[0:00] Let's
[0:12] do all together. All right. Um, good
evening everyone. I'll call to order a
[0:17] special meeting of the Salem School
Committee of July 7th, 2026 at 6 p.m.
[0:22] This meeting is taking place in person
at 29 Highland Avenue, room 227 in
[0:25] Salem. In person is the primary method
of public access to this meeting. Um if
[0:31] technologically feasible, you can access
via Salem Access TV or remotely using
[0:35] the Zoom link posted in the meeting
agenda. The only item on our agenda for
[0:39] this evening is interview with our
superintendent finalist, Jorge Allen. Um
[0:44] we will begin with uh allowing uh you to
uh offer a two to three minute opening
[0:49] statement if you like. There'll be a
series of questions from the committee
[0:52] members. Uh committee members that wish
to ask a follow-up question to any of
[0:57] the questions that were asked, please
raise your hand. Uh and I'll call on
[1:00] folks. Um and then we'll move on to the
next questions and then at the
[1:04] conclusion of the questions, uh you'll
have an opportunity for another two to
[1:08] three minute closing statement if you'd
like.
[1:10] » All right.
>> Thank you.
[1:11] » Okay.
Well, uh with that, the floor is yours.
[1:17] » Thank you. Uh good evening. Uh thank you
uh for the opportunity to be here. Um I
[1:23] would like to start by saying what
really excites me about Salem. Um what
[1:28] really excites me about Salem is
basically who the community is. The um
[1:34] having almost um for more than 40% of
families and students to be uh Hispanic.
[1:41] Um having one in every six um students
roughly to be English learners. Uh those
[1:47] are the things that really excite me but
especially the fact that this is a
[1:52] community that is very intentional and
deliberate in communicating their sense
[1:56] of belonging to um all these members. Um
and the most important thing is that the
[2:03] multiculturalism and the multilingualism
of this community is not being seen as a
[2:10] challenge to be managed but instead as
an asset that enriches the community and
[2:15] should also enrich educational
experience of the students. Um,
[2:20] personally as a immigrant myself, as a
first generation college educated in my
[2:26] family, as a descendant or uh descendant
Westinians that actually built the
[2:31] Panama Canal, um, I feel connected with
this community and I feel that the I
[2:38] don't see way I don't see Salem as a
basically a district, but I see the
[2:44] families that represent also my family
as well. uh also because of the fact of
[2:50] me having to raise uh three
African-American uh boys in in this uh
[2:54] community and having to navigate this
the school system as a parent in a
[2:59] language and a culture that was not
actually my first that has given me a
[3:04] perspective that is not just imagine or
learned from a book but actually lived
[3:09] um in every day of my experience as a as
a parent. Two things that I would like
[3:16] to highlight tonight and hopefully
you'll be able to see that through line
[3:21] is one I truly feel and believe that
Salem is not at the beginning of
[3:27] something. It's actually in the midst of
uh extraordinary things that are
[3:32] happening. When I came to the site visit
uh a couple a few weeks ago, I I was
[3:38] able to see um from the early early
childhood center how the adults were
[3:46] excited about kids getting dirty in the
community garden. I was able to see uh
[3:53] the dual language school be very proud
about the um the teachers that they have
[3:58] brought from Brazil, from the Dominican
Republic and Spain. Uh then I was able
[4:03] to experience and and have a
conversation with the a middle school
[4:07] principal that's actually very excited
about the possibility that next year
[4:11] they will be um the start of a dual
language program at the at their school.
[4:17] And then also in um in my meeting with
high school students when I asked them
[4:23] what what is one aspect of the Salem
High School uh experience that they feel
[4:28] really proud that they will be able to
brag about and the answers I got were
[4:33] two that really were very telling. One
one of the students mentioned that they
[4:38] were really proud of the special
education program.
[4:43] This has been my first time in my
educator life that actually students
[4:47] will actually highlight the education
special education program as a highlight
[4:52] of their educational experience.
The second thing that also uh was shared
[4:57] by the students when I met with them was
that they were really proud and really
[5:02] excited about the design of the high
school that allows them to to experience
[5:09] uh career and technology education
opportunities and pathways in addition
[5:14] to the uh regular high school
curriculum. So those are the things that
[5:19] I describe by extraordinary. Those are
the things that really make Salem for me
[5:24] a exciting place to be able to join um
as an educator. The second thing I would
[5:30] like to um highlight that my second
through line is and it will hopefully
[5:35] will make more sense later is the
concept of um locally rooted and
[5:42] globally ready. I I feel and I believe
that all and every single Salem public
[5:49] school student deserves uh access to the
core curriculum and also they deserve to
[5:55] really learn about their language, about
the culture and about their local
[5:59] community and those things and those
elements should make them ready for um
[6:06] basically be ready globally for career
or any post-secary uh opportunities that
[6:12] they might want to pursue.
So um those were my two uh through lines
[6:17] today and hopefully that will capture my
vision and again I'm thank you for the
[6:21] opportunity um as I'm really honored to
be here with with you today.
[6:28] » Thank you Mr. Allen. Um so our first
question
[6:32] equity often requires difficult choices.
How do you approach decisions about
[6:36] allocating resources, opportunities, and
supports across students, schools, and
[6:41] programs when needs exceed available
resources?
[6:46] » Yeah, I think for me the first operating
definition is to keep in mind that
[6:51] equity doesn't mean equal distribution
of assets. So equity is not asking for
[6:57] every single school, every single
student to have the same thing. is
[7:01] actually is asking us to be mindful
about how distribution of assets is u
[7:08] providing equal opportunity of uh access
to opportunities.
[7:13] So um
there's always this dilemma that is that
[7:18] we're bound to face that needs always
going to surpass resources.
[7:25] The question that I will have as a
superintendent that actually has
[7:30] dictated my um my career is to always
ask the question like what are the
[7:38] students or families that will be
impacted by any budget decision.
[7:44] especially keeping in mind that we want
to u protect the families that are more
[7:48] vulnerable that the families that have
been uh under reppresented or the the
[7:55] students have not been achieving
educationally as their peers. So um with
[8:02] those decisions with those principles in
mind it's important to communicate those
[8:07] values when um having budget
considerations and conversations. I
[8:13] would like to offer an example. Um,
as a department head in a in a world
[8:19] language program, I had to make the
decision about uh increasing the class
[8:24] size of the honors classes to be able to
to have enough staffing to support the
[8:31] um the college prep courses offered in
my department. That was not a popular
[8:36] decision. That was not a decision that
is in a way counterintuitive.
[8:41] But the principle, the driving principle
for that is that those students that are
[8:46] labeled as college prep versus honors,
those are the students that in a world
[8:50] language program are the ones that are
more vulnerable. They are the ones that
[8:54] don't see themselves as language
learners and those are the ones that
[8:58] will benefit from having a smaller class
size in which that will um provide more
[9:04] access to the teachers.
um those kind of decisions are the ones
[9:09] that I that I use when I look at
budgetary uh considerations
[9:15] and um and what is more important is to
keep in mind what will be the effect or
[9:21] the impact of those. So I was trying to
protect the students that our program
[9:26] needed to um highly support and the
students that were actually were
[9:31] underrepresented academically.
Um but the most important thing is that
[9:36] that decision was owned by me. That
decision was understood by the
[9:40] department and I did not pass that um
the negativity that came with the
[9:45] decision and spread to the rest of the
staff. So um in in the end the driving
[9:52] decision is about the impact. A budget
document becomes a document of values
[9:58] and statements. And it's not just a list
of cuts and expenses, but actually it
[10:04] should show what a district, what a
program or a school values.
[10:13] » Thank you. Uh follow-up questions from
committee members.
[10:23] Member Cornell.
>> Thank you. Um I'm wondering if you can
[10:28] uh develop a little bit how you would
use what metrics you would use to sort
[10:35] of assess how we allocate
our resources equitably. Um you know
[10:42] this is a concern for us going forward
and equity is our guiding light in this
[10:47] district. So, how would you think about
being data informed at the same time
[10:50] that we're, you know,
um being human about the way that that
[10:56] we approach our high needs population?
So, just like what sort of metrics and
[11:00] data would you be looking for to make
sure that we're appropriating uh our
[11:05] finances um to the to the kids who need
it the most?
[11:10] » Yeah, I think um a key element for that
analysis has to be disagregating the
[11:14] data. We have to understand um what is
the um the level of achievement not
[11:20] necessarily as a district as a whole but
actually being able to be more nuanced
[11:25] and be able to understand um are we
actually closing the gaps between the
[11:30] different student subgroups. And then we
had to be a I will have to understand
[11:35] basically what is that connection
between the uh prepundance of the those
[11:41] subgroups where are they mostly located
or likely to be situated in the district
[11:46] operationally and also in um in the
academic programming. So um I think the
[11:53] metrics for me that um that I basically
drive when I understand district
[11:59] decisions, it has to come to the dis the
segregated data and understanding what
[12:03] are the programs that actually
supporting those particular groups that
[12:08] are trailing the mainstream or trailing
the average of the district and what
[12:13] where are the programs that actually are
helping to close that gap and to
[12:18] accelerate learning. And so in an
environment which one is considering
[12:23] either right sizing or sunsetting
programs that is kind of the metric that
[12:28] I will be looking for the educational
outcomes for the particular groups that
[12:32] we're interested in protecting.
>> Thank you.
[12:42] » All right. No further follow-ups on that
point. Member Cornell.
[12:47] » We have the next question.
Uh the next question is uh Salem has
[12:52] worked hard to build a culture of high
expectations for all students while also
[12:56] offering strong college and career
pathways. How would you ensure students
[13:00] experience a coherent educational
journey from elementary through high
[13:05] school and graduate prepared graduates
prepared for co success in college
[13:10] career and life? I'm sorry and graduate
prepared for co success in college
[13:14] career and life.
>> Yeah. Um thank you for the question. For
[13:18] me the uh key term with that question is
coherence. And by coherence I mean that
[13:25] when I think about a kindergarten
student who might be starting in the
[13:29] fall in the and Sarah Parker Raman
school for example and when I think
[13:34] about high school sale high school
student uh are they experiencing
[13:40] educationally an alignment of um or
opportunities or are we just a district
[13:48] that is basically a conglomerate of
disperate um experience. experiences
[13:53] under the same name of uh Salem public
schools. So it is important that um I
[14:00] see the coherency reflected by what
Selma has done with the uh portrait of
[14:06] the graduate and the question for me
will be how is that portrait of the
[14:10] graduate reflected in all vert
vertically in all the levels. Um, one
[14:17] should be able to see that unfolding and
unpacking of those um, characteristic of
[14:24] the posture of the graduate like
critical thinking, creative problem
[14:27] solving, collaboration, communication,
self-awareness and cultural competence
[14:34] from the early stages from um,
kindergarten, elementary and middle
[14:40] school and so forth. It should not start
at ninth grade. which actually should
[14:45] start in our levels. And um this
alignment of experiences
[14:51] um is important to be able to provide
students with access to the core
[14:57] curriculum and high standards. And also
going back to what I say about being
[15:01] able to um experience a enrich locally
um informed educational uh curriculum
[15:10] and also to prepare them for the global
economy and all the um future readiness
[15:15] that we're asking students to be ready.
So going back to the question, I mean I
[15:20] think the the key thing is coherence and
what we should be able to see that
[15:25] elements of that coherence throughout
vertically in all the levels
[15:36] follow-up questions.
[15:41] » I'm just gonna say yes every time.
>> Okay. Member Cornell. Um, so just to
[15:46] drill down a little bit more on that,
I'm wondering if you could talk about
[15:50] how you will work with teachers to
assess whether or not we we are being
[15:59] coherent, right? Um, with our
expectations and our follow through um
[16:04] and also ensuring high standards while
we're doing that. And I think that also
[16:08] goes back to our the first question
about our um you know about equity and
[16:14] making sure that our most marginalized
students are getting the most having
[16:17] those h how you assess that and how you
work with teachers to kind of make sure
[16:21] we're on track.
>> Yeah, I think you know definitely um
[16:25] with the educational data that we have
that is to ensure that um that the
[16:32] educational programming is actually
yielding the resource that we're looking
[16:35] for. For example, here um in Salem um
you know it's it's remarkable the growth
[16:42] that we have seen with former English
learners. Uh personally um in my current
[16:47] district I I participated in um in tried
to introduce datainformed
[16:54] uh meetings regarding uh English
learners uh in the sense of you know a
[16:59] kind of a variation of multi-ter systems
of support in which we're using data to
[17:04] inform our educational moves and
instructional practices.
[17:09] um is not too much about remediation a
mindset of remediation but it's a
[17:15] mindset of what do we need to provide at
the student at the right time uh at the
[17:20] right moment um so that the data inform
instructional decisions is something
[17:28] that I will be looking as a
superintendent and hopefully in um in
[17:32] different spaces there will be evidence
that educators we are using that not as
[17:38] the only solution or the only aspect but
that is actually partially informing our
[17:45] decision aside from understanding the uh
context of the different students. So I
[17:50] think um going back to data on and
seeing every year how we closing those
[17:56] gaps. For example, Salem has done
remarkable in um their student growth.
[18:02] You know, even though that our prof our
achievement um levels have not caught up
[18:07] yet, we know that research shows that
sustained
[18:12] um increase in growth will actually pay
off or show off with achievement. So um
[18:19] to your question about how we'll ensure
that that is happening in classrooms and
[18:24] in schools. I think by having by
listening and observing conversations in
[18:29] which educators are using data to inform
their conversations.
[18:43] » Um member bias you have the next
question. Can we get prepared first?
[18:49] » Hello. So, I'm going to be asking my
question in Spanish and I just want to
[18:53] thank the interpreter here for helping
us tonight.
[18:57] Let me know when you guys are ready.
[19:04] Okay.
[19:08] Okay.
[19:12] andific.
[19:42] Army
[19:59] parame
[20:16] experience.
[20:26] Um,
[20:34] collabor. Fore
[21:02] being inch.
[21:21] Um,
in closing, I would like to say this in
[21:24] English for everyone to have access to
it. I think the goal is for Salem to be
[21:30] a district where everyone feels that
they belong.
[21:35] Gracias.
>> Gracias.
[21:44] » Any follow-ups?
[21:48] No.
[21:51] Um, member Hoffman,
[21:59] » tell us about your experience supporting
students who face significant barriers
[22:03] to success, including students from
marginalized communities and those at
[22:07] risk of disengagement. How would you
ensure Salem's systems identify needs
[22:14] early and provide effective support?
Early
[22:20] identification
is the name of the game is the most
[22:26] important aspect for me. Um
in one of my previous um districts or
[22:34] actually schools
um educators had access to a system that
[22:38] via email any educator in the team could
actually communicate with the entire
[22:43] group when there was any uh reason for
concern.
[22:48] Uh it didn't have to be a crisis. It
just was just a concern. Um for example,
[22:53] in my case as a language um educator, if
I had a concern about a particular
[22:58] student, I will just email the group of
adults. Um this is what I'm seeing. This
[23:04] is I'm wondering and likely the
counselor which as as a part of that
[23:08] group will reach out to me. I will try
to understand better what I have seen or
[23:13] heard from the student or uh regarding
the student performance and then they
[23:18] may share with me a little more context
so I can understand um what is the
[23:23] reality of the student and what could be
the factors um in playing into that.
[23:28] That system might seem really small but
it's something that I had taken
[23:32] throughout my career in the sense that a
concern we should not let a concern
[23:38] become a crisis and sometimes we
formalize
[23:43] alert systems. Um yes they are designed
to capture those moments but if we could
[23:50] also normalize more frequent more less
formal in a way kind of informal way or
[23:57] letting other adults in the group on the
team kind of know we will be able to
[24:02] kind of close that gap between a concern
and a crisis. I think that when a
[24:08] student disengages in multiple
disciplines, we have missed the mark. We
[24:14] should try to respond early and try to
um access and and um provide that
[24:20] support from the early stages.
[24:33] » Member Cornell.
Thank you. I'm wondering um if you could
[24:39] talk about how you will work with
teachers, you know, the people who are
[24:44] really on the ground to ensure that
we're not leaving students behind. Sort
[24:50] of what is your leadership look like in
that regard? Um or how do you expect to
[24:55] engage with teachers to kind of make
sure that everybody is prioritizing the
[24:59] same things?
>> Yeah. Um I mean obviously I mean there
[25:03] are there are structures in schools like
um student student support and teams um
[25:09] data meetings also um at the building
level that might bring up some of those
[25:15] conversations.
Um personally currently in my district
[25:19] what we are working in what we call
relationship mapping which is basically
[25:23] just a tool in which we are trying to
account for every student making sure
[25:29] that they have at least a trusted adult.
is not too much on the student
[25:34] perception of having an adult but
actually matching the stu the adult or
[25:40] the teacher perception or of how they
connect with a particular student. So
[25:46] we're trying to in that way kind of
survey the landscape identify where we
[25:51] had gaps identify the students that have
not been quote unquote claimed by any
[25:56] adult and then act as okay let's
understand who can be that trusted
[26:01] adult. um so that so that the student is
connected. A lot of times those uh gaps
[26:07] or holes in my current practice they
happen to be new students, new transfer
[26:12] students that are new to the community.
But also it kind of when we look at the
[26:18] aggregate data in those that that kind
of practice it tell us a little bit
[26:22] about our practices and our about
internal biases regarding why students
[26:29] need connections and why students don't
need connections. So that is a very uh
[26:35] it's a small tool that's a daily
practice but that is how currently we're
[26:40] trying to remind our staff members of
the important of connections and
[26:45] hopefully those connections will allow
us to have those identification as I
[26:49] mentioned in my previous question and
then also be able to tackle a concern
[26:54] before it becomes a crisis.
[27:05] Okay. Um, next question is mine. Um,
Dr. Allen, school districts across
[27:12] Massachusetts face significant fiscal
challenges. Tell us about your approach
[27:17] to budgeting and resource allocation and
share an example of how you've navigated
[27:22] a period of financial constraint.
Yeah, as I mentioned, I mean, uh, budget
[27:27] is a value statement document. Um,
in my experience, you know, um, as a
[27:35] department head, as a district director,
um, I had an a situation in which, um,
[27:42] because of FD reductions, we had to look
at, um, you know, cuts in the, uh, high
[27:49] school programming.
um the cuts could have impacted the
[27:54] Chinese language program uh in my
particular setting. Um, two of the key
[28:01] drivers going back to what I mentioned
at the beginning about looking at
[28:06] budget, looking at finances, looking at
impact from an equity lens was to
[28:11] appreciate the fact that our middle
schools offer Spanish and French.
[28:17] Whereas um the only exposure or access
to Chinese was actually at the high
[28:22] school level.
the Chinese lang language program in
[28:26] this particular district actually
represent was a statement of value
[28:30] because it it represented a significant
portion of the demographic of the
[28:36] community. So that was one equity
consideration.
[28:40] The second equity consideration was that
for students that have not found success
[28:47] in French or Spanish at the middle
school, uh having access to a different
[28:51] language, uh a very different language
from the Romans languages of French and
[28:55] Spanish actually offer an opportunity to
try again to reset and not lose that
[29:02] confidence of them becoming um language
learners.
[29:07] Um the importance of small programs at
the high school for example is that they
[29:13] tend to only have one teacher. So the
students actually were um exposed or uh
[29:20] actually working with one educator for
four years. So it created a level of
[29:24] safety that we were not being able to
provide with the larger uh language
[29:29] programs. Again this is a decision that
was not popular is not intuitive. Um and
[29:37] it's um it's the kind of decisions that
one has to make and one has to own and
[29:43] be able to also absorb the negativity
that will come that may come with the
[29:47] decision and not pass it to the the rest
of the team or the rest of the staff
[29:53] because I believe that that's part of
the being a servant leader to also be
[29:58] able to understand that there will be a
price to be paid by decisions that had
[30:02] to be made but as long as one is
transparent about what is the guiding
[30:05] principle in this case the two equity
considerations
[30:10] um at least there's an understanding
even though that people might not agree
[30:15] about the the execution of the plan when
when I scale out envisioning what
[30:20] happens at the district level it's kind
of the same being led by the same
[30:25] principles uh understanding what will be
the impact of the cut or the budget
[30:31] change depending on the um the
challenges of the budget and to ask
[30:37] ourselves about are there other ways to
protect those vulnerable students and
[30:42] and families. Are there other services
that comparable to that uh and it's not
[30:46] just an exercise of balancing numbers um
even though that that's is you know
[30:53] obviously going to be present in those
discussions.
[31:00] » Stop.
>> Thank you. Um
[31:04] I I had two quick questions actually.
The first question was so the the
[31:08] example that you provided with the
Chinese language program. Were you able
[31:11] to keep that program or did you have to
no longer have that program in the
[31:15] district?
>> Yeah. So the specifics is that the there
[31:18] were some retirements happening in in in
Spanish and also they we had a teacher
[31:23] that could actually teach both languages
French and Spanish. So we were able to
[31:28] kind of like swing that person to
support the not refilling the uh or
[31:34] replacing retirements in the Spanish
program to be able to have enough FTEEs
[31:38] to be able to maintain the Chinese
language teacher at that moment. So
[31:43] obviously by doing that class sizes
increased you know this uh expectation
[31:48] like why you doing this I mean these are
the most of our students are in Spanish
[31:52] and French they are now being served by
these decisions but there was the equity
[31:57] consideration that I mentioned in my
answer about this is the only space
[32:01] where a significant number of families
see reflected and also it's important
[32:08] because otherwise we will be narrowing
the language options for students that
[32:13] may not have seen success at at the
middle school level.
[32:16] » Thank you for closing that loop for me.
>> Um and then just a question about the
[32:21] the budget communication in in general.
Um you know it happens every year,
[32:26] right? We all know what's coming and so
I'm curious as to what your your
[32:31] philosophy is with communication of the
budget to you know the different groups
[32:35] that we have. So staff um families
students even sometimes like how is that
[32:42] all communi or what's your philosophy of
communicating that out and working with
[32:45] the other groups? Yeah, I think it comes
back to what I have said in in some of
[32:50] the answers uh before
just remind the community about the
[32:55] guiding principles. I mean they are
budget drivers you know the you know
[32:59] that actually are f more financial in
nature but also they should be a
[33:04] reminder to the community about the
guiding principles so that when we start
[33:10] um having discussions
the preemptively we have the we have
[33:14] shared with the community and with the
stakeholders what will be the equity
[33:17] consideration that we'll be using for
those decisions. Um I mean budgets um I
[33:24] would assume if it's similar to my
previous districts I mean they basically
[33:29] start early in the fall. I mean when we
start looking at at those um anticipated
[33:35] um sizes of revenues um we might
anticipate any shortfall from the very
[33:40] beginning. We start asking programmatic
questions at the at the academic council
[33:45] level we call it which is basically all
the department heads and principals and
[33:49] directors. And then the equity question
will be always the the equity probe that
[33:54] those conversations will be um will be
used is who are these who are the
[34:01] families and students that will be
impacted? how uh can we protect them and
[34:06] are other uh alternatives where students
can still have access to the same
[34:11] educational outcomes that we wanted to
provide for these other programs. the I
[34:16] think with with um staff I think given
the declining enrollment that we're
[34:22] having across the state and even in a
way the country I mean that's a it's a
[34:26] reality that communities are facing we
have to be also be cognizant of the
[34:31] impact that immigration enforcement is
having in in a number of our communities
[34:35] because it's impacting our enrollment so
I think the more that we let people
[34:40] preemptively know what are the factors
that are going to be at Okay.
[34:46] Is not going to alleviate the discomfort
and the frustration but at least will
[34:53] allow people to see transparently what
was the framework and the thinking
[34:58] behind the decisions.
>> Thank you.
[35:05] » Any further follow-ups? Member Cornell.
As a body, we really value our
[35:12] relationships with our collective
bargaining units and uh you know, the
[35:16] Salem Teachers Union is the biggest
collective bargaining unit and is is the
[35:19] one most impacted when we have uh budget
deficits. And we rely on the the
[35:25] superintendent to be that bridge between
the Salem teachers union and the school
[35:29] committee both in the buildup to the
budget process and and um and in the
[35:34] negotiation process as well which is
dependent on budgets obviously but um so
[35:40] that as you know is an important job of
school committee of the um the
[35:44] superintendent. So, I'm I'm wondering
how how you'll negotiate that role of of
[35:53] um you know, being that liaison between
us and and the the school commit or the
[35:59] um the teachers union uh preparing them
for uh potential deficits, you know, how
[36:07] do you see that relationship evolving as
you as you get into the job?
[36:12] Yeah, that's a great question and I I
have to admit that in my experience I
[36:17] have not seen the perfect way to do it.
I mean I just want to be honest about
[36:23] that. I think it's always uh hope that
there will be some kind of um
[36:30] anticipated communication that will uh
avoid that sense of shock and
[36:36] frustration that comes and at the same
time the um
[36:42] the sometimes the details of knowing
exactly how a reduction will impact a
[36:48] specific employees or in specific number
of FDs is always uh a tricky uh act to
[36:55] navigate. I will say that bringing back
everything I have said, I mean I will I
[37:00] will assume that Salem compared to other
districts will have routine
[37:05] conversations with leadership. I I I am
currently part of those leadership um
[37:11] you know once a month every you know
twice a month uh communications and
[37:15] engagement and one of the guiding
principle is let's try to avoid
[37:20] surprises
uh let's try to at least as much as we
[37:24] can you know giving our different roles
um to be able to kind of give a heads up
[37:30] and and try to also be open to um
to different perspectives. I think what
[37:39] I would I would hope if it's possible to
bring is a space and a time where uh
[37:46] decisions have not been made and
decisions can actually um entertain
[37:52] multiple perspectives because budget can
give you a sense of where the gaps are
[37:57] but the stories and perspectives are the
ones that actually will inform you about
[38:02] the impact. So on the one hand as I'm
holding the kind of the primordia
[38:07] principle for me of understanding the
impact and making sure that the impact
[38:11] is not falling on the most vulnerable to
really of be able to understand that
[38:16] impact uh requires engagement with uh
the teach association with other um you
[38:23] know uh units of the um the collective
bargaining agreement uh because those
[38:29] are the stories that really inform what
just the numbers are kind of like
[38:33] leading us to to focus on
[38:43] member Miranda.
[38:48] » How do you balance supporting principles
and school leaders with holding them
[38:53] accountable when student outcomes,
school climate, or equity goals are not
[38:57] being consistently met?
>> Thank you for the question. Uh I would
[39:03] like to start by saying that I don't see
um support and accountability as
[39:09] mutually exclusive you know
propositions.
[39:13] I actually see them as basically the two
halves of one situation.
[39:19] Um
it is not fair to hold any any educator
[39:24] accountable for um goals that we have
not spend the time explaining
[39:32] and providing resources and coaching um
the educators to be able to execute that
[39:37] plan when adults you know basically um
adults are just grownup students. So the
[39:44] same thing that that we face sometimes
in the classroom in be able to kind of
[39:49] manage um changes it also happens with
adults. When adults tend to face or tend
[39:57] to react in a reactive way, an
oppositional way is we have to be able
[40:02] to slow down and appreciate and assess
if this is coming because of fear of not
[40:09] knowing how to do it
and fear that if I don't know how to do
[40:15] it, would I be fired? Would I lose my
job? Would I lose my standing? So it's
[40:20] important that in the coaching of of
every um leader the superintendent is
[40:28] getting close to that building leader or
that department leader or program leader
[40:33] to uh to ensure that that leader
understands what the goal is about. that
[40:40] that leader develops um a sense of what
kind of resources they might have to
[40:46] provide to their staff in order for the
goal to be accomplished and that they
[40:51] have time to believe in the goal. Uh
personally I you know bring it to the
[40:58] educator level to to the educator level.
I had um a situation with a couple of
[41:04] educators in which um I feel that we
provided coaching and support and
[41:10] resources for extended period of time
and the educators were not able to uh
[41:16] meet those goals. Um it was not
necessarily a lack of uh skills was not
[41:23] really a lack of resources. It came down
to be a mismatch between
[41:30] the district beliefs and the personal
beliefs of the educators.
[41:34] Do I continue providing the coaching?
The uh the educators then came to the
[41:40] point that they realized that it was not
going to be a match between what they
[41:45] believe and there was no way they could
they could access the district goals. So
[41:49] they in both cases they decided to uh
separate themselves from the from the
[41:53] positions.
Um that's not really a failure of
[41:57] accountability. It's actually
accountability h providing a little
[42:02] dignity to allow professionals to come
to that realization when there's no way
[42:08] that they can give up their personal
beliefs in order to align them with the
[42:13] district beliefs. Um I I view that those
cases as exceptions rather than the
[42:19] rules because educators normally come to
education because they really want to
[42:24] make a difference in in students and
families.
[42:27] Um so I think the same kind of um
pattern kind of works for a
[42:33] superintendent working with building
levels building uh leaders in the sense
[42:37] of ensuring that when a building leader
is not meeting the the standard is not
[42:45] achieving the goal is not a question of
what's wrong with the leader but it's
[42:50] actually an introspective question for a
superintendent to ask what why am I or
[42:55] what are we not providing the leader
leader as far as coaching and support
[42:59] for them to continue with that growth.
And I think it's important that uh
[43:05] building leaders at the same time as a
superintendent, we have the patience and
[43:09] the willingness to go through that
journey to go through that process and
[43:14] and that we can provide some grace to
each other in that in that journey. Um,
[43:20] and that it basically because that's the
same kind of modeling I would like for
[43:25] them to share with their staff when
they're coaching classroom teachers as
[43:28] well.
[43:39] » Thank you. I really appreciated
appreciated that sentiment about um
[43:44] you know looking at yourself you know as
a as the leader um and saying what am I
[43:48] you know how how what am I not providing
you know doing doing a little personal
[43:53] reflection that's um important in
leadership so um just to piggyback on
[43:58] that I'm wondering what role or h how I
may not be saying this correctly because
[44:06] I'm not a teacher but it's sort of how
how um
[44:11] professional development
can be used to help to support teachers,
[44:17] which is what it's for. But like how do
you view professional development um
[44:23] as a you know as a tool to help give
give um our educators the support that
[44:28] they need? What would your approach be
to professional development?
[44:31] » Thank you. I appreciate the question. Um
I have maybe a little individual
[44:39] perspective on this. I I believe the
professional development
[44:43] at its best is when is more about
coaching and the the reason why I use
[44:48] that those those terms in a distinctive
way is that sometimes professional
[44:53] development sounds to educators as a one
shot check a box. Here we go. We taught
[44:59] it. You should do it. And the same
analogy and extension of what I'm saying
[45:04] like adults were just like grown-up
students is that there there's a
[45:09] learning curve and the question is when
I'm learning the new skill in order for
[45:14] the new task or goal that has been set
for the district or for the school
[45:21] am I being able to share my my failures
and my small successes with someone? Am
[45:29] I able to get feedback, timely feedback
so I can know how to improve? And so I
[45:36] think for me professional development
that is really uh most effective is the
[45:42] one that resembles coaching. So it's
like a sustained relationship
[45:48] um throughout the the um learning the
new learning that educators are being
[45:53] asked to to acquire rather than just one
presentation. an afterchool one or two
[46:00] hour session.
[46:09] » Uh, next question is member stop.
>> Thank you. Salem has a strong foundation
[46:16] and an ambitious future including a
transformative high school project that
[46:21] will impact the community for
generations. What should Salem schools
[46:25] look like 10 years from now? And how can
the superintendent ensure that long-term
[46:29] investments remain educationally sound,
fiscally responsible, and responsive to
[46:34] community needs?
>> Yeah, thank you. Um
[46:41] the buildings and infrastructures that
those are the easy part. I think the the
[46:47] real um core of the enterprise is
actually the program and the vision
[46:54] inside the building. Um it's important
that our capital investments or
[47:00] infrastructure investments are a
reflection of our educational vision,
[47:06] not the other way around.
Um it's important that that we find ways
[47:13] to include the key um comm school
community me uh members who are
[47:20] basically the educators and students not
just in the planning phase um but also
[47:27] in the implementation phase so that our
initiatives have um
[47:33] vibrancy and currency as we implement
Um my job is to ensure that a for
[47:43] example in the case of the um future
high school that the uh future the
[47:48] future high school maintains the uh
educational programming that Salem
[47:53] values and that is actually is a place
where there's a ocean of opportunities
[47:58] for students.
Um it is important that the three
[48:04] elements that I heard from the students
when I met with them that they love
[48:07] about Sale High are preserved and
actually uh better resource the regular
[48:14] high school programming
their uh vocational pathways
[48:19] uh and also something that I I learned
in talking to the high school principal
[48:23] is about your robust uh early college u
programming as well. So um it's
[48:30] important to keep that currency that we
are always asking ourselves if these
[48:36] investments are the um in in service
with educational vision and that um we
[48:44] constantly find ways to for any capital
improvement to actually reflect those
[48:50] educational goals and visions that we we
have set for the for the community.
[49:03] and we're stopp
Thank you. Um I would love to unpack a
[49:06] little more if you don't mind the
response about educators and students
[49:10] need to be involved in not just the
implementation but the the planning
[49:13] process and the um you know the the
before we get to the end part. How do
[49:18] you envision that happening or what has
worked for you in the past with making
[49:22] sure those voices are heard?
>> Right.
[49:26] um
in any new construction. I mean I'm I'm
[49:31] focusing on the on the building of the
new high school. I anticipate that with
[49:35] rising costs with uh unanticipated
challenges that the construction may
[49:41] face that we have not been able to to um
protect or forecast with the finances
[49:47] that there will be decisions that will
have to be made. So I think it's
[49:49] important with educators and students
that uh the superintendent creates a
[49:54] list of the non-negotiables of the most
haves and the other a second list of the
[50:02] in case we need to cut something because
of rising costs or any external
[50:06] challenges that we could live without.
If the educational programming is one,
[50:12] let's say that uh fosters maker spaces
and and innovation or and spaces where
[50:19] students can actually integrate a lot of
the STEM um knowledge and and um create
[50:26] projects. I mean, do we have those wide
open spaces to allow that more agnostic
[50:32] spaces opposed to just um subject bound
spaces? And I think in in creating those
[50:39] master lists of the we're going to try
to protect this at all cost and these
[50:45] are the ones that if needed that
students and educators have been part of
[50:50] that of those conversations because I
think the last thing that we want is to
[50:54] have a final product that the the school
community did not feel that their voices
[51:01] were represented or honored uh through
the project.
[51:13] member Cornell.
>> So, we've
[51:18] we've had a lot to think about with
regard to infrastructure in the past few
[51:22] years, as I'm sure you probably know.
So, we, you know, we've consolidated
[51:26] middle schools, we've consolidated
schools, um we've moved some some two
[51:32] programs into another school. Uh so
going forward, we have a lot to think
[51:36] about. I think particularly around preK.
Um even though our enrollment numbers
[51:40] are are good, we're in good shape
relative to other districts. You know,
[51:44] we still need to think about that um
birth rate cliff, you know, going
[51:48] forward. So thinking about buildings is,
I don't think something that any of us
[51:54] love to think about, but it's something
we really have to think about. So um I'd
[51:58] love to know
it. It is a day one job. is really
[52:03] thinking about the infrastructure. So,
I'd like to know um kind of what your
[52:09] approach would be to to really thinking
about what's in our portfolio of
[52:13] buildings um and how we how do we how do
we utilize them? You spoke to it a
[52:17] little bit um but there's also like
there's a lot of practicality to it, you
[52:23] know. So, I'm just wondering kind of
like how you would jump in and and start
[52:27] thinking about literal buildings, you
know?
[52:32] That's a great question and I I'm not
sure if I'll be able to answer the
[52:35] question because of not knowing more the
specifics.
[52:39] Um,
[52:44] » there's a good chance I didn't ask it
very well. So,
[52:46] » no, no, no, no, no. I guess it's just is
it's a reflection more of my lack of
[52:51] understand my lack of knowledge already
of the um details and nuances that you
[52:57] might expecting the superintendent to
kind of know at this point. Um
[53:04] » so
>> my question may be
[53:07] » how how are you going to get into it
because we won't expect you to know on
[53:12] the first day but kind of like how are
you going to jump into this and try to
[53:15] tackle it? Ah, okay.
Uh, in my experience, building
[53:22] conversations have always been um a
multi-year, very long conversations. And
[53:28] I think it's important for a um a public
school system to have an uh a vision of
[53:37] not necessarily the decay of buildings
where but we start getting the warning
[53:42] signs that the infrastructure is might
not be yielding a safe or uh educational
[53:50] educationally
conducive environment.
[53:54] and and I in my experience that at at
the first signs of those things that's
[53:59] when we I guess our partner this time
will partner with the mayor to try to
[54:04] understand what are the um the city's um
list of priorities and how where will
[54:11] that stack up in their punchline of
projects and things that they have to to
[54:16] um assess.
Um for example in my current community
[54:22] there has been a lot of conversations
about AC because of given the extreme
[54:27] weather that we have been experiencing
and which is based on science is not
[54:32] it's not going to get any better anytime
soon. Um those conversations are also
[54:38] multi-year conversations. So I think as
a superintendent the first thing one
[54:44] should do is to visit the sites and
spend time in the sites.
[54:50] um really get to um walk the building
from the principal perspective to
[54:57] understand where those um
infrastructure niches are are already
[55:04] showing signs of distress and then um be
able to start understanding the economic
[55:13] and financial relationship between the
schools and the city to be able to
[55:16] understand where will they fall in the
list of either repairs or replacement or
[55:22] new project if needed. So I my short
answer to the question at this point I
[55:28] will say the superintendent needs to
spend a lot of time visiting the sites
[55:32] and really stand spending time with the
principles to understand what is
[55:36] happening in those schools.
[55:41] » Other follow-ups on that question? Uh I
just have a a quick one. So you you
[55:46] talked about we talked about the future
perspective of capital facilities and
[55:51] buildings, but so zooming out 10 years
down the road, um what does the district
[55:56] look like from an achievement
perspective or a culture perspective to
[56:00] your mind?
Yeah, I think 10 years from now, I would
[56:05] like to see Salem
be a place where we have definitely
[56:11] moved the needle regarding achievement
uh according to state benchmarks with
[56:16] MCCAST proficiency and so forth. I will
I will vision a district that is
[56:23] actually graduating students that have a
strong
[56:30] threeprong approach. They have a solid
high school a regular high school
[56:35] curriculum exposure. they have a a
vibrant exposure to vocational uh and
[56:42] technical uh pathways and also uh
students that have been able if they so
[56:48] wish to uh access early college
opportunities.
[56:53] I would like to see a district like
Salem really embracing their assets
[57:00] being multicultural and multilingual
in the sense of um equipping the
[57:06] students to be ready globally and by
that I mean that every Salem student to
[57:13] graduate being proficient in at least
two languages.
[57:19] um we have a robust Spanish um program
and we have a a dual language program
[57:25] and I think that there's uh a lot of
promise in those practices and I would
[57:29] like to see how that could extend
vertically on both ways. I mean even I
[57:34] would like to understand more about the
prek opportunities in dual language if
[57:39] if we don't offer them yet and what how
would that look like if we sustain the
[57:43] growth in secondary. I would like to see
a student that feels that sale prepare
[57:49] them to be effective contributors in
anywhere around the globe because of in
[57:58] sale they experience diversity. They
understand uh different stories that
[58:03] this community holds and and that the
educational preparation have given them
[58:09] the tools to be effective in in our
economy.
[58:19] Member Miranda,
[58:23] » describe a time when feedback from
families, staff, or community members
[58:29] caused you to rethink your initial
approach to an issue. How did you
[58:33] communicate your decision? And what did
the experience teach you about
[58:37] leadership?
Yeah, I think that um
[58:43] I'm going to offer an example because I
think that trust um needs to be earned
[58:50] or demonstrated, not just described. Um
when I started in my in one of my
[58:56] previous um districts,
um the the world language program was
[59:01] undergoing a uh changing at the middle
school level. Um there was actually has
[59:08] there was a consolidation from three
languages to just one language. Um and
[59:13] then I was kind of thrown into this uh
environment uh when I was hired. Um the
[59:21] the language that was chosen for the
middle school was Spanish. So the
[59:24] community was um kind of upset when they
saw me, a black Hispanic coming as a
[59:30] world language department head. they um
in their minds they were connecting the
[59:34] dots that okay they want to institute
only Spanish and they bring a Hispanic
[59:40] um educator to kind of run the program.
Um the feedback was like so
[59:48] um emotional and negative that we had to
offer a a a evening forum to the from
[59:55] some of the families. um in that evening
forum um families was expressing a lot
[1:00:00] of frustration. Um and something that I
did said to them is that I come to
[1:00:08] education and to this administrative
roles as a public servant that I don't
[1:00:14] come to this role thinking I'm I'm the
expert who's going to bring solutions
[1:00:19] that the community have not even asked
for.
[1:00:23] um in that public service stance. I I
asked them for some grace to allow me
[1:00:28] time to sit with the dilemma with the
feedback I was hearing from them with
[1:00:33] the consolation that has been done at
least for one year by the time of my
[1:00:38] arrival for me to understand what are
the forces that led to that
[1:00:43] consolidation and and what is the impact
that that is having on families and
[1:00:48] students. Um after
leaving being honest to that and
[1:00:54] upholding that promise uh we were able
to reinstate French into the middle
[1:01:00] school program. Um so then the program
was designed to have two languages
[1:01:04] instead of just one. We I was not able
to um bring back Latin in the way
[1:01:09] families have uh hope.
uh in order to maintain that promise, I
[1:01:15] I I I really uh tried to keep a vibrant
Latin program at the high school. Um
[1:01:20] that was kind of like my
evidence of holding that promise. And um
[1:01:27] and I just communicated to um families
that while I could not
[1:01:36] deliver over all the the expectations
that I did stay open to be humble and
[1:01:45] listen to the perspective and understand
their perspectives and try to remediate
[1:01:49] that as much as possible. So I think
that um I think that's an example on
[1:01:55] when um you know when negative feedback
comes one one's way is to write is to
[1:02:03] really sit in that place of humility and
be able to open up the conversation.
[1:02:09] uh to be able to um not have so much
pride into a specific outcome but be
[1:02:17] able to be humble and be able to change
course if the information the new
[1:02:22] information that it comes to one kind of
um informs that it was basically a bad
[1:02:28] decision at the beginning. So that's my
example of how I I try to build trust in
[1:02:34] in challenging situations.
[1:02:44] follow-up questions.
Member Cornell.
[1:02:49] » So, I appreciate that uh
um noting humility and and and being
[1:02:56] able to to reflect before reacting. Uh
that's that's um important. I'm
[1:03:01] wondering how will you establish regular
lines of communication with different
[1:03:08] groups whether that's families um
educators community partners kids when
[1:03:15] there's not a crisis. of the the
everyday communicating.
[1:03:21] » Yeah. I think that communication similar
to equity is not a um
[1:03:29] is is really a commitment to to
structures that will allow for um
[1:03:37] genuine engagement and as you said not
to engage when a situation is a crisis.
[1:03:44] Um something that I learned from the um
sale high school students is that
[1:03:47] there's a superintendent council with
students and they were describing how
[1:03:53] even they have elementary school
students and that really uh blew my mind
[1:03:58] because of um having the the be able to
visualize not just the typical reaching
[1:04:03] out to high school students because
they're older mature or maybe to an
[1:04:08] extent the middle school students but I
Salem is intentional in trying to even
[1:04:12] include when it's developmentally
approach appropriate, you know, students
[1:04:15] perspective on on conversations. As I
mentioned in one of my previous um
[1:04:20] answers
um visiting with the community, visiting
[1:04:24] not always waiting for the community to
come to the schools who actually
[1:04:29] understanding where are the regular
points of u meetings, where are the um
[1:04:34] regular spaces and ways that that people
communicate uh regularly and to not be a
[1:04:40] stranger to try to to come to
I I I had a meeting with a group of um
[1:04:46] families recently in which I told them
that I was valuing frequent
[1:04:51] communication and not crisis
communication by sharing with the
[1:04:56] community even if they're just nuggets
doesn't have to be a big news doesn't
[1:05:01] have to be a resolve issue but like
welcoming um you know really welcoming
[1:05:08] community partners as partners not as
guests you know when it's a school event
[1:05:14] or something like that. So, um I think
that is really looking at what we have
[1:05:23] as regular practices and making sure
that those those regular practices of
[1:05:28] meeting with different uh constituencies
um have covered the ones especially the
[1:05:35] ones of the communities I mentioned that
are more vulnerable and less visible. Um
[1:05:40] in addition to that I I feel it's
important to have a portfolio of um
[1:05:46] media not just always expect the evening
in person meeting but also to be able to
[1:05:51] acknowledge and recognize that some
working families some um families that
[1:05:58] are that is hard almost impossible for
them to come in per to come in person to
[1:06:04] a evening event that they may need uh
communication that is still um virtual
[1:06:11] uh that is still uh via email, not
bombard people with bulletins and
[1:06:16] newsletters, but uh really find ways to
just share little nuggets so they are
[1:06:23] hearing often and frequently and don't
have to wait for the big earth
[1:06:28] shattering news um to hear from the
superintendent.
[1:06:35] » Member Miranda,
>> thank you. Um, I sincerely appreciate
[1:06:41] your interest in our district. Um, what
you've shared about your philosophy
[1:06:46] around centering dignity when it comes
to um, in the educational experience,
[1:06:53] not just with students, but also with
um, staff and also some of the
[1:06:59] non-traditional educational experiences
that uh, you would bring to the table as
[1:07:04] a leader. Um and and with that I I would
like to ask can you share the ways uh
[1:07:11] having not held a superintendent
position before um or an assistant
[1:07:15] superintendent position um please share
the ways that you believe that you're
[1:07:21] ready for this role.
>> Yeah. Thank you for the question. Um,
[1:07:27] I guess I will start with um with
something that my family
[1:07:33] um they kind of raised me in the in this
concept. Um I'm going to say in Spanish
[1:07:40] first I'm going to translate it. But
[1:07:45] mucho
uh one that is faithful in the small
[1:07:49] things is also faithful in the larger
things.
[1:07:54] um while because of role constraints I
have not have the opportunity to um be
[1:08:01] invited to have the role of assistant
superintendent or superintendent
[1:08:06] previously. I I think I I have a track
record that has shown what my values
[1:08:12] are, my uh approach to leadership that
is based on relationships.
[1:08:18] Um I had for the last four or five years
I have been part of the um at the senior
[1:08:24] team level and I have in g because of my
role I have worked closely with the
[1:08:29] superintendent in um in challenging
decisions because every time there's an
[1:08:36] issue that has to do with DEI it tends
to be challenging
[1:08:40] um those
exposures and opportunities are giving
[1:08:44] me a deeper understanding of how a
district works. Currently, uh my current
[1:08:51] district, while on the surface might
seem the opposite or not align with what
[1:08:57] Salem is, is similar in size, is similar
in the student population and is similar
[1:09:03] in comparable as in the number of
schools and that has also has given me a
[1:09:07] sense of how to navigate the different
levels in a district um from the
[1:09:12] superintendent lens. So um I don't
personally honestly I feel that I am the
[1:09:21] right um candidate for this position not
because I I have all the answers because
[1:09:27] of previous experiences but because uh I
can convey because of my track record
[1:09:34] that I uh I I am someone who will
actually will sit with the problems will
[1:09:40] listen carefully and we're very
thoughtful about finding solutions that
[1:09:45] are responsive. So, it is in a way
um what I'm
[1:09:53] what I'm hoping a district will value is
the um the how the superintendent will
[1:10:00] present. How will the superintendent
show up? How will that will that person
[1:10:06] be faithful to our families when no one
is seen? when the budget is tight and
[1:10:13] when decisions have to be made. So I
think that what I may not bring all the
[1:10:20] bells and whistles of someone or people
that have held positions very closer
[1:10:26] quote unquote to the superintendency. I
think my live experiences as a
[1:10:31] professional and the uh commitments and
values that I have used in all the
[1:10:36] different levels of my career um could
be solid evidence that could hopefully
[1:10:44] Salem could could believe in and could
trust that I will be faithful to those
[1:10:49] commitments if I'm invited to come to
Salem.
[1:10:53] » Thank you.
[1:10:57] Any further follow-ups?
Member Hoffman,
[1:11:02] » I just have a quick followup because we
were talking about DEI and inclusion.
[1:11:07] And my question is um how how will you
show up to help the LGBTQ community uh
[1:11:14] especially in these trying times with
the trans ban in um sports which doesn't
[1:11:18] really affect Massachusetts but I know
there's lots of concerns with families
[1:11:23] and how will you make how will you help
those families feel comfortable coming
[1:11:27] and talking to you?
>> Yeah, that's a great question. Um the
[1:11:34] way that we have um shaped the work is
to make sure that
[1:11:41] students see themselves in the
curriculum and instruction. But to your
[1:11:46] question about how families will feel uh
comfortable approaching
[1:11:52] me as a DIA director, as a
superintendent,
[1:11:56] I think is is is um is based on the
actions and um and based on showing care
[1:12:05] for the um the experiences, not
necessarily because of coming from an
[1:12:12] intellectual lens like I understand
but coming from a commitment that um
[1:12:19] that I I am there and I will be there um
when challenging times comes. For
[1:12:24] example,
um we I have shown courage regarding the
[1:12:32] the curriculum and inclusion of
representation and and also um by
[1:12:39] connecting with other stakeholders in in
the in the town where I reside. um by
[1:12:46] making sure
like for example at the high school um
[1:12:52] where I work there's um there's a
display of
[1:12:57] flags of different countries and also
there's a BLM flag and also a pride
[1:13:02] pride flag
um in working or attending um the school
[1:13:08] council meetings for example the the
school council in my current community
[1:13:13] um recommended
that um those value principle flags were
[1:13:19] not at the same level as the national
flags. As a DI director, I show my
[1:13:25] support in those kind of recommendations
and also in advising the superintendent
[1:13:30] of how to implement those things. So I
will maybe answer that question that I'm
[1:13:37] not sure if I just by
just by being people will feel
[1:13:44] comfortable. Um I don't want to fall
into that uh cliche of quoting people I
[1:13:50] have friends and families you know
that's like so not appropriate but I I
[1:13:56] hope that uh my actions are showing that
um that I truly believe in those values
[1:14:04] and I truly believe that our students
should feel safe and seen in in our in
[1:14:10] all our spaces. And the and the third
level
[1:14:14] might be a little more
micro talking about the smaller things.
[1:14:20] Um we have a system of reporting when
incidents happen and a lot of incidents
[1:14:25] sadly but is the reality happens among
students and and I will say that because
[1:14:32] I'm the the recipient of those u reports
either from students or educators
[1:14:38] after race you know gender identity um
sexual orientation are the ones that are
[1:14:45] second and third in the number of
incidents. I think that um
[1:14:51] while my work tends to be a little more
behind the scenes, but people that know
[1:14:54] the work will know that we when those
situations happen, we try to respond
[1:14:59] timely
um and in a visible way so that the
[1:15:03] students that were the target feel that
um that they are respected and valued.
[1:15:09] And that is the work that I my role kind
of like asked me to kind of put in place
[1:15:15] um for the for the welfare and support
of the LGBTQ plus um families and
[1:15:21] students.
[1:15:27] » Any final followup questions? Yeah,
member Cornell.
[1:15:30] » I have a a question that that um
follows up on Veronica's question, which
[1:15:37] is this. You know, as a new
superintendent, you'll have a new
[1:15:41] experience of having to build
relationships with the school committee.
[1:15:45] And so um I'm wondering how you'll go
about developing relationship with us as
[1:15:51] a body and also individually um what
that you know what your approach will
[1:15:57] be.
>> Yeah it's a great question. Um, I don't
[1:16:01] know if it's a local uh configuration,
but um,
[1:16:08] in my experience, I tend to see the
superintendent interacting more with the
[1:16:12] chair and the co-chair of the school
committee. Um, I think, you know, I have
[1:16:18] been able to build the relationships and
I feel that even as a superintendent,
[1:16:25] relationships are built by doing things
together. And I think that it's not the
[1:16:31] social, you know, pleasantry exchanges,
but it's actually the moment of doing
[1:16:36] the work is actually what brings strong
connections. Um, I, as a superintendent,
[1:16:43] it's important to participate in school
committee subcommittees. For example, we
[1:16:49] have one for policy and we meet with two
um
[1:16:54] school committee members who are not the
chair or the um vice chair. So those
[1:17:00] working groups are are opportunities for
a superintendent to kind of build that
[1:17:05] relationship with individual school
committee members. Well, I think we'll
[1:17:09] circle back that is really uh because of
the open meeting laws, we cannot do too
[1:17:14] many things as a group, but it really
come from finding opportunities to work
[1:17:20] with each uh school committee member
individually as a school committee
[1:17:24] member or as a president in whatever
work or advocacy
[1:17:30] um
duties or participation that they have
[1:17:34] in the community also. So I think uh I
will close by saying just by doing
[1:17:38] things together that's how relationships
are built.
[1:17:48] » Okay.
>> All right. Dr. Allen, a closing
[1:17:51] statement if you'd like.
>> Uh first of all, I want to thank you
[1:17:54] all. I want to thank the school
committee for the opportunity for me to
[1:17:58] uh spend uh now you know a full day and
then now uh this evening with um here
[1:18:05] with Salem. Um
I came to this evening wanted to
[1:18:10] highlight two things. Um it was one the
um that I feel that Salem is not you
[1:18:20] know trying to restart something. I
don't feel that Salem is needs or is
[1:18:25] looking for someone to create something
new per se. I personally believe that
[1:18:30] that Salem will benefit from having
someone that actually will sustain the
[1:18:35] work, will shepher the work and be um be
a humble partner and listener with uh
[1:18:42] the initiatives that we already have to
have underway. And the um second thing I
[1:18:48] wanted to like highlight for this
evening and coming back in the closing
[1:18:53] is about the concept of valuing the
richness of this community
[1:19:00] that um I'm really excited about
participating in a district that really
[1:19:05] values that and try to incluse that
intentionally in the curriculum and in
[1:19:09] the educational experiences of their
students because of um you know locally
[1:19:15] rooted
which is your curriculum and your spaces
[1:19:19] are kind of showing that and also
globally ready which I this is kind of
[1:19:24] like the more in visioning part that
would like to sell today that I think
[1:19:29] there's a lot of potential for Salem to
u see itself as a place where students
[1:19:35] are developing that global competency
um I circling back to what I'm saying I
[1:19:42] think that my my live experiences as a
immigrant myself as someone that had to
[1:19:48] navigate the public school systems,
someone that I feel if I were to be
[1:19:53] invited to be a superintendent to be I
would be honored to be in a district
[1:19:57] that has taken the courage to name their
new school uh after um Sarah Perk uh
[1:20:04] Parker Ramon um knowing the history and
the influence that has in
[1:20:09] African-American history of the of the
area
[1:20:13] and I think that um those elements but
and understanding um my leadership style
[1:20:20] and the values that I will bring to the
um district. Um and most importantly
[1:20:25] that I will be a guardian and um and uh
someone that will strengthen our equity
[1:20:34] commitment but I mean the superendency
as well. Um
[1:20:40] I
I feel really fortunate to be here in
[1:20:44] front of you at this moment. I I
appreciate the moments like in the uh
[1:20:50] community forum when um one of the
community members actually stood up to
[1:20:55] the microphone, asked a question in
Spanish in a public forum. I I want to
[1:21:01] be in a I I I want to be in a place
where that is not uh an exception. It's
[1:21:08] actually the rule and Salem so far in my
experience has shown evidence that you
[1:21:14] are that type of district. Um
so thank you very much for the
[1:21:20] opportunity and I I would like to um to
thank you all for um for for the
[1:21:28] friendship and the um hospitality that
you have offered me and I and I would
[1:21:33] like to um wish you the best and I hope
hopefully I will be part of that that
[1:21:39] journey moving forward. Thank you.
>> Thank you.
[1:21:46] That concludes the interview. Thank you,
Dr. Allen, for joining us this evening.
[1:21:50] Is there a motion?
>> Motion to adjurnn.
[1:21:54] » Second.
>> Motion. Well, Shirley's not here. She
[1:21:57] can get it from the recording. Uh, under
discussion, seeing none. All in favor?
[1:22:02] Any opposed? We're adjourned.