Superintendent search

Nashville school official is one of four finalists to become Newark’s next superintendent

Sito Narcisse

A top Nashville schools official is one of four finalists vying to become Newark’s next superintendent.

Newark’s school board has not announced the finalists, but Sito Narcisse, currently chief of schools of the 88,000-student Metro Nashville Public School system, is in the running, Chalkbeat has learned. Narcisse, who has also been a high-ranking official in two large Maryland school districts and a principal in Boston and Pittsburgh, confirmed the news on Monday. The son of Haitian immigrants who spoke French-Creole at home as a child growing up on Long Island, he later helped open two high schools for recent immigrants who were still learning English.

The other finalists, Chalkbeat has previously reported, are former Baltimore city schools chief Andres Alonso, Newark Interim Superintendent Robert Gregory, and Newark Assistant Superintendent Roger Leon. (Alonso previously declined to comment, and Leon did not respond to an email.)

Newark’s last state-appointed superintendent, Christopher Cerf, stepped down on Feb. 1 when the school board officially regained control of the district after 22 years of management by the state. As the district transitions back to local supervision, it must adhere to a state plan that stipulated that there be a national search for the next superintendent and three finalists for the full board to vote on. However, the state last month granted a request by the board to name four finalists instead of three.

The finalists will introduce themselves to the public at a forum on Friday, though the audience will not be allowed to ask questions. The school board will then interview the candidates in private on Saturday, before they are expected to make their selection at the public board meeting on May 22.

Narcisse was also a semifinalist for the superintendent position in Duval County, Florida until Monday, when the school board there voted not to advance him to the second round of interviews, according to the district’s website. (Unlike Newark, that school system posted all the candidates’ applications online and will livestream the school board’s interviews with the finalists.)

Alonso, the other candidate from outside Newark, was recently in the running to become Los Angeles’ next superintendent before withdrawing his name last month. Both he and Narcisse may face an uphill battle in Newark, where several board members and many residents have said they would prefer a local educator to run the school system now that it is back in local hands after decades of state oversight.

In an interview Monday, Narcisse told Chalkbeat that if he was hired in Newark he would work hard to get to know the district and “become a part of that community.” He added that many of the schools he oversaw in Tennessee and Maryland served low-income students who dealt with trauma and poverty similar to the kinds faced by many Newark students.

“I know I’m not from Newark,” he said. “But the children of Newark have the same set of issues, the same set of challenges.”

Narcisse began his career as a high-school French teacher in a suburban district outside Nashville, before opening a public school in Pittsburgh and then taking over a struggling high school in Boston. He later held district leadership roles in Montgomery County and Prince George’s County, Maryland, where he helped design the new schools for immigrants still learning English.

In 2016, he became chief of schools for the Metro Nashville system, the second-highest position in the district, where he is responsible for overseeing 169 schools. In that role, he helped establish a high school where students can earn associate’s degrees, brought new science and technology programs into the middle schools, and participated in a public-private partnership to boost students’ reading skills, he said. His salary is $185,000 per year, according to his application for the Duval County position.

He said that he has absorbed several lessons over the years on how to improve struggling schools: Find a strong principal, provide lots of staff training, and invest in extra support services for students. He also cited another lesson that could be especially apt in Newark, where many residents rejected the sweeping policy changes enacted by Cami Anderson, a prior state-appointed superintendent.

“The other part is to not to do reform to them — but to be a part of the work with them,” he said, referring to community members. “That’s how change and sustainability happens.”

Listening Tour 2018

5 bold ideas for how Chicago can send more kids through college

PHOTO: Elaine Chen
Chalkbeat Chicago sat down with educators and OneGoal staff as part of our series of listening tours throughout the city

It takes resilience and a lot of support to launch students on the path to college, let alone get through Year One.

“Students trying alone to make it is not going to work,” said Kate Kaushal, a counselor at Phillips Academy High School in Bronzeville. “It takes a village.”

In a conversation on Tuesday, educators, Chalkbeat reporters and editors, and staff from the nonprofit OneGoal brainstormed ways to marshal that village to guide more students in Chicago’s neighborhood schools toward college and careers. As the sixth stop of Chalkbeat’s summer listening tour, the two-hour discussion took place at the Loop office of OneGoal, which offers one-on-one coaching to help low-income high school students transition to college.

The discussion covered many of the challenges schools face, from keeping students moving forward during their “sophomore slump,” to conquering the complexity of college applications and financial aid forms — and, moving beyond, to keeping students in college once they get there.  In 2016, 66 percent of CPS high school graduates enrolled in two- or four-year colleges. But of district students who had enrolled in college in 2011, only 57 percent graduated by spring 2016.

Tuesday’s group shared ideas that are working — and even came up with other bold ones that could catch on. Here are five ideas that came out of our conversation:

1. Build out a system of post-secondary “help desks” in libraries and public spaces

Sharon Thomas Parrott suggested instituting “help desks” to support high school students in navigating financial aid

Problem: The variations among applications for colleges and trade programs is mind-boggling,  even for adults, said Kaushal of Phillips Academy.: “Each college has a different process, and a different portal, and students get frustrated when applying.”

Solution: Sharon Thomas Parrott, an ex-officio member of One Goal’s Board of Directors who began her career as a CPS teacher, proposed a network of community “help desks” that could help students review options and navigate applications and federal financial aid forms. “How do we support schools and provide counseling opportunities without counselors?” she asked rhetorically. Help desks with services in English and Spanish would also help make the process more accessible to parents and guardians.

2. Financial aid navigators accessible to high school students throughout the city, either at schools or through organizations

Problem: College has become astronomically expensive. It’s great to encourage students to pursue higher education, “but don’t sugarcoat it either,” said Andrew Nelson, a humanities teacher at Multicultural Academy of Scholarship High School in South Lawndale. However, reality can also discourage families.

Solution: Alejandro Espinoza, OneGoal Chicago’s director of secondary partnerships,  suggested that the city or schools can provide financial aid navigators to help families figure out how much schools cost, what financial aid is available, and how loans figure into the picture. “Parents won’t take a risk if they don’t know this information.”

3. Start the post-secondary conversation earlier

Mary Beck, principal of Senn High School, emphasized the importance of Freshman Connection for getting incoming students on track for high school graduation

Problem: Many students don’t enter high school with thoughts about what they’ll do afterward, and may not think about them until junior year, when their options — such as entering into a trade or a college — become limited because they lack required courses and credits.

Solution: Mary Beck, the principal of Senn High School in Edgewater, said that her school has placed much emphasis on Freshman Connection, a program that gets incoming students acquainted with staff and graduation requirements before the school year starts. At Senn, the goal is to get students on track to graduate before they even show up for Day One of high school. “It’s setting yourself up so that you have options,” she said. “They have to be prepared to apply for a four-year college even if they don’t ultimately go.”

4. Focus on individual students once they get to college

Problem: Students who make it to college don’t always stay there. Beyond academics, it can be challenging to deal with a new environment, cost, and even culture. Adults often tell students that once they’re in college ‘you’re going to be an adult, no one is going to hold your hand,’ said Kaushal, “but sometimes someone still needs to hold their hand.”

Solution: Thomas Parrott said that colleges or external programs could provide counselors who sit down with incoming college students and looking at what classes they’ll take in freshman year, as those grades set the foundation for the students’ trajectories in college. Kaushal added that guidance needs to continue in college. While organizations such as OneGoal provide one-on-one coaching for college freshmen, she said that continued coaching will help ensure students ultimately graduate.

5. Students need to see success stories

Problem: Students sense challenges facing their family, neighborhood and city all the time. They need to hear stories of resilience — and see exactly how kids who look like them persevered.

Solution: OneGoal Director of External Affairs Chloe Lahre said that mentors, connected through a robust directory of program alumni, could offer practical advice and encouragement. Nelson of Multicultural Academy suggested more stories in the media about students overcoming setbacks. It would be helpful, he said, “seeing people who have had similar experiences and seeing what their story is like.”

In our listening tours, we’ve gathered parents, community groups, students, and educators to discuss pressing issues in Chicago education. Our seventh event, in partnership with City Bureau, is next Thursday, August 23. It is open to the public.

Timely Decision

Detroit school board approves 2018-19 academic calendar after union agrees to changes

PHOTO: Hero Images
Ivy Bailey, president of the Detroit Federation of Teachers, said teachers agreed to calendar changes to do what's best for students.

The Detroit school board approved this year’s academic calendar Tuesday night, hours after Detroit’s main district and its largest teachers union settled a contract disagreement.

The calendar approval, which comes just three weeks before the first day of school, includes some changes to the original calendar spelled out in the teachers’ contract.  The new calendar was approved last week by a school board subcommittee without comment from the the Detroit Federation of Teachers, and it was on the agenda for tonight’s meeting of the full school board.

After discussion with the district, the union signed an agreement on the changes, known as a memorandum of understanding.

The calendar eliminates one-hour-early releases on Wednesdays and moves the teacher training that occurred during that time mostly to the beginning of the school year. It also will move spring break to April 1-5, 2019 — a few weeks earlier than the April 19-26 break specified in the contract.

Superintendent Nikolai Vitti said the situation was not ideal, and he realizes that some teachers may already have made plans for the week of April 19-26.

“Hopefully, our teachers realize they should be there,” he said. But if vacation plans were already made and can be changed, “that’s good.”

“We will be prepared as much as possible to have substitutes and even district staff, if it’s necessary,” he said.

Ivy Bailey, president of the Detroit Federation of Teachers, said teachers aren’t pleased about the agreement.

“No, we were not happy with the change,” Bailey said.

Addressing a question from board member LaMar Lemmons, Bailey said the calendar changes “did constitute an unfair labor practice” because, among other reasons, teachers lost preparation days with the new calendar.

“We are not happy, but we are here for students,” Bailey said. “We understand this is what’s right for students. We put students first, and we are going to work it out.”

The earlier spring break is designed to avoid the testing window for the Preliminary Scholastic Aptitude Test, a college entrance exam commonly known as the PSAT.

Other changes to the calendar include eliminating scheduled parent-teacher conferences on October 31 because of the Halloween celebration.