Transcription
Can you even shake hands with? I can. You're going to have to be like this. Hello. I got it. Is that how you do it? If you shake hands, wet nails, you can't touch. Hi, welcome. Hello. Thank you for being here. Hi. How are you doing? Good afternoon. I'm fine, thanks. Hello. Nice to meet you. Thanks for spending some time with us. Hi, I'm Johanna. Hi. Nice to meet you. Good afternoon. Welcome to Hopkins Public Schools. Thank you. Thank you for meeting us uh about becoming meeting with us about becoming our district's next superintendent. Do you have everything you need? I do. Thank you. Great. Thank you.
So today our school board members will rotate asking you questions and we will all be taking notes. Please know that we are listening carefully and just doing our due diligence by by noting um things down. We have provided a copy of the questions for you. Please note there are 12 questions and our last question will be whether you have any questions for us. The interview is scheduled for 1 hour and uh Barb Dorne with MSBA will notify us when there are 30 minutes, 15 minutes, and five minutes remaining in our allotted time. I'd like to open this interview by asking each school board member to introduce themselves.
Good afternoon. My name is Johanna Hyman and this is my first year on the school board. Hello, I'm Jiming Jao. This is my third year on the school board. Hi, I'm Vice Chair Broper. This is my third year on the school board. Hello. Hi, my name is Shannon Andre and this is my seventh year on the board. I am treasurer Rachel Hartland and this is my fifth year on the school board. I'm Kai Thompson and this is my third year on the school board. I'm Sarah Wilhelm Garbers. I joined the board in January and I serve as clerk.
Wonderful. Thank you. Thank you board members. We will now begin our interview with the first question. Tell us about yourself and why you are interested in becoming the Hopkins school public school's next superintendent.
Well, thank you again for having me here today. I know you've had a long day, so I appreciate your dedication to this process and including me in it. It's truly an honor to be with you here today. Uh, I am here because Hopkins Public School has a reputation of being a place that creates welcoming, inclusive environments. You are steadfast in your focus on student outcomes and um, you inspire innovation and all of those things are really exciting to me as I um, select a a opportunity to pursue. I am drawn here because Hopkins uh is known for disrupting the status quo. You um remain focused on the foundation of the work of public education which is found in your mission of inspiring each student to reach their full potential. And the piece about that that I really um love is that you chose to work use the word each. Many missions and visions use the word all or every, but when you focus on the word each, it really reminds us to focus on the individual student. And I really I really appreciate that. I want to serve here specifically because of the core values you've identified that are in alignment with my own core values. Um uh and my leadership philosophy of being student centered, ensuring a sense of belonging for all, that commitment to equitable learning environments, and then just leading with love and joy. Um and I love I love seeing those words in your core values. I appreciate the richness of the diversity of Hopkins Public Schools. As a global majority district, your demographics mirror others that I have worked in. And leading here would allow me to lead authentically. And I strive to live a purpose-driven life. And to me, living life on purpose means that I seek opportunities that allow me to help others find joy in their purpose and inspire hope for a better future. And I can't think of a better way to live my life on purpose than by serving in public education. I've I'm very selective about roles I pursue and Hopkins feels like a place that is a match for me. So I again I just appreciate the opportunity to be here with you all and thank you for for having me.
Thank you so much. Describe a time when you sought input from a broad group of stakeholders before making or recommending an important decision to the school or district leadership. How did the input from those groups shape the outcome?
So, in a previous position as associate superintendent, I was tasked with leading middle schools. We had six middle schools um and about 8,450 students. And part of that process was to do a comprehensive review of middle school programming um with our goal of increasing outcomes, academic and behavior outcomes for students while maintaining maintaining the exploratory nature of our middle school programming and being cost-effective and it would be a bonus if it could be a cost reduction as well throughout that process. So we began that review by collaborating with middle school principles. what did they see um was working well in their schools and what were where were opportunities for improvement. We then um worked with our teaching and learning department to do a full audit of the courses that we were offering in our middle schools. What things were highinterest areas for students and what aligned with college and career pathways that they would have access to in our high schools. We also looked at the length of our class periods. how many periods per day students would have and really then the core requirements for students um in English langu language arts, social studies, science um how do how are we ensuring that students have um access to equitable um teaching and learning and curriculum throughout the day. So once we kind of had the big framework then we started the communication plan and we wanted to be ensure we wanted to ensure that everyone from students, staff and the community at large knew the why behind the review. Why now? Why why this review? And we had to restate that over and over and over. As you know change is hard. And so if we don't continue to focus on the why of the change then um some of the noise it gets lost in the noise of of why we are doing it. Throughout that process I also gave regular updates to the school board so they knew how they might be engaged in that process and um that they were informed throughout. We held several community meetings. Something that I chose to do that was different that we hadn't done before was instead of just holding meetings in the evening, we offered those in the morning as well. So, we wanted to be sure that we could be as inclusive as possible to to um if any family wanted to be there that a time or location wouldn't be a barrier. So, we had them throughout the district and at various times. I also had meetings um with staff. So, u multiple meetings with staff. So they had touch points throughout the process to be sure that they knew um where we were in in um in the review and what recommendations might be coming forward. Ultimately the feedback that was collected whether it was from in-person meetings or electronic feedback through surveys that were sent to the community that feedback shaped the recommendations that we went forward to the board. We gave the board options. We shared with the board what um what we had heard from the community, what we had heard from teachers and then um ultimately recommended um some changes that quite frankly we didn't anticipate at the beginning of the process that we might end up being there. But based on the feedback that we heard um we took a really um staggered approach to change the to ensure that it was it was change that was manageable but also change that was supported by the community. Thank you.
How do you balance empowering others to lead with ensuring strong oversight and follow-through? Please speak to your experience delegating as well as in holding others accountable.
So for me, it really just starts with relationship. Um I I desire to be in relationship with people. And so when we are able to be face tof face, shouldertosh shoulder and really are clear with each other about expectations, I have found that followth through is more productive. So um accountability as a as a supervisor and as a leader for me um goes handinhand with effective support. So if we're clear on expectations and we have a clear plan for followup and how we are going what are where are our touch points going to be throughout whatever that project might be and then um providing the support necessary. So, if the project isn't going as planned, why what what's the barriers? Is it um was there a misunderstanding in communication? Is there more support needed? Do we do we have the resources needed to implement the change that we're asking for? And um again, just really building that trusting relationship where um people I supervise know they can come to me when they have questions and that I'm going to walk alongside them as a partner to ensure that they can be effective in their job.
Thank you. Tell us about a situation when you discovered a mistake, oversight, or problem in your district or building that reflected poorly on leadership. What did you do? What was the result? And would you handle it differently next time? If yes, how so? Mhm.
So, we were making some changes in special ed programming and um I discovered that there was some communication errors because teachers were coming forward frustrated about the process and based on what I understood was happening um with uh the director that was responsible for that project um didn't happen. I was um we had made a plan for communication and because it needed to happen so quickly there were a few steps in that that were missed. So teachers felt that they didn't have a voice in the decision and they didn't understand the why of the decision. So two things then happened once that was discovered. First we had to kind of start over from the beginning with communication to teachers to make sure that we could undo some of the misunderstandings that they had because of our lack of of communication. So we created um optional Google meets where they could come and ask questions. We did some targeted communication where they got written communication about the why of the change, how it was going to impact them, how it was going to impact their students, and what they could expect for support. So we had to kind of take a step back and redo communication that I had expected had already happened. And then the second part of that was my follow-up with the director and um again restating those expectations, finding out what went wrong, why were those expectations not followed through on and how I could help provide support for improved outcomes in the future. Ultimately, it came down to time. There was a thought of we have to skip these steps because we have to get this done. And we were able to highlight when you do that, when you skip the why, when you skip the communication, you end up taking more time in the long run because we had to go back and build that consensus. So I think um what I learned personally as a as a leader in that situation was maybe I needed some more regular touch points with that particular leader to ensure that they had what they needed to fulfill those expectations. And you get to know that as a supervisor when you work with people. So, some leaders might require that, others are are able to be a little more hands-off. Um, and and you only get to know that through building relationship and being in collaboration with people.
Thank you.
Please share an example of a time when you used financial data to guide a recommendation or decision affecting programs, staffing, or operations.
Thank you. I think um most districts in Minnesota are um in the having the opportunity of reviewing financial data to determine how they might be able to seek efficiencies um in programming. And an example I will share with you is around utilizing spaces um in our district. So, we had some spaces that were leased spaces and um they weren't as efficient as we needed them to be to support students and programs were growing and so in we didn't have the opportunity to expand in that one leased space. So, we ended up having multiple leased spaces to support this program. And as we reviewed our financial data, while we were able to use LTFM funds to pay for some of that leased space, it created some other inefficiencies with staffing. we were duplicating staffing in the two locations. And so we really uh approached this as a place where we could um find ways to decrease cost while at the same time increasing um the student experiment experience improving the student experience um by ensuring they had access to the staff they needed when they needed them and that we were having students in spaces that were designed for students. We ended up shifting um some assignments to have uh staff itinerant staff that needed office space move into those leased spaces and we shifted students into a school that we had been using more for um administrative kind of uh itinerant staff use. So in the end um it it was a cost-effective process because we were able to maximize staffing um and it was also the benefit of improving that student experience.
Thank you.
Please describe a situation when you felt that transparency was difficult but necessary. How did you communicate with stakeholders? what was the outcome and what did you learn from that experience?
So, one example um was with a program that wasn't getting the desired outcomes for students. And this was a program that had um existed in our system for a long time um and had been successful in the past, but currently we weren't getting the outcomes that we were expecting. It was difficult data because there were some staff members who had been involved in that program for a really long time and so it was personal. They saw that as a reflection of them and their abilities and um so we had to be really delicate about about how the data was shared and how the review was um was done of that program. Um, in the end, our goal was um to make a determination whether or not we eliminate that program or we find ways to support it in in with stronger um resource allocation to ensure the fidelity of implementation. What really came out in that review was how the program was designed initially and how it was being implemented at the time were vastly different and so we weren't getting the outcomes we needed. Um, we wanted to be sure and I I would say that as we strive for building consensus, we might not always agree or even like decisions that have to be made, but if we can lean into the why of that decision and make sure that we can um build consensus around supporting that decision because we think it's what's best for students. um typically in my experience then we are able to find a path forward even when people are sad or frustrated about that elimination.
Thank you.
Um equity is important in Hopkins. Please share a time when you've led a change designed to improve equity, access or opportunity for students with differing needs and backgrounds and over time what was the impact of that change?
So for me equity is not a standalone initiative but a lens for which we um base all of our decisions. I think it has that idea of an equity lens um is a nice thing to say, but when we really ask ourselves what do we mean by that when we say we're reviewing this with an equity lens, getting really clear about those expectations for how do we actually do that work? And so I collaborated um with lots of different folks from lots of different places to really develop something that we called our decision-making protocol. Um and the purpose of the decision-making protocol is to ensure we s seek out m missing narratives that we involve all people in the and interested parties in the decision provide space for voices to be heard and consider their perspective as all of all and then we ask ourselves how does this decision eliminate barriers and provide opportunities? How does this decision ensure equitable access for all? How does the decision ensure high academic standards and a supporting learning environment for all students? So, a specific example I'll give where we used um a version of this decision-making protocol was just this past year and honestly still going on now with Operation Metro Surge and how we supported our community with ICE presence. Um, we had many, many students that their families did not feel safe um sending their children to school. Um, we had situations at bus stops and in parking lots and in our neighborhoods that really prevented students from feeling like they could get from their home to school in a safe way. Um, and so we had to collaborate with many different departments on how we might be able to meet the unique needs of of all of our students when they aren't able to show up in school. Um, and this was different than than COVID. Some equated it to COVID. For us, it was different because there were concerns about accessing technology. So, we did create a system for students to be able to access online um learning, but some families were were worried about even using their internet at home. And so, we had to pivot and shift and think about, well, how might we get materials to students so they could access their learning during this time. All of that then to say um it was under that umbrella of having ensuring students knew that they were welcome and that they were safe and when they were in our schools we were we would do everything that we could to protect them and ensure that school felt quote unquote normal, right? That they had this safe space during the day with their teacher and their friends that they could learn and grow. Um, fortunately most of our students have returned to school um after that intense time and the impact of the of the shift was we heard from families thank yous for trying to be as supportive as we could. We heard from staff that um while they wanted us to do even more um they understood the decisions that were made because we tried to involve them in the decisions. you know your students best. How might we um provide the support that they need in this moment? Um, and I hope we don't ever have to do that again.
Uh, thank you.
Um, academic outcomes are also important here. So please share a situation in which you work to improve academic outcomes through changes in curriculum, instruction or assessment. What was the impact of your work and how did it impact student success?
So a couple things come to mind. First, the a multi-tered system of support. So that MTSS framework that I think you're familiar with here in Robbinsdale from the materials I've been able to see online and watching some of your board meetings, but I view that as really that unifying integrated framework that ensures that we have rigorous curriculum for all students. We're datadriven and we're focused on continuing improvement. Continuous improvement. Improving academic outcomes really begins with ensuring that all students have access to core curriculum. That we make a promise to them and their families that they will all have rigorous curriculum. They will have the social emotional behavior supports that they need and that we focus on family engagement in in their instruction. When we are really clear about what we're teaching and how we're teaching it, then we can layer on the additional supports that students may need, whether that's through extensions or interventions. Students can't benefit from things that aren't implemented effectively. So while we our student data is often our most public data, ensuring that we're also gathering adult data, implementation data, so we know where are things going really well and where might we need additional support that comes to play in how we're working right now with the read act and really asking teachers to shift a lot of things about what they thought they knew about how students learn to read. So when we focus on literacy across the content area and providing uh science of reading professional development to our teachers while implementing evidence-based curriculum, those are things that um right now in the district I'm in, we are implementing new literacy curriculum K5. Our teachers have been engaged in new professional learning around um the science of reading. So we're asking them to teach differently with different materials and that's a heavy lift. And so how we do that is really centered on both providing them effective professional development, professional learning with all the things we're asking them to do paired with coaching um through effective walkthroughs or co individual coaching sessions. modeling and also um supporting the principles. Making sure the principles are able to be effective instructional leaders again with new materials and new new pedagogy, new um science of reading training to really be sure that we can um create an equitable learning environment for all students within that MTSS framework. So being really clear about what we're teaching and how we're teaching it. um our impact the impact of that work I think is in in twofold. First um it's undergoing right when we talk about implementation of something new especially something this significant it's really a three-year implementation so we have to be careful that we are not um putting all of our resources at the very beginning and then just letting it go. We have to follow that up with continual professional development, continual focus on our coaching. And then what's working and what's not. Where are the places that we might need to pivot? How is this resource, this new curricular resource maybe not meeting our needs? What are the gaps that we need to fill in? Um, we have seen gains in our FAST scores already this year in areas. I'm excited for the long-term outcome. Um especially you know as we look at people that are implementing truly with fidelity the impact on students has been great. Students love for reading is being um inspired through uh that access to rigorous curriculum and effective instruction.
Thank you. How do you build trust with groups that may feel disconnected from, cautious toward, or skeptical about district leadership?
Well, as I said before, I desire to be in relationship with people. And so, for me, that starts with being connected, building trust. Um, I have come to learn that trust is really about care, helping people know that we're in this together. About reliability. Um, following through on the things that that they expect from us. Sincerity. Um, saying what I mean, mean what I say, and acting accordingly. And then confidence, being really clear about what my skills are and what I know and what are the things that I need to learn, especially coming into a new system here in Hopkins. Um, so for me it means showing up and being present and building those relationships and building trust and then intentional work to maintain it. So trust is is fragile. It can be lost just as easily as it can be built. And so how how um you maintain that focus, especially on um or with um members of our community who might not feel like school was a safe place for them um as a learner um or that it might not have been designed to meet their needs. So recognizing that, honoring that, and moving forward, what are the things that we agree on? We're all here to support student success. How do we build from there? um being clear and transparent in communication. People often ask for transparency and communication. And what I found is what they mean by that is they want you to be honest. They want you to be open. And they want you to communicate frequently. Those are things that I think I are are strengths of mine. Um, and I would I would um apply them here in Hopkins.
Thank you. Please describe a situation in which your first communication on an issue did not land the way you intended. How did you recognize that and what did you do next?
So, the example I'll share is we were um making some shifts in uh work locations for some of our teachers and we were going to be allowing for them to do some flexible or remote work, which was something new in our system. And the initial feedback that we got was that this was a celebration that people appreciated the trust, they appreciated the flexibility. Um, and so we communicated that and then we found out that um for some they um had a real sense of loss in that process because they wanted to be able to have um colleial colleial relationships with each other and working remote wouldn't allow that. We they didn't they no longer had um kind of that central hub where they all would go and could could gather. Um, and so I think it it goes back to what I've shared before. They weren't clear about the why. We missed that part. I missed that part of really ensuring they understood the why that this was intended to provide them flexibility. Um, they just saw it as a loss for some of them. Um, so we had to, again, as I've shared before, um, the thing I think that I hope this highlights in the other examples is that people come to me when they're frustrated with the communication or they have questions. So, I am someone that they aren't afraid to approach and say, "Hey, that didn't land well or you missed this part." And then we can we can adjust and we can shift. So, um, in that process, we heard them and we we pivoted a bit. And so, while they still didn't have the same work environment they had had before, we were able to meet both needs by providing some flexibility in their work environment, but then also created some hubs throughout the district where they could come together and collaborate in a way that was unique to them. Um, and in the end, it was a cost-effective approach. It recognized and honored autonomy and trust in our employees and we were flexible and responsive when they shared um that they wanted it to look different.
Thank you.
In your current or past positions, how do you approach working with a school board in a way that is both cooperative and appropriately role conscious? In your opinion, what does true partnership look like between a board and superintendent?
It begins with trust. I know I sound like a broken record here, but really I would desire to be in relationship with each of you and how we might have um our whether it is formal communication protocols or informal um whatever the board desires, I um am here to build those relationships and make sure that we um are able to communicate in trusting ways. I appreciate no surprises when working with the board and so um you would get that from me as well. So how we communicate in a transparent way, transparent way, open, honest and frequent. My role as superintendent is to take feedback and provide you with options for action. and how we develop the rhythm of what that looks like um is something I think we will you know gets developed over time as I would be a new leader here and you all would be new board members for me to navigate but I really strive for unity um as a as a leader for unity to me that means that we're in alignment it doesn't mean that we always agree um but that we trust each other and we trust the process and we stay focused on our mission vision and really remain student centered when we can point to our strategic plan, our strategic priorities um and is this decision um rooted in what's best for students then I think um that alignment comes comes more readily um as we can have open and honest communication with each other.
Thank you. Our final question then is do you have any questions for us?
I do. Thank you very much. Um, my first question is as you think about the next one to three years in Hopkins public schools as board members, what are you really personally excited for or what are things that as you approach this transition you want to make sure that isn't lost or that is maintained in Hopkins?
Thank you. It's a great question. Who would like to take that one first?
I will. Great. Thanks.
Thank you for that. Um I think to the I'll start with the second part of your question to us which is the what do we want to see maintained and I'll begin where you did which is you pointed to our vision and our values as a district. And I think that is really important not just to us at the board table and to our educators and community um within the schools formally but also more broadly. And we saw that come up even in our our engagement with our community through the surveys. And so I think that um continued like stewarding forward this vision the the legacy of this district. And so those are some of the things that would be vital to see maintained and I think excited. I'm excited about the possibility of um being a district that just we continue to enhance and lean into the sense of pride and belonging and that we um I love the quote we all do better when we all do better from Wellstone. And I like to add we all do better when we do it together. And so the more together I think we can be as a community that bridges so many different uh municipalities and senate districts and just diversity of who we are that that strength that is like we see that as our strength even in an enhanced way and we feel that uh together and we get to then celebrate whether it's our student athletes, our students in band etc. um any of the achievements of of each and every single one of our kids and also their communities. That that's what I'm excited about.
Well, I would say Oh, sorry. Where you going? I will say that I love Hopkins for like um Clerk WG said that about um the diversity of our district and um I appreciate how progressive we are and that we have a perfect balance of like academic excellence, a perfect balance of social justice, a perfect balance of um innovation and I would love to see us continue that forward and also to maintain our students student celebrations in our student voice. So, we often bring students um clubs and activities here who are making high achievements to celebrate them. I would love to see that and I would love to see that extended as well. Um, because um student voice is the main I mean it's like one of the more the most important voices that we can listen to and so I would love to see that incorporated just a bit more into our district decisions and also just our district processes and protocols. I think one of the things I'm very excited about is uh uh seeing some of the investments that we've made as a district in uh some of our uh curriculum and strategic choices with that with getting in on the readact early and some of our math changes. Um, I think really we'll start bearing fruit and I'm very excited to see that. um not just because you know the score needs to go up, but it means I think that our students are learning much more. They're being more prepared and uh you know that's that's what we're here for is just uh making sure that our kids have every advantage possible.
Um, I'll I'll take that next. Um, I am really excited about maintaining something that is a deep legacy in Hopkins, and I didn't know about it when I chose um the Hopkins School District what feels like a really long time ago, 19 years. Um, is that we have some of the most courageous, brave, and activated students in the I feel in the state. um they feel a sense of urgency and um advocacy and autonomy to make their voice heard and to enact change um immediately right now. They're not waiting for permission or for to become an adult. They're they're in it and they're acting. I hear it all the time when I'm out in community. People talk about great things that kids kids are doing and almost to a one it's a Hopkins student doing it. So, I I feel great pride in that and I really want to see that maintained. Um, and on that same note, I'm really excited to see how we can transform the experience in our schools to match that investment that our students are making every day in their community. Um, how can we give them credit for the work they're doing in communities? How can we ensure that they have the tools that they need to be effective in their chosen path that they're that they're um living every day out in the community. So, that would be a really big thing that I'm excited about. Um, and I'm also just excited to see where um, we can continue to channel the love and um, commitment that we have as a community to this school district and to the students that and staff that that make it what it is. So I think bringing that back and channeling that love and commitment. I think in the audience here we have a a a three generation legacy person. So there's there's just this really deep love and commitment for Hopkins that I'm excited to see um continue forward. the alignment of your answers to be focused on students is just brings joy to my heart. So, I really appreciate you as a board um staying focused on that. The word that came up a couple different times um was legacy and I just think that a a district like Hopkins has built a legacy of excellence and and how we work together moving forward to maintain and expand that is really exciting to me. So, Thank you. Do I have time for one more question? Is that okay? Okay.
Um, so if I were selected as your next superintendent, how would you envision our first three months together? And what do you think is the most important work we would tackle right away?
That's a great question.
Yeah, I think I know.
All right, go for it. I think I know the answer to the question just because it is the most pressing um issue to tackle but not the most fun is the finance side of things. um you know, you mentioned it's not just Hopkins that's dealing with um rising costs and flat revenues. Um, and so the first thing I think the first three months would be really focused on where are we at financially and how can we put ourselves in the best position to move forward comfortably without removing programming that affects students and the classrooms in the best way possible. Um, and I think someone with that could come in in the first 3 months and be able to look and and see where there's lowhanging fruit would be really important immediate work to do. Um, be able to identify the lowhanging fruit and then make recommendations.
Chair Andre.
Yes.
Well, I like that answer. I'm the treasurer and I um that is of course critically important. I mean, you know fully well the like the financial landscape in the state of Minnesota and want to recognize you talked about trust being kind of a fragile thing and so I think that the first three months would be spent I imagine um doing a lot of meeting people and a lot of asking people community members and stakeholders of all kinds that question like what does this next in uh in this short period of time and in this next year, what does it look like to you? What do you want to see? and establishing that relationship and that um kind of reestablishing not just you but even the board of like this is the ways in which we listen to you and we welcome your feedback and to kind of take new leadership as an opportunity to to reestablish that I think would be critically important.
Chair and Jason.
Yes.
Yeah. I I would echo a lot of what Treasurer Hartland said there and I I appreciated a lot that you spoke about today about the importance of relationships and and establishing that relationship. And so, you know, I see that um as being important for those first three months, we you know, as as part of our work with MSBA, we you know, we got a great survey of community feedback of of what they would like to see in the next superintendent. So I think you know building upon that as a foundation of of listening and and understanding what what is wanted at this point. Um and then continuing to build that relationship as well. Um, so I agree.
I I do not disagree with anything that has been said thus far. I think one of the things that I'm curious about as a board member um and I think we would all be interested is h how do we help to ensure that whomever is our next superintendent gets to start um in a place of just generative positivity that begins to set the the tone holistically and I think you heard different strategies and elements that are at play. Um so you know I would imagine that's where I would turn it back to the person who will sit in that seat. What do you need from us? How can we be advocates in building relationships? What do you need from the cabinet and leadership team? What are they saying they need? Um, but I think it does offer a beautiful moment to get to have a new start as a community, start a new chapter um in this, you know, storied history of this district. And so, how can we come alongside of that and really um help the person to feel like I've come to the right place. I have the tools I need in working collaboratively so that we can just lean in in a beautiful powerful way. Um, and also just want to acknowledge there's some realities like school start soon and you know all of those things that will be very you know it will be a not busy time at all. Um, so just want to you know figure out what what also is realistic and and what we can do and to make sure we're not um going to burn out the new superintendent within a month.
I would echo clerk uh WG about the burnout, right? Because I think that when we say we have a new superintendent, we start bringing you all the things that immediately needs to be fixed. And I think that would be setting you up for um for failure, right, when you come into conflict. And so I think one of the bigger things is making sure that we are doing some deep relationship building. Um, I think it's really important as well like with our new high school principal I would love to have both of you um you know, like meet with each other and like meet with the board to do some you know kind of like some level setting and some relationship building there and meeting I mean doing relationship building of course with the administration but also um just understanding how we can best support you. um you're new even though you have experience from another district but every district is different. So what can we specifically do in our own individual capacities to make sure that you will be set up for success going into that new role but that busy school year. Um, and so we're here to make sure that you are set up for success. So I think those are some key ways that we can get you acquainted at Hopkins when um you know your new superintendent. So,
Thank you.
Great. Good. Um, thank you for that question and we do still have some more time. So, if you did have another question or you'd like to reflect on anything, um, feel free.
I don't have another question. I just would respond a little bit to some of the things that you shared. I think, you know, July 1st is going to be a blink and then the first day of school will be the second blink. And so as a new uh superintendent here, that delicate balance of learning and listening, but also leading. We don't have the opportunity to just, you know, have a 100 day plan where we sit back and and get to know each other. We're going to have to take swift action on things. And I appreciate you bringing up um the finances and um really making those decisions that remain student centered. And um I appreciate that. Um, I also heard you talk about being positive and supportive. Um, I work best in collaboration and while the superintendency I is a somewhat lonely position, I am excited to to have that role with a supportive board that's that desires that collaboration that we can work together. And again, that doesn't mean that we always agree on all things, but that we can lean into those hard conversations together, be open and honest and transparent and keep kids at the center and move forward together. I would say the same in working with the cabinet here that that would um be exciting for me to have a team to collaborate with so we can work together to achieve our goals. I um I also, you know, want you to know that um I love my work. I I have a uh I feel feel like I was made to be in public education and I'm more than that. And so that balance is really important to me, too. I have four adult children. I became a grandma this past year. So, um my parents actually live with my husband and I. Um, and so family is the center of of my life and um finding ways to live my life on purpose. as I said at the beginning, through public education really brings me great joy and so I'm really thrilled to be here with you today and I just thank you for the opportunity. So.
Thank you with that.
Thank you.
Thank you.
Thank you.
Thank you. Um, thank you so much for being here and joining us today. We will be in contact this evening after the school board finishes its deliberations.
Wonderful. Thank you for the opportunity. Good luck with your decisions.
Thank you.
Thank you.
Thank you.
Okay, great. Thank you.