Search reboot

Nashville’s mayor, school board reset the dial to find a new director

PHOTO: Dipti Vaidya
Megan Barry delivers her inaugural address on Sept. 25 as Nashville's new mayor. Improved public education was one of her top campaign promises.

After coming up empty-handed this summer in the search for Nashville’s next school chief, city leaders are revealing specifics of their new strategy for finding the best fit for the fast-changing district.

Newly elected Mayor Megan Barry, who pledged to make public education one of her top priorities when she took office in September, joined Metro Nashville’s Board of Education on Monday to announce a task force of 17 community leaders to jumpstart the city’s second search. This time around, the stakes are higher than ever in finding a school director who can propel Tennessee’s second-largest district forward in the face of low test scores, budget challenges, and often contentious debates over the best path forward.

The reset comes on the heels of a disappointing national search led earlier this year by a Chicago-based firm that pocketed the $42,000 consulting fee but was short on delivering many viable candidates. Ultimately, the Nashville board extended an offer to a neighboring director, Williamson County Schools Superintendent Mike Looney, who decided to stay put in his more affluent suburban enclave.

A replacement for recently retired director Jesse Register was supposed to begin work this summer, but would start next summer under the new timeline announced Monday. Chris Henson, the district’s longtime chief financial officer, is serving as interim director.

After the first search came up dry, the school board opted to wait until Nashville’s new mayor was elected before rebooting the quest in consultation with the city’s new leader.

The task force will be co-chaired by the mayor’s office and the Nashville Public Education Foundation and is to make recommendations to the board in January. From there, the board will choose a “formal search apparatus” and launch a national recruitment push to complete the process.

“I applaud the board’s decision to engage the full community in this search. I am optimistic that this diverse group of community leaders can work closely together to identify, recruit and hire a game-changing leader who will catapult the city’s public schools forward,” Barry said in a joint press release with the board.

Sharon Gentry, school board chairwoman, said the new approach should lead to new choices who are top-shelf leaders. “While the board must ultimately make the hiring decision, for us to successfully hire the kind of leader we all want, we must put our collective best foot forward as a city and a community,” she said.

The new director will face a bevy of challenges in running the nation’s 42nd largest district, with 86,000 students, more than 72 percent of whom are eligible for free and reduced-price meals.

When Register took the helm in 2010, the district was on the brink of state takeover for low performance. Since then, the school system has made strides, but still struggles to get most of its students up to grade level and meet the needs of its changing student population — which includes more English language learners than ever. State takeover still looms over some of the district’s schools, although now in the form of the Achievement School District, Tennessee school turnaround agent. And the polarizing debate over the expansion of charter schools, their financial impact on traditional public schools, and their role in raising the overall level of achievement in the city, often frames local conversation on education.

This time around, the board is banking that high-level community input can yield an experienced education leader who can be a consensus-building agent for school improvement.

When the panel begins its work this month, its research will be guided by three questions:

  1. What does Nashville need? What are Nashville’s biggest challenges? How does it stack up against other cities/districts? What does this point to in terms of the profile of an effective director of schools?
  2. Who might fit that profile? Are there “bright spots” across the country in terms of districts or systems achieving significant gains or innovations in these areas?
  3. Are we competitive enough to attract high-caliber candidates? How does Nashville’s compensation package compare with like-minded or -sized districts? Are there other things Nashville can do to make the position more attractive?

Members of the search advisory committee are:

  • David Briley, vice mayor
  • Sheila Calloway, juvenile court judge
  • Bill Carpenter, chairman and CEO, LifePoint Health
  • The Rev. V. H. Sonnye Dixon, Interdenominational Ministers Fellowship
  • Marc Hill, chief policy officer, Nashville Area Chamber of Commerce
  • Shannon Hunt, president and CEO, Nashville Public Education Foundation
  • Erick Huth, President, Metropolitan Nashville Education Association
  • Kristin McGraner, founder and executive director, STEM Prep
  • Janet Miller, CEO, Colliers International
  • Rich Riebeling, chief operating officer, mayor’s office
  • Mark Rowan, president, Griffin Technology
  • Renata Soto, executive director, Conexión Américas
  • Stephanie Spears, president, MNPS Parent Advisory Council
  • The Rev. Ed Thompson, Nashville Organized for Action and Hope
  • Robbin Wall, principal, McGavock High School
  • Ludye N. Wallace, president, NAACP Nashville
  • David Williams, vice chancellor, Vanderbilt University

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.