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Let's

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do all together. All right. Um, good
evening everyone. I'll call to order a

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special meeting of the Salem School
Committee of July 7th, 2026 at 6 p.m.

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This meeting is taking place in person
at 29 Highland Avenue, room 227 in

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Salem. In person is the primary method
of public access to this meeting. Um if

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technologically feasible, you can access
via Salem Access TV or remotely using

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the Zoom link posted in the meeting
agenda. The only item on our agenda for

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this evening is interview with our
superintendent finalist, Jorge Allen. Um

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we will begin with uh allowing uh you to
uh offer a two to three minute opening

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statement if you like. There'll be a
series of questions from the committee

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members. Uh committee members that wish
to ask a follow-up question to any of

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the questions that were asked, please
raise your hand. Uh and I'll call on

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folks. Um and then we'll move on to the
next questions and then at the

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conclusion of the questions, uh you'll
have an opportunity for another two to

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three minute closing statement if you'd
like.

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» All right.
>> Thank you.

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» Okay.
Well, uh with that, the floor is yours.

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» Thank you. Uh good evening. Uh thank you
uh for the opportunity to be here. Um I

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would like to start by saying what
really excites me about Salem. Um what

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really excites me about Salem is
basically who the community is. The um

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having almost um for more than 40% of
families and students to be uh Hispanic.

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Um having one in every six um students
roughly to be English learners. Uh those

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are the things that really excite me but
especially the fact that this is a

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community that is very intentional and
deliberate in communicating their sense

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of belonging to um all these members. Um
and the most important thing is that the

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multiculturalism and the multilingualism
of this community is not being seen as a

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challenge to be managed but instead as
an asset that enriches the community and

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should also enrich educational
experience of the students. Um,

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personally as a immigrant myself, as a
first generation college educated in my

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family, as a descendant or uh descendant
Westinians that actually built the

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Panama Canal, um, I feel connected with
this community and I feel that the I

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don't see way I don't see Salem as a
basically a district, but I see the

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families that represent also my family
as well. uh also because of the fact of

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me having to raise uh three
African-American uh boys in in this uh

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community and having to navigate this
the school system as a parent in a

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language and a culture that was not
actually my first that has given me a

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perspective that is not just imagine or
learned from a book but actually lived

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um in every day of my experience as a as
a parent. Two things that I would like

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to highlight tonight and hopefully
you'll be able to see that through line

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is one I truly feel and believe that
Salem is not at the beginning of

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something. It's actually in the midst of
uh extraordinary things that are

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happening. When I came to the site visit
uh a couple a few weeks ago, I I was

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able to see um from the early early
childhood center how the adults were

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excited about kids getting dirty in the
community garden. I was able to see uh

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the dual language school be very proud
about the um the teachers that they have

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brought from Brazil, from the Dominican
Republic and Spain. Uh then I was able

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to experience and and have a
conversation with the a middle school

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principal that's actually very excited
about the possibility that next year

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they will be um the start of a dual
language program at the at their school.

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And then also in um in my meeting with
high school students when I asked them

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what what is one aspect of the Salem
High School uh experience that they feel

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really proud that they will be able to
brag about and the answers I got were

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two that really were very telling. One
one of the students mentioned that they

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were really proud of the special
education program.

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This has been my first time in my
educator life that actually students

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will actually highlight the education
special education program as a highlight

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of their educational experience.
The second thing that also uh was shared

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by the students when I met with them was
that they were really proud and really

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excited about the design of the high
school that allows them to to experience

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uh career and technology education
opportunities and pathways in addition

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to the uh regular high school
curriculum. So those are the things that

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I describe by extraordinary. Those are
the things that really make Salem for me

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a exciting place to be able to join um
as an educator. The second thing I would

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like to um highlight that my second
through line is and it will hopefully

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will make more sense later is the
concept of um locally rooted and

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globally ready. I I feel and I believe
that all and every single Salem public

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school student deserves uh access to the
core curriculum and also they deserve to

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really learn about their language, about
the culture and about their local

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community and those things and those
elements should make them ready for um

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basically be ready globally for career
or any post-secary uh opportunities that

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they might want to pursue.
So um those were my two uh through lines

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today and hopefully that will capture my
vision and again I'm thank you for the

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opportunity um as I'm really honored to
be here with with you today.

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» Thank you Mr. Allen. Um so our first
question

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equity often requires difficult choices.
How do you approach decisions about

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allocating resources, opportunities, and
supports across students, schools, and

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programs when needs exceed available
resources?

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» Yeah, I think for me the first operating
definition is to keep in mind that

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equity doesn't mean equal distribution
of assets. So equity is not asking for

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every single school, every single
student to have the same thing. is

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actually is asking us to be mindful
about how distribution of assets is u

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providing equal opportunity of uh access
to opportunities.

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So um
there's always this dilemma that is that

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we're bound to face that needs always
going to surpass resources.

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The question that I will have as a
superintendent that actually has

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dictated my um my career is to always
ask the question like what are the

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students or families that will be
impacted by any budget decision.

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especially keeping in mind that we want
to u protect the families that are more

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vulnerable that the families that have
been uh under reppresented or the the

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students have not been achieving
educationally as their peers. So um with

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those decisions with those principles in
mind it's important to communicate those

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values when um having budget
considerations and conversations. I

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would like to offer an example. Um,
as a department head in a in a world

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language program, I had to make the
decision about uh increasing the class

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size of the honors classes to be able to
to have enough staffing to support the

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um the college prep courses offered in
my department. That was not a popular

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decision. That was not a decision that
is in a way counterintuitive.

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But the principle, the driving principle
for that is that those students that are

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labeled as college prep versus honors,
those are the students that in a world

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language program are the ones that are
more vulnerable. They are the ones that

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don't see themselves as language
learners and those are the ones that

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will benefit from having a smaller class
size in which that will um provide more

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access to the teachers.
um those kind of decisions are the ones

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that I that I use when I look at
budgetary uh considerations

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and um and what is more important is to
keep in mind what will be the effect or

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the impact of those. So I was trying to
protect the students that our program

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needed to um highly support and the
students that were actually were

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underrepresented academically.
Um but the most important thing is that

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that decision was owned by me. That
decision was understood by the

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department and I did not pass that um
the negativity that came with the

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decision and spread to the rest of the
staff. So um in in the end the driving

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decision is about the impact. A budget
document becomes a document of values

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and statements. And it's not just a list
of cuts and expenses, but actually it

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should show what a district, what a
program or a school values.

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» Thank you. Uh follow-up questions from
committee members.

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Member Cornell.
>> Thank you. Um I'm wondering if you can

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uh develop a little bit how you would
use what metrics you would use to sort

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of assess how we allocate
our resources equitably. Um you know

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this is a concern for us going forward
and equity is our guiding light in this

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district. So, how would you think about
being data informed at the same time

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that we're, you know,
um being human about the way that that

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we approach our high needs population?
So, just like what sort of metrics and

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data would you be looking for to make
sure that we're appropriating uh our

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finances um to the to the kids who need
it the most?

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» Yeah, I think um a key element for that
analysis has to be disagregating the

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data. We have to understand um what is
the um the level of achievement not

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necessarily as a district as a whole but
actually being able to be more nuanced

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and be able to understand um are we
actually closing the gaps between the

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different student subgroups. And then we
had to be a I will have to understand

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basically what is that connection
between the uh prepundance of the those

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subgroups where are they mostly located
or likely to be situated in the district

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operationally and also in um in the
academic programming. So um I think the

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metrics for me that um that I basically
drive when I understand district

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decisions, it has to come to the dis the
segregated data and understanding what

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are the programs that actually
supporting those particular groups that

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are trailing the mainstream or trailing
the average of the district and what

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where are the programs that actually are
helping to close that gap and to

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accelerate learning. And so in an
environment which one is considering

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either right sizing or sunsetting
programs that is kind of the metric that

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I will be looking for the educational
outcomes for the particular groups that

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we're interested in protecting.
>> Thank you.

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» All right. No further follow-ups on that
point. Member Cornell.

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» We have the next question.
Uh the next question is uh Salem has

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worked hard to build a culture of high
expectations for all students while also

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offering strong college and career
pathways. How would you ensure students

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experience a coherent educational
journey from elementary through high

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school and graduate prepared graduates
prepared for co success in college

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career and life? I'm sorry and graduate
prepared for co success in college

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career and life.
>> Yeah. Um thank you for the question. For

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me the uh key term with that question is
coherence. And by coherence I mean that

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when I think about a kindergarten
student who might be starting in the

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fall in the and Sarah Parker Raman
school for example and when I think

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about high school sale high school
student uh are they experiencing

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educationally an alignment of um or
opportunities or are we just a district

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that is basically a conglomerate of
disperate um experience. experiences

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under the same name of uh Salem public
schools. So it is important that um I

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see the coherency reflected by what
Selma has done with the uh portrait of

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the graduate and the question for me
will be how is that portrait of the

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graduate reflected in all vert
vertically in all the levels. Um, one

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should be able to see that unfolding and
unpacking of those um, characteristic of

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the posture of the graduate like
critical thinking, creative problem

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solving, collaboration, communication,
self-awareness and cultural competence

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from the early stages from um,
kindergarten, elementary and middle

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school and so forth. It should not start
at ninth grade. which actually should

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start in our levels. And um this
alignment of experiences

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um is important to be able to provide
students with access to the core

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curriculum and high standards. And also
going back to what I say about being

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able to um experience a enrich locally
um informed educational uh curriculum

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and also to prepare them for the global
economy and all the um future readiness

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that we're asking students to be ready.
So going back to the question, I mean I

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think the the key thing is coherence and
what we should be able to see that

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elements of that coherence throughout
vertically in all the levels

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follow-up questions.

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» I'm just gonna say yes every time.
>> Okay. Member Cornell. Um, so just to

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drill down a little bit more on that,
I'm wondering if you could talk about

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how you will work with teachers to
assess whether or not we we are being

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coherent, right? Um, with our
expectations and our follow through um

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and also ensuring high standards while
we're doing that. And I think that also

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goes back to our the first question
about our um you know about equity and

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making sure that our most marginalized
students are getting the most having

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those h how you assess that and how you
work with teachers to kind of make sure

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we're on track.
>> Yeah, I think you know definitely um

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with the educational data that we have
that is to ensure that um that the

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educational programming is actually
yielding the resource that we're looking

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for. For example, here um in Salem um
you know it's it's remarkable the growth

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that we have seen with former English
learners. Uh personally um in my current

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district I I participated in um in tried
to introduce datainformed

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uh meetings regarding uh English
learners uh in the sense of you know a

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kind of a variation of multi-ter systems
of support in which we're using data to

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inform our educational moves and
instructional practices.

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um is not too much about remediation a
mindset of remediation but it's a

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mindset of what do we need to provide at
the student at the right time uh at the

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right moment um so that the data inform
instructional decisions is something

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that I will be looking as a
superintendent and hopefully in um in

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different spaces there will be evidence
that educators we are using that not as

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the only solution or the only aspect but
that is actually partially informing our

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decision aside from understanding the uh
context of the different students. So I

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think um going back to data on and
seeing every year how we closing those

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gaps. For example, Salem has done
remarkable in um their student growth.

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You know, even though that our prof our
achievement um levels have not caught up

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yet, we know that research shows that
sustained

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um increase in growth will actually pay
off or show off with achievement. So um

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to your question about how we'll ensure
that that is happening in classrooms and

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in schools. I think by having by
listening and observing conversations in

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which educators are using data to inform
their conversations.

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» Um member bias you have the next
question. Can we get prepared first?

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» Hello. So, I'm going to be asking my
question in Spanish and I just want to

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thank the interpreter here for helping
us tonight.

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Let me know when you guys are ready.

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Okay.

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Okay.

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andific.

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Army

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parame

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experience.

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Um,

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collabor. Fore

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being inch.

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Um,
in closing, I would like to say this in

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English for everyone to have access to
it. I think the goal is for Salem to be

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a district where everyone feels that
they belong.

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Gracias.
>> Gracias.

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» Any follow-ups?

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No.

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Um, member Hoffman,

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» tell us about your experience supporting
students who face significant barriers

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to success, including students from
marginalized communities and those at

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risk of disengagement. How would you
ensure Salem's systems identify needs

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early and provide effective support?
Early

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identification
is the name of the game is the most

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important aspect for me. Um
in one of my previous um districts or

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actually schools
um educators had access to a system that

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via email any educator in the team could
actually communicate with the entire

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group when there was any uh reason for
concern.

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Uh it didn't have to be a crisis. It
just was just a concern. Um for example,

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in my case as a language um educator, if
I had a concern about a particular

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student, I will just email the group of
adults. Um this is what I'm seeing. This

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is I'm wondering and likely the
counselor which as as a part of that

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group will reach out to me. I will try
to understand better what I have seen or

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heard from the student or uh regarding
the student performance and then they

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may share with me a little more context
so I can understand um what is the

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reality of the student and what could be
the factors um in playing into that.

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That system might seem really small but
it's something that I had taken

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throughout my career in the sense that a
concern we should not let a concern

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become a crisis and sometimes we
formalize

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alert systems. Um yes they are designed
to capture those moments but if we could

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also normalize more frequent more less
formal in a way kind of informal way or

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letting other adults in the group on the
team kind of know we will be able to

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kind of close that gap between a concern
and a crisis. I think that when a

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student disengages in multiple
disciplines, we have missed the mark. We

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should try to respond early and try to
um access and and um provide that

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support from the early stages.

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» Member Cornell.
Thank you. I'm wondering um if you could

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talk about how you will work with
teachers, you know, the people who are

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really on the ground to ensure that
we're not leaving students behind. Sort

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of what is your leadership look like in
that regard? Um or how do you expect to

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engage with teachers to kind of make
sure that everybody is prioritizing the

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same things?
>> Yeah. Um I mean obviously I mean there

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are there are structures in schools like
um student student support and teams um

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data meetings also um at the building
level that might bring up some of those

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conversations.
Um personally currently in my district

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what we are working in what we call
relationship mapping which is basically

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just a tool in which we are trying to
account for every student making sure

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that they have at least a trusted adult.
is not too much on the student

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perception of having an adult but
actually matching the stu the adult or

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the teacher perception or of how they
connect with a particular student. So

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we're trying to in that way kind of
survey the landscape identify where we

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had gaps identify the students that have
not been quote unquote claimed by any

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adult and then act as okay let's
understand who can be that trusted

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adult. um so that so that the student is
connected. A lot of times those uh gaps

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or holes in my current practice they
happen to be new students, new transfer

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students that are new to the community.
But also it kind of when we look at the

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aggregate data in those that that kind
of practice it tell us a little bit

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about our practices and our about
internal biases regarding why students

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need connections and why students don't
need connections. So that is a very uh

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it's a small tool that's a daily
practice but that is how currently we're

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trying to remind our staff members of
the important of connections and

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hopefully those connections will allow
us to have those identification as I

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mentioned in my previous question and
then also be able to tackle a concern

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before it becomes a crisis.

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Okay. Um, next question is mine. Um,
Dr. Allen, school districts across

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Massachusetts face significant fiscal
challenges. Tell us about your approach

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to budgeting and resource allocation and
share an example of how you've navigated

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a period of financial constraint.
Yeah, as I mentioned, I mean, uh, budget

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is a value statement document. Um,
in my experience, you know, um, as a

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department head, as a district director,
um, I had an a situation in which, um,

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because of FD reductions, we had to look
at, um, you know, cuts in the, uh, high

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school programming.
um the cuts could have impacted the

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Chinese language program uh in my
particular setting. Um, two of the key

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drivers going back to what I mentioned
at the beginning about looking at

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budget, looking at finances, looking at
impact from an equity lens was to

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appreciate the fact that our middle
schools offer Spanish and French.

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Whereas um the only exposure or access
to Chinese was actually at the high

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school level.
the Chinese lang language program in

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this particular district actually
represent was a statement of value

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because it it represented a significant
portion of the demographic of the

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community. So that was one equity
consideration.

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The second equity consideration was that
for students that have not found success

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in French or Spanish at the middle
school, uh having access to a different

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language, uh a very different language
from the Romans languages of French and

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Spanish actually offer an opportunity to
try again to reset and not lose that

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00:29:02,399 --> 00:29:11,039
confidence of them becoming um language
learners.

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Um the importance of small programs at
the high school for example is that they

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00:29:13,360 --> 00:29:21,840
tend to only have one teacher. So the
students actually were um exposed or uh

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00:29:20,080 --> 00:29:26,799
actually working with one educator for
four years. So it created a level of

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safety that we were not being able to
provide with the larger uh language

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programs. Again this is a decision that
was not popular is not intuitive. Um and

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it's um it's the kind of decisions that
one has to make and one has to own and

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00:29:43,120 --> 00:29:51,120
be able to also absorb the negativity
that will come that may come with the

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decision and not pass it to the the rest
of the team or the rest of the staff

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because I believe that that's part of
the being a servant leader to also be

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able to understand that there will be a
price to be paid by decisions that had

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to be made but as long as one is
transparent about what is the guiding

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principle in this case the two equity
considerations

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00:30:10,399 --> 00:30:18,399
um at least there's an understanding
even though that people might not agree

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00:30:15,039 --> 00:30:22,960
about the the execution of the plan when
when I scale out envisioning what

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00:30:20,960 --> 00:30:28,720
happens at the district level it's kind
of the same being led by the same

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00:30:25,840 --> 00:30:34,320
principles uh understanding what will be
the impact of the cut or the budget

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change depending on the um the
challenges of the budget and to ask

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ourselves about are there other ways to
protect those vulnerable students and

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00:30:42,000 --> 00:30:51,120
and families. Are there other services
that comparable to that uh and it's not

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00:30:46,960 --> 00:30:55,279
just an exercise of balancing numbers um
even though that that's is you know

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00:30:53,120 --> 00:30:58,279
obviously going to be present in those
discussions.

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00:31:00,720 --> 00:31:06,640
» Stop.
>> Thank you. Um

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00:31:04,640 --> 00:31:09,440
I I had two quick questions actually.
The first question was so the the

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00:31:08,159 --> 00:31:14,159
example that you provided with the
Chinese language program. Were you able

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to keep that program or did you have to
no longer have that program in the

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district?
>> Yeah. So the specifics is that the there

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were some retirements happening in in in
Spanish and also they we had a teacher

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that could actually teach both languages
French and Spanish. So we were able to

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00:31:28,080 --> 00:31:36,399
kind of like swing that person to
support the not refilling the uh or

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00:31:34,480 --> 00:31:40,640
replacing retirements in the Spanish
program to be able to have enough FTEEs

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00:31:38,880 --> 00:31:45,760
to be able to maintain the Chinese
language teacher at that moment. So

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obviously by doing that class sizes
increased you know this uh expectation

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00:31:48,159 --> 00:31:55,519
like why you doing this I mean these are
the most of our students are in Spanish

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00:31:52,960 --> 00:31:59,200
and French they are now being served by
these decisions but there was the equity

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consideration that I mentioned in my
answer about this is the only space

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where a significant number of families
see reflected and also it's important

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00:32:08,080 --> 00:32:14,880
because otherwise we will be narrowing
the language options for students that

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may not have seen success at at the
middle school level.

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» Thank you for closing that loop for me.
>> Um and then just a question about the

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the budget communication in in general.
Um you know it happens every year,

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00:32:26,880 --> 00:32:33,360
right? We all know what's coming and so
I'm curious as to what your your

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00:32:31,360 --> 00:32:39,919
philosophy is with communication of the
budget to you know the different groups

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00:32:35,840 --> 00:32:44,480
that we have. So staff um families
students even sometimes like how is that

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00:32:42,399 --> 00:32:48,559
all communi or what's your philosophy of
communicating that out and working with

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00:32:45,679 --> 00:32:53,519
the other groups? Yeah, I think it comes
back to what I have said in in some of

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00:32:50,720 --> 00:32:57,279
the answers uh before
just remind the community about the

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00:32:55,120 --> 00:33:02,159
guiding principles. I mean they are
budget drivers you know the you know

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00:32:59,600 --> 00:33:06,240
that actually are f more financial in
nature but also they should be a

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00:33:04,799 --> 00:33:12,240
reminder to the community about the
guiding principles so that when we start

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00:33:10,080 --> 00:33:15,760
um having discussions
the preemptively we have the we have

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00:33:14,320 --> 00:33:20,000
shared with the community and with the
stakeholders what will be the equity

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00:33:17,919 --> 00:33:26,480
consideration that we'll be using for
those decisions. Um I mean budgets um I

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00:33:24,480 --> 00:33:31,120
would assume if it's similar to my
previous districts I mean they basically

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00:33:29,279 --> 00:33:38,480
start early in the fall. I mean when we
start looking at at those um anticipated

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00:33:35,120 --> 00:33:42,880
um sizes of revenues um we might
anticipate any shortfall from the very

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00:33:40,799 --> 00:33:47,679
beginning. We start asking programmatic
questions at the at the academic council

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00:33:45,519 --> 00:33:51,919
level we call it which is basically all
the department heads and principals and

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00:33:49,440 --> 00:33:58,399
directors. And then the equity question
will be always the the equity probe that

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00:33:54,799 --> 00:34:02,240
those conversations will be um will be
used is who are these who are the

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00:34:01,120 --> 00:34:09,440
families and students that will be
impacted? how uh can we protect them and

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00:34:06,640 --> 00:34:13,200
are other uh alternatives where students
can still have access to the same

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00:34:11,280 --> 00:34:20,159
educational outcomes that we wanted to
provide for these other programs. the I

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00:34:16,320 --> 00:34:24,480
think with with um staff I think given
the declining enrollment that we're

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00:34:22,800 --> 00:34:29,200
having across the state and even in a
way the country I mean that's a it's a

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00:34:26,480 --> 00:34:33,280
reality that communities are facing we
have to be also be cognizant of the

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00:34:31,359 --> 00:34:38,000
impact that immigration enforcement is
having in in a number of our communities

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00:34:35,839 --> 00:34:43,040
because it's impacting our enrollment so
I think the more that we let people

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00:34:40,800 --> 00:34:49,599
preemptively know what are the factors
that are going to be at Okay.

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Is not going to alleviate the discomfort
and the frustration but at least will

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00:34:53,200 --> 00:35:02,160
allow people to see transparently what
was the framework and the thinking

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behind the decisions.
>> Thank you.

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» Any further follow-ups? Member Cornell.
As a body, we really value our

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00:35:12,000 --> 00:35:17,920
relationships with our collective
bargaining units and uh you know, the

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00:35:16,560 --> 00:35:21,839
Salem Teachers Union is the biggest
collective bargaining unit and is is the

377
00:35:19,520 --> 00:35:27,359
one most impacted when we have uh budget
deficits. And we rely on the the

378
00:35:25,040 --> 00:35:31,359
superintendent to be that bridge between
the Salem teachers union and the school

379
00:35:29,280 --> 00:35:37,280
committee both in the buildup to the
budget process and and um and in the

380
00:35:34,960 --> 00:35:42,400
negotiation process as well which is
dependent on budgets obviously but um so

381
00:35:40,079 --> 00:35:46,960
that as you know is an important job of
school committee of the um the

382
00:35:44,240 --> 00:35:56,320
superintendent. So, I'm I'm wondering
how how you'll negotiate that role of of

383
00:35:53,040 --> 00:36:03,359
um you know, being that liaison between
us and and the the school commit or the

384
00:35:59,599 --> 00:36:09,920
um the teachers union uh preparing them
for uh potential deficits, you know, how

385
00:36:07,359 --> 00:36:15,599
do you see that relationship evolving as
you as you get into the job?

386
00:36:12,720 --> 00:36:22,000
Yeah, that's a great question and I I
have to admit that in my experience I

387
00:36:17,760 --> 00:36:26,800
have not seen the perfect way to do it.
I mean I just want to be honest about

388
00:36:23,440 --> 00:36:33,280
that. I think it's always uh hope that
there will be some kind of um

389
00:36:30,560 --> 00:36:38,720
anticipated communication that will uh
avoid that sense of shock and

390
00:36:36,079 --> 00:36:44,800
frustration that comes and at the same
time the um

391
00:36:42,160 --> 00:36:51,200
the sometimes the details of knowing
exactly how a reduction will impact a

392
00:36:48,560 --> 00:36:58,720
specific employees or in specific number
of FDs is always uh a tricky uh act to

393
00:36:55,200 --> 00:37:03,440
navigate. I will say that bringing back
everything I have said, I mean I will I

394
00:37:00,880 --> 00:37:08,800
will assume that Salem compared to other
districts will have routine

395
00:37:05,520 --> 00:37:13,119
conversations with leadership. I I I am
currently part of those leadership um

396
00:37:11,200 --> 00:37:18,480
you know once a month every you know
twice a month uh communications and

397
00:37:15,839 --> 00:37:22,240
engagement and one of the guiding
principle is let's try to avoid

398
00:37:20,400 --> 00:37:27,839
surprises
uh let's try to at least as much as we

399
00:37:24,560 --> 00:37:36,640
can you know giving our different roles
um to be able to kind of give a heads up

400
00:37:30,640 --> 00:37:42,160
and and try to also be open to um
to different perspectives. I think what

401
00:37:39,280 --> 00:37:48,880
I would I would hope if it's possible to
bring is a space and a time where uh

402
00:37:46,800 --> 00:37:54,960
decisions have not been made and
decisions can actually um entertain

403
00:37:52,079 --> 00:37:59,680
multiple perspectives because budget can
give you a sense of where the gaps are

404
00:37:57,520 --> 00:38:04,720
but the stories and perspectives are the
ones that actually will inform you about

405
00:38:02,000 --> 00:38:10,000
the impact. So on the one hand as I'm
holding the kind of the primordia

406
00:38:07,760 --> 00:38:14,480
principle for me of understanding the
impact and making sure that the impact

407
00:38:11,599 --> 00:38:20,079
is not falling on the most vulnerable to
really of be able to understand that

408
00:38:16,480 --> 00:38:26,720
impact uh requires engagement with uh
the teach association with other um you

409
00:38:23,839 --> 00:38:31,599
know uh units of the um the collective
bargaining agreement uh because those

410
00:38:29,359 --> 00:38:39,000
are the stories that really inform what
just the numbers are kind of like

411
00:38:33,920 --> 00:38:39,000
leading us to to focus on

412
00:38:43,839 --> 00:38:47,240
member Miranda.

413
00:38:48,480 --> 00:38:55,200
» How do you balance supporting principles
and school leaders with holding them

414
00:38:53,040 --> 00:39:00,400
accountable when student outcomes,
school climate, or equity goals are not

415
00:38:57,680 --> 00:39:06,240
being consistently met?
>> Thank you for the question. Uh I would

416
00:39:03,040 --> 00:39:11,760
like to start by saying that I don't see
um support and accountability as

417
00:39:09,760 --> 00:39:16,079
mutually exclusive you know
propositions.

418
00:39:13,280 --> 00:39:21,599
I actually see them as basically the two
halves of one situation.

419
00:39:19,440 --> 00:39:29,280
Um
it is not fair to hold any any educator

420
00:39:24,800 --> 00:39:35,520
accountable for um goals that we have
not spend the time explaining

421
00:39:32,560 --> 00:39:42,400
and providing resources and coaching um
the educators to be able to execute that

422
00:39:37,760 --> 00:39:47,680
plan when adults you know basically um
adults are just grownup students. So the

423
00:39:44,800 --> 00:39:53,280
same thing that that we face sometimes
in the classroom in be able to kind of

424
00:39:49,839 --> 00:39:59,760
manage um changes it also happens with
adults. When adults tend to face or tend

425
00:39:57,040 --> 00:40:06,400
to react in a reactive way, an
oppositional way is we have to be able

426
00:40:02,960 --> 00:40:12,320
to slow down and appreciate and assess
if this is coming because of fear of not

427
00:40:09,359 --> 00:40:17,760
knowing how to do it
and fear that if I don't know how to do

428
00:40:15,040 --> 00:40:23,359
it, would I be fired? Would I lose my
job? Would I lose my standing? So it's

429
00:40:20,480 --> 00:40:31,040
important that in the coaching of of
every um leader the superintendent is

430
00:40:28,480 --> 00:40:36,800
getting close to that building leader or
that department leader or program leader

431
00:40:33,599 --> 00:40:43,680
to uh to ensure that that leader
understands what the goal is about. that

432
00:40:40,400 --> 00:40:48,320
that leader develops um a sense of what
kind of resources they might have to

433
00:40:46,079 --> 00:40:55,359
provide to their staff in order for the
goal to be accomplished and that they

434
00:40:51,440 --> 00:41:02,160
have time to believe in the goal. Uh
personally I you know bring it to the

435
00:40:58,000 --> 00:41:09,040
educator level to to the educator level.
I had um a situation with a couple of

436
00:41:04,800 --> 00:41:14,000
educators in which um I feel that we
provided coaching and support and

437
00:41:10,960 --> 00:41:20,240
resources for extended period of time
and the educators were not able to uh

438
00:41:16,560 --> 00:41:26,240
meet those goals. Um it was not
necessarily a lack of uh skills was not

439
00:41:23,839 --> 00:41:32,560
really a lack of resources. It came down
to be a mismatch between

440
00:41:30,079 --> 00:41:38,079
the district beliefs and the personal
beliefs of the educators.

441
00:41:34,800 --> 00:41:42,560
Do I continue providing the coaching?
The uh the educators then came to the

442
00:41:40,160 --> 00:41:46,800
point that they realized that it was not
going to be a match between what they

443
00:41:45,200 --> 00:41:51,599
believe and there was no way they could
they could access the district goals. So

444
00:41:49,040 --> 00:41:54,720
they in both cases they decided to uh
separate themselves from the from the

445
00:41:53,119 --> 00:41:59,760
positions.
Um that's not really a failure of

446
00:41:57,520 --> 00:42:04,800
accountability. It's actually
accountability h providing a little

447
00:42:02,000 --> 00:42:11,280
dignity to allow professionals to come
to that realization when there's no way

448
00:42:08,160 --> 00:42:17,680
that they can give up their personal
beliefs in order to align them with the

449
00:42:13,920 --> 00:42:22,720
district beliefs. Um I I view that those
cases as exceptions rather than the

450
00:42:19,760 --> 00:42:26,560
rules because educators normally come to
education because they really want to

451
00:42:24,560 --> 00:42:31,359
make a difference in in students and
families.

452
00:42:27,920 --> 00:42:34,560
Um so I think the same kind of um
pattern kind of works for a

453
00:42:33,040 --> 00:42:42,160
superintendent working with building
levels building uh leaders in the sense

454
00:42:37,839 --> 00:42:48,400
of ensuring that when a building leader
is not meeting the the standard is not

455
00:42:45,599 --> 00:42:52,160
achieving the goal is not a question of
what's wrong with the leader but it's

456
00:42:50,400 --> 00:42:57,200
actually an introspective question for a
superintendent to ask what why am I or

457
00:42:55,599 --> 00:43:02,160
what are we not providing the leader
leader as far as coaching and support

458
00:42:59,520 --> 00:43:07,119
for them to continue with that growth.
And I think it's important that uh

459
00:43:05,200 --> 00:43:11,599
building leaders at the same time as a
superintendent, we have the patience and

460
00:43:09,599 --> 00:43:16,480
the willingness to go through that
journey to go through that process and

461
00:43:14,640 --> 00:43:23,040
and that we can provide some grace to
each other in that in that journey. Um,

462
00:43:20,800 --> 00:43:27,280
and that it basically because that's the
same kind of modeling I would like for

463
00:43:25,200 --> 00:43:31,880
them to share with their staff when
they're coaching classroom teachers as

464
00:43:28,880 --> 00:43:31,880
well.

465
00:43:39,280 --> 00:43:46,640
» Thank you. I really appreciated
appreciated that sentiment about um

466
00:43:44,880 --> 00:43:51,680
you know looking at yourself you know as
a as the leader um and saying what am I

467
00:43:48,880 --> 00:43:55,920
you know how how what am I not providing
you know doing doing a little personal

468
00:43:53,599 --> 00:44:04,240
reflection that's um important in
leadership so um just to piggyback on

469
00:43:58,480 --> 00:44:09,359
that I'm wondering what role or h how I
may not be saying this correctly because

470
00:44:06,000 --> 00:44:14,000
I'm not a teacher but it's sort of how
how um

471
00:44:11,920 --> 00:44:19,119
professional development
can be used to help to support teachers,

472
00:44:17,040 --> 00:44:25,920
which is what it's for. But like how do
you view professional development um

473
00:44:23,040 --> 00:44:30,160
as a you know as a tool to help give
give um our educators the support that

474
00:44:28,720 --> 00:44:36,400
they need? What would your approach be
to professional development?

475
00:44:31,760 --> 00:44:41,040
» Thank you. I appreciate the question. Um
I have maybe a little individual

476
00:44:39,119 --> 00:44:46,319
perspective on this. I I believe the
professional development

477
00:44:43,359 --> 00:44:51,920
at its best is when is more about
coaching and the the reason why I use

478
00:44:48,560 --> 00:44:56,240
that those those terms in a distinctive
way is that sometimes professional

479
00:44:53,680 --> 00:45:03,200
development sounds to educators as a one
shot check a box. Here we go. We taught

480
00:44:59,839 --> 00:45:06,640
it. You should do it. And the same
analogy and extension of what I'm saying

481
00:45:04,880 --> 00:45:11,760
like adults were just like grown-up
students is that there there's a

482
00:45:09,119 --> 00:45:18,079
learning curve and the question is when
I'm learning the new skill in order for

483
00:45:14,720 --> 00:45:26,640
the new task or goal that has been set
for the district or for the school

484
00:45:21,440 --> 00:45:33,280
am I being able to share my my failures
and my small successes with someone? Am

485
00:45:29,839 --> 00:45:39,040
I able to get feedback, timely feedback
so I can know how to improve? And so I

486
00:45:36,960 --> 00:45:44,880
think for me professional development
that is really uh most effective is the

487
00:45:42,400 --> 00:45:51,839
one that resembles coaching. So it's
like a sustained relationship

488
00:45:48,079 --> 00:45:57,599
um throughout the the um learning the
new learning that educators are being

489
00:45:53,520 --> 00:46:03,800
asked to to acquire rather than just one
presentation. an afterchool one or two

490
00:46:00,240 --> 00:46:03,800
hour session.

491
00:46:09,680 --> 00:46:19,520
» Uh, next question is member stop.
>> Thank you. Salem has a strong foundation

492
00:46:16,960 --> 00:46:23,040
and an ambitious future including a
transformative high school project that

493
00:46:21,520 --> 00:46:27,839
will impact the community for
generations. What should Salem schools

494
00:46:25,520 --> 00:46:32,240
look like 10 years from now? And how can
the superintendent ensure that long-term

495
00:46:29,680 --> 00:46:36,960
investments remain educationally sound,
fiscally responsible, and responsive to

496
00:46:34,720 --> 00:46:41,319
community needs?
>> Yeah, thank you. Um

497
00:46:41,520 --> 00:46:52,160
the buildings and infrastructures that
those are the easy part. I think the the

498
00:46:47,200 --> 00:46:57,520
real um core of the enterprise is
actually the program and the vision

499
00:46:54,000 --> 00:47:02,560
inside the building. Um it's important
that our capital investments or

500
00:47:00,079 --> 00:47:08,800
infrastructure investments are a
reflection of our educational vision,

501
00:47:06,319 --> 00:47:17,599
not the other way around.
Um it's important that that we find ways

502
00:47:13,119 --> 00:47:24,079
to include the key um comm school
community me uh members who are

503
00:47:20,400 --> 00:47:30,240
basically the educators and students not
just in the planning phase um but also

504
00:47:27,040 --> 00:47:38,800
in the implementation phase so that our
initiatives have um

505
00:47:33,599 --> 00:47:45,839
vibrancy and currency as we implement
Um my job is to ensure that a for

506
00:47:43,440 --> 00:47:51,680
example in the case of the um future
high school that the uh future the

507
00:47:48,800 --> 00:47:56,720
future high school maintains the uh
educational programming that Salem

508
00:47:53,520 --> 00:48:00,240
values and that is actually is a place
where there's a ocean of opportunities

509
00:47:58,480 --> 00:48:05,760
for students.
Um it is important that the three

510
00:48:04,240 --> 00:48:10,560
elements that I heard from the students
when I met with them that they love

511
00:48:07,599 --> 00:48:16,400
about Sale High are preserved and
actually uh better resource the regular

512
00:48:14,319 --> 00:48:21,280
high school programming
their uh vocational pathways

513
00:48:19,359 --> 00:48:26,400
uh and also something that I I learned
in talking to the high school principal

514
00:48:23,200 --> 00:48:34,079
is about your robust uh early college u
programming as well. So um it's

515
00:48:30,720 --> 00:48:41,040
important to keep that currency that we
are always asking ourselves if these

516
00:48:36,400 --> 00:48:48,240
investments are the um in in service
with educational vision and that um we

517
00:48:44,400 --> 00:48:52,480
constantly find ways to for any capital
improvement to actually reflect those

518
00:48:50,319 --> 00:48:56,920
educational goals and visions that we we
have set for the for the community.

519
00:49:03,119 --> 00:49:08,240
and we're stopp
Thank you. Um I would love to unpack a

520
00:49:06,960 --> 00:49:11,520
little more if you don't mind the
response about educators and students

521
00:49:10,079 --> 00:49:16,240
need to be involved in not just the
implementation but the the planning

522
00:49:13,599 --> 00:49:20,000
process and the um you know the the
before we get to the end part. How do

523
00:49:18,400 --> 00:49:24,640
you envision that happening or what has
worked for you in the past with making

524
00:49:22,000 --> 00:49:29,119
sure those voices are heard?
>> Right.

525
00:49:26,240 --> 00:49:33,040
um
in any new construction. I mean I'm I'm

526
00:49:31,680 --> 00:49:39,359
focusing on the on the building of the
new high school. I anticipate that with

527
00:49:35,599 --> 00:49:45,119
rising costs with uh unanticipated
challenges that the construction may

528
00:49:41,200 --> 00:49:48,640
face that we have not been able to to um
protect or forecast with the finances

529
00:49:47,280 --> 00:49:52,160
that there will be decisions that will
have to be made. So I think it's

530
00:49:49,680 --> 00:49:57,760
important with educators and students
that uh the superintendent creates a

531
00:49:54,640 --> 00:50:04,640
list of the non-negotiables of the most
haves and the other a second list of the

532
00:50:02,480 --> 00:50:09,520
in case we need to cut something because
of rising costs or any external

533
00:50:06,480 --> 00:50:16,079
challenges that we could live without.
If the educational programming is one,

534
00:50:12,720 --> 00:50:21,920
let's say that uh fosters maker spaces
and and innovation or and spaces where

535
00:50:19,680 --> 00:50:29,680
students can actually integrate a lot of
the STEM um knowledge and and um create

536
00:50:26,800 --> 00:50:36,400
projects. I mean, do we have those wide
open spaces to allow that more agnostic

537
00:50:32,960 --> 00:50:42,880
spaces opposed to just um subject bound
spaces? And I think in in creating those

538
00:50:39,760 --> 00:50:48,000
master lists of the we're going to try
to protect this at all cost and these

539
00:50:45,520 --> 00:50:52,559
are the ones that if needed that
students and educators have been part of

540
00:50:50,079 --> 00:50:57,760
that of those conversations because I
think the last thing that we want is to

541
00:50:54,640 --> 00:51:03,920
have a final product that the the school
community did not feel that their voices

542
00:51:01,119 --> 00:51:07,160
were represented or honored uh through
the project.

543
00:51:13,920 --> 00:51:20,240
member Cornell.
>> So, we've

544
00:51:18,480 --> 00:51:24,559
we've had a lot to think about with
regard to infrastructure in the past few

545
00:51:22,480 --> 00:51:28,240
years, as I'm sure you probably know.
So, we, you know, we've consolidated

546
00:51:26,480 --> 00:51:35,119
middle schools, we've consolidated
schools, um we've moved some some two

547
00:51:32,160 --> 00:51:39,040
programs into another school. Uh so
going forward, we have a lot to think

548
00:51:36,319 --> 00:51:43,119
about. I think particularly around preK.
Um even though our enrollment numbers

549
00:51:40,640 --> 00:51:46,559
are are good, we're in good shape
relative to other districts. You know,

550
00:51:44,640 --> 00:51:52,559
we still need to think about that um
birth rate cliff, you know, going

551
00:51:48,720 --> 00:51:55,119
forward. So thinking about buildings is,
I don't think something that any of us

552
00:51:54,000 --> 00:52:00,960
love to think about, but it's something
we really have to think about. So um I'd

553
00:51:58,720 --> 00:52:05,200
love to know
it. It is a day one job. is really

554
00:52:03,680 --> 00:52:12,079
thinking about the infrastructure. So,
I'd like to know um kind of what your

555
00:52:09,440 --> 00:52:16,240
approach would be to to really thinking
about what's in our portfolio of

556
00:52:13,760 --> 00:52:20,880
buildings um and how we how do we how do
we utilize them? You spoke to it a

557
00:52:17,839 --> 00:52:24,400
little bit um but there's also like
there's a lot of practicality to it, you

558
00:52:23,040 --> 00:52:30,160
know. So, I'm just wondering kind of
like how you would jump in and and start

559
00:52:27,119 --> 00:52:34,079
thinking about literal buildings, you
know?

560
00:52:32,319 --> 00:52:37,440
That's a great question and I I'm not
sure if I'll be able to answer the

561
00:52:35,520 --> 00:52:42,280
question because of not knowing more the
specifics.

562
00:52:39,280 --> 00:52:42,280
Um,

563
00:52:44,079 --> 00:52:48,960
» there's a good chance I didn't ask it
very well. So,

564
00:52:46,480 --> 00:52:54,079
» no, no, no, no, no. I guess it's just is
it's a reflection more of my lack of

565
00:52:51,440 --> 00:53:00,079
understand my lack of knowledge already
of the um details and nuances that you

566
00:52:57,200 --> 00:53:04,280
might expecting the superintendent to
kind of know at this point. Um

567
00:53:04,960 --> 00:53:11,200
» so
>> my question may be

568
00:53:07,760 --> 00:53:14,160
» how how are you going to get into it
because we won't expect you to know on

569
00:53:12,640 --> 00:53:19,359
the first day but kind of like how are
you going to jump into this and try to

570
00:53:15,599 --> 00:53:25,680
tackle it? Ah, okay.
Uh, in my experience, building

571
00:53:22,240 --> 00:53:32,240
conversations have always been um a
multi-year, very long conversations. And

572
00:53:28,400 --> 00:53:40,160
I think it's important for a um a public
school system to have an uh a vision of

573
00:53:37,839 --> 00:53:45,599
not necessarily the decay of buildings
where but we start getting the warning

574
00:53:42,160 --> 00:53:51,839
signs that the infrastructure is might
not be yielding a safe or uh educational

575
00:53:50,240 --> 00:53:58,000
educationally
conducive environment.

576
00:53:54,079 --> 00:54:02,800
and and I in my experience that at at
the first signs of those things that's

577
00:53:59,920 --> 00:54:08,960
when we I guess our partner this time
will partner with the mayor to try to

578
00:54:04,480 --> 00:54:14,319
understand what are the um the city's um
list of priorities and how where will

579
00:54:11,760 --> 00:54:19,280
that stack up in their punchline of
projects and things that they have to to

580
00:54:16,960 --> 00:54:23,839
um assess.
Um for example in my current community

581
00:54:22,400 --> 00:54:29,520
there has been a lot of conversations
about AC because of given the extreme

582
00:54:27,280 --> 00:54:34,559
weather that we have been experiencing
and which is based on science is not

583
00:54:32,640 --> 00:54:42,160
it's not going to get any better anytime
soon. Um those conversations are also

584
00:54:38,720 --> 00:54:46,800
multi-year conversations. So I think as
a superintendent the first thing one

585
00:54:44,319 --> 00:54:54,880
should do is to visit the sites and
spend time in the sites.

586
00:54:50,000 --> 00:55:01,440
um really get to um walk the building
from the principal perspective to

587
00:54:57,520 --> 00:55:09,440
understand where those um
infrastructure niches are are already

588
00:55:04,960 --> 00:55:14,960
showing signs of distress and then um be
able to start understanding the economic

589
00:55:13,440 --> 00:55:18,800
and financial relationship between the
schools and the city to be able to

590
00:55:16,480 --> 00:55:26,160
understand where will they fall in the
list of either repairs or replacement or

591
00:55:22,559 --> 00:55:30,319
new project if needed. So I my short
answer to the question at this point I

592
00:55:28,319 --> 00:55:33,839
will say the superintendent needs to
spend a lot of time visiting the sites

593
00:55:32,160 --> 00:55:39,880
and really stand spending time with the
principles to understand what is

594
00:55:36,160 --> 00:55:39,880
happening in those schools.

595
00:55:41,839 --> 00:55:49,760
» Other follow-ups on that question? Uh I
just have a a quick one. So you you

596
00:55:46,720 --> 00:55:54,480
talked about we talked about the future
perspective of capital facilities and

597
00:55:51,599 --> 00:55:58,240
buildings, but so zooming out 10 years
down the road, um what does the district

598
00:55:56,880 --> 00:56:01,520
look like from an achievement
perspective or a culture perspective to

599
00:56:00,240 --> 00:56:08,960
your mind?
Yeah, I think 10 years from now, I would

600
00:56:05,839 --> 00:56:14,240
like to see Salem
be a place where we have definitely

601
00:56:11,440 --> 00:56:20,079
moved the needle regarding achievement
uh according to state benchmarks with

602
00:56:16,480 --> 00:56:27,359
MCCAST proficiency and so forth. I will
I will vision a district that is

603
00:56:23,440 --> 00:56:33,200
actually graduating students that have a
strong

604
00:56:30,079 --> 00:56:38,960
threeprong approach. They have a solid
high school a regular high school

605
00:56:35,359 --> 00:56:45,920
curriculum exposure. they have a a
vibrant exposure to vocational uh and

606
00:56:42,319 --> 00:56:51,680
technical uh pathways and also uh
students that have been able if they so

607
00:56:48,720 --> 00:56:57,040
wish to uh access early college
opportunities.

608
00:56:53,599 --> 00:57:04,079
I would like to see a district like
Salem really embracing their assets

609
00:57:00,880 --> 00:57:09,920
being multicultural and multilingual
in the sense of um equipping the

610
00:57:06,480 --> 00:57:16,640
students to be ready globally and by
that I mean that every Salem student to

611
00:57:13,680 --> 00:57:22,160
graduate being proficient in at least
two languages.

612
00:57:19,119 --> 00:57:27,280
um we have a robust Spanish um program
and we have a a dual language program

613
00:57:25,040 --> 00:57:32,079
and I think that there's uh a lot of
promise in those practices and I would

614
00:57:29,760 --> 00:57:36,960
like to see how that could extend
vertically on both ways. I mean even I

615
00:57:34,880 --> 00:57:41,599
would like to understand more about the
prek opportunities in dual language if

616
00:57:39,040 --> 00:57:46,880
if we don't offer them yet and what how
would that look like if we sustain the

617
00:57:43,839 --> 00:57:54,480
growth in secondary. I would like to see
a student that feels that sale prepare

618
00:57:49,520 --> 00:58:00,720
them to be effective contributors in
anywhere around the globe because of in

619
00:57:58,400 --> 00:58:06,880
sale they experience diversity. They
understand uh different stories that

620
00:58:03,280 --> 00:58:12,559
this community holds and and that the
educational preparation have given them

621
00:58:09,680 --> 00:58:15,559
the tools to be effective in in our
economy.

622
00:58:19,760 --> 00:58:23,079
Member Miranda,

623
00:58:23,920 --> 00:58:31,119
» describe a time when feedback from
families, staff, or community members

624
00:58:29,359 --> 00:58:35,760
caused you to rethink your initial
approach to an issue. How did you

625
00:58:33,599 --> 00:58:40,319
communicate your decision? And what did
the experience teach you about

626
00:58:37,359 --> 00:58:46,000
leadership?
Yeah, I think that um

627
00:58:43,200 --> 00:58:54,000
I'm going to offer an example because I
think that trust um needs to be earned

628
00:58:50,720 --> 00:58:58,480
or demonstrated, not just described. Um
when I started in my in one of my

629
00:58:56,240 --> 00:59:04,000
previous um districts,
um the the world language program was

630
00:59:01,200 --> 00:59:10,400
undergoing a uh changing at the middle
school level. Um there was actually has

631
00:59:08,720 --> 00:59:16,160
there was a consolidation from three
languages to just one language. Um and

632
00:59:13,920 --> 00:59:22,799
then I was kind of thrown into this uh
environment uh when I was hired. Um the

633
00:59:21,200 --> 00:59:28,079
the language that was chosen for the
middle school was Spanish. So the

634
00:59:24,240 --> 00:59:32,960
community was um kind of upset when they
saw me, a black Hispanic coming as a

635
00:59:30,799 --> 00:59:37,280
world language department head. they um
in their minds they were connecting the

636
00:59:34,400 --> 00:59:43,839
dots that okay they want to institute
only Spanish and they bring a Hispanic

637
00:59:40,880 --> 00:59:52,000
um educator to kind of run the program.
Um the feedback was like so

638
00:59:48,319 --> 00:59:57,760
um emotional and negative that we had to
offer a a a evening forum to the from

639
00:59:55,040 --> 01:00:04,720
some of the families. um in that evening
forum um families was expressing a lot

640
01:00:00,240 --> 01:00:11,440
of frustration. Um and something that I
did said to them is that I come to

641
01:00:08,559 --> 01:00:17,200
education and to this administrative
roles as a public servant that I don't

642
01:00:14,880 --> 01:00:21,520
come to this role thinking I'm I'm the
expert who's going to bring solutions

643
01:00:19,760 --> 01:00:26,720
that the community have not even asked
for.

644
01:00:23,200 --> 01:00:31,599
um in that public service stance. I I
asked them for some grace to allow me

645
01:00:28,799 --> 01:00:35,760
time to sit with the dilemma with the
feedback I was hearing from them with

646
01:00:33,920 --> 01:00:40,799
the consolation that has been done at
least for one year by the time of my

647
01:00:38,319 --> 01:00:46,160
arrival for me to understand what are
the forces that led to that

648
01:00:43,280 --> 01:00:52,480
consolidation and and what is the impact
that that is having on families and

649
01:00:48,559 --> 01:00:57,839
students. Um after
leaving being honest to that and

650
01:00:54,960 --> 01:01:03,200
upholding that promise uh we were able
to reinstate French into the middle

651
01:01:00,160 --> 01:01:07,920
school program. Um so then the program
was designed to have two languages

652
01:01:04,799 --> 01:01:12,880
instead of just one. We I was not able
to um bring back Latin in the way

653
01:01:09,839 --> 01:01:18,400
families have uh hope.
uh in order to maintain that promise, I

654
01:01:15,119 --> 01:01:24,000
I I I really uh tried to keep a vibrant
Latin program at the high school. Um

655
01:01:20,799 --> 01:01:32,400
that was kind of like my
evidence of holding that promise. And um

656
01:01:27,599 --> 01:01:39,760
and I just communicated to um families
that while I could not

657
01:01:36,160 --> 01:01:47,119
deliver over all the the expectations
that I did stay open to be humble and

658
01:01:45,359 --> 01:01:52,559
listen to the perspective and understand
their perspectives and try to remediate

659
01:01:49,760 --> 01:01:59,359
that as much as possible. So I think
that um I think that's an example on

660
01:01:55,760 --> 01:02:06,000
when um you know when negative feedback
comes one one's way is to write is to

661
01:02:03,599 --> 01:02:14,240
really sit in that place of humility and
be able to open up the conversation.

662
01:02:09,440 --> 01:02:20,079
uh to be able to um not have so much
pride into a specific outcome but be

663
01:02:17,200 --> 01:02:25,280
able to be humble and be able to change
course if the information the new

664
01:02:22,400 --> 01:02:31,359
information that it comes to one kind of
um informs that it was basically a bad

665
01:02:28,079 --> 01:02:38,599
decision at the beginning. So that's my
example of how I I try to build trust in

666
01:02:34,480 --> 01:02:38,599
in challenging situations.

667
01:02:44,079 --> 01:02:54,000
follow-up questions.
Member Cornell.

668
01:02:49,680 --> 01:02:59,280
» So, I appreciate that uh
um noting humility and and and being

669
01:02:56,480 --> 01:03:05,680
able to to reflect before reacting. Uh
that's that's um important. I'm

670
01:03:01,760 --> 01:03:11,760
wondering how will you establish regular
lines of communication with different

671
01:03:08,880 --> 01:03:18,400
groups whether that's families um
educators community partners kids when

672
01:03:15,760 --> 01:03:24,079
there's not a crisis. of the the
everyday communicating.

673
01:03:21,039 --> 01:03:32,880
» Yeah. I think that communication similar
to equity is not a um

674
01:03:29,680 --> 01:03:40,079
is is really a commitment to to
structures that will allow for um

675
01:03:37,680 --> 01:03:46,160
genuine engagement and as you said not
to engage when a situation is a crisis.

676
01:03:44,240 --> 01:03:50,960
Um something that I learned from the um
sale high school students is that

677
01:03:47,839 --> 01:03:55,520
there's a superintendent council with
students and they were describing how

678
01:03:53,359 --> 01:04:01,280
even they have elementary school
students and that really uh blew my mind

679
01:03:58,160 --> 01:04:05,280
because of um having the the be able to
visualize not just the typical reaching

680
01:04:03,920 --> 01:04:09,680
out to high school students because
they're older mature or maybe to an

681
01:04:08,160 --> 01:04:13,760
extent the middle school students but I
Salem is intentional in trying to even

682
01:04:12,000 --> 01:04:18,240
include when it's developmentally
approach appropriate, you know, students

683
01:04:15,440 --> 01:04:21,680
perspective on on conversations. As I
mentioned in one of my previous um

684
01:04:20,079 --> 01:04:26,960
answers
um visiting with the community, visiting

685
01:04:24,079 --> 01:04:31,119
not always waiting for the community to
come to the schools who actually

686
01:04:29,440 --> 01:04:37,359
understanding where are the regular
points of u meetings, where are the um

687
01:04:34,880 --> 01:04:44,559
regular spaces and ways that that people
communicate uh regularly and to not be a

688
01:04:40,720 --> 01:04:49,440
stranger to try to to come to
I I I had a meeting with a group of um

689
01:04:46,960 --> 01:04:53,359
families recently in which I told them
that I was valuing frequent

690
01:04:51,839 --> 01:04:58,960
communication and not crisis
communication by sharing with the

691
01:04:56,240 --> 01:05:04,480
community even if they're just nuggets
doesn't have to be a big news doesn't

692
01:05:01,920 --> 01:05:12,240
have to be a resolve issue but like
welcoming um you know really welcoming

693
01:05:08,559 --> 01:05:19,200
community partners as partners not as
guests you know when it's a school event

694
01:05:14,400 --> 01:05:25,680
or something like that. So, um I think
that is really looking at what we have

695
01:05:23,039 --> 01:05:31,520
as regular practices and making sure
that those those regular practices of

696
01:05:28,319 --> 01:05:37,599
meeting with different uh constituencies
um have covered the ones especially the

697
01:05:35,680 --> 01:05:42,720
ones of the communities I mentioned that
are more vulnerable and less visible. Um

698
01:05:40,640 --> 01:05:49,119
in addition to that I I feel it's
important to have a portfolio of um

699
01:05:46,240 --> 01:05:54,319
media not just always expect the evening
in person meeting but also to be able to

700
01:05:51,520 --> 01:06:01,839
acknowledge and recognize that some
working families some um families that

701
01:05:58,240 --> 01:06:07,440
are that is hard almost impossible for
them to come in per to come in person to

702
01:06:04,079 --> 01:06:14,400
a evening event that they may need uh
communication that is still um virtual

703
01:06:11,280 --> 01:06:20,319
uh that is still uh via email, not
bombard people with bulletins and

704
01:06:16,640 --> 01:06:26,160
newsletters, but uh really find ways to
just share little nuggets so they are

705
01:06:23,200 --> 01:06:30,319
hearing often and frequently and don't
have to wait for the big earth

706
01:06:28,319 --> 01:06:33,319
shattering news um to hear from the
superintendent.

707
01:06:35,760 --> 01:06:44,559
» Member Miranda,
>> thank you. Um, I sincerely appreciate

708
01:06:41,200 --> 01:06:49,920
your interest in our district. Um, what
you've shared about your philosophy

709
01:06:46,960 --> 01:06:55,920
around centering dignity when it comes
to um, in the educational experience,

710
01:06:53,359 --> 01:07:01,760
not just with students, but also with
um, staff and also some of the

711
01:06:59,359 --> 01:07:08,240
non-traditional educational experiences
that uh, you would bring to the table as

712
01:07:04,480 --> 01:07:12,960
a leader. Um and and with that I I would
like to ask can you share the ways uh

713
01:07:11,039 --> 01:07:19,200
having not held a superintendent
position before um or an assistant

714
01:07:15,680 --> 01:07:23,920
superintendent position um please share
the ways that you believe that you're

715
01:07:21,359 --> 01:07:30,880
ready for this role.
>> Yeah. Thank you for the question. Um,

716
01:07:27,680 --> 01:07:36,799
I guess I will start with um with
something that my family

717
01:07:33,760 --> 01:07:44,520
um they kind of raised me in the in this
concept. Um I'm going to say in Spanish

718
01:07:40,240 --> 01:07:44,520
first I'm going to translate it. But

719
01:07:45,039 --> 01:07:52,319
mucho
uh one that is faithful in the small

720
01:07:49,440 --> 01:07:58,640
things is also faithful in the larger
things.

721
01:07:54,319 --> 01:08:04,000
um while because of role constraints I
have not have the opportunity to um be

722
01:08:01,520 --> 01:08:09,520
invited to have the role of assistant
superintendent or superintendent

723
01:08:06,480 --> 01:08:15,839
previously. I I think I I have a track
record that has shown what my values

724
01:08:12,240 --> 01:08:20,799
are, my uh approach to leadership that
is based on relationships.

725
01:08:18,159 --> 01:08:27,359
Um I had for the last four or five years
I have been part of the um at the senior

726
01:08:24,400 --> 01:08:33,520
team level and I have in g because of my
role I have worked closely with the

727
01:08:29,520 --> 01:08:38,400
superintendent in um in challenging
decisions because every time there's an

728
01:08:36,000 --> 01:08:42,799
issue that has to do with DEI it tends
to be challenging

729
01:08:40,400 --> 01:08:48,000
um those
exposures and opportunities are giving

730
01:08:44,560 --> 01:08:53,839
me a deeper understanding of how a
district works. Currently, uh my current

731
01:08:51,199 --> 01:09:00,480
district, while on the surface might
seem the opposite or not align with what

732
01:08:57,040 --> 01:09:05,440
Salem is, is similar in size, is similar
in the student population and is similar

733
01:09:03,920 --> 01:09:10,000
in comparable as in the number of
schools and that has also has given me a

734
01:09:07,759 --> 01:09:17,600
sense of how to navigate the different
levels in a district um from the

735
01:09:12,880 --> 01:09:25,600
superintendent lens. So um I don't
personally honestly I feel that I am the

736
01:09:21,359 --> 01:09:31,359
right um candidate for this position not
because I I have all the answers because

737
01:09:27,920 --> 01:09:37,440
of previous experiences but because uh I
can convey because of my track record

738
01:09:34,400 --> 01:09:42,719
that I uh I I am someone who will
actually will sit with the problems will

739
01:09:40,719 --> 01:09:50,960
listen carefully and we're very
thoughtful about finding solutions that

740
01:09:45,359 --> 01:09:56,480
are responsive. So, it is in a way
um what I'm

741
01:09:53,199 --> 01:10:03,360
what I'm hoping a district will value is
the um the how the superintendent will

742
01:10:00,960 --> 01:10:10,159
present. How will the superintendent
show up? How will that will that person

743
01:10:06,320 --> 01:10:16,800
be faithful to our families when no one
is seen? when the budget is tight and

744
01:10:13,920 --> 01:10:23,040
when decisions have to be made. So I
think that what I may not bring all the

745
01:10:20,880 --> 01:10:28,960
bells and whistles of someone or people
that have held positions very closer

746
01:10:26,400 --> 01:10:34,560
quote unquote to the superintendency. I
think my live experiences as a

747
01:10:31,040 --> 01:10:41,120
professional and the uh commitments and
values that I have used in all the

748
01:10:36,480 --> 01:10:46,640
different levels of my career um could
be solid evidence that could hopefully

749
01:10:44,000 --> 01:10:51,600
Salem could could believe in and could
trust that I will be faithful to those

750
01:10:49,360 --> 01:10:56,600
commitments if I'm invited to come to
Salem.

751
01:10:53,360 --> 01:10:56,600
» Thank you.

752
01:10:57,600 --> 01:11:04,080
Any further follow-ups?
Member Hoffman,

753
01:11:02,400 --> 01:11:11,440
» I just have a quick followup because we
were talking about DEI and inclusion.

754
01:11:07,040 --> 01:11:15,600
And my question is um how how will you
show up to help the LGBTQ community uh

755
01:11:14,239 --> 01:11:20,880
especially in these trying times with
the trans ban in um sports which doesn't

756
01:11:18,880 --> 01:11:25,679
really affect Massachusetts but I know
there's lots of concerns with families

757
01:11:23,440 --> 01:11:30,560
and how will you make how will you help
those families feel comfortable coming

758
01:11:27,280 --> 01:11:37,760
and talking to you?
>> Yeah, that's a great question. Um the

759
01:11:34,000 --> 01:11:44,159
way that we have um shaped the work is
to make sure that

760
01:11:41,840 --> 01:11:50,800
students see themselves in the
curriculum and instruction. But to your

761
01:11:46,640 --> 01:11:54,719
question about how families will feel uh
comfortable approaching

762
01:11:52,880 --> 01:11:59,760
me as a DIA director, as a
superintendent,

763
01:11:56,400 --> 01:12:09,280
I think is is is um is based on the
actions and um and based on showing care

764
01:12:05,600 --> 01:12:15,760
for the um the experiences, not
necessarily because of coming from an

765
01:12:12,400 --> 01:12:23,040
intellectual lens like I understand
but coming from a commitment that um

766
01:12:19,280 --> 01:12:26,320
that I I am there and I will be there um
when challenging times comes. For

767
01:12:24,719 --> 01:12:34,320
example,
um we I have shown courage regarding the

768
01:12:32,159 --> 01:12:41,760
the curriculum and inclusion of
representation and and also um by

769
01:12:39,679 --> 01:12:49,040
connecting with other stakeholders in in
the in the town where I reside. um by

770
01:12:46,640 --> 01:12:54,640
making sure
like for example at the high school um

771
01:12:52,239 --> 01:12:59,520
where I work there's um there's a
display of

772
01:12:57,199 --> 01:13:04,000
flags of different countries and also
there's a BLM flag and also a pride

773
01:13:02,000 --> 01:13:10,400
pride flag
um in working or attending um the school

774
01:13:08,320 --> 01:13:15,520
council meetings for example the the
school council in my current community

775
01:13:13,679 --> 01:13:22,239
um recommended
that um those value principle flags were

776
01:13:19,920 --> 01:13:28,800
not at the same level as the national
flags. As a DI director, I show my

777
01:13:25,920 --> 01:13:34,159
support in those kind of recommendations
and also in advising the superintendent

778
01:13:30,719 --> 01:13:42,159
of how to implement those things. So I
will maybe answer that question that I'm

779
01:13:37,199 --> 01:13:47,120
not sure if I just by
just by being people will feel

780
01:13:44,239 --> 01:13:51,920
comfortable. Um I don't want to fall
into that uh cliche of quoting people I

781
01:13:50,480 --> 01:14:01,280
have friends and families you know
that's like so not appropriate but I I

782
01:13:56,560 --> 01:14:07,280
hope that uh my actions are showing that
um that I truly believe in those values

783
01:14:04,560 --> 01:14:13,040
and I truly believe that our students
should feel safe and seen in in our in

784
01:14:10,480 --> 01:14:16,960
all our spaces. And the and the third
level

785
01:14:14,560 --> 01:14:22,800
might be a little more
micro talking about the smaller things.

786
01:14:20,560 --> 01:14:28,719
Um we have a system of reporting when
incidents happen and a lot of incidents

787
01:14:25,440 --> 01:14:35,679
sadly but is the reality happens among
students and and I will say that because

788
01:14:32,400 --> 01:14:42,560
I'm the the recipient of those u reports
either from students or educators

789
01:14:38,560 --> 01:14:47,600
after race you know gender identity um
sexual orientation are the ones that are

790
01:14:45,120 --> 01:14:53,199
second and third in the number of
incidents. I think that um

791
01:14:51,520 --> 01:14:57,360
while my work tends to be a little more
behind the scenes, but people that know

792
01:14:54,960 --> 01:15:01,120
the work will know that we when those
situations happen, we try to respond

793
01:14:59,600 --> 01:15:06,640
timely
um and in a visible way so that the

794
01:15:03,199 --> 01:15:12,800
students that were the target feel that
um that they are respected and valued.

795
01:15:09,600 --> 01:15:17,920
And that is the work that I my role kind
of like asked me to kind of put in place

796
01:15:15,600 --> 01:15:24,440
um for the for the welfare and support
of the LGBTQ plus um families and

797
01:15:21,440 --> 01:15:24,440
students.

798
01:15:27,360 --> 01:15:35,280
» Any final followup questions? Yeah,
member Cornell.

799
01:15:30,480 --> 01:15:39,679
» I have a a question that that um
follows up on Veronica's question, which

800
01:15:37,360 --> 01:15:43,120
is this. You know, as a new
superintendent, you'll have a new

801
01:15:41,520 --> 01:15:49,760
experience of having to build
relationships with the school committee.

802
01:15:45,600 --> 01:15:55,520
And so um I'm wondering how you'll go
about developing relationship with us as

803
01:15:51,760 --> 01:15:59,520
a body and also individually um what
that you know what your approach will

804
01:15:57,120 --> 01:16:05,280
be.
>> Yeah it's a great question. Um, I don't

805
01:16:01,920 --> 01:16:10,400
know if it's a local uh configuration,
but um,

806
01:16:08,640 --> 01:16:14,239
in my experience, I tend to see the
superintendent interacting more with the

807
01:16:12,239 --> 01:16:21,920
chair and the co-chair of the school
committee. Um, I think, you know, I have

808
01:16:18,400 --> 01:16:27,600
been able to build the relationships and
I feel that even as a superintendent,

809
01:16:25,280 --> 01:16:34,640
relationships are built by doing things
together. And I think that it's not the

810
01:16:31,280 --> 01:16:38,800
social, you know, pleasantry exchanges,
but it's actually the moment of doing

811
01:16:36,159 --> 01:16:47,840
the work is actually what brings strong
connections. Um, I, as a superintendent,

812
01:16:43,679 --> 01:16:53,440
it's important to participate in school
committee subcommittees. For example, we

813
01:16:49,760 --> 01:16:56,640
have one for policy and we meet with two
um

814
01:16:54,960 --> 01:17:03,600
school committee members who are not the
chair or the um vice chair. So those

815
01:17:00,000 --> 01:17:07,040
working groups are are opportunities for
a superintendent to kind of build that

816
01:17:05,360 --> 01:17:12,239
relationship with individual school
committee members. Well, I think we'll

817
01:17:09,280 --> 01:17:17,360
circle back that is really uh because of
the open meeting laws, we cannot do too

818
01:17:14,880 --> 01:17:22,400
many things as a group, but it really
come from finding opportunities to work

819
01:17:20,080 --> 01:17:28,640
with each uh school committee member
individually as a school committee

820
01:17:24,719 --> 01:17:32,400
member or as a president in whatever
work or advocacy

821
01:17:30,640 --> 01:17:37,120
um
duties or participation that they have

822
01:17:34,080 --> 01:17:40,400
in the community also. So I think uh I
will close by saying just by doing

823
01:17:38,719 --> 01:17:43,640
things together that's how relationships
are built.

824
01:17:48,080 --> 01:17:52,640
» Okay.
>> All right. Dr. Allen, a closing

825
01:17:51,040 --> 01:17:56,080
statement if you'd like.
>> Uh first of all, I want to thank you

826
01:17:54,320 --> 01:18:02,000
all. I want to thank the school
committee for the opportunity for me to

827
01:17:58,159 --> 01:18:08,880
uh spend uh now you know a full day and
then now uh this evening with um here

828
01:18:05,120 --> 01:18:16,239
with Salem. Um
I came to this evening wanted to

829
01:18:10,719 --> 01:18:22,400
highlight two things. Um it was one the
um that I feel that Salem is not you

830
01:18:20,000 --> 01:18:27,360
know trying to restart something. I
don't feel that Salem is needs or is

831
01:18:25,360 --> 01:18:33,679
looking for someone to create something
new per se. I personally believe that

832
01:18:30,719 --> 01:18:39,840
that Salem will benefit from having
someone that actually will sustain the

833
01:18:35,280 --> 01:18:45,120
work, will shepher the work and be um be
a humble partner and listener with uh

834
01:18:42,560 --> 01:18:50,080
the initiatives that we already have to
have underway. And the um second thing I

835
01:18:48,560 --> 01:18:57,520
wanted to like highlight for this
evening and coming back in the closing

836
01:18:53,440 --> 01:19:03,760
is about the concept of valuing the
richness of this community

837
01:19:00,239 --> 01:19:07,679
that um I'm really excited about
participating in a district that really

838
01:19:05,600 --> 01:19:11,440
values that and try to incluse that
intentionally in the curriculum and in

839
01:19:09,760 --> 01:19:16,960
the educational experiences of their
students because of um you know locally

840
01:19:15,920 --> 01:19:21,920
rooted
which is your curriculum and your spaces

841
01:19:19,440 --> 01:19:26,640
are kind of showing that and also
globally ready which I this is kind of

842
01:19:24,000 --> 01:19:32,480
like the more in visioning part that
would like to sell today that I think

843
01:19:29,360 --> 01:19:38,719
there's a lot of potential for Salem to
u see itself as a place where students

844
01:19:35,360 --> 01:19:44,480
are developing that global competency
um I circling back to what I'm saying I

845
01:19:42,320 --> 01:19:50,560
think that my my live experiences as a
immigrant myself as someone that had to

846
01:19:48,080 --> 01:19:55,760
navigate the public school systems,
someone that I feel if I were to be

847
01:19:53,440 --> 01:20:00,000
invited to be a superintendent to be I
would be honored to be in a district

848
01:19:57,520 --> 01:20:07,920
that has taken the courage to name their
new school uh after um Sarah Perk uh

849
01:20:04,960 --> 01:20:11,760
Parker Ramon um knowing the history and
the influence that has in

850
01:20:09,120 --> 01:20:17,120
African-American history of the of the
area

851
01:20:13,360 --> 01:20:22,800
and I think that um those elements but
and understanding um my leadership style

852
01:20:20,159 --> 01:20:32,400
and the values that I will bring to the
um district. Um and most importantly

853
01:20:25,679 --> 01:20:37,679
that I will be a guardian and um and uh
someone that will strengthen our equity

854
01:20:34,640 --> 01:20:42,320
commitment but I mean the superendency
as well. Um

855
01:20:40,719 --> 01:20:47,520
I
I feel really fortunate to be here in

856
01:20:44,800 --> 01:20:53,600
front of you at this moment. I I
appreciate the moments like in the uh

857
01:20:50,640 --> 01:20:58,000
community forum when um one of the
community members actually stood up to

858
01:20:55,600 --> 01:21:05,120
the microphone, asked a question in
Spanish in a public forum. I I want to

859
01:21:01,440 --> 01:21:12,159
be in a I I I want to be in a place
where that is not uh an exception. It's

860
01:21:08,880 --> 01:21:19,199
actually the rule and Salem so far in my
experience has shown evidence that you

861
01:21:14,560 --> 01:21:23,920
are that type of district. Um
so thank you very much for the

862
01:21:20,560 --> 01:21:30,960
opportunity and I I would like to um to
thank you all for um for for the

863
01:21:28,159 --> 01:21:37,440
friendship and the um hospitality that
you have offered me and I and I would

864
01:21:33,679 --> 01:21:42,480
like to um wish you the best and I hope
hopefully I will be part of that that

865
01:21:39,360 --> 01:21:45,640
journey moving forward. Thank you.
>> Thank you.

866
01:21:46,400 --> 01:21:53,040
That concludes the interview. Thank you,
Dr. Allen, for joining us this evening.

867
01:21:50,159 --> 01:21:55,280
Is there a motion?
>> Motion to adjurnn.

868
01:21:54,400 --> 01:22:00,080
» Second.
>> Motion. Well, Shirley's not here. She

869
01:21:57,600 --> 01:22:06,360
can get it from the recording. Uh, under
discussion, seeing none. All in favor?

870
01:22:02,159 --> 01:22:06,360
Any opposed? We're adjourned.