Understanding the Minneapolis Public Schools:
Current Condition, Future Prospect
Gary Marvin
Davison, Ph. D.
Director, New
Salem Educational Initiative
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 Accountability,
Research, and Equity
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 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-Three
The Enormous Obstacle to Excellent
Education Posed By the Minneapolis
Federation of Teachers
Chapter Fifty-Four
The Sea of Corruption That Is the
Minnesota
Department of Education
Chapter Fifty-Five
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-Six
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-Seven
World’s Best Workforce (WBWF) Programs
Are a Sham and Should Be Understood As
Such
Chapter Fifty-Eight
Minneapolis Public Schools
Comprehensive District Design, 2019-2022
Chapter Fifty-Nine
Bloated Salaries for Inept MPS
Academic
Decision-Makers at the Davis Center
>>>>> Particularly True for Cecilia Saddler,
Shawn Harris-Berry, LaShawn Ray,
Carla Steinbach-Huther, Ron Wagner,
Brian Zambreno, Aimee Fearing, Michael
Walker, and Jennifer Simon
Chapter Sixty
Wretched Academic
Performance of the
Minneapolis Public Schools
as Indicated
in Site by Site Profiles
Chapter Sixty-One
The Jargon-Infested World of Education
Professors and Those Whom they Train
PART THREE PHILOSOPHY
Chapter Sixty-Two
Introduction to Part
Three:
The Intellectual Damage
Inflicted
by Education Professors
and the
Incompetence of the
Teachers and
Administrators Whom They
Train
Chapter Sixty-Three
How We Got in This PreK-12
Education Mess
Chapter Sixty-Four
Prevailing Conceptions of What
Constitutes an Excellent
Education
Chapter Sixty-Five
Properly Defining an Excellent
Education, the Excellent Teacher,
and the Purpose of PreK-12 Education
Chapter Sixty-Six
Atoning for a Brutal History and
Apologizing to the African American
People Via the Power of PreK-12
Education
Chapter Sixty-Seven
The Five-Point Program for Transforming
the Minneapolis Public Schools into a
Model for the Locally Centralized
School District
Chapter Sixty-Eight
Concluding Comments to Part Three
The Paramount Societal Importance of
Revolutionizing PreK-12 Education
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