Superintendents in the Twin Cities Area Have Very Limited Formal Training in Key Academic Subject Areas

Teachers and administrators in the public schools of the Twin Cities area (and throughout the United States) have very limited training in key academic subject areas.  

Elementary teachers tend to have no academic subject area degree at all, receiving all degrees from education programs.

Middle and high school teachers tend to have an undergraduate degree in a key subject area, but most receive all graduate degrees in education programs.

Superintendents whose teaching certifications were for elementary education tend to have followed the same pattern as elementary school teachers, plus licensures and degrees in educational administration. 

Superintendents whose teaching certifications were for secondary education tend to have followed the same pattern as middle and high school teachers, plus licensures and degrees in educational administration.

Consider the very limited formal training in key subject areas for these superintendents in the Twin Cities area (note that David Law is an outlier, given his training as a lawyer, an advanced degree that would have classroom subject area applications for government and certain elective courses in the social sciences)  >>>>>

Ed Graff        (Superintendent, Minneapolis Public Schools, 2016-2017 through 2021-2022) 

M. A., Education Administration   

University of Southern Mississippi

             (online degree)

B. A., Elementary Education          University of Alaska, Anchorage

Joe Gothard      (Superintendent, St. Paul Public Schools) 

Doctor of Education, Edgewood College, Educational Leadership

Master of Education, Edgewood College, Educational Administration

Bachelor of Arts, Edgewood College, Biology Education

Cory McIntyre     (Superintendent, Osseo Public Schools)

                              (Superintendent designate, Anoka-Hennepin Public Schools,

    beginning academic year 2023-2024) 

Principal Certification

(University of Minnesota/Twin Cities, January 2013)

Superintendent Certification

(University of Minnesota/Twin Cities, July 2010)

Program Administrator/Director of Special Education Certification

(University of Washington/Tacoma, 2003)

Program Administrator/Director of Special Education Certification

(University of Washington/Tacoma, June 2003)

M.S.. Education/Specialist Certification in School Psychology

(University of Wisconsin/LaCrosse, August 1996/May 1997)

B.S., Psychology and Biology

(Minnesota State University/Mankato, June 1995)

 

Kim Hiel        (Superintendent, Fridley Public Schools)

                       (Superintendent designate, Osseo Public Schools, beginning academic year 2023-2024)

Educational Administrative Leadership (Doctorate)

(St. Cloud State University)

Educational Administrative Principal License (Educational Specialist)

(University of St. Thomas

Educational Leadership (Masters of Education) 

(Hamline University)

Elementary Education (Bachelor of Science)

(University of Minnesota, Twin Cities)

 

Kelly McGuire        (Interim Superintendent, Anoka-Hennepin Public Schools) 

Ed. D., Educational Administration

(University of St. Thomas)   

Education Specialist

(University of St. Thomas)   

M. Ed., Organizational Leadership and Administration   

(University of St. Thomas)   

B. A.,    Education          

(College of St. Benedict)

 

David Law        (Superintendent, Anoka-Hennepin Public Schools through 2022; 

                             Superintendent, Minnetonka Public Schools, beginning academic year 2022-2023)

J.D. (Juris Doctorate)

(William Mitchell College of Law)

Superintendent License

(University of Minnesota/Twin Cities)

B.A. Mathematics and Education

(Hamline University)   

 

Minneapolis Public Schools Interim Superintendent Rochelle Cox Has Unique Grasp of the Needed Overhaul at the Level of the Locally Centralized School District

The extension of Minneapolis Public Schools (MPS) Interim Superintendent Rochelle Cox's contract at the 7 March Minneapolis Public Schools (MPS) Committee of the Whole meeting signals potentially unprecedented forward movement toward the crafting of an approach to K-12 education worthy as model for locally centralized school districts nationally, a circumstance that would then have international implications.

Cox is a unique presence in the position of superintendent;  she is now positioned to have very dramatic impact over the course of the next 16 months, and should the members of the MPS Board Education decide to take the next step with a vote to select Cox as the next long-term superintendent, the transformation of K-12 education can proceed apace.

My compilation of course requirements for various licensure requitements and degrees sought by K-12 administrators, including those aspiring to be superintendents, reveals the lack of academic content in such programs.  There is a degree dubbed, “Education Specialist,” which is neither a master’s nor a doctoral degree but includes certain courses required by the state of Minnesota.  Master’s programs and doctoral (the ridiculous Ed.D. [Education Doctorate]) programs feature not one course in any academic discipline. 

Although state officials and personnel in the education licensure and degree programs at the University of Minnesota/Twin Cities, Augsburg University, Hamline, Concordia, University of St. Thomas, University of Minnesota/Duluth, and Minnesota State University/ Mankato may claim that the courses included in administrator training programs have value in financial, operational, and managerial aspects of overseeing a locally centralized school district, one may counter that large universities, generally larger and much more complex, feature presidents who hold Ph.D.’s in mainline academic disciplines (physics, mathematics, economics, history, literature) and knowledge acquired from years spent in academia---  but with no  coursework pertinent to the role.  This suggests strongly that the position of superintendent could---  should---  be occupied by someone who has acquired administrative experience by holding positions within the district and otherwise has coursework from degree programs in legitimate academic disciplines.

The following is a succinct example of coursework in an educational administration program, in this case that of University of Southern Mississippi, where the hapless, ineffective Ed Graff received an online master’s degree in educational administration  >>>>>

…………………………………………………………………….

>>>>> 

Overview

---

The Master of Education in Educational Administration and Supervision prepares graduates for P-12 school leadership. The program is a fully online cohort model, with new cohorts beginning each fall semester.  Each cohort can accommodate only a limited number of students; therefore, prospective students are encouraged to apply as early as possible.

Students enrolled in this program will be required to complete an administrative internship over three semesters, beginning in the second semester of the program. As part of the internship experience, students will be required to identify a primary and a secondary mentor (Principal or Assistant Principal) who will agree to supervise the student during the internship and evaluate the student’s performance at its conclusion.

This program of study meets Mississippi’s state standards for advanced licensure. Students who intend to seek licensure in another state should verify that this program of study meets the desired state’s licensure requirements. For assistance with out-of-state licensure questions, please complete the Professional Licensure Form.

Admission Requirements

---

In addition to the requirements detailed in Admission Requirements and Procedures, applicants must meet the following requirements and submit the following documents:

1. Official GRE scores or other acceptable standardized graduate-level exam scores
2. Statement of Purpose - In a letter or essay format, describe your professional experiences and goals and how obtaining this degree will help you to realize those goals.
3. CV/Résumé
4. Copy of current educator license (with at least three years of teaching experience) 
5. Three Letters of Recommendation

This program admits new students each fall term. Members of underrepresented groups are strongly encouraged to apply.

Program Requirements and Academic Policies

---

See General Degree Requirements and General Academic Information.

Course Requirements (34 hours)

---

·       EDA 602 - Foundations of School Leadership 3 hrs.

·       EDA 603 - Leading Diverse School Populations 3 hrs.

·       EDA 604 - Intro to Leadership for Organizational Effectiveness 3 hrs.

·       EDA 605 - Intro to Instructional Leadership 3 hrs.

·       EDA 606 - Advanced Leadership for Organizational Effectiveness 3 hrs.

·       EDA 607 - Advanced Instructional Leadership 3 hrs.

·       EDA 608 - Socio-Political Issues and Educational Leadership 3 hrs.

·       EDA 609 - Transformational Leadership 3 hrs.

·       EDA 636 - Administrative Internship 1-12 hrs. (7 hrs. required)

·       EDA 661 - Practitioner as P-12 Researcher 3 hrs.

<<<<< 

…………………………………………………………………………………………………………….

Rochelle Cox has also matriculated in programs offering such academically insubstantial courses, so she has the necessary licensures and formal credentials.

But Cox's strength is in her advocacy of knowledge-intensive, skill-replete curriculum and the training of teachers capable of imparting such curriculum.   As head of special education for many years at the Minneapolis Public Schools, Cox was adamant that special needs student must receive such an academically substantive education.

This quality of comprehension sets Rochelle apart and positions her to be a transformative superintendent at the level of the locally centralized public school district, especially one serving students at the urban core.

Cox is positioned now to move MPS forward over the next sixteen months, with high prospects for getting the appointment to long-term superintendent;  should the latter happen, we will enter a phase of transformation that I had not heretofore seen as likely in my lifetime.

As recorded in last week’s Missive, the extension of Rochelle’s contract at the 7 March Minneapolis Pubic Schools (MPS) Committee of the Whole meeting signals potentially unprecedented forward movement toward the crafting of an approach to K-12 education worthy as model for locally centralized school districts nationally, a circumstance that would then have international implications.

7 March Committee of the Whole Meeting of Potential Historical Significance >>>>> Minneapolis Public Schools Board of Education Vote to Extend the Contract for Interim Superintendent Rochelle Cox Provides at Least Another 16 Months for Promising Academic Initiatives

The 7 March Committee of the Whole meeting of the Minneapolis Public Schools (MPS) Board of Education could very well prove an occasion of far-reaching historical significance.  

The only item on the agenda was to consider and vote on a one-year contract extension for Interim Superintendent Rochelle Cox.  Board Chair Sharon El-Amin (District 2) was again masterful.

Of high interest was the circumstance that El Amin and Vice-Chair Collin Beachy (At-Large) had clearly arrived at agreement that the extension was in the best interests of the district at this juncture.  This seemed also to bring Director Lori Norvell (District 5) to a position of favoring the contract, so that only Director Fathia Feerayarre was likely to oppose the contract extension.

But there were four rather quirky positions that slowed the meeting considerably  >>>>>

>>>>>    Feerayarre’s main point of contention concerned the putative and expressed need to be attentive to the emergence of a candidate for long-term superintendent of such merit as to end Cox’s contract at any time, so that such a candidate could be hired.

MPS General Counsel Amy Moore reviewed the contract and pointed out that this contingency was actually covered with a clause that provided for the mutually agreed termination of the contract at any time.  This did not satisfy Feerayarre, who wanted language that more specifically stated that the contract would be terminated if a desired long-term candidate emerged.

>>>>>    Director Abdul Abdi (District 1), substantially in favor of the extension, nevertheless wanted the Board to agree upon the goals that Rochelle Cox is expected to meet before extending the contract;  he couched this view in terms of fairness to Cox herself, so that she would know upon receiving the contract what performance targets she is expected to meet. 

>>>>>    Near the end of the meeting, Director Kim Ellison (At-Large) made a motion that resonated with Abdi’s view;  she sought the identification of characteristics that the Board wanted in a superintendent before voting on the contract, moving to delay the vote a week, until the 14 March regular business meeting of the Board.

General Counsel Moore commented at this point that such a process of identifying desired superintendent characteristics could very well induce discussion lasting for many weeks.

The motion did not carry.

>>>>>    Director Ira Jourdain (District 6), very much in favor of the extension, nevertheless objected to the provision calling for a performance review for Cox, which he said was not typical in interim superintendent contract extensions.

General Counsel Moore commented that she had reviewed interim superintendent contracts containing such language and that Cox herself had agreed to the provision for evaluation.

The related motion by Jourdain did not carry.

The final vote went as follows  >>>>>

>>>>> 

Board Chair Sharon El-Amin (District 2)        >>>>>       Yay    

Board Vice-Chair Collin Beachy (At-Large)    >>>>>       Yay    

Director Abdul Abdi (District 1)                       >>>>>       Yay   

Director Lori Norvell (District 5)                      >>>>>       Yay    

Director Adriana Cerrillo (District 4)              >>>>>       Not present for the vote    

Director Sonya Emerick (At-Large)                 >>>>>       Yay

Director Kim Ellison (At-Large)                        >>>>>       Yay

Director Ira Jourdain (District 6)                     >>>>>       Nay    

Director Fathia Feerayarre (District 3)           >>>>>       Nay    

Thus the 6-2 vote approached unanimity, with only Feerayarre truly objecting to Cox continuing as interim superintendent and Jourdain holding out on the matter of the evaluation.

This clears the way for Rochelle Cox to move forward with her highly promising initiatives to bring knowledge-intensive, skill-replete curriculum and enhanced teacher quality to the Minneapolis Public Schools.

Should the public and the Board then in the course of the next few months draw the proper conclusion that Rochelle Cox is the overwhelmingly best option for the long-term superintendent position, she and her staff have a chance to develop the Minneapolis Public Schools into a national model for preK-12 public education, a circumstance that would then have international implications.

Front Matter and Contents >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume IX, No. 9, March 2023

Volume IX, No. 9                                          

March 2023

 

Journal of the K-12 Revolution:

Essays and Research from Minneapolis, Minnesota        

 

Minneapolis Public Schools

Student Academic Performance 

Associate Superintendent Schools of Responsibility

 

A Five-Article Series         

 

A Publication of the New Salem Educational Initiative

Gary Marvin Davison, Editor     

 

 

Minneapolis Public Schools

Student Academic Performance 

Associate Superintendent Schools of Responsibility

 

A Five-Article Series   

 

Copyright © 2023

Gary Marvin Davison

New Salem Educational Initiative

 

Contents

 

Introductory Comments                                                                                                 

Minneapolis Public Schools

Student Academic Performance 

Associate Superintendent Schools of Responsibility          

                                                                                                                          

Article #1                                                                                                     

 

Associate Superintendent Laura Cavender

Schools of Responsibility

 

Article #2                             

Associate Superintendent Eric Thomas

Schools of Responsibility

                                                                                   

Article #3     

Associate Superintendent Yusuf Abdullah

Schools of Responsibility

                                                                                                                       

Article #4                                                                                                                                         

Associate Superintendent Michael Walker

Schools of Responsibility

Alternative Schools

 

Article #5                                                                                                                            

 

Academic Year 2021-2022

Associate Superintendent Responsibility

Introductory Comments >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< >>>>> Volume IX, No. 9, March 2023

Introductory Comments

 

At the “Cabinet Team” portal of the website for the Minneapolis Public Schools (MPS), description of responsibilities for the position of associate superintendent is given as follows:

 

The associate superintendent is responsible for providing ongoing support and oversight to school building leaders. The associate superintendent works with school communities to improve overall school performance as defined in the strategic plan.

 

In the future, the associate superintendent position should be evaluated for likely elimination.  These central office administrators (Michael Walker, $175,000;  Yusuf Abdullah, $171,000;  Laura Cavender, $161,000;  Eric Thomas, $160.000) are among the top-paid staff members at the Davis Center (MPS central offices, 1250 West Broadway), occupying a position that should be considered superfluous.  In a phenomenon typical in bureaucracies, the position was created in response to professional incompetence witnessed at another administrative level, that of school principal. 

 

Neither school principals nor the teachers whom they oversee emerge from administrator/teacher training programs prepared for the jobs that they are hired to perform, so that the creation of the associate superintendent position was meant to provide principals and teachers with compensatory training.  The irony, though, is that associate superintendents have typically themselves previously been teachers and principals in careers for which those positions define most of their job experience;  otherwise, associate superintendents have received their degrees and other credentials in programs that are as academically insubstantial as those from which teachers and principals have emerged.

 

Hence, the locally centralized school districts of which MPS is a salient example are rife with teacher and administrator incompetence.  The position of associate superintendent should be eliminated, in the aftermath of thorough teacher and administrator retraining for the delivery of knowledge-intensive, skill-replete curriculum.

 

This edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota gives student academic proficiency rates at schools overseen by particular superintendents:

 

In articles #1, #2, #3, and #4, figures given are for academic years ending in 2014, 2015, 2016, 2017, 2018, 2019, 2021, and 2022 (Minnesota Comprehensive Assessments [MCAs] were not given in the Covid-interrupted academic year ending in 2020).  Inasmuch as the current four associate superintendents are new to their positions as of the current academic year of 2022-2023, article #5 focuses on student proficiency rates for the single academic year of 2021-2022, most relevant for determining success of the associate superintendents in raising achievement rates when the results of the MCAs administered at the end of this academic year 2022-2023 are reported.