►
Description
Three final candidates are being considered for the position of the Superintendent of Boston Public Schools.
The finalists take part in public interviews which include questions from students, parents, educators, community partners, and others.
All three finalists are seasoned education leaders who have deep experience in urban schools.
A
A
A
B
C
Good
evening
my
name
is
Colin:
Rose
I
run
the
opportunity
gaps
office
in
bps.
I
have
a
five-year-old
in
bps
at
the
Sarah
Greenwood
k-11
a
half
year
old,
then
in
daycare
right
now,
but
will
be
in
EPS
and
I've,
been
in
bps
around
15
years
as
a
teacher
of
different
roles
and
then
here's
an
assistant,
superintendent.
E
Hi,
dr.
Casillas,
my
name
is
gene
Roundtree,
I'm
headmaster
at
Snowden,
International
School
at
Copley,
located
the
corner
of
Newberry
and
Dartmouth
streets
I'm.
My
fourth
years
of
school
leader
there
I'm
in
my
16th
year
as
an
educator
in
Boston
Public
Schools
I
began
as
a
paraprofessional
and
I
was
a
teacher
for
about
10
years.
I
have
I'm
the
parent
of
a
two
and
a
half
year
old
that
will
be
coming
to
school,
so
bps
get
ready,
but
I
don't
know
why
she'll
be
going.
F
G
David
Shapiro
I
live
in
Jamaica
Plain
and
I
have
two
boys,
one
in
fifth
grade
at
the
Curley
Kate
8th
and
another
in
8th
grade
at
Boston,
Latin
Academy,
who
was
at
the
curly
and
then
I
ran
mash
mentoring
partnership,
which
is
the
umbrella
for
youth,
mentoring
programs.
It
does
a
lot
of
work
in
bps
and
other
districts
around
the
state
and
now
run
the
national
doing
the
same
thing.
G
A
Kursk
Elementary
School,
where
I'm
also
the
one
of
the
co-chairs
for
the
school
Parent
Council,
the
school
site,
Council
and
member
of
the
superintendent
search
committee,
so
pleasure
to
see
you
again
so
tonight.
Our
panelists
will
be
asking
about
two
questions:
each
that
they've
prepared
and
the
wonderful
support
staff
here
is
distributing
note
cards
the
members
of
the
public
to
solicit
questions.
A
I
will
read
through
those
questions
as
we
proceed
to
see
if
any
of
them
are
questions
that
have
not
been
asked
by
the
panel,
if
I
feel
that
there
are
a
number
of
excellent
questions,
I'll
shuffle
those
around
and
choose
at
random
as
time
permits,
eliminating
any
repeats
as
we
go
on.
First
we'll
do
one
round
of
questions,
one
question
per
panelist
and
then
take
a
question
from
the
audience
and
then
repeat
a
second
round
of
questions
and
return
to
the
audience.
A
F
You
thank
you
for
your
service
on.
The
search
committee
owes
a
lot
of
hours.
It
was
a
very
rigorous
process
and
there
are
three
wonderful
credits.
The
search
committee
that
you
have
an
opportunity
to
speak
to
I
happen
to
be
one
of
them
and
I'm,
honored
and
humbled.
That
I
was
selected
to
come
today
and
and
get
to
know
the
community
a
little
bit
better,
and
this
is
the
last
of
four
meetings
today.
F
So
I
hope
I
can
still
keep
my
mind
straight,
but
very
much
appreciate
the
time
that
you've
taken
here
today
and
that
you
are
supporting
public
education
by
having
your
own
children
in
public
education
and
also
for
the
community
here
and
the
questions
that
I'll
get
from
them
as
well
and
so
looking
forward
to
the
discussion.
Thank.
A
F
A
F
Think
I,
unless
you
want
me
to
say
more
about
my
background
or
anything
but
I'm
sure
it'll
come
out
in
the
questions.
But
just
again,
I
just
wanted
to
greet
you
and
thank
you
very
much
for
having
me
here
today
and
I'm,
just
looking
forward
to
hearing
your
questions
and
and
spending
some
time
with
you
this
evening
and
with
the
with
the
audience.
Thank.
B
Okay,
so,
as
I
stated
before,
I
have
been
in
bps
a
parent
for
15
years
in
this
time,
I've
seen
quite
a
few
superintendents
yeah,
and
sometimes
it
feels
like
we're
always
in
the
getting-to-know-you
stage.
I
wanted
to
ask
you
what
would
be
your
process
and
getting
to
know
us
parents,
the
community,
and
making
sure
that
all
voices
are
heard,
because
we
do
have
a
lot
of
voices
and
some
do
not
speak
for
all
yeah.
F
So
that's
a
really
good
question
and
thank
you
for
that
question.
It
I
would
be
present
and
be
part
of
the
community.
I
I
will
live
in
the
community
and
attend
services
in
the
community
and
go
out
and
attend
celebrations
with
the
community
grieve
with
the
community,
speak
with
them,
have
town
hall
meetings
be
engaged
in
and
include
them
in
decision
making,
and
so
just
being
very
present
and
available
to
to
the
entire
community.
F
It's
a
job
of
a
superintendent
to
be
not
only
a
cheerleader
but
a
listener
and
to
go
out
and
and
make
sure
people
know.
What's
going
on
in
our
schools
and
the
great
work
that's
going
on
in
our
schools
and
then
working
through
some
of
those
more
difficult
challenges
of
the
hard
decisions
around
budget
and
around
facilities
and
around
academic
programming
and
specific
programming
to
close
achievement,
gaps
and
equity
focus
so
I
commit
to
to
you
all
and
to
the
community
that
I
would
be
very
present.
B
F
So
my
role
would
be
a
superintendent
to
role
model
that
for
school
leaders,
and
so
the
expectation
would
be
that
we
are
available
in
that
work.
Community
driven
and
that
communities
are
a
big
part
of
what
we
do.
I
believe
in
full
service,
Community
Schools,
for
instance,
in
terms
of
leveraging
partnerships
within
the
communities
so
that
everybody
feels
valued
and
that
there's
kids
don't
fall
through
the
cracks.
So
I
think
that's
a
really
important
piece
and
then,
in
terms
of
establishing
protocols
on
what
our
core
values
are.
F
If
we
have
a
core
value
of
equity-
and
we
have
a
core
value
of
stakeholder
engagement
and
listening,
then
those
would
be
principles
that
we
could
then
hold
ourselves
to
in
terms
of
our
own
accountability
around
how
we
engage
with
our
community
and
what
our
decision-making
processes
are.
So
if
you
can
put
those
down
in
your
strategic
plan-
and
you
have
that
as
core
principles
and
values
that
are
agreed
upon
and
about
authentic
stakeholder
engagement,
then
we
can
hold
each
other
accountable
for
doing
that
and
I
and
I
would
do
that.
C
Good,
even
so,
as
a
leader,
the
opportunity
gap
office,
quite
often
there
are
thought
partners
and
I'll
push
other
offices
to
take
on
equity
initiatives
and
sometimes
without
that
goes
without
saying
that
that
becomes
difficult
in
a
big
district
and
in
the
city.
So
my
question
really
centers
our
on
that.
So
I
wanted
you
to
speak
to
an
experience
you
had
in
implementing
an
initiative
or
a
policy
involving
educational
equity,
especially
ones
that
have
come
to
bear
with
race
and
how?
C
F
A
really
good
question
and
there
are
very
different,
difficult
conversations
when
you're
talking
about
race
or
inequity,
income,
inequity,
poverty,
language
barrier.
Those
are
all
very
valid
reasons
on
why
we
still
have
these
huge
achievement
gaps.
One
example
is
when
I
was
in
Minneapolis
Public
Schools
I
shared
this
earlier.
We
had
decided
that
we,
a
core
value
of
ours
and
our
high
school
redesign,
was
around
equity
and
creating
equitable
opportunities.
F
We
had
found
that
there
really
high
schools
of
the
seven
high
schools
that
people
were
selective
and
people
were
really
interested
in
those
two
high
schools,
where
we
saw
kind
of
declining
enrollment
happening
really
at
two
of
the
high
schools.
The
other
ones
were
pretty
stable,
but
the
two
were
on
the
list
of
the
board
of
potential
closure
when
they
were
doing
this
whole
rezoning
in
Minneapolis,
and
so
in
order
to
kind
of
save
those
schools
from
going
through
the
process
of
possible
closure.
We
looked
at.
F
How
do
we
really
want
to
address
the
the
lack
of
confidence
in
those
schools
so
because
parents
weren't
choosing
them
and
they
were
over
enrolled
in
our
other
two
high
schools?
And
so,
as
we
were
crafting
this
new
high
school
vision,
we
decided
to
fresh
start
two
of
our
schools,
two
of
the
high
schools,
and
that
was
a
very
challenging
decision
at
one
school
and
not
so
much
at
the
other.
But
it
was
really
difficult
with
the
staff
there.
So
that
was
a
staff
piece
of
trying
to
manage.
F
How
do
we
look
at
reconstituting
the
school
and
hiring
new
staff
and
it
and
moving
a
new
agenda
that
was
one
of
more
rigor
and
kind
of
fixing
the
school.
So
we
coalesced
the
community
and
worked
with
the
community
on
Madhouse
in
the
internal
community.
Then
we
had
another
component
of
the
high
school
redesign,
which
was
dropping
entrance
criteria,
was
very,
very
challenging
and
difficult
for
the
community
around
dropping
this
entrance
criteria.
But
if
we
believed
in
complete
equity
that
kids,
we
wanted
to
increase
access
to
rigorous
course
taking.
F
We
knew
that
the
entrance
criteria
was
actually
limiting.
Kids
of
color
from
taking
these
courses-
and
we
could
see
that
in
the
data
and
I
presented
the
data
to
the
school
board,
they
saw
the
data
and
were
alarmed.
It
was
one
of
the
first
times
they
had
seen
the
data
disaggregated
like
that
by
race
and
by
school
to
see
the
inequity,
and
so
as
we
drop
that
we
had
one
school
in
particular
that
really
really
struggled
with
that
decision
to
drop
entrance
criteria
and
I
went
out
to
the
community.
I
didn't
send
a
delegate.
F
I
went
there
had
the
conversations
with
the
with
the
families.
They
were
very
contentious
and
challenging
difficult
and
I
tried
to
continue
to
remind
the
community
that
and
parents
that,
even
if
we
drop
these
entrance
criteria,
there
will
still
be
room
for
everybody
as
we
raise
the
level
and
raise
the
for
everybody
within
the
school
and
create
greater
access
and
turns
out
that
it
actually
worked
out.
Okay,
that
we
didn't
over
subscribe,
that
kids
were
able
to
get
in
and
the
school
is
still
just
thriving
today.
F
So
it
was
just
kind
of
working
through
that
and
I
and
I
could
work
through
that,
because
I
had
the
backing
of
the
school
committee
the
school
board.
We
call
them
and
a
core
group
of
parents
who
also
believed
that
this
was
really
an
important
piece
to
the
high
school
redesign
in
terms
of
creating
greater
equity
among
the
among
the
four,
because
we
had
at
what
we
called
the
core
four,
which
was
Advanced
Placement,
International,
Baccalaureate,
Korean,
college
readiness
in
terms
of
career,
technical
education
courses
and
then
also
a
dual
enrollment
course.
F
So
we
wanted
to
put
that
at
every
school
so
that
every
kid
had
access
to
the
rigor.
So
that
was
a
critical
piece.
There
was
one
high
school
that
didn't
participate
in
having
the
International
Baccalaureate
because
they
had
such
a
strong
ap
program
and
they
were
willing
to
drop
the
entrance
criteria
and
do
ap
push
and
get
all
of
the
students
into
taking
AP
courses
in
their
ninth
grade
year.
So
that
kind
of
satisfied,
the
the
principal
and
core
of
equity
without
having
to
make
them
institute
a
whole
new
program
with
International
Baccalaureate.
D
All
right
I
want
to
build
a
little
bit
on
Belize
this
question,
so
Boston
is
a
really
diverse
city
and
education
here,
like
in
a
lot
of
other
places,
can
be
a
political
hot
button.
But
with
that
being
said,
often
political
power
is
not
evenly
distributed
amongst
our
families
and
oftentimes.
The
loudest
voices
you
hear
do
not
represent
the
demographics
of
our
district.
What
have
you
done
in
the
past
to
make
sure
that
you
hear
from
the
voices
of
all
the
stakeholders,
especially
those
who
represent
the
demographics
of
our
district?
F
Thank
you
for
that
question,
because
it
is
really
important
that
you
have
the
authentic
engagement
that
happens
with
everyone,
and
all
voices
are
heard
at
the
table.
So
I'm
gonna
give
an
example
of
together.
Every
student
succeeds
act,
plan
and
so
you're
familiar
with
essa
and
the
plan
around
essa,
and
so
that
requires
stakeholder
engagement,
but
we
did
it
because
it
was
the
right
thing
to
do,
but
we
really
went
out
of
our
way
to
do
that
right.
So
we
took
about
18
months
to
design
the
essa
plan.
F
We
went
out
and
did
town
hall
meetings.
We
also
did
culturally
specific
groups
and
met
with
culturally
specific
groups,
and
out
of
that
work
we
were
able
to
then
put
together
a
stakeholder
engagement
list.
So
when
we
went
out,
we
actually
collected
names
and
contact
information.
So
now
we
have
a
list
for
future
stakeholder
stakeholder
engagement
and
so
I
feel
really
proud.
F
That
I
was
able
to
hand
that
to
the
next
commissioner
and
say,
here's
a
whole
list
of
phone
numbers
and
folks
who,
who
are
from
various
different
backgrounds,
call
them
when
we're
when
we're
trying
to
design
Commission's
or
having
working
groups
and
see
if
we
can
get
people
to
come.
And
we
did
meetings
not
only
just
at
the
department.
But
we
also
went
out
into
the
community
and
met
with
folks
where
they
live
and
and
had
small
group
focus
groups.
E
So
once
again,
thank
you
for
being
with
us.
I
know
this
is
a
the
end
of
a
arduous
day.
So
as
you
and
so
as
you
know,
you
have
a
very
extensive
background
of
leadership
and,
as
you
know,
leadership
can
be.
You
can
really
test
you.
What
I
would
like
to
know
is
if
you
could
share
with
us,
you
know
what
is
your
moral
imperative
for
doing
this
work.
F
I'm
going
to
share
a
little
bit
of
personal
history,
I've
been
in
all
three
of
these
and
I
haven't
really
shared
my
own
personal
history
and
I.
Think
that
gets
at
my
core
my
why
so
I
grew
up
to
a
single
mom
and
a
biracial
child.
My
father
was
African
American,
my
mom
was
Lebanese
Irish
in
German
and
they
met
and
my
dad
had
gotten
a
football
scholarship
at
the
University
of
Minnesota
is
from
Tallahassee
and
came
up
here
and
met
my
mother.
F
They
fell
in
love,
I
think
because
they
fell
out
of
love
a
couple
of
other
times
during
my
during
my
life,
but
so
they
fell
in
love.
Had
me
and,
and
so
I
I
knew
my
father,
but
he
wasn't
a
big
piece
of
my
life
at
the
beginning
in
terms
of
living
with
us,
but
he
was
always
a
big
piece
of
knowing
my
legacy
and
education
being
an
african-american
and
that
education
can
get
you
out
of
any
kind
of
poverty
situation,
and
you
can
be
whoever
you
want.
F
You
might
have
to
work
twice
as
hard
as
a
black
woman,
but
you
can
you
can
do
it
if
you
get
a
good
education,
and
that
was
what
my
father
instilled
in
me
at
a
very
young
age
and
had
super
high
expectations
for
me
personally.
But
he
wasn't
always
there
for
me,
but
my
mom
was
and
she
did
what
she
could
to
try
to
raise
us.
F
And
so
she,
you
know
I
always
say:
I
grew
up
in
poverty,
but
I
didn't
grow
up
with
a
poverty
of
love,
and
so
I
think
that
it's
that
love,
that
children
have
that
help
them
get
out
of
poverty.
It's
the
it's
the
education
and
you
can
do
both
of
those
things
in
school
systems
and
whole
communities
if
you
want
to,
and
if
you
you're
willing
to
pay
it
forward
for
children,
and
so
my
entire
life
I've
been
trying
to
pay
it
forward
because
it
was
paid
forward
for
me,
and
so
my.
F
Why
is
because
of
the
park
rec
person
who
was
took
me
under
their
wing
at
the
park
and
Rex?
It
was
the
camp
counselor
when
I
went
to
the
county
to
camp.
For
underprivileged
kids
for
two
weeks
in
the
summer,
I
mean
to
have
a
full
tummy
and
to
be
outside
playing
all
day
with
adults
who
just
loved
you
up
all
day,
and
you
learned
and
swim
and
do
well.
It
was
life
changing
for
me
and
it's
because
community
members
made
that
difference.
F
For
me,
it
was
the
bookmobile
lady
who
came
in
with
the
bookmobile
into
our
community
and
the
librarian
who
showed
me
Harold
in
the
purple
crayon
and
gave
me
all
these
wonderful
books
and
so
taught
me
to
read.
It
was
the
Head
Start
program
that
was
there
for
me
to
get
head
start
before.
I
went
to
kindergarten,
I
started
kindergarten
at
four
years
old,
because
I
had
head
start
and
so
and
then
my
kindergarten
teacher
who
you
know
would
put
us
in
a
circle
at
the
end
of
the
day
and
she'd
have
this
magic
wand.
F
F
You
know,
and
that
was
the
kind
of
the
social
emotional
piece
of
taking
care
of
me
as
an
individual
child,
and
then
it
was
my
Catholic
school
teacher
who
taught
me
how
to
write
and
how
to
read
and
so
I'm
writing
and
holding
my
pencil
and
she's
pulling
it
out.
The
nun
was
pulling
it
out
of
my
hand
and
and
when
I
was
learning,
how
to
write
cursive,
and
it
was
my
high
school
anatomy
and
physiology
teacher
who
believed
in
me
that
I
could
go
to
college.
F
My
mom
never
talked
to
me
about
going
to
college,
but
my
dad
did,
but
nobody
was
there
to
help
me
navigate
it.
I
mean
I,
didn't
know
how
to
fill
out
a
FAFSA
or
how
to
you
know,
get
a
scholarship
or
even
what
college
to
go
to,
and
nobody
was
around
to
really
help
me
to
do
that.
But
mr.
Michael
was,
and
he
was
there
saying
you
can.
F
You
should
be
a
brain
surgeon
because
I
was
so
interested
in
how
we
learn
and-
and
he
saw
that
in
me,
and
so
he
helped
me-
get
a
full
ride,
scholarship
to
Gustavus,
Adolphus
College,
and
it's
because
when
I
was
in
college
and
I
was
a
21
year
old.
In
my
senior
year,
I
found
myself
pregnant
and
I
could
have
just
gone
on
welfare
and
I
could
have
just
like
my
dad
said,
be
a
statistic,
and
you
know
not
not
do
anything
with
my
life,
but
I
didn't
so
I
know
how
hard
it
is.
F
I
had
to
go
on
WIC
for
my
child
and
get
daycare
assistance
in
order
to
work.
So
I
know
how
hard
it
is
to
be
a
single
mom
for
ten
years
and
so
and
to
go
to
school
and
and
work
your
way
up
through
that.
So
why
am
I
here
in
Boston,
because
I
want
to
take
all
of
my
personal
experience
that
I
just
shared
with
you
and
everything
I
know
about
what
helped
me
stay
in
the
game
and
then
all
my
professional
experience
working
with
children,
either
in
st.
F
Joseph's
home
for
abused,
neglected
children
or
whether
it's
at
Harrison's
secondary
program
for
level,
5,
EBD,
adolescent,
youth
in
special
education
or
a
teacher
working
at
Benjamin
ma
school
with
kids
who
were
I'll
tell
you
that
class.
They
were
naughty
class,
but
they
were
I
still
mentor.
Some
of
those
kids,
because
I
loved
that
class
and
and
then
a
school
principal
assistant,
principal
I,
mean
and
then
a
school
superintendent
and
now
Commissioner
I
want
to
take
all
of
that.
F
After
30
years
and
after
51
years
of
my
life
and
pay,
it
forward
and
I
think
Boston's
ready,
there's
a
lot
of
assets
here.
A
lot
of
good
work
as
I
looked
at
what
the
community
was
doing
already.
I
think
it
just
needs
a
little
bit
more
strategic
direction
and
resourcing
strategic
resourcing
and
in
coalescing
and
some
coherence
and
then
I
think
that
I
really
do
believe
that
Boston
can
become
the
the
first
choice
of
parents.
F
I
believe
Boston
can
can
be
voted
by
its
employees
as
one
of
the
10
best
places
to
work
in
Massachusetts
and
I
believe
that
we
can
look
at
with
the
city
and
with
the
mayor
and
the
and
the
School
Committee,
and
even
the
state
involved
in
eliminating
the
conditions
of
poverty
for
children.
Based
on
some
of
the
personal
things
that
I've
experienced.
F
That
I
know
work
for
me,
and
hopefully
we
can
come
up
with
some
ideas
within
the
community
to
be
able
to
get
at
the
core
of
the
cycle
of
poverty
and
because
we
can
do
all
these
great
things
in
in
schools
and
give
kids
a
leg
up.
But
we
know
for
a
fact
that
once
they
get
out
of
school,
they
struggle
still
because
they
have
lack
of
capital
and
lack
of
wealth
and
they
have
lack
of
ability
to
navigate
the
very
difficult
situations
and
they're
still
in
poverty.
F
And
so
how
do
we
not
only
take
care
of
kids
when
we
have
them?
Priek
is
preschool
through
12th
grade.
How
do
we
launch
them
and
make
sure
that
they're
still
solid
through
their
early
years
as
an
adult
as
well
and
I?
Think
that's
our
responsibility
as
a
school
system
and
as
a
city
as
a
whole?
So
that's
that's.
Why
I'm
here
and
I
think
I
think
Boston
is
ready
for
for
that
kind
of
leadership,
to
kind
of
coalesce.
F
F
G
F
G
That's
an
amazing
amazing
way
to
map
your
life
I.
You
know
thinking
back
on
the
last.
You
know
eight
years
right
in
in
Minnesota.
As
the
commissioner
I
wondered,
if
you
could
map
sort
of
one,
you
know
norm
breaking
thing
that
you
did
in
terms
of
breaking
a
log
or
head.
So
often
the
debates
I
mean
you
just
see
it
in
these
interviews.
G
Everything
in
public
education
gets
very
quickly
turned
into
pitting
interest
against
each
other,
the
right
side
and
wrong
side
of
privilege
or
equity,
and
we
turn
our
fights
into
kind
of
winners
and
losers.
So
talking
about
a
norm
that
you
broke,
where
you
change
that
dynamic
around
winners
and
losers,
and
maybe
talking
about
one
where
you
didn't-
and
it
was
sort
of
still
on
on
the
list
of
something
that
you
felt
like
could
have
been
transformational
for
students
in
Minnesota
that
you
weren't
able
to
get
done
and
and
what
you
learned
from
that.
F
You
know
often
times,
there's
stuff
that
didn't
get
done.
I
know
I
spoke
about
something
earlier
that
didn't
get
done,
that
I
wish
I
could
have
gotten
done.
I
think
the
the
most
historic
thing
that
I'm
really
super
proud
of
is
the
funding
for
American
Indian
students
and
coalescing
and
working
in
partnership
with
the
American
Indian
office
within
our
schools
within
the
school
department
and
then
also
working
alongside
the
11
sovereign
tribes.
F
F
B
F
F
G
F
Some
a
brand
new
protocol
for
tiered
licensure
and
tier
1
teachers
are
teachers
that
have
no
preparation
at
all,
and
we
had
a
similar
license
in
Minnesota.
Was
a
temporary
community
expert
license
that
that
teachers
would
get?
And
it
was
it,
there's
a
lot
of
debate
and
a
lot
of
angst
around
the
new
tiered
licensing
system,
because
we
want
to
recruit
more
teachers
of
color.
So
we
want
to
make
it
not
easier
but
more
accessible
for
teachers
of
color
to
get
in
the
field.
F
If
we're
gonna
have
less
prepared
teachers
who
are
not
licensed
in-
and
we
know
for
a
fact,
because
the
data
pans
out
that
these
teachers
are
assigned
to
our
most
vulnerable
kids
and
then
there
and
then
there
the
way
that
the
law
was
crafted
was
that
those
teachers
were
then
their
jobs
were
up
the
next
year
and
they
could
be
backfilled
if
another
more
highly
qualified
teacher
comes
along.
Well,
then,
how
do
you
retain
these
folks?
There
also
were
not
part
of
the
bargaining
unit.
F
So
if
they
weren't
part
of
the
bargaining
unit,
there
were
no
protections
around
pay.
So
I
felt
as
though
there's
this
possibility
that
potentially
these
new
teachers
could
also
not
necessarily
be
taken
advantage
of,
but
I
can't
think
of
a
better
word,
but
not
be
fully
full,
not
get
the
full
benefits
of
being
a
teacher,
and
then
I
didn't
see
any
other
kind
of
system
put
in
place
with
this
new
law.
F
G
C
A
F
So
answer
the
later,
which
is
I,
believe
teachers
should
be
at
the
table
for
all
decisions,
because
teachers
are
closest
to
our
children
and
it's
hard
to
implement
things
if
teachers
don't
believe
in
them.
So
teachers
have
to
be
at
the
decision-making
table.
They
have
been
and
I've
demonstrated
that
I
have
a
very
good
relationship
with
teachers
and
elevate
the
profession,
often
because
I
was
a
teacher
and
I
respect
that,
and
so
that's
critical
first
part
of
your
question.
F
So
my
belief
is
to
always
be
thinking
about
teachers
who
want
to
move
up
the
career
ladder,
but
but
also
teachers
who
are
solidly
and
know.
I
want
to
just
teach
and
that's
wonderful
too,
because
they
love
being
with
children.
And
there
are
awesome.
Teachers
and
and
I
want
to
support
that
too.
So
either
it
depends
on
what
the
teacher
wants
to
do
in
terms
of
track.
So
there's
been
grow.
F
Your
own
programs,
for
instance,
within
within
districts,
to
be
able
to
go
all
the
way
down
to
the
student
level,
who
want
to
become
teachers
or
pair
of
professionals
who
want
to
become
teachers
and
helping
grow
them
and
and
in
their
leadership,
and
then
there's
aspiring
teachers
who
are
part
of
teacher
teams
who
want
them
to
become
assistant,
principals
or
principals,
and
so
growing.
Your
aspiring
principal
and
leadership
team
is
also
so
you
just
look
for
talent
and
provide
the
support
for
them
to
do
that.
F
I
believe
in
sabbaticals,
for
teachers
and
time
for
them
to
study
with
each
other
I
believe
in
teams
and
high-performing
teams.
I
think
teachers
teach
best
when
they're
teaching
in
a
team
environment
where
they
have
time
to
plan
and
prepare.
So
that's
kind
of
my
philosophy
around
teacher
preparation.
Thank.
B
Have
a
reflection
question
so
thinking
back
about
my
time
with
my
with
my
kids.
Without
a
doubt,
I
can
say
that
middle
school
years
are
the
toughest
years.
That's
where
they
really
need
your
guidance.
Where
you
see
the
person,
that's
there
the
becoming
and
those
crucial
decisions
that
will
determine
the
outcome
of
the
person
they
are
so.
B
G
B
Our
7
through
12,
we
have
stand-alone
middle
schools
and
it's
no
secret
that
our
middle
schools
are
not
performing
like
they
should
be.
We
have
a
lot
of
movement
in
those
grades
and
a
lot
of
people
moving
to
exam
schools.
A
lot
of
children
being
pulled
out
for
charters,
I
want
to
know
in
your
experience.
What
is
the
best
configuration
for
middle
school
that
has
worked
best
for
that
you've
seen
that
has
worked
best
for
kids,
so.
F
I
strongly
it's
a
really
good
question:
I
strongly
believe
in
a
middle
school
model,
but
I
don't
think
that
structure
defines
the
model,
so
I
think
that
the
having
a
712
school
or
6-8
school
or
a
k-8
school
I
mean
or
612
school
I
would
support
that
in
terms
of
transitions
and
building
relationships
with
families
and
I
think
it's
easy
around
the
family,
because
you
build
relationship
with
the
principal
with
the
core
support
team.
That's
there.
F
If
you
have
a
full-service
community
school,
you
have
all
those
relationships
so
having
a
longer
opportunity
to
have
kids
for
a
longer
period
of
time
in
a
school
is,
is
smart
and
I
and
I
support
that
if
you
had
612,
because
that's
good
for
families,
however,
for
kids,
I
believe
that
you
would
then
want
to
look
at
how
you
team
your
team
and
structurally
work
within
the
school
to
do
teaming
for
kids.
So
I
would
do
the
middle
school
model
within
the
larger
school
system.
F
So
you
would
have
like
houses
for
kids,
where
you
have
small
personalized
learning
environments
for
children,
where
a
core
group
of
teachers
share
all
the
same
kids,
so
that
then
they
could
have
shared
a
prep
and
talk
with
kids
and
do
a
full
middle-school
model
of
where
they
have
challenging
activities.
They
have
career
exploration
and
interests.
F
They
have
time
for
kids
to
experience,
autonomy
and
project-based
learning
out-of-school
time
and
it's
all
based
on
their
own
development
and
that
it's
a
high
level
of
rigor
and
challenge
and
for
kids,
so
I
would
I
would
support
the
current
BPS
build
plan.
We're
talking
about
lessening
the
configurations
to
lessen
transition,
but
I
would
then
use
the
middle
school
model
within
that.
So
I
wouldn't
mix
high
school
and
middle
school
kids
within
that,
except
for
maybe
some
particular
activities
or
theater.
F
C
Wanted
to
kind
of
turn
the
conversation
to
teaching
and
learning
a
little
bit,
I
think
the
core
business
of
our
district,
so
I
wanted
to
see.
If
you
could
just
describe
an
educational
environment
that
both
encapsulates
equity
and
excellence,
what
did
the
policies
curriculum
pedagogy
supports?
Other
practices
look
like
in
those
type
of
school
environments.
F
So
I
talked
a
little
bit
about
some
of
some
of
this
in
some
of
my
comments.
So
the
curriculum
is
reflective
of
the
student
body
and
the
diversity
of
the
student
body,
so
they
can
see
them
in
the
materials
and
in
the
pedagogy.
So
teachers
are
culturally
competent,
you're
talking
about
the
ideal
classroom,
right
and
so
they're,
culturally
competent
and
understand
their
own
personal
history,
as
well
as
the
history
of
the
students
and
what
they
bring
in
terms
of
their
culture
and
language.
F
So
that
would
be
really
important
in
terms
of
the
curriculum
and
also
aligned
to
the
standards,
obviously,
so
that
we
can
be
sure
that
we
are
scaffolding,
it
so
that
you
are
there's
a
there's,
a
alignment
of
learning
there
between
and
among
the
grades,
then,
in
terms
of
pedagogy
I'm,
a
fan
of
the
Creed
standards
which
are
been
developed
in
Hawaii
around
for
at-risk
kids
in
kids
of
color
and
if
there's
a
certain
abroad.
Consensus
around
this.
F
To
the
classroom
and
then
being
able
to
develop
language
throughout
the
curriculum
and
across
the
curriculum,
which
is
really
I,
think
important
and
then,
in
terms
of
the
support
systems,
I
talked
already
about
full
service
community
schools,
making
sure
that
you
address
issues
of
mental
health
or
family
stress
trauma-informed
instruction
practices
throughout
is
really
important
to
eradicate
some
of
those
concerns
and
barriers
with
children
who
have
experienced
trauma.
So
I
think
that
those
are
important.
F
Counselor
nurses
for
health
and
wellness,
both
mental
and
physical
health
and
then
I,
would
just
say
you
know
well-rounded
activities
in
in
a
school
so
that
you
are
so
children
are
experiencing
all
of
their
opportunities
to
to
express
themselves
and
to
and
to
learn.
So
the
arts,
the
you
know,
the
social
studies
and
the
civic
nature
of
being
good
citizens
within
the
community
and
and
how
you
interact
with
your
peers
and
with
your
difference
and
everybody
else
is
different.
D
So
my
children's
ages
are
4
to
15
and
a
lot
of
times
when
we
talk
about
things
that
are
gonna
be
happening
in
our
city,
there
are
10
year
plans
and
some
of
those
you
know,
I
won't
see
the
benefits
of
what
are
some
of
your
ideas
for
some
short-term
wins.
So
someone
who
has
an
older
student
would
actually
see
happen
while
their
child
was
in
school.
And
what
are
your
ideas
for
some
longer-term
plans
for
someone
like
my
youngest
who's
entering
school,
to
see
the
benefits
of
so.
F
You'll
get
the
benefits
of
really
childhood,
so
that's
kind
of
a
short-term
win
is
to
be
able
to
get
some
of
the
early
childhood.
A
mixed
delivery
systems
in
place
with
the
promise
of
the
mayor's
budget
around
the
15
million
in
additional
filling
the
gap
for
those
700
kids
that
are
not
being
able
to
access
early
childhood
services.
I
think
that
that's
a
short-term,
win
I
think
there
can
be
a
win
around
creating
a
really
positive
culture,
not
only
at
bps,
but
also
within
the
schools,
to
build
a
whole
community
around
a
common
vision.
F
I
think
there's
a
there's
a
great
opportunity
to
work
with
the
community
programs
to
make
sure
there's
more
equity
among
the
schools
around
what
the
opportunities,
co-curricular
opportunities
and
after-school
opportunities
are
so
I
think
that
there's
that
there's
opportunity
with
build
PBS
I
think
what
you'll
come
over
the
next
ten
years,
but
I
think
that
there's
opportunity
in
that
that's
continuing
to
move
so
I
think
those
are
some
of
the
short-term
things.
I
think
the
more
systemic
nature
of
equity
overall
is
a
longer-term
promise.
F
So
I
don't
want
to
try
to
say
that
that
can
be
solved
in
the
time
that
you
will
have
your
children
in
Boston,
Public
Schools
I've
been
at
the
achievement
gap
and
trying
to
close
that
for
a
long
time
and
I've
been
very
humbled
by
it.
I've
realized.
Now
you
know,
after
eight
years
of
being
state
chief
and
trying
to
drive
change.
That
change
only
happens
at
the
local
level.
F
D
B
F
That's
important
so
the
example
is
my:
the
middle
school
redesign
in
Memphis,
City
Schools
I
mean
we
were
able
to
move
that
within
four
years
and
actually
within
two
years
we
saw
huge
results,
but
that
community
was
so
ready
already
so
I
mean
they.
There
was
an
urgency,
so
I
didn't
have
to
try
to
build
an
urgency
with
my
with
the
principals.
F
They
there
was
the
urgency
already
there
and
so
I'm
still
trying
to
get
a
sense
of
the
urgency
here
and
if
it's,
if
it's
you
know
they
like
to
say
if
the
pain
of
changing
is
greater
than
the
paint
paint
of
not
changing,
is
greater
than
the
pain
of
changing.
So
I
think
that
you
know
we're
as
Boston
is
Boston
ready
for
that.
So
Memphis
we
were
able
to
do
a
whole
wide
middle
school
reform
at
all,
31
schools.
When
we
first
started
there
were
four
schools
that
were
making
AYP
within
four
years.
F
Only
four
schools
we're
not
making
NYP
there
was
that
remarkable
of
a
turnaround
and
we
were
closing
gaps.
It
was
phenomenal.
We
also
ended
corporal
punishment
and
that
was
70
percent
of
the
public.
That
did
not
want
us
to
end
the
historic
practice
of
corporal
punishment.
I.
Remember
dr.
Johnson,
sitting
there
with
the
board
there
was
a
nine-member
board.
There
was
four
that
voted
and
they
were
voting
for.
No,
yes,
no!
F
Yes,
it
was
four
to
four
and
she
sat
and
looked
at
the
board
chair
right
next
to
her
and
was
like
now
you
gotta
believe
in
me.
Basically
in
looking
at
her
and
the
board
chair
was
the
fifth
vote
for
so
it
was
a
split
vote
on
the
board
even
and
so
I
was
she
put
me
responsible
for
that
to
convene
school
teams
and
to
move
that
whole
entire
ending
of
corporal
punishment
and
replacing
it
with
positive
behavior
intervention
supports
within
our
school
and
training
all
the
school
teams.
I
didn't
do
that
alone.
F
So
I
think
those
two
are
what
I'm
most
proud
of
and
then
I'll
just
you
know.
We
set
a
vision
at
the
State
Department
to
with
the
governor.
When
we
came,
we
had
the
seven-point
plan.
We
stuck
to
the
seven-point
plan.
We
executed
the
seven-point
plan
and
we
were
very
successful
in
a
number
of
policies
because
we
were
so
focused
on
those
seven
things.
So
I
think
that
that
also
helped
us
I
mean
we
have
a
whole
list
of
accomplishments.
F
That
I
am
so
proud
of
that
we
were
able
to
do
in
collaboration
with
the
legislature
and
with
the
community,
because
people
demanded
these
changes.
So
early
early
childhood
all-day
kindergarten,
additional
funding
for
schools,
teacher
evaluation,
teach
alternatives,
I
mean
we
can
go
on
American,
Indian
education,
revenue
I
mean
this
I
feel
very,
very
honored
and
humbled
to
have
been
able
to
work
with
so
many
people
to
enact
a
lot
of
changes
over
the
past
eight
years.
E
So
one
thing
that
I
think
the
unites
us
in
Boston
and
I
hope
that
you've,
that
you
felt
in
your
conversations
today
with
students,
teachers,
parents
and
the
folks,
you
know
that
you've
had
a
chance
to
talk
with
is
that
we
were
united
in
our
desire
to
constantly
improve
our
schools.
I
really
appreciated.
E
F
You
this,
you
know,
you're,
just
jogging
my
memory
about
teacher
evaluation,
I'm
having
PSTD
for
PTSD.
We
were
up
so
late
negotiating
this
bill,
I
mean
till
3:00
in
the
morning
negotiating
the
teacher
evaluation
bill
because
I
did
not
want
and
and
the
governor
did
not
want
test
scores
to
be
part
of
it.
But
you
know,
like
Mark
Dayton
says.
Sometimes
you
agree
to
things.
F
So
that
was
really
important
to
have
teacher
voice
in
in
that
evaluation
and-
and
we
worked
with
teachers
on
what
does
that
look
like
with
peer
review?
What
how
frequent
do
we
do
the
evaluations,
what
about
test
testing
and
test
accountability?
And
how
does
that
play
into
it?
What
about
student
engagement
and
student
gauge
Minh?
F
So
they
would
come
in
lobby
that
that
does
not
need
to
be
aligned
to
test
scores
and
I
was
like.
How
are
you
going
to
hold
yourself
to
a
lesser
expectation
than
your
teachers,
and
how
can
you
even
sit
and
lobby
for
that
as
a
school
leader
and
so
I
refused
to
allow
for
the
principal
evaluation
to
be
signed
into
law
without
it
also
being
tied
to
teacher
to
test
scores?
F
If
if
the
teachers
are
gonna
be
held
to
a
standard,
our
principals
were
gonna
be
held
to
the
same
standard,
because
they're,
the
educational
leaders-
and
it
just
didn't,
seem
fair
to
me,
and
so,
as
we
were
in
our
last
negotiations,
that
wasn't
in
the
bill.
But
we
were
negotiating
just
with
the
k-12
policy
chair.
The
k-12
Finance
chair
myself
and
the
governor's
policy
lead
we're
in
a
room
and
it
was
full
Republican
control
and
the
Republican.
F
E
I
could
just
ask
a
brief
follow-up,
so
what
does
what
then
does
coaching
look
like
for
teachers
for
school
leaders
in
terms
of
you
know,
feedback
and
what
and
what
the
systems
look
like
and
then
how
does
feedback
look?
You
know
for
all
four
teachers,
school
leaders
and
also
for
district
leaders.
Yes,.
F
That's
really
good,
so
I
believe
in
my
cognitive
coaching
and
peer
coaching,
and
so
you
know
you
set
goals.
You
set
expectations
you
meet
regularly
I
also
trained
in
you
know:
William,
Glasser
and
I,
don't
believe
in
coercion
and
telling
people
what
to
do.
I
have
people
self-evaluate,
that's
how
I
believe
evaluation
works
best
when
it's
intrinsic
and
when
you
know
so
like
I,
also
believe
in
Demmings
work
like
you
should
not
evaluate
other
human
beings
that
let
them
self
evaluate,
and
then
we
negotiate.
F
F
So
if
they
came
a
lot
of
times
they
come
in
they're
much
harder
on
themselves
and
then
I
would
be
so
you
know,
members
of
my
team
will
say:
well,
you
know,
I
didn't
get
this
done
or
it
wasn't
perfect
or
whatever
I'm
like.
But
here
look
at
the
progress
you
made.
That's
awesome,
you
know
this
is
very
really
good.
So
that's
how
I
believe
evaluation
not
to
happen
it
for
all
all
groups,
so
teacher
the
principal
should
be
a
conversation
about
your
performance
and
it
shouldn't
wait
until
there's
a
problem.
F
You
should
be
constantly
telling
people
and
when
you
have
a
problem
you
should
be
transparent
and
honest.
You
know
this
is
a
problem.
You
know
I'm,
not
I'm,
not
seeing
how
this
is
gonna
meet
our
strategic
direction
or
I.
Don't
I,
don't
understand
how
that
interaction
with
that
parent
was
productive.
F
G
You
so
I
wanted
to
poke
and
prod
sort
of
on
this
one.
One
point
now,
when
you're
talking
about
long
term,
changes
and
equity
and
your
great
comment
about
the
pain,
pain
of
changing
versus,
not
changing
and
whether
there's
an
urgency
here,
you
know
and
just
sort
of
use
an
example
and
see
how
you,
how
you
think
about
it
and
how
you
might
foster
a
sense
of
urgency
and
a
sense
of
change,
because
obviously
this
affects
people
differently.
But
you
take
something
like
tracking
and
you
take
the
system.
G
We
have
here
around
advance
work
where
we've
made
some
progress
and
in
sort
of
more
integration
and
less
tracking,
and
then
you
take
the
exam
schools
which
is
another
hot-button
issue
and,
and
you
obviously
have
people
on
different
sides
of
pain
and
urgency
on
that
who
have
different
levels
of
voices
and
power.
I
wonder
how
you
would
approach
that
issue,
not
whether
you're
for
or
against
it.
But
you
talked
about
the
achievement
gap,
which
is
a
term
that
I
think
it's
more
of
a
support
and
opportunity
and
navigation
gap
than
an
achievement
gap.
G
It's
not
sort
of
a
predisposition
of
young
people,
but
you
you.
How
do
you
approach
something
like
an
issue
like
tracking
that
separates
families
and
kids
and
sends
certain
messages
and
create
a
sense
of
urgency
amongst
all,
because
that,
as
you
said,
is
the
only
way
you're
gonna
get
a
willingness
for
change,
I
hope.
F
You
get
a
sense
from
my
comments:
how
much
I
value
integration,
how
much
I
value
students
being
together
in
multi-ethnic
multiracial,
multilingual
groups
and
and
also
academic
ability
and
I-
think
children
thrive.
You
know
our
gifted
students,
which
I
haven't
talked
about
at
all
today,
need
to
be
with
other
gifted
children
for
part
of
the
day.
That's
just
what
the
research
shows,
but
they
don't
have
to
be
for
all
day.
F
So
I
think
that
you
know
anytime,
you
can
find
systems
that
are
based
on
greater
equity
and
greater
diversity
is,
is
really
beneficial
to
children
and
so
I
think
the
way
that
I
would
answer
that
in
terms
of
making
these
really
tough
decisions
is,
do
you
have
core
values
and
core
principles
that
you
can
come
back
to
the
ground?
The
conversation?
G
F
G
F
A
F
A
I'm
sure
that
there's
other
panel
members
do
you
guys
mind
if
I
ask
one
more
audience
questions
and
then
we
can
jump
around
a
little
bit
since
we
still
have
about
a
little
less
than
30
minutes.
So
I
think
you
should
probably
get
through
at
least
three
more
questions
or
so,
and
then
we'll
only
leave
some
time
at
the
end
for
any
closing
statements
you
might
have
so.
A
All
right,
so,
can
you
talk
about
your
experience
with
collective
bargaining
and
working
with
unions
so.
F
F
When
I
came
into
the
agency,
the
Minnesota
Department
of
Education,
there
were
some
strained
relationships
with
our
MAPE
union
and
harass
me
Union
and
bargaining
groups,
and
we
really
worked
collaboratively
to
to
work
with
those
groups
by
meeting
regularly
with
them,
problem-solving
with
them
and
addressing
their
concerns
and
creating
subcommittees
of
that
committee
to
address
concerns,
and
so
it's
really
good
relationship
and
with
our
state
teacher
union
I
have
a
great
relationship
and
respectful
I.
You
know
I
think
teachers
are
ought
to
be
included
in
in
every
decision.
F
So
as
well
as
paraprofessionals
counselors.
You
know
within
the
bargaining
groups
in
custodial
labor.
All
of
that
everybody
should
have
a
have
a
voice,
so
I've
had
very
positive
relationships
and
I
think
it's
because
of
my
own
style
of
including
folks
and
being
very
inclusive,
because
that's
a
core
value
of
mine,
so
I.
B
F
F
B
Son
is
a
sophomore
at
mass
art
and
if
he,
if
I
hadn't,
have
gone
outside
the
schools
and
found
the
art
that
he
needed,
he
would
have
never
been
able
to
apply
to
mass
art
and
create
that
wonderful
that
awarded
him
a
full
scholarship.
So
these
are
all
things
that
we
have
to
go
outside
of
the
school
to
find
for
our
kids.
How
do
we
incorporate
these
mental
health
services
that
our
kids
so
desperately
need
and
the
arts
that
they
need
that
feed
their
soul
and
nourish
them?
I'm.
F
A
super
huge
arts
proponent,
because
not
only
are
my
children,
all
artists,
I,
don't
know,
I
can
draw
stick
figures,
but
they're
all
super
artistic
children
and
also
with
mental
health.
I've
we've
just
been
blessed
to
have
these
community-based
mental
health
grants
that
the
state
has
invested
in
and
they
go
out
to
schools
to
partner
with
local
community-based
mental
health
providers
who
come
into
the
school
and
and
provide
the
services
right
on
school.
So
that's
a
model
that
I
would
like
to
try
to
fund
and
see.
F
Can
we
find
revenue
for
that
here
in
in
Boston
if
I
were
superintendent,
because
it
really
makes
a
difference
for
children?
I
have
seen
this
firsthand
with
children
who
are
able
to
access
mental
health
services
right
in
school
and
counselors
they're
fantastic,
but
not
all
counselors
are
trained
to
handle
the
the
social-emotional
really
mental
health,
mental
health
issues
and-
and
sometimes
that's
not
just
with
the
student
and
the
child.
It's
with
the
whole
family,
and
so
it's
important
to
be
able
to
have
those
services
that
not
are
for
the
justice
child
but
the
whole
family.
F
B
F
F
F
F
There
are
theatre
clubs
and
so
yeah
I
think
children
have
to
be
able
to
express
selves
and
express
their
own
identities
and
I
think
that
the
arts
is
a
great
way
to
do
it
and
I'm
not
just
saying
that
I,
you
know
just
because
I'm
interviewing
I,
you
can
go
to
my
Twitter
feed
and
I'm,
boosting
the
arts
all
the
time
and
pe2
physical
wellness.
You
know
I
think
that
children
need
physical
wellness
every
single
day.
F
They
need
movement
and
to
be
happy
and
healthy
and
physically
fit,
and
so
I
think
that
that's
also
critical,
so
those
the
elective,
what
we
typically
call
elective
curriculum
and
in
courses
I
believe
our
academic
and
necessary
for
the
health
and
wellness
of
children
and
there's
a
way
to
get
it
all
in
you.
Okay,
so
you'll
get
one
philosophy
out
of
me,
and
that
is
why
do
we?
F
F
How
many
of
you
had
a
counselor?
How
many
of
you
had
social
worker
I
mean
we
had
it
when
we
were
kids?
Why
are
we
not
providing
it
for
our
own
children,
I
I
said
this:
I
would
go
around
when
we
were
doing
the
essa
meetings
and
I
would
have
parents
in
the
group
and
I'd
have
them
raise
their
hand
and
I
asked
those
questions.
We
had
a
librarian,
everybody
had
a
librarian
who
had
PE
every
single
day.
Everybody
had
PE
every
single
day.
G
G
F
F
G
F
They
understand
the
issues
better
than
all
of
us
adults,
mm-hmm
I
mean
they're,
gonna,
save
us
they're,
the
most
diverse
group
of
kids
and
they
watch
us
squabble
at
each
other.
They
watch
the
political
discourse,
they
watch,
adults
misbehave
every
single
day,
right,
yeah,
shame
on
us
I
know
that's
a
little
bit
deep
for
a
interview.
No.
F
D
D
D
How
do
you
what's
your
philosophy,
around
special
education
and
actually
having
standards
for
our
children
who
might
have
an
IEP
who
can't
access
the
curriculum,
but
sometimes
we're
not
preparing
those
students
to
be
productive,
adults
and
decided?
He
always
tells
me
I
can't
wait
till
I
grow
up
and
move
out
and
I
say
me
either.
B
D
Your
philosophy,
or
about
students
who
have
special
needs,
but
can
access
our
curriculum
and
may
just
learn
differently.
What
type
of
supports
do
we
need
in
the
classroom
level
at
the
school
level
to
really
make
sure
they
have
what
they
need
to
be
successful
adults
after
so.
F
You
know,
where
is
your
special
need,
and
how
do
you
feel
that
so
you
know
in
Finland
they
they
believe
that
children
have
individual
learning,
talents
and
gifts
and
and
different
they
progress
at
different
rates
and
so
they're
in
and
out
of
the
system.
You
know
and
I
think
that's
kind
of
the
philosophy
that
I
have
is
some
kids
need
more
support
at
this
moment,
a
time
and
less
support
at
other
moments
of
time?
And
how
do
you
do
the
programming,
especially
students
with
autism,
know
one
student
with
autism
is
the
same.
F
F
What
practices
you
used
in
the
home
so
that
I
can
use
them
in
my
classroom
when
I
have
them
and
that's
the
that's
the
best
autistic
training
you
get
is
when
you
work
with
the
parents
of
autistic
children
as
partners,
and
so
you
have
to
design
programming
around
that
for
each
and
that's
why
it's
so
expensive,
because
it's
so
individualized
and
it's
it's
just
much
more
challenging
and
in
terms
of
the
life
skills
you
know.
Unfortunately,
the
federal
government
has.
F
B
D
E
I'm
right
there
with
you,
I
also
wanted
to
you
know,
because,
because
of
addition
to
our
to
our
students,
you
know
who
have
you
know
moderate
disabilities.
We
also
have
students
who
have
multiple
disabilities,
and
you
know
in
various
strands,
that
in
schools,
across
the
district
and
in
some
schools
are
specialized
and
and
in
teaching
those
students
I
wanted
to
know
how
do
you
you
know
if
there's
been
a
time
you
know
in
your
career,
where
you
have
where
you
have.
E
F
F
Yes,
so
my
sister
is
a
special
education
for
cognitive
disabilities.
Other
health
impaired.
We
had
the
program
in
our
high
school
call
wrap
program,
and
these
were
kids,
who
needed
to
be
more
surgery
for
their
own
safety
because
they
had
multiple
impairments,
feeding,
tubes,
toileting
issues,
that
kind
of
thing,
and
so
they
needed
nursing
care
as
well
as
care
just
overall
medical
care
as
well.
So
we
have.
F
A
F
My
leadership,
style
I
hope
you've
been
able
to
see
on
display,
but
I'm
very
collaborative
I
believe
in
broad
stakeholder
engagement,
I
believe
in
being
very
transparent.
I
wear
my
feelings
on
my
sleeve,
sometimes
and
and
I
believe
in
shared
justice
decision-making,
but
I
believe
that
that
ought
to
be
grounded
on
a
really
strong
sense
of
purpose
and
a
strong
shared.
F
A
A
F
Guess
my
collaborative
style
would
mean
that
it
would
you
know
whenever
we
set
goals
that
would
be.
You
know,
set
goals
that
we
all
set
together-
and
you
know,
alongside
with
the
school
committee,
actually
codifying,
all
of
that
so
doing
the
stakeholder
engagement,
to
bring
recommendations
to
the
school
committee
to
codify
the
goals
and
then
to
move
forward
with
the
strategic
direction
of
the
district.
So
I
guess
it
would
shape
it.
That
way.
C
C
Quite
often,
you
know
my
team
or
I
walk
around
the
district
and
we
see
very
good
practices
and,
and
sometimes
we
see
some
damaging
practices
and
so
I'd
like
to
hear
how
you
balanced
growth,
trajectory
of
individuals
and
spaces
and
schools
versus
accountability
to
those
students
and
families
and
the
practices
that
we
want
to
see.
So.
F
I
read
about
that
in
your
article
and
the
lines
and
the
practices
so
I.
You
know
it's
interesting
to
me
that
once
you
have
core
principles
and
core
values
and
behaviors
under
that,
it's
so
much
easier
to
hold
each
other
accountable,
because
these
are
agreements
we've
made.
So
when
you
have
it
clearly
articulated
people
know
what
they
are.
You
have
consensus
and
agreement
on
it
when
people
act
outside
of
that,
it's
so
much
clearer
and
it
gives
you
the
tool
to
be
able
to
have
those
much
those
difficult
conversations
to
say.
F
You
know
when
you,
when
you're
doing
this
practice
of
lying
kids
up
or
whatever
it
is,
and
it
feels
as
though
you
know
that
they're
being
lined
up
as
if
in
a
prison
or
whatever
you
know
this.
This
is
how
they
see
it.
You
know
and
having
that
conversation
with
the
person
and
if
the
behaviors
don't
change,
then
that's
a
different
issue,
and
maybe
it
needs
to
rise
up.
C
F
F
You
have
two
other
highly
competent
candidates
as
well,
so
I
know
it's
a
very
difficult
decision
to
make,
and
so
I
appreciate
and
humbled
to
be
among
the
other
candidates,
too,
and
and
and
I
know,
you'll
be
able
to
hear
you
heard
from
one
and
you'll
have
another
one.
So
I
don't
envy
you
at
all.
So
thank
you
for
that
opportunity
and
thank
you
for
taking
your
time
to
speak
with
me
tonight
about
a
number
of
issues.
F
A
A
Do
want
to
thank
you
for
all
your
extremely
thoughtful,
concise,
very
focused
answers,
and
it's
been
amazing
to
get
to
know
you
over
the
course
of
the
superintendent
search
it's
been
inspiring
and
thank
you
for
all
the
amazing
work
that
you've
already
done
and
accomplished
for
so
many
students
and
Families.
Thank.