I have become
fascinated by the World’s Best Workforce (WBWF) committee of the Minneapolis
Public Schools (MPS) and the motivations of constituent members. The Davis Center connection for the World’s
Best Workforce committee is the staff of Chief Eric Moore in the MPS Department
of Research, Evaluation, Assessment, and Accountability. This is an ironic association, given that
Moore’s department is one of the few bright lights of this struggling school
district: The membership of the
committee is not as impressive as Moore and his staff.
The WBWF committee is
chaired by Victoria Balko, whose children attend schools in the Robbinsdale
district: In a conversation that I had
with her back at a winter meeting of the committee, Balko indicated to me that
her motivation for serving on this committee was to address the flaws at the
Minneapolis Public Schools that induced her to send her own children elsewhere.
But
Balko is a mediocrity, overseeing a committee membership of like quality. This
committee has potential to be the academic committee that is a puzzling
omission among those that abide at the Minneapolis Public Schools, given that
academics constitutes the core mission of any locally centralized school
district. With the tentative exception
of Co-Chair David Weingartner, though, I am not impressed with the committee. But the potential for academic advocacy
abides in the World’s Best Workforce Committee if a membership upgrade could replace
the meager preparation and analytical ability of current World's Best
Workforce participants.
During the 2017-2018 Academic
Year, the composition of the WBWF/2020 Advisory Committee
was as follows:
The 2017-2018 MPS WBWF Advisory Committee
Co-Chairs:
Victoria Balko
David Weingartner
Members:
Sheri Beck
Elizabeth Campbell
Kimberly Caprini
Peggy Calrk
Erin Clotfelter
Lynne Crockett
Kenneth Eban
Sara Etzell
Graham Hartley
Tara Kennedy
Greg King
Margaret Richardson
Collin Robinson
Julie Sabo
Elizabeth Short
Heather Walker
Deacon Walker
Liaisons:
Kim Ellison --- Board Liaison
Jennie Zumbusch --- Staff Liaison
In the appendix, I have
included a complete copy of a letter that this group sent to Superintendent Ed
Graff as an annual report that focused on the draft then available of the MPS
Comprehensive District Design. The letter and the
report are rambling, philosophically inconsistent, and maladroit in making
substantive recommendations for improving the academic program at the
Minneapolis Pubic Schools.
At a
meeting of this committee on 24 April 2019, teachers Stephanie Bales, Tara
Ferguson, Hillary Klick, Paul Klym, Nahfeesah Muhammad, and Sharon Rush
manifested deep compassion and refreshing candor, despite the minimal
competence of chair Victoria Balko and other members. The meeting was ill-run by Balko but was
ultimately surprisingly good due to the participation of these teachers who are
clearly dedicated and refreshingly candid concerning the deficiencies of
academic leadership at the Minneapolis Public Schools that leaves classroom
teachers of reading, literacy, and English needing to make things up as they go
along.
Participants included the following:
Stephanie
Bales (Kindergarten Developmental Dual Language Teacher, Andersen
Elementary)
Tara
Ferguson (English 10 and International Baccalaureate Teacher, Edison High
School)
Kathy
Gretsch (Literacy Specialist, Andersen Elementary)
Hillary
Klick (Reading Teacher, Northeast Middle School)
Paul Klym (Career
Development Coordinator, Career and Technical Education)
Nahfeesah
Muhammad (English Teacher, North High School)
Sharon
Rush (English/Reading Teacher, South High School)
Gretsch
gave appearance of Davis Center (MPS central offices, 1250 West Broadway)
connections that have obscured her ability to bear witness to the deep academic
failures of the Minneapolis Public Schools.
Her comments were murky and full of jargon.
But Bales,
Ferguson, Klick, Klym, Muhammad, and Rush manifested deep compassion for their
students and spoke with refreshing candor concerning the deficiencies of
academic leadership at the Minneapolis Public Schools that leaves classroom
teachers of reading, literacy, and English needing to make things up as they go
along.
This dedicated group
of teachers triumphed over Balko’s minimal competence: They presented a vision of what the
Minneapolis Public Schools could be if curriculum were to be overhauled for
knowledge intensity and teachers were trained to deliver such a
curriculum. Increasing reading ability
of students is a matter of giving students grounding in phonics and phonemic
awareness at preK through first grade, then imparting a broad liberal arts
curriculum emphasizing history, government, economics, psychology, mathematics,
literature, English composition, and the fine arts throughout the preK-12 years
(with abundant career and technical options introduced during middle school and
high school).
Despite the
questionable constituency of the MPS
World’s Best Workforce/2020 Advisory Committee and the failures of academic leadership at the
Davis Center, the elevated intellectual and moral quality of teachers Stephanie
Bales, Tara Ferguson, Hillary Klick, Paul Klym, Nahfeesah Muhammad, and Sharon
Rush provides evidence of a core of teachers ready and able to make the
improvements needed to bring knowledge-intensive, skill-replete curriculum to
students at the Minneapolis Public Schools.
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