The Achievement Gap

Minneapolis School Board Election 2010

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)

• Doug Mann
• R.E. (Dick) Velner
• T. Williams*
• Steven C. Lasley
• Mohamud Noor
• Richard Mammen
• Chanda Smith Baker
• Rebecca Gagnon
• Shirlynn LaChapelle
  
• James Everett
• Marika Pfefferkorn (withdrawn)
  
• David DeGrio (withdrawn)
  
• Marcia Thomas (withdrawn)
  

GENERAL ELECTION

Top 4 At-Large Candidates

District 1

• Jenny Arneson
• Mike Endrizzi

District 3

• Hussein Samatar

District 5

• John H. Saulsberry
• Alberto Monserrate

 

You can also find more information about the school board candidates from their responses to the Southwest Journal questionnaire, posted here.

Responses to School Board Questionnaire - Jenny Arneson

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.

1. What are your views on investing in early childhood education?

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.

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

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.

1. Do you favor or oppose charter schools?

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.

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

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.

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

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.

1. What in your opinion are the main governance challenges for public education?

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

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

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.

Responses to School Board Questionnaire - Stephen Lasley

Steven C. Lasley - http://www.stevelasley.com/
Minneapolis Public Schools
School Board Candidate (at-large)
DFL

Achievement Gap Committee Candidate Questionnaire

Response to Question 1 -

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.

Response to Question 2 -

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?

A. I believe all students must be served, and it can be accomplished with hard work collaboration and partnerships.

Response to Question 3 -

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.

A. The contract is very important, and I believe it must be completed before the 2010-11 school year begins. I believe administrators must work hard within the contract rules to put teachers to work.

I believe both sides must compromise a little if we are going to save our kids, and accomplish the work we must focus on.

Response to Question 4 -

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.

Response to Question 5 -

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?

A. I believe we must invest in our city early childhood education system. MPS must give our early childhood development and education system our strongest support.

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.

Response to Question 6 -

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.

I am very anxious to learn what the achievement statistics will reveal, the impact and results of the newly designed system.

Response to Question 7 -

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?

A. I believe the response of MPS should be to listen to all proposals, however use caution in proceeding forward.

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.

Response to Question 8 -

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?

A. I am for integration if it can be accomplished by not harming kids. I am not in favor of removing kids from their communities just to balance the color barrier. Integration has been, and always will be a concern in our city because we have a strong “have” and” have not” demographics.

However, we can address this issue by balancing out the curriculum across the board for all schools.

Response to Question 9 -

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?

A. Further exploring and determining how to appropriately spend money within all zones.

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.

When our Governor had the opportunity to sign on the dotted line _RACE TO THE TOP_ and failed to do so, it left me to believe our Governor knew very little about education. Therefore it did not surprise me to read his recommendation.

Response to Question 10 -

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.

It is going to take a great deal of work to strategize effect change.

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.

Response to Question 11 -

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

A. Success in the Minneapolis Public Schools looks like this:

1. Students smiling and happy as they walk across their graduation stage knowing the MPS has served them well.

2. Classrooms filled with hard working American students striving and focused upon going to college and or serving their community/country with honor.

3. With a balanced curriculum and strong teacher leadership the smiles of self confidence are bouncing off the walls…and the achievement gap is a thing of the past.

Responses to School Board Questionnaire - Mike Endrizzi

Achievement Gap Committee

Candidate Questionnaire

Mike Endrizzi: MPS School Board Candidate, District 1

http://www.Mike4MPS.org

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.