
be.
There
should
be
some
unanimity
as
a
school
district.
H
A
I
have
three
questions
that
have
not
been
asked.
Some
of
these
have
so.
A
H
Key
to
that
question
is
that
late
stage
decision-making,
so
you
try
not
to
include
them
in
late
stage
decision-making
by
having
them
be
involved
in
the
early
kind
of
thought
process
before
the
decision
is
made
right,
I
think
that's
the
short
answer.
The
way
we
do
it
in
MD,
CPS
and
I'm
sure
that
you
have
it
here
or,
if
not
that's
something
that
I
would
have
selected
to
be
superintendent
would
employ
here.
Is
we
have
a
number
of?
H
We
have
a
number
of
standing
advisory
committees
that
involve
like
just
parents,
they're
just
singularly
parent
advisory
committees?
So
we
have.
We
have
principal
advisory
committees.
We
have
parent
advisory
committees,
we
have
business
advisory
committees
in
the
parents,
piece
I
have
several
so
I
have
the
title:
one
parent
advisory
committee.
That
committee
helps
us
to
think
through
how
we're
going
to
use
300
million
dollars
in
federal
grants
to
support
our
neediest
schools.
H
Our
title
one
schools
they're
at
the
table,
looking
at
all
models
running
simulations
making
decisions,
they
see
what
schools
are
gonna
lose
what
schools
are
gonna
gain
when
certain
statutory
impacts
are
felt
in
terms
Oh,
another
advisory
group.
That
is
under
me
that
I
oversee
is
the
advisory
group
for
special
education
that
advisory
group
I
merged
to
actually
because
I
wanted
ascend
to
say,
and
we
had.
We
didn't
have
gifted
and
talented
there.
H
It's
in
the
exceptional
student,
education,
Advisory
Council,
so
the
exceptional
student
education,
a
spectrum
in
miami-dade,
includes
special
ed,
kids
and
gifted
and
talented
kids.
So
we
combined
those
two
parents
together,
which
is
a
really
interesting
combination
of
parents
to
put
in
a
room.
But
it's
it's
great
conversation,
great
conversation,
and
so
those
parents
are
influencing
when
we're
doing
budget
early
on
in
the
process.
When
we're
trying
to
make
some,
maybe
some
decisions
around
what
you
would
call
weight,
weighted
student
factors
and
we're
kind
of
tweaking
certain.
H
You
know
decimal
points
to
see
to
balance
a
budget.
Those
parents
are
at
the
table
and
they're
actually
looking
at
simulations
and
talking
theoretically,
but
also
literally
about
what
the
impact
is
going
to
be
and
providing
advice
and
counsel
to
senior
staff
to
the
Superintendent
of
Schools.
So
we
have
a
number
of
those
for
me.
One
of
the
things
that
I've
been
doing
lately
that
I
really
enjoyed
has
been
pot
like
a
pop-up
shop.
That's
right,
I,
don't
call
them.
Pop-Up
shops
I've
only
called
them.
H
Pop-Up
shops
since
I've
been
in
these
interviews,
but
they're
kind
of
like
a
pop-up
shop.
So
whenever
we
have
events
that
have
a
lot
of
parents
in
the
audience,
sometimes
parents
are
sitting
for
hours.
While
kids
are
doing.
You
know
a
chess
tournament
or
the
science
Expo
or
you
name
it,
and
so,
when
those
events
that
fall
under
my
umbrella
are
happening,
I
directed
my
team
to
create
a
pop-up
store
for
me
just
to
talk
about
academics,
there's
no
agenda,
there's
no
presentation,
I,
don't
have
a
written
presentation
or
remarks.
It's
usually
they
hand
out.
H
They
set
up
a
table
and
they're
like
do.
You
want
to
have
an
academic
chat
with
the
head
of
academics
and
they're
handing
out
flyers,
and
then
it's
like
about
an
hour
so
an
hour
and
a
half.
It's
usually
never
enough
time
where
these
parents
that
are
willing
come
in
from
all
different.
You
know
they're
magnet,
not
magnet
their
elementary,
their
secondary
they're
from
all
sectors
of
the
community
and
we're
just
having
conversations
about
hey.
So
how
are
we
doing?
What
can
we
do
better?
H
What
are
areas
that
you
would
like
to
have
input
into,
and
so
we've
had
conversations
around
the
use
of
technology
in
the
classroom,
homework
and
homework
volume,
bilingual
education.
You
know
you
name.
It
has
been
part
of
those
pop
up
conversations,
they're
called
academic,
chats,
that's
what
they're
really
called
and
so
I've
enjoyed
that
that's
something
that
I
pressed
my
team
to.
H
Do
it's
been
a
lot
of
work
for
them,
but
I
think
it's
paid
off
and
getting
different
parent
voices,
because
sometimes
when
you
have
those
advisory
councils,
you
kind
of
get
the
same
people
and
so
making
sure
that
there's
a
process
in
place
to
kind
of
sunset
folks
in
those
advisory
councils
as
their
kids
move
to
different
grade
levels
or
as
their
kids
graduate
is
really
important.
So
you
keep
the
conversation
fresh.
F
This
will
be
quick,
so
thank
you
for
for
all
the
time.
If
they
can
answer
our
questions,
I
really
felt
like
it
was
important
to
make
sure
that,
in
addition
to
talking
about
what
we
are
doing
for
for
all
of
our
students
that
we
talked
specifically
about
what
do
we
do
for
some
of
our
students
that
are
first
removed
from
from
opportunity,
and
so
I
wanted
to
kind
of
hear.
H
H
Those
students
needs
are
going
to
be
met
because
they're
they're,
a
large
part
of
your
student
population
for
for
me,
I,
think
that
raising
the
quality
of
all
schools,
rising
tides
raise
all
ships
but
they're
all
they're
gonna
raise
them
all
the
same
right,
and
so
we
know
that
some
of
our
students
are
coming
with
huge
deficits
and
they
need
more
and
I.
Don't
think
because
all
these
panels
are
kind
of
mushing
into
one
in
my
head,
but
I
don't
think
we've
talked
about
multi
T
is
we
did
I,
think
I
did
it
with
caught?
H
I
didn't
okay,
see
how
they're
all
mushed
in
my
head
so
in
terms
of
making
sure
that
our
teachers
and
our
leaders
and
folks
that
are
serving
at
school
sites
and
central
office
understand
the
multi-tiered
system
of
support
that,
if,
if
we
are
executing
textbook
MTS
s
and
positive
student
interventions,
positive
behavior
interventions.
Rather,
if
we're
doing
that
textbook.