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From YouTube: BHS Principal Forum: April 14, 2023
Description
BSD is pleased to announce three finalists for the BHS Principal Position. The BHS Principal Search Advisory Committee has advanced Deb Beaupre (Associate Principal at Hanover High in New Hampshire), Marlon Maylor (Principal of Spaulding High School), and Amy Rex (Superintendent of Milton Town School District).
Beaupre and Rex participated in a community forum on April 14. (Maylor has been advanced from the previous search process and has already participated in a staff and a community forum: https://www.facebook.com/BurlingtonVTSchools/videos/611852680768135 )
Full candidate bios, photos, and a feedback survey are available at https://www.bsdvt.org/2023/04/10/bhs-principal-candidate-forum-april-13/.
Burlington School District (BSD) is a pre-k-12 public school system of about 4,000 students in Burlington, VT. BSD’s mission is to graduate students who: value different cultures, engage with the community, communicate effectively, think creatively, skillfully solve problems, and achieve at their highest academic, intellectual, and personal potential. Join the Journey! www.bsdvt.org
A
I
think
it
is
Monday
or
Tuesday
Monday
morning
and
we
will
go
through
all
the
feedback
that
comes
in
through
a
feedback
survey
that
will
get
pushed
out
to
everybody
today
this
evening
and
we
will
go
over
our
notes
and
we
will
make
recommendations
to
the
superintendent
the
superintendent
likes
us
to
if
we're
moving
forward
more
than
one
candidate
to
rank
them.
But
at
that
point
it
goes
to
the
superintendent.
The
superintendent
does
his
own
round
of
interviews,
reference
checks
and
from
there
makes
a
recommendation
to
the
school
board.
So
that's
the
process.
A
A
Ed,
yes,
Stephanie
Phillips,
executive,
director
of
teaching
and
learning
and
Bonnie
Johnson
Aiden
thanks.
There
is
a
mic
set
up
there,
because
media
Factory
was
nice
enough
to
set
it
up,
but
we're
not
doing
questions
from
the
audience
at
the
end.
Amy
can
spend
a
few
minutes
just
talking
to
people
individually,
then
Deb
will
I'll
go
down
and
get
Deb
and
she'll
come
up
and
then
Amy
will
leave
and
that's
that
so
I
am
happy
to
introduce
Amy
Rex.
She
will
let
you
know
all
about
her
and
she
has
35
minutes.
A
I
have
a
series
of
questions
so
I'll
sit
over
there.
I'll
come
up,
ask
the
question
and
then,
when
Amy's
done,
Amy
just
turned
to
me
for
the
next
question.
I'll
come
up
into
the
next
question:
Bonnie!
Well,
if
you
feel
like,
if
we
feel
like
you're
you're,
going
way
too
fast
or
way
too
slow
Bonnie
will
just
give
you
some
visual
Clues.
B
A
C
C
I
was
a
principal
for
nine
years
and
see
five
six,
seven
eight
of
that
was
with
high
school
students
and
so
I
thought.
You
know
this
might
be
something
that
I
want
to
return
to,
and
Burlington
High
School
is
attractive
to
me,
one
because
of
the
size.
I
believe
it
would
provide
me
with
a
an
excellent
challenge
and
and
also
its
commitment
and
the
advanced
work
that
it
has
done
with
equity
and
diversity
and
and
sort
of
its
very
Progressive
strategy.
Clan
and
goals
are
very
appealing
to
me
and
so
putting
those
elements
all
together.
D
A
C
Observe
but
what
the
students
told
me
and
I
had
a
fabulous
experience
and
asked
every
group
that
I
was
in
if
everybody
was
having
their
best
day:
teachers,
administrators
students,
support
staff.
What
would
School
look
like
and
feel
like
and
sound
like
to
them?
And
you
know
some
really
strong
themes
came
out
across
all
the
different
student
groups
that
I
talked
with,
and
you
know,
connections.
C
You
know
wanting
to
have
stronger
connections
with
each
other
and
with
their
teachers
having
a
setting
in
which
they
feel
that
they
can
communicate
with
with
teachers
and
that
there
can
be
flexibility
in
their
learning
opportunities
and
in
sort
of
how
the
day,
unfolds
and
I
think.
We
all
know
that
our
students
are
experiencing
high
levels
of
stress
and
anxiety
and,
if
they're
having
enough
day
that
that
that
shouldn't
count
against
them
and
but
be
that
they
should
still
be
able
to
be
present
and
also
have
some
forgiveness
around
that.
A
C
So,
for
me,
I
was
a
a
principal
during
the
passing
of
Acts
77
and
did
a
lot
of
transformation.
Work.
I
was
at
Harvard,
Union,
High,
School
and
really
that
was
our
Focus
was
around
deeper
learning
and
and
student
engagement,
and
so
not
only
the
flexible
Pathways
but
ensuring
that
students
were
getting
into
those
opportunities
early.
So
even
in
you
know,
seventh
and
eighth
grade,
but
also
certainly
ninth
grade
having
opportunities.
C
Every
student
did
a
job
shadow
and
so
that
they
could
start
to
understand
what
were
the
resources
in
my
community.
What
was
some
interest
that
I
might
have?
What
are
the
skills
and
knowledge
that
I
need
to
have?
If
that's
something
of
interest
to
me
and
that
I
want
to
pursue
and
students
need
those
hooks
right
and
they
they
need
to
feel
like
what
they're
doing
has
purpose
in
their
life
and
so
the
more
that
we
can
provide
them.
Those
structured
opportunities
to
do
those
kinds
of
Explorations.
It
could
be
through
Service,
Learning
opportunities.
C
C
You
know
I
think
Burlington
is
at
an
advantage,
because
your
community
right
is
right
here
and
and
it's
extensive
and
it
you
know
a
lot
of
the
schools
in
the
rest
of
the
state
of
Vermont.
You
know
travel,
you
know,
they're
they're
out
in
isolated
areas,
so
and
I
I
believe
that
this
community
also
demonstrates
an
interest
in
wanting
to
support
its
students,
because
they
are
our
future
and
we
want
them
to
carry
on
the
vibrancy
of
our
communities.
A
C
Sure
so,
at
the
personal
level,
it's
about
my
own
learning
and
that
needs
to
be
ongoing
and
you
know
having
opportunities
to
interact
with
others
to
help
that
learning
and
and
sort
of
test.
My
my
own,
self-awareness
and
and
my
commitments
and
and
the
the
social
level
is
kind
of
interesting,
because
I
really
have
no
social
life.
C
You
know
how
do
you,
how
do
you
instruct
in
ways
that
is
really
responsive
and
inclusive?
And
you
know
many
of
our
teachers
haven't
had
to
think
through
that
lens
ever
and
so
it's
really
a
change
in
their
practice,
and
so
you
know
as
a
principal
it's
it's
critical
that
you're
providing
the
time
the
space
and
the
resources
to
allow
all
your
teachers
to
participate
and
and
all
of
Staff
members
in
that
type
of
education,
so
that
they
can
show
up
and
be
the
best
that
they
can
be
every
day
for
our
students.
C
So
the
students
again
spoke
to
that
today
and
they
they
know
what
it
means
and
they
know
what
they
want,
and
so
it's
important
for
us
to
listen
and
to
have
conversations
amongst
ourselves
and
sort
of
you
know
you
need
to
reflect.
You
need
to
kind
of
look
in
the
mirror
and
and
say
how
what
can
we
do
that's
different?
C
In
terms
of
families,
you
know
they're
our
greatest
asset,
they
know
their
children,
the
best
and
I
believe
that
parents
need
to
be
part
of,
and
families
need
to
be
part
of
their
child's
Learning
Journey.
And
so
that
looks
like
you
know,
having
conversations
with
teachers
coming
into
the
building
when
they're
able
to-
and
you
know,
opportunities
for
us
to
showcase
the
excellent
work
that
students
are
doing.
C
But
it
helps
them
feel,
like
they're
part
of
the
learning
process
and
that
they're
contributing
and
giving
input
into
the
way
that
you
know
we
want
to
be
as
a
learning
community
and
to
staff.
You
know
nobody
works
harder
than
Educators
and
we
want
them
to
feel
like
they
belong
as
well,
and
it's
you
know
just
touching
base
with
them
as
as
often
as
you
can
as
a
principal
checking
in
with
people.
How
are
you
doing?
What
do
you
need?
C
What's
what's
on
your
mind
and
and
then
also
building
opportunities
for
them
to
come
together
in
informal
and
informal
ways
to
work
together
to
build
colleagueship
and
to
build
their
own
community?
And
that
might
be,
you
know
fun
things
like
you
know
the
ultimate
frisbee
game,
or
even
you
know,
a
staff
student
games,
those
kind
of
things
that
that
make
people
really
feel
part
of
a
community.
A
C
So
I
talked
a
little
bit
about
the
ACT
77
work
and
and
that
personalized
learning
approach.
I
think
what
I've
learned
today
in
in
the
very
short
period
of
time
is
that
there's
a
lot
of
systems
already
in
place
that
are
supporting
students
to
be
empowered,
engaged
and
and
the
other
one
there.
You
got
challenged
and
I
think
it's
a
matter
of
within
those
systems
and
structures
where
is
BHS
struggling
and
and
where
do
we
need
to
fill
in
those
gaps?
I,
don't
think
we
need
to
reinvent
anything
I.
C
Think
a
lot
of
great
work
is
going
on
here,
and
so
it's
about
building
on
what's
already
here
and
and
making
it
better,
and
you
know
ensuring
that
the
I
always
think
of
everything
in
terms
of
students
and
teachers
too.
For
that
matter
in
sort
of
three
layers,
you
know
we
have
that
foundational
layer
of
what
we're
providing
all
students
and-
and
then
we
have.
You
know
that
the
second
layer
of
what
does
some
other
things
that
we
need
to
have
in
place
that
some
students
may
need
to.
C
You
know
get
that
extra
support
and
or
to
get
that
extra
challenge
right
to
go
deeper
with
something.
If
that's
the
way
it
needs
to
be
and-
and
so
some
of
that
might
be
like
at
the
classroom
level.
Some
of
that
might
be
through
the
teacher
advisory.
The
personal
learning
plans,
all
those
are
really
great
pieces.
C
I
prefer
face-to-face
communication,
I
still
struggle
with
the
doing
the
texting
thing
and
all
that
stuff,
and
you
learn
so
much
more
in
those
face-to-face
conversations
and
it
allows
you
to
to
build
a
stronger
understanding,
a
stronger,
some
sense
of
empathy.
What's
that
experience
that
any
one
of
those
individuals
might
be
having
across
those
stakeholder
groups
and
I
enjoy
doing
a
lot
of
written
communication,
but
I
also
know
that
that
has
to
be
translated
into
other
mechanisms.
C
So,
whether
that's
a
video
chat
or
you
know
more
visually,
appealing
kind
of
display
for
my
faculty
newsletter
recently
I've
done
a
just
a
four
square
memo.
It's
just
four
squares
one
sheet
of
paper,
and
so
they
can
kind
of
scan
it
and
there's
always
a
little
bit
of
a
read
more
section
if
they
want
to
go
deeper,
but
they
get
the
gist
of
it
and
then
they
can
kind
of
move
on.
People
are
busy,
they
get
a
lot
of
Correspondence,
and
so
we
know
that
that
sort
of
scan
approach
is
helpful
and.
C
I
also
think
in
terms
of
my
communication,
Style
I
always
want
to
hear
the
story
first
before
I
speak,
and
so
you
know
whether
it's
with
the
family
or
a
student
issue
or
a
staff.
You
know
what
is
it
that
they
want
me
to
know
and
and
then
what
it
is
do
they
need
from
me,
and
maybe
it's
just
to
listen
to
me.
Maybe
they
don't
want
anything
or
maybe
they
want.
C
So
Community
Partners
I
think
some
of
the
work
that
I've
done
there
is
with
through
the
acts,
77
colleges
and
another
organization
called
up
for
Learning
and
the
a
lot
of
mental
health
services.
So
in
the
different
areas
that
I've
worked
in
either
Washington,
County,
Mental,
Health
or
Howard,
Services
and
and
then
outright
Vermont
is
another
organization
that
I've
worked
a
lot
with.
C
So
you
know,
I
think
a
lot
of
that
is
reaching
out
to
them
when
maybe
I'm
stuck
and
I
and
I
need
someone
to
help
me
think
through
something
on
behalf
of
the
students
or
staff,
or
maybe
it's
to
help
with
some
education.
You
know
to
come
in
and
and
and
do
the
pieces
or
maybe
it's
to
you
know,
give
our
our
students
some
opportunities
and
you
know
so
whether
that
is
again
through
one
of
the
flexible
Pathways.
C
C
But
at
one
point
one
of
the
outside
Consultants
said
to
me:
your
staff
is
splitting.
You
have
staff
that
still
need
to
heal
and
do
some
work
around
this,
and
then
you
have
staff
that
just
want
to
move
on
and
there's
a
split
between
them
and
there's
attention
and
it
you
know.
If
you
don't
address
it,
it
could
really
be
detrimental
to
students
and
and
learning
in
the
school,
and
so
you
know
sort
of
had
to
wrap
my
head
around
that
and
what
what
could
we
do
to
sort
of
you
know
address
it?
C
C
We
went
through
a
series
of
activities,
we
started
with
individuals
and
then
you
know
into
small
groups
and
by
the
end
of
the
two
days
we
had
a
display
that
everybody
had
contributed
to
in
in
building
sort
of
this
tree
of
life
and
and
of
Hope
and
and
recognizing
all
the
assets
of
our
community
and
and
we
kind
of
put
it
together
in
a
space
and
people
spoke
to
it
if
they
wanted
to
or
or
not.
But
so
you
know
there
there's
lots
of
resources
out
there.
C
I
know
that
and
to
do
repair
and
restorative
work,
and
that
can
be
with
communities.
It
can
be
with
small
groups.
It
can
be
between
teachers
and
students,
but
I
truly
believe
that
you
know
when
you
bring
people
together,
even
if
it's
really
hard
good
things
come
from
it
and
we
shouldn't
be
afraid
to
do
it
when
we
need
to.
A
C
I
really
love
this
work,
you
know
I
love
being
an
educator
and
you
know
it
brings
me
great
joy.
The
students
bring
me
great
joy,
I
saw
amazing
students
today
here
and
and
they
care
about
themselves
and
they
care
about
this
school
and
and
they
wanted
to
be
able
to
do
great
things
and
I.
Think
the
faculty
and
staff
want
to
see
them
do
great
things,
and
so
it's
it's
a
real
opportunity.
You
have
a
gift
here,
so.
A
So
if
you're
willing
to
hang
out
for
like
five
minutes
sure
people
have
questions
or
whatever
I'll
go
downstairs,
oh
you'll
go
okay,
all
right
and
then
I
also
realized
by
the
way,
because
so
many
of
you
are
familiar.
I
didn't
even
introduce
myself.
If
I
didn't
want
to
interrupt
you
once
you
got
started,
I
didn't
I
did
not
so
I'm
Victor
prusak
on
the
coordinator
of
the
office
of
Engagement,
so
nice
to
have
you
all
here.
A
It's
been
a
long
day
for
both
candidates,
as
I
said
before,
they've
been
here
since
10
o'clock
and
they're
on
the
spot.
The
whole
time
so
really
happy
that
you're
here,
thank
you
for
being
here.
So
yes,
as
Bonnie
said
I'm
going
to
read
through
the
questions
one
at
a
time
whenever
you're
done
with
the
questions,
just
look
over
me
pause.
Look
down
your
paper,
whatever
okay,
I'll,
probably
I'll,
probably
get
it
okay,
but
if
you're
not
done
just
say,
I'm
not
finished,
okay,
that's
all
good!
D
D
I
hadn't
really
made
that
move,
but
my
children
are
grown
and
mostly
gone.
My
youngest
kid
goes
to
UVM,
so
she's,
you
know
doing
her
thing
and
yeah
so
and
then
to
me.
Burlington
I'm
from
Boston
Burlington
gives
me
a
Cambridge
vibe,
which
is
for
those
of
you
who
know
Cambridge
like
I
I,
just
like
it,
and
it's
very.
It
feels
very
comfortable
and
familiar
to
me
because
I
grew
up.
D
I
went
to
Somerville
High
I'm
from
Somerville,
and
so
my
school
looked
like
this,
and
so
it's
been
unusual
for
me
all
these
years
to
have
super
small
schools.
My
kids
went
to
a
K-8,
you
know
they
were
with
the
same
kids.
They
knew
from
Todd
preschool
and
really
really
small
and
majority
white.
My
kids
are
biracial
and
I
think
there
were
times
that
that
was
hard
for
them
and
we
had
to
decide.
Will
we
stay
here?
Will
we
go
back
to
Boston?
D
My
husband
is
from
a
New
Hampshire
farming,
family
and
yeah
I'm,
not
sure
he
could
adjust.
He.
We
lived
in
Brattleboro
for
five
minutes
and
he
had
like
a
nervous,
tick
the
whole
time,
but
he
he
needs
to
like
you
know
what
I
mean
like
so
this
would
really
just
be
for
me,
because
this
work
is
work
that
I'm
good
at
I'm
already
doing
it
and
to
come
here
would
be
like
doing
this
work
in
a
place.
That
makes
me
feel
like
it's
a
treat
to
be
honest
with
you.
D
A
D
I
asked
on
all
the
student
groups
I
met
with
today,
and
students
I
met
with
just
randomly.
What's
the
one
thing
that
they
wish
this
school
had?
Would
anyone
like
to
guess?
Okay?
Well,
there
was
Windows,
yes,
Windows
did
come
up
quite
a
bit
and
a
new
school
came
up,
but
there
was
something
else
that
ran
through
that
came
up
less
often
no.
D
D
What
do
you
think
it
would
look
like
if
everybody
could
go
out
for
lunch,
not
just
Juniors
and
seniors,
and
they
were
like
what
and
I
was
like
well
I'm,
just
thinking
right,
I
mean
because
everybody
in
this
building
is
vitamin
D
deprived
I've,
been
here
all
day
like
in
the
heat's
on
it's
hot
I.
Won't
stop
complaining
about
that.
It's
super
hot
and
as
a
woman
of
a
certain
age
like
I,
don't
need
to
bring
heat
into
my
life
if
I
don't
need
to
so.
D
That
spoke
to
me
because
for
some
reason
they
they
don't
feel
like
they
have
that
and
if
you
think
about
it,
the
teachers
here
are
doing
have
gone
through
more
than
the
teachers.
In
other
places
like
it
was
unprecedented
for
the
entire
world
to
be
shutting
down.
You
know
what
I
mean
like
we
all
when
we
figured
out
that
it
was
coming.
D
People
were
like,
oh
this
District
closed,
but
it
was
still
news
for
everybody,
because
when
do
you
close
and
it's
not
a
snowstorm,
even
that
hurricane,
like
that,
you
know
what
I
mean.
So
all
all
the
schools
when
I
call
it
take
out,
we
did
takeout
school
all
of
a
sudden,
and
then
we
did
Zoom
school
and
like
your
home
closet
or
whatever.
You
were
trying
to
make
up
at
your
house
to
be
a
to
be
a
classroom,
and
then
we
had
the
vaccine
push
and
then
we
had
different
variants.
D
And
but
now
the
majority
of
the
world
is
unmasked
and
back
at
school,
but
not
the
kids
and
the
teachers
here
they
are
I
mean
they're
unmasked,
but
now
they're
not
in
their
school,
and
so
they
don't
have
like
all
the
hang
out
in
the
front
walk
around
they.
They
don't
have
that
and
I
think
that
that's
I
think
it's
wearing
on
them
and
let's
see
strengths
and
challenges.
D
I
think
there's
a
lot
of
people
here
who
really
want
students
to
succeed
and
there's
a
lot
of
systems
here
where
people
are
trying
to
figure
out
how
to
lift
up
students
and
capture
them
so
that
there
aren't
students
who
we
get
to
junior
year
and
people
are
like
wait.
How
come
we
never
knew
about
this
particular
kid.
Do
you
get
what
I
mean
I
I
thought
my
tour
was
going
to
classes
and
students.
Ask
me
questions
so
I,
don't
have
a
sense
of
what
the
teaching
is
like
here.
D
What
okay
and
I
think
some
of
the
challenges?
That's
well
I
mean
the
fact
that
kids
don't
always
feel
that
connection
that
that's
a
challenge
but
I
think
that
I
think
I
have
been
wondering
about
this
this
afternoon,
if
it's
just
easy
to
sort
of
rabbit,
hole
and
think
it's.
This
is
this,
and
this
is
that
because
they
don't
have
access
to
the
air,
they
don't
get
outside
and
take
a
break.
D
And
you
know
we
don't
really
think
of
high
schoolers
as
having
recess,
but
recess
exists
for
a
reason,
and
it
would
be
nice
if
we
could
figure
out
a
way
to
help
kids
get
outside
reset
walk
around,
be
kids
and
then
come
back.
That
was
actually
the
second
thing.
I
heard
the
most
that
we
can't
leave
and
go
outside.
We
can't
get
outside
and
get
some
air.
D
A
D
Oh
okay,
well,
deep
learning
I
think
is
looking
at
how
whatever
it
is
that
you're
doing
can
actually
help
you
or
apply
in
your
regular
life
and
that's
what
I
write
something
that
for
you
really
to
get
enriched
in
an
experience.
So
today,
I
went
to
a
cafe,
run
out
of
a
a
special
ed
classroom
and
that's
that's
an
example
of
of
deep
learning
that
kids
are
learning
how
to
what
do
we
have
to
buy
and
when
how
much
does
it
cost
and
what?
D
How
do
we
bring
in
customers,
although
it's
only
for
adults,
so
that
just
feels
feels
a
little,
but
it
does
need
a
little
something
every
now
and
then
so
that
feels
okay,
but
I
think
that
deep
learning
experiences
our
experiences
in
which
a
student
gets
a
chance
to
see
a
a
larger
version
of
themselves,
a
different
version
of
themselves,
because
I
think
that's
what
education
is
for.
To
give
you
a
different
version
of
yourself.
D
D
What
so
all
those
hours
of
your
kid
in
the
basement
that
you've
been
learning
about
that
could
work
out
and
so
I
think
that
what
we
have
to
figure
out
how
to
do
is
to
connect
students
with
people
who
are
doing
some
of
the
things
that
they
like
to
do.
I
think
that
it's
hard
and
kids
hate
school
a
lot
of
times.
I
was
a
kid
who
hated
school.
I!
D
Think
that
school
is
frustrating
because
it
feels
like
okay,
fine,
when
am
I
going
to
talk
about
the
Battle
of
Hastings
in
my
life
just
saying,
and
what
does
this
mean
for
me?
But
if
we,
if
we
look
at
not
the
Battle
of
Hastings,
but
if
we
look
at
revolutions,
for
example,
across
the
ages
and
across
continents,
then
can
those
inform
where
we
are
right
now?
Who
are
other
people
in
history
who
were
Community
activists?
D
Because
if
that's,
if
that's
your
thing
and
you
really
want
to
fight
Injustice,
okay,
yes,
you
could
become
a
lawyer
like
that's
one
of
the
things
that
we
always
think
of.
But
what
about
becoming
a
community
organizer?
There
was
this
guy
who
did
that
and
then
he
became
a
senator
and
then
he
became
a
president
and
not
saying
that
every
single
person
has
to
be
the
president,
but
disruptors
have
changed
history.
So
I
think
that
when
we
think
about
deep
learning,
I
I
think
it
looks
like
meeting
students
where
they
are
asking
them.
D
D
It's
an
interesting
question.
How
many
of
you
have
kids
in
high
school
I
mean
college
now
yeah
and
college
is
offering
like
we
do
this,
and
then
we
do
this
and
then
we
do
this,
and-
and
we
have
you
know
chefs
for
everything
when
I
went
to
college,
it
was
like
that's
it
right.
There
eat
that
and
if
I
was
like
well,
no
I
was
wondering
if
that's
it
there
you
go
and
that's
okay.
D
D
What
is
it
that
you
need
to
do,
and
how
can
we
tailor
what
we
offer
here
for
you
to
help
you
do
that,
but
we
also
have
to
just
be
comfortable
with
the
fact
that
15
year
olds
don't
always
know
what
they
want
to
do.
They
think
they
do,
they
don't
always
know,
and
how
can
we
equip
them
for
the
skills
that
help
them
go
out
and
try
something:
hey
Victor.
A
D
D
D
And
or
pushback
that
doesn't
that
doesn't
speak
to
understanding
that
right
and
I'm,
depending
on
what
your
idea
of
it
is
in
your
head:
I'm
I'm,
not
necessarily
what
people
think
of
when
they
think
of
a
principle
right,
so
so
I
show
up
different.
It's
different
in
my
cover
letter
I
said
it's
different
to
have
me
in
the
building.
In
the
same
way,
it
was
different
for
Sasha
and
Malia
Obama
to
have
a
swing
set
on
the
lawn
of
the
White
House
right.
D
It's
different
it
just
all
sudden
you're
like
oh,
no,
it's
just
different.
So
for
me
personally
when
people
say
things
to
me
that
I
think
are
inappropriate.
I
tried
to
come
from
a
place
of,
or
if
that's
one
of
the
issues
but
I
try
to
come
from
a
place
of
curiosity
and
love,
because
it's
not
cool
to
swear
at
people
at
work.
So
I
don't
do
that.
But,
for
example,
I'll
give
you
an
example.
D
Somebody
came
over
to
me
the
other
day
and
said:
hey
I
want
to
ask
you
a
cultural
appropriation
question
and
what
I
really
wanted
to
say
is.
Let
me
stop
you
right
there,
because
I'm,
not
in
my
role
where
I
am
now
I
am
not
I'm,
not
hired
here
to
be
an
equity
person
I'm,
not
all
things,
cultural,
appropriate
or
whatever,
like
I
just
happen
to
be
doing
this
and
I
just
happen
to
be
black,
so
sometimes
I
have
to
create
boundaries
with
people
and
say
to
them
hold
on
a
second.
There.
D
Some
of
this
work
that
you
are
trying
to
trying
to
get
me
to
help
you
with
is
your
own
work
old
me.
That's
because
I'm
in
my
50s
now
and
I'm
rounding
up
to
60
in
a
week
and
in
my
30s
my
20s
and
30s
I
would
have
knocked
myself
out
to
explain
things
to
people
and
to
help
them
understand,
and
all
of
that
and
now
I
can
say
this
I
well
I,
don't
say
to
somebody
Google.
It
don't
come
to
me
with
that.
D
A
D
And
systemically
so
prior
to
this,
I
have
always
prior
to
the
job
I
have
now
in
a
well-resourced,
district
I've
worked
in
underserved
communities.
My
entire
life
I,
don't
know
how
familiar
you
are
with
Newport
New
Hampshire,
but
it's
a
lot
like
Bellows
Falls,
like
Springfield.
That's
where
I
worked.
The
majority
of
my
career,
but
I
also
worked
in
Fitchburg
Mass,
which
is
a
lot
like
Springfield,
Bellows,
Falls
and
so
I'm,
all
about
advocating
for
students
and
what
they
need,
especially
if
money
is
the
obstacle
and.
D
D
So
if
this
is
one
of
those
things
that
I've
been
thinking
about
for
a
really
long
time,
I
I
spend
time
thinking
about
school,
and
so
what
that
looks
like
for
me
as
a
principal
is
me
like:
sharing
with
with
teachers
some
of
the
ways
I
think
that
we
as
schools
create
obstacles
that
we
never
intended
to
create
for
parents.
I'll
give
you
an
example.
We
get
this
great
idea
and
we're
like.
Oh,
let's
do
this.
D
We
can
do
that
in
three
weeks
and
and
then
we
create
a
flyer
for
it
and
we
send
it
or
we
email
it
and
we
send
it
out.
Thinking
three
weeks
is
enough
time
to
have
people
come
right,
but
some
people's
work
schedules
are
set
three
months
in
advance.
Some
people
only
have
their
kids
on
other
every
other
weekend
or
whatever,
and
they
they
can't
do
that.
D
Okay,
can
you
walk
me
through
how
this
goes
and
how
it
is
that
certain
kids
keep
getting
tossed
out
here,
I'm
making
this
up
I,
don't
know
that
this
is
what
happens.
You
know
tossed
out
of
your
class,
but
that's
part
of
what
I'm
here
for
to
are
part
of
what
my
role
is
as
a
instructional
leader
is
to
ask
people
about
their
practice
and
not
to
catch
them
on
the
hot
seat.
D
A
D
I
think
we
need
to
be,
as
as
we
need
to
try
15
000
ways
to
reach
families,
because
even
though
I'm
a
teacher,
my
husband's
a
teacher
giving
my
kid,
a
piece
of
paper
was
Catamount
to
lying.
You
know
just
yelling
out
my
name
out
the
window,
dad
there's
something
because
life
is
busy
and
five
to
eight
is
forget.
D
Knowing
kids
names,
saying
hello,
saying
good
morning,
I
said
good
morning
to
I,
don't
know
25,
kids
and
like
five
of
them
responded.
I
was
like
hello
good
morning,
so
sometimes
it's
the
earbuds
but
other
times
they're,
like
oh
you're,
talking
to
me
I'm,
like
yes,
I'm
talking
to
you
that
happens
in
my
in
my
current
job.
D
Now
too,
good
morning,
people
just
walk
by,
but
I
I
think
that
for
all
of
us
to
be
welcoming
to
families,
we
also
need
to
make
sure
that
families
can
under
we're
right
we're
producing
documents
and
we're
making
materials
available
in
people's
languages.
So
they
can
read
them
and
that
we
have
people
who
can
also
help
answer
questions,
because
for
those
of
us
who
live
in
this
world,
there
are
so
many
things
that
we
take
for
granted
that
we
don't
even
realize
there
are
steps
to
like
I
was
in
a
classroom.
D
A
Ready
the
goal
statement
of
our
five-year
strategic
plan
says
that
every
student
is
challenged,
empowered
and
engaged
in
their
learning
throughout
their
time
in
our
schools.
What
are
some
concrete
steps
that
you
might
take
as
the
next
Burlington
High
School
principal
toward
making
this
a
reality
for
all
of
our
students?.
D
I
need
to
look
at
who's,
taking
which
kinds
of
classes
do
they
feel
like
those
classes,
are
working.
I
think
we
need
to
do
some
surveying
of
students
to
find
out
how
they
feel
about
that,
and
also
maybe
some
surveying
of
recent
grads
to
ask
them
when
you
got
to
wherever
you
went.
What
was
that
like?
Did
you
feel
like
you
were
prepared?
Did
you
feel
like
and
when
you
talk
to
your
roommates?
What
is
that
like?
D
D
That's
not
necessarily
best
practice,
but
if
I
can
answer
a
question
for
you
that
you
have
at
nine
o'clock
at
night,
then
that
will
stop
all
of
the
hello
that
can
be
happening
at
home.
You
know
what
I'm
talking
about
and
I,
also
I
I.
Listen.
Quite
a
lot
like
I
said
I
like
to
ask
questions,
but
I
also
like
to
just
be
friendly,
I,
I
I
genuinely
like
talking
to
people.
This
is
where
seizing
conduct
have
held
me
in
good
stead,
because
I
got
seized
for
talking
too
much.
D
Oh
every
single
year
of
my
life
and
I'm,
not
Oprah
I,
don't
own
a
show,
but
that's
how
it
works.
I
can
talk
to
anybody
and
I
have
lots
of
different
experiences
plus
two.
My
kids
were
not
perfect
and
I
wasn't
perfect
either
so
I've
been
in
the
principal's
office
as
the
parent
there,
not
as
the
principal
and
I've
had
the
police
come
up
show
up
to
my
house,
like
all
all
of
the
things
that
has
happened,
how
am
I
doing
good.
F
A
D
There
are
black
students
they
do
pledge,
they
have
Greek
life
and
so
I
had
a
student
who
was
really
feeling
disconnected.
She
was
wanted
to
be
an
activist
and
things
weren't
moving
fast
enough
for
her
and
I
wrote
to
the
to
the
there's.
A
female
sorority
called
Deltas
I
wrote
to
the
Deltas
and
said:
can
you
help
me
and
they
totally
wrapped
her
up?
It
was
all
Zoom
school,
so
that
was
weird,
but
they
were
there
to
be
her
people
and
then
they
got
they
met
together.
D
People
sent
her
books
to
read
and
just
sent
her
like
lots
of
little
encouraging
things.
It's
a
small
population
of
kids
of
color
in
Hanover,
but
that
worked
out
so
well
and
my
all
my
family
was
Greek
I'm
not,
but
that
was
one
thing
that
I
was
thinking,
could
help
and
also
I'm
heavily
involved
in
my
own
church
and
I
think
that
the
church
network
of
people
May
in
fact
be
an
untapped
resource.
So
at
my
school
right
now,
I
have
some
students
who
take
drivers
in
they.
D
Don't
have
anybody
to
drive
them
so
I've
asked
around
in
the
congregation.
If
anybody
wants
to
do
that,
and
as
long
as
it's
not
snowing,
you
know
older
folks
will
be
like
yeah,
we'll
drive
up
and
down
the
street
with
this
person
just
to
get
their
hours,
so
that's
been
kind
of
cool,
so
I'm
yeah,
that's
part
of
how
I
like
to
do
things.
D
A
You
actually
thought
of
something
that
we
just
started
a
couple
weeks
ago
with
one
of
our
social
workers
at
the
Marriott.
No
sir
seriously
I
didn't
know
that
until
I
was
actually
waiting
for
you
to
come
for
the
interview
and
I
saw,
some
people
come
in
and
I
asked
them
what
they
were
doing
he's
like.
Oh,
we
meet
with
students
here
once
in
a
while.
No
and
it's
free,
okay,
great,
it's
a
great
partnership,
yeah
love
that
thinking
free
is
good.
I
agree
with
you,
yeah,
okay,
so
I
keep
talking.
A
I
could
do
stand
up,
describe
describe
your
ability
with
examples
of
a
time
when
you
were
asked
to
bring
people
together
to
heal
and
create
a
climate
and
culture.
That's
restorative,
and
if
you
don't
have
an
actual
example
describe
how
you
would
prepare
to
approach
this
critical
and
necessary
work
here.
D
Yeah
I
can't
explain.
I
can't
go
into
that,
but
it
was
some
a
student
who
had
a
lot
of
power
and
a
lot
of
people
were
afraid
of
this
person
and
so
I
conducted
what
I
thought
was
going
to
be
a
small
bullying
investigation
that
got
really
big,
which
is
fine,
and
we
were
able
to
create
some
respite
for
the
other
students
to
put
that
student
just
in
a
different
spot,
not
they
weren't
excluded.
D
And
it
was
a
big
deal
when
I
do
hhb
investigations
when
I
have
kids
in
my
office,
and
they
tell
me
things
that
they
have
gone
through,
I
say
to
them.
You
know,
I'm,
really,
sorry
that
that
happened
and
that's
not
actually
how
it's
supposed
to
be,
and
sometimes
that's
the
first
time
they've
heard
that
95
of
the
kids
I
talk
to
who
are
having
a
problem.
D
Then
everybody
cries
so
that
experience
of
sort
of
changing
the
vibe
in
that
grade
that
also
affected
other
grades
helped
free
a
lot
of
kids
up
because
kids,
I
I
know
that
equity
and
Trauma
and
lots
of
other
things
are
really
important.
But
I
also
think
consent
is
super
important
because
there's
the
kid
whose
parents
make
them
the
amazing
lunch
and
every
day
there's
somebody
saying
oh
can
I
have
some
of
that
and
kids
don't
always
know
how
to
say.