Understanding the Minneapolis Public
Schools:
Current Condition, Future Prospect
Gary Marvin Davison, Ph. D.
Director, New Salem Educational
Initiative
New Salem Educational Initiative
Understanding
the Minneapolis Public Schools:
Current
Condition, Future Prospect
Gary Marvin Davison, Ph. D.
Director, New Salem Educational
Initiative
Minneapolis, Minnesota
Copyright 2020
Contents
PART ONE
FACTS
Chapter One
Introductory Comments
Chapter Two
Overview of the Minneapolis Public Schools
Chapter Three
Leadership of the Minneapolis Public Schools
Chapter Four
Academic Credentials for
Key Staff at the Davis Center
(Central Offices of the Minneapolis Public
Schools,
1250 West Broadway)
Chapter Five
Minneapolis Public Schools Board of Education
Academic
Program of the Minneapolis Public Schools
Chapter Six
A Overview
of the Key Features of the Program of
Minneapolis Public Schools Superintendent Ed
Graff
Chapter Seven
World’s Best Workforce Programs
Chapter Eight
Strategic
Plan: Acceleration 2020
Chapter Nine
Educational Equity Framework
Chapter Ten
Minneapolis
Public Schools
Comprehensive
District Design, 2019-2022
Chapter Eleven
Minneapolis Federation of Teachers/
Education Support Professionals
Chapter
Twelve
Minnesota
Department of Education
North
Star Accountability System
28
August 2018 COW Presentation
Chapter
Thirteen
The 2020 Advisory Committee >>>>>
Annual Letter Written On Behalf of the
World’s Best Workforce Advisory
Committee
Chapter Fourteen
Academic Proficiency and Graduation Rates
Chapter Fifteen
Record of Schools Overseen by the
Associate Superintendents
Chapter Sixteen
MPS Davis Center Salaries
Academic Years 2018-2019 and 2019-2020
Chapter Seventeen
MPS School Profiles
Elementary
Schools (Grades PreK-5 and PreK-8)
Chapter Eighteen
MPS School Profiles,
Middle Schools (Grades 6-8)
Chapter Nineteen
MPS School Profiles,
High Schools (Grades 9-12)
Divisions,
Departments, and Offices of the
Minneapolis
Public Schools
Chapter Twenty
Department of
Teaching and Learning
Chapter Twenty-One
Office of Black Male Achievement
Chapter Twenty-Two
Department of Indian Education
Chapter Twenty-Three
Homeless and Foster Care Student
Services
Chapter Twenty-Four
Multilingual Department
Chapter Twenty-Five
Department of
College and Career Readiness
Chapter Twenty-Six
Department of Special Education
Chapter Twenty-Seven
Department of Athletics
Chapter Twenty-Eight
Department of Research, Evaluation,
Assessment, and Accountability
Chapter Twenty-Nine
Department of Communications,
Engagement, and External Relations
Chapter Thirty
Social Work
Chapter Thirty-One
Department of Community Education
Chapter Thirty-Two
Department of Counseling
Chapter Thirty-Three
Department of Resource
Development and Innovation
Chapter Thirty-Four
Department of Government Relations
Chapter Thirty-Five
Office of the General Counsel &
Office of Equality and Civil Rights
Chapter Thirty-Six
Department of
Marketing and Communications
Chapter Thirty-Seven
Department of
Information and Technology Services
Chapter Thirty-Eight
Department of Human Resources
Operations Division
Chapter Thirty-Nine
Operations Division (Overview)
Chapter Forty
Department of Capital Construction
and Maintenance
Chapter Forty-One
Department of Culinary
and Wellness Services
Chapter Forty-Two
Department of Emergency, Safety,
and Security Services
Chapter Forty-Three
Department of Transportation Services
Financial Division
Chapter Forty-Four
Financial Division (Overview)
Chapter Forty-Five
Department of Budget and Finance
PART TWO
ANALYSIS
Chapter Forty-Six
Ed Graff and the Abiding Dilemma
of the
Ineffective Superintendent
Chapter Forty-Seven
The Intellectually Corrupt Academic Program
of the Minneapolis Public Schools
Chapter Forty-Eight
Aimee Fearing Should Be Replaced By
a Scholar Before She Has a Chance to
Become Another Inept or Hamstrung
Executive Director of the Chronically
Ineffective Department of Teaching and
Learning---
and the Current Staff Should Be Dismissed
Chapter Forty-Nine
Michael Walker and Staff at the
Office of Male Achievement
Should Be Dismissed for Not Raising
Black Male Achievement.
Chapter Fifty
Jennifer Simon and the
Department of Indian Education
Should Be Evaluated for Ability to
Raise Academic Achievement for
American Indian Students and
Major Academic Field Scholars
Should Be Added to Staff
Chapter Fifty-One
MPS Associate Superintendent
Record of Ineffectiveness
Chapter Fifty-Two
A Review of the Minneapolis Public Schools
Board of Education,
with Iteration as of Academic Year 2019-2020---
KerryJo Felder, Bob Walser, Siad Ali, Kim
Caprini,
Nelson Inz, Kim Ellison, Josh Pauly, Jenny
Arneson,
and Ira Jourdain---
Assessed as Particularly Incompetent
and Politically Tainted
Chapter Fifty-Three
Incompetence of Minneapolis Public Schools
(MPS)
Superintendent Ed Graff, MPS Board of
Education Members,
and Consultant Paula Forbes on Full Display at
Saturday, 6 April 2019 Meeting
Chapter Fifty-Four
The Enormous Obstacle to Excellent Education
Posed By the Minneapolis Federation of
Teachers
Chapter Fifty-Five
The Sea of Corruption That Is the
Minnesota Department of Education
Chapter Fifty-Six
The Failed Strategic Plan:
Acceleration
2020 of the
Minneapolis Public Schools:
A Sorry Exercise in Goal Setting
Unsupported by a Viable Plan of Action
Chapter Fifty-Seven
The Educational Equity Framework as one of
Many Documents Existing Only to Fulfill Legal
Mandates:
Remembering the Abysmal Presentation on
Educational Equity
by Kimberly Matier and Lanise Block at the
Tuesday,
11 August 2015, Meeting of the
Minneapolis Public Schools Board of
Education
Chapter Fifty-Eight
World’s Best Workforce (WBWF) Programs Are a
Sham
and Should Be Understood As Such
Chapter Fifty-Nine
Minneapolis Public Schools
Comprehensive District Design, 2019-2022
Chapter Sixty
Bloated Salaries for Inept MPS Academic
Decision-
Makers at the Davis Center >>>>>
Particularly True for
Cecilia Saddler (no longer with the district),
Shawn Harris-Berry, LaShawn Ray,
Carla Steinbach-Huther (no longer with the
district),
Ron Wagner, Brian Zambreno, Aimee Fearing,
Michael Walker, and Jennifer Simon
Chapter Sixty-One
Wretched Academic Performance of
the
Minneapolis Public Schools as
Indicated
in Site by Site Profiles
Chapter
Sixty-Two
The
Jargon-Infested World of Education Professors
and
Those Whom they Train
PART THREE
PHILOSOPHY
Chapter Sixty-Three
Introduction to Part Three:
The Intellectual Damage
Inflicted
by Education Professors and the
Incompetence of the Teachers and
Administrators Whom They Train
Chapter Sixty-Four
How
We Got in This PreK-12 Education Mess
Chapter Sixty-Five
Prevailing Conceptions of What
Constitutes an Excellent Education
Chapter Sixty-Six
Properly Defining an Excellent Education,
the Excellent Teacher, and the Purpose of
PreK-12 Education
Chapter Sixty-Seven
Atoning for a Brutal History and Apologizing
to the African American People Via the
Power of PreK-12 Education
Chapter Sixty-Eight
The Five-Point Program for Transforming the
Minneapolis Public Schools into a Model
for the Locally Centralized School District
Chapter Sixty-Nine
Concluding Comments to Part Three
The Paramount Societal Importance of
Revolutionizing PreK-12 Education
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