►
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
Gracias,
these
proceedings
are
being
broadcast,
live
by
Boston,
City
TV
on
youtube,
as
well
as
on
Comcast
channel
24,
our
CN
channel
13
and
FiOS
channel
1962.
It
will
be
rebroadcast
at
a
later
date
and
before
we
get
started
with
today's
interview,
I
want
to
first
extend
a
warm
and
heartfelt
thanks
to
the
search
committee
that
has
been
carrying
the
load
in
this
effort
over
the
last
eight
months.
A
The
search
committees
volunteered
their
time,
their
effort
and
their
resources
away
from
their
families
and
their
jobs,
often
to
the
detriment
of
both
unfortunately,
spending
nearly
70
hours
in
meetings
during
that
time,
including
six
community
forums,
public
meetings
and
nearly
40
hours
of
confidential
candidate
interviews.
This
diverse
set
of
eleven
community
leaders,
which
includes
four
parents,
three
school
leaders,
a
teacher
Representative
and
a
number
of
individuals
representing
our
highest
need
students
and
our
communities
has
had
the
kaku
excuse.
A
Over
this
time.
This
group
interviewed
12
individuals
and
invited
back
seven
for
a
second
round
of
interviews
in
order
to
come
to
a
consensus
on
the
recommending
the
three
finalists
for
consideration
by
the
school
committee
this
week.
So
we
are
indebted
indebted
to
this
group.
Excuse
me
and
I
want
to
once
again
thank
our
co-chairs.
Miss
Ella,
Alex,
Oliver,
Davila
who's,
our
colleague
on
this
committee,
and
this
committee's
vice
chair,
as
well
as
co-chair
J,
Keith,
motley,
dr.
A
J,
Keith
motley
for
their
steady
leadership,
their
dedication
and
the
dedication
of
all
the
search
committee
members
in
this
process,
including
our
colleague
mr.
O'neill,
as
well
I'd,
also
like
to
give
a
special
thanks
and
shout
out
to
the
first
ever
student
that
has
played
a
role
in
the
search
committee,
mr.
Elvis
Rodriguez,
who
was
a
junior
at
Snowden
international
high
school.
Yes,
that's
a
something
to
celebrate.
A
You
know,
thanks
to
the
urging
of
my
colleagues
on
this
committee
as
well
as
Mayor
Walsh.
We
were
able
to
include
a
student
for
the
first
time
in
this
search
and
we
were.
We
were
all
very
impressed
by
the
work
of
Elvis
during
this
process
and
we're
really
appreciative
of
them
as
well,
because
he's
gonna
be
hosting
our
interview
panels
with
students
and
teachers
later
today
and
continuing
on
through
this
week.
So
thank
you
all
this
as
well.
A
B
A
C
A
A
This
week,
volunteers,
similar
to
the
search
committee
volunteers,
these
folks
have
given
up
a
lot
of
their
time
this
week
to
help
us
out
and
give
a
little
bit
more
color
and
context
to
what
it
is
that
we're
looking
for
for
a
superintendent
in
the
schools
in
these
schools-
and
you
know
we
have
a
really
great
group
here
out
of
those
21.
We
have
nine
current
bps
parents
and
we're
really
proud
of
the
broad
expanse
of
consumers
that
are
part
of
this
group.
That
will
be
talking
to
mrs.
Kiera,
as
well
as
dr.
A
cassellius
and
dr.
Santos
over
the
next
three
days.
We've
also
got
three
students
and
a
four
student
sitting
here
with
us
on
the
the
School
Committee
today,
two
teachers,
two
school
leaders,
our
district's
assistant
superintendent,
for
achievement
gaps,
the
chair
of
the
Boston
City
Council's
education
subcommittee
and
a
number
of
other
community
partners
from
higher
education,
nonprofits
and
elsewhere
in
the
community
that
work
to
support
students
from
across
our
city.
So
we're
likewise
appreciative
of
their
time
and
their
perspective,
and
thank
you
for
representing
bps
families,
teachers,
administrators
partners
and
parents
in
this
process.
A
And
finally,
for
thanks
I
want
to
thank
the
Shaw
foundation
as
well
for
providing
us
with
financial
resources
to
broaden
our
community
reach
during
this
process
as
well.
So
now
on
to
the
business
at
hand,
this
is
Kiara
dough,
I'd
like
to
before
we
open
it
up
to
members
for
questions.
Give
you
an
opportunity
to
make
an
opening
statement.
Thank.
B
As
someone
that's
going
through
the
process,
I
can
certainly
vouch
for
the
fact
that
it's
been
very
comprehensive,
very
intentional,
and
the
folks
that
are
sitting
at
the
table
reviewing
materials,
asking
tough
questions
and
are
putting
a
lot
of
deliberate
thought
into
who
the
new
next
leader
for
about
public
schools
is,
and
it's
just
a
testament
to
the
commitment
and
the
value
that
this
city
places
in
education
so
I.
Thank
you
so
much
for
the
opportunity
to
be
here
today
and
I
did
in
the
last
panel
and
I.
B
Think
I
should
do
it
for
the
purposes
of
the
School
Committee
in
particular.
Tell
you
a
little
bit
about
myself
on
the
personal
side.
I
know
you've
read
my
resume
and
all
of
the
professional
stuff,
but
just
to
give
you
a
sense
of
who
I
am
I
am
obviously
a
career
educator
I've
been
doing
this
work,
my
entire
life
and
there's
a
reason
for
that
and
we'll
talk
about
that
later,
probably
but
I'm
a
wife
I've
been
married
for
29
years.
B
B
You
know
aspiring
to
be
a
superintendent
was
something
that
was
in
my
future,
but
not
necessarily
in
my
near
future.
Only
because
I
have
a
freshman
in
high
school
and
so
Evelyn,
it's
really
hard
I'm
sure
you
wouldn't
appreciate.
If
your
parents
picked
you
up
and
moved
you
from
one
city
to
the
next
in
the
middle
of
high
school,
and
so
the
plan
for
me
was
that
I
would
be
waiting
about
three
years
and
then
consider
a
superintendent
see.
B
The
reason
I
stand
before
you
here
today
is
because
once
I
kind
of
got
to
know
the
challenges
that
are
facing
the
city
of
Boston
and
Boston
Public
Schools
I,
just
it
just
felt
right.
It
felt
right
because
of
the
fit
I
feel
that
my
career
to
date,
the
experiences
that
I've
had
and
the
outcomes
that
we
have
achieved.
My
team
and
I
have
achieved
are
just
really
very
much
aligned
to
the
opportunities
that
are
sitting
before
you
today,
Boston
and
because
of
that,
I
felt
that
I
just
could
not
resist.
B
And
so
that's
why
I'm
here
before
you
today,
I
have
not
Criss
crossing
the
country.
Looking
for
a
title,
I
am
NOT
from
Boston,
but
I'm
certainly
ready
to
be
I
mentioned
to
the
panel
before
you
that
I
might
be
leaving
warm
weather,
but
I
am
a
sports
enthusiast,
so
being
in
a
town
that
holds
its
sports.
Teams
to
such
high
regard
is
something
that
I
would
embrace
and
frankly,
I'm
just
ready
to
do
to
stretch
myself
and
to
serve
another
community
as
a
Blee
as
I
have
miami-dade.
B
In
terms
of
my
growing
up
years,
and
my
schooling
I
am
a
first
generation
American.
My
parents
were
working-class
immigrants.
They
came
from
Cuba
seeking
a
better
life
by
grandparents
seeking
a
better
life
for
their
children.
Their
grandchildren
I
was
an
English
language
learner
and
I'm.
The
daughter
of
a
single
mom,
my
parents
divorced
when
they,
when
I
was
a
toddler
and
so
I
understand
the
struggles
that
broken
families.
B
Families
living
in
poverty
have
each
and
every
day.
I
did
not
have
someone
that
could
sit
down
with
me
and
make
sure
that
my
homework
was
done
and
that
I
had
all
the
support
at
home
that
I
needed,
but
I
certainly
was
inculcated
with
this
idea
that
if
I
worked
hard,
that
I
could
achieve
many
things
beyond
my
status
at
that
time
and
my
family.
B
And
so
it
is
that
kind
of
notion
that
that
education
is
the
great
equalizer
and
that
it's
the
ticket
for
families
and
communities
to
really
break
the
cycle
of
poverty
and
lift
themselves
from
where
they
are.
That
drives
me
each
and
every
day
to
serve
the
students
that
I
currently
serve
and,
and
hopefully
the
children
in
the
city
of
Boston.
And
so
you
know,
education
for
me,
opened
many
many
doors.
I
do
say
frequently
publicly
that
schooling
school
was
my
happy
place
and
it
was.
B
There
was
a
lot
of
stuff
going
on
at
home,
but
when
I
came
to
school
it
all
kind
of
faded
into
the
crown
and
I
had
amazing
teachers
and
counselors
and
staff
members
that
really
cared
about
me
and
gave
me
confidence
built
my
self-esteem
and
held
me
to
the
highest
of
standards
and
it's
because
of
them
that
I
serve
today.
If
I
did
not
have
those
support
systems,
I,
don't
know
what
would
have
become
of
me
and
EDD.
You
talk,
you
say
we
call
them.
B
We
call
them
early
warning
systems.
Early
warning
indicators
like
these
children
are
their
predicted
not
to
do
so
well
because
of
XY
and
Z,
and
I
certainly
had
a
lot
of
those
early
warning
indicators
and
because
of
school
I
was
able
to
to
achieve.
I
am
the
first
person
in
my
family
to
go
to
college.
I
am
the
first
to
own,
a
home,
the
first
to
be
able
to
have
the
luxury
of
traveling
abroad
and
I
want
to
give
opportunities
like
that
to
all
children.
A
C
A
Number
of
my
colleagues
as
I
mentioned
earlier,
were
played
a
part
in
the
search
process
and
have
had
a
chance
to
talk
to
you
for
an
extended
period
of
time.
So
we
want
to
give
priority
to
those
that
have
not
yet
had
a
chance
to
meet
you
and
speak
with
you
in
detail,
and
so
we're
gonna
try
to
go
around
and
do
about
two
questions
each
two
to
three
with
each
of
those
members
and
then
we'll
come
back
to
mr.
O'neal
and
Miss
Oliver's
Avila
for
further
questions
and
then
we'll
go
around
again
time
permitting.
A
D
D
So
I'm
sure,
you've
heard
or
you've
seen
that
students
in
Boston
we
are
well
known
for
our
organizing
and
for
being
proactive
as
well
as
for
advocating
strongly
to
get
the
best
education
for
ourselves
and
for
our
peers
and
so
I'm
curious.
How
would
you
support
the
priorities
of
student?
Led
organizations
have
chosen
a
superintendent
love.
B
Your
question
Evelyn
and
first
of
all,
I
know
a
little
bit
about
that
because
I
believe
is.
It
called
us
back.
The
Student
Advisory
Council
was
very
much
involved
in
getting
the
em7
passes
for
the
MBTA
and
so
I
think
that
that's
just
a
testament
to
what
kids
can
do
when
they,
then
they
really
put
their
their
voice
into
their
values
and
what
they
want
for
themselves.
As
as
the
primary
instruments
for
us
to
be
here
in
the
first
place,
you
know
in
I
was
a
civics
teacher,
so
I
thought,
civics
and
so
to
see.
B
Children
and
youth
really
stand
up
and
become
advocates
for
their
own
well-being.
I
think
is
not
only
necessary,
but
it
would
be
an
instrumental
part
of
my
superintendency
lots
of
I
can
give
you
lots
of
examples,
but
I
will
tell
you
that
we
have
I,
and
my
team
have
created
opportunities
for
student
forums
and
student
focus
groups.
We
do
not
make
any
decisions
at
the
central
office
level
without
the
involvement
of
the
students.
So
student
voice
is
very
important
to
me.
B
So
I'll
give
you
an
example:
we
were
set
on
revamping
or
redesigning
middle
schools
for
kids
only
because
the
data
was
showing
that
the
middle
schools
in
my
district
were
flat.
They
were
not
improving,
they
weren't
getting
any
better,
and
so
typically,
what
happens
when
you
have
a
bunch
of
smart
adults?
Is
that
the
smart
adults
get
together
and
they
make
a
decision
about.
What's
the
best
thing
to
do
for
that
problem
right
and
one
of
the
things
that
we
were
very
emphatic
upon
was
to
have
students
inform
that
practice.
So
we
had
student
roundtables.
B
We
did
student
surveys,
we
had
I,
don't
know
if
you're
familiar
with
them.
I
wasn't,
but
they
made
me
a
familiar
with
the
program
Big
Brother
on
TV,
so
we
had
testimonial
rooms
where
students,
one
by
one,
would
come
in
and
actually
share
on
camera.
There's
feelings.
We
had
like
little
sentence
strips
that
they
would
finish
so
when
I
come
to
school,
I
feel
blank.
What
I?
If
I,
could
change
something
in
the
school?
B
It
would
be
blank
and
we
had
a
bunch
of
those,
and
then
they
were
edited
and
put
together
and
I
can
tell
you
that
I've
watched
it
a
number
of
times.
We've
watched
it,
a
cabinet
I've,
taken
it
to
Mike,
my
colleagues
and
the
superintendent
schools,
and
we
just
cry
teachers
have
seen
it
because
the
kids
were
really
telling
us
things
that
we
would
have
not
otherwise
uncovered
if
we
hadn't
included
them
in
having
a
boy.
B
There
was
a
little
lining
of
hope
that
kind
of
felt
its
way
into
my
heart,
and
it
was
because
it
was
seeing
students
really
take
a
position
that
they
felt
on
a
matter
that
impacts
them
each
and
every
day
and
how
the
elegance
and
the
articulate
way
that
they
committed
to
the
cause.
What
gave
me
hope
for
tomorrow's
generation
and
so
I?
Thank
you
for
being
here
and
being
part
of
an
adult
process
that
usually
doesn't
keep,
doesn't
have
include
student
voice.
B
D
You
and
my
second
question
pertains
sort
of
to
the
same
area
different,
so
we
have
a
very
active
community
in
Boston
that
there's
you
know:
families
other
education
like
advocates
students.
Of
course.
That
being
said,
sometimes
the
community's
educational
priorities
don't
align
with
the
mayor's
and
so
I'm
curious.
How
will
you
balance
the
mayor's
priorities
with
those
of
the
community
so.
B
That
may
be
clear:
you
are
looking
at
me
and
considering
me
to
be
the
superintendent
of
schools
for
Boston,
and
so
that
job
requires
me
to
have
central
mission
and
it's
the
well-being
and
the
academic
achievement
of
the
students
in
the
in
Boston
Public
Schools
period.
End
of
conversation,
so
I
am
quite
certain
that
working
with
the
mayor,
we
can
achieve
great
things,
but
my
central
focus
is
the
school
committee's
direction,
the
direction
of
our
families
and
our
communities
that
we
serve
to
make
sure
that
we're
doing
right
by
children.
B
The
mayor's
office
is
certainly
a
enormous
part
of
that.
In
that
day,
number
one
are
critical
in
the
budget
process,
and
so
one
of
the
ways
that
I
would
do,
that
is
to
make
sure
that
students
needs
are
being
met
and
that
we
are
focusing
on
student
centered
investments
at
all
times
when
we're
creating
the
budget.
B
E
Afternoon
hi
there
thank
you
for
coming.
I
was
here
for
your
earlier
presentation
and
one
of
the
things
that
you
talked
just
a
very
little
bit
about
were
some
of
the
accomplishments
and
the
investments
that
your
community
had
made
in
early
childhood.
So
I
would
like
to
hear
a
little
bit
more
about
what
those
investments
were
a
particularly
expansion
and
also
about
quality
sure.
B
Thank
you.
So
what
you
heard
me
say
and
I'll
reiterate
for
those
that
we're
not
here
is
this
understanding
that
the
way
that
you
really
dramatically
transform
a
school
district
is
being
able
to
do
two
things,
and
that
is
your
short-term
game
for
lack
of
a
better
word
and
your
long-term
game,
and
that's
something
that
I
have
been
like
talking
about
for
a
very,
very
long
time
in
miami-dade.
B
And
what
I
mean
by
that
is
the
long
term
game
is
those
critical
areas
that
need
to
be
handled
and
prioritized
right
now,
in
this
case,
achievement
gaps
in
senior
high
college
and
career-readiness
graduation
rates,
that
kind
of
work
and
the
redesigning
of
high
schools
and
the
schools,
particularly
that
are
under
targeted
and
comprehensive
support
by
the
state.
So
those
4
dozen
or
so
schools
prioritizing
their
needs.
But
that
has
to
be
done
and
that
work
needs
to
be
taken.
B
Care
of,
at
the
same
time
that
you're
building
your
base
right
because
otherwise
you're
gonna
be
stuck
in
this
cycle
of
you
know,
trying
to
remediate
children
and
kind
of
correct
situations
that
have
been
perpetually
kind
of
strung
along
or
I
can
kick
down
the
road.
So
for
me,
the
involvement
and
the
investment
and
the
focus
on
early
childhood
is
critically
important.
We
serve
about
9,000
students
in
well
birth
through
four-year-old
in
miami-dade.
It's
a
portfolio
approach,
so
we
have,
and
that's
in
miami-dade
there's
others
that
are
in
the
private
sector.
B
That
I'm,
not
counting,
because
our
notion
and
similar
to
Mayor
Walsh's
vision
is
universal
pre-k
right,
whether
we're
providing
it.
Someone
else
is
providing
it
etc,
but
we
also
have
a
role
and
when
someone
else
is
providing
it
right
now.
The
data
is
very
clear
in
Miami
that
those
students
that
are
enrolled
in
pre-k
programs
that
we
manage
are
succeeding
at
much
higher
levels
than
those
that
are
that
are
not.
That
might
be
very
different
here
in
Boston.
The
reason
I
bring
that
up
is
because
we
need
to
learn
from
each
other.
B
So
when
there
are
private
entities
that
are
doing
a
bang-up
job
with
little
learners,
we
need
to
learn
from
that
and
vice
versa.
We
have
voluntary
pre-k,
we
funded
primarily
the
second
half
of
the
day,
cuz
the
state
only
funds
a
half-day
program
through
Title,
one
which
I
oversee,
which
is
a
three
hundred
million
dollar
federal
grant.
B
In
addition
to
that,
we
have
Head,
Start
and
Early
Head
Start
that
we
run
through
through
the
city,
so
the
city
is
that
I'm
sorry,
the
county
is
the
delegate
agency
for
that
we
manage
them
and
we
run
them.
We
have
birth
to
two
year
old
programs
and
the
way
that
we
select
the
sites
for
that
is
based
on
need,
so
we're
looking
at
our
most
impoverished,
zip
codes
where
parents
can't
really
afford
quality
early
childhood
and
that's
where
we
seed
these
programs.
B
We've
invested
in
a
lot
of
parental
involvement
in
parental
engagement,
rather
professional
development.
If
you
will
for
parents
on
how
to
help
the
early
learners,
we
have
a
new
program
called
everybody
learns
where
we're
partnering
with
Publix,
which
is
our
local
grocery
store
and
there's.
If,
when
you
go
visit
you
when
you're
shopping
in
the
produce
area,
you'll
see
pop-ups
all
over
the
produce
area,
which
is
a
great
marketing
tool
for
us
for
our
early
childhood
programs.
But
it's
how
parents
can
engage
their
children
like
what
colors
do
you
see
in
the
apples?
B
How
many
pears
are
you?
Can
you
help
me
count
the
pears
things
like
that?
We
have
sent
devices
home
with
children
and
in
order
for
parents
to
have
access
to
software
that
helps
children,
learn
and
access
to
programs
that
help
them
develop
as
parents
as
well.
It's
called
connect
at
home,
and
so
we've
deployed
tens
of
thousands
of
machines
home
to
parents
as
well.
B
For
that,
and
so
those
are
some
of
the
the
things
that
we've
done
to
grow
our
program,
but
not
only
to
grow
it
and
have
more
seats
in
the
communities
that
need
it
most,
but
also
to
make
it
better.
And
the
first
thing
I
did
actually
I
was
an
assistant
superintendent
over
academics
at
the
time
was
look
at
the
materials
and
we
changed
the
materials
that
the
students
were
interacting
with
and
then
heavily
on,
developing
and
investing
in
our
teachers
in
professional
development.
B
That's
signaled
to
the
rest
of
the
organization
that
the
little
ones
were
just
as
important
as
the
big
ones.
It
was
a
huge
shift
in
in
kind
of
the
the
psyche
of
the
organization
and
then
finally,
the
academic
teams
were
sitting
over
here
and
they
were
K
and
up
or
actually
one
and
up
and
we
merged
those
two
or
the
early
childhood
office
with
our
early
literature
literacy
office,
and
so
we
have
now
kind
of
bridges
from
the
content.
Folks
to
the
early
childhood
folks
around
dual
language.
B
E
B
So
the
theory
of
action
in
miami-dade
and
and
it's
a
very
compelling
story.
So
in
2013
there
were
49
D
schools
and
there
were
nine
F
schools
in
miami-dade.
Today
there
are
five
D
schools.
I
would
argue
with
the
state
that
there
are
four
but
they
win.
There
are
four
and
there's
there
are
zero.
Apps
we've
eliminated
us
for
the
last
two
years.
That's
an
aggregate
right,
that's
the
total
kind
of
temperature
quality
of
a
school.
B
We
have
a
schools
that
have
achieved
makeups,
that
there
are
pockets
of
children
in
a
and
B
per
rated
schools
in
the
state
of
Florida.
They
they
grade
their
schools
that
also
have
glaring
achievement
gaps.
So
I,
don't
I
want
to
make
sure
that
I'm
talking
to
both
of
those
the
the
work
around
achievement
gaps
has
been
a
job
that
has
encompassed
the
entire
organization,
not
just
academics.
Right
so
I'll
give
you
an
example.
B
Today
that
wasn't
the
case
in
in
MD
CPS,
seven
years
ago,
eight
years
ago,
that's
today's
culture
and
so
I've
been
able.
My
team
and
I
have
been
able
to
kind
of
change
that
mind
shift.
We
have
I'll
do
a
couple
of
pockets
because
when
you
talk
about
achievement,
gaps,
you're
talking
about
African,
American
students,
English
language,
learners,
you're
talking
about
students
with
disabilities
and
economically
disadvantaged
students
for
the
most
part,
and
so
there's
work
different
work
to
do
with
each
of
those
subgroups
with
English
language
learners.
B
I
mentioned
that
in
the
first
panel,
we've
been
pretty
deliberate
about
making
sure
that
we
understand
a
the
quality
of
the
the
instruction
and
the
program.
It's
it's.
It's
dramatically
improved
over
time
and
our
outcomes
I
think,
are
a
testament
to
that.
But
for
a
while
it
wasn't
it
wasn't
a
priority
in
terms
of
actually
looking
at
what
the
students
were
being
asked
to
do
both
in
al
and
in
sped.
I
mentioned
that
in
my
first
panel,
but
I
will
be
a
little
bit
redundant
in
that
you
know.
B
We
have
students
that
when
you
actually
visit
the
classroom-
and
you
look
at
what
they're
actually
being
asked
to
do,
it's
nowhere
near
grade
level
work
and
it's
nowhere
near
really
pushing
them
to
their
capacity
and
so
having
training
with
teachers.
Doing
instructional
walkthroughs
classroom
walkthroughs
with
principals,
coaching
people
on
the
look
force,
and
it's
not
a
checklist,
but
it's
really
asking
yourself.
Okay.
What
is
the
standard
that
this
teacher
has
planned
for
and
what
are
the
students
being
asked
to
do
and
is
that
evidence
of
mastery
of
that
standard?
It
seems
very
simplistic.
B
You
would
think
that
that's
the
norm,
but
it's
not
and
there's
a
myriad
of
reasons
for
that
some
of
it
is
implicit
bias.
Some
of
it
is
they
they're
just
want
the
children
to
have
some
level
of
success.
So
Great
Inflation
plays
a
part
in
that
as
well,
and
what
we're
doing
is
a
disservice
to
the
children.
B
For
many
years
we
were
segregating
for
lack
of
a
better
word
separating
our
special
ed
students
who
are
differently
abled
students
into
classrooms,
because
you
know
we
needed
an
expert
and
they
needed
to
be.
You
know
with
people
that
knew
how
to
do
that.
Work
and
I
submit
to
you
that
when
you
include
students,
the
data
is
the
research
is
very
compelling
that
they're
gonna
they're
gonna
do
better.
B
Not
only
that,
but
sometimes
even
their
peers
or
non-disabled
peers
are
gonna,
do
better,
and
so
the
work
around
inclusion
has
been
really
a
very
high
priority
for
my
team
and
I,
particularly
I,
would
say
over
the
last
three
years.
That
involves
a
lot
of
professional
development
that
involves
a
lot
of
just
monitoring
and
supports
and
providing
support
so
that
the
teachers
feel
supported
and
the
children
feel
supported
and
I
mentioned
it
before.
B
Just
this
past
year
we
included,
we
have
37,000
sped
students
and
we
included
just
as
last
year,
eighteen
hundred
and
eighty-two
more
in
the
gen
ed
program
that
moves
children
that
moves
schools
and
that
moves
communities,
the
English
language
learners
as
well
looking
at
them
and
how
long
they've
been
in
an
English
learning
kind
of
mode
in
the
classification
of
Esau
and
trying
to
accelerate
that,
while
supporting
them
is
really
important.
When
you
see
the
exodus
of
kids
coming
out
of
Esau
and
going
into
mainstream
gen
ed,
they
their
their
graduation
rates,
have
increased
dramatically.
B
So
just
to
give
you
an
example
in
sped,
the
graduation
rate
for
in
miami-dade
is
86.
Sorry,
eighty
four,
eighty
four
point:
six.
Rather
it's
seventy
something
for
the
state,
so
we're
head
and
shoulders
above
the
state
and
I
think
that's
because
of
our
very
intentional
includes
inclusion
of
children
and
holding
no
children,
there's
no
children
of
a
lesser
God,
and
so
all
children
can
learn
at
very
high
levels.
And
that's
our
expectation
when
it
comes
to
our
East.
B
When
you
look
at
the
Hispanic
and
black
students,
I'm,
sorry,
the
English
language
learners
and
the
black
students,
they
have
closed
their
graduation
gap
in
half
and
when
you
look
at
economically
disadvantaged
and
students
that
are
differently
abled,
they
have
closed
their
graduation
gap
from
2011
into
two
thirds,
and
so
you
are
now
seeing
kids
that
are
economically
disadvantaged
across
a
very
large
district,
with
only
three
percentage
point
difference
in
comparison
to
their
non
economically
disadvantaged
children.
That's
what
closing
the
achievement
gap
looks
like.
E
F
You
thank
you.
Thank
you.
Welcome
it's
very
excited
to
meet.
You
I
know
that
my
colleagues
and
the
committee
have
done
a
great
job
of
reviewing
qualifications,
so
we
assume
you're
ready
to
do
the
job.
So
I
want
to
ask
some
questions
and
maybe
have
some
complexity,
for
there
may
be
no
right
answer.
I
just
want
to
get
a
sense
of
your
thinking.
So
my
first
question
and
I'm,
you
know
what
do
you
think
about
what
people
call
comprehensive
schools
or
neighborhood
schools
with
wraparound
services
as
a
way
to
close
the
achievement?
F
B
So
I
know
that
well,
I
actually
visited
I
spent
a
full
day.
You
know,
driving
through
the
neighborhoods
in
Boston
and
I
must
have
been
around
probably
I,
don't
know,
maybe
twelve
schools
a
couple
of
weeks
ago
and
I
got
the
the
kind
of
like
a
holistic
look
at
some
of
the
schools,
and
many
of
them
are
actually
connected
to
community
centers,
which
is
in
seeing
I
have
lots
of
questions
about
that
like
how
does
that
Community
Center
service
at
school?
Does
it?
Does
it
not
service
at
school?
Who
does
it
just
the
community?
B
Is
there
a
relationship
between
that
agency
and
the
school
site?
So
those
are
questions
that
I
have
they're,
not
answers
that
I
have
for
you,
dr.
Coleman,
but
certainly
I
would
want
to
look
at
that
in
miami-dade.
One
of
the
things
that
we've
done
is
particularly
around
our
what
we
call
our
Tier
three
schools,
which
are
turnaround.
Schools
is
create
wraparound
services
for
those
schools.
We
have
a
number
of
things.
We've
done
so
we
have
a
mental
health
department
centrally.
That
is
deploying
social
workers,
therapists
out
to
schools
so
centrally,
based
on
need
and
demand.
B
Then
we
also
have
we
partnered
with
lots
of
community
agencies
and
organizations
like
Big
Brothers,
Big,
Sisters
women
of
tomorrow
communities
in
schools,
Teach
for
America
City,
Year,
lots
of
different
entities
that
are
supporting
schools
in
different
ways.
What
we
try
to
do
centrally
is
make
sure
it's
balanced
right,
so
to
make
right
now
what
I,
see
and
I
could
be
wrong.
But
my
what
my
perception
is
is
that
oftentimes
in
Boston,
that's
left
up
to
the
individual
principal
there's
value
to
that
I.
B
Don't
want
to
devalue
that,
however,
that
is
a
huge
lift
for
a
principal
that
is
trying
to
number
one
make
sure
to
manage
and
operate
his
or
her
school
and
the
facilities
themselves.
The
folks
that
worked
there
supporting
the
folks
that
work
there
supporting
instruction
meeting
with
parents,
the
cetera,
so
that
is
a
full-on
job
and
then,
on
top
of
that
you
were
kind
of
holding
over
them.
This
sense
of
you
are
now
responsible
for
being
the
liaison
to
connect
people
in
the
community.
There
is
value
to
that,
but
it
shouldn't
be
the
end
game.
B
Now,
in
terms
of
wraparound
services,
we
have
worked
really
hard
in
making
sure
we
have
partnership
with
the
county.
It's
called
give
me
a
second,
oh,
my
god,
I'm
like
we're.
We
help
connect
sorry
health
connect
in
schools,
so
the
health
connect
program
in
our
district.
What
it
does
is
it
brings
in
a
nurse
or
a
licensed
practice
and
a
licensed
practitioner
to
be
to
serve
a
clinic
at
the
school
and
we
don't
just
say:
okay,
we're
gonna
pop
these
up
in
every
school.
B
We
look
at
data,
so
we
look
at
the
data
centrally
and
we
say
where
are
we
having
the
lowest
attendance
for
because
kids
are
being
are
sick
and
are
not
attending
school?
Or
where
do
we
have
the
lowest
access
to
quality
health
care
in
what
communities
are
kind
of
suffering
through
that
and
where
those
gaps
are
in
the
community?
That's
where
we
kind
of
push
resources
or
direct
resources
to
so
health
connect
in
our
schools,
offers
immunizations
to
children
immunizations
to
parents
like
the
flu
shots
at
parents.
B
We've
built
those
kind
of
opportunities
for
schools
to
be
like
a
24-hour
schools
right,
so
that
the
school
shouldn't
shut
down
and
lock
down.
At
the
end
of
the
day
when
the
last
bus
rolls
out
the
school
should
come
alive,
but
it
should
be
a
different
kind
of
life
right.
This
is
the
life
where
the
school.
B
Now
it's
going
into,
it
gets
its
second
kind
of
iteration,
where
you're
having
Adult
Ed
classes,
whether
it's
classes
for
citizenship,
whether
it's
classes
for
adults
to
learn,
English,
whether
it's
Career
and
Technical,
adult
classes,
whether
it's
healthcare
and
that's
really
like.
Ideally,
what
schools
should
be
doing
in
communities
they
shouldn't
just
shut
down
when
the
principal
ways
goodbye
to
the
last
bus
and
that's
something
that
I
would
love
to
see,
expand
in
Boston,
great.
F
Thank
you
and
better.
Yet
you
answered
my
second
question
about
falesha
between
central
office
and
local
school.
Sigh
guru,
I
know
the
question
I'm
in
I'm
delighted
to
hear
that
you're
in
here
for
the
long
game
and
that
transpiration
is
I,
think
that
I
agree
with
that's
very
important
to
the
health
of
the
district.
So
in
5-10
years,
what
do
you
think
you
will
be
known
for.
B
B
Coherence
in
an
organization
in
a
large
urban
school
district
I'll
give
you
an
example.
We
recently
were
accredited
or
re-accredited
by
advanced
ed.
They
came
to
our
school
I'm.
Sorry,
our
district.
They
went
to
like
all
schools.
They
spent
three
five
days
visiting
classrooms.
They
observed,
like
they
interviewed,
like
a
thousand
people
and
visited
like
650
classrooms,
something
crazy
like
that
they
had
a
team
of
66
people
come
down
to
the
district.
So
it's
a
very
comprehensive
look
at
the
whole
organization.
They
met
with
board
members.
They
met
with.
They
observed
lessons.
B
They
met
with
teachers,
parents
leaders,
cabinet
members,
you
name
it
community
members
very
thorough
job
in
the
exit
interview.
What
they
said
was
you
all
are
very
big,
but
you
feel
really
small
and
so
I.
Think
to
your
question:
that's
what
I
think
what
I
would
want
to
feel
that
we're
really
large.
We
have
125
schools,
it's
it's
a
big
little
city,
but
everyone
there
what
they
meant
by
that
cuz
I
asked
like
what
do
you
mean
by
that?
Can
you
elaborate
and
what
they
meant
by?
B
That
was
that
they
were
hearing
the
same
things,
whether
they
were
in
a
classroom
talking
to
a
teacher
or
whether
they
were
speaking
to
a
leader
or
speaking
to
a
student.
It
read
there
were
themes
that
resonated
throughout
the
organization.
One
of
the
themes
is
that
the
central
office
Serbs
schools,
we're
not
a
compliance
organization.
We
have
enough
compliance
to
deal
with
from
the
state
now.
B
Well,
there
is
there
accountability
or
are
we
checking
things
absolutely,
but
our
main
driver
is
to
support
schools,
so
this
this
shift,
I,
think
I,
hope
or
even
a
bigger
shift.
If
there
is
one
already
to
be
a
service
oriented
central
office
to
schools,
I
think
would
be
one
of
the
things
that
I
would
want
them
to
say
about
me
in
five
years.
B
G
So
I'm
I'm
a
professor
at
UMass
Boston,
and
we
do
a
lot
of
work
with
teachers,
future
teachers
and
one
of
the
issues
that
our
school
system
is
facing
is
that
lack
of
representation
of
teachers
of
color
in
classes,
schools
where
the
majority
of
the
kids
are
students
of
color,
42
percent
of
the
students
in
bps
are
Latino
students
but
they're,
definitely
not
40
percent
Latino
teachers,
and
so
this
is
a
real
issue
in
terms
of
not
just
recruitment
but
also
the
retention
of
teachers
of
color.
So
I'm
just
curious.
B
Let's
start
with,
why
does
that
matter?
Students
need
windows
as
much
as
they
need
mirrors
right
and
I.
Think
the
research
is
very
compelling
around
the
fact
that
children
need
to
see
role
models,
whether
it's
in
teachers
and
principals,
in
elected
officials
that
they
can
see
themselves
in
the
faces
of
the
adults
around
them.
I
think
that's
vitally
important,
I'm
not
gonna,
sit
here
and
tell
you
that
that
is
something
that
we
have
achieved
in
miami-dade.
We're
still
working
through
that.
Okay.
I
think
that
it's
as
our
communities
become
more
diverse.
B
I
know
that
86
percent
of
the
students
in
Boston
Public
Schools
are
black
or
brown.
That's
an
enormous
undertaking
to
get
kind
of
to
get
parity
in
yours
and
your
teachers
and
your
leaders
enormous
undertaking-
and
it's
not
gonna
happen
overnight.
That's
a
long-term
game
right
and
so
what
we
are
doing,
we're
trying
to
attack
the
problem
in
a
myriad
of
ways
from
our
own
pipeline,
meaning
our
children
to
the
pipeline.
That's
coming
to
us
from
higher
right
I'll.
Give
you
some
examples.
B
So
in
our
in
our
school
district,
we
have
teaching
academies,
we're
big
on
academies
and
magnet
schools
of
choice,
programming,
whether
they're,
magnet
or
non
magnet
choice.
We've
created
a
number
of
teaching
academies
in
our
district
and
we're
trying
to
be
very
intentional
about
who
are
the
kids
in
those
teaching
academies,
because,
ultimately,
if
they
continue
on
that
trajectory,
they're
gonna
go
to
a
higher
ed.
Typically,
they
go
to
the
local
University
like
without
questions.
Labor
markets
are
remarkably
local
right,
remarkably
local,
so
how
to
influence
that
is
important
to
us.
B
In
the
organization
itself,
we
have
a
program
called
the
5000
role
models,
which
is
a
program
for
african-american,
males,
I,
guess
it's
very
must
be
very
similar
to
becoming
a
man
and
so
I
would
look
at
maybe
becoming
a
man
and
trying
to
kind
of
look
at
students
and
try
to
encourage
students
in
that
program
to
consider
the
teaching
profession.
Now,
when
you
look
at
the
at
the
colleges
and
the
schools
of
higher
ed,
we
are
doing
a
couple
of
things
we
are
working
with
FIU.
We
have
that's
our
local
university.
B
We
call
have
a
program
called
access
and
what
we're
trying
to
do
is
look
beyond
FIU
for
pipeline.
The
vast
majority
of
the
students
at
FIU
are
Hispanic,
so
we're
trying
to
do
is
target
post-secondary
institutions.
I
know
you
have
many
that
have
high
concentrations
of
our
traditionally
marginalized
subgroups.
So
if
you're,
looking
for
African,
American
or
even
males,
you
know
whatever
that
subgroup
is
that
you're
trying
to
influence.
B
Look
for
where
there's
a
critical
mass
of
them
to
try
to
develop
programming
in
they're,
looking
for
alternate
pathways
to
certification
is
something
that
we're
doing
a
lot
of
work
around.
The
HR
folks
are
doing
a
lot
of
work
around,
for
instance,
when
working
with
local
universities,
particularly
and
the
colleges
of
math
and
science,
and
there
may
may
be
like
engineering,
majors
and
trying
to
influence,
and
now
we
weren't
able
to
do
that
very
well
before,
because
our
salary
skills
were
not
comparable
to
what
they're
earning
potentials
were.
B
Has
everything
to
do
with
diversity,
because
then
we're
now
looking
at
populations
that
may
not
consider
going
into
engineering
but
rather
going
to
becoming
a
secondary
math
teacher
or
secondary
science
teacher
rather
than
a
biology,
major
whatnot,
so
looking
at
alternative
certification
is
important
for
us
for
me
personally,
what
I
would
want
to
do
first
up
is
to
look
at
your
attrition
and
why
are
they
leaving
so
who's
leaving
and
why
are
they
leaving
I'm
big
on
data
data?
Is
my
thing
and
so
I
would
I,
don't
really
shoot
from
the
hip
I?
B
Don't
my
team
and
I
don't
say:
oh
we're
gonna
do
this
because
we
think
it's
the
right
thing
to
do.
We
take
steps
when
we
have
evidence
that
this
is
that
the
data
is
pointing
us
in
that
direction.
So
I
would
we
have
in
our
district
and
I
would
hope
that
bps
has
it
as
well
when
folks
are
separating
from
the
organization
we
take
great
instead
of
just
saying,
okay
bye.
We
want
to
make
sure
that
we
know
why
they're
leaving,
so
we
have
exit
surveys
and
we
want
to
know
where
they're
going.
B
That
is
very
informative,
because
if
you
find
out
the
root
cause,
then
you
can
actually
try
to
work
towards
that
root.
Cause
and
I.
Don't
know
how
much
of
that
is
happening
here.
Another
thing-
and
this
will
be
my
last
piece-
I'm
sure
we'll
get
back
to
it-
is
sometimes
there's,
for
instance,
might
in
in
in
my
particular
team.
When
I
arrived,
there
was
not
a
whole
lot
of
african-american
representation
and
I
was
dismayed
by
that,
and
so
there
were
not
at
the
moment.
B
There
were
not
folks
that
were
ready
at
the
mid
level
at
the
senior
level
to
step
up
in
junior
level
to
step
up
into
these
senior
roles.
We
just
didn't
have
that
kind
of
middle
layer,
so
we
I,
we
have
been
working
very,
very
hard
in
making
sure
that
we're
looking
for
qualified
minority
candidates
in
that
mid
layer
and
I
can
tell
you
right
now
that
should
a
vacancy
become
available
in
two
of
my
direct
reports.
I
have
fillers
for
them,
backfill
for
them,
and
they
are
minority,
but
that
couldn't
have
happened.
B
If
I
didn't
we
didn't
look
beyond
the
next
layer
and
then
you
know
looking
at
leaders
and
how
leaders
are
making
hiring
decisions
and
really
supporting
them
through
the
personnel
process.
That's
just
as
big
as
the
budget
process
as
the
operational
process
as
the
instructional
process.
As
the
community
engagement
process
is
you,
principals
can't
be
masters
to
all
of
those
functions.
It
is
our
job
as
a
central
office
to
support
them
and
train
and
groom
them
so
that
they
can
be
as
strong
as
any
HR
specialist
in
recruiting
retaining
and
attracting
talent
and
I
know.
B
I
said
lastly,
but
I'll
say
one
more.
One
of
the
things
that
we
recently
did
is
to
try
to
kind
of
you
can't
do
it
at
scale
overnight
right.
So
what
we've
tried
to
do
is
we've
tried
to
incentivize
teachers
to
go
to
the
most
fragile
schools,
and
that
is
slowly
kind
of
turning
that
teacher
demographic
in
certain
schools,
and
we
did
that
through
an
MoU
with
the
teachers
union,
where,
where
we're
paying
upwards
of
$12,000,
they
have
different
pockets
in
those
12,000
dollars,
but
to
recruit,
retain
and
reward.
B
G
Thank
you
so
I
have
two
questions,
but
I
only
have
room
for
one,
and
maybe
you
can
come
back
to
me
later.
G
B
The
Charter
landscape
in
Florida
is
really
different
from
a
lot
of
other
places,
nationally
very
different
from
Boston
and
so
having
been
born
and
raised
in
Miami
I
had
a
certain
opinion
which
I'll
share
with
you
in
a
minute
and
over
the
last
several
years,
I've
also
had
an
opportunity
to
travel
quite
a
bit
and
network
with
colleagues
across
this
country
and
see
kind
of
a
different
side
to
that
movement
and
I'll
tell
you
what
that
is
in
Florida.
The
charter
industry
is
highly
privatized.
B
I
personally
do
not
feel
that
there
is
room
or
that
there
should
be
profits
in
the
education
space.
That's
my
personal
opinion.
I.
Don't
think
I
think
that
companies
should
not
be
looking
at
pupil,
pitting
pupil
against
profit,
I
think
there's
a
lot
of
things
that
can
go
south
when
you're
pitting
pupils
against
profits.
That's
my
opinion.
Having
said
that,
I
have
visited
been
in
and
have
friends
that
are
leading
and
teaching
in
amazing
charter
schools.
There
are
great
public
schools
and
there
are
lousy
public
schools.
B
There
are
great
charters,
there
are
lousy
charters,
they
are
all
our
children,
so
in
terms
of
how
do
I
feel
about
charters?
I
think
that
we
have
sometimes
we
have
a
lot
to
learn,
and
sometimes
we
don't
from
them.
Sometimes
they
have
a
lot
to
learn
from
us
in
nccps,
I,
oversee
seven
district
manage
charters.
That
was
the
creation
of
my
superintendent
way
before
lots
of
folks
were
even
kind
of
stepping
into
that
land.
B
Land
mine,
he
said,
came
to
us
one
day
and
says
I
want
to
manage
charter
schools
and
the
whole
cabinet
looked
at
him
like
he
was
nuts
like.
What
are
you
talking
about?
We're
like
public
schools
and
now
I
have
the
great
pleasure
of
doing
that
they
have
their
own
boards
and
basically,
what
the
relationship
is
that
they
they
look
at
us
for
a
la
carte
services,
so
we
may
be
doing
their
payroll.
We
may
be
doing
some
other
curricular
support.
We
may
be
doing.
We
always
influence
their
instructional
materials
purchases.
B
They
may
participate
in
our
professional
development,
so
we
they
gain
from
us.
We
manage
them,
but
their
charters
that
the
that
the
school
board
has
authorized
now.
Having
said
that,
sometimes
it's
to
our
benefit.
I'll,
give
you
an
example.
We
have
a
community
booming
called
Doral,
where
there
are
lots
of
new
condos
and
apartments
popping
up
such
a
breakneck
speed
that
we
can't
keep
up
with
a
booming
number
of
children,
and
so
what
we
did
was
we
partnered
with
the
city
of
Doral.
B
They
put
up
a
beautiful
school
that
the
district
did
not
pay
a
penny
for
it's
a
district
manager
arter.
So
it's
our
school,
they
put
all
the
money
into
building
the
school
and
the
kids
are
thriving.
So
you,
you
know
you
have
to
kind
of
look
at
what
kind
of
relationships
you
can
build.
However,
there
should
be
high
quality
period
across
all
schools,
regardless
now
to
your
choice,
question
I
am
a
proponent
of
choice,
I
and
sometimes
that
statement
is
only
looked
at
through
a
charter
lens.
Oh
she's,
Pro
charter.
B
She
said
she's,
pro-choice,
she's,
Pro
charter.
What
I
mean
by
I
am
a
proponent
of
choice
is
that
we
have
built
in
miami-dade
over
a
thousand
different
choice:
options
for
our
children.
We
have
350
thousand
kids
in
our
school
district
and
68%
of
them
are
exercising
choice.
Some
of
those
are
charter,
but
many
are
magnet
programs
that
they're
going
to
many
our
academies
within
their
own
schools.
So
there
are
choices
within
our
portfolio
so
that
students
can
can
follow
their
passions.
You
know
maybe
it's
information
technology,
maybe
its
hospitality
and
tourism.
G
How
are
the
Howard
housed
is
funded,
though,
because
one
of
the
issues
were
facing
in
our
district
is
when
the
kids
leave
bps
to
go
to
a
charter
school,
the
funding
follows
them.
So
how
are
we
gonna
deal
with?
How
would
you
deal
with
that
issue
with
the
loss
of
enrollments,
and
you
know
the
correlation
to
the
charter,
schools,
question.
B
So
yes,
they're
competing
for
us
for
our
kids
right,
18,000
students,
I,
believe,
are
choosing
something
other
than
VPS.
That's
that
my
understanding
18,000.
So,
ultimately
you
want
those
you
want
to
track
those
kids
back.
You
can
only
attract
those
kids
back
by
having
high
quality
choice
options
within
your
bps
portfolio.
B
The
reason
that
we
are
able
to
achieve
at
the
levels
that
were
able
to
achieve
and
kind
of
stave
off
this
charter
momentum
in
miami-dade,
because
I
understand
in
Massachusetts
there's
a
cop
but
there's
no
cop
in
miami-dade
they're,
just
popping
up
the
reason
that
we
are
able
to
stabilize
ourselves
to
an
extent
we
have
declining
enrollment
too,
is
by
continuously
pushing
ourselves
to
innovate.
We
want
to
be
the
best
best
thing
in
town,
and
so
it
has
pushed
us
to
create
all
these
different
choice
options
so
that
we
can
attract
the
kids
back.
B
So
we're
competing.
Don't
get
me
wrong.
We
are
competing
with
the
charters.
It's
made
us
better
to
some
extent
because
we're
not
the
only
game
in
town
but
ultimately
in
bps.
How
I
would
do
it
is
you
have
to
look
at
your
footprint
and
I
said
this
in
your
in
the
first
panel,
we
have
to
right-size
this
district
and
there's
plans
for
that
right.
B
B
H
H
H
Projects
like
school
age,
but
yet,
which
is
one
of
the
big
issue,
but
yet
and
balance
that
with
community
different
interest,
different
communities
in
in
Boston
have
different
interests.
Let's
say
when
it
comes
to
budget,
how
do
you
balance
those
interests
with
the
budget
in
terms
of
equity?
Thank
you.
Thank.
B
You
I
work
in
a
school
system
that
has
an
elected
school
board:
nine
members
school
board,
and
so
often
times
conversations
around
equity
come
up
and
I.
Typically
underneath
my
breath
going,
that's
equality,
that's
not
so
much
equity
in
that
every
one
of
them
because
they're
there
they
represent
a
particular
neighborhood,
so
I'm
kind
of.
If
you
follow
me
and
my
train
of
thought
here,
I'm
kind
of
creating
those
same
pockets
of
different
people
with
different
needs,
even
though
they
care
immensely
about
all
of
the
children
in
miami-dade.
B
But
ultimately
they
are
elected
within
a
constituency
and
within
a
geographic
realm,
and
so
oftentimes
I
have
to
play
that
role.
The
role
of
the
clarifier
between
the
difference
between
equity
and
equality
and
equity
for
me
is
very
simple.
Those
that
need
less
need
need
more
require
more
those
that
have
less
require
more.
That's
the
definition
of
equity
now
you're
doing
a
lot
of
that
work.
We
don't
have
weighted
student
funding,
I
mean
we
do
to
an
extent
with
some
of
our
sped
students
etc.
B
Something
that
the
rest
of
the
country
could
really
kind
of
get
their
their
wrap
their
minds
around,
which
is,
you
are
looking
at,
not
only
weighted
student
funding
and
you
have
that,
but
you're
also
exercising
an
opportunity
index.
It's
not
perfect
it.
It's
new,
relatively
new
there's
room
for
improvement,
but
you're
exercising
taking
some
actions
that
will
lead
ultimately
to
more
equitable
outcomes
for
kids
right
and
so
all
kids
are
not
going
to
get
to
the
same
level.
B
With
the
same
amount
of
support,
some
kids
need
more
support
than
others
to
get
parity
in
their
outcomes.
That,
to
me,
is
what
equity
is.
You
want
parity
in
student
outcomes,
and
you
recognize
that,
because
of
a
lot
of
different
variables
that
doesn't
happen
organically,
so
you
have
to
kind
of
create
a
system
where
that
is
nurtured
and
where
that
manifests
itself.
So
that
to
me
is
the
definition
of
equity.
Some
examples:
let's
go
back
to
choice
with
a
question
that
dr.
B
Shiva
asked
me,
so
we
have
schools
very
similar
to
your
some
of
your
schools,
like
the
exam
schools
which
are
considered
the
highest
best
biggest
quality.
You
know
the
where
everybody
wants
to
go
to
school
and
there
are
limited
seats
in
these
schools
and
so
in
miami-dade.
We
want
to
have
make
sure
that
all
students
have
access
to
some
of
those
schools
right
and
so
we've
taken
some
measures
to
do
that.
It's
hard,
it's
a
gnarly
process,
but
some
of
the
efforts
that
we've
done
is
to
kind
of
franchise
some
of
those
programs.
B
So
we
have
a
program
in
in
on
an
island
that
is
very
highly
coveted,
called
math
Academy,
it's
US
News
and
World
Report
and
everyone
wants
to
go
to
mast.
But
it's
on
an
island
landlocked,
it's
not
gonna
grow,
and
so
what
we've
done
is
we've
branded.
We've
used
the
brand
of
mast
and
we
have
other
mass
across
the
district,
and
so
it
might
its.
It
might
be
a
different
iteration
of
mast.
B
It
might
have
a
little
different
twist
to
it,
but
you're
getting
the
same
program
if
you
will
in
different
ZIP
codes,
so
you're
opening
seats.
We've
done
that
with
a
school
that
mr.
Carvalho,
my
superintendent
envisioned
called
I
prep.
It's
his
school
he's
the
principal
of
the
school
and
there's
an
enormous
waitlist
in
the
thousands,
so
we're
developing
other
sites
to
have
AI
Prep
academies
within
schools
so
that
we're
not
building
another
school,
we're
going
on
school
and
we're
building
an
academy
within
that
school.
B
That
is
the
is
the
the
brand
of
that
school
that
is
in
such
high
demand.
That's
one
of
the
ways
now,
when
you
have
choice
when
you
have
choice-
and
this
is
I-
could
have
written
a
dissertation
on
this
there's
a
tension
between,
in
my
opinion,
equity
and
full,
like
equities,
systemic
driven
equity
strategies
and
choice,
because
if
you
have
choice,
parents
are
voting
with
their
feet
right.
Parents
and
families
are
voting
with
their
feet,
and
then
you
have
an
organization
that
holds
in
very
high
regard
equity.
B
Maybe
not
all
parents
share
that
same
value,
so
they're
gonna,
they're
gonna
move
their
children
wherever
they
see
fit,
and
then
we
step
back
and
we
look
and
we
say
wait,
but
all
of
the
a
preponderance
of
white
children
are
here
or
preponderance
of
Hispanic.
Children
are
here
preponderance
of
blood
here,
and
we
want
to
fix
it,
but
we
believe
in
choice,
so
the
tension
exists.
So
one
of
the
things
that
we've
done
is
through
a
school
choice
and
innovation
is
in
Falls,
undermined
in
my
shop
and
one
of
the
things
that
we've
done.
B
We
have
a
lottery,
so
the
parents
sign
up
for
the
parents
or
the
children.
Rather
they
sign
up
for
five
different
schools
if
they
are
applying
for
a
magnet.
That
means
that
they're
leaving
their
home
school
to
go
elsewhere
and
one
of
the
things
that
that
we
have
done
is
to
look
at.
You
can't
look
at
race,
but
you
can
look
at
socioeconomic,
so
we
use
census
data
to
look
at
zip
codes
that
are
high
poverty,
zip
codes.
B
Those
are
the
kids
that
can't
get
in
to
mast
and
I
prep
and
some
a
lot
of
other
schools,
and
so
we
have
made
created
ways
for
the
lottery
to
give
them
multiple
tickets.
If
you
can
follow
me,
so,
instead
of
them
having
one
ticket
in
this
big
bowl
of
lottery
balls,
they
have
two
or
sometimes
three,
because
they're
coming
from
these
zip
codes
that
we're
targeting
and
so
we're
trying
to
create
a
system
where
parents
don't
have
choice
but
we're
trying
to
put
up
guardrails
so
that
we
can
try
to
create
more
equitable
opportunities.
B
First
children
in
all
zip
codes.
Now,
ultimately,
the
vision
is
that
you
have
a
high
quality
score.
Every
zip
code,
I
still
believe
in
choice,
because
you
know
what
maybe
the
high
quality
school.
This
comprehensive
high
school
in
my
neighborhood,
it's
fantastic,
but
it
doesn't
have
an
IB
program
and
we
really
value
bilingual
education.
So
I
want
my
child
to
go
to
a
bilingual
school,
so
yeah
sure
there
should
be
choice,
pneumatically
programmatically,
but
it
shouldn't
be
because
I
have
no
choice
in
my
own
backyard,
because
my
school
is
not
high
quality.
B
B
Yes,
I
oversee
the
exceptional
student
education
department
in
miami-dade
and
the
federal
grant,
which
is
I
DEA.
We've
done
a
lot
of
work
around
our
students
with
disabilities.
I
think
that
when
you
look
at
our
outcomes,
you
it's
testament
to
that
work
right,
I
think
we
have
80.
Some
percent
of
our
students
are
special,
ed
are
graduating
and
this
whole
push
towards
inclusion,
which
we
talked
about
a
little
bit
about
before,
with
in
terms
of
special
ed
programs.
There's
been
a
Norma
smoove
towards
really
looking
at
data
with
these
students.
B
Looking
at
the
IEP
process
that
they
that
there
are
teams
of
teachers
or
M
team
is
looking
at
and
then
looking
at
the
systems
that
put
students
into
an
exceptional
student
category
to
begin
with,
so
we're
doing
work
around
not
only
the
programming
that
students
with
disabilities
have
and
what
the
quality
of
those
programs
are,
but
also
the
work
with
families
in
terms
of
supporting
those
families.
Depending
on
the
on
the
exceptionality,
we
have
a
Parent
Advisory
Council
for
students
with
disabilities.
It
also
includes
gifted
and
talented,
because
gifted
and
talented
children
are
exceptional
too.
B
So
it
includes
students
with
disabilities
as
well
as
are
gifted
and
talented
parents
have
representation
at
that
table
and
they're
involved
in
budgeting
anything
from
budgeting
anything
to
in
terms
of
allocation
teacher
allocations
and
what
those
formulas
look
like
for
different
groups
of
students,
and
we
have
those
conversations.
We
run
models
and
simulations
with
those
parents
with
that
parent
group,
and
they
advise
us
during
the
budget
process
as
to
what
we're
going
to
be
doing
in
terms
of
the
budget
with
kids.
B
B
Now,
when
it
comes
to
our
ESC
students,
I
think
the
the
pivotal
point
is
when
the
entry
entry
into
ESC
I've
like
taken
a
look
at
your
rates
of
students
with
disabilities
or
our
differently
abled
students,
and
it's
twice
the
national
average
it's
much
higher
than
Massachusetts
in
general,
and
so
that
to
me
is
like
a
like.
A
like
a
like
a
little
alert
like.
B
Another
thing
that
we've
done
is
we
have
we
really
purchased,
but
we
we
partnered
with
a
company,
and
we
have
a
platform
that
is
really
providing
teachers
with
an
enormous
amount
of
lift
when
it
comes
to
all
of
the
compliance
measures
around
ESC
ESC
teachers
and
teach
gen
ed
teachers
servicing
ESC
students
often
complain
about
the
amount
of
paperwork
that
they
have
to
complete.
There
are
reasons
for
that
paperwork.
I
just
mentioned
one
over
identification.
B
You
don't
want
to
have
a
process
that
over
quick
to
quickly
identifies
children,
but
at
the
same
time
you
want
to
have
systems
in
place
that
are
helping
teachers
support
those
students
in
the
classroom.
So
what
we've
been
able
to
do
is
we've
been
able
to
really
increase
our
Medicaid
reimbursement
significantly,
you
have
a
pretty
healthy
one,
I'd
be
interested
in
seeing
what
you're
reinvesting
those
dollars
from
your
Medicaid
reimbursement
back
into
the
classroom
with
your
ESC
students.
B
H
B
I
You
mr.
Chia,
so
welcome
is
his
missus
Kyoto
delighted
to
see
you
again
as
a
member
of
the
search
community.
I
did
get
a
chance
to
talk
with
you
for
a
while
and
I
want
to
start
off
by
saying
you
know,
when
Boston
you
have
beautiful
weather
in
Miami,
year-round
right,
but
in
Boston
summers
spring
is
a
little
late
getting
here
and
the
Red
Sox
have
started
slow,
so
we're
a
little
cranky
this
time
of
year.
I
hope
you
understand.
B
I
Thank
you.
Those
are
demonstrable
actions
that
you
have
taken
and
you're
getting
actual
results
and
you're
one
of
the
few
districts
in
the
country
getting
that,
and
so
that
obviously
intrigues
us
and
also
the
work
you've
done
around
turnaround.
Schools
or
the
F
rated
and
D
rated
schools
and
I
want
to
dig
into
that.
In
a
minute,
but
let's
just
start
with
what
you
see
and
so
to
me,
those
are
things
that
are
going
on
Miami
that
we
like.
I
B
So
great
question,
as
always
thank
you
for
asking
questions
again:
we've
I've
gotten
to
know
you
through
this
process
you
and
Alexandra
Oliveira
Davila
have
been
great
on
the
search
committee.
So
thank
you
so
kind
of
I
guess.
I
could
go
back
to
in
my
opening
remarks,
saying
that
I
wasn't
seeking
a
superintendent,
see
right
and
I
wasn't
and
the
reason
why
Boston
is
attractive
to
me
and
the
reason
why
I
am
sitting
here
before
you
today
is
because
I
think
it's
a
place
that
is
just
ripe
with
opportunity.
C
B
Mean
that
respectfully,
you
know,
I
have
an
amazing
team.
They
do
great
work,
they're
working
right
now,
while
I'm
here
and
I'm
very
confident
in
their
ability,
so
I
have
I'm
in
a
great
spot.
The
reason
why
Boston
is
attractive
to
me
is
because
I
think
there's
so
much
opportunity
here
and
I
feel
that
there
is
enormous
goodwill
around
equity.
B
Like
authentic,
authentic
goodwill
towards
equity,
that
I
don't
think
you
see,
a
lot
of
people
are
saying
that
word.
It's
really
sexy
word
right
now,
like
in
all
education
circles,
it
really
is,
but
here
I
get
the
sense
that
it's
it's
something
that
you
really
value
and
that
you
would
support
someone
that
came
in
with
a
strong
equity
agenda
and
because
of
that,
that's
super
attractive
to
me.
B
I
think
that
it's
such
a
great
asset
I,
think
that
sure
you
mean
you're
just
one
person
right,
so
you
have
to
kind
of
figure
that
out
and
work
your
way
through
that
how
you're
gonna
continue
to
build
relationships
and
have
outreach
and
and
and
and
create
bridges
from
the
external
players
to
into
your
schools,
but
I
think
that
it
is
rich.
Boston
is
rich
with
existing
and
potential
partners
to
lean
into
this
work,
and
while
we
have
amazing
partners
in
Miami,
I
just
really
feel
that
you
have
a
lot
more
and
I.
B
Think
I
said
that
in
in
a
previous
interview
and
then
I,
you
said
three.
B
Okay,
so
it
kind
of
is
related
to
number
one,
but
let's
take
equity
out
of
it
for
a
minute.
I
was
when
I
listen
to
I've,
listened
to
some
of
your
school
committee
meetings
and
when
I
see
what
you
all
are
doing
independently
in
your
communities
and
I
feel
very
strongly
that
you
authentically
care
about
the
well-being
of
the
children
in
your
communities
and
I
want
to
be
a
vehicle
or
an
instrument
for
that,
and
so
I
think
those
are
really
the
three
things
that
that
attract
me
most
to
this
job.
B
There's
a
lot
of
others,
though
I
sat
in
the
Council
of
great
city,
schools
and
I,
listened
to
dr.
Colin
Rose
do
a
bit
and
HR
folks
from
HR
on
cultural,
linguistic
sensitivity
and
awareness
and
the
work
that's
being
done
there
I
think
is
really
important
and
I
just
love
to
be
a
part
of
that,
and
and
that's
why
I'm
here?
B
Okay,
there's
quite
a
few,
you
just
have
to
read
the
paper
they're
already
written
for
you.
B
F
B
A
bit,
and
then
I
saw
the
children
riding
the
train
home
after
school
and
I
really
I
feel
that
it's
it's
a
shame
really
that
kids
have
to
traverse
the
city
and
ride
for
upwards
of
two
hours
to
get
to
what
they
perceive
and
their
families
perceive
as
good
a
good
school.
So
I
want
to
be
a
part
of
that.
I
want
to
be
a
part
of
of
raising
the
stature
of
the
schools
in
their
neighborhoods
so
that
they
don't
feel
like
they
have
to
leave
their
neighborhoods
to
get
a
high
quality
education.
B
So
I
think
that
kind
of
brings
me
to
number
two,
which
is
transportation
and
I'll.
Give
you
just
a
parallel.
Your
transportation
budget
is
one
hundred
twenty
five
million
dollars.
The
transportation
budget
in
M.
Dcps
is
about
69
million
dollars.
We
transport
twelve
thousand
students
more
than
you
do
so.
I
think
there's
a
lot
of
opportunity
there
and,
and
then
I've
hinted
at
another
one
and
the
other
one.
Is
that
that
seventeen
percent
really
bothers
me
so
that
that
notion
that
central
office
is
not
necessarily
supporting
schools.
B
That's
I
think
that's
an
easy
one.
Personally,
but
I
because
I've
been
a
principal
and
an
assistant
principal
and
a
teacher,
I
hope
to
be
able
to
change
that
mindset
rather
quickly,
and
so
I
think
that
this
notion
that
we
don't
know
what
central
office
does
and
they're
not
really
supporting
us
or
being
responsive
to
our
needs
is
something
that
is
a
weakness
that
needs
to
be
corrected.
B
I
I
You
know
some
difficult
decisions,
so
talk
to
me
how
you
put
that
together.
First,
oh
and
starting
with
how
you
put
together
your
team,
how
would
you
see
putting
together
a
team
here
in
Boston
and
then
how
would
you
and
then
the
team
that
you
put
together
approach,
particularly
challenging
decisions?
And
you
may
you
may
decide
you,
you
won't.
Do
your
own
analysis
on
some
that
I'd
mentioned.
B
B
However,
I've
had
different
positions
that
have
required
me
to
kind
of
restart
and
regroup
and
get
a
new
team
on
board.
So
I'll
give
you
some
examples
of
that.
So
when
I
became
an
assistant
principal
at
the
school,
that
I
was
I,
that
school
had
lots
of
challenges,
strife
with
racial
tension
and
but
had
amazing
teachers
really
really
great
teachers,
and
so
a
lot
of
those
teachers
at
the
time
we're
just
kind
of
behind
the
door
working
hard
with
their
children,
but
not
doing
a
whole
lot
of
planning
and
collaborating
with
one
another.
B
At
that
school,
where
I
was
for
10
years,
I
felt,
like
I
kind
of
cut
my
teeth
and
learning
how
to
groom
teachers
and
leaders,
and
one
of
the
things
that
we
did
was
select.
The
most
stellar
teachers
to
work
on
leading
groups
of
teachers
on
developing
scope
and
sequences
or
a
curriculum
map.
Those
curriculum
maps
today
are
the
foundation
for
our
pacing
guides,
district-wide
that
started
in
a
little
tiny
little
school
because
of
the
efforts
with
this
team
of
teachers
that
were
brought
together
that
I
facilitated
to
lead.
B
Many
of
those
teachers
are
now
in
positions
in
central
office
at
the
regional
level,
leading
within
their
content
areas.
I
left
that
school
and
I
went
to
a
an
elementary
school
to
be
a
principal.
After
ten
years,
I
walked
in
36
weeks
pregnant.
I
wobble
din
to
the
library
to
meet
my
new.
My
new
team
and
I
didn't
know.
Anyone
in
the
room
and
I
was
there
for
five
years
quickly.
I
began
to
see
where
the
leaders
instructionally
were.
Some
of
them
were
very
tenured
teachers.
B
Some
of
them
were
mildly
rookie
teachers,
maybe
in
their
second
or
third
year,
and
then
there
were
really
two
camps:
the
senior
teachers
and
the
younger
teachers,
and
so
I'd
worked
with
those
teachers
and
crossed
kind
of
teaming
them
so
that
they
would
develop
one
another
and
shadow
one.
Another
and
mentor
one
another
lots
of
folks
in
that
school
are
now.
One
of
them
is
a
principal
several.
Our
assistant
principals,
one
is
a
director
at
the
district
office
and
so
just
finding
the
talent.
It's
really
hard
for
me
to
articulate.
B
That
would
then
support
the
schools
and
the
students
that
they
served
across
three
districts.
I
did
that
by
looking
at
data
a
lot
of
it
is
data-driven
and
then
looking
at
you
know
qualitatively
looking
at
folks
that
I
had
kind
of
had
experiences
with
or
had
observed
them
in
the
classroom
or
as
supervisors
etc
across
the
three
districts,
and
then
there
was
a
grant.
That
was
expiring
from
the
state
and
they
wanted
to
just
give
me
those
people,
because
the
state
didn't
know
what
to
do
with
them
right.
The
grant
expires.
B
You
have
you
know,
20
people
that
are
now
unemployed
and
they're
like
give
it
to
the
new
girl
in
school,
improvement
and
I
said
absolutely
not.
These
are
people
that
I
did
not
know
some
of
them.
I
did
I
did,
but
what
I
did
was
I
interviewed
them
and
I
actually
was
on
vacation.
I
was
in
Europe
when
I
interviewed
them,
but
I
and
I
selected
quite
a
bit
of
them.
B
Think
it
was
Steve
Jobs
that
said
I,
don't
we
don't
hire
an
apple?
We
don't
hire
the
smartest
people,
so
we
can
tell
them
what
to
do.
We
hire
the
smartest
people,
so
they
can
tell
us
what
to
do.
I
think
that's
the
appropriate
quote
and
that's
how
I
feel
so.
I
surround
myself
with
folks
that
are
very
smart,
that
have
a
lot
of
experience
and
then,
wherever
I
need
to
fill
gaps.
I
do
and
you
have
to
be
able
to
look
at
the
entirety
of
your
team
to
recognize.
B
Well,
we
don't
have
someone
that
really
understands
this
piece
of
the
body
of
work
and
then
finding
folks-
and
some
of
it
has
come
from
the
principal
ranks
and
from
the
teacher
ranks.
I
spend
a
lot
of
time
in
schools,
visiting
schools,
I,
communicate
a
whole
lot,
virtually
through
social
media
and
through
internal
mechanisms
with
leaders
and
teachers.
So
I
get
to
know
very
quickly.
Who's
kind
of
hitting
it
out
of
the
park
did
I
say
that
right.
C
B
So
whoever's
hitting
it
out
of
the
park,
you
know
I
want
to
visit
their
classroom.
I
want
to
see
what
they're
about
and
that's
the
way
I
usually
will
find
talent
by
being
visible
and
by
connecting
with
people
and
and
just
caught
people
that
compliment
one
another,
and
certainly
that
complement
me
difficult
decision.
Yes,
so
could.
I
B
Certainly
I
would
have
conversations
with
Laura
pearl
I
know
that
she's
done
some
of
that
work.
Already.
She's
had
she's
been
in
the
work
for
now
some
time
a
significant
amount
of
time
she's
had
an
opportunity
to
kind
of
get
in
a
bird's-eye
view
of
the
organization,
particularly
someone
coming
from
the
outside
and
I.
Think
it's
healthy
to
have
a
fresh
set
of
eyes,
and
so
I
would
be
interested
in
hearing
where
she
feels
there
are
needs.
What
changes
she
has
already
made
or
thinks
that
the
new
leader
should
make.
B
That
would
be
my
first
kind
of
stab
at
the
Apple
and
then
typically
I
suspect.
There
will
be
some
openings
and
some
positions
that
will
just
be
open,
I
would
advertise
for
them.
I
would
interview
aggressively
for
them,
and
I
really
believe
that
you
should
I
mean
look
at
what
the
city
that
we're
here,
you
shouldn't
have
a
shortage
of
qualified
candidates
right
here
and
so
I
would
hope
that
we
could
bring
people
up
from
the
organization.
B
It
depends
on
how
healthy
that
middle
layer
is
that
we
talked
about
earlier
and
how
that
bench
has
been
developed.
Hopefully
it
has
been,
and
hopefully
there
are
people
over
time-
there's
been
some
succession
management
planning
occurring
at
the
highest
levels,
where
there's
folks
number
twos
and
number
three's
in
different
lines,
and
if
there
aren't
then
certainly
starting
to
build
those
number
twos
and
number
three
is
for.
B
I
don't
know
if
this
is
a
difficult
decision.
I'll
give
you
a
difficult
difficult
decision
was
becoming
the
assistant
superintendent
for
academics
and
miami-dade
County
Public
Schools
I'll.
Tell
you
why
I
was
a
deputy
chief
of
staff,
so
I
worked
in
the
superintendent's
office,
essentially
his
top
partner
everything
dealing
with
the
office
of
the
superintendent,
which
in
retrospect
was
a
great
opportunity
right,
long
nights,
great
opportunity
given
the
context
of
today's
conversation
and
then
there
was
a
need
for
someone
to
sit
at
the
helm
of
the
organization
academically,
and
that's
that's.
B
That
was
where
my
my
heart
was
out
and
that's
certainly
where
my
experience
was
at
and
so
an
opportunity
arose
for
me
to
take
that
responsibility
and
it
was
a
difficult
decision
because
it
was
at
a
very
difficult
time.
It
was
at
a
time
where
the
common
core
was
being
debated
on
national
level.
Park
all
the
computer-based
testing
programs,
just
a
whole
lot
of
tectonic
shifts
were
occurring
nationally
and
at
the
state
and
local
level,
around
education
and
I
stepped
into
that
that
role.
B
I'll
give
you
a
different
example:
difficult
decision,
while
I
was
a
deputy
chief
of
staff,
a
decision
was
made.
She
I
won't
go
into
the
reasons
why,
but
a
decision
was
made
to
change
the
bilingual
programming
in
miami-dade
County
Public
Schools.
That's
probably
the
equivalent
of
changing
the
mascot
for
the
Boston
Celtics,
like
you,
don't
want
to
touch
that
right
and
so
because
Miami
is
so
largely
Hispanic.
B
Very
bilingual,
like
you,
can't
touch
bilingual
programming
in
Mt
CPS,
and
there
was
a
reason-
and
there
was
a
actually
a
group
that
had
an
advisory
group
that
recommended
to
senior
staff
to
change
the
bilingual
program
and
I
won't
go
into
the
specifics
of
that.
I
disagreed
with
that
decision,
but
I
wasn't
sitting
in
academics,
and
so
when
I
didn't
know,
I
was
gonna
sit
in
academics.
When
I
came
into
that
this
role,
I
was
confronted
with
that
kind
of
blowing
up.
B
It
had
been
like
three
years:
I
knew
that
it
wasn't
going
to
be
an
immediate
problem,
but
I
knew
that
we
didn't
have
the
capacity
as
an
organization
to
do
that.
Expansion
of
this
program.
It's
an
extended
foreign
language
program.
So
essentially,
what
you
need
is
you
need
linguistically
certified
teachers
to
teach
it
and
folks
weren't
thinking
like
principals,
principals,
think,
okay,
so
I
have
my
kindergarten
and
I
have
five
sections
of
kindergarten,
so
that
I'm
gonna
have
five
sections
at
first
and
five
sections,
the
second
and
so
on
and
so
forth.
B
B
We
have
very
strong
LULAC
and
very
strong
advocacy
groups,
writing
articles
in
the
paper,
giving
interviews
with
the
press
that
what
we're
doing
is
not
right
and
etc,
and
so
what
I
did
now
a
difficult
decision
I
did
is
I
knew
that
I
was
going
to
be
have
to
be
the
face
of
kind
of
taking
that
offline
and
even
though
I
had
disagreed
with
it,
I
was
down
on
the
seat
and
I
owned
it.
It
was
in
part
of
my
portfolio
and
so
what
I
did
was
I
was
very
open
about
it.
B
I
did
Spanish
media
I
met
with
parent
groups,
I
wrote
an
op-ed
in
the
paper
and
then
I
created
a
task
force
and
the
task
force
that
I
created
I
purposefully.
My
staff
was
like
you
are
crazy
and
I
purposefully
selected
folks
in
that
task
force
that
were
the
biggest
opponents
to
what
we
were
doing
or
what
we
were
saying.
We
were
gonna
do
to
fix
the
situation
and
what
ended
up
it
was
a
year.
B
J
Can
you
just
kind
of
let
us
see
what
it
would
look
like
to
really
unify
the
community
and
when
I
say
the
community
I
think
sometimes
at
least
in
my
experience
from
being
a
school
committee
member,
it's
many
times,
we
think
of
community
as
just
the
school,
and
then
parents
and
students
and
I
liked
what
you
said
earlier
about
having
schools
open,
etc.
So
if
we
can,
when
I
say
community
the
whole.
B
B
But
his
number
one
play
is
really
accessibility
being
accessible
to
me.
I
think
is
really
what
people
want
they
want
to
feel
hurt.
At
the
end
of
the
day,
there
are
just
so
many
hours
in
the
day
and
there's
work
that
needs
to
be
done
and
I
understand
that,
but
I
would
be
the
kind
of
superintendent
that
would
be
working
very
long
hours
and
weekends.
B
To
make
sure
the
folks
saw
me
in
different
parts
of
the
community
that
I
was
a
visible
presence,
that
I
engaged
them
and
that
we
were
responsive
as
an
organization
when,
with
125
schools,
it's
it's,
it's
a
monumental
lift.
So
it's
also
developing
a
culture
in
the
organization
and
I'm
not
only
talking
about
central
office,
but
also
in
schools
of
responsiveness.
B
So
when
we
have,
we
have
systems
that
we've
created
many
of
them
that
I've
finessed
over
the
years
that
that
do
just
that
that
serve
as
points
of
entry
and
points
of
of
communication
out
to
communities,
not
just
parents,
but
communities
in
general,
so
I
would
employ
a
lot
of
those
same
systems
that
would
bore
you
to
death
right
now.
If
I
explain
them
to
you,
but
they
are.
B
They
create
this
kind
of
machine
where
you're
constantly
getting
information
out
receiving
inputs
and
being
responsive
because
nobody
likes
to
send
an
email
and
they
don't
get
an
email
back
right.
So
that's
one
thing:
the
other
thing
is
we
do
an
enormous
amount
of
town
hall
meetings
all
over
the
city.
We
have
a
very
large
city
with
35
municipalities,
but
we
spend
a
lot
of
time
out
in
the
field
doing
town
halls
we
also
for
working
parents
and
of
course
there
are
there
are
affluence-
plays
a
part
in
this
too.
B
So
don't
miss
read
what
I'm
about
to
say,
but
for
some
parents
we
they
don't,
they
don't
want
to
drive,
they
want
to
connect
digitally.
So
we
have
Twitter
town
halls
where
we
sit
with
laptops
and
we're
just
communicating
out
to
the
they're
asking
questions,
we're
answering
questions.
Those
are
different
streams
of
communication,
just
I,
think
really
being
seen
and
making
sure
that
people
feel
heard
and
creating
my
own
schedule
where
it
allows
for
that
and
creating
systems
in
the
organization
that
it's
not
it's
beyond.
A
Well,
thank
you,
mrs.
Kirito,
there's
only
about
I,
don't
know
three
and
a
half
hours
more
of
interviews
to
go
we'll
get
yourself
we'll
get
you
fed,
eventually,
speaking
of
which
I
was
I,
was
delighted
to
hear
you
mention
Publix
earlier
a
place
where
I
worked
for
two
years
when
I
was
in
high
school
folks,
it
might
not
know.
I
grew
up
about
20
miles
from
mrs.
quiero
in
South
Florida
as
well,
and
I
can
vouch.
You
know.
Mr.
A
A
Nevertheless,
we've
certainly
moved
through
a
quite
a
clip
here
today
with
the
questions
from
my
colleagues
and
I
appreciate,
especially
the
focus
of
the
vice
chair
and
mr.
O'neal
on
questions
about
yeah.
How
do
you
do
how
you
specifically
deal
with
folks
that
might
not
agree
with
your
worldview
or
have
those
difficult
conversations
or
work
through
the
issues
that
people
have
a
lot
of
charged
opinions
about
and
want
to
find
a
common
ground
for
the
benefit
all
of
all
of
our
children?
A
You
know
I,
appreciate,
hearing
your
answers
on
that
and
I,
so
I
won't
spend
a
lot
more
time
on
that.
What
I
do
want
to
focus
on,
however,
is
you've.
You
talked
a
little
bit
about
opportunity,
achievement
gaps
earlier
on
in
specific
response
to
mr.
Robinson's
questions,
and
you
know
some
of
the
questions
that
I've
had
in
thinking
about
how
you
might
take
some
of
the
the
strategies
that
you've
developed
in
your
time
and
miami-dade
and
and
translate
those
to
Boston,
Public,
Schools
and
Massachusetts
I.
A
Think
about
it
from
the
prism
of
the
accountability
systems
that
we
work
within
and
the
differences
that
exist
between
Florida
and
Massachusetts,
and
so
I
wonder
if
you've
had
a
chance
to
think
about
that
a
little
bit
and
explore
how
you
might
take
the
platform
of
my
in
the
strategies
that
you've
employed
in
that
district,
which,
as
you've
described
and
many
of
us
are
familiar,
is
much
larger
than
Miami.
Excuse
me
much
larger
they're,
larger
than
Boston,
just
as
diverse
as
Boston.
How
might
those
translate
to
benefit
the
children
of
Boston,
Public
Schools,
so.
B
I've
done
a
lot
of
dialogue
with
colleagues
from
across
the
country
on
this
topic
and
I
present
on
this
quite
a
bit
and
specific
to
school
turnaround.
The
theory
of
action,
I
think,
is
what
you're
asking
me
like:
what's
the
theory
of
action
in
miami-dade
around
school
turnaround,
and
then
how
would
it
apply
here
in
Boston?
So
I
am
I
reading
your
question
right?
Okay,
so
for
me
it's
it's
basically
a
couple
of
major
areas
that
we
have
focused
on
and
we've
been
very
intentional
about
them.
These
are
priorities
for
us.
B
I've
talked
a
lot
and
I
won't
talk
much
more
about
standards
alignment,
but
that
is
our
number
one
lever
is
making
sure
that
students
have
access
to
on
grade
level
work
and
that
they
are
being
pushed
to
the
extent
of
that
proficiency
of
that
of
that
standard
across
all
subgroups
across
all
programming
is
number
one
and
that's
a
Tier
one.
If
you
will
strategy,
meaning
that's
for
all
schools
like.
C
B
It
drives
everything
that
happens
in
the
school
level
and
I've.
Seen
some
and
I've
read
some
of
the
practices
here
in
Boston
and
I
feel
that
there's
a
whole
lot
of
opportunities
for
improvement
in
that
regard.
I
think
I
could
be
wrong
and
I'm
looking
forward
to
talking
to
them
later,
but
I
think
that
in
many
ways,
because
of
autonomous
schools
and
because
of
autonomy
and
the
value
of
autonomy,
that's
meant
in
many
cases.
B
Principals
are
left
to
their
own
devices
for
a
lack
of
a
better
word
in
terms
of
developing
their
teachers,
and
there
has
to
be
some
areas
that
the
central
office
is
saying.
These
are
our
big
three
things:
we're
gonna
work
this
year,
whether
it's
social-emotional
learning
or
using
data
to
drive
instruction
or
mental
health.
B
Whatever
the
case
may
be,
or
standards,
alignment
and
packing
the
standards,
whatever
those
big
ones,
are
that
need
to
permeate
down
to
the
school
and
to
the
classroom
level,
and
then
what
the
principal's
also
do
with
their
staffs
is
a
gravy
right,
like
that's
the
their
own,
unique,
very
local
kind
of
development,
because
they're,
where
the
word
that,
where
the
teaching
is
happening
right
closest
to
where
the
teaching
is
happening.
But
the
system
itself
needs
to
also
have
Drive
professional
development.
B
B
We
can't
be
a
learning
organization
and
not
value
learning
for
the
grown-ups
like
it's
only
for
kids
like
we
have
nothing
to
learn,
and
so
I
want
to
be
a
part
of
an
organization
that
embraces
that
mentality
and
that
wants
to
grow
its
adults
as
well.
That's
something
that
we
do
very
much
aligning
resources
to
the
greatest
need.
We
talked
a
little
bit
about
that
to
quoc
am
I,
saying
that
correctly,
sir.
Yes,.
H
B
Question
regarding
regarding
what
equity
means,
driving
more
resources,
where
they're
needed
most,
whether
that's
programmatic
or
school
site.
So,
for
instance,
our
the
strategy
that
we
utilize
for
title
1
I
think
is
a
huge
lever
in
miami-dade
I'm,
really
interested
in
learning
more
about
how
you
spend
your
title
$1.00
in
bps,
but
we
are
very
intentional
about
differentiating
dollars
in
title
1
as
they
flow
out
to
schools.
So
we
tear
our
schools.
B
I
know
that
Michael
wanted
to
ask
a
turnaround,
question
so
I'll
kind
of
fold
it
in
here
where
we
look
at
all
of
the
accountability
criteria.
We
look
at
the
formula,
and
this
is
something
that
I
would
do
to
your
question.
We
look
at
the
formula.
We
unpack
that
formula
right
so
I
know.
For
instance,
I've
learned
that
attendance
is
part
of
your
formula.
Attendance
is
not
part
of
the
formula
in
Florida,
but
when
you
unpack
that
formula,
you
then
aggregate
those
points
and
you're
gonna
start
tearing
your
schools,
you're
gonna
rank
them.
B
You're
gonna
rank
order
them
and
for
us
our
highest
priority.
Schools
are
that
top
15%
or
you
can
look
at
it
as
the
bottom.
15%
and
then
the
next
10%
after
that
is
our
tier
two
and
then
everyone
else
is
Tier
one,
and
so
the
way
that
we
approach
the
work
in
a
tier
two
school
and
it's
you're
in
a
tier
three
school
and
a
tier
2
school
and
a
Tier
one
school
is
very
different
and
the
way
that
we
distribute
resources
is
very
different
to
title.
B
One
is
a
part
of
that,
but
it's
not
the
only
part
of
that
I
spoke
to
that
this
earlier,
that
when
facilities
is
making
a
decision,
they're
looking
at
going
here
first
before
they're
going
here
when
budget
is
making
a
decision,
they're
looking
at
maximizing
revenues
here,
instead
of
going
here,
first
so
aligning
resources
or
whether
the
greatest
needs
is
another
piece
of
our
theory
of
action.
Expansion
of
advanced
academic
programming.
B
Again,
that's
everywhere
is
something
that's
critically
important
that
raises
the
quality
of
education
in
all
schools,
not
just
in
some
schools,
so
making
sure
whether
it's
IB
dual
enrollment,
ap
Cambridge
capstone,
making
sure
that
there
are
opportunities,
not
just
advanced
work
class,
but
that
there
are
multiple
ways
that
students
can
access.
Rigorous
academic
programming
is
a
big
part
of
this
work
to
more
using
data
to
drive
instruction
and
all
facets
of
the
organization,
but
particularly
on
the
school
improvement
side
of
the
house.
B
Vitally
important
and
I
can
do
three
hours
of
how
we
do
that
and
then
having
a
laser-like
focus
on
our
most
fragile
schools.
That
is
what
you
could
anticipate
would
be
my
mo.
If
you
will
for
dealing
with
the
schools
that
are
in
turnaround
or
targeted
or
comprehensive,
but
it
would.
It
would
be
edited
or
finessed
based
on
the
accountability
formula
for
Massachusetts,
but
it's
not
that
different
I.
A
A
J
A
C
G
Thank
you
for
allowing
me
one
more
question
in
2002,
Massachusetts
passed
the
English
for
the
children
Act,
which
outlawed
bilingual
education
question
two
okay.
So
that's
what
I
wanted
to
know
what
you
know
about
that?
What
its
impact
has
been
on
english-language
learners
and
also
how
we
are
going
to
implement
the
look
Act,
which
was
passed
in
last
year
last
summer,
which
now
allows
our
school
district
to
offer
more
than
just
sheltered,
English
immersion.
G
B
Was
so
I?
Well,
first
of
all,
I
wasn't
that's
criminal,
so
I
did
read
about
that
and
what
I
know
about
that
is
that
the
outcomes
were
predictable,
which
is
that
students
started
sliding
they
weren't
getting
reclassified.
They
weren't
accelerating
their
fluency.
They
were
not
meeting
standards
and
I
know
that
it
was
pulled
back.
What
I
know
that
I
think
I
know
is
that
that
you
have
different
models
in
Boston,
whether
it's
I
think
you
caught
them
transitional
as
well
as
structured,
English
immersion.
B
You
call
it
transition,
which
we
call
CC
HL,
which
is
content
through
the
home
language,
so
part
of
the
day
is
spent
and
being
the
content
is
being
taught
in
the
students,
home
language
and
part
of
it
is
not,
and
bilingual
by
lingo
programming
is
part
of
that
as
well.
What
I
my
opinion
on
the
matter
and
it's
funny,
because
everyone
thinks
I'm
an
expert
because
I
happen
to
be
Hispanic
and
I
would
never
profess
to
be
an
expert
on
ESL
instruction.
B
I
had
ESO
students
in
my
class
and
I
was
trained
by
the
by
the
district
on
diesel
strategies
and
how
to
work
with
students
that
are
learning
English
and
acquiring
English
during
social
studies
and
I.
Think
that
that's
one
of
the
areas
that
was
very
flawed
in
bps
was
that
there
wasn't
from
what
I
read
there
wasn't
significant
support
provided
to
teachers,
so
the
professional
development.
It
seems
to
me
from
what
I've
read.
Wasn't
there
whenever
we
have
changes
to
to
programming,
we
need
to
support
our
teachers.
B
We
can't
just
think
that
they're
gonna
thrive
and
that
our
children
are
going
to
thrive
as
a
result
of
that
now.
What
how
I
feel
about
bilingual
education
is
that
I?
Don't
think
that
there's
a
one-size-fits-all
model
I
think
some
communities
and
some
sets
of
children
thrive
in
a
CCH
other
transitional
kind
of
environment,
more
than
others.
I
think
that
the
research
is
very
compelling
that
students
are
when
they're
learning
a
second
language.
Sometimes
they
accelerate
their
the
other,
the
first
language,
their
primary
language
as
well.
B
So
for
me
I,
we
really
have
a
pretty
broad
portfolio
in
miami-dade
of
how
we
do
this
work,
but
at
the
end
of
the
day,
it's
really
all
about
teacher
quality.
The
materials
are
standards,
the
instructional
materials
that
were
supporting
these
teachers
with
the
professional
development
that
we're
providing
them
and
holding
kids
to
high
expectations,
and
then
for
me
for
us
what
bilingual
education
has
become
is
more
of
them.
B
It's
a
choice,
so
we
have
pockets
of
families
that
want
extended
foreign
language,
and
so
we
create
pathways
for
extended
foreign
language,
and
then
we
have
schools
that
are
completely
bilingual
schools.
So
we
pop
up
schools
that
are
bilingual
schools
k-8.
So
it's
it's
not
like
a
one-size-fits-all.
It's
just
making
sure
that
people
are
supported
and
that
students
can,
if,
if
they're,
esau,
they're
gaining
fluency
at
an
accelerated
rate,
while
they're
still
meeting
the
demands
of
the
other
content
areas
and
then
what
I
love
about
I?
Think
about
your
accountabilities
I!
B
Think
about
your
accountability
system.
I
know
it's
now
coming
to
Florida
for
the
first
time,
because
of
essa
is
that
now
we're
looking
at
students
fluency
in
their
home
language?
So
that
to
me
is
a
marker
of
oh
well.
You
know
if
I
pick
up
and
move
my
kids
to
China,
my
kids
are
high
performing
they're
gonna
do
really
poorly
on
a
state
test
written
in
Chinese,
but
they
very
well
may
be
masters
in
math
science
and
social
studies.
B
B
A
F
B
B
But
children
come
to
the
schoolhouse
door
with
enormous
gaps
before
they
ever
enroll
in
our
schools,
and
those
gaps
are
a
result
of
inequities
in
their
community,
whether
it's
food
insecurity,
housing
violence,
you
name
it
that
they
lack
of
health
care,
those
those
are
variables
that
are
affecting
them
and
creating
a
huge
wealth
gap
that
wealth
gap
is
then
bringing
them
delivering
them
to
our
schoolhouse
door
with
great
opportunity
gaps.
They
don't
have
enough
words
as
other
children.
They
don't
have
the
same
schooling,
perhaps
in
pre-k,
that
of
other
children,
etc.
B
They
don't
have
supports
at
home
when
they
go
home
to
help
them
with
homework
and
go
to
parent
conferences,
etc,
because
their
parents
are
working
or
they're
incarcerated
or
their
whatever,
and
so
we,
as
a
school
system,
are
trying
to
work
within
here
within
this
area.
But
we
can't
do
this
work
alone.
We
know
that
we
need,
and
that's
why
Boston
is
so
attractive.
B
We
need
all
these
other
external
players
to
help
us
to
your
question
regarding,
like
wraparound
services
and
things
of
that
nature,
because
only
if
we
have
those
other
inputs
in
helping
kind
of
those
children
develop,
then
we
have
a
hope
of
internally
giving
them
a
diploma
at
the
end
of
1213
years.
That
makes
them
viable
for
college
or
career
and
ultimately,
then
breaking
that
cycle
of
poverty
that
they're
stuck
in,
and
so
that's
the
role
that
I
think
that
the
school
system
has,
but
it
it
has
to
be
a
champion
in
the
community
that
hey.
B
We
can't
do
this
work
alone.
We
need
all
of
these
people
to
line
up
and
frankly,
what
I
see
as
a
challenge
in
Boston
is
that
there's
a
whole
lot
of
desire
and
a
lot
of
voice
around
that,
but
everyone's
not
necessarily
rowing
in
the
same
direction.
So
you
have,
if
you're
in
a
kayak,
and
everybody
is
rowing
in
a
different
action.
You're
not
gonna
get
very
far,
and
so
what
you're
looking
for
in
a
superintendent
is
you're.
Looking
for
the
guy
in
the
back
with
the
megaphone,
that's
counting,
strokes
right
and
it's
saying.
B
A
Thank
you,
dr.
Coleman.
Thank
you
once
again,
mrs.
Chiodo.
As
you
can
see,
we've
got
a
lot
of
folks
swimmin
in
the
same
direction,
at
least
hopefully
up
on
this
up
on
this
board,
and
we,
you
know,
deeply
appreciate
you
spending
some
time
getting
to
know
us
and,
as
I
alluded
to
earlier,
you've
only
got
three
plus
hours
to
go
here
today,
so
you've
got
plenty
more
people.
B
A
B
You
I
was
long-winded
in
the
first
panel,
so
I'll
be
very
brief.
Hopefully
folks
that
are
listening,
hopefully
got
to
hear
the
other
longer
version
of
this,
but
essentially
first
of
all,
I
want
to
thank
you
again.
I
know,
I
think
you
already,
but
I
will
tell
you
that
I
have
colleagues
that
have
gone
through
this
process
and
I
also
read
about
this
process
around
the
country
and
I
can
tell
you
that
the
manner
in
which
Boston
has
managed
and
and
driven
this
search
for
a
superintendent
is
admirable.
B
What
I
said
earlier
today
and
I'll
reiterate
and
I've
mentioned
it
already-
is
that
fortunately,
in
this
city
doesn't
have
any
shortage
of
extraordinary
universities
and
partner
organizations
and
I've
read
so
much
whether
it's
you
know,
I
can't
even
tell
you
all
the
different
reports
that
I've
read
even
in
the
last
four
months
around
the
what
has
to
happen.
What
has
to
happen
here,
I
think
that
that
that's
pretty
much
evident
and
it's
it's
been
in
print
quite
a
bit.
B
What
you're
tasked
with
now
is
the
how
and
to
get
to
the
how
in
many
ways,
you're
tasked
with
the
whom
so
who
is
gonna,
be
the
next
leader
of
Boston,
Public
Schools,
and
what
I
submit
to
you
is
that
I?
Don't
think
that
your
I
think
you'll
be
hard-pressed
to
find
someone
that
has
the
level
of
experience
that
I
have
the
level
of
commitment
to
this
work
and
and
then
the
outcomes
that
we've
been
able
to
achieve.
My
team
and
I
have
been
able
to
achieve
in
miami-dade.
B
Yes,
Boston
is
very
diverse,
so
is
Miami.
Yes,
Boston
is
a
urban
School.
District
Miami
is
six
times
the
size
of
Boston
Public
Schools.
We
have
70,000
students
that
are
on
free
and
reduced
lunch.
We
have
37,000
sorry
74%
of
our
students
are
on
free
and
reduced
lunch.
We
have
70,000
students
that
are
learning
English
as
a
Second
Language.
We
have
37,000
children
that
are
students
with
disabilities.
We
have
5,500
homeless
students,
we
have
students
that
come
from
a
hundred
countries,
speaking
56
languages
in
35
municipalities,
that's
very,
very
complex.
B
So
when
people
start
telling
me
well,
it's
really
complex,
but
can
you
handle
it?
This
is
really
complex.
You
know,
I
tell
them
well,
you
know,
take
a
look
at
the
body
of
work
and
that
the
body
of
work
speak
for
itself
in
terms
of
my
accomplishments.
I
think
that
you're,
aware
of
them,
but
I,
want
to
make
something
clear.
I'm
much
more
than
an
academician
I
am
NOT
a
one-trick
pony
just
because
I
serve
in
the
role
of
chief
academic
officer.
B
Do
not
be
fooled
by
my
level
of
influence
and
the
the
manner
in
which
I
have
shaped
the
trajectory
of
miami-dade
County,
Public
Schools
I'm,
very
proud
of
that
I've
done
that
with
my
supervisor.
I've
done
that
with
my
colleagues.
It's
been
a
team
effort
and
we're
very,
very
proud
of
that
work,
but
I
have
not
just
an
academic.
B
What
I
am
is
I
my
desk,
a
glass
structure,
a
glass
piece:
that's
not
like
a
nautical
knot
and
I
have
it
on
my
desk
for
a
reason,
because
someone
gave
it
to
me
and
they
told
me
you're,
an
entire
of
knots.
I
typically
will
gravitate
to
where
the
problems
are
and
try
to
resolve
them
and
try
to
solve
for
them.
That's
just
my
nature.
I
am
a
uniter
of
people
and
I
am
a
systems
thinker
and
I.
Think
that's
what
you
need
in
Boston,
Public,
Schools
I.
B
Think
you
need
someone!
That's
done
this
work
and
has
done
it
successfully
at
scale
and
there's
been
a
lot
of
questions
about
what
you
did
in
Miami
and
what
you're
gonna
bring
when
you
come
here
from
Miami
and
really
I.
Want
you
to
understand
that
if
I
am
selected
as
your
candidate
I
come
here
with
the
intention
of
listening
learning
and
leading
in
that
order,
I
know
that
I
do
not
I'm,
not
a
Bostonian,
that's
no
surprise
and
I
would
be
leaving
warmer
weather,
but
I'd
be
gaining
great
teams
and
I'm.
B
A
sports
enthusiast,
so
I'm
excited
about
that.
I
would
lead
with
a
lens
of
equity
opportunity
and
innovation
and
I
would
not
come
with
a
set
of
preconceived
solutions,
and
that's
basically,
you
know
who
I
am
I'm
a
fairly
transparent
person.
I'm,
not
someone
I'm,
someone
that
you
can
pretty
much
read
by
just
looking
at
me
and
I,
come
to
you
with
the
most
goodwill
possible.
It
is
a
per.
It
would
be
a
personal
sacrifice
for
me.
I
would
be
kind
of
accelerating
what
I
plan,
but
things
don't
always
go
to
plan
right.
B
It's
like
having
a
baby
you're,
not
really
ever
ready
to
have
a
baby
and
voila
you're
a
mom.
So
it's
I,
you
know
I
kind
of
draw
parallels
to
that,
and
so
this
right
now
is
a
really
defining
moment
for
Boston
Public
Schools,
and
you
really
only
need
to
know
two
things
about
me.
The
first
thing
you
need
to
know
about
me
is
that
I
will
always
place
children
at
the
center
of
all
decision.
Making.
I
am
not
apologetic
about
that.
B
Sometimes
I'm
doesn't
make
people
very
happy,
but
that's
gonna
always
be
my
North
Star
and
I've,
always
in
whatever
capacity
I
have
served
in
I
am
a
servant.
Leader
I've
always
exceeded
everyone's
expectations,
patience
and
so
I.
Don't
think
that
Boston
would
be
any
different
and
I
would
be
honored
to
be
your
Superintendent
of
Schools.
It
is
a
pivotal
point
in
this
city
and
in
this
district
and
I
wish
you
the
best
of
luck
and
selecting
your
next
superintendent.
Thank
you.
Well,.
A
Thank
you
once
again,
mrs.
Chiara.
That's
very
much
appreciate
you
serving
a
trooper
throughout
this
process,
and
we
appreciate
not
only
your
interest
in
Boston
but
you're.
The
great
deal
of
experience
that
you
bring
to
this
position,
or
this
candidacy
I,
should
say
and
and
your
continued
desire
to
to
work
with
us
so
I
want
to
take
just
a
moment
to
remind
folks
in
the
audience.
First
of
all,
thank
you.
Everyone
who's
attended
today,
as
well
as
watched
online.
We've
been
a
number
of
former
school
community
members
in
the
audience.
A
Our
other
co-chair
from
the
search
committee
that
JJ
Keith
Motley's
joined
us
a
number
of
other
current
and
former
school
leaders
and
community
partners
have
been
here
today,
and
so
we
thank
them
for
being
a
part
of
this
process.
For
those
of
you
that
have
been
watching
online
and
in
person,
you
can
learn
more
about
the
candidates.
The
public
interview
schedule
at
Boston,
Public,
Schools,
org,
slash,
superintendent
search
and
people
are
also
encouraged
to
email
feedback
to
superintendent,
search
at
Boston,
Public,
Schools,
org
and
visit
the
survey.
A
That's
now
available
on
the
bps
website
for
members
of
the
public
to
provide
feedback
directly
to
the
Committee
on
each
of
the
candidates.
The
surveys
will
remain
open
until
midnight
on
Sunday
April
28th,
and
the
committee
is
tentatively
scheduled
to
take
a
final
vote
on
the
next
superintendent
next
Wednesday
May
1st.
There's
nothing
further
I'll
entertain
a
motion
to
adjourn
this
public
interview.
Thank
you,
mr.
O'neill.
That
sounds
like
a
second
from
Miss
Robinson
and
we
are
now
adjourned.
Thank
you
again.