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In her book, chancellor appointee says she's no data "whiz"

City officials’ argument to convince State Education Commissioner David Steiner that publishing executive Cathie Black is qualified to be schools chancellor is based on the idea that her managerial skills will be necessary during the coming years’ intense financial pressures.

But in her memoir-cum-business advice guide, “Basic Black,” the chancellor appointee describes her skills as far more attuned to sales and marketing than financial analysis. While she likes the operational side of business, she writes, “too much data and too many spreadsheets make my eyes glaze over.”

In a section of the book called “Power = knowing your strengths and weaknesses,” Black explains that knowing that she prefers broader strategy to rows of numbers has helped her decide which tasks to delegate:

Over the years I’ve taken care to work on that weakness — taking financial management courses, asking for help when I need it, and not being afraid to let the numbers folks do the thing they’re best at. It wouldn’t make sense for me to pretend to be a whiz where I’m not.

Black’s analysis of her own managerial strengths and weaknesses is one of many insights that her 2007 book gives into how she might approach her new job at Tweed Courthouse.

It also gives clues to why Black said yes to the job of schools chancellor. In a section on how to decide which job offers to take and which to pass over, she describes two separate instances where she was offered jobs outside of magazine publishing but turned them down. In one case, she declined an offer to become president of a well-known cosmetics company. She refused because, as she writes, they needed “someone who lives and breathes cosmetics,” and Black did not think she was that person.

Similarly, when she was offered a top position at a Silicon Valley start-up, she turned it down because she didn’t feel familiar enough with the field:

It would have been an exciting and potentially lucrative new field for me, but as I walked around the company’s offices, looking at the rows and rows of people silently tapping away at their computers, I just kept thinking, “I’m such a fish out of water here. What in the world do I bring to this party?”

But Black says there are times when it makes sense to take a job that’s far afield from your interests and expertise —  when the new job may be a strategic stepping-stone to something else.

“Don’t be afraid to take steps in your career that are strictly for strategic purposes,” she writes. “Yes, you want to follow your dreams, but sometimes the path to your dreams involves a carefully thought-out detour.”

The book also gives clues about how Black may run the Department of Education’s central administration. Black has said that she intends to lean heavily on the team of deputy chancellors that Klein has put together — though one of those deputies quit almost immediately after Bloomberg’s announcement and it’s unclear whether others plan to stay.

She writes in the book that, unlike many executives arriving at a new company, she prefers keeping the old team in place rather than making drastic changes right away. When she was hired at Hearst, she writes, she began making changes so slowly that she attracted criticism from outside observers.

“We needed an infusion of new energy, and part of the reason I was hired was to provide it,” she writes. “Yet I didn’t storm in with bazookas blazing. The last thing I wanted to do was come in and shake things up just for the sake of shaking, which would have led to upheaval and mistrust on the part of Hearst management.”

In the book, Black describes how she approaches laying off staff, which she may be forced to do next year in the face of steep budget reductions. She explains how she made the decision to shutter a struggling magazine, experience that some have suggested might come in handy when the city tries to close as many as 60 schools this year.

Black also writes about her commitment to diversity in the workplace. The Department of Education and the Bloomberg administration have been criticized for their largely white, male ranks. Black writes that she has received criticism for hiring too many female executives; at Hearst, she dispensed with that idea by acknowledging it directly at an executive meeting, then asking all of the women in the room to stand. The women made up about one-third of the meeting’s attendees.

She writes that she prefers to hire employees of “different backgrounds, ages, temperaments, and experience” not just for ethical reasons but also because it makes good business sense.

“It’s best to mix it up, as hiring people like yourself simply brings you more of the same perspective and skills, rather than the diversity of skills that more often leads to success,” she writes.

Throughout the book, Black describes an approach to managing that is mostly personable but also direct and sometimes almost brusque. And she says she has a thick skin for hearing when people think she is wrong.

“You can take it or leave it, but don’t fear criticism,” she writes.

the end

A 60-year-old group that places volunteers in New York City schools is shutting down

PHOTO: August Young

Citing a lack of support from the city education department, a 60-year-old nonprofit that places volunteers in New York City schools is closing its doors next month.

Learning Leaders will cease operations on March 15, its executive director, Jane Heaphy, announced in a letter to volunteers and parents last week.

In the message, she said the group had slashed its budget by more than a third, started charging “partnership fees” to participating schools, and explored merging with another nonprofit. But the city pitched in with less and less every year, with no guarantee of consistency, she said.

“This funding volatility has created insurmountable challenges to the long-term viability of our organization,” Heaphy wrote. “We regret the vacuum that will be created by our closure.”

The group — which began as part of the city school system but became its own nonprofit in the 1970s — says its volunteers work with more than 100,000 students in more than 300 schools every year, many of them faithfully. When then-84-year-old Carolyn Breidenbach became the group’s 2013 volunteer of the year, she had been helping at P.S. 198 on the Upper East Side daily for 12 years.

Heaphy’s full message to volunteers is below:

Dear [volunteer],

It is with a heavy heart that I write to inform you Learning Leaders will cease operations on March 15 of this year. This organization has worked diligently over the last few years to sustain our work of engaging families as Learning Leaders, but the funding landscape has become too challenging to keep our programs going. While we have been able to increase our revenues from a generous community of funders, we have ultimately come to the conclusion that without a consistent and significant base of funding from the NYC Department of Education, we cannot leverage foundation grants, individual donors, or school fees sufficiently to cover program costs.

In the face of growing financial challenges, Learning Leaders reduced its costs as thoughtfully as possible — and in ways that did not affect our program quality. Rather, we sought to deepen and continually improve our service to schools and families while eliminating all but the most necessary costs. These efforts reduced our budget by more than 35 percent.

At the same time, we sought greater public support for our work with schools and families across the city. We are grateful to the foundations and individual donors that have believed in our work and provided financial support to keep it going. We were gratified when schools stepped up to support our efforts through partnership fees. While these fees only covered a portion of our costs, the willingness of principals to find these funds within their extremely tight school budgets was a testament to the value of our work.

Throughout an extended period of financial restructuring Learning Leaders advocated strongly with the Mayor’s Office and the DOE [Department of Education] for a return to historical levels of NYC DOE support for parent volunteer training and capacity building workshops. While we received some NYC DOE funding this year, it was less than what we needed and was not part of an ongoing budget initiative that would allow us to count on regular funding in the coming years. Several efforts to negotiate a merger with another nonprofit stalled due to the lack of firm financial commitment from the DOE. Over time, this funding volatility has created insurmountable challenges to the long-term viability of our organization.

We regret the vacuum that will be created by our closure. If you have questions or concerns about opportunities and support for family engagement and parent volunteer training, you can contact the NYC DOE’s Division of Family and Community Engagement at (212) 374-4118 or [email protected].

On behalf of the board of directors and all of us at Learning Leaders, I offer heartfelt thanks for your partnership. We are deeply grateful for your work to support public school students’ success. It is only with your dedication and commitment that we accomplished all that we did over the last 60 years. We take some solace in knowing that we’ve helped improve the chances of success for more than 100,000 students every year. The Learning Leaders board and staff have been honored to serve you and your school communities.
Sincerely,

Jane Heaphy
Executive Director

Rise & Shine

While you were waking up, the U.S. Senate took a big step toward confirming Betsy DeVos as education secretary

Betsy DeVos’s confirmation as education secretary is all but assured after an unusual and contentious early-morning vote by the U.S. Senate.

The Senate convened at 6:30 a.m. Friday to “invoke cloture” on DeVos’s embattled nomination, a move meant to end a debate that has grown unusually pitched both within the lawmaking body and in the wider public.

They voted 52-48 to advance her nomination, teeing up a final confirmation vote by the end of the day Monday.

Two Republican senators who said earlier this week that they would not vote to confirm DeVos joined their colleagues in voting to allow a final vote on Monday. Susan Collins of Maine and Lisa Murkowski of Alaska cited DeVos’s lack of experience in public education and the knowledge gaps she displayed during her confirmation hearing last month when announcing their decisions and each said feedback from constituents had informed their decisions.

Americans across the country have been flooding their senators with phone calls, faxes, and in-person visits to share opposition to DeVos, a Michigan philanthropist who has been a leading advocate for school vouchers but who has never worked in public education.

They are likely to keep up the pressure over the weekend and through the final vote, which could be decided by a tie-breaking vote by Vice President Mike Pence.

Two senators commented on the debate after the vote. Republican Lamar Alexander of Tennessee, who has been a leading cheerleader for DeVos, said he “couldn’t understand” criticism of programs that let families choose their schools.

But Democrat Patty Murray of Washington repeated the many critiques of DeVos that she has heard from constituents. She also said she was “extremely disappointed” in the confirmation process, including the early-morning debate-ending vote.

“Right from the start it was very clear that Republicans intended to jam this nomination through … Corners were cut, precedents were ignored, debate was cut off, and reasonable requests and questions were blocked,” she said. “I’ve never seen anything like it.”