►
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
I
have
two
full-time
jobs
I'm
here
representing
the
most
important
job,
which
is
being
the
father
or
two
beautiful
girls
who
are
part
of
the
boston
public
school
system.
I
will
be
serving
as
your
moderator
this
morning,
so
it's
my
pleasure
to
welcome
you
all
who
are
watching
us
on
livestream
via
Boston,
City
TV
and
those
of
you
here
in
the
room
with
us
this
morning.
A
A
Most
mayor
Walsh
for
allowing
us
the
opportunity
to
have
this
public
discourse
informed.
Also
sincere,
thank
you
to
the
search
committee
led
by
Alex,
Oliver
Davila
and
her
co-chair
dr.
Keith
motley.
Our
job
has
been
made
easier
by
the
hard
work
you
and
the
search
committee
have
already
put
in
place.
You
spend
significant
amount
of
hours
now
in
the
candidate
feel
from
39
to
the
three
finalists
that
you
will
see
in
the
next
three
days.
So
thank
you
for
all
the
hard
work.
A
My
job
is
to
keep
this
panel
on
time
and
make
sure
that
if
there
is
an
opportunity
for
the
public
to
ask
questions,
they're
actually
you're
going
to
be
Boston,
Public
School
staff
members
walking
around
with
cards
Liz
Solomon
who's
been
absolutely
wonderful.
Help
to
us
in
this
process,
we'll
be
handing
out
course.
A
If
you
have
any
questions
that
you
want
me
to
get
to
before
the
end
of
the
panel,
I
will
try
to
get
to
one
or
two
questions
before
the
end
of
the
panel,
so
bienvenidos
them
dinero,
Miss
Mary
s,
Kyodo,
welcome
to
Boston
again
I!
Suppose
you
two
have
you
here
and
with
that
I'll
introduce
our
panelists.
Today
we
have
four
great
community
partners
and
panelists
who
are
with
me
today.
Sitting
to
my
immediate
right
is
dr.
A
Vanessa
Calder
and
Rosado,
the
chief
executive
at
IVA
in
Killeen,
Oh,
Sportacus
and
axion
sitting
next
to
her
is
Anthony
Benoit,
who
is
Benjamin
Franklin
Institute
of
Technology
president.
Is
that
to
my
immediate
left
we
have
Abdul
Hussein
from
acid
owned,
which
is
the
African
Community
Economic,
Development
Organisation,
and
next
to
him
we
have
Caitlin
Gaffney,
who
is
a
teacher
at
the
table
in
Tobin
K
through
8
school,
and
also
a
percentage
representing
today,
the
Boston
Teachers
Union.
A
So
before
we
start
I'd
like
to
give
just
a
brief
introduction
to
our
audience
about
mrs.
Murray,
izquierda
I'm
reading
straight
from
her
professional
bio,
just
the
first
paragraph.
She
has
many
accomplishments,
but
just
want
to
give
you
an
idea.
If
you
do
want
to
learn
more,
please
make
sure
to
visit
the
Boston
Public
Schools
website,
where
you
have
the
full
BIOS
resumes
and
backgrounds
of
the
candidates.
A
So
at
the
end
of
each
of
the
panels,
there
will
be
an
opportunity
to
send
in
an
email
with
comments,
questions,
suggestions,
etc
about
either
the
process
or
further
observations
about
the
candidates
and
that
information
will
be
collected
and
reviewed
by
the
committee
after
each
of
the
four
forums
that
you'll
that
you'll
have
today.
So
with
that
said,
let's
get
started.
A
A
Miss
Murray
scared,
though,
is
currently
the
chief
academic
officer
for
miami-dade
County
Public
Schools,
the
nation's
fourth
largest
school
system,
which
serves
more
than
350,000
students
and
employees,
53,000
teachers
and
staff.
With
that
said,
we'll
give
the
opportunity
to
which
is
scheduled
to
begin
with
an
opening
statement
before
we
get
into
our
questions.
So
the
floor
is
yours.
Thank.
B
You
so
much
Paul
and
thank
you
to
all
of
you,
particularly
for
spending
time
with
me
today,
and
this
is
a
very
important
process
and
I
truly
value
the
time
and
commitment
that
community
members
are
giving
to
this
effort
and
I'm
also
very
thankful
to
the
search
firm,
as
well
as
to
the
search
committee,
who
has
really
put
in
a
lot
of
time
to
make
sure
that
an
appropriate
and
right
decision
is
made
for
the
children
of
Boston.
So
thank
you
for
being
so
warming
you're
welcome.
This
is
about
my
fourth
trip.
B
I
believe
to
this
great
city
and
I
am
exuberant
about
having
a
conversation
with
you
about
how
together
we
can
make
Boston
Public
Schools
the
preeminent
school
district
in
America
I
am
Maurice
Chiodo
maria
luisa
encierro.
If
you
would
like
to
know
my
legal
name,
I
do
go
by
Murray.
I
have
been
going
by
Murray
since
I
was
very
very
little
and
I
am
a
lifelong
educator.
I've
been
in
education,
my
entire
life
I've
been
in
Miami.
B
My
entire
life
I'm
sure
we'll
have
some
conversations
about
that
as
well
and
I've
been
a
teacher,
an
assistant,
principal
a
principal,
a
director
and
central
office
person,
and
so
I've
gone
through
this
whole
continuum
of
seeing
how
our
work
affects
children
and
come
I've
had
a
front-row
seat
today
and
a
very
proud
participant
in
that
process
in
miami-dade.
But
what
the
public
doesn't
know
about
me.
It's
not
in
my
resume
and
so
I'd
like
to
share
with
you
this
morning
is
a
little
bit
of
the
personal
side.
B
So
I
am
a
wife
I've
been
married.
My
husband
will
keep
me
straight,
but
I
believe
29
years
in
June,
I
have
three
children.
Two,
our
adults
have
a
23
year
old
son
who,
on
May
3rd,
will
be
graduating
from
the
University
of
Florida
with
a
master's
degree
in
accounting,
I
have
a
21
year
old,
daughter,
who's
in
communications
and
getting
a
minor
in
computer
science
and
I
have
a
15
year
old,
freshman
at
home,
and
so
that's
a
little
bit
about
my
my
family
as
a
child.
B
I
am
a
first
I
am
a
first
generation
American.
My
parents
came
to
this
country
from
Cuba
with
their
parents.
They
were
working-class
immigrants
and
I
was
an
English
language.
Learner
myself,
I
am
the
daughter
of
a
single
mother.
I
was
raised
by
my
mom
who
worked
multiple
jobs.
She
divorced
my
dad
and
my
parents
were
divorced.
Rather
when
I
was
a
toddler,
so
I
understand
the
struggles
that
many
of
our
students
here
in
Boston
have
in
terms
of
broken
home,
maybe
not
a
traditional
family
unit
and
what
that
entails.
B
My
mother
did
not
learned
English
in
America
and
didn't
necessarily
understand
the
process
of
schooling
or
the
system
of
schooling.
I
navigated,
it
myself,
but
the
one
thing
that
she
did
inculcate
in
me
is
the
importance
of
schooling
as
a
ticket
to
prosperity,
the
ticket
to
breaking
the
wealth
gap
that
existed
in
my
community
and
affording
me
great
opportunities
to
do
good
for
other
children
in
in
turn,
and
so
I
think
that
that,
for
me,
is
really
what
drives
I
know
that
that's
what
drives
my
passion
to
do.
B
And
we'll
talk
a
little
bit.
Probably
about
that
more
in
your
questions.
But
that
is,
as
Horace
Mann
said,
the
great
equalizer
of
the
conditions
of
men
I
believe
that
in
my
bones
and
I
want
to
be
an
instrument
for
that,
a
vehicle
for
that
not
only
for
the
children
that
I've
served
thus
far,
but
for
the
children,
families
that
I
will
serve
moving
forward.
School
was
my
happy
place,
as
Paul
mentioned.
B
I
say
that
frequently,
when
I
speak
publicly,
because
I
had
a
lot
of
things
going
on
at
home,
and
so
when
I
went
to
school
is
where
I
actually
thrived
and
I
thrived
because
of
the
teachers
that
I
had
believed
in
me
gave
me
a
lot
of
a
whole
sense.
A
lot
of
confidence
in
me
raise
my
self-esteem,
but
they
pushed
me.
B
They
pushed
me
to
levels
that
I
didn't,
think
I
would
be
able
to
achieve
at
and
because
of
them,
and
because
of
other
opportunities
that
were
afforded
to
me,
such
as
the
Pell
Grant,
which
is
a
federal
grant
for
students
that
are
of
low
income.
I
was
able
to
attain
my
college
education
and
because
of
that
I'm.
B
The
first
in
my
family
to
earn
a
college
degree
the
first
her
on
her
own
home
and
the
first
to
be
able
to
have
the
luxury
of
traveling
abroad,
all
because
I
had
access
and
opportunity
to
education,
and
so
as
an
educator.
My
North
Star
has
always
been
to
build
those
opportunities
for
other
children
to
provide
them
the
access
opportunity
and
support
that
they
need
so
that
they
can
achieve
the
American
dream
and
so
I'm.
So
looking
forward
to
your
questions
and
to
kind
of
digging
into
that
a
little
bit
deeper.
Thank
you.
A
C
C
B
Thank
you
so
much
Vanessa,
so
I
would
I
would
probably
submit
to
you
that
my
hundred-day
plan
has
already
begun
in
that
this
process
has
afforded
me
an
opportunity
to
speak
to
folks
that
are
either
in
front
of
the
scenes
or
behind
the
scenes
as
to
decision-making
and
context
in
Boston
in
the
city
of
Boston,
and
so
I
feel
that
I've
kind
of
started.
Some
of
that
work
already.
However,
in
my
first
hundred
days,
there's
a
lot
of
work
to
be
done
and
a
lot
of
folks.
B
That
would
want
to
speak
to
me
and
a
lot
of
folks
that
I
want
to
speak
to,
and
so
I
would
lean
on
the
school
committee
to
make
sure
that
I
have
access
and
that
I
am
reaching
out
to
the
most
pivotal
players
that
are
affecting
the
circumstances
and
the
lives
of
children
in
our
classrooms.
For
me,
that
starts
in
the
school's
themselves,
so
clearly
making
sure
that
I
am
sitting
with
focus
groups
of
teachers,
but
not
only
teachers.
B
Staff
members
at
schools
that
ultimately
play
a
vital
role
in
the
culture
of
our
schools
is
very
important
and
also
its
leaders.
I
have
seen
not-so-good
launches
of
superintendents,
where
they
fail
to
make
that
initial
connection
and
that
long-standing
relationship
building
with
school
leaders
and
teachers.
So
for
me,
that's
the
bread
and
butter
of
what
we
do
each
and
every
day
at
bps.
B
Having
said
that,
making
sure
that
I
get
to
know
rather
quickly
the
strengths
and
opportunities
for
improvement
of
the
folks
that
are
serving
and
the
central
office,
the
folks
that
are
supporting
the
work
in
our
schools,
hearing
from
them
and
having
them
intern.
Tell
me,
who
are
the
players
that
we
need
to
make
sure
are
coming
to
the
table?
In
addition
to
that,
the
business
community
is
someone
an
entity
that
is
vitally
important
in
my
first
100
days.
I
would,
if
we
don't
have
one
already
I
would
set
up
a
business,
Advisory
Council
my
supervisor.
B
My
current
supervisor
did
that
immediately
when
he
became
superintendent
and
I've
seen
the
power
of
that
making
sure
that
we
grow
deep
roots
with
the
business
community,
understanding
the
needs
of
the
business
community
and
then
building
programs
to
support
the
the
needs
of
the
business
community.
We
know
that
not
all
children
will
necessarily
go
to
college,
not
all
of
them
will
and
if
any
candidate
sits
here
and
tells
you
that
they
will
I
differ
on
that.
B
We
need
to
make
sure
that
students
have
multiple
pathways
to
set
to
college
career
and
life
readiness,
and
that
includes
workforce
development
as
well,
and
the
business
community
is
integrally
important
in
that
regard,
whether
the
children
are
graduating
with
industry
certifications
that
they
may
take
with
them
to
post-secondary
institutions.
But
that
is
really
really
important.
In
addition
to
that,
the
parents
in
the
community
are
vitally
important.
B
I
understand
that
the
schools
have
parent
advisory
councils,
I'd
like
to
meet
with
heads
of
those
parent
advisory
councils
and
understand
where
they
see
are
the
biggest
challenges
for
Boston
Public
Schools
and
how
the
central
office,
the
superintendent
and
the
School
Committee
can
support
them
in
achieving
their
goals
and
making
sure
that
their
children
have
the
highest
quality
education
possible
regardless
of
the
code.
So
the
parents
to
me
are
very
important
in
addition
to
that.
B
B
If
you
will
so,
if
we
have
like,
for
instance,
we
have
we
host
a
seen
a
steam
Expo,
where
we
have
like
7,000
parents,
community
members,
because
the
kids
are
putting
up
their
their
their
science
experiments
and
their
projects,
and
so
I
have
a
pop-up
shop.
That
I
put
up
where
I
have
staff
that
invites
parents
and
students
I
like
to
come
in
and
talk
about
different
topics
and
those
topics
they
rotate.
So
we
could
be
talking
about
technology
in
the
classroom
or
we
can
be
talking
about
homework
loads
or
whatever
they
catch.
B
Whatever
those
high
priority
topics
are
for
the
for
the
district
to
bring
people
to
the
table
and
then,
in
addition
to
that,
along
those
formal
kind
of
structures,
I
would
want
to
have
almost
I
believe
superintendent
Python
did
this
and
that
is
having
almost
like
a
kitchen
cabinet,
so
a
cabinet
of
confidential
advisors
through
a
cross-section
of
the
of
the
industry,
parent
student
business
people
alike.
D
D
A
C
D
Speaking
with
us
this
morning,
as
you
know
that
Boston
Public
Schools
continue
to
suffer
from
significant
opportunity
gaps
across
race,
academic
background
language,
neighborhood,
alternate
abilities,
even
student
interests
and
affinities,
I'm
wondering
what
you
see
as
your
role
as
superintendent.
In
closing
those
gaps,
I'm.
B
So
excited
to
be
answering
that
question
I
having
studied
Boston
Public
Schools,
there
are
several
challenges,
but
I
think
that
that's
probably
the
biggest
challenge
that
Boston
Public
Schools
has
before
today
and
I
feel
that
my
experience
and
and
also
just
my
innate
desire,
who's,
professionally
kind
of
really
lean
into
that
work.
And
so
I'll
tell
you
a
couple
of
things
that
may
be
to
your
answer.
B
Your
question
best
is
to
give
you
some
examples
of
how
we're
doing
that
in
miami-dade
and
some
of
the
practices,
even
though
I
won't
come
with
a
preconceived
set
over.
You
know,
strategies
some
of
the
practices
that
will
inform
the
body
of
work
of
my
team
and
I,
primarily
and
very
often
ignored.
Frankly,
in
the
conversations
around
the
achievement
gap.
Is
this
standards?
B
Alignment
piece
and
educators
really
understand
that
non
educators,
not
so
much
but
I
submit
to
you
that
one
of
the
most
important
levers
that
the
school
district
or
any
school
district
for
that
matter
can
pull
to
make
sure
that
we
have
a
world-class
education
in
every
zip
code.
Quality
schools
is
to
make
sure
that
students
are
being
pushed
and
that
students
have
access
to
standards
that
are
at
their
grade
level
and
I
think
that
that
is
something
that
now
school
districts
are
kind
of
way
across
our
country.
But
that
is
for
me
the
primary
lever.
B
It's
maybe
not
such
a
sexy
lever
to
the
community,
but
that
is
really
where
the
rubber
meets
the
road
and
so
for
the
viewing
audience
may
be
a
good
place
to
start
to
kind
of
wrap
their
heads
around.
That
would
be
the
opportunity
gap,
which
is
a
report
that
came
out
from
the
TNTP
the
new
teacher
project
last
year,
and
that
that
report
is
really
enlightening
in
that
it
shows
that
students
have
huge
big
dreams
right.
They,
if
you
ask
them
how
many
you're
gonna
go
to
college.
B
Ninety
seven
percent
of
them
are
gonna,
say
I'm,
going
to
college
I'm
going
to
college
and
students
work
very
very
hard.
If
you
visit
our
classrooms
across
this
country,
really
you'll
see
students
working
hard.
The
question
is:
what
are
they
working
hard
at
and
what
are
the
expectations
that
are
being
provided
to
those
students
on
the
on
the
work
that
they're
actually
doing?
B
So
what
the
TNTP
report
found
was
that
88%
of
the
time
I
want
to
say
the
students
were
doing
the
the
work
they
were
actually
engaged
so
when
they
visited
classrooms,
they
visited
across
four
different
districts.
Thousands
of
lessons
that
they
observed
and
the
students
were
engaged.
So
someone
who
comes
walks
into
the
classroom
without
a
whole
whole
lot
of
pedagogical
knowledge
and
they'll
say.
Oh,
this
is
a
great
classroom.
Kids
are
all
engaged
check,
but
when
you
looked
at
what
the
students
were
engaged
in,
only
71%
of
them
were
actually
completing
the
assignment.
B
When
you
looked
at
the
actual
assignment,
what
the
assignment
was
asking
for.
Only
17%
of
those
assignments
were
on
grade
level,
so
kids
come
with
these
huge
big
dreams
and
then
we
as
adults,
kind
of
let
them
down,
and
we
let
them
down
for
a
myriad
of
reasons.
Sometimes
we
let
them
down,
because
we
want
as
educators,
we
want
to
help
children.
B
Is
expansion
of
early
childhood,
so
in
Boston
I've
seen
a
lot
even
I'm.
Reading
a
book
called
the
ten
years
of
urban
reform.
This
book
was
written
in
2007,
it's
a
Boston
study
and
it's
a
lot
of
the
same
challenges
that
you
have
before
you
today.
We're
challenges
in
2007,
and
so
the
this
this
notion
of
expanding
early
childhood
is
really
important
to
me.
When
you
look
at
that
2007
book.
There's
this
hook
context
around
redesigning
high
schools,
2007
we're
in
2019
we're
still
talking
about
redesigning
high
schools.
B
So
something
needs
to
be
said
about
that
right
and,
while
I
believe
very
strongly
that
we
need
to
redesign
high
schools,
I
think
that's
too
late.
So
I
think
that
we
need
to
start
early
and
now,
usually
when
you,
when
you
interview,
superintendents
or
when
you
appoint
a
superintendent,
they're
kind
of
they
pivot
towards
the
high
school,
because
they
don't
know
how
long
they're
gonna
be
there
right.
They're.
Not
they
don't
know
how
long
they're
gonna
be
in
a
district.
So
they
go
for
that
short
game.
B
I
submit
to
you
that
it
is
a
vitally
important
that
whoever
you
hire
is.
Some
is
committed
to
the
long-term
game,
because
your
bread
and
butter
is
in
that
K
3
space
and
your
birth
to
two
space
and
and
I
applied
mayor
Walsh
for
his
investments
in
pre-k.
That
is
gonna,
give
huge
yields
not
tomorrow,
but
in
years
to
come,
accelerating
students
from
English
language
learner
categories
and
reclassification
them
and
making
sure
they
get
into
Jeanette
as
quickly
as
possible.
B
B
But
when
you
look
at
the
percent
of
students
that
are
graduating
in
miami-dade
because
of
all
these
levers
and
others,
you
will
find
that
are
his
English
language,
learners
and
our
african-american
students
have
closed
their
graduation
gap
in
half.
If
you
look
at
our
economically
disadvantaged
and
our
students
with
disabilities,
they
have
closed
their
graduation
gap
by
2/3.
In
fact,
our
economically
disadvantaged
students
are
just
three
percentage
points
away
in
terms
of
graduation
rate
to
their
non
economically
disadvantaged
peers,
and
that's
how
you
do
that
work.
A
E
Question
has
to
do
with
how
you
see
your
role
as
an
advocate
and
protector
of
the
Boston
Public
Schools.
Over
the
years
our
schools
have
suffered
repeated
and
more
devastating
cuts
since
I
began
at
the
Tobin
School
19
years
ago,
we've
lost
our
librarians
student
support
coordinator,
shared
social
worker,
school
resource
officer
assistant,
principal
student
programs.
Content
coaches
for
teachers
could
never
afford
a
guidance
counselor
and
will
again
be
cut
to
one
special
educator
to
serve
all
of
our
students
on
IEP
s
and
students
on
IEP
s
from
mission
grammar
the
neighboring
Catholic
school.
E
E
The
city's
largest
institutions
have
defaulted
on
upwards
of
seventy
seven
million
dollars
in
payments
monies
that
could
be
coming
back
into
our
schools.
We've
had
a
lot
of
upheaval
recently
with
school
closures,
building
shifts
even
recently
voting
to
turn
a
vacant
school
building
back
over
to
the
city.
So
my
question
to
you
is
in
your
role
as
superintendent.
What
would
your
position
be
as
an
advocate
and
defender
of
the
Boston
Public
Schools
and
the
resources
that
we
have
and
the
resources
that
we've
lost.
B
So
I
will
tell
you
that,
as
your
superintendent
I
would
be
the
biggest
cheerleader
for
Boston
Public
Schools
number
one
I
have
a
pretty
big
mouth
and
I
tend
to
use
it.
If
I,
when
I
need
it.
I'm
I
have
lobbied
in
Tallahassee.
I
have
sat
before
task
forces
that
at
the
state
level
that
are
cutting
its
resources
to
schools,
I
think
there
is
room
for
that
in
Boston
I
know
the
state
of
Massachusetts
rate
of
investment
in
our
school
district
has
decreased
over
time.
B
I
want
to
say
from
20
to
4%,
or
something
like
that
or
6%,
which
I
think
is
criminal
and
I
know
that
there
are
measures
being
considered
at
the
state
level,
such
as
the
education
promise
Act
to
kind
of
write.
That,
and
so
that's
one
thing
that
I
would
do
is
I
would
be
a
voice
not
just
here
locally
but
in
the
state
capital
and
at
the
legislature
to
make
sure
that
we
get
what
we
rightfully
deserve.
As
one
of
the
greatest
cities
in
America
number,
one
number
two
I
would
be
making
difficult
decisions.
B
It
is
very
sad
to
me
to
hear
all
of
the
positions
that
have
been
cut
at
the
Tobin
School
and
I
have
seen
some
of
the
school
based
budgets.
I've
reviewed
some
of
the
school
based
budgets,
I
think
there's
room
for
improvement
in
that
process
and
I
think
that
that's
something
that
needs
to
be
looked
at
more
deeply
by
whomever
you
select
as
your
superintendent.
B
Having
said
that,
I
also
believe
that
when
you
make
are
making
difficult
decisions,
you
have
to
consider
your
current
reality,
and
your
current
reality
is
that
we
have
18,000
students
that
are
not
choosing
VPS
they're
going
elsewhere
and
we
have
declining
enrollment.
And
while
we
may
not
like
those
those
data
points,
they
are
real,
and
so
we
have
to
as
an
organization
adjust
accordingly
and
I.
B
Think
that
with
everyone
at
the
table
and
having
frank
conversations
about
what
is
happening
in
terms
of
enrollment
side-by-side
with
what
the
needs
that
our
children
are
coming
to
school
with
on
a
regular
basis,
we
have
to
have
a
comprehensive
plan
for
school
consolidation.
Now
I
say
that
and
I
actually
watched
a
school
committee
meeting
not
too
long
ago.
B
I
want
to
say
it
was
a
McCormack
school
where
they
were
talking
about
that
consolidation,
consolidation,
closure
people,
call
it
different
things,
I
think
the
footprint
the
current
footprint
for
bps
is
too
big
and
I
think
that
anyone
what
most
people
would
agree
with
that.
Frankly,
no
one
wants
to
give
anything
up.
No
one
wants
to
give
up
a
school,
a
school
building
footage.
B
If
you
are
making
those
bold
decisions,
if
you're,
showing
them
how
you're
reinvesting
those
dollars
to
meet
the
expectations
and
the
the
needs
that
you
shared
with
with
the
come
with
the
group
just
now,
so
that's
something
that
I
would
be
at
the
forefront
of
communicating.
Communicating.
Communicating
and
I
also
think
along
the
lines
of
communication.
That
wasn't
your
question.
But
I
would
work
with
school
site
leaders
and
teachers
and
central
office
staff
to
make
sure
we're
telling
the
story
of
Boston
Public
Schools.
B
F
Question
is
related
with
Islamophobia
I'm
from
Somalia
and
I'm
actually
have
been
working.
A
large
number
of
Muslim
community,
particularly
from
Somali
community
and
I've,
been
living
this
country
for
almost
40
years,
I
have
never
been
feel
different
or
ever
had
a
fear
in
my
entire
life,
except
for
the
last
two
years.
So
we're
live
in
a
very
time
that
being
a
Muslim
is
very
difficult
to
see
yourself
you're
part
of
this
society,
there's
a
lot
of
social
media
everywhere.
That's
been
you.
F
F
I
did
not
find
any
BBS
policy
how
they
address
this
issue,
I
find
that
teachers,
principals
use
their
or
understanding,
and
sometimes
they
come
short.
There
is
no
standard
policy
coming
from
BBS,
and
this
is
a
direct,
really
impacted
our
children
at
daily
basis,
and
even
you
can
see
that
first
grader
feels
that
it's
being
biased
based
on
his
religion.
F
Now
we're
talking
about
six
years
old
are
now
experiencing
that
kind
of
bias
towards
you
know
his
religion
in
a
school
setting
coming
from
the
students
and
then
sometimes
the
adults
may
not
able
how
to
address
it,
and
sometimes
they
feel
conspire
with
this
adults
and
not
doing
anything
about
it.
So
as
the
new
superintendent,
how
are
you
gonna
address
that
issue,
which
is
very
compelling,
and
it's
impacting
huge
family
and
students?
F
B
You
thank
you
for
sharing
Abdul.
Your
personal
experience
so
publicly,
first
and
foremost,
I
think
that
children
and
really
humans
in
general
all
seek
to
be
accepted.
We
all
that's
in
our
DNA.
We
want
to
feel
accepted.
We
want
to
feel
part
of
something
larger
than
ourselves
and
I
think
that
first
of
all,
I
think
that
Boston
and
Boston
Public
Schools
in
particular
and
I've,
been
to
many
districts
across
this
country.
B
You
should
applaud
yourself
in
the
fact
that
you're
having
these
conversations,
there
are
many
communities
across
America
that
are
yet
not
having
this
conversation
Abdul.
So
there
it's
it's
rife
with
the
the
the
kind
of
situation
and
feelings
that
you're
sharing,
but
it's
silenced.
So
the
fact
that
Boston
is
willing
and
able
and
courageous
enough
to
have
these
conversations
that
are
very
difficult
to
have
publicly
is
a
step
in
the
right
direction.
B
So
some
of
the
work
that
I'm
currently
doing
in
Miami
Dade
is
revolves
around
diversity,
equity
and
inclusion,
and
I've
actually
led
most
of
this
work,
even
though
some
folks
may
not
consider
it
academic
in
nature.
It
very
much
is
academic
in
nature,
I
supervised
the
Student
Services
Department,
so
all
of
the
counseling,
the
crisis
teams
in
miami-dade
whenever
there
are
issues
related
to
hate
issues
related
to
violence.
B
That's
the
team
that
I
support
and
they
do
God's
work
on
earth.
Some
of
the
things
that
we
have
done
to
try
to
open.
The
conversations
to
the
level
that
they're
being
had
here
in
Boston
is
to
have
some
really
deep
conversations,
even
at
the
highest
of
levels.
Professional
development
for
teachers
on
understanding
implicit
bias
again.
B
Last
year.
One
of
these
sessions
called
to
me
in
the
program,
and
it
happened
to
be
your
very
own.
Dr.
Colin,
Rose
and
dr.
Colin
Rose
was
speaking
about
the
efforts
here
in
bps
around
cultural
and
linguistic
sustainability
and
awareness.
I
think
that
that
is
a
very
important
part
of
the
work
in
miami-dade.
We
many
several
years
ago,
I,
my
team
and
I
launched
an
initiative
called
values
matter
where
we
as
an
organization.
B
Selected
a
set
of
values
that
we
fear
at
the
core
of
what
we
believe
in,
and
so
we
celebrate
different
values.
Every
week
we
have
focus
groups
with
students
that
are
in
the
LGBTQ
community.
We
have
a
program
to
support
students
that
are
LGBTQ,
so
it's
not
just
religion,
it's
race,
its
country
of
origin,
its
gender
identification,
sexual
orientation.
B
It's
a
myriad
of
issues
that
really,
at
the
end,
at
that,
when
you,
when
you
distill
it
to
its
most
primary
level,
is
just
our
need
to
be
feel
included
and
for
our
need
to
be
part
of
a
larger
group.
Bigger
than
ourselves
and
I
would
support
a
culture
in
bps.
That
would
be
that
would
do
just
that.
Thank.
A
A
B
Question
so
I
do
believe
that
there's
a
place
for
assessment,
any
educator
will
tell
you
that
there
is
a
place
for
assessment.
Just
like
a
doctor
takes
the
temperature
of
a
patient
and
runs
a
number
of
exams
on
a
patient
to
be
able
to
diagnose
that
patient's
well-being.
Teachers
do
the
exact
same
thing
in
the
classroom
on
a
regular
basis.
Some
of
it,
you
won't.
B
I.
Believe
data
in
miami-dade
is
our
superpower
and
I
say
that
with
a
lot
of
frequency.
Having
said
that,
I'll
give
you
an
example
of
what
I
would
do
and
what
I
have
done
in
2014,
the
state
of
Florida
required
a
end-of-course
exam
in
every
course
I
was
being
a
given
in
every
school
district
in
the
state.
I'm
gonna
repeat
that
the
state
of
Florida
in
2014
wanted
required
not
wanted
required
that
every
district
have
an
end-of-course
exam
for
every
single
course
that
is
taught
k12
and
to
Kaitlyn's
question
earlier
to
my
response
to
Kaitlyn.
B
Rather
the
leadership
in
miami-dade,
the
superintendent
myself
and
others,
we
lobbied
heavily
at
the
state
level
as
to
what
that
would
do
and
what
that
would
actually
look
like
cuz
I,
don't
believe
that
people
have
malla
intentions,
they
just
don't
understand
what
those
that
policy
looks
like
practically
in
a
classroom.
Folks
that
haven't
been
in
the
classroom,
just
really
don't
understand
how
it
kind
of
manifests
itself
in
a
classroom,
and
so
we
educated
them
on
that
and
they
made
some
Corrections
and
gave
us
afforded
us
some
flexibility.
That
year
we
cut.
B
We
looked
at
our
own
testing
schedule,
which
was
moderate,
I,
wouldn't
say
it
was
very
heavy
or
very
light.
Moderate
testing
schedule
that
we
had
had
for
years.
We
cut
24
exams
that
year
2014
the
following
year.
We
caught
another
12
exams.
We
we
turned
so
we
don't
want
it
really.
We
just
shouldn't
be
talking
about
how
many
exams
we
caught,
but
rather
how
many
minutes
we
returned
to
the
classroom.
We
returned
to
one
hundred
and
eighty
five
minutes
to
classrooms
for
instruction
for
teaching
and
learning
instead
of
testing.
B
So
I
think
that
that
speaks
to
my
position
on
on
testing.
There
are
formative
assessments
that
are
very
necessary
that
teachers
are
conducting
every
single
day.
There
are
interim
assessments
that
districts
and
large
organizations
should
be
providing
to
get
a
feel
and
a
temperature
for
where
resources
need
to
be
redirected,
where
weaknesses
are
where
strengths
are
etc.
And
then
you
know
you
have
testing
that
is
required
by
the
state,
but
there's
no
reason
why
you
cannot
streamline
them
to
meet
mutual
goals
so
that
you
don't
have
over
testing
in
our
classrooms
and
to
our
students.
B
E
With
the
Boston
Teachers
Union,
currently
negotiating
the
contract
and
administrators
in
basis
three
plus
years
now
without
a
contract,
can
you
tell
us
about
your
experience
with
collective
bargaining?
How
involved
you
personally
would
plan
to
be
in
negotiations
and
what
you
see
as
the
role
of
unions
in
the
district?
Thank.
B
B
All
of
us
at
work
we
want
to
you
know,
earn
a
good
wage
so
that
we
can
maintain
our
families
and
live
a
good
quality
of
life
for
ourselves
and
for
our
families,
and
we
want
to
go
to
a
place
of
work
that
we
feel
that
we're
being
treated
like
professionals
and
that
we
have
good
working
conditions,
I.
Think
at
the
end
of
the
day,
that's
what
teachers
want
and
I
think
that
that's
what
the
union's
help
teachers
make
sure
that
they
achieve
period
in
terms
of
working
with
the
unions.
B
So
I
gave
my
the
union
president
of
M
DCPS.
As
one
of
my
references,
you
can
call
her.
We
have
a
very
good
relationship.
She
and
I
have
partnered
on
a
number
of
efforts
when
there
has
been
kind
of
unrest
or
just
a
lot
of
questions
from
from
parent
groups
and
from
teacher
groups.
So,
for
instance,
so
I'll
give
you
two
recess
mandatory
recess
and
homework.
B
Those
are
two
different
areas
that
we
partnered
with
herself
and
me
personally,
because
there
were
state
mandates
that
were
coming
down
on
on
the
recess
one,
so
I'll
take
recess.
First,
so
recess
in
miami-dade
was
being
required
in
the
state
of
Florida.
There
was
a
huge
sorry,
a
big
group
of
parents
that
were
pushing
for
recess
in
addition
to
physical
education
at
all
grade
levels
at
the
elementary
and
you
have
a
finite
number
of
minutes
in
the
day.
So
we
worked
with
the
Union
I
worked
with
the
Union
personally
on.
B
How
do
we
listen
to
the
needs
and
the
desires
of
our
families
without
compromising
our
instructional
program?
And
what
does
that
look
like
down
to
the
minute
and
so
ensuring
that
that
the
union
was
part
of
that
crafting
of
that
fix,
or
that
model
was
really
important
to
me
with
the
homework?
One
came
similarly
organic
group
of
voices.
B
It's
it
was
really
national,
so
it
was
recessed
to
an
extent,
but
it
was
a
lot
of
families
just
really
loudly
decrying,
the
volume
of
homework
that
children
were
getting
and
in
miami-dade,
as
in
I'm
presume
and
BTU,
there's
a
huge
kind
of
support
around
teacher
academic
freedom
right,
a
teacher
is
a
is
his
or
her
owner
of
their
craft,
and
so
you
don't
want
to
lean
in
to
that
area,
so
much
so
that
the
teachers
kind
of
like
in
a
in
a
straitjacket
that
they
can
exercise
their
their
academic
freedom.
B
So
she
and
I
met
number
of
times
we
wrote
articles
in
the
paper.
We
recorded
a
video
message
together,
we're
both
parents
as
well,
and
so
it
wasn't
like
a
top-down
mandate.
This
is
what's
gonna
happen
with
homework.
It
was
just
more
of
like
okay,
we
are
appealing
to
you,
teachers
and
parents
alike,
that
this
is
how
homework
affects
our
children,
and
this
is.
We
need
to
kind
of
think
through
this,
as
we
exercise
our
academic
freedom.
B
In
addition
to
that,
because
I
oversee
the
education
transformation
office,
which
is
the
office
for
school
turnaround,
we've
had
a
number
of
mo
use
that
we've
written
with
the
Union
regarding
special
conditions
that
we
would
like
to
implement
whether
it's
early
hiring
of
teachers,
whether
it's
involuntary
transfer
of
some
of
some
staff
members
at
some
schools
that
are
on
the
targeted
and
comprehensive
list
for
the
state.
Many
of
them
is
because
top-down
were
required
to
do
so
by
the
state,
and
so
with.
B
The
development
of
these
mo
use
have
been
vital
to
making
sure
that
we
can
succeed
in
these
schools
and
the
Union
was
in
my
office
when
we
discussing
one
of
the
initiatives.
My
team
and
I
crafted
over
the
summer
two
summers
ago,
which
was
recruit,
retain
and
reward,
which
can
provide
teachers
up
to
$12,000
in
incentive
to
transfer
to
a
low-performing
school.
It's
tied
to
learning
gains
so
they're
getting
dollars
in
addition
to
their
base
salary.
B
E
B
When
I,
if
I
am
selected
as
your
superintendent
I
would
be
very,
very
much
involved,
I
have
met
Jessica
tang.
She
has
been
on
both
rounds
of
my
initial
interviews
and
she
seems
like
a
very
reasonable
professional
and
someone
that
ultimately
wants
the
same
thing
I
want,
which
is
whatever's
best
for
children.
Thank
you.
Thank.
F
You
again,
based
on
my
experience
for
the
last
20
years,
I've
been
watched.
A
large
number
of
our
student
population
struggle
to
succeed
in
a
bps
academic
setting
for
those
20
years.
We
have
seen
different
kind
of
leadership
within
an
superintendent
who
came,
and
everyone
promised
a
lot
of
things,
but
we
never
really
received
all
the
things
they
promised
as
a
new
superintendent.
Despite
the
fact,
the
situation
still
on
the
ground
remain
the
same.
We're
talking
about
students
who
came
here
as
English
language
learners
interrupted
their
formal
education
who
have
been
diagnosed
like
special
ed.
F
Their
parents,
don't
speak
any
word
of
English,
don't
know
anything
how
to
navigate
within
the
system.
When
they
go
schools
they
feel
they
they
are
actual
discouraged
rather
than
the
encouraged
they
feel
they
don't
belong
there.
So
there's
a
big
disconnect
between
the
top
leadership
and
schools.
So
as
a
new
superintendent,
what
kind
of
leadership
innovation
model
you
will
propose
based
on
hoping
that
this
would
be
the
first
time
that
we
seen
a
new
change.
We
talked
about
long
term.
B
I
think
I'm
gonna
drill
into
Yale
and
sped,
since
you
mentioned
both
of
them
as
a
kind
for
the
purposes
of
this
discussion,
so
for
English
language
learners,
we've
done
a
lot
of
work
in
this
regard.
I,
don't
think.
There's
a
one-size-fits-all
I
know
that
bps
has
gone
through
kind
of
like
an
ebb
and
flow
because
of
the
state
and
decisions
at
the
state
did
I
believe
it's
called
question.
B
My
easels
and
my
ESL
students
and
what
levels
they
were
in
and
how
quickly
they
were
moving
out
right.
But
when
you
look
at
it,
when
you
looked
at
it
at
the
aggregate
level
as
a
district
that
you're
talking,
you
were
talking
tens
of
thousands
of
students,
so
in
M
DCPS
we
have
70,000
English
language
learners.
What
I
did
in
with
them
in
particular,
what
my
team
did
was
we
started
looking
at
kids
that
were
out
were
in
eso
for
more
than
X
number
of
years.
B
We
know
the
research
is
really
compelling
that
it
takes
three
to
seven
years
for
students
to
truly
acquire
academic
literacy
in
another
language.
Right
not
just
be
able
to
speak,
Street
speak
but
academic
literacy.
However,
there
are
a
myriad
of
things
that
you
can
do
to
accelerate
that
right,
and
so
one
of
the
things
we
did
was
look
at
the
standards
and
what
the
students
actual
journey
was
in
these
classrooms,
and
we
have
we
created.
We
have
an
ESL
program
which
is
for
English
language
acquisition
and
then
next
to
that,
it's
a
double
block.
B
They
have
language
arts
through
ethos,
developmental
language,
arts,
so
they're
learning,
they're
having
access
to
the
standards
on
grade
level
and
they're
learning
English.
So
those
two
things,
those
two
teachers.
Sometimes
it's
the
same
teacher
work
together
to
make
sure
that
it's
a
coherent
kind
of
experience
for
their
children.
B
We
looked
at
the
materials
that
were
being
utilized
and
many
times
we
were
finding
just
watered-down
materials
for
these
children,
so
making
sure
that
both
and
I
can
attribute
this
to
I
can
say
this
for
both
English
language,
I'm,
sorry,
English
learners,
as
well
as
students
that
are
differently
abled.
Both
of
those
sets
of
students
whomever
comes
into
this
role
wants
to
look
to
make
sure
that
they
are
interacting
with
the
highest
quality
materials
possible
and
that
they're
being
held
to
high
standards.
B
The
family
piece
cannot
be
understated,
so
in
md
cps
we
have
a
program
called
the
bilingual
parent
outreach
program
which
serves
to
help
support
the
parents
in
these
communities.
Like
my
mom,
who
didn't
speak
english,
when
I
was
very
little
she's
very
fluent
now,
and
she
would
kill
me
if
she
heard
me
say
that
she
didn't
speak
English,
mom
I
know
you
speak
perfect,
English
she's
watching.
B
However,
the
making
sure
that
our
families
have
I
know
that
I
think
you
are
starting
to
have
or
pop
up
I
believe
they're
called
welcome,
centers
and
so
those
centers
those
hubs
in
different
communities
that
welcome
families
in
whether
they're
already
families
of
bps
or
prospective
families
for
bps,
making
sure
that
all
of
the
resources
are
there
at
their
disposal
not
only
to
educate
their
child
but
to
educate
the
parents.
So
I
think
you
call
it
a
parent
University.
B
We
call
it
a
parent
Academy,
really
making
sure
that
we're
serving
those
two
subgroups
of
families
really
well
through
that
parent
university.
If
we're
not
rebranding
it
resourcing
it
and
making
sure
that
it's
it's
a
vital
on
the
spread
end
and
I
meant
iment
I
meant
to
mention
it
earlier
and
I'm
glad
I'm
getting
another
opportunity.
Is
the
this
piece
on
inclusion,
I,
think
I
read
somewhere
and
don't
quote
me
please,
but
I
think
I
read
somewhere
that
there
was
a
thirteen
year
plan
for
inclusion
in
bps.
Like
any
plan.
B
So
this
this
whole
notion
of
I'm
gonna
hold
Juan
and
Maria
in
my
class
for
just
one
more
year,
because
they're
not
just
quite
not
ready.
That's
not
a
teacher
having
bad
intentions.
That's
a
teacher
trying
to
nurture,
but
in
the
end,
you're,
holding
the
child
back
and
not
kind
of
releasing
them
into
a
gen
ed
environment,
which
is
gonna
push
them
to
succeed
on
on
grade
level.
So,
looking
at
those
people
that
are
sitting
at
the
table
and
educating
them
and
supporting
them
is
just
as
important
as
supporting
the
student
in
sped.
B
We
did
the
exact
same
thing
so,
every
year,
when
we're
looking
at
IEP
and
we're
re-evaluating
our
students,
are
we
really
looking
at
the
least
restrictive
environment?
One
of
the
first
things
I
would
do
in
bps
is
take
a
really
deep
dive
with
the
specialists
that
are
here
at
the
central
office
and
at
the
school
sites
create
like
a
task
force
to
take
a
look
at
what
children
are
being.
B
Second
in
a
in
a
separate
instructional
kind
of
environment,
and
those
students
that
are
in
a
separate
environment
are
are,
there
is
really
calling
for
them
to
be
in
a
separate
environment?
Now
I
understand
that
there
are
models
of
implementation,
that
the
Union
and
the
district
are
discussing
or
her
working
through
and
so
looking
at
those
models
is
there.
B
Just
one
model
is:
are
there
other
ways
of
biting
at
that
Apple
to
make
sure
that
the
students
are
in
jannat
as
to
the
level
that
they
can
be
in
the
least
restrictive
environment
for
at
least
80%
of
the
school
day,
but
that
the
teachers
are
supported
in
serving
those
students
last
year
alone,
because
inclusion
is
something
that
we're
working
harder.
We
haven't
necessarily
cracked
that
not
yet
last
year
alone,
we
mainstreamed
an
additional.
We
have.
We
have
37,000
sped
students.
A
Taking
me
scared,
though
I'm
looking
at
the
time
we
have
35
minutes
left
and
an
interest
of
time.
I
would
ask
almost
kind
of
like
a
2
minute
per
question,
/
answer,
so
that
we
can
get
to
some
of
the
questions,
and
there
are
a
number
of
audience
questions
as
well.
That
I
would
love
to
get
to
so
Vanessa.
If
you
want
to
give
us
the
next
question
sure.
C
I
represent
a
Community
Development
Corporation
in
Boston,
who,
for
many
years,
have
worked
in
partnership
with
bps
in
schools
and
in
different
initiatives.
I
would
like
to
ask
you:
what
is
your
experience
in
working
with
community
partners?
What
are
the
challenges
that
you
foresee
or
that
you
have
experienced
in
this
work
and
how
you
have
overcome
those
challenges
and
if
you
can
give
us
some
specific
examples,
I
would
appreciate
it.
Two.
B
Minutes
so
I'll
just
mention
a
few
and
then
we'll
go
to
challenges.
So
in
my
work
and
in
the
work
of
the
district
that
I'm
currently
on,
we
have
a
myriad
of
partners
in
the
community,
but
I
will
say
this
not
as
many
as
there
are
in
Boston
and
that's
wonderful.
That
is
an
asset
to
any
superintendent
in
to
any
school
district.
That
needs
to
be
exploited
and
I
use
that
word
specifically
because
it
really
does
need
to
be
exploited.
We
have
great
partners,
but
it's
it's
it's.
B
It
pales
in
comparison,
so
for
some
of
the
things
that
we're
doing,
we
rely
heavily
on
public-private
partnerships.
We
have
to
you
I,
guess
more
along
the
lines
of
what
you
do.
We
have
partnered
with
the
Children's
Trust,
which
is
the
taxing
authority
that
has
resources
to
support
education
of
our
youth.
We
have
partnered
with
career
source
with
JPMorgan
Chase
and
Royal
Caribbean
and
the
and
our
school
district
foundation
to
provide
students
with
summer
youth
internship
opportunities
to
the
tune
of
4.6
million
dollars.
B
So
those
entities
have
come
together,
kind
of,
like
you
all,
have
with
I,
believe
the
Boston
Foundation
and
the
Boston
compact
and
so
on
and
so
forth,
and
come
together
to
really
attack
a
priority,
which
is
to
provide
students
in
in
job
embedded
experiences
in
in
fields
that
they're
interested
in
exploring
those
are
paid
internships
in
seven
784
companies.
Last
year
we
had
2,600
students
participate
in
that
I
think
it's
great
for
our
community,
it's
great
for
our
kids
and
it's
something
that
I
would
love
to.
B
You
know
have
here:
I
know
that
there's
some
of
that,
but
to
increase
that
even
more,
we
have
a
project
with
Sprint
where
Sprint
is
providing
us
with
cell
phones,
for
it's
called
the
Sprint
million
project,
a
million
cell
phones
across
this
country.
We
started
with
ninth
graders,
we're
up
to
10th
graders
this
year.
B
The
children
are
given
any
child,
that's
on
free
and
reduced
lunch
gets
a
free
cell
phone
and
one
would
say:
well
what
do
they
need
a
cell
phone
for
a
more
screen
time,
but
the
reason
we're
giving
those
kids
those
cell
phones
is
so
that
when
they
go
home
to
their
digital
desert
that
they
don't
have
internet
at
home
or
a
computer,
they
can
actually
use
that
phone
for
research
for
homework
and
some
more
more
often
than
not
as
a
mobile
hotspot.
So
that's
really
changing
the
landscape
of
student
instruction
and
student
access
and
opportunity.
B
We
partner
with
my
superintendent,
has
what
he
calls
CEO
briefings
where
he
meets
on
a
monthly
basis.
He
has
a
lunch.
This
is
a
practice
that
I
would
absolutely
steal
from
him.
I'm
sure
he'll.
Let
me
which
is
to
me
with
by
fanatic
areas,
different
sectors
of
the
community,
CEOs
and
different
sectors
of
the
community.
It's
a
informal
meeting,
but
you
got
to
speak
about
the
good
work
that
you're
doing
in
your
district,
but
also
hearing
what
they're
hearing
in
their
respective
sectors.
B
So
it
could
be
from
hospitality
and
tourism
to
banking
to
information
technology
every
month.
It's
a
different
set
of
CEOs
I
would
continue
that
practice.
We're
working
with
the
city
of
Miami
ala,
a
program
that
is
happening
in
San
Francisco
or
has
been
happening
in
San
Francisco,
which
is
a
come
collect.
College
savings
accounts.
The
city
of
Miami
is
going
to
be
giving
us
seed
money
for
every
student,
that's
on
free
and
reduced
lunch
so
that
we
can
open
college
savings
accounts
for
these
children
and
teach
the
parents
how
to
earn
dollars.
B
So
that's
a
couple
I
can
go
on
and
on.
I
can
talk
about
our
involvement
with.
We
just
started
a
family
support
services
unit
under
my
division,
which
is
supporting
families
across
our
district,
whether
there
are
special,
ed,
L
or
general
IDI,
and
also
we
use
title
one
dollars
very
effectively.
We
have
a
community
involvement
specialist
at
every
school,
which
is
the
person
that
kind
of
is
the
the
the
liaison
between
the
school
and
the
businesses.
Local
small
businesses
around
that
school.
That
can
support
that
school
in
micro
ways
that
can
have
huge
impact.
Think.
D
Anthony,
thank
you.
Would
you
talk
about
you
mentioned
that
you
mentioned
college
as
one
end
point
for
the
student
graduating
from
high
school.
Would
you
talk
a
little
bit
about
your
experience
and
perspective
on
post-secondary
pathways
other
than
the
traditional,
four-year
liberal
arts
programming?
Sure.
B
So
I
am
a
very
strong
believer
in
the
power
of
college:
sorry,
Career
and
Technical
Education.
We
have
grown
our
Career
and
Technical
Education
Program
in
miami-dade
Oh,
threefold
fourfold
in
the
last
couple
of
years.
It
has
calmed
for
me
the
important
piece
on
that
is
not
just
what
some
folks
would
call
vocational
education
which
doesn't
necessarily
end
with
a
certificate
or
an
accreditation
of
some
sort
for
children,
but
actual
courses
that
will
yield
on
industry
certification
many
times.
Students
don't
know
that
there
are
high
wage
jobs
that
are
can
be
attained.
B
I
had
a
conversation
with
a
student
the
other
day
and
we
were
talking
about
welding
and
he
had
no
idea
what
the
market
was
for
welders
in
Miami
and
when
students
start
understanding
that
there
are
great
opportunities
to
all
to
earn
a
more
than
a
fair
living
wage
in
other
through
other
pathways.
They
become
very
interested
and
so
working
with
the
business
community
has
been
vital.
We
work
with
the
Chamber
of
Commerce
and
the
beacon
council,
which
is
the
beacon
consoles
like
the
advisor
the
economic
adviser
to
the
community,
and
so
there
are.
B
There
are
several
industries
that
our
local
economy
in
miami-dade
prioritize,
because
the
the
workforce
is
is,
is
short
and
is
needed
and
there's
a
high
demand
for
these
jobs,
so
whether
it's
hospitality
and
tourism,
whether
its
banking,
whether
its
information
technology,
trade
and
logistics,
has
been
a
big
one
for
us
now,
and
so
what
we
do
is
we
we
listen
to
that.
We
keep
our
ear
really
close
to
that
ground.
We
develop
relationships
with
those
folks,
so
that
then
we
build
programming
around
that,
and
so
I
would
even
say
to
you
that
look
coin.
B
If
I
came
into
this
role
or
when
I
come
into
this
role,
that
would
be
one
of
the
first
things
I
would
do
is
really
get
connected
to
what
are
those
booming
areas
and
then
what
programs
do
we
have
in
our
schools?
Now
I,
don't
believe,
because
you're
asking
me
what
like
I
believe
I,
don't
necessarily
feel
that
they
need
to
be
isolated.
B
Programs
like,
oh,
if
you
vocational
ed,
is
only
in
that
building
over
there
in
that
one
school
I
think
that
there
should
be
opportunities
via
academies
across
125
schools,
or
particularly
the
high
schools,
rather
to
make
sure
that
kids
can
access
them.
They
don't
have
to
like
traverse
town
to
go
to
you,
know
automotive
or
training,
logistics
or
nursing,
that
there
are
those
programs
in
their
communities
based
on
need,
number
one
local
economy
and
also
based
on
interests
of
students
and
families.
A
B
So
some
of
this
might
be
in
my
closing
remarks,
but
I'll
say
it
again
or
before
I
think
one
of
the
areas
that
I
would
be
learning
first
of
all.
I
want
to
say
this,
and
it's
in
my
closing
remarks.
But
I'll
repeat
myself
is
I
know
that
there's
been
some
conversation
around:
oh
she's,
an
academician
she's,
an
academician
she's,
an
academician
she's,
a
one-trick
pony,
and
so
I
would
say
to
you
that
I'm
not
I
have
a
I
play
a
very
vital
role
in
the
leadership
team
in
miami-dade.
B
Having
said
that,
that
involves
anything
from
facilities
where
I
played
a
pivotal
role
in
the
2012
referendum
that
we
floated
to
our
residents
with
a
seventy
more
than
a
seventy
percent
approval
rating
to
a
lab,
build
BPS
to
really
renovate
and
modernize
our
school
facilities,
and
so
now,
speaking
to
anthony's
question
around
programming,
we're
looking
at
what
kind
of
facilities
and
what
they
need
to
look
like
in
order
to
align
the
the
buildings
and
the
classroom
spaces
to
what
the
children
will
be
doing
in
them.
So
facilities
will
be
one
of
them.
B
I
will
speak
to
the
budgeting
process
and
the
fact
that
I
oversee
a
two
hundred
million
dollar
budget
and
twelve
hundred
employees
within
my
bureau.
However,
I
am
at
the
table
when
decisions
are
being
made
and
negotiating
very
strongly
with
my
colleagues
around
the
priorities
that
I
bring
to
the
table
because
they
are
the
heart
and
soul
of
the
school
system,
which
is
teaching
and
learning
and
student
achievement,
and
so
how
we
prioritize
all
of
the
needs
of
the
organization
around
that
pivotal
number.
B
One
goal
which
is
student
achievement
is
something
that
I'm
integrally
involved
in.
So
I
would
say
for
me
the
biggest
learnings,
which
is
your
question,
would
really
be
to
get
to
know
those
people
in
boston
and
really
get
to
build
relationships
with
boston
and
the
folks
that
have
resources
and
a
voice
in
how
we
impact
student
lives.
Each
and
every
day.
A
And
I'm
gonna
ask
this
question
just
because
it
was
you
mentioned
facilities
and
it's
one
of
the
questions
I
believe
I
saw
here
somewhere,
which
is
this
one
in
boston.
We
are
experiencing
decane
as
Miss
Manners
facilities
that
are
aging.
What
is
your
experience
with
major
facility
repair
and
upkeep
Oh.
B
Sharon
anecdote
well
number:
one:
I
was
a
principal
at
a
school.
I
was
an
assistant
principal
for
ten
years
at
a
school
that
was
deemed
a
historic
landmark,
so
it
was
also
similar
to
a
school
in
your
district.
Also
deemed
you
couldn't
have
children
in
it.
So
you
had
to.
We
had
to
move
kids
out
of
the
building
and
then
working
with
the
municipality
and
with
the
school
district
to
continue
teaching
and
learning
in
this
building.
B
While
we
were
mitigating
the
situation
at
hand,
it
had
been
built
if
I
remember
correctly,
there
was
a
certain
level
of
salt
in
the
material
that
was
made
to
built
the
building,
and
so
it
was
eroding
at
a
very
rapid
pace,
and
so
that
was
an
interesting.
We
had
town
halls.
We
had
parents
coming
to
the
school.
We
were
very
open
and
transparent.
During
that
process
it
was
difficult.
We
had
standardized
testing
occurring
while
we
were
relocating
classrooms,
so
I
have
experience
at
the
school
site
level
dealing
with
just
that
at
the
central
office
level.
B
B
I
used
my
charm
and
my
power
of
persuasion
to
make
sure
that
and
my
budget
my
title
one
budget
specifically
to
make
sure
that
we
remodeled
all
the
classrooms
so
that
we
had
interactive
whiteboards
so
that
we
had
computers
for
teachers
and
I
did
that
in
I,
phased
that
in
because
I
didn't
have
enough
money
to
do
it
in
year,
one
so
I.
You
know
I
kind
of
figured
out
where
my
biggest
priorities
were
schools
school-wide.
When
I
left
there,
every
classroom
had
a
interactive
whiteboard.
B
B
The
architects
and
the
facilities
office
changed
some
of
the
classroom
spaces
to
what
we
needed
for
that
school
and
then
at
the
central
office
level,
I
was
involved
from
the
get-go
in
the
gob
bond
proposition
two
to
two
I
worked
in
that
campaign.
I
worked
really
hard
at
something
that
we
don't
really
like
to
do
in
miami-dade
County,
which
is
show
our
cupboards
right.
Nobody,
you
have
people
over.
You
don't
want
people
to
see
underneath
your
cupboards.
B
You
kind
of
put
everything
away
and
make
your
home
as
nicely
presentable
as
possible
and
I
knew
that
we
needed
to
have
the
press
come
in
walk
the
buildings
with
us
and
have
the
press
show
the
leaky,
roofs.
Have
the
press
see
the
classrooms
without
air
conditioning,
and
it
was
something
that
kind
of
was
against
our
DNA
to
do,
but
we
knew
that
that's
the
only
way
that
the
community
and
the
folks
that
were
going
to
vote
on
that
proposition.
We're
really
going
to
understand
the
needs
that
we
had
in
our
school
district.
Great.
A
A
Reads
with
bps
support:
some
schools
participate
in
the
Massachusetts
Consortium
for
innovative
educational
assessment.
Mc
IEA
works
with
teachers
and
administrators
to
implement
performance
assessments
and
much
richer
accountability
indicators.
Would
you
support
the
district
moving
towards
full
participation
in
MC
IEA,
which
again
is
the
Massachusetts
Consortium
for
innovative
educational
assessment?
Well,.
B
I
mentioned
recently
increases
in
graduation
rates,
with
which
many
applaud,
but
when
you
peel
that
back
and
you
look
at
what
that
means-
maybe
there's
a
whole
lot
of
room
for
improvement
there
in
terms
of.
Are
they
really
college
ready
or
are
they
just
college
eligible
I
want
to
say
that
38
percent,
or
so
of
the
students
that
do
enter
College
from
bps
require
a
remedial
course.
So
I
would
submit
to
you
that
then
they're
not
college
ready
if
they
need
a
remedial
course.
B
I
believe
that
the
latest
star
is
55%
of
the
students,
which
was
applauded.
55
percent
of
those
students
are
finishing
within
six
years,
attaining
that
post-secondary
credential.
But
when
you
drill
deeper
and
I've
mentioned
this
before
I'm
big
on
data,
when
you
drill
deeper,
you
see
that
only
that
that
77
percent
of
the
exam
schools-
that's
like
40
I-
want
to
say
47
percent
at
the
selective
schools
and
it's
38
percent
at
the
open
enrollment
schools
at
the
18
high
schools.
B
So
that
speaks
to
me
right
that
we
need
to
look
at
what
we're
doing
and
in
schools
in
general
k12,
but
in
high
school
in
terms
of
the
sequencing
and
the
requirements
for
graduation.
When
I
tell
folks,
friends
and
colleagues
know
in
Boston,
different
high
schools
have
different
College
high
school
graduation
requirements,
they're
like
dumb
a
fight.
They
look
at
me
like
what
these
are:
educators,
long
long
time,
educators
and
I'm
like
yeah.
B
They
have
different
standards
and
so
I
think
we
need
to
ask
those
questions
they're
hard
questions
to
ask,
because
everyone's
always
scared
of
lifting
the
bar
right.
If
you
lift
the
bar,
then
what's
gonna
happen
to
our
graduation
rates,
but
really
we
need
to
think
about.
What's
gonna
happen
to
our
children,
and
so
that
conversation
is
something
that
I'm
really
looking
forward
to
doing
having
and
if
MC
IEA
is
an
avenue
to
have
those
conversations.
I
look
forward
to
engaging.
E
Of
Tobin
teachers
were
recently
awarded
a
teacher
leadership
fund
grant
to
focus
on
attendance.
We
endeavored
to
explore
this
topic
as
an
as
it
is
an
issue
of
primary
importance
to
teachers
and
schools,
educators
and
administrators
are
devoting
an
incredible
amount
of
time
and
resources
to
all
facets
of
the
attendance
work.
We
found
that
our
district
resources
are
thin
and
our
supervisors
of
attendance
are
overstretched
with
attendance,
now
being
an
accountability,
measure
and
schools
being
held
harmful
for
absenteeism.
E
B
B
It
is
not
part
of
the
accountability
structure
in
the
state
of
Florida,
but
I
will
tell
you
what
we've
done
locally
and
I'm
DCPS
when
I
did
look
at
the
attendance
rates
for
bps
I
want
to
say
that
the
average
number
of
days
that
students
are
out
is
about
15
and
that's
a
lot
a
lot
and
so
and
I
also
don't
look
at
data
just
statically
I
benchmark
it
against.
You
know
others
right.
So
when
you
look
at
Massachusetts,
I
think
it's
like
10.
B
So
clearly
there
is
a
higher
lower
level
of
attendance
in
bps
and
in
Massachusetts
in
general,
and
I
would
do
that
with
any
metric
right
coming
in.
How
do
we
compare
in
everything
and
that
will
be
kind
of
like
little
hotspots
that
will
pop
themselves
up?
That
will
kind
of
lead
to
where
the
work
needs
to
be
done.
B
So
I'm
really
happy
to
hear
that
a
group
of
teachers
are
kind
of
putting
their
head
around
that
problem,
because
it
is
a
problem,
one
of
the
things
that
we've
done
again,
not
because
we
had
to
it's
not
in
the
accountability
formula.
As
the
CIO
I
want
to
say.
Maybe,
like
five
years
ago,
I
started
ranting
and
raving
that
we
could
have
the
best
teachers.
We
could
have
the
bus
textbooks.
B
We
could
have
the
best
curricula,
but
if
the
children
are
not
in
the
seat,
I
can't
do
anything
with
that,
like
we
will
not
be
able
to
move
academically,
and
so
we
wrapped
our
head
around
it
as
a
cabinet,
and
we
have
a
process
that
we
call
datacom.
We
actually
kind
of
stole
it.
We
in
an
education
we
like
to
borrow
so
we
borrowed
it
from
Giuliani
ComStat
in
New
York,
which
looks
at
crime
rates,
but
we
were
looking
at
was
different
data
points
that
affect
the
learning
environment
and
student
outcomes
at
schools.
B
So
a
la
Comstock.
We
have
a
process
three
to
four
times
a
year
where
we
bring
our
lowest
performing
schools
to
the
table.
The
principal's
come
with
their
leadership
teams
and
we
look
at
different
metrics
and
one
of
the
key
metrics.
Besides
progress
monitoring.
Besides,
you
know
their
standard
assessment
rates,
their
literacy
rates
or
numeracy
rates.
All
of
that
is
we
look
at
attendance.
We
look
at
student
attendance.
We
look
at
teacher
attendance
as
well
and
on
the
student
end,
what
the
district
was
doing
for
many
years
was.
B
We
were
looking
at
the
average
attendance
rate
that
you
know
you
have
your
attendance
bulletin
that
runs
every
day
and
the
school
has
ninety
two
point:
five
percent
attendance:
that's
it!
What
we
started
to
do
at
my
insistence
is
breaking
that
down
into
number
of
looking
at
truancy,
so
how
many
kids
are
absent:
zero
to
five
six
to
ten
eleven
to
fifteen
and
then
having
very
specific
strategies
for
those
different
buckets
of
children
and
what
came
out
was
sometimes
the
schools
that
we're
getting
all
of
our
attempt.
B
B
So
what
I
want
to
get
to
is
I
would
want
and
I
hope
that
you
and
your
the
team
that
you're
working
with
for
attendance
looks
at
this
is
those
truancy
rates,
those
persistently
absent
kids
and
then
things
that
we've
done
in
order
to
address
that
is,
we've
built
in
wraparound
services
at
our
lowest
performing
schools,
where
we
have
also
the
community
and
and
specialists.
We
have
parent
truancy,
intervention
meetings,
so
we
call
parents
in
we
give
them
resources
because
we're
trying
to
get
to
the
root
cause.
B
What's
the
root
cause
is,
does
a
student
have
an
allergy,
that's
causing
them
to
be
absent
every
day?
Is
it
a
busing
situation?
So
we
understand
clearly
that
it's
not
a
one-size-fits-all.
When
it
comes
to
attendance,
you
gotta
get
to
the
root
cause
and
then
fix
the
root
cause
and
provide
supports
to
that
family
to
mitigate
those.
F
F
They
should
investigate,
they
should
know.
What's
going
on,
they
should
be
able
to
talk
to
the
parents.
I'm
gonna,
give
you
a
classic
example.
A
refugee
family
who
come
here
usually
become
immediately
homeless
when
they
become
homeless
they
become,
you
know,
going
to
shelter,
they
have
no
choice.
They
have
been
moving
from
place
to
place
mm-hmm,
so
they
come
to
the
school.
Sometimes
they
may
not
come
to
school
because
they
have
been,
you
know
transferring
to
outside
Boston
area,
so
the
parents
again
the
same
parents
are
I,
said
earlier.
F
Somali,
don't
speak
the
language,
don't
know
nothing
about
the
system,
so
their
children
being,
you
know,
flagged.
They
have
to
tease
and
guess
what
happened.
They
received
a
letter
from
the
court
that
is
now
pushing
this
child
first
time,
which
are
about
ten
years
old,
went
to
the
court.
I
was
with
him
now
being
assigned
a
public
defender,
and
the
lawyer
was
saying
that
just
accepted
you
know
we're
gonna
put
you
proposition
and
I
said
what's
going
on
here,
so
this
is
the
classic
example.
F
I'm
talking
about
the
disconnection
between
the
top
leadership,
what's
going
on
on
the
scores,
so
I
hope
that
this
kind
of
things
is
not
acceptable.
I
mean
it's
this.
If
it's
bps
policy
I
think
it's
not
fair,
you
know
putting
these
children.
You
know
pipeline
from
school
to
prison
kind
of
things.
It's
not
being
accepted,
so
I
hope
that
will
be
another
example
for.
F
B
May
I
just
respond
very
quickly.
I
know
we're
short
on
time,
but
in
miami-dade
we
have
5,500
students
that
are
homeless.
The
homeless
students
are
served
through
a
program
called
Project
upstart
that
I
supervised
in
project
upstart.
What
we
do
is
when
students
we
have
a
liaison
at
every
school
for
homelessness.
Sometimes
it's
a
counselor.
Sometimes
it's
a
teacher.
B
It
depends
on
the
school
the
school
selects
who
the
liaison
is,
and
that
person
is
the
one
that
alerts
the
central
office
so
that
we
can
start
kicking
in
our
resources,
our
students,
even
when
they
move
and
they're
in
a
shelter,
maybe
or
a
temporary
housing
situation.
They
continue
to
go
to
their
same
school
and
that's
very
important.
For
us.
We
transport
those
children.
B
We
do
not
let
them
be
transient
during
the
day
when
they
should
be
learning,
and
so
that's
really
important
to
us
and
also
you
know
when
you
have
a
lot
of
students
that
might
be
undocumented,
and
this
know
this
notion
of
school
is
our
safe
place
and
when
you
arrive
here,
we're
not
asking
you
for
any
kind
of
paperwork
related
to
your
citizenship.
We
are
here
to
support
you
to
help
you
inclusive
schools
that
are
including
children
and
making
them
feel
warm
and
happy
going
back
to
being
happy
and
thriving
in
their
traditional
school.
Thank.
A
B
Some
of
it
I've
already
said,
but
I
wanted
to
thank
all
of
you
again
for
taking
time
off
of
your
busy
schedules
to
be
here
today.
This
is
a
really
important
decision
that
the
community
and
the
school
committee
ultimately
will
be
making
and
I
am
just
very
flattered
and
honored
to
be
even
considered
among
the
candidates.
B
B
M
DCPS
is
the
fourth
largest
district
in
America,
it's
home
to
70,000,
English
language
learners,
it's
home
to
37,000
spare
us
differently-abled
students,
it's
home
to
5,500
homeless
students,
students
come
from
35,
different
municipalities,
a
hundred
different
countries
of
origin,
speaking
56
different
languages.
I
know
that
I've
read
a
lot
about
how
diverse
Boston
is,
but
I
submit
to
you
that
I
come
from
a
very
diverse,
large
urban
school
district
as
well.
B
Today
with
a
magnet
program
that
my
team
and
I
crafted
and
left
it
with
whether
I
was
an
elementary
school
principal
in
a
very
impoverished
area
of
Little
Havana,
where
I
grew
up
with
a
critical
mass
of
English
language,
learners
and
immigrant
families,
and
that
school
became
the
shining
star
for
turnaround
in
Mt
CPS.
So
much
so.
The
school
that
had
been
Addie
was
a
triple-a
in
Florida.
B
They
grade
schools
and
it
meant
all
of
the
components
of
No
Child
Left
Behind,
meaning
that
every
single
subgroup
in
that
school
was
being
serviced
appropriately
and
they
were
demonstrating
gains
so
much
so
that
the
Commissioner
of
Education
in
the
state
of
Florida
asked
me
to
become
the
director
for
school
turnaround
efforts
in
South
Florida
serving
Miami
Dade,
Palm,
Beach
and
Monroe
County.
When
we
did
that
we
were
able
to.
B
In
our
first
year
we
had
73
percent
of
the
school's
improved
by
at
least
one
letter
grade,
I
want
to
say
38%
of
them
improved
by
two
in
just
one
year's
worth
of
time.
As
the
CIO
in
miami-dade,
County,
Public,
Schools
I
sit
at
the
helm
of
this
organization
in
its
academic
functionality
and
I
sit
at
the
home
during
a
time
where,
in
the
district,
husba
has
received
its
first
a
rating
from
the
state
of
Florida.
B
B
Today
there
are
five
DS:
there
are
zero
f
schools,
we
have
not
had
we've
eliminated
F
schools
for
the
last
two
school
years.
More
importantly,
we
have
big.
We
are
sitting
with
the
highest
graduation
rate
in
the
history
of
M
DCPS
at
84%.
When
you
exclude
charters
from
that
calculation,
it
rises
to
89.
B
89
percent
of
our
students
are
graduating
college
and
career-ready,
and
we've
been
able
to
close
the
achievement
gap
in
terms
of
graduation
since
2011,
by
having
our
black
and
English
language,
learners,
close
that
gap
and
graduation
in
half
and
our
economically
disadvantaged
and
our
differently.
Abled
students
by
2/3
I
have
the
experience,
the
expertise
and
the
outcomes
to
lead.
B
But
let
me
make
myself
crystal
clear:
although
I
am
an
experienced
leader
and
educator,
I
have
great
and
I
have
great
ideas
regarding
ways
to
address
the
many
challenges
facing
BPS
today.
I
do
not
intend
to
come
in
with
a
set
of
preconceived,
so
I
will
listen
to
you.
I
will
learn
and
I
will
lead.
I
also
understand
that
for
some
having
a
local
talent
or
someone
who's
been,
a
long-term
superintendent
may
be
preferable.
B
But
here's
what
you
need
to
know
about
me:
I'll,
not
born
in
Boston
I,
grew
up
in
a
community
that
shares
many
of
its
characteristics.
It
is
extremely
diverse,
I
am
NOT
a
Bostonian,
but
I
will
be,
I
may
be
leaving
warmer
weather,
but
I
would
be
gaining
great
sports
teams.
I'm
a
sports
enthusiast
and
we're
better
to
do
that
than
here
in
Boston
I
am
someone
who
commits
to
my
community
and
with
my
family
I
would
be
building
deep
roots
here
in
Boston,
I
have
not
relocated
multiple
times
chasing
a
title.
B
In
fact,
I'll
be
very
honest
with
you,
as
I
have
as
I
was
with
the
search
committee.
I
was
not
seeking
a
superintendency
just
yet
I
have
a
freshman
in
high
school
and
it
was
my
intention
to
wait
until
she
graduated
to
go
ahead
and
then
consider
taking
that
step.
The
only
reason
I
am
here
before
you
today
is
because,
when
the
conversation
and
idea
of
coming
to
Boston
started
to
emanate,
I
quickly
realized
that
it
was
too
good
to
be
true.
For
me,
it's
a
very
challenging
role.
B
There
are
a
lot
of
challenges
ahead,
but
I
do
believe
that
my
skill
set
and
my
experience
and
the
outcomes
that
I've
achieved
just
are
a
perfect
match
to
what
is
needed
here
in
Boston
Public
Schools.
This
is
the
superintendency
for
me
and
it
just
didn't
come
three
years
down
the
pike
it
came
now
and
so
I
am
committed
because
it
just
feels
right,
I'm
much
more
than
academician
I'm,
a
problem,
solver
I'm,
an
untier
of
knots,
I'm,
a
uniter
of
people
and
I'm.
B
There
are
two
things
that
I've
done
throughout
my
career,
regardless
of
title
number
one
put
children
at
the
center
of
all
decision-making
and
number
two
to
far
exceed
anyone's
expectations,
a
superintendent
of
bps
you
can
expect
nothing.
Different
truth
is.
This
is
a
job
that
I
know.
I
can
do
but
I
know
I
can
only
do
it
with
your
trust
and
support.
I.
Think
all
of
us
know
that
having
someone
stay
in
this
role
for
a
meaningful
amount
of
time
is
best
for
all
teachers
and
students.
That's
my
vision
and
my
greatest
desire.
B
A
You
mrs.
Kier,
though,
for
your
words
thank
you
to
the
panelists,
my
fellow
panelists,
for
your
questions.
Thank
you
to
the
audience
and
just
as
a
remark
reminder
that
you
can
email,
superintend,
superintend
and
search
at
Boston,
Public,
Schools
org,
to
provide
us
with
feedback.
Thank
you
again
and
good
luck
with
the
rest
of
your
day.
Thank.