Introductory Comments
The Imperative for Rochelle Cox
Becoming the Next Long-
Term Superintendent of the
Minneapolis Public Schools
Minneapolis
Public Schools (MPS) Superintendents from the 1980s include Richard Green,
Robert Herrera, Peter Hutchinson (officially, his organization [Public
Strategies Group] constituted a collective superintendent), David Jenkins,
Carol Johnson, Thandiwe Peebles, Bill Green, Bernadeia Johnson, and Ed
Graff.
They
have all been failures; in particular, none of these superintendents
articulated a viable plan for providing necessary skill acquisition for
students facing grave economic and associated challenges; but further,
none of these superintendents succeeded in providing knowledge-intensive,
skill-replete curriculum for MPS students as a whole.
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 >>>>>
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)
………………………………………………………………………………………………
Inadequate
academic preparation is a consistent reality among education administrators,
from the United States Department of Education on through state-level
administrators, such as those at the Minnesota Department of Education.
The current head of the United States Department of
Education is an intellectual lightweight, lacking any training in a key
academic field:
Miguel Cardona
(United States Secretary of
Education)
Ed. D. (Doctor of Education)
Central Connecticut State
University
M. S.
Central Connecticut State
University
Bilingual and Cultural Education
B. S. (Bachelor of
Science)
Central Connecticut State
University
Education
This lack of in any training in a major subject area is witnessed,
too, in those who occupy positions of leadership at the state level. Consider the cases of these figures who have
occupied key roles at the Minnesota Department of Education:
Heather Mueller
(Minnesota State Commissioner of
Education through December 2022)
Ed. D. (Doctor of Education)
St. Mary’s University of Minnesota
Educational Leadership with
Emphasis on Organizational Analysis and Change
M. Ed. (Master of Education
)
Minnesota State University,
Mankato
Educational Leadership
Specialist
Degree
Minnesota State University,
Mankato
Educational Leadership and
Administration, General
B. Ed.
Minnesota State University,
Mankato
Associate Arts
Degree
Arizona Western
College
General Studies
Brenda
Cassellius
(former Minnesota State
Commissioner of Education)
Doctor
of Education – EdD
Organizational
Leadership
2004- 2007
Specialist
Educational
Leadership and Administration, General
1993 – 1995
Master's
degree
Secondary
Education and Teaching
1990- 1991
University of
Minnesota-Twin Cities
Bachelor's
degree
Psychology
1985 - 1989
Stephanie Burrage
(former Minnesota Deputy Commissioner of Education; currently educational equity officer for the
Minnesota Department of Education)
Ed.D. (Educational Policy and Administration)
University of Minnesota/Twin Cities
M.Ed. (Elementary Education)
University of Wisconsin/Madison
M.Ed.
St. Mary’s University
B.A. (Secondary Education)
Western Michigan University
………………………………………………………………………………………………
Academic
training in key subject areas for all of the superintendents given above, with
the exception of David Law, is very slim. All of their graduate
training is in academically insubstantial programs in departments, schools, or
colleges of education.
As
to the contents of such programs, consider that from which the ineffective
former (1 July 2016 through 30 June 2022) Superintendent of the Minneapolis
Public Schools Ed Graff received his Masters of Educational Administration and
Supervision Degree >>>>>
<<<<<
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.
<<<<<
………………………………………………………………………………………………………………………….
Recently
there has been a notable shuffling of superintendents from one school district
to the other within the Metropolitan Area of Minneapolis-St.
Paul. Corey McIntyre will move from the Osseo Pubic Schools to the
Anoka-Hennepin Public Schools for the 2023-2024 academic year, replacing David
Law, who is now the Minnetonka Public Schools superintendent; Kim
Hiel will move from the Fridley Public Schools to the Osseo Public Schools for
the 2023-2024 academic year. But inspection of the records left
behind by these recent superintendent designates is uniformly abominable, not
much better than the record that was established by Ed Graff during his tenure
as superintendent of the Minneapolis Public Schools from the 2016-2017 academic
year through 2021-2022, or by Joe Gothard, superintendent of the St. Paul
Public Schools.
Perpend >>>>>
Anoka-Hennepin
Public Schools
(David
Law, Superintendent [through June 2022)
2018 2019 2020 2021 2022
(N/A)
Reading 65.4% 65.1% ------- 55.5% 54.9%
Mathematics 64.6% 63.5% ------- 48.8% 52.4%
Science 61.4% 60.0% ------- 47.1% 43.2%
Osseo
Public Schools
(Corey
McIntyre, Superintendent)
2018 2019 2020 2021 2022
(N/A)
Reading 56.2% 55.0% ------- 50.7% 49.5%
Mathematics 52.6% 49.3% ------- 41.9% 41.7%
Science 43.4% 40.9% ------- 38.8% 34.5%
Fridley
Public Schools
(Kim
Hiel, Superintendent)
2018 2019 2020 2021 2022
(N/A)
Reading 44.8% 44.3% ------- 34.6% 32.5%
Mathematics 41.8% 37.8% ------- 27.3% 21.5%
Science 30.4% 24.0% ------- 19.4% 17.1%
Minneapolis
Public Schools
(Ed
Graff, Superintendent [July 2016-June 2022])
2018 2019 2020 2021 2022
(N/A)
Reading 45.1% 46.9% ------- 45.9% 34.8%
Mathematics 42.3% 32.0% ------- 35.5% 33.1%
Science 34.3% 36.6% ------- 36.5% 33.4%
St.
Paul Public Schools
(Joe
Gothard, Superintendent)
2018 2019 2020 2021 2022
(N/A)
Reading 38.4% 39.5% ------- 33.3% 34.8%
Mathematics 32.8% 32.0% ------- 21.4% 25.2%
Science 29.8% 29.1% ------- 23.7% 25.1%
…………………………………………………………………………………………………………….
The
history of failure of locally centralized school districts inMinnesota makes
the ascendance of Interim Superintendent Rochelle Cox to the leadership
position at the Minneapolis Public Schools a development of supreme importance.
Cox
possesses the typical official certifications necessary for a superintendent,
but she has genuine academic interests and vision for excellence.
Cox
has created a substantially new cabinet that includes an entirely new
contingent of associate superintendents who have been given a directive
carefully to monitor academic programming and results at the specific schools
for which each is responsible. The math curriculum (Bridges/Number
Corner) for the first time in recent memory will be implemented across all
grade levels at all schools. And for reading/language arts, a similar
uniformity of implementation was during the 2022-2023 academic year guided by
the primary curriculum (Benchmark Advance), due for replacement after pilot
testing by and even more phonics-focused, knowledge-intense, well-sequenced
curriculum.
Cox
has overseen faithful implementation of curricula designed for struggling
readers, including the Groves curriculum, PRESS (“Pathways to Reading
Excellence”), and LETRS (“Language Essentials for Teachers of Reading and
Spelling”). High dosage tutoring has been provided by the firms of
Carnegie and Axiom, with latter also providing explicit ACT training.
At
the behest of Cox, Senior Academic Officer Aimee Fearing, Deputy Senior
Academic Officer Maria Rollinger, and Director of Strategic Initiatives Sarah
Hunter are leading an effort to bring subject area substance to grades pre-K
through 5, so that student verbal skills will be developed, as they should be,
in the context of logically sequenced readings in history, government,
geography, multi-cultural literature, and the fine
arts; accordingly, students will develop vocabulary across a multiplicity
of subjects that lie at the core of advanced reading development.
Online
high-dosage tutoring and ACT training have been constituted powerful
initiatives during this (2022-2023) academic year; during academic
year 2023-2024, in-person highly intentional tutoring in will feature 133 three-person
professional teams (one licensed teacher, two trained Education Support
Professionals [ESPs]), each team responsible for addressing the academic needs
of 75 students lagging below grade level and having not experienced growth in
reading or mathematics skills for two successive quarters.
This
is an interim superintendent and staff with a chance to provide an
unprecedentedly high quality of education for students at a locally centralized
school district, particularly those facing challenges born of a brutal history
that has created and maintained conditions of cyclical familial poverty for
many decades at the urban core.
………………………………………………………………………………………………………………………..
Rochelle
Cox gained Minneapolis Public Schools (MPS) Board of Education appointment as
interim superintendent in June 2022; in
the course of academic year 2023, the Board extended Cox’s contract through 30
June 2024. With her decisive
initiatives, Cox has positioned MPS to move forward to bring
knowledge-intensive, skill-replete curriculum and enhanced teacher quality to
the Minneapolis Public Schools, potentially projecting MPS as a model for other
locally centralized school districts throughout the nation, with implications
for public education internationally.
Cox
is a unique force among public school superintendents, realizing as she does
the importance of academically substantive curriculum across the liberal,
technological, and vocational arts and now implementing a program that promises
to send forth knowledgeable and skilled graduates capable of living as
culturally enriched, civically prepared, professionally satisfied citizens
ready on this one earthly sojourn.
Rochelle
Cox has recently signaled that she intends to apply for the long-term positions
of superintendent.
An
objective review of Cox’s distinguished 25 years of service to the Minneapolis
Public Schools, her stellar performance as interim superintendent, and the
prospects for improving academic programming that has begun under her tenure
should impel the Directors of the MPS Board of Education to select her as the
next long-term superintendent of the Minneapolis Public Schools.
Rochelle
Cox, upon applying for the superintendent position, will formally be under consideration along with
those who respond to an announcement of vacancy and invitation for applications
that will commence on 5 September 2023, in a process that will follow the
guidance of the BWP Associates search firm.
Pertinent
details for the superintendent search process are given in the articles given
below in this August 2023 edition of Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota.
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