Our School Board, Our Voice

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OUR SCHOOL BOARD
Voter Guide
2014 Minneapolis Public Schools
Board of Education Election
July 31, 2014
OUR VOICE
Minnesota
OUR SCHOOL BOARD OUR VOICE
2
About this guide
About the election
Candidates at a glance
Q1 Deciding to run
Q2 Priorities
Q3 Role of the Board
Q4 Opportunity Gaps
Q5 Equitable Distribution of Teachers
Q6 SHIFT Campaign
Q7 Differentiated Compensation
Q8 Extended School Day/Year
Q9 Seniority
Q10 Tenure
About Educators 4 Excellence
3
4
5
6
8
10
12
14
16
18
20
22
24
26
Table of Contents
OUR SCHOOL BOARD OUR VOICE
3
School board elections help determine the future
of our district. Make an informed vote to help
shape your classroom and your career.
About This Guide
• The questions contained in this voter guide refect edu-
cation policy issues being debated locally and nation-
ally and were developed with input from teachers who
are union leaders, grade level and department chairs,
school site representatives, and Nationally Board Cer-
tifed Teachers.
• All candidates, including at-large, District 1, District 3,
and District 5 candidates for the Minneapolis Public
Schools Board of Education were invited to complete
the survey.
• All candidates received the candidate survey by email.
Candidates who responded within the guidelines pre-
sented have their responses printed within this guide.
• All candidates were informed that they had a limit of
200 words to respond to each question. To ensure fair-
ness, only responses to the survey questions were in-
cluded. Any responses exceeding the word limit were
cut at exactly the 200th word. Candidates who did
not submit responses are noted accordingly.
• All responses in this guide are printed exactly as writ-
ten by the candidates, without edits for content or clar-
ity. The responses submitted solely refect the opinions
of each individual candidate and not of Educators 4
Excellence. Educators 4 Excellence transmits the re-
sponses without any knowledge, actual or construc-
tive, regarding their truthfulness.
Educators 4 Excellence (E4E) is a teacher-led organization working to elevate the teaching profession and increase student
achievement by ensuring that educators have a meaningful voice in decisions that impact their classrooms and careers.
How We Engaged the Candidates
About Educators 4 Excellence
OUR SCHOOL BOARD OUR VOICE
4
When and How to Vote
About the Election
Tuesday, August 12 Primary Election Day
Tuesday, November 4 General Election Day
Learn more about how and where to vote from the City of Minneapolis Elections and Voter Services website at http://vote.minneapolismn.gov.
SOURCE: Minneapolis Public Schools, http://board.mpls.k12.mn.us
• The MPS Board of Education has nine part-time
Directors.
• Three Board Directors are elected at-large or city-
wide. The remaining six Board Directors are elected
from geographical Districts. (See map).
• Each Board Director is elected to serve a four-year
term.
• In 2014, Minneapolis voters will elect two at-large
Board Directors and Board Directors in Districts 1, 3,
and 5 for a total of fve Board Directors.
TWO AT-LARGE SCHOOL BOARD SEATS
PRIMARY ELECTION
There are seven individuals registered as candidates for at-large (city-wide) seats for school board. The top four candidates from the primary
election will advance to the general election.
GENERAL ELECTION
Four candidates will advance from he primary election to the general. In the general election, two at-large (city-wide) candidates will be elected
to serve on the school board.
THREE DISTRICT SCHOOL BOARD SEATS
PRIMARY ELECTION
Three districts will hold elections this year: District 1, District 3, and District 5. During the primary election, two candidates from each district
may advance. In District 1, there is only one candidate registered. In District 3, there is only one candidate registered. In District 5, there are two
candidates registered. All of these candidates will advance beyond the primary election.
GENERAL ELECTION
Districts 1, 3, and 5 will each elect one board member in the general election.
Offices to be Elected in 2014
MPS Board District Map MPS Board of Education At a Glance
OUR SCHOOL BOARD OUR VOICE
5
Name Seat
Current job title/
occupation
Race/
Ethnicity
Gender
Have you
been a
teacher?
Iris Altamirano
At-large Stay At Home Mother Latina Female No
Rebecca Gagnon* (i)
At-large
Ira Jourdain
At-large Human Services Native American Male No
Doug Mann
At-large Taxi and Delivery Driver White/Caucasian Male No
Andrew Minck^
At-large
Don Samuels
At-large None
Black/African
American
Male No
Soren Christian
Sorensen*
At-Large
Jenny Arneson* (i)
District 1
Siad Ali*
District 3
Nelson Inz
District 5
Teacher (High School Social
Studies)
White/Caucasian Male Yes
Jay Larson
District 5
Cemetary Manager/
Funeral Service
White/Caucasian Male No
(i) Incumbent
* These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
MPS School Board Candidates at a Glance
The responses expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates are listed in alphabetical order by seat.
Candidates At a Glance
OUR SCHOOL BOARD OUR VOICE
6
What inspired you to run for the Minneapolis
Public Schools Board of Education?
Q1
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
The reason I am seeking to fll Richard Mammen’s At Large seat is
because of the numbers. Currently, the data suggests that barely half
of our children, no matter their skin color, will graduate high school
in 4 years. This is unacceptable! Sadly, Minneapolis also leads the
country in achievement and opportunity gaps between students of
color and white students, as well as low-incomestudents and their
higher income peers. This is also unacceptable!
These gaps are social justice and civil rights issues that are vital to
the future of our economy. We must work to ensure all students have
access to the highest quality schools in their neighborhoods with
strong teachers, principals, administrators, board, and community.
I am running to ensure that a MPS education empowers all young
people, in every corner of the city, for success.
I am a parent of MPS students both high school and elementary ed
levels. The district and schools my elementary students are going to
grow up in is vastly different to the one my high school students have
grown up. Some good things to work on and also some things that
need fne tuning.
As a parent, I discovered that the Minneapolis School District began
to promote, even mandate gifted programs in grade 2, and “ability
grouping” of students into separate classrooms for reading and math
instruction, and ability grouping for instruction within both same
and mixed-ability classrooms. I had written a research paper on
this subject for a Child Development class, and believed that ability
grouping was harmful to most children, especially those who face
the watered-down curriculum, low expectations, and reliance on drill-
and-kill methods. The approaches recommended for academically
gifted and talented children, including an enriched curriculum and
more individualized and student centered instructional strategies
work very well for most students. I saw, frst-hand, signs of students
placed in the watered-down curriculum tracks being stressed out.
On achievement tests, fewer than 10% of African American students
scored in the upper quartile, compared to about 40% of white
students in the upper quartile. According to a federal report in 2000,
25% of African American students were functioning more than 2
years below grade level, labeled as having an Emotional-Behavioral
Disorder, and enrolled in Special Education.
I am from a poor background, yet I and my 10 siblings have made it
into the middle class, 8 with advanced degrees, through education.
I served on the Curriculum Committee of the St. Paul School Board.
I am a co-founder of the Hope Collaborative, which brought the
principals of 10 of the best schools in the country that served inner-
city, poor and minority kids with excellent outcomes, to the Capri
theater, over a two year period, to tell us how they did it. I was
cofounder and board member of the Saturday Academy (1992),
created by The 100 African American Men, to tutor 9th grade
black boys in St. Paul Schools. I moved into public service when
a neighbor urged me to run for offce. He noted that there were
50 Northside teens in his church’s tutoring program and that only 2
seemed likely to graduate. The School Board seems to be the only
logical next step in my passionate and engaged efforts to eradicate
the achievement gap and return us to world leadership in education.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
OUR SCHOOL BOARD OUR VOICE
7
I believe public education is a fundamental way that justice can
be achieved. That is why I became a teacher, and that is why I
am running for school board. I want to see great schools in every
neighborhood, for every family and child in Minneapolis.
I am running for school board because I believe that strong public
schools make strong communities. For the better part of the last
decade, I have worked tirelessly in my neighborhood and District 5 to
help create strong schools. I have served on school site councils and
the District Parent Advisory Council (DPAC). I have advocated for my
kids so that the school a block away offers an equitable facility for
middle school students, rigorous curriculum, many opportunities for
community engagement and appropriate interventions the moment
kids need them. I know that I am lucky. Not all neighborhoods have
high performing public schools. This is a great injustice.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
OUR SCHOOL BOARD OUR VOICE
8
If you were to win this election, what would be
the first three priorities you would take on as
a Board Director? Why?
Q2
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
While there is much work to be done, we would prioritize taking on
the opportunity gap by:
1. Promote global and multilingual opportunities to prepare ALL our
children to compete in a global market and the jobs of the future.
I believe that to the extent to which we accelerate the academic
development of bilingual or multilingual students, while strengthen our
District Immersion programs for monolingual Minneapolis children to
have opportunities to learn another language, will profoundly impact
our school district and the competitive role Minnesota plays in an
increasingly global economy. Minneapolis is fortunate to have over
90 languages spoken in out city. English Learners are among the
fastest growing student populations.
2. Ensure all Minneapolis kids are kindergarten ready by fully
funding the highly successful High 5 Program. Aware of High 5’s
limitations like it’s only ½ a day and only during the school year, but
Early Childhood Education (ECE) is one of the best investments we
can make and High 5 is a good sound start.
3. Strengthen connection and communication between ALL
stakeholders with a focus on the best interests of Minneapolis’
children and will convene conversations based on developing
common ground and solutions.
Classroom support- Our teachers as well as their aide’s need all the
support-guidance as possible. I believe we need a robust mentoring
program for all our teachers. That it should be district-wide and well
as consistent trainings to keep them up-to-date on ever-changing
policies, etc. Special Ed-As a parent of a student currently receiving
services as well as a student receiving services currently I want to
take a look at the disproportionate rate of African American and
Native American students being referred to Spec Ed and the IEP
development process. With the recent Spec Ed audit report out it
has become increasingly clear that there is a inherent problem from
the beginning with the IEP meetings. The process itself is intimidating,
convoluted, and stressful to parents who do not understand the
process as a whole. Wraparound Services- I work in Human Services
and I work with families that are dealing with issues of poverty such
as chronic homelessness, hunger, transportation, medical-dental
needs, unemployment, substance abuse issues, domestic violence,
etc. These are all issues outside of the classroom that directly effect
what happens inside the classroom. I want to use my experience and
background to fnd ways we as a district can form partnerships and
build on existing ones.
The most urgent problem: African American students and other
students of color in the Minneapolis School District are heavily
exposed to inexperienced teachers and watered-down curriculum.
The district maintains a large pool of probationary teachers, who are
largely fred and replaced before they fnish their 3 year, post-hire
probationary period, and heavily concentrated in schools that few or
no white students attend.
My top priorities: Reduce racial disparities in exposure of students
to inexperienced teachers and watered-down curriculum. My
action plan: 1) Allow most newly hired teachers to complete their
3 year probationary period and become tenured teachers, and
strengthen due process rights for probationary teachers. 2) Provide
more classroom support for teachers in high-poverty schools, such
as providing “co-teachers for reading and math,” and Educational
support staff, including support for Special Ed students in mainstream
classrooms. 3) Evaluate effects of ability-grouping practices and
develop a plan to eliminate harmful ability-grouping practices.
1. Improve performance of the district by enhanced transparency
and accountability. Implement the MPS version of the city’s Results
Minneapolis (http://www.ci.minneapolis.mn.us/results/index.htm),
a concept I introduced to the city, as a member of the Minneapolis
City Council, and later to the superintendent of MPS. This would
raise the level of awareness in the community of district performance
and objectify feedback to inspire change and growth.
2. Create a review process and schedule for SHIFT to ensure its
implementation. This would guarantee implementation and break the
pattern of great plans followed by modest actions.
3. Begin a robust conversation with the community and parents
on their role in the creation of curious, inspired and high-achieving
students.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
OUR SCHOOL BOARD OUR VOICE
9
If elected, my priorities would be based around making MPS more
attractive to all families in Minneapolis not just in the present but long
term. In order to achieve this we must attract and retain a quality,
diverse teaching workforce that is refective of the demographic
make up of our student population, make sure students’ voices are
heard in the decisions that affect them, identify disparities and work
to make the schools more equitable while improving outcomes, all
while utilizing the diverse resources available to us as a great city.
As a board member I would prioritize 1) developing strong
community schools across the district and in every neighborhood,
2) creating a culture of high expectations for our students, teachers
and administration, and 3) engaging the community, parents and
others to help meet our goals. To close the achievement gap, we
need all hands on deck.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
OUR SCHOOL BOARD OUR VOICE
10
What do you see is the role of a school board
member? How will you effectively fulfill that
role and strengthen the school board?
Q3
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
I seek to strengthen the MPS School Board to perform its role and
responsibility of planning, policy making, monitoring, communicating,
and advocating with a global view and fresh perspective. I take
seriously the board’s biggest task of hiring the superintendent to
whom they delegate responsibility for the day-to-day management
of schools.
Unfortunately, we often see boards operating today outside of the
bounds of its core duties and overstepping their bounds into the realm
of management and instructional decision-making. This overstepping
frequently contributes to dysfunctional district governance, detracts
from the board’s focus on student achievement, interferes with the
superintendent’s ability to staff and manage the schools effectively,
and confuses the public about who is accountable for what. I would
seek to be hands-on and knowledgeable in my governance, yet
respect the boundaries of the school board whose role is to allow
the Superintendent to carry out the day-to-day responsibilities of
managing the district.
The board needs a skilled community organizer who is passionate
about community empowerment and I am that person. I bring the
ability and know how of sharing power and activating marginalized
communities to not only take ownership over issues but also to act on
their own behalf.
The role of a board member is to develop policies, as well as oversee
curriculum, budget etc. As a board member I believe in visibility
across the district. As a parent sometimes it is disheartening to attend
events where there is sometimes only one board member present. As
a At-Large Board member if elected I would make sure that At-Large
means exactly that. I would be present at all district wide events as
humanly possible. I also believe in transparency. As a Board member
I would see to it whenever a board vote is taken and a new policy,
etc. is set up that the vote is made public to the community so that
Board members can explain to parents, community members and
leaders the rationale behind their votes.
School Board members have a voice and vote on school policies,
the budget, and personnel issues. The Board has a duty to ensure
that the District operates in compliance with the law, including Civil
Rights laws and labor laws.
The School Board has done a disservice to the large majority of
students enrolled in the Minneapolis Public Schools by segregating
students by race and income under the cover of a community school
plan that was marketed as a way to increase parent involvement
by assigning most students closer to home as possible. Increased
segregation has been the result of decisions affecting school
assignments for children, including the drawing of attendance
boundaries, grade level confgurations, and choice of school sites.
Ability-grouping practices have ensured that most students of color
and a large proportion of low-income whites get an education of
inferior quality no matter which school they attend.
I believe that education is a right, not a privilege, and that a quality
public education should be available to all on an equal basis.
School boards oversee and lead in the best interests of students,
without compromise. They must ensure that the District’s policies
and practices are focused on student achievement. School board
members connect the district to the community and facilitate the
relationship through transparency and good communication. They
make sure money is spent in the most effcient and effective manner
for the education of children. They oversee the district staff leadership
and hold them accountable to agreed vision, mission and goals.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
OUR SCHOOL BOARD OUR VOICE
11
A school board is responsible for being a fscal steward of the
schools and upholding educational standards while helping provide
leadership and vision for the future of the educational system in
Minneapolis. An important piece of this leadership is making sure
that all voices are heard, helping restore faith in the public school
system, and creating a path for students of all backgrounds to not
just survive, but thrive.
As a School Board member, I expect to spend my time connecting
with parents, students and teachers about their concerns, working
with school administrators on policy, being a public face and voice
of the schools to local media, building relationships with leaders
in other levels of government, working with allies in the community
such as organized labor and issue advocacy groups, advocating for
school funding at the Capitol, and spending time in the schools to
see the needs, strengths and weaknesses frsthand.
The school board hires and evaluates the Superintendent in whom
they entrust the management of the district. The board should set
the vision for the district and build a reliable system for measuring
results. If results are not being achieved, the board must insist that the
Superintendent intervene and do better. Staying at a high level is not
always easy, but it is not the role of school board members to get
“into the weeds” and start managing implementation.
Fundamentally, decisions should be made based on implications for
the most number of students. Some neighborhoods have a stronger,
louder voice than others, but that does not mean their needs are
greater. The board must govern in the best interest of all students.
I would work to strengthen board operations through adherence to
process and clear, direct communication. On such a small body we
must treat one another as colleagues.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
OUR SCHOOL BOARD OUR VOICE
12
Children of color in Minneapolis experience
dramatic disparities in education as evidenced
by multiple academic, social, and emotional
indicators. In your view, what are the root causes
of these gaps? Furthermore, what do you believe is
the Board’s role in closing opportunity gaps in our
community?
Q4
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
Low academic achievement is a symptom of the much greater and
inter-related problems of social marginalization. The factors that
contribute to this are: history with institutionalized racism, poverty
and mobility; poorly resourced schools; limited physical and mental
health care; and lack of social capital.
Based on my community, union and immigration rights grassroots
organizing, I believe more resources and a strong commitment to
improving academic outcomes and relevant social and emotional
supports will help, but they are not enough to ensure success.
The National School Boards Association puts it succinctly: “Improving
student achievement through community engagement is the key work
of School Boards.” We must engage parents, educators, and the
greater Minneapolis community more fully, provide services and
support to school communities and develop a sense of common
purpose and goals for academic success for ALL students. Critical to
success is a high-expectations mindset — tough in an environment
where dedication and complacency about poverty and other external
barriers to student success coexist. Regardless, I strongly believe that
if equity is possible in any city it is in our great progressive city.
The disparities in poverty effects our children’s ability to learn
effectively. I work in Human Services directly with families facing
these issues that include chronic homelessness, hunger, transportation,
unemployment-underemployment, etc. These issues outside of the
classroom have a direct effect on our children’s ability to succeed in
the classroom. These are issues that teacher’s have no control over
whatsoever and that standardized tests do not take into account.
I want to build on partnerships with agencies across this city who
work directly with families facing these issues and build upon existing
ones.
The root cause of the racial achievement gap is a racial access gap.
There are racial gaps in access to education, employment, housing,
justice, and in many other felds. I have already addressed the
existence of systemic racial discrimination in K-12 education, which
reinforces and is reinforced by racial discrimination in other areas.
There is widespread, covert discrimination in employment, housing,
in banking and insurance services, in the targeting of people of
color for arrest, prosecution, and incarceration by the criminal
justice system. People of color are criminalized, disenfranchised,
and marginalized in this way. The maintenance of a color-based
caste system is nourishes, and is nourished by the class system that
impoverishes the many for the beneft of the fortunate few.
The school board should be focused on eliminating systemic racial
discrimination within the school system, because the Board has some
control over the school system. The Board members are not entirely
powerless with respect to how the district is governed. For example,
I call for empowerment of the Minneapolis Civil Rights Department
to detect and prosecute those who covertly violate laws against
discrimination in employment, housing, lending, and other areas.
The Achievement Gap is the tragic legacy of fawed laws, policies
and practices. While the laws have been mostly amended, poor
implementation and deeply ingrained attitudes pervade - the
Achievement Gap has become both systemic and internalized. It
therefore needs equal doggedness in policy and practice to reverse
its chronic trajectory. Pragmatically, as per the African-American
Leadership Forum’s fndings, the Achievement Gap is comprised of
5 gaps: The Preparation Gap, The Belief Gap, The Time Gap, The
Teaching Gap and the Leadership Gap. I believe these are the root
causes of the Achievement Gap. The board should embrace this
concept and lead, by policy and attentive and frequent review of
progress in each of these areas, to systematically dismantle the gap
we have created over centuries.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
OUR SCHOOL BOARD OUR VOICE
13
Certainly, academic achievement is in large part dependent upon
economic and other factors. For this reason I have worked hard in
my life in the pursuit of economic justice, as we must continue to
do. Recent studies have found a direct correlation between family
income and educational outcomes. Any discussion about gaps in
education need to acknowledge this reality
That said, the public schools are an instrument of social change, and
do not simply seek to reinforce the status quo. That is what motivates
me to be a teacher, and run for school board. In a city where the
majority of students are students of color, multiracial, and immigrants,
that means training, recruiting and retaining teachers for MPS that
are prepared to teach those populations effectively. It means more
bilingual educators. It means culturally relevant curriculum. It means
innovative and holistic curriculum that seeks to educate students for
their future. And at the same time it means maintaining rigorous,
meaningful standards of achievement for all students, all while
insuring that the needs of teachers in the classroom are a factor in the
important decisions that affect the classrooms of our students.
In order to engage people, you have to meet them where they are.
I would convene community conversations in familiar neighborhood
settings at convenient times to really listen. Families need the
opportunity to ask questions and talk about what matters to
them. If people feel heard and the district is responsive, trust will be
established.
When the trust is established we must set student achievement high for
the student and teacher. Many partnership & charter schools prove
this year after with almost 100% poverty rates within the school, but
having high student achievement.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
OUR SCHOOL BOARD OUR VOICE
14
In light of President Obama’s recent statements
about equitable distribution of effective teachers,
what strategies would you seek to employ to
recruit, retain, and support the highest quality
teacher workforce in Minneapolis, especially in
hard-to-staff schools?
Q5
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
Key to retaining and supporting quality teachers is a school culture that
values individual strengths and talents, there are shared responsibilities,
collaboration, trust, and opportunities to grow professionally.
A strategy I would promote are co-teaching models, especially in “hard
to staff schools.” The role of the mentor teacher becomes more like that
of an engineer, or a doctor, who consults with colleagues, diagnoses
and plans, and then directs the work of the co-teacher in order to meet
the needs of each student. This relationship signifes a shift to a more
professional status for teachers with the foundation that the profession
is formed when members of an occupation have a knowledge base
and use that base to guide practice.
The best way for MPS to prepare for the most diverse teaching
workforce is to recruit from our diverse student body. A Students Today
Teachers Tomorrow (STTT) type program, that is a highly regarded
teacher readiness program for minority high school students.
A pathway for ESPs to command their own classroom is key and
sensible toward recruitment. ESPs are a diverse group of dedicated
education staff already in the classroom, with student and family
relationships, and familiar with school.
Identify through recruiting, teachers who are still in school and
nearing completion and effectively support them through graduation
with a job awaiting them afterward completion. Retain teachers
once hired through a robust mentoring program that includes top of
the line trainings occurring throughout the school year and throughout
their entire career. We should show our teachers that the time and
investment they put in while in college is worthwhile by the time
and and investment we put into them. An example is the Minnesota
Indian Teacher Training Program. Offered at a few select campuses
across the state that focuses on recruiting, and training Native
students to become teachers in the state of MN. As a Board member
and fellow Native American I would personally reach out and recruit
these prospective teachers.
There is a provision in the Elementary and Secondary Reauthorization
Act of 2001 et seq (No Child Left Behind) that requires that states and
local school boards to eliminate disparities in exposure of students to
teachers who are inexperienced, teaching out-of-feld, or not meeting
regular licensing requirements. However, No Child Left Behind
remedies have not reduced these disparities. These disparities have
increased steadily since 2001.
I have already stated in response to question 2 in this questionnaire
how I propose to increase teacher retention and bring teacher turnover
rates to low levels in all schools. The strategic goals should be to
increase teacher retention to very high levels and bring teacher turnover
rates in all scores to very low levels.
In line with No Child Left Behind remedies for “failing schools,” the
Obama administration advocates the stripping away of teacher job
protections, including weakening or eliminating due process, seniority,
and tenure rights. The model already exists in much of the Deep South,
where teachers’ unions are outlawed, and teachers have very few
job protections that school administrators must respect. I believe that
teacher job protections that exist in Minnesota are benefcial to the
school system, and should be strengthened, not weakened.
We must remove all barriers to the hiring of the best, most qualifed
and proven teachers, no matter their source or origins. We should
offer fnancial incentives for the best teachers to teach the neediest
students, and we should pay teachers better across the board. MPS
should not wait on state decisions. We should take initiative to make
this work. We must end LIFO as we know it, and keep our inspired
and talented young teachers. We must prevent the reversal or
nullifcation of Alternative Certifcation. Finally, we must make heroes
of teachers who turn around children’s lives.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
OUR SCHOOL BOARD OUR VOICE
15
I am encouraged by some of the progress that the district has made.
I support teacher preparation programs that have high standards and
a track record of producing high quality teachers. We should also
maintain competitive working conditions for teachers. In the same
way we aim to get kids excited about coming to MPS, we must get
teachers excited about MPS. Giving teachers incentive to stay in
the district long term is essential. Limiting class sizes, and providing
personnel and material support are a part of this.
It is important to bear in mind that if we are to attract teachers that
are skilled urban educators, we don’t create unrealistic expectations
for them, and drive them away.
Finally, I would like to see the district make an effort to recruit teachers
from within our own ranks. ESPs and other support staff are a great
source of personnel that already understand what it is like to be a
teacher in MPS.
I support an idea within MPS currently to actively recruit current
para-professionals to gain the education and training they need to
become part of the teaching staff. There is rich diversity that exists in
our school employees who have not had the opportunity to access
the education required to gain licensure. It would beneft the district
greatly to unleash the potential that already exists in our buildings
and help them get licensed.
We should also look to create meaningful partnerships with local
college or universities with high quality teacher preparation programs.
If MPS can access eager, diverse new teachers before other districts,
we’d be more successful in hiring toward this goal. Many businesses
have great college recruitment programs and MPS would beneft
from doing the same.
Creating a new method of retention of these teachers would also
be critical. There is no value in recruiting a strong, diverse group of
teachers if they are constantly at risk of losing their jobs due to lack
of seniority. Teacher retention is vital to growth of great community
schools.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
OUR SCHOOL BOARD OUR VOICE
16
Do you support the strategies outlined in the
Superintendent’s SHIFT campaign, including offering
schools autonomy in staffing, budgeting, curriculum, and
time?
If yes, how do you plan to show that support?
If no, why not?
Q6
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
I support the Superintendent’s SHIFT initiative and the greater
autonomy such a system will provide to principals, site councils
and the school community. Providing schools with autonomies
over their resources has complex implications for both the school
and the district. Autonomy gives schools a sense of control over
decisions that affect student outcomes and allows them to manage
bureaucratic constraints which may be holding them back. Schools
must understand how they can make best use this type of fexibility
to meet the needs of their community and to create conditions in the
school that will lead to sustained achievement for all their students.
This includes creating personalized learning plans for students and a
professional and collaborative culture for faculty.
Providing schools with autonomy like staffng, budgeting, curriculum,
and time changes the school and district relationship. Schools and
districts must forge a new relationship that is mutually supportive,
benefcial, and focused on of the outcomes for students.
As a board member and organizer, I would assist the District in
urging each school to reexamine its use of discretionary services,
developing strong accountability systems for schools, and preparing
educational leaders to manage these new fexibilities with relevant
quality training.
We need to make sure that what has been proposed and
subsequently implemented is communicated directly. As a parent
myself currently I do have concerns on what has been discussed at
district-wide meetings I have attended as a parent and therefore I
am going to reserve judgment on some of the issues, i.e. staffng,
budgeting, curriculum. Until I have formed a solid opinion.
The SHIFT campaign, like every failed school improvement plan that
preceded it, fails to include effective remedies to eliminate disparities
in exposure to teachers who are inexperienced, teaching out of
feld, or alternatively licensed, and to otherwise allocate resources
more equitably in light of the establishment of a school system that is
extremely segregated by race and income.
The SHIFT campaign includes an extended school day and school
year for high poverty schools, where teachers under pressure to use
a highly scripted, teacher-centered, test-prep curriculum. This same
approach is used by many charter schools which mixed results in
boosting test scores and improving other outcome for low-income
students. Charter school generally have less experienced, lower paid
teachers, higher teacher turnover, and higher student turnover. Charter
schools can more easily than public schools cherry pick students
and weed out students who are not meeting expectations. The
Minneapolis School District promotes and directly sponsors charter
schools, and is now taking steps to charter-ize nominally “public,”
high-poverty schools.
In the late 1990s, MPS brought teacher turnover rates to very low
levels in 2 elementary schools, by taking the steps that I advocate
on a district-wide level, and got dramatic improvements in students
outcomes in just a few years.
Establish accountability systems discussed above. SHIFT progress
should be discussed at every board meeting. Remove all present
and emerging barriers to implementation. Hold the superintendent
accountable for delivering outcomes.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
Yes
No
Yes
No
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
17
I answer with a qualifed no in that I don’t read the shift proposal to
offer schools autonomy in staffng, budgeting, curriculum and time.
I see it as offering fexibility based on results. Schools will still have
to be accountable to the district for those results. If schools are only
accountable to results based on high stakes tests, though, that is not
the type of fexibility that will help our students. The SHIFT plan needs
to offer more specifcs that it will reduce reliance on high stakes
standardized tests. Schools should be accountable to the district for
results, but not with merely high stakes testing attached.
I have good relationships and have had great experiences with
many principals in Southeast Minneapolis and support giving school
leadership the ability to hire, assign and remove staff according
to their professional judgment, while respecting due process and
fairness. Staffng fexibility is potentially the most critical piece in the
autonomy I feel is required for high-need schools.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
18
The former president of the National Education Association
recently released a statement in support of differentiated
compensation for teachers. Do you support differentiated
compensation?
If yes, based on what factors?
If no, why not?
Q7
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
Yes, but insist it be done with the input and support of teachers,
through collective bargaining, as part of the union contract. With
a goal of accomplishing four primary objectives: attract quality
teachers; retain them; improve their teaching skills; and fnally to
add to the collective body of knowledge of what constitutes effective
teaching practices.
The NEA advocates that any proposed change in pay structure must
answer three basic questions: What is going to be measured? How
is it going to be measured? Is there a sustainable source of money
to pay for it?
A Wisconsin model called A-PATH (Accomplished Teaching
Pathways), is one that appears to be a broader, more systemic view
of teacher compensation.
There are any number of merit pay horror stories. Take Florida, where
the legislature has come up with four different plans in seven years.
I believe that the old pay structures are outdated and don’t give
teachers incentive to “go above and beyond.” “Some rookie
teachers who are at the bottom of the pay scale do brilliant work
which often goes unrecognized,” one younger teacher told me.
“Conversely, there are teachers at the top of the pay scale who have
not changed teaching methods in 25 years to meet the needs of the
kids they work with now.”
Yes. If teachers with experience voluntarily move to schools facing
challenges or are “high-priority” as MPS classifes them among
other categories, and/or teachers who also mentor newer and/
or inexperienced teachers and supportive help by means necessary.
I don’t support using “differentiated compensation” for any other
reason or purpose.
I have not read the statement, however, I do not support changing
the basic formula for compensating teachers. Entry level wages have
declined in purchasing power, while compensation for length of
employment and education attainment has increased dramatically
since the 1970s. In my opinion, there is too much differentiation in
wages for teachers. This gives school districts a strong incentive to
maintain a large pool of low-paid, essentially temporary teachers
who will never qualify for a pension from the pension fund they pay
into.
I do not support the reinvention of a merit pay system, using student
tests as part of a teacher evaluation. The Value Added models for
evaluating teacher effectiveness rely on student test scores are not
a reliable way to rank teachers, and fairly dispense rewards and
mete out punishments. I doubt than any valid way of measuring
effectiveness and ranking teachers can be devised.
There are teacher evaluations that have been designed to help
teachers identify there strengths and weaknesses, and to improve
their effectiveness in helping students to learn academic and other
skills. Teachers can beneft from constructive criticism whatever their
level of experience.
The whole world does this. It inspires effort and creativity because
what you reward, you encourage. Differentiation should be based
on student outcome, growth, performance and infuence on peers
and the system.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
Yes
No
Yes
No
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
19
I do not support differentiated compensation for a number of reasons:
I have not seen evidence that it supports student achievement. The
criteria that is used to determine the differentiation needs to be
clarifed. And I fail to see how it will enable MPS to retain a high
quality diverse teaching staff long term.
My experience as a leader at the companies I have worked for, it is
not unreasonable to start new hires at “entry level” salary, but offer a
signifcant incentive to prove him/herself to the company.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
20
Do you support extending the school year or day for
some students?
If yes, why? Under what circumstances?
If no, why not?
Q8
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
Research studies generally have shown that children from low social-
economic backgrounds have the most to gain from extended learning
time in any of its forms. Outcomes of extended learning time depend
on many factors, including how effectively the extra time is used and
to whom it is directed.
I seek to strengthen the connections and communications within the
District, but also outside of it, for example intentionally connecting
the Parks Board and Library Board, as well as the County and City
resources.
However, these programs and partnerships should carefully
target those students who stand to gain the most from extended
learning time, and offer them the highest-quality, most appropriate
programming available. Successful programs coordinate with
regular-day programs; offer a carefully selected variety of academic
and enrichment activities; use highly-qualifed staff; involve the
family and community; focus on a narrow set of outcomes for high-
risk students; and achieve intensive, sustained participation. I have
a bachelor of science in city and regional planning and have
concentrations in Latino Studies and Social Policy; I understand big
picture, but also intristically identify with the most vunerable children
in our district
As our district moves to a more testing-based, testing-focused
environment which I do not support I think the amount of time our
students spend in the classroom under those conditions alone warrant
not extending the school year or day. Summer programs that are
offered such as the Step Up! Program that my son participates in is a
excellent use of his summertime programming and I am a proponent
of extending that and building upon that program. As with any
programs that resemble that in the summer.
I oppose the lengthening of the school day for students in failing /
high poverty schools, which is the fx for failing schools du jour.
What is needed, in my opinion, is not more seat time for students to
prep for tests, but higher quality instruction that is gotten by increasing
teacher retention, decreasing teacher turnover, and promoting the
professional development of teachers. In a word, we need more
career teachers, not more temps in high poverty schools.
I support truly optional after-school and summer school programs,
and not only for the purpose of academic remediation or enrichment.
Options might include band, choir, arts, chess club, sports and other
extra-curricular activities that are now being sacrifced to prepping
for standardized tests.
Similar to differentiated compensation based on performance of
adults, we need differentiated resources for children based on need
in order to have equity in outcomes. Children starting behind must
move faster and go longer in order to catch up.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
Yes
No
Yes
No
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
21
I support extending the school day in circumstances where specifc
school communities support it.
I would support this for all students as many charter schools and
partnership schools have extended the learning day with excellent
results.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
22
In your view, should seniority be the primary factor
in hiring, retention, and layoffs?
If yes, why?
If no, why not?
Q9
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
Yes: The current debate over seniority rights often fails to understand
these hard fought worker rights and their historical roots. The
rationale behind seniority is two-fold. First, it offers an objective
protocol for fring workers when budget cuts necessitate lay-offs.
Second, LIFO (last in frst out) is based on the assumption that if staff
cuts are necessary, it is in a district’s interest to hold on to experienced
teachers who have invested in the system and in whom the system
has invested, over recent hires.
No: The best teachers aren’t always the most experienced. LIFO
policies makes the primary lens being years of experience over
quality. I strongly believe that the lens should consider quality, as well
as experience, to hire and retain a new generation of teachers, who
could be better equipped to teach a diverse learning population.
It is important to state that teacher layoffs are painful in any district,
under any circumstances, however, it is important to have an honest
debate over the impact of seniority on complex problems. We must
ALWAYS consider how to balance the need for quality instruction
and equity in our schools with the need for fairness and due process
for teachers.
While we all know that not every teacher with a lot of seniority is
a good teacher, there are many who are. Teachers have chosen
this profession and there are safeguards in place to weed out the
teachers with seniority who are not good teachers. Teachers have
made this profession and we need to identify and retain the ones
who are. I support working with MFT to develop or build upon
a program aimed at specifcally mentoring these teachers, peer
support, incentives to keep them here with us.
I favor seniority are the primary factor in hiring, retention, and layoffs
because it is the least unfair way to do those things. Seniority is
a fundamental protection against arbitrary use of power by an
employer to fre an employees for reasons other than “just cause” as
defned in the Minnesota Teacher Tenure Act, and the Teacher Tenure
Act For Cities of the First Class.
The main demand of teachers’ unions in their formative years was
abolition of the merit-based system for determining lay-offs, retention,
and pay. The merit system left administrators a lot of room to fre
teachers without a good, job-related reason, and reward personal
favors and favorites.
Neither wisdom nor effectiveness is guaranteed by longevity. They
are more likely to be found in those with more experience, but we
all know cases that prove otherwise. Why should teaching be an
exception? We should always make effectiveness the primary value
for all service providers, including teachers.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large)
Yes
No
Yes
No
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
23
I think that teachers should be hired, retained and laid off based
primarily on suitability for a position. I will note that experience and
a successful track record is a strong factor for me in considering a
teacher’s ability.
I don’t know enough about teacher seniority, however we must make
sure that more senior teachers are performing as well (if not better)
than entry-level teachers. In order to recruit and retain new teachers
they must know there is a chance for long-term employment!
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
24
Should tenure continue to operate in its current
form, both in terms of the process of receiving
tenure and the benefits that tenure offers?
If yes, why?
If no, how would you change it?
Q10
The opinions expressed herein solely refect those of the individual candidates and not of Educators 4 Excellence.
Candidates who responded to the survey are listed in alphabetical order by seat. Candidates who did not respond are listed at the end.
This is such a diffcult question, and requires so much more
discussion, thought, and input. I fnd myself agreeing with both
sides of the argument for different reasons. This says to me that the
idea of teacher tenure continues to have merit, but it defnitely needs
adjustments and improvements.
Yes: Fact is that prior to tenure teachers were often fred for personal,
political, or other non-teaching related reasons. Female educators
were let go for getting pregnant, wearing pants, or being seen at the
wrong establishments too late at night. Other educators were fred for
teaching controversial subjects such as evolution or for disagreeing
with the school board or administration. Today, tenure provides
educators with the protection needed to take risks with new materials
or learning methods, question decisions made by administration, or
speak out about problems facing their district without fear of reprisal.
No: Tenure does not necessarily mean effectiveness. Every child
deserves effective teachers in every classroom and strong leadership
at every school.
We need to be sure that teachers we hire have every available
tool at their disposal during their probationary period in order to
succeed, decide if this a good career choice, that the district as a
whole is a good ft, etc. Firing teachers before all the benchmarks
have been adequately assessed does a disservice to all parties.
Should a teacher reach and achieve tenure status it is imperative that
we continue to make sure that teachers have all the necessary tools
to continue to be successful.
Under Minnesota law, all teachers, except those employed by
districts including cities of the frst class are deemed to be employed
on an ongoing basis, and have recall rights if given a layoff notice.
Teachers in cities of the frst class who are given a layoff notice are
deemed to be terminated from employment. That difference in the
law explains why teacher turnover rate in big city school districts is
generally much higher than in other school districts.
Both Teacher Tenure Acts require a good reason related to conduct
or job performance in order to fre any teacher. There is a loophole
in the Tenure Act for Cities of the First Class which permits the fring of
non-tenured teachers without a stated reason. Tenured teachers have
administrative appeal rights, in addition to the possibility of going
to Court to challenge any disciplinary action that violates their rights
under state law and the union contract.
Teacher working conditions are also student learning conditions.
Teachers with job protections have less reason to fear retaliation
for acting as advocates of their students when such advocacy
inconveniences or threatens higher-ups, and for expressing opinions
that are not popular with the management.
Teachers need more time to prove their effectiveness to achieve
tenure. Once tenured, teachers should live up to their expected
effectiveness in order to maintain tenure. Tenure should offer the
advantage of frst consideration but not be a guaranteed advantage
for flling positions.
Iris Altamirano (At- large) Ira Jourdain (At- large)
Doug Mann (At- large) Don Samuels (At- large) Yes
No
Yes
No
Yes
No
Yes
No
OUR SCHOOL BOARD OUR VOICE
25
I support the collective bargaining process in labor negotiations
and if the MFT and MPS would seek to alter it’s tenure agreement
through that process then I support that understanding. That said I
would support offering tenure incentives to people working in high
need schools, provided they were willing to stay in those high
need schools.
I believe in teacher tenure, however I’m not convinced that in it’s
current form that it benefts our students. Teachers have the most
important job in our communities and need to know that they are
supported. I believe we can do this with a different form of teacher
tenure.
Nelson Inz (District 5)
Jay Larson (District 5)
Rebecca Gagnon (At-large)*
Soren Christian Sorensen (At-large)*
Jenny Arneson (District 1)*
Siad Ali (District 3)*
Andrew Minck (At-large)^
*These candidates did not submit a response to the questionnaire.
^ This candidate has withdrawn since fling.
Yes
No
Yes
No
For far too long, education policy has been created without
a critical voice at the table—the voice of classroom teachers.
Educators 4 Excellence (E4E), a teacher-led organization, is
changing this dynamic by placing the voices of teachers at the
forefront of the conversations that shape our classrooms and
careers.
E4E has a quickly growing national network of educators united by
our Declaration of Teachers’ Principles and Beliefs. E4E members
can learn about education policy and research, network with like-
minded peers and policymakers and take action by advocating
for teacher-created policies that lift student achievement and the
teaching profession.
Learn more at Educators4Excellence.org.

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