The Achievement Gap

Responses to School Board Questionaire - Shirlynn LaChapelle

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!

 

Responses to School Board Questionaire - Marika Pfefferkorn

 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. 

 

Responses to School Board Questionaire - Chanda Baker

Candidate At Large MPS Board
Candidate website: www.chandaforschoolboard.org

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?

b. What measures should the school board take to improve student

 outcomes?

While there are many in-school and non-school factors that are important to raising student achievement, I believe that the MPS school board should focus on the factors on which MPS has the greatest influence.  These factors include:

 

·         Ensuring that all MPS schools and educators share the belief and mindset that all children can and should learn at high levels and reach their full potential, regardless of family background, income or ethnicity.   

·         Ensuring that all MPS students benefit from engaging and rigorous teaching and learning on a daily basis, regardless of which MPS school they attend.

·         Ensuring that all MPS schools build trust, relationships and partnerships with parents and the community to support the students who need it the most.

·         Providing the MPS leadership with the consistent support and stability in its work to succeed at the above factors—and holding them accountable for results.

c.   If the school board follows your suggestions, how soon would you expect to see significant results?

 

·         The newly elected school board should continue the efforts of the current board to fully implement the current MPS Strategic Plan priorities, including raising expectations and rigor, improving teaching and school leadership, and transforming the most struggling schools.  MPS should expect to see significant student learning results by 2012.

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?

 

·     This is a very legitimate potential concern.  For example, MPS continues to lose large numbers of gifted/talented students.  MPS must enable and expect all of our schools and educators to engage and challenge all students to reach their full academic potential, regardless of their initial starting place. 

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.

 We need to ensure that teachers are always treated and compensated fairly.  We also need to ensure that teachers are treated as the knowledge professionals that they are.  I don’t believe that making seniority effectively the only factor in teacher assignment and retention is helpful in elevating the status of the teaching profession or in maximizing student learning.  We need to give our teachers and schools more flexibility.

 

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?

Minneapolis has among the shortest learning days and years in the country—which has the shortest learning year of any major country.  At the same time, extended learning time is not a silver bullet.  Let’s give our schools and teachers the flexibility to provide that option, especially for the most under-resourced families and communities.

          

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 strongly favor an early investment in early childhood education, especially for under-resourced families and communities.

b. How can there be better alignment between pre-k programs and the K-12 system?

 ·         Developing wholistic “Age Three to Grade Three” schools and literacy programs

·         Early childhood programs offered on site at our schools

6. Some people suggest we need more flexible or innovative models of delivering education.

a. Do you favor or oppose charter schools?

 

I favor good schools, regardless of type, and improving or transforming struggling schools, regardless of type.  Our goal should be to provide a great public school for every Minneapolis child.  Charter schools are and will continue to be part of the mix of school options.

b. What should the relationship be between the charter schools and MPS?

We are one city.   All of us need to work together to create great learning experiences for every Minneapolis child, regardless of school type.  Minneapolis cannot afford finger-pointing and continuing conflict.

c. Do you favor or oppose self-governed (teacher-led) schools?

I favor good schools, including self-governed schools.  This is a very exciting development.  I commend the current Board for approving Minnesota’s first self-governed school this spring.

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 board should be supportive and informed

b. Is it appropriate for the School Board to make special efforts or investments in a particular portion of the city? 

The needs in each part of the city is unique that that particular area.  The school boards decisions should reflect the specific needs of that area.  I do not believe that one area should be prioritized over another-no parent want to feel that their child is not the priority.  The school board needs to work with the community to determine maintain equity…

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?

Integration is a good thing, and so is neighborhood and family stability.  I believe every neighborhood and family should have access to a great public school without having to travel too far.  The central MPS focus should be on ensuring that every child attends a high-performing school, regardless of student ethnic composition.

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?
b. Are there different governance models that you believe are worth exploring
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?

 

I believe that public schools—and, at their best, elected boards—are the backbone of a healthy city and a healthy democracy.  The instability, micromanagement, and often plain incompetence of past MPS school boards have given elected MPS boards a bad name for many.  If the MPS board stays focused on implementing and ensuring the success of the very strong plan they adopted with widespread community support and consultation, more than two years ago, this recommendation is unlikely to be adopted.

10. Your role in the school board

a. How do you define the role of a school board member?

An MPS school board member should seek to uphold the MPS mission at all times: ensuring that all MPS children are college ready and high-achieving.  I believe this mission is both measurable and attainable.   The board must remain focused on the mission and setting policy to help MPS leadership achieve it, rather than on hundreds of smaller issues that constantly threaten to divert members’ time and attention.

 

b. How much time each week do you expect to spend on school related matters?  

I am confident in my ability to be a strong school board member, regardless of how much time it may take from week to week.  It should not take more than 25 hours per week in general.

 

11. Finally, what does success in the Minneapolis Public Schools look like to you.  

A high quality learning environment that understands it's purpose and is focused on academic and social success for all students, including; 

o   All students College ready: 100% graduation rate and 100% proficiency rate

o   Effective governance: boundaries and clarity

o   Strong accountability: incentives and consequences

o   Community support: Strategic partnerships, a community of support for students and teachers. 

 

 

 

 

 

Achievement Gap Trends in Minnesota and Minneapolis Public Schools

Three years ago, one of our first presenters to the Achievement Gap Committee was Dr. David Heistad, director of research, evaluation and assessment for Minneapolis Public Schools.    On Friday, May 21, he addressed the topic: "Looking back at the last three years:  What the data show about student performance and achievement gaps in Minneapolis Public Schools."  The event recap is below:

Committee on the Achievement Gap
University Lutheran Church of Hope
12 Noon May 21, 2010

Achievement Gap Trends in Minnesota and Minneapolis Public Schools
Dr. David Heistad, Ph.D,  Executive Director Research, Evaluation and Assessment for Minneapolis Public Schools

Dr. David Heistad has worked as a program evaluator and researcher in  Minneapolis Public Schools for the past 24 years. In addition to MPS Executive  Director of Research, Heistad works for the Value-Added Research Center (VARC)  at the University of Wisconsin on the large scale teacher effectiveness project  funded by the Bush Foundation. Dr. Heistad has a Bachelors Degree in Psychology  from St. Olaf College, a Masters in Educational Statistics and a Doctorate in  Educational Psychology from the University of Minnesota.  The 2009 recipient of the Council of Great City Schools research leadership award,  Heistad’s current work focuses on the development and implementation of valid  educational accountability indicators for school improvement.

Dr Heistad spoke to an overflow crowd of over 70 people at the University  Lutheran Church of Hope in St. Paul.