DETROIT PUBLIC SCHOOLS
Office of the Superintendent
Fisher Building Phone: (313) 873-3292
3011 W. Grand Blvd, 6th Floor Cell: (313) 460-8272 Detroit, MI 48202 Fax: (313) 873-3284
RESTORING AND TRANSFORMING THE DETROIT PUBLIC SCHOOLS
FOR SUCCESS IN THE 21ST CENTURY: Interim Superintendent John Telford’s reformative plan for our school district —respectfully
submitted in the form of a
General Memorandum
From: Dr. John Telford
To: All DPS
Staff and Stakeholders
Date:
August 31, 2012 –
On June 14, 2012, the Detroit Board of Education appointed
me to be the interim Superintendent of the Detroit Public Schools by a vote of
7-2, with two Board members not present.
Shortly thereafter, I delivered an address to the Board in which I
shared twenty-three major objectives of my impending interim
administration. All of those objectives,
which have been duly committed to the record in the Board minutes of that
meeting, still obtain as we anticipate the opening of school on September 4, and
I will presently set about initiating them.
However, now that I have formally assumed the legally
designated authority over the academic and instructional activities that by adjudicated
decree has now been assigned to me as the Detroit Public Schools Superintendent
of Academics, I
would like to share my curriculum-enhancing vision and plan for the better academic education of
our children here in DPS.
As almost everyone knows, Detroit Public Schools, which once
was recognized as one of the finest school districts in the nation, has been both
numerically and
academically
decimated during the past decade, with plenty of unwanted and non-reformative “help”
from Lansing. This tragic decimation has
become painfully common knowledge not only locally but nationally as
well, and it has occurred for a number of reasons that I have examined in my award-winning
autobiography (www.AlifeontheRUN.com)
and in my newspaper columns and other writings—some which have appeared very
recently and regularly in the Telford’s Telescope columns in the Detroit Native Sun and
the Michigan Chronicle,
and many others that have been published in several other newspapers, including
the Detroit News and
the Detroit Free Press, throughout the past decade. I have also examined them on my half-hour
show Wednesday evenings at 6:30 on TV 30 (Comcast 20 Detroit) and on my little
fifteen-minute show on WEXL 1340 AM on Sunday afternoons at 1:45. I therefore need not comment further on this
unfortunate and embarrassing decimation in this document.
Despite the numeric decimation, DPS remains the largest
school district in Michigan, and pockets of excellence also remain within
it. While we have a highly diverse and
largely impoverished student population, and approximately ninety percent of our
student population has been low-performing, and while more and more frequently
and numerously during the past thirteen years most of our schools have therefore been so designated,
it needs to be noted here that many bright, often college-bound honor students
have also attended those low-performing schools throughout those thirteen years.
Most of our schools also have an extremely high percentage
of minority students. In Michigan, the already
wide achievement gap between minority students in urban educational
environments and white students in suburban educational environments has
continually widened even further over the years. Much of the reason for this further widening
can be laid at the doorstep of the social conditions of urban vis-a-vis
suburban districts in Michigan and the undemocratically unequal funding for
urban vis-à-vis
suburban districts in Michigan.
Fifty-eight years after Brown vs. Board of Education, separate and unequal still prevails.
Please know that I share the outrage of all my knowledgeable
fellow Detroiters regarding the unprecedented threat to American democracy that
the dictatorially disenfranchising Public
Act 4 poses, and I have joined in the push to effect its November 6 repeal—and
following that hoped-for repeal, I will take the appropriate steps to bring
Pershing and Denby and our other historic schools that were given away
illegally to the majority-Republican Michigan Legislature’s politically-created
Educational Achievement System back into the DPS fold where they belong.
In the meantime, Emergency Financial Manager Roy Roberts and
I have a school district to administer, and because the city of Detroit in
particular has been so challenged, it is now time for all of us Detroiters
who care about our children’s very survival (and indeed about the survival of
our city itself) to
set our differences aside temporarily and work determinedly and with a single
mind on our children’s behalf. My one pledge to my home city, to my home school
district, to our school board, to all DPS staff, to our community, to our precious
schoolchildren, and to their parents and guardians is that I will work hard and
faithfully on behalf of our children and their education – regardless of any
other concern—be that concern either political or personal—and I have announced
my non-negotiable intent
to do all of this entirely pro bono.
WORKING ON BEHALF OF OUR CHILDREN: That is and has
always been my one paramount consideration throughout my fifty-plus years
practicing the sacred profession of education, as it must now become the one
paramount consideration of all of us Detroiters.
The only constant for the Detroit Public Schools has been
the paradoxical inconstancy of constant change. Since the 1999 state takeover of DPS when we
had a $93 million surplus and we were scoring academically at the state median,
we’ve discriminatively suffered through eleven out of thirteen years of
unelected school boards and unconstitutionally disenfranchised voters. During those years, we’ve had three CEO’s, we’ve
briefly had a Superintendent, and we’ve had two gubernatorially appointed Emergency
Managers. Mr. Roberts, the second of
those two Emergency Managers, functions now as the Emergency Financial
Manager rather than as a dictatorially-empowered Emergency Manager, thanks to
the efforts of righteous activists who collected a quarter of a million
signatures to get the Michigan Supreme Court ultimately to decree that the
challenge to Public Act 4 must be placed on the November 6 ballot. By the twelfth year of those thirteen years
of unelected and disempowered school boards, our test scores had plummeted to
the lowest in the entire country, and our $93 million surplus had
been frittered away by five of the six so-called “reform” or “emergency” administrators—to
be unjustly replaced by the year 2011 with an astounding deficit of $350 million!
Now finally toward the end of the year 2012 at what could in
truth be called the proverbial thirteenth hour, DPS has yet a seventh
chief administrator—namely, me.
And I’ve got only a challengingly brief couple of months to
begin to refocus our city and our remaining schools completely and entirely on
our children. Refocusing this beleaguered and unjustly
plundered school district entirely on our children is almost like challenging Yusain Bolt
to race the Olympic 100-meter dash all over again in his bare feet—this
time in a record-breaking nine seconds flat—but I’m on official record as having outrun
Olympic champions in the past, and with a united grass-roots community and a democratically
elected new school board behind me, I pledge to accomplish that feat again metaphorically
one last time.
First, I need to say here up front that had I sought to make
radical, dramatic changes before the outset of the 2012-2013 school year, this
would have obviously been more than foolhardy—it would have brought chaos to
the school district and schoolchildren that I love, and it would have brought equivalent
chaos to the city that I love. I came
upon the scene far too late to even consider such immediate changes, given the
stall tactics that have been imposed on me and the newly and legally
re-empowered School Board during the past ten weeks.
Therefore, I intend to endeavor to work closely and collaboratively
with my current DPS administrative staff and colleagues, most specifically including
Mr. Roberts—and also with DFT President
Keith Johnson, my erstwhile colleague at Finney (a school incidentally named
for a family of abolitionists)—to take the immediate next steps to
ensure a smooth opening of school and then a progressive course of action to
regain, maintain, and sustain academic and instructional progress in every
school building that we still have. Pending
the hoped-for willingness of the current top administration to collaborate with
me, we can undertake the resolution of whatever differences we have at some later date. (I recognize, too, that by the time this document has become
widely disseminated and read, school will have already opened—and it will have opened
hopefully on time
with a teacher in every class,
and with every class of a reasonable size, and with a principal in
every building.)
All of this having been said, I now would like to outline my
thoughts regarding how I can begin to initiate the transformation of the
Detroit Public Schools during my service for these months to come as your interim
Superintendent. As I mentioned in my first address to the
Board of Education, far from intending to “throw out the baby with the bath
water,” my goal is to build on current successful programs, jettison those that don’t work, and
ensure an aligned and coherent instructional framework.
It is far from “rocket science” for us to be able to recognize
that the primary and obvious charge facing us is to prepare all of our students
to meet the challenges of the 21st century and beyond. To accomplish this goal, our greatest task is
to prepare teachers, administrators, and support staff to educate students—both
with new techniques and also with time-proven methods—in order that these staff
will be prepared to enable our students to compete and be successful in an
international twenty-first century society.
DPS has a golden opportunity to transform educational services
systematically, due to the adoption of the Common Core State Standards and
funding from the federal stimulus dollars.
These dollars can and should provide DPS with the resources and new
content standards required to overhaul our instructional management system in
support of children.
Preparing students and staff for a demanding international
world will require changing some of the ways we teach. Such a paradigm shift will refocus the
district from what’s good for adults to a system that focuses on what’s good for children.
In that visceral vein, I would like to outline here my ninety-day transformational plan for the Detroit Public Schools.
This plan sets forth three essential, overweening, and indeed self-evident goals.
I have articulated these three goals and their itemized objectives as
a framework for my plan in close collaboration with Jason Patton, a bright young
Wayne State University doctoral student and recent DPS principal who happens to
be one of the many promising, successful DPS principals and teachers whom the
recent administration errantly replaced.
The overall objective of this transformational plan is of course high student achievement. Schools must ensure that every single thing
that they do is what is best for the students, and thus they must by definition
focus on high student achievement. The
focus on students first must naturally guide everything we do as
urban educators.
FIRST ESSENTIAL GOAL: Increase student achievement and performance through effective teaching and learning.
SECOND ESSENTIAL GOAL: Recruit, train, and retain high- quality employees and hold them accountable.
THIRD ESSENTIAL GOAL: Establish a
supportive, positive, effective district climate and culture that is singularly
focused on the improvement of student achievement, using a continuous improvement
model.
Successful implementation of my Three Essential Goals will
enable us to rebuild, revive, and restore public faith and confidence in our
Detroit Public Schools through open, honest communication and positive, trusting
relationships. By definition, it will
also give me the credibility I will need to be able to establish transformative
district governance via good Board/Superintendent/Emergency Financial Manager
relationships.
In still-hoped-for cooperation with Emergency Financial
Manager Roy Roberts and Deputy Superintendent Karen Ridgeway, as well as in
close consultation with my pro bono Chief of Staff Sherry Gay-Dagnogo, our Board
President LaMar Lemmons, and the members of our Detroit Public School Board—it
is my intention to review and scrutinize DPS’ structure, climate, budget, key
work processes, practices, programs, and resources, in order to ensure
alignment of resources to meet the educational, social, and emotional needs of all of
our students efficiently and effectively.
Thus, my immediate focus for the First Essential Goal and then subsequently for the Second and third Essential Goals will
be to build on the district’s work to date and endeavor to impart a sense of internal urgency for a positive and
progressive transformation based on a coherent and strategic plan for improvement
which I will unfold in greater detail throughout the course of this document. My plan can begin to convey a more positive
public image of Detroit Public Schools, and it will engage the district and the
community in mutual accountability that will engender ultimate transformation.
Relevantly, I intend personally to oversee the ongoing
recruitment and hire of a highly qualified and diverse work force and to serve
as the district’s most vocal promoter and supporter.
My itemized objectives for my First Essential Goal—which
is the paramount
goal of increasing student achievement and performance through effective teaching and learning—consist
of:
ITEM: The analysis of
patterns in student-achievement data and the gap in achievement between various
student populations—said analysis to determine an appropriate and
individualized course of action for teaching and learning;
ITEM: The creating of
matrices to analyze achievement data from multiple assessments such as MEAP,
etc., etc.;
ITEM: The elevation
of expectations for all students to ensure that all staff believe and support
the truism that every DPS student can and will learn;
ITEM: The
determination of how DPS will answer three essential questions and the level of
support needed to answer these questions, to wit: “What do we want each student to learn?” “How will we know when each student has
learned it?” “How will we respond when a
student experiences difficulty in learning?”;
ITEM: The
determination of a common language of achievement across all of the district;
ITEM: The analysis of the conditions of our chronically
underperforming students and schools and the charting of a course of corrective
action aimed at upgrading their achievement;
ITEM: The allocation
and alignment of resources to support DPS’ performance goals for our students.
In organizing and upgrading the district leadership as
well, I will focus continually on student achievement in the following ways:
ITEM: I will work with
Board President LaMar Lemmons and the Board of Education to devise a “theory of
action” for DPS;
ITEM: I will help to
identify and clarify the roles of the Board, the Superintendent, the EFM, and
key district stakeholders;
ITEM: On request, I
will help the Board to review, confirm, and adjust policy development and
oversight, and I will work with them to devise a Board Goal-Formulation and
Self-Evaluation model—and also a Superintendent Goal-Formulation and Evaluation
Model for the Board to use in evaluating the performance of the Superintendent;
ITEM: I will endeavor
to increase citizen-involvement and civic capacity in DPS’ transitional
planning;
ITEM: At the end of
the first 90-day period, I will deliver to the Board a revised Vision and
revised Strategic Transformative Plan for Board approval.
I will now itemize eleven objectives here for my Second Essential Goal,
which is to recruit, train, and retain high- quality employees and hold them accountable:
ITEM: Identify the
professional-development needs of aspiring, new, and experienced
administrators;
ITEM: Develop an
Aspiring-Leader Program for teachers wishing to explore the principalship;
ITEM: Increase
opportunities for leadership and teacher development that is of high quality,
that is specific to the needs of faculty members, and that is job-embedded and
results-driven;
ITEM: Ensure the
proper alignment and implementation of teacher- and administrator-development
systems in order to guarantee that we will hold teachers and principals
accountable for student achievement. In
this regard, we will provide targeted professional development for our
professional teaching corps;
ITEM: Implement
research-based evaluation systems for principals and teachers.
I am committed to the development of a comprehensive
instructional management system that will include:
ITEM: The development of a standards-based curriculum
aligned to the Common Core State Standards;
ITEM: The alignment of textbooks and all instructional
materials to the new standards-based curriculum;
ITEM: The development of formative and summative assessments which
ensure that students are learning the required subject content;
ITEM: The implementation of a comprehensive professional development program for
teachers and school instructional leaders that will assist them in the
development of their crucial craft;
ITEM: The development and implementation of an accountability system
that holds adults responsible for student performance;
ITEM: The development and implementation of a coherent
instructional framework that is student-centered and will accordingly include curricula
that centers on both the historic accomplishments and the specific academic and
communicative needs of our tens of thousands of African-American students and
on the needs of our thousands of students of other minority ethnicities.
Developing this comprehensive and coherent instructional
approach that aligns what is written, taught, and assessed will bring systemic changes to the
process of teaching and learning. These
changes will ultimately provide sustained gains in student achievement on
comparable universal standards. Further,
they will provide outcomes that reduce the performance gaps that traditionally
exist between students of various socioeconomic and ethnic groups.
The preceding process requires that we strategically implement
the following components that will produce a dynamic and safe learning environment:
ITEM: The re-hire of
many former DPS security officers who know the kids and who in the past have
helped to keep the peace in the secondary schools and have been a potent,
protective, and calming force in ensuring that all of our children are safe in
every one of our schools;
ITEM: The development
of fully-aligned lesson plans to teach the new state standards, objective-by-objective—and then
ensuring that all teachers receive and follow the plans;
ITEM: The re-opening of some closed elementary schools in
order to create and re-create some extensive, separately-housed, uni-sex,
alternative programs for low-performing chronic misbehavers—to feature small
class sizes and wraparound social work and remediation services—particularly in
Reading. When these students’ grades and
behavior improve, they can return to the traditional setting, where the
financial balloon will of necessity have been squeezed to raise the class sizes
slightly in the upper grades to produce the revenue for the smaller class sizes
in the alternative programs.
ITEM: The provision
of fully-aligned remedial materials that are consistent with the new
standards-based curriculum, to include but not be limited to Ebonics-anecdotal
curricula and materials in the language arts program, K-12;
ITEM: The provision of parent-friendly
help materials to involve parents directly with the students’ academic learning
plan.
The project will also include the development of this pre-K-12,
standards-based curriculum with aligned formative and summative assessments, to
include:
ITEM: The development of and training for the use of
fully aligned benchmark academic achievement assessments that emulate the
standards-based state assessments;
ITEM: Computer-based management tools that comprehensively
monitor schools’ benchmark assessment results by student, classroom, grade level, subject area,
and objective. These tools will provide teachers with the
data required to make student-specific instructional decisions.
With regard to my Third Essential Goal, which is to establish a supportive, positive, and effective climate and culture that
is singularly focused on the improvement of student achievement, using a continuous
improvement model, I offer eight more of my Itemized Objectives:
ITEM: I will endeavor
to foster an understanding and ownership of the District’s Vision, Mission, Core
Beliefs, and Theory of Action as an organization dedicated to raising student
achievement for every child;
ITEM: I will endeavor
to establish the Board and Superintendent as a cohesive leadership team with an
agenda focused on student achievement;
ITEM: I will communicate regularly and directly with
parents and
encourage positive district/school/partnerships with them on behalf of
students;
ITEM: I will maintain
a positive, professional, and collaborative relationship with Detroit
Federation of Teachers leadership to ensure that all decisions are made on
behalf of students and the improvement of conditions for teaching and learning;
ITEM: I will meet
with key central office staff and principals to learn more about each
department and school and determine how each person can best be supportive of
student achievement;
ITEM: I will connect
with the political leadership in our city, county, and state in order to open
clear lines of communication, advocacy, and support for our students;
ITEM: I will
establish an organizational norm for open, clear, and consistent communication
within the district and with our community;
ITEM: I will establish
positive and productive working relationships with key leaders and members of
business, faith-based, service, not-for-profit, philanthropic, and political
organizations within the DPS community and with their national representative
organizations;
ITEM: In
collaboration with the Emergency Financial Manager, I will endeavor to develop
an external fund-raising arm or work with those that exist, in order to compete
on the national stage for major donations from national education foundations
to support proven and future innovation that will enhance student achievement.
DPS has approximately 5,000 employees, including teachers,
administrators, paraprofessionals, custodians, bus drivers and support
staff. During this transformative
process, it will be crucial to ensure that all staffs—especially teachers and
school-building leaders—are armed with the knowledge, strategies, and tools to put
this process effectively into actual practice out in the field. Therefore, a key component of my Vision is to
develop and provide continuous and comprehensive professional development
activities that support the new standards-based curriculum and the updated
instructional practices. Implementation
of these activities will be through on-site coaching to ensure fidelity of
implementation with and by teachers and administrators. This will successfully transform teaching
and learning in the Detroit Public Schools.
The DPS Leadership Institute
The development of school leaders is vital to transforming
DPS and to increasing student achievement.
My Leadership Institute will focus on developing current and future
school leaders with respect to curricula that are aligned with the Common Core
State Standards with respect to data-driven decision-making, with respect to instructional
evaluation, with respect to development of school climate and culture, and with
respect to mentoring new teachers. The
Institute will also concentrate on developing leadership capacity through the
development of programs for potential new leaders. Pathways to the Principalship will be a program to develop teachers
and other staff to become school leaders.
The goal here will be to develop a strong and in-depth DPS “leadership
bench.”
The DPS Leadership Institute will also develop extensive
partnerships with higher education and business leaders to ensure that
Detroit’s school leaders number among the best in the country.
The DPS Teacher Development Institute
As research has unsurprisingly indicated year after year,
the primary variable that impacts student achievement (beyond the home
socioeconomic environment) is the classroom teacher.
Therefore, teacher development will be one of my most visceral
priorities as interim Superintendent.
The central focus of this development will be job-embedded classroom
professional development with a concentration on coaching and mentoring.
Additionally, developing school site-based systems
where teachers have time to collaborate and develop common strategies will be a
key component of the interim TAA (Telford Academic Administration) and this new
Lemmons-led Detroit School Board that has been duly and blessedly elected and anointed
by the citizens of Detroit in accord with the tenets of the Constitution of the
United States, which tenets guarantee all Americans their God-given right to representative
government.
I see site-based systems and management as a relevant,
preferred, and necessary component here—particularly when one considers the
still-ponderous size of the Detroit Public School system.
The DPS Teacher Development Institute will also develop a
comprehensive initiative to expand programs for national teacher certification. The Institute will be yet another DPS entity
that will expand partnerships with higher education and the business community.
In order for this plan to be successfully undertaken, the
Emergency Financial Manager and I will indeed need to collaborate and cooperate
in several venues, which hasn’t always quite been the case in recent weeks.
To begin with, the Emergency Financial Manager and I will absolutely
need to observe the Administrative Table of Organization the Board President
presented to the Board of Education at its special meeting on Monday, August
19, 2012. We are now legally compelled
to work from that document, which is in compliance with Wayne County Judge John
Murphy’s order that we jointly administrate the district and administrate it progressively,
with the gubernatorially appointed Emergency Financial Manager in charge of Finance
(naturally and logically), and with me as Superintendent of Academics in charge
of Academics
(also naturally and logically).
Accordingly,
ITEM: I will interface
continually with Board members, the EFM, Deputy Superintendent Karen Ridgeway, H-R,
all internal department heads, DFT leadership, external partners, and potential
DPS supporters to build a fortified infrastructure for optimal implementation
of our excellent academic plan which is already in place and needs merely to be successfully implemented out
in the classrooms. (As the saying goes,
“The proof of the pudding is the eating thereof.).
This fortified infrastructure will help to build a unified DPS
and foster the community partnerships.
Also accordingly,
ITEM: I will direct Sherry Gay-Dagnogo, my Chief of
Staff/Asst. Supt. of Academics and Community Affairs, to interface with all of these
cited individuals as well;
ITEM: I will initiate
the crafting of an anti-nepotism and anti-cronyism hiring and promotion and layoff and
demotion
policy;
ITEM: I will delegate
to Ms. Sherry Gay-Dagnogo the task of arranging an interface between Deputy
Superintendent Karen Ridgeway and the Research and Evaluation and Instructional
Technology departments, as well as with Wayne RESA, and I will ask Ms. Dagnogo to
help me pull together a DPS team to review and collect relevant academic data,
including but not limited to Attendance and MEAP and also to Administrative,
Teacher, and Support Staff performance reviews;
ITEM: I will recruit
and appoint a pro bono Ombudsman to report to the Board and the
Superintendent;
ITEM: I will direct
my Chief of Staff to pull a team together that will help conduct an audit of
all learning materials and resources including but not limited to books,
technology, netbooks, laptops, desktops, calculators, and AV equipment, Science
and Math manipulative and lab equipment, musical instruments, and athletic
equipment;
ITEM: I will give the
order for the re-hiring of the attendance officers, so they can round up the thousands of
kids who during the past couple of years haven’t been attending school
anywhere;
ITEM: I will re-open some closed schools to house the
returning truants;
ITEM: I will ask my
Chief of Staff to assist Dr. Ridgeway and me to help us identify and build a team of specialists; i.e.,
Reading, Math, Science, Social Studies, and Technology coaches who will
evaluate each student’s current reading level and create an Individualized
Academic Plan that will improve reading proficiency and the academic
development of each and every student;
ITEM: I will ask the
Emergency Financial Manager to initiate a forensic (external) audit of
all DPS funds;
ITEM: I will ask my
Chief of Staff and the Deputy Superintendent to help me establish iron-bound
means to ensure the legality, stability and articulation of special needs programs for
each relevant student, as outlined by federally mandated specifications;
ITEM: On November 7,
2012, I will call together a team of prominent folk to submit names of
potential candidates to the Detroit Board of Education for them to select my successor.
As I settle into the dual positions of Board-appointed interim
Superintendent/adjudicatively-designated Superintendent of Academics, Detroit Public
Schools is at an emergent and indeed crucial stage in its development and redevelopment. The choice before us now is whether we will
move forward and prepare our students for a demanding and dynamic future or
whether we shall remain fragmented in stagnant disharmony and disarray. It almost goes without saying that truly
significant progress will require not only a far better use of the financial
resources currently at our disposal, but it will also require additional
financial resources to enable us to engage experts in curriculum development, pedagogy, assessment,
and professional development.
Challengingly, this process necessitates that we deliver
instructional service to students as we simultaneously rebuild the instructional management system.
Additionally, as we complete the positive transformation of
our new system, all of our Board members and top central office administrators—including
me—must be out in schools supporting teachers, administrators, and support
staff as they transition to a new system and a new philosophy of teaching and learning.
Finally, this positive, progressive transformation of the
Detroit Public Schools which I envision in this document will require an almost
unprecedented, concerted, single-minded, harmonious commitment
from all administrators, teachers, support staff, parents, community
organizations, the business community, higher education, and the local, state,
and national governments. Only through such
collective and politically non-partisan efforts as specified herein will the
Detroit Public Schools’ transformation become institutionalized and
sustainable. Then and only
then will we be able to ensure that all Detroit students are prepared to
compete on an international scale in the global marketplace and contribute to
the positive development of our greater society.
And let me emphasize again that accomplishing this daunting task
will involve the necessary development of comprehensive partnerships between
the business community and postsecondary institutions. We have a unique opportunity to pioneer
systems that will provide unique experiences for our students and prepare them
for meaningful careers.
I also want to emphasize once more that I am indomitably committed
deep down inside my democratic, All-American, activist soul to the
transformation and indeed to the rebirth of this once-great school district that
nurtured and reformed and educated me so many years ago. I have devoted my entire life to the
betterment of public education and to all of the children we serve—often at
very real and personal and even physical risk—because public education with
democratically elected school boards is the cornerstone of democracy. I am the only retired (and now un-retired)
school superintendent in America who actually ever went back to a big
inner-city high school to teach, and I was still doing it in my seventies at
the wild old Finney High School, where the track was named for me, and where I
worked with some superb staff and with some deserving and needful and wonderful
kids for five fulfilling years before I sojourned to Madison as its Superintendent
in early 2009.
I know that as Detroiters together we can retrieve and
achieve the Detroit Public Schools’ old-time greatness. I exhort all DPS staff and all Detroiters—and
indeed all former
Detroiters—to stand with me, and to stand with our Detroit students who are
attending school here in the biggest city and the largest school district in
our great state of Michigan.
Our students—remember them? Stand with the students! Stand with the students! They are our children,
and they are counting on us to unite and do the right thing.
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TL;DR
ReplyDeleteOutstanding outline of your plan. I'm here to help in any way I can.
ReplyDelete