From Minnpost.com...
A new national report draws attention yet again to the wide divide between blacks and whites in school achievement, this time spotlighting the difference in high school graduation rates for black males versus white males here and around the country.
"Yes We Can: The Schott 50 State Report on Public Education and Black Males" goes so far as to charge that American schools and communities are "systematically failing black males,'' though there are bright exceptions.
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Our group has heard from school leaders in Minnesota and other states – who report success in narrowing or closing the learning gap. These include both charter and public schools.
Many schools are not making significant progress. The Committee has sought to understand why. Last December we met to identify some tentative conclusions:
Children who arrive at school from a home culture supportive of education, and/or have had a quality pre-school program, are more likely to succeed in school. Surrounding the school with a community of support helps.
But in-school factors that result in a positive difference include:
In sum, in effective schools there is a consistent, rigorous commitment to all students.
The concept of teachers working together has been described in several recent studies. The National Commission on Teaching and America’s Future reported that teachers who are in “engaged, school-embedded professional learning teams” hold themselves to a “higher standard, improve their practice, and lift student achievement”.
Karen Chenoweth who writes for the Education Trust spent the last six years identifying and visiting high performing schools with significant populations of children living in poverty and children of color. She reports that although teachers in these schools work hard, they find their work invigorating because they are successful. “And they are successful because their schools are organized with care to ensure that they do everything right, from discipline to curriculum”.
She goes on to say that “it is, however, unquestionably complicated work. To ensure that just about all their students learn to high standards, school need to do everything right, which means they cannot afford to be sloppy about a single thing, from how teachers speak to children to how they organize their instruction.”
And note this statement: “This is one of the major differences schools that mostly serve low-income children face as compared with schools that mostly serve middle-class students. Middle-class schools can tolerate some sloppiness and still look pretty good on most ordinary measures of success. Middle-class parents are more likely to have the time, energy, and resources to support their children academically, socially, and emotionally, and that support can often compensate for shortcomings in their schools, from inconsistent discipline policies to wishy-washy curricula. But schools that serve children who live in poverty or isolation can’t afford to be sloppy about anything. Every single thing must be done with thought, care, and precision.”
We now know what works. How do we make it happen?
Posted at 04:29 PM | Permalink | Comments (1) | TrackBack (0)
Dick Velner
Achievement Gap Committee Candidate
questionnaire
1.
The Minneapolis Public Schools have
struggled for some time to raise the achievement of low-income students and
students of color.
a.
What in your
opinion are the most important factors in raising student achievement?
Ans: There are 3 important factors. First; the primary relationship between
the student, parent and teacher.
Second; the teacher as Curriculum Principal. Third; technology, technology, technology.
b.
What measures
should the school board take to improve student outcomes?
Ans: Execution of the points laid out in the
Strategic Plan and commitment to the potential laid out in Policy #6010.
c.
If the school
board follows your suggestions, how soon would you expect to see significant
results?
Ans: Immediately. With a new leadership group in place we are positioned well
to witness dramatic change. The
Russian School of Mathematics I am proposing under #6010 will clarify what I
feel is solution focus.
2.
Some people are concerned that focusing on academic achievement for low-income
students may lead to insufficient attention being paid to the needs of average
and higher performing students. How do you respond to that concern?
Ans: Nonsense. Teachers understand that learning comes from within and
although low-income, high-income or no-income are social considerations, focus
on the individual strength and weakness of every student will maximize
outcomes.
3.
It has been suggested that certain provisions of the teachers' contract make
more difficult the staffing of schools adequate to meet the needs of all
students. What is your view?
Ans: This is true. My position is discussed under a proposal to Free the
Teachers. Teaching in the
classroom is the same as running a small business. You must do what you must do to keep the doors open.
4. One idea to improve student outcomes is to have a
longer school day or a longer school year. Do you favor increasing
learning time for students, and if so, how would you like to see that happen?
Ans: There is no correlation between seat time and learning. We must be convinced that learning is a
life-long process and in our age of technology learning time is a 24 by 7
proposal.
5.
Early childhood education is often
offered as an important strategy for addressing the achievement gap.
a. What are your views on investing in early childhood
education?
Ans: Where’s the money going to come
from? Dramatically improve the
system we now have for K-12, then bring up the idea of early childhood.
b. How can there be
better alignment between pre-k programs and the K-12 system?
Ans: See above.
6.
Some people suggest we need more flexible
or innovative models of delivering education.
a. Do you favor or
oppose charter schools?
Ans: Charter, contract or autonomous. These are legal terms for innovative
ideas. Look at the Russian School
of Mathematics and you will have an engaging vision of what is possible.
b. What should the
relationship be between the charter schools and MPS?
Ans: Again, look at RSM and how it will
function as a school within a school.
d.
Do you favor or
oppose self-governed (teacher-led) schools?
Ans: Would favor if they work but I have my
doubts.
7.
A group of Northside residents have formed a Northside Achievement Zone, aiming
to replicate some of the outcomes experienced by the Harlem Children’s Zone in
New York.
a.
How should the
School Board respond?
Ans: I am not familiar with the
concept.
b.
Is it appropriate
for the School Board to make special efforts or investments in a particular
portion of the city?
Ans: No. Invest only in the 3 primary entities; Student, Parent,
Teacher.
8.
With 65% students of color, the
Minneapolis Public Schools face significant challenges with regard to
integration. Some people prioritize integration efforts, while others argue
that that it is more important to improve the quality of schools in low income
neighborhoods. What is your opinion on this? Do you favor efforts to increase
integration in the city schools? If yes, what steps would you take
to make that happen?
Ans: This is about political nonsense and I
do not want to waste your time.
9. Improving governance of our public schools is a big
topic of discussion.
a. What in your opinion are the main governance challenges
for public education?
Ans: Understand leadership at the teacher
level; Curriculum Principal, Investment Principal and Learning Principal (see
RSM).
c.
Are there
different governance models that you believe are worth exploring?
Ans: Only one that makes any sense –
mine.
d.
The Governor has
recommended that the Minneapolis and St. Paul school districts be managed by
the cities’ mayors. What is your opinion of this recommendation?
Ans: Here again, this is politics in its
finest form. I’m too busy teaching
to understand what mayors do.
10. Your role in the school board
a.
How do you define the role of a school board member?
Ans: As a visionary and advocate of
change.
b. How much time each
week do you expect to spend on school related matters?
Ans: Bad question.
11. Finally,
what does success in the Minneapolis Public Schools look like to you.
Ans: An
interesting and exciting challenge.
Posted at 04:30 PM | Permalink | Comments (0) | TrackBack (0)
The Achievement Gap Committee has a keen interest in learning how candidates for the Minneapolis school board intend to address the racial achievement gap in Minneapolis schools. And we've learned a lot.
16 of 18 candidates for Minneapolis school board responded to our Achievement Gap questionnaire and their answers are posted here, sorted by the Primary and General Election.
PRIMARY ELECTION
At-Large candidates (* denotes incumbent)
GENERAL ELECTION
Top 4 At-Large Candidates
District 1
District 3
District 5
You can also find more information about the school board candidates from their responses to the Southwest Journal questionnaire, posted here.
Posted at 08:56 PM | Permalink | Comments (0) | TrackBack (0)
Jenny Arneson
Achievement Gap Committee
Candidate Questionnaire
1. The Minneapolis Public Schools have struggled for some time to
raise the achievement of low-income students and students of color.
a. What in your opinion are the most important factors in raising student achievement?
Raising student achievement is clearly complicated and a number of
factors impact success. I do not believe there is one silver bullet solution,
but rather a variety of considerations that vary depending on student
population and school. There are three main factors that I would like to
address around this issue:
a. Parent and Community engagement. We know children
do better when their parents are involved. I have been successful on a
local scale in engaging parents and the greater community with our schools and
believe we can apply that model district-wide. For example, I created a popular
parent's forum for the Spanish-speaking population at Waite Park Community
School in Northeast Minneapolis, which increased Spanish-speaking family
involvement by over 50%.
b. To achieve their full potential, kids benefit from having
adults in the room ready to work with them. That means keeping class sizes as
small as possible but even more importantly, offering one on one assistance for
students through Education Assistants (EAs), Associate Educators (AEs) and
volunteers from the community. There will always be limited resources,
but if we focus our attention on children, we can get better results. If
we effectively connect with our community, we can access additional time and
talent to help in our efforts.
c. We know that schools achieve better results with a strong
leader. MPS needs to ensure that our principals are effective managers
and have good relationships with teachers, students and families.
Currently, this is too often not the case.
b. What measures should the school board take to improve student outcomes?
In connection to the factors named above:
a. Support schools in finding ways to connect with their
families. This may mean community building events or teams making home visits.
The administration and union should collaborate together to manage time for
these projects.
b. We can allocate a small amount of resources for a big impact
with effective volunteer coordination. In addition, our schools should work
with a mindset of community engagement – i.e. building a relationship between
schools and neighborhoods. In addition, continue to utilize support from Vista
and AmeriCorp to bring extra staffing resources to schools.
c. We should invest in comprehensive principal training which
focuses on leadership skills, administrative training and organizational
behavior instruction. This can be achieved through cooperative agreements
with our area institutes of higher education, such as the University of
Minnesota and other Minnesota State Colleges and Universities. MPS also
needs to put a comprehensive system of evaluation in place for all of its
administrative leaders, particularly principals.
c. If the school board follows your suggestions, how soon would you expect to see significant results?
I would expect some results to appear within a year. For example,
staff evaluations can be developed quickly and acted upon. Raised student
achievement comes more slowly, we know. I would expect to see a gradual
increase each year.
2. Some people are concerned that focusing on academic achievement
for low-income students means that insufficient attention is being paid to the
needs of average and high performing students. How do you respond to that
concern?
First, I would challenge the assumption that low-income students
are not necessarily also average and high-performing students. The
connection between poverty and lack of academic success is due to many factors
that we as educators cannot control. That said, the needs of low-income
students are often different than those of students who have more support
provided from home and community.
Enrichment opportunities should be provided equitably throughout
our city. This includes utilizing Art for Academic Achievement programs, gifted
and talented programs and extracurricular activities, such as those provided
via our Community Ed and Minneapolis Kids programs. With the cooperative
implementation of educational support professionals, teaching staff and
volunteers, classrooms can work in smaller groups that allow different levels
of learning.
3. It has been suggested that certain provisions of the teacher’s
contract prevent the administration from staffing the schools adequately to
meet the needs of students. Please comment on your opinion of the current
teacher’s contract.
First and foremost, all Minneapolis Public School employees should
feel that their work is valued and respected. Contract negotiations are an
opportunity for two sides to discuss their ideas about working conditions. In
order for the process to be effective, both sides must listen and compromise.
Seniority is one aspect that is often discussed regarding the
teacher’s contract. I recognize that seniority is an important piece of worker
protection and I do not believe we can discard it completely. The interview and
select model is a useful compromise that works both for school administrators,
students and the teacher’s union (MFT). In addition, I believe that MFT is
interested in cooperating with administration in instances of poor performance.
An open, collaborative relationship with teachers will ensure that we
meet student needs, and that the needs of students remain the primary concern.
4. One idea to improve student outcomes is to spend more time on
task. That might mean a longer school day or a longer school year. Do you
favor increasing learning time for students, and if so, how would you like to
see that happen?
Increased learning time can be an effective way to boost student
achievement. That said, I believe it is important to implement additional time
in a way that minimizes pressure on students and families. I favor a
model where school is in session for a couple of months followed by a short
break. Learning time is more consistent and eliminates the need for extensive
“review time.” In order for this to be truly effective, it would be best
if multiple districts did this – it is a burden on families in “year-round” schools
when their children’s’ break do not coincide with other families.
5. Early childhood education is often offered as an important
strategy for addressing the achievement gap.
Research shows that children start kindergarten with an
achievement gap already in place. Investing in early childhood opportunities
will not only help the children in our city, but benefit our district by better
preparing kids to enter our K-12 system. I agree that early childhood
education is one of the most effective ways to eliminate the achievement gap.
The district has been inconsistent in the past regarding its support for
Community Education programs, ECFE, and High-5 throughout the city. More
resources need to be allocated to these programs, and the promotion of early
childhood opportunities in areas of high poverty, in order to effectively
challenge the achievement gap.
To
better align the two programs, we can begin by planning for all ages in our
system. When considering space I think it is important to allocate space for
the 3 and 4 year old programs. Placing early childhood programs as an
after-thought and not keeping them housed in established schools makes it far
more difficult for these programs to thrive. For a program to effectively serve
the population, people must know they exist. Our elementary schools can easily
identify younger siblings who could benefit from these programs – how much
easier to hook in those families when the program is right on site and easily
accessible! When my community advocated with district administration to address
capacity issues and ECFE, we were told that ECFE and the administration had
never talked about space planning together.
6. Some people suggest we need more flexible or innovative models of
delivering education.
Charter schools are a reality in our school system and neither my
favor nor opposition will change that. In some cases, charter schools serve a
need that Minneapolis Public Schools do not and every family needs to determine
the best fit for their student. While some charter schools thrive, in some
cases, charter schools have not served their students well. That said, I see my
school board role as a steward for Minneapolis Public Schools and charter
schools do compete against our system. I am especially concerned about a system
that simply allows families with the highest parent involvement to opt out and
create a school of their own, leaving our public schools with students with
even more disadvantages. In addition, most charters do not utilize union
teachers and as a result, tend to have high teacher turn-over rate – such a
system is not sustainable for the vast majority of our schools.
Charter schools and MPS should continue dialogue so that we can
learn from each other. In addition, with high mobility in our city, it is in
everybody’s best interest to collaborate so children can move seamlessly
between systems.
I understand that MFT created the movement for self-governed
schools in Minneapolis and won approval from the state legislature to proceed.
The main idea is for teachers to be in a system that is removed from excessive
bureaucracy and allows union teachers the freedom of working in a system that
they can control. A French Immersion self-governed school was just approved and
is scheduled to open next fall. I am interested in watching how this new effort
plays out.
7. A group of Northside residents have formed a Northside Achievement
Zone, aiming to replicate some of the outcomes experienced by the Harlem
Children’s Zone in New York.
a. How should the School Board respond?
The Northside Achievement Zone is community driven response to a
neighborhood need and the school board should respond positively and
collaborate with its members.
b. Is it appropriate for the School Board to make special efforts or investments in a particular portion of the city?
Absolutely. Our city is a diverse place with different communities
needing different things. It is responsible for the school board to recognize
this and respond with individualized school efforts.
8. With 65% students of color, the Minneapolis Public Schools face
significant challenges with regard to integration. Some people prioritize
integration efforts, while others argue that that it is more important to
improve the quality of schools in low income neighborhoods. What is your
opinion on this? Do you favor efforts to increase integration in the city
schools? If yes, what steps would you take to make that happen?
Minneapolis is a segregated city and I believe that past efforts
to integrate our schools with busing proved that our school system alone cannot
solve this problem. I believe that integrated schools are ideal and in
fact, many of our schools within MPS are successful in this measure. I favor
taking a holistic approach to decreasing segregation in our city. Our schools
can play our part by making sure our neighborhood schools are high quality in
every neighborhood. A key advantage to keeping families close to their schools
is that family involvement is much more accessible.
9. Improving governance of our public schools is a big topic of
discussion.
Funding is a major challenge for all public school districts and
it is difficult to operate in a state that continues to under-fund public
education. Effective communication between schools and parents is always a
challenge and in particular, building meaningful relationships with families who
do not seek out the schools. Outside society issues - housing, healthcare,
mental illness - all impact children and families and it is a challenge for
public education to ignore these factors, but often overwhelming for schools to
address adequately.
2.
Are there different governance
models that you believe are worth exploring?
Collaboration between multiple governing agencies is the most
reasonable approach. Children and families work with multiple systems and our
schools should work with those other entities to more effectively serve our
children.
3.
The Governor recommended that the
Minneapolis and St. Paul school district be managed by the cities’ mayors. What
is your opinion of this recommendation?
I believe the school system and mayor’s office ought to be kept as
separate entities.
10. Your role in the school board
There are three main points in our school system:
administration, teachers/school staff and parents/community; a school
board member should be connected to each point and help bridge the connection
between each entity. As a district candidate, I believe it is my job to
bring a unique connection to and knowledge about NE/SE to the board to ensure
that community is part of the equation when making policy.
In addition, I see my role, always in conjunction with community,
to develop vision for our district and hold staff accountable to implement that
vision.
2. How much time each week do you expect to spend on school related matters?
I expect school board to be the equivalent of a full time job and
am prepared to spend at least that much time on it. I am fortunate to be in a
position where I do not hold another outside job and can dedicate my time to
this position.
3. If elected, how many terms do you plan to serve?
It is impossible to predict the future of this position, but I see
this as a long-term commitment and as my children are young, I will be with the
Minneapolis schools for many years.
11. Finally, what does success in the Minneapolis Public Schools look
like to you.
I envision equally strong neighborhoods and schools supporting
each other. Families will embrace living in our city and willingly send
their children to Minneapolis Public Schools; they will see this as an opportunity
to embrace, not something to be feared. Our schools will offer rigorous,
equitable programming to all students. Parents and community will be embraced
as assets and partners and will support our students in learning.
Posted at 08:53 PM | Permalink | Comments (0) | TrackBack (0)
1. The Minneapolis Public Schools have
struggled for some time to raise the achievement of low-income students
and students of color.
1a. What in your opinion are the most important factors in raising student achievement?
A. Fiscal responsibility, behavior policy, and strong teacher demand.1b. What measures should the school board take to improve student outcomes?
B. _Require _high grade point average for (all) students, first athletes, and make students attend out-of-school time programming to complete make up assignments.1c. If the school board follows your suggestions, how soon would you expect to see significant results?
C. The first year the program is put into place.2. Some people are concerned that focusing on academic achievement for low-income students means that insufficient attention is being paid to the needs of average and high performing students. How do you respond to that concern?
3. It has been suggested that certain provisions of the teacher’s contract prevent the administration from staffing the schools adequately to meet the needs of students. Please comment on your opinion of the current teacher’s contract.
4. One idea to improve student outcomes is to spend more time on task. That might mean a longer school day or a longer school year. Do you favor increasing learning time for students, and if so, how would you like to see that happen?
A. Yes, I favor extended learning time for our MPS students. In addition, I am in favor of state-of-the-art after school programming. This includes involving our universities and surrounding college to create a massive well coordinated tutoring program that _helps_ all students achieve.5. Early childhood education is often offered as an important strategy for addressing the achievement gap.
5a. What are your views on investing in early childhood education?
5b. How can there be better alignment between pre-k programs and the K-12 system?
B. MPS can increase alignment between the two programs by having trainings, meetings and conferences that communicate and design seamless reform affecting both programs.6. Some people suggest we need more flexible or innovative models of delivering education.
6a. Do you favor or oppose charter schools?
A. Yes, I do favor charter schools as long as they maintain our MPS goals and objectives.6b. What should the relationship be between the charter schools and MPS?
B. The relationship should be one that has the same accountability for grades, behavior, and college readiness performance. Their achievement numbers should be added to the MPS achievement numbers.6c. Do you favor or oppose self-governed (teacher-led) schools?
C. I do not thoroughly understand Self Governance Schools primarily because the concept is so new.7. A group of Northside residents have formed a Northside Achievement Zone, aiming to replicate some of the outcomes experienced by the Harlem Children’s Zone in New York.
7a.How should the School Board respond?
7b. Is it appropriate for the School Board to make special efforts or investments in a particular portion of the city?
B. Yes, if that portion of the city demands the investment.8. With 65% students of color, the Minneapolis Public Schools face significant challenges with regard to integration. Some people prioritize integration efforts, while others argue that that it is more important to improve the quality of schools in low income neighborhoods. What is your opinion on this? Do you favor efforts to increase integration in the city schools? If yes, what steps would you take to make that happen?
9. Improving governance of our public schools is a big topic of discussion.
9a. What in your opinion are the main governance challenges for public education?
9b. Are there different governance models that you believe are worth exploring
B. No. The MPS history reveals we have tried so many different models it has delayed our progress from advancing our district’s system.9c. The Governor recommended that the Minneapolis and St. Paul school district be managed by the cities’ mayors. What is your opinion of this recommendation?
C. My opinion of this recommendation is one that leads me to think our Governor needs a lot of help.10. Your role in the school board
10a. How do you define the role of a school board member?
A. The role of the School Board member is to assist the Superintendent with solving a great deal of decision-making policies, communicating with Board members, staff, parents, and community members keeping all informed and involved, and to prepare all MPS students to become college ready.10b. How much time each week do you expect to spend on school related matters?
B. I expect to spend a great deal of time on school related matters, because our problems are great.10c. If elected, how many terms do you plan to serve?
C. I can not say how many terms I plan to serve, that is all in the hands of the Lord. With His strength I pledge to serve honestly and diligently.11. Finally, what does success in the Minneapolis Public Schools look like to you.
A. Success in the Minneapolis Public Schools looks like this:Posted at 08:51 PM | Permalink | Comments (0) | TrackBack (0)
Achievement
Gap Committee
Candidate
Questionnaire
Mike Endrizzi: MPS
School Board Candidate, District 1
email@ Mike4MPS@me.com
1. The Minneapolis Public Schools have struggled for some time to raise the achievement of low-income students and students of color.
1a. What in your opinion are the most important factors in raising student achievement?
> The 3 most important factors in raising student achievement are 1) Security of our students, 2) Technology and MPS' investment in it and management of it, and 3) Innovation of our current resources and technologies.
A.) SECURITY: Ensuring a safe classroom environment is the simplest way to raise student achievement. An anxious student who feels threatened will not perform up to their ability. Nationally, teachers agree that student misbehavior is the biggest problem/barrier preventing classroom success.
I was a MPS full-time contracted teacher (2003-2009) enlisted to support struggling MPS classrooms. In my own MPS District 1, I taught at Edison HS, Sheridan Elementary, Northeast MS, Marcy Open, Pillsbury, Wait Park, as well as Putnam, Holland, and Webster Open among other schools. I was a part of the teacher's union and respected their representation, however, teacher and student security has not been an issue given enough attention by this district's leaders.
As a MPS teacher, I have witnessed and experienced gang members in the classroom and the fear they invoke in others who are FORCED into classrooms with them. I taught at Stadium View School (MPS’ school at Hennepin County Juvenile Detention Facility). Teaching gang members, murderers, rapists and other juveniles at Stadium View taught me that our most valuable tool in education is compassion and a belief that every child NEEDS and DESERVES an education, but more importantly a safe environment for it to be fully received.
B.) TECHNOLOGY, THE GOOD AND THE BAD
1) Technology, The Bad: MPS has no policy that is consistently enforced or dynamic management plan for the new technologies that our students are confronted with every minute of every day.
Most students Text, Twitter, Facebook, Myspace, skype, YouTube, etc, etc...IN CLASS!
>Students use school computers and view banned sites with a simple "proxy" search on Google.com Advertisers will always have available "proxies" to bypass our school's filters. This problem is widespread and very threatening to our entire school environment.
>2nd graders bring cell phones to school.
>Level 3 offenders have had access to regular phone lines while awaiting trial or placement.
>Gang members and drug dealers use technologies to increase their take.
>Our teacher's and administrators don't fully understand these technologies and are currently helpless in confronting it.
These 3 simple examples are only the tip of the iceberg. "Technology Abuse" happens to our students because corporate interests invest heavily in advertising and getting our students' attention. These companies invest more money in our students than we do. Sadly, MPS has NO Strategy or management plan for this, and so our students continue to disrupt our classrooms daily because of it.
2) Technology, The Good: MPS could use new technologies to save millions of dollars immediately. MPS currently wastes millions of dollars on "non-sustainable" older technologies and outdated industries.
C.) INNOVATION: Some discussions that need our attention.
>The whole world is digitizing, why aren't we? Our use/waste of Paper products that create trash rather than innovating digital media seems criminal in 2010. A worksheet or test or book can be digitized with no waste.
>MPS spends up to $100+/each on outdated text books rather than using digital books w/immediate updating potential . Laptop computers that promote better management and efficiency should be standard for every student of the district.
>MPS only uses Traditional classroom lecturing incorporating computers and Smart Boards, but there is NO "On-Line option" in MPS (this is a proven technology for learning that is available at most any College or University). In addition to regular classrooms, MPS should make all K-12 classes available on-line, making every lecture and every lesson as well as worksheets and tests available to every MPS student at any time, anywhere. All students in this district should be issued a digital reader( like the Apple IPad) with the capacity of being the only item needed for class.
Ideas like these and the action of pursuing them will also attract much the 13,000 students within our district's borders who "choose" not to attend MPS.
The Minneapolis Public Schools have struggled for some time to raise the achievement of low-income students and students of color.
1b. What measures should the school board take to improve student outcomes?
The school board needs to understand that raw test data does NOT explore or include the nuances of a student's life experience which greatly effect their testing. Examples of data not included in test scores:
1) A student helping raise siblings at home.
2) A student who switches schools because of their family moving into a new rental or home.
3) A student confronted by gangs who is bullied and is always fearful.
4) A student who is hungry or starving.
5) A student addicted to drugs or alcohol.
Students in these examples can NEVER be understood or reached if we base our system so heavily on corporate-manufactured testing that is "1-size-fits-all" and applied nationally.
I believe MPS is a very unique urban/suburban example that needs to look past national mandates that follow "cookie-cutter" standards. We need to find proven micromanaged learning systems that take the dynamic aspects of a MPS student's life and adds them to an empirical formula resulting in success. If we can identify a learning pattern or hurdle in a student, then we can apply a proper learning system that already exists.
Note: Corporations make money every time a test is cracked or system of text books is bought by the district. Corporations have no consideration for our students' and community's welfare, they are profit driven. Corporations that print, sell, manufacture MPS materials' have no investment in our communities' success and we should always be reassessing our focus on local resources, business, and manufacturing.
1c. If the school board follows your suggestions, how soon would you expect to see significant results?
If the school board follows my suggestions, MPS will stop losing millions of dollars on waste, methods, testing, programming, and poor management immediately.
2. Some people are concerned that focusing on academic achievement for low-income students means that insufficient attention is being paid to the needs of average and high performing students. How do you respond to that concern?
Those who are should re-examine this issue and remember that our school system is one public body, and if one limb fails then the whole body is effected. If you look at the numbers of "high-performing" students and "low-income" students while applying students' demographic data, you'll find that this concern stems from a lack of district unity. There are solutions for improving district unity that can resolve some concern, however I am committed to creating a level playing field for academic achievement, and that means focusing on areas of inequality which exist in particular areas within the district. Equal opportunity comes through good management of resources.
3. It has been suggested that certain provisions of the teacher’s contract prevent the administration from staffing the schools adequately to meet the needs of students. Please comment on your opinion of the current teacher’s contract.
I was a part of the Teacher's Union in Minneapolis during my 6 years contracted to teach with MPS. I appreciate to this day most of what the Union has done. I believe that with proper negotiations and compromise, a contract or certain provisions in that contract can be resolved to handle any staffing or management issue.
4. One idea to improve student outcomes is to spend more time on task. That might mean a longer school day or a longer school year. Do you favor increasing learning time for students, and if so, how would you like to see that happen?
Yes, I favor increased learning time for students through the incorporating of new technologies. Currently, our students are quick learners to available technologies. Teachers and administrators need to be WISER about new technologies' management and policies with respect to education and students who use them all the time.
Time on task needs proper instruction. Proper instruction can be made available in a "non-linear" audio/video format to be viewed anywhere, anytime, by anyone with a computer and internet access. Repetitive viewing can bring clearer understanding.
All MPS classes should be available on-line with accompanied grading and merit systems. A "MPS on-line Learning Network" can be put up to efficiently broadcast any grade, any subject, any time, with multiple viewing ability and testing. Example: On-line colleges and Universities have been around for years and is very successful in achievement as well as garnering revenue.
Minneapolis has a WiFi city-network in place. With a simple computer all students can learn at any given time by simply logging onto the MPS-Network. If managed correctly the school year would never cease, but would not require many of the expensive "hard" resources and would cut back on classroom size. I do not condone the elimination of conventional classroom instruction.
5. Early childhood education is often offered as an important strategy for addressing the achievement gap.
5a. What are your views on investing in early childhood education?
Early Childhood Education is critical to a students' success and needs to be prioritized. The fact that we have hungry children in younger grades within the MPS district is an example of how there is something critically wrong in MPS' perception of early childhood education.
A child's brain has a greater ability to learn and function when it has proper nourishment. We need to PRE-EMPT learning disabilities caused by malnourishment.
5b. How can there be better alignment between pre-k programs and the K-12 system?
When the school board realizes that new technology with proper innovation and management allows and promotes parallel/similar learning strategies found in both programs as well as extending into adult education, this will be a non-issue.
6. Some people suggest we need more flexible or innovative models of delivering education.
6a. Do you favor or oppose charter schools?
6b. What should the relationship be between the charter schools and MPS?
6c. Do you favor or oppose self-governed (teacher-led) schools?
I favor charter schools as well as charter programs within schools. I also believe a home-schooling charters could be accepted in MPS. All charter schools can provide hard data with regard to advancing new ideas and strategies. Also, MPS is a great way to give a charter legitimacy as an alternative within a neighborhood.
"Self-Governed" is a slippery term; I support and favor "accountable administration" to the greater district's board in any teacher-led schools.
7. A group of Northside residents have formed a Northside Achievement Zone, aiming to replicate some of the outcomes experienced by the Harlem Children’s Zone in New York.
7a.How should the School Board respond?
7b. Is it appropriate for the School Board to make special efforts or investments in a particular portion of the city?
The Northside Achievement Zone is an excellent example of a neighborhood involved. I believe in investing different resources appropriate to demographic challenges.
8. With 65% students of color, the Minneapolis Public Schools face significant challenges with regard to integration. Some people prioritize integration efforts, while others argue that that it is more important to improve the quality of schools in low income neighborhoods. What is your opinion on this? Do you favor efforts to increase integration in the city schools? If yes, what steps would you take to make that happen?
I don't believe in "forced" integration. I believe in "open- enrollment" and open programs that are properly funded and open to all MPS students. We don't "need" our classrooms forcefully integrated because classrooms should be about curriculum . Instead, we need to encourage the student body's unity and awareness of cultural and sexual identity and respect for individuality. We can do this through all-school events/calendar events, and throug extra-curricular activies( pep rallies, sports teams, clubs and organizations) that can be integrated to encourage unity among race and culture.
9. Improving governance of our public schools is a big topic of discussion.
9a. What in your opinion are the main governance challenges for public education?
9b. Are there different governance models that you believe are worth exploring
9c. The Governor recommended that the Minneapolis and St. Paul school district be managed by the cities’ mayors. What is your opinion of this recommendation?
Good governing requires good management of resources. I believe in the MPS school board and their legitimacy in governance. The new trend to district representation within the board is both exciting and overdue.
Mayors should deal with the school system, too. I would be open to data exploring a Mayor's involvement with the school board, however, I think a Mayor is too busy to deal with such a dynamic and should defer to the MPS school board's authority.
10. Your role in the school board
10a. How do you define the role of a school board member?
A School Board member should be an actively concerned member of the community with knowledge of our school system's successes and failures. I am willing to compromise and collaborate with the many dynamics of such a body for the success of our school system.
With my perspective on security, technology, and innovation, my role on the MPS school board will be to provide that perspective as to improve the situation in our schools which I don't think is improving. I am only involved in this election because I feel it is absolutely necessary to present a perspective that I see vacant within the current board and board candidates.
10b. How much time each week do you expect to spend on school related matters?
I am passionate about my ability to engage and help the MPS system. I have been a teacher involved with school related matters since 1989. My life is in synch with school related matters day and night, and I don't expect that to change anytime soon, especially with a 4-year old son at home.
10c. If elected, how many terms do you plan to serve?
At this time, I have no plans further than a first term.
11. Finally, what does success in the Minneapolis Public Schools look like to you.
A goal to success is for MPS is to be a model urban school system in the nation; smart people creating a smarter student body displaying constant critical thinking, assessment and re-assessment of our public system that continues to graduate model citizens. It is proving "accountability" more than just saying the word. Success in MPS begins with responsible and fearless leadership that can enjoy the moment's triumphs and own its failures while learning from them and moving forward.
Posted at 08:41 PM | Permalink | Comments (0) | TrackBack (0)
Achievement Gap Committee Candidate Questionnaire
1. The
Minneapolis Public Schools have struggled for some time to raise the
achievement of low-income students and students of color.
a. What in your opinion are the most
important factors in raising student achievement?
Quality
education creates opportunities for all children, and we must provide it
equitably. No single initiative will raise the student achievement; I will work
with our new superintendent to draw on her substantial skills and experience to
develop a plan that includes:
§ Attract, retain and reward highly qualified teachers
§ Challenging coursework that meets rigorous standards
§ High expectations for students to excel in all academic areas
§ Extensive use of evaluation data for each student, resulting in
intervention where needed
§ Manageable class size, extended-day and summer program
§ High-quality early childhood learning programs that integrate with
kindergarten programming
In addition
I believe that the School Board should play a leadership role in the community,
proactively seeking greater involvement and responsibility on the part of
parents.
b. What measures should the school
board take to improve student outcomes?
It is not the responsibility of one entity; all of us have a
responsibility to bear, and all of us have a stake in the outcome. We must
bring together the entire community in effective and responsible ways to
initiate and sustain lasting improvement of student outcomes. The School Board
must develop action plan to address funding adequacy and policy changes needed
to achieve these objectives. We must also focus district resources directly on
the classroom and student achievement.
c. If the school board follows
your suggestions, how soon would you expect to see significant results?
I think a five-year plan will be required to see significant results
in academic performance.
2.
Some people are concerned that focusing on academic achievement for
low-income students may lead to insufficient attention being paid to the needs
of average and higher performing students. How do you respond to that concern?
We need a comprehensive approach that takes into
account the unique needs of each student. I believe we must provide variety of
education techniques ranging from extended-day and summer program, e-learning
to reduced class size. We must ensure that at risk students get the support
they need and higher performing students get the attention they deserve.
3.
It has been suggested that certain provisions of the teachers' contract
make more difficult the staffing of schools adequate to meet the needs of all
students. What is your view?
I believe in a collective bargaining focused
on the needs of students. The current Memorandum of Understanding between Minneapolis
Federation of Teachers and Minneapolis Public Schools is a first step in
addressing staffing of schools based on select and interview process. I would
seek continued cooperation, collaboration and mutual respect between
Minneapolis Federation of Teachers and Minneapolis Public Schools.
4.
One idea to improve student outcomes is to have a longer school day or a
longer school year. Do you favor
increasing learning time for students, and if so, how would you like to see
that happen?
Yes, I would
favor extended-day learning program to improve student outcomes. I believe
there is a need for more time in the classroom for at-risk student. I also
believe we should make use of evaluation data for each student, resulting in
intervention where needed.
5. Early childhood
education is often offered as an important strategy for addressing the
achievement gap.
a. What are your views on investing in
early childhood education?
I believe school readiness is critical to every
child from the day they are born. Research shows childhood learning and
development are vital for school-ready, college-ready, career-ready, and
life-ready.
b. How can there be better alignment
between pre-k programs and the K-12 system?
My son will be attending a hi-5 (pre-k) in
Minneapolis Public School and I believe this program will give him an
opportunity to be prepared for K-12 system. There seems to be a disconnect
between the early childhood development and school systems. I will make sure
that we engage Minnesota Department of Human Service to establish quality child
care programs for three and four year-old that takes into account early
childhood education.
6.
Some people suggest we need more flexible or innovative models of
delivering education.
a. Do you favor or oppose charter schools?
I believe that charter schools have an
opportunity to facilitate education reforms. I would support charter school if
they are to comply with federal and state laws governing public schools,
including laws regarding teacher qualifications, testing standards, and fiscal
accountability. I think they should also be accountable to the school district.
b. What should the relationship be
between the charter schools and MPS?
I believe there should be collaboration between the charter schools
and MPS.
c. Do you favor or oppose
self-governed (teacher-led) schools?
I do support self-governed schools. Teachers have always championed for
educational reform in Minneapolis Public Schools. They have put student’s academic
achievement first. I believe collaboration of stakeholders is critical in
improving teaching and learning for our children in the classroom.
7. A group of
Northside residents have formed a Northside Achievement Zone, aiming to
replicate some of the outcomes experienced by the Harlem Children’s Zone in New
York.
a. How should the School Board respond?
I believe the school
board should collaborate with families and community members, respond to
diverse interests and needs, and mobilize community resources where it is
needed to improve student achievement.
b. Is it appropriate for the School
Board to make special efforts or investments in a particular portion of the
city?
I believe
it is appropriate for the School Board to invest in parts of the city that
requires an intervention. However, this will require sustained effort and
resources to support initiative like NAZ.
We cannot replicate HCZ model, but we apply its five core principles:
1. Select a
specific neighborhood and work comprehensively and at scale within it.
2. Create a
pipeline of support.
3. Build
community
4. Evaluate
program outcomes
5.
Cultivate a culture of success
8.
With 65% students of color, the Minneapolis Public Schools face
significant challenges with regard to integration. Some people prioritize
integration efforts, while others argue that that it is more important to
improve the quality of schools in low income neighborhoods. What is your
opinion on this? Do you favor efforts to increase integration in the city
schools? If yes, what steps
would you take to make that happen?
I
believe integration is very important and it prevents differential treatment on
the basis of race and ethnicity. We must strive to create an environment where
students with different background can learn from each other. I also believe we
must improve quality of all schools in the district.
9.
Improving governance of our public schools is a big topic of discussion.
a. What in your opinion are the main
governance challenges for public education?
There
are numerous governance challenges for public education. However, these
challenges can be addressed by:
§ Adopting a fiscally responsible budget that allocates resources based
on the district’s vision, goals and priorities for student learning
§ Ensuring school board and district accountability, transparency and
integrity
§ Ensuring the board is accountable and open to the public interest and
the public trust
§ Engaging community members and parents by seeking divergent
perspectives in decision making process to enrich the quality of education
§ Promoting collaborative environments with a commitment to equity and
quality learning and achievement outcomes for all students
b. Are there different governance models that you believe are
worth exploring?
I think the current governance model works for the district.
c. The Governor has recommended
that the Minneapolis and St. Paul school districts be managed by the cities’
mayors. What is your opinion of this recommendation?
I believe
in separation of duties and by more responsibilities to cities’ mayors will not
be effective approach.
10. Your role in the
school board
a. How do you define the role of a
school board member?
The
School Board is the governing body of the school district. School Board member responsibilities
include:
§ Set the vision and goals for the district
§ Hire and evaluate the superintendent
§ Adopt and oversee the annual budget
§ Adopt policies that give the district direction to set priorities and
achieve its goals
§ Manage the collective bargaining process for employees of the district
§ Act as advocates for students and schools
b. How much time each week do you
expect to spend on school related matters?
I expect
to spend at least 20 hours a week on School Board related matters. Cooperation
is the key to successful school board governance. Each board member works with
the other members of the board and in partnership with the superintendent, who
carries out the board’s vision and direction.
11. Finally, what does
success in the Minneapolis Public Schools look like to you?
Success to me is where students have an
opportunity to excel in all academic areas. I also believe in responsive MPS
by:
§ Ensuring students are supported and inspired to succeed in academic achievements.
§ Ensuring students, parents and other members of the school community
are welcomed and valued.
§ Providing high quality educational experiences, including rigorous
curriculum, technology and high quality facilities.
§ Providing and maintain a safe and secure environment for all students
and staff.
Posted at 08:38 PM | Permalink | Comments (0) | TrackBack (0)
Achievement Gap
Committee Candidate Questionnaire
1.
The Minneapolis Public Schools have struggled for some time to raise the
achievement of low-income students and students of color.
a.
What in your opinion are the most important factors in raising student
achievement?
We
must raise standards and set expectations in core courses. We must encourage
our students to succeed and assure them they can. Failure is not an option!
Student achieve when the standards and expectations are high.
The
strongest, best prepared and most motivated teachers should teach these
students. Best practices to be employed at all times.
Teacher’s
compensated for performance! These schools should receive adequate resources
and not what’s left.
Employing,
parental training to assist parents in their role as advocates and as partners
in their children's achievement.
Finally,
assessing student achievement regularly and providing needed services promptly
so that student can achieve.
b.
What measures should the school board take to improve student outcomes?
Develop
a unified curriculum that is both rigorous and interesting.
Accountability
is key to the process, teachers, students, parents, board and community all
have a role to play to ensure the success of our schools.
We
must incentivize the process; provide consequences for failing to meet expected
standards and reward those who do.
c.
If the school board follows your suggestions, how soon would you expect to see
significant results?
Results
will take time but, we should start seeing some positive shifts within 1-2
years using regular assessment tools to identify what works and what should be
modified.
2.
Some people are concerned that focusing on academic achievement for low-income
students means that insufficient attention is being paid to the needs of
average and high performing students. How do you respond to that concern?
Every
student deserves a world class education. When we improve the educational
outcomes for those students, who are challenged, then less time and attention
are needed to maintain order in class or to do remedial instructions since
those students can now successfully participate gainfully in class activities.
No one wants to feel left out!
3. It has been suggested that
certain provisions of the teacher’s contract prevent the administration from
staffing the schools adequately to meet the needs of students. Please comment
on your opinion of the current teacher’s contract.
This may be so. We must set up standards where student needs come first, since they are why we have schools and teachers. That said, teachers are most valuable resource and must be utilized where they can make the greatest impact on student achievement and should be compensated adequately for that achievement.
4.
One idea to improve student outcomes is to spend more time on task. That might
mean a longer school day or a longer school year. Do you favor increasing
learning time for students, and if so, how would you like to see that happen?
I do believe that increasing learning time for students is important to achievement. I would like to see the school year increased to an eleven month school year to bring us more in line with the rest of the world. The main issues would be the need for increased finances in order to make this a reality and negotiating changes in the teacher contract.
5.
Early childhood education is often offered as an important strategy for
addressing the achievement gap.
a.
What are your views on investing in early childhood education?
Early
childhood education is the most important step in assuring student success in
school. This is the first leg on the continuum from pre-k through college. If
we state, that every child should be college ready, then this is the foundation
required to achieve that goal. Certain goals must be mastered at the pre-k
level in order to successfully master k-12.
b.
How can there be better alignment between pre-k programs and the K-12 system?
There
must be city wide collaboration between all the various levels of education. By
integrating the education systems we provide the needed cohesion to make
transitioning from pre-k through post secondary as more seamless progression.
6.
Some people suggest we need more flexible or innovative models of delivering
education.
a.
Do you favor or oppose charter schools?
I support public education totally, but I support choice. I support excellence in all schools and charter schools must be required to deliver a quality education to our students as well.
b.
What should the relationship be between the charter schools and MPS?
I
would like to see a collaborative model since charter schools seem to be here
to stay. Our children are too important to be left without adequate educational
resources no matter where they attend. I would like to see strong curriculum
oversight by MPS to aid those charter schools in need of curriculum
development.
c.
Do you favor or oppose self-governed (teacher-led) schools?
Self governed schools are in my opinion an ideal model. It places accountability within the hands of the principal, teachers, students, parents and community.
7.
A group of Northside residents have formed a Northside Achievement Zone, aiming
to replicate some of the outcomes experienced by the Harlem Children’s Zone in
New York .
a.
How should the School Board respond?
It
troubles me that this effort is headed by a non-profit with no track record or
educators at the helm. There have been many failed initiates in the north side
with much money misspent and few if any results. Geoffery Canada’s vision and
passion not to mention this Harvard trained educator’s expertise is absent from
the equation and may well be the difference between success and failure. For
this reason I feel it paramount that a partnership with MPS be in place to
ensure adequate curriculum and evaluation of stated and expected outcomes for
children involved.
b.
Is it appropriate for the School Board to make special efforts or investments
in a particular portion of the city?
Absolutely!
The most challenged part of the city in North MPLS. Investing to improve
employment, educational outcomes, opportunity and chances of success for the
people of this area improves the city as a whole. We are in this together!
8.
With 65% students of color, the Minneapolis Public Schools face significant
challenges with regard to integration. Some people prioritize integration
efforts, while others argue that that it is more important to improve the
quality of schools in low income neighborhoods. What is your opinion on this?
Do you favor efforts to increase integration in the city schools? If yes, what
steps would you take to make that happen?
I
believe that solving the problem of low achievement in our schools will attract
all students and their parents to MPS. I favor developing a world class
curriculum with motivated highly trained and well compensated teaching staffs,
who proactively engage students, parents and community in becoming positively
involved in the education process for the benefit of our society.
9.
Improving governance of our public schools is a big topic of discussion.
a.
What in your opinion are the main governance challenges for public education?
Currently,
we are experiencing a devastating achievement gap with many of our students of
color, while at the same time, a lack of adequate financial resources to tackle
this issue appropriately. We must redesign and redeploy appropriately the best
resources we have at our disposal to eliminate this disparity within our
system. Other challenges include buy-in by the teachers and community in any
plans that are made that could change the dynamics of the current situation.
Attaining the trust through open and transparent communication with all stake
holders, teachers, students, parents, and community, since we need each other
to become successful in our goals is of primary importance.
b.
Are there different governance models that you believe are worth exploring
Due
to the size of MPS system I think some variation on a “results based” model may
prove helpful but may be difficult to achieve. I like the idea of governance at
the local or school level with the involvement of all stakeholders working
together to achieve desired goals. Training should be provided to those
involved to ensure everyone understands how best to assist in the process.
d. The Governor recommended that the Minneapolis
and St. Paul school district be managed by the cities’ mayors. What is your
opinion of this recommendation?
e. I disagree. I like a more community based platform where education is the main issue and not one of many concerns of the mayor.
10.
Your role in the school board
a.
How do you define the role of a school board member?
School
board members are entrusted with the duty and obligation to through fact
finding and collaboration, to advocate and determine the best course of action
and policies developed, to support the superintendent in managing our school
system and delivering a quality education to every student. The board is
primarily a governance body and has fiscal responsibility for budgets, contract
negotiations, maintenance of physical plants within MPS properties, and
assisting the superintendant in insuring that standards are maintained as
related to curriculum development and assessment.
b.
How much time each week do you expect to spend on school related matters?
I
understand that it may require 10-20 hours per week due to the large amount of
information that will need to studied.
c.
If elected, how many terms do you plan to serve?
I
plan to serve as long as I can bring a positive influence to the board and am
reelected.
11.
Finally, what does success in the Minneapolis Public Schools look like to you.
Success looks like students engaged in their learning process, excited at the prospects that their improved achievement has shown them. It means the achievement gap is no more. It means that students, teachers, community and business leaders, who are all partners in this endeavor, are successfully collaborating to improve and evaluate outcomes regularly and work to make the needed changes together. Finally MPS is the “First Choice” for parents and students! When you think of a world class education, you think MPS!
Posted at 09:01 PM | Permalink | Comments (0) | TrackBack (0)
Achievement Gap Committee Candidate Questionnaire
1. The Minneapolis
Public Schools have struggled for some time to raise the achievement of
low-income students and students of color.
a. What in your
opinion are the most important factors in raising student achievement?
To be honest one of the greatest contributing factors of the continuation of Achievement Gap is public will or shall I say public apathy-not my kid’s mentality. In order to address the Achievement Gap we need to address the myths surrounding its existence and fully fund efforts taking place to counter it. We need to clearly distinguish between what is reality and what is perception.
· Perception: If we support the Achievement Gap my student will lose out: At issue public perception fueled by competition which occurs during times of economic and resource scarcity.
· Reality: when we fully implement strategies that research and experience tell us will raise student achievement, performance will improve across the board for all students, those most affected by the Achievement Gap, our students of color, but also those disaffected by socio-economic circumstances and other factors that contribute to learning in the classroom.
· Perception: We should have seen results haven’t we been focusing on the Achievement Gap for a long time-where are the outcomes. Let’s look elsewhere for answers.
· Reality: Eliminating the Achievement Gap is not intended as a short term strategy, what is required is systemic change that allows for transformation of this school district inside out to be responsive to the needs of all students now and in the future. We will continue to experience demographic changes within our district, what needs to change is how we respond change.
· Perception: Teacher training and education is responsive to the needs of teachers in the classroom. Teachers should be ready to tackle any classroom challenge because they have a master’s degree in education.
· Reality: Teachers straight out of college experience some of the same challenges that veteran teachers face because they have been exposed to the same cannon in teachers college and professional Institutions, which has not prepared them for the day to day, face to face situations in their classroom. Some call it classroom management; Research and best practices on eliminating the Achievement Gap call it relationship and community building.
In addition to advancing a community conversation about everyone’s role in eliminating the Achievement Gap, there are several things that we know for sure, we already know what needs to be done-but it’s all in the execution. School districts and school boards have difficulty in navigating policy at the systems level and consistent implementation at the classroom level.
An approach that I support and research backs is currently underway in Minneapolis Public Schools: we are on a learning curve, but by focusing on these key issues success is possible for every child.
· Developing principals as Master Teachers and Leaders in the building and in each classroom; this requires time because it is a skill set that we are stretching our principals to assume, knowing that up until recently we had a completely different expectation of them.
· Supporting teachers at the point of service in the classroom with students, through coaching, teaming and allowing time for collaboration and feedback, support applying and connecting critical student data to student performance and student goals.
· Expanding our sense of what it means to be a learning community and creating learning environments beyond the school building and beyond the school day. Invite and engage families, youth programs and community members and businesses into the process of resolving these lingering challenges
· Connecting with young people about their experiences with the Achievement Gap in their terms and on their terms; at the same time expressing that the Achievement Gap is not their failure and is not their fault, However at this time in this moment all hands must be on deck including those most impacted by the Gap. Nothing about students without students is for students!
· Education must be a driving force and value throughout the city of Minneapolis, we must model the relevance and opportunities that education provide and make these opportunities a reality through apprenticeship, service learning a path to follow and path towards further success.
b. What measures
should the school board take to improve student outcomes?
· The MPS Board has begun a process that tracks data at the classroom, grade, building, area level-unless these numbers are taken off a shelf, reviewed, explained and used to inform decision making at all levels in the district we will not make progress.
· As a part of the strategic plan eliminating the Achievement Gap is the top priority, in times of economic deficit respond with budget decisions that are aligned with that goal
· Eliminate barriers to allowing external support for students within the school building and within the school day. Lack of information should not be a hindrance or excuse in cultivating cooperative partnerships between schools, the district level and families, community agencies and businesses. It is no longer acceptable to respond “We can’t because of policy…”-if policy is in direct conflict with the best interests of our staff, students , families and community, we need to respond quickly and accordingly.
c. If the
school board follows your suggestions, how soon would you expect to see
significant results?
An ongoing information and feedback loop between administration and the board is essential, we should not be finding out about performance gaps on the fly. We have systems in place to collect data, we have skilled staff to analyze and interpret data. Implementation is in place to help staff react in ways to data that improves student progress on a regular basis. It is this continued progress that we are seeking. Quarterly reports will demonstrate themes and patterns in data so that we can have a process of continuous and ongoing improvement, this must be embedded into the culture at every level of MPS. This can be done through policy.
2. Some people are concerned that focusing on academic achievement for low-income students means that insufficient attention is being paid to the needs of average and high performing students. How do you respond to that concern?
The strategies and best practices embedded in eliminating the Achievement Gap are beneficial to all students; this is because it allows teachers to respond to students needs in a differentiated and equitable manner. This means providing opportunities within classroom space for students to explore learning based on their strengths and learning style. The Achievement Gap affects 70% of Minneapolis Public Students and 40% of African American Student in MPS. It is of great concern that people don’t understand the connection between how the success of students of color directly impact the success of all students this is not an us or them situation. When one student fails we all fail!
3. It has been suggested that certain provisions
of the teacher’s contract prevent the administration from staffing the schools
adequately to meet the needs of students. Please comment on your opinion
of the current teacher’s contract.
There are a number of challenges that need to be addressed in the teacher’s contract. Flexibility in scheduling to meet with families and connect with community outside of the building is important, Flexibility in scheduling to attend meaningful and intentional professional development as a supplement to ongoing development directly in the classroom with the support of teaching teams, the principal and teacher coaches. It is our response to teacher’s needs, not the strength of their opposition that will determine the course in our district for years to come. Yes, there are teachers that do not take this profession as a vocation, yes, there are teachers who are woefully unprepared for the challenges they face in the classroom, and yes, there are teachers that continue to model low expectations for our students. But I believe with the right supports this group becomes less impactful and will soon be identified as the outliers not the norm in our district. Yes we need highly skilled and trained teachers of color, policy is the solution and it is also the challenge. In the immediate we need to be innovative, take advantage of resources and programs that allow for our staff of color to be recruited and retained over the long term.
4.
One idea to improve student outcomes is to spend more time on task. That might
mean a longer school day or a longer school year.
Do you favor increasing learning time for students,
and if so, how would you like to see that happen?
I believe in expanding learning opportunities beyond the school building and beyond the school day. This is an essential role of our community partners and businesses. We do not have the capacity, funding or support to consider an option like this at a district level, however there is great opportunity for us to learn from charter schools who are implementing year long programs. It is naive to think that doing more of the same will result in different outcomes. Research supports expanding learning opportunities which include the arts, athletics, apprenticeship, service learning-this approach has been demonstrated to have great impact on learning outcomes for students. As long as our schools have been stripped of programming that fully engages students we cannot expect by expanding the school day to make students any more engaged in their learning.
5. Early childhood
education is often offered as an important strategy for addressing the achievement
gap.
a. What are
your views on investing in early childhood education?
I believe that we need to invest in the full continuum of education, this begins with early childhood and connects directly with K12 education, which connects with youth development and so on. When we invest all our energy and resources in one stage of a student’s development we short change them in having resources and supports available at all points on the path to learning.
b. How can there be
better alignment between pre-k programs and the K-12 system?
I am quick to say that communication is always at the core of collaborating and aligning services to best affect the lives of young people. Again, we should not be in competition with sectors that serve our young people, but rather work cooperatively to identify resources and make connections based on our common goal of educating all children.
6. Some people suggest we need more flexible or
innovative models of delivering education.
a. Do you
favor or oppose charter schools?
I favor charter schools because they afford our students opportunities to reconnect with many of the activities that traditional schooling has left behind, small learning communities, arts programming, and language immersion. MPS as an institution is simply not capable of being an enormous incubator for educational reform, not on the time line we’re working on for improving student success. We cannot have every school a pilot, it is not financially feasible nor is it in the districts best interest. However, when MPS’s and charter schools cooperate the potential for genuine transformation to take place is greatly increased. Not all charter schools are created equal, we must be intentional about who and how we partner.
c. Do you favor or oppose self-governed
(teacher-led) schools?
I believe they are a model or one approach to addressing educational reform. I do not support self-governed/teachers led schools where they are creating environments with the intention of keeping some kids out. That doesn’t fly in the MPS district, and this should not be acceptable in charter school-which are supposed to be public and open to all children.
7. A group of Northside residents have formed a
Northside Achievement Zone, aiming to replicate some of the outcomes
experienced by the Harlem Children’s Zone in New York.
a. How
should the School Board respond?
I think the board and the city should take note of what is working in this process. While I do not believe that everything happening in the Harlem Children’s Zone will work for us or for North Minneapolis, it is a strong community oriented model to promote.
b. Is
it appropriate for the School Board to make special efforts or investments in a
particular portion of the city?
Why would we expect our students to learn only in one particular fashion, through a certain type of instruction? We cannot as a district operate in an equitable manner unless we are able to respond to the varying needs and challenges throughout our district, in a manner that supports community culture and neighborhood context.
8. With 65% students of color, the Minneapolis
Public Schools face significant challenges with regard to integration. Some
people prioritize integration efforts, while others argue that that it is more
important to improve the quality of schools in low income neighborhoods. What
is your opinion on this? Do you favor efforts to increase integration in the
city schools? If yes, what steps would you take to make that
happen?
As an equalizer for distribution of resources throughout the entire district-yes. For building upon the assets that each child brings into each school building and into each classroom-yes. As a way to best prepare our students for the workforce-yes. To take one step closer to Integration will require equitable distribution of resources and highly qualified staff in all buildings. It will require that families, communities and businesses are engaged at all levels in every building.
9. Improving governance of our public schools is
a big topic of discussion.
a. What in your
opinion are the main governance challenges for public education?
Transparency, communication, data informed decision making, representative governing bodies, cultural competence, understanding of systems, translating policy into on the ground practice. Funding high quality public education with the current revenue base in place.
b. Are there different governance
models that you believe are worth exploring?
What I believe about the MPS board is that it is a citizen board to be made up of individuals skilled and interested in working on policy to move the learning agenda of the district forward on behalf of students, families, staff, administrators and the community. I hold this citizen school board status as an integral and essential part of the change we want to see; allowing for full representation. When constituents are educated on the issues and informed about progress, there is no greater advocate than a citizen board, but a citizen board can easily be hijacked by individuals with a privileged lens on education or good intentions while lacking practice or experience. This does not mean that this citizen board needs to be bound to operate as usual. There are a number of recent findings that indicate practice for boards that have direct implications for eliminating the Achievement Gap. Board models only take you so far, it is in the day to day interactions of the board, how they work together and how they build trust within the communities they serve, based on the policy decisions impacting the lives of every young person in receiving a quality education from MPS.
c. The Governor
recommended that the Minneapolis and St. Paul school district be managed by the
cities’ mayors.
What is your
opinion of this recommendation?
The cities are no
more equipped to lead a district than an outside contractor; they are just as
short on resources and even shorter on staff knowledgeable and positioned to
navigate the district now or in the future.
10. Your role in the school board
a. How do you
define the role of a school board member?
The governing body of MPS district, to establish and cultivate a relationship with the superintendent and should the superintendant leave to hire a new and highly qualified professional to replace them. To provide performance reviews for the superintendent and address any performance gaps. To make policy and budget decisions based on data, research and informed practice. To represent the entire city of Minneapolis; by advocating on behalf of the needs of all students, staff, families and constituents.
b. How much time
each week do you expect to spend on school related matters?
15-25 hours and as needed, enough time to have a community presence, get acquainted with the needs of the district and how these needs are impacted by policy. I intend to spend a good deal of my time mastering the role through intentional development, research, reading and reflection. Attending board meetings, as well as, representing the board at city and other community events. Responding to and communicating with constituents.
c. If elected,
how many terms do you plan to serve?
I plan to serve on the school board for the long term, I am invested in the success of this district and the role I can play as a board member through policy.
11. Finally, what does success in the Minneapolis Public Schools look like to you.
Success looks like engaged students, involved community, active parent participation, high achievement, diversity in all its shapes and forms. Success looks like the elimination of the Achievement Gap and the implementation of innovation and reform at all levels of the district. Success looks like a city that embraces the education of all children and makes it their responsibility. Success looks like students valuing and responding to the relevant education they are receiving. Success in MPS will be; when students that look like me and sound like me are fully reflected in hiring practices, classroom curriculum and building environments.
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