Interim Superintendent Suzanne Kelly

Both districts are implementing strategic plans that call for reform.  I encourage you to look over each of the plans.  (Click here for MPS Strategic Plan and SPPS Strategic Plan)

Both districts are experiencing declines in student populations and are struggling to “right size” their districts.  While this is difficult for community members who feel attached to their local school, the leadership firmly stated that by closing buildings they are able to redirect funds from

Superintendent Bill Green and Deputy Superintendent Bernadeia Johonson

bricks and mortar back into the classroom.

Ms. Kelly shared that she is deeply concerned by proficiency test results in her district.  Recent scores show that only white students reached a minimum of 50% proficiency in math and reading in 2009.  She stressed that incremental gains in achievement are not acceptable, they need to accelerate improvement.

St. Paul’s strategies include an emphasis on cultural proficiency in which teachers and non-licensed staff receive training in how their backgrounds affect the way they interact with students.  In addition they are focusing on teacher effectiveness, academic support, placing kids on a post-secondary trajectory starting in elementary school, and extending time spent learning in part through partnerships with nonprofits that can reinforce school curriculum.

Minneapolis is increasing accountability expectations and investing in principals and high performing teachers.  They emphasized the importance of the “instructional core” which is made of the student, teacher and curriculum content.  Minneapolis is excited about their partnerships with Teach for America which will provide the district with 13 teaching fellows.  They have also partnered with the New Teacher Project which is helping address contract reform with the Teacher’s union.

The panel agreed that they are challenged to find time in the day to provide interdisciplinary educational opportunities.  They look to nonprofits and community partners to help bring these activities to the students, and recognize it as a challenge in their curriculum.

Superintendet Green and Rajiv Shah

When asked if they had all the money in the world, what would they do to affect student success they unanimously agreed that they would buy more time.  They excitedly talked about  the idea of being able to extend the school day and the school year.

Additional questions have been submitted to the panelists.  Their responses will be posted shortly.

This is particularly problematic given that in the next 10 years, 25,000 new teachers will be needed in this country to fill vacant positions due to retirement or those leaving the field.  Locally, the Itasca Project’s Minnesota’s Future: World-class Schools, World-class Jobs report states that “Due to aging population trends, Minnesota will need to replace about 40% of its current teachers over the next decade or two.”

Kati Haycock noted that 40 years ago, when teaching was one of few career options for women, the “best and the brightest” women were found in the classroom. Today, women can be anything and a teaching career path, for men or women, competes with a wide spectrum of job opportunities.

At the same time, there is a decline in individuals choosing to pursue a traditional education degree.  Instead, many who are becoming teachers are choosing alternative teacher prep programs. This year Teach for America received 35,000 applications drawing locally from 10% of Carleton and 10% of Macalester’s graduating classes.  There is a need to ensure that these teacher prep programs provide quality training and have the resources necessary to meet the demands of the field.  In addition, all of these new teachers will need opportunities for professional development to help them be more successful.