Becoming
apparent:
Those of limited
talent
will
shuck and
jive
as they
try to
survive
on the backs
of children
they had
vowed would
thrive
under their care,
but
beware:
such nondescript
staff,
just bureaucratic
riff-raff,
will put child
welfare on
shelf
while corruptly
protecting position
of
self.
Volume X, No. 10
April 2024
Journal of the K-12 Revolution:
Essays
and Research from Minneapolis, Minnesota
Education
as the Foundation for Existence
A Publication of the New Salem
Educational Initiative
Gary Davison, Editor
New Minneapolis Public Schools
Superintendent Lisa Sayles-Adams:
Typical
Education Establishment Mediocrity
A
Five-Article Series
Copyright © 2023
Gary Marvin Davison
New Salem Educational Initiative
Contents
Introductory Comments
Public Education as the Embodiment of the Knowledge and Values
to Be Transmitted to Youth--- and Thus
Create the Future
Article #1
The Paramount Importance
of Public Education in the Context of the Psychological Determinants of Human
Behavior
Article #2
Knowledge Sets and
Ethical Values to Be Imparted in Systems of Public Education
Article #3
Revolutionizing K-12
Education Will Transform Human Intellect, Morality, and Culture
Article #4
Degraded Condition of
Life in the USA and the World Will Continue Until We Revolutionize Public
Education
Article #5
Consequence of Abysmal
Education for the Individual >>>>> An Earthly Sojourn
Lived in Abject Ignorance
Concluding Comments
Introductory Comments
Public Education as the Embodiment of the Knowledge and Values
to Be Transmitted to Youth--- and Thus
Create the Future
Education
represents the knowledge and values that a society passes on to youth.
Prehistorically and historically, peoples have told stories around campfires,
practiced seasonal rituals, and marked life passages so as to convey messages
pertinent to universe, Earth, and life origins; the nature of birth and
death; roles according to gender, age, and class; and key mores as
to how to treat people according to those roles, within the family, the general
society, the other, the outsider.
In
USA 2024, our key institutions for knowledge and values transmission are the
family, religious organizations, social and political assemblages, and
schools. Public schools are, should be, and will be the educational
institutions that represent our broadest assertion of what we want our youth to
know and value.
If
we continue to fail to provide well-identified and properly sequenced knowledge
sets and to conduct vigorous discussions as to the human values that we embrace
in common, we will continue to provide desultory education that produces a
citizenry largely mired in ignorance, with slim prospects for Life in this one
earthly sojourn replete with cultural enrichment, civic responsibility, and
professional satisfaction.
Alternatively,
we can create a system of Public Education---
starting with the locally centralized school district of the Minneapolis
Public Schools--- that will produce the
citizens and the nation that will give us the most fulfilling lives on this one
earthly sojourn.
Article #1
The Paramount Importance
of Public Education in the Context of the Psychological Determinants of Human
Behavior
Behavior is entirely a function
of biology and environment. Each individual develops in the context of
genetic inheritance and biological constitution evolved during the first five
years of life, then thereafter in the circumstances of environment:
There is no such phenomenon as
free will.
People become who they are,
then, according to their parentage, siblings, other family, friends, and
antagonists; and in the way that their physical and intellectual
characteristics interact with all manner of experiences--- those provided
by religious institutions, social organizations, and all other aspects of life within
which the person develops from infant to toddler, child, adolescent, young
adult, middle aged adult, through the elder stage.
From the preK through grade 12
years, a large percentage of the human life is spent in school, typically seven
hours a day, 35 hours per week.
Experiences provided at school,
along with those at home and out and about in society, determine who a person
is, who she or he becomes.
Our schools, then, are
instrumental in creating the national citizenry. That citizenry is at
present mired in ignorance, superstition, subjective supposition, and illogic.
But the good news is that via
the overhaul of K-12 education we possess the power to create culturally
enriched, civically engaged, and professionally satisfied citizens--- and
to redirect human experience toward that elevation of knowledge and ethics
promotive of the best Life possible on this one earthly sojourn.
The Adult Responsibility to
Specify Knowledge and Ethical Values for Transmission to Youth
K-12 public education has for
four decades now proceeded ideologically on the basis of a degraded approach
first generated by William Heard Kilpatrick at Teachers College/Columbia
University during the 1920s--- and eventually embraced by education
professors at colleges, schools, and departments of education throughout the
United States. The anti-knowledge creed did not gain acceptance until the
1960s but from that time forward came to be increasingly, pervasively dominant
in the public schools.
The approach promoted by
education professors in the course of the 20th and early 21st
centuries devalues specified knowledge sets in favor of curriculum left to
student and teacher whim.
For those in our locally
centralized school districts with curricular decision-making responsibility,
this approach constitutes a reprehensible abdication of adult
responsibility--- as if those stories had not been told around campfires,
wisdom of the elders had not been passed on to youth, and societal knowledge
had not been specified for transmission throughout the generations.
We must jettison this
anti-knowledge creed and embrace the adult responsibility of deciding the
knowledge sets and the ethical values to be passed on to our youth.
Article #2
Knowledge Sets and
Ethical Values to Be Imparted in Systems of Public Education
Schools in systems of public
education function along with family, religious organizations, and social and
political assemblages as the key institutions influential in determining human
behavior. When a person's genetic inheritance and biological
development during the first five years of life interact with one's environment
as determined by these institutions and by life experiences, a person becomes
all that she or he is and shall be.
Because people between the ages
of five and eighteen spend so much time in school, the knowledge and values
acquired in the school setting determine much of the individual's information
base and ethical values. Greatest care
must be taken, therefore, as to the knowledge and values transmitted.
As to knowledge, each student
should be given the foundation to pursue any profession that she or he
selects. At K-5, curriculum should emphasize mathematics, biology,
chemistry, physics, history, government, economics, psychology, American and
world literature, English usage, the visual arts, and music.
These subjects should continue
to determine curriculum, with increasing experiences also with world languages
and the vocational and technological arts from middle school through high
school. Most students should upon such a firm foundation then be prepared
to take Advanced Placement courses and to opt for electives according to their
driving interests, academic aspirations, and professional goals.
Such a public education will
produce citizens positioned to dwell as culturally enriched, civically engaged,
professionally satisfied human beings living maximally for self and society on
this one earthly sojourn.
Ethical Values to Be
Imparted in Public Schools Overhauled for Curricular Excellence
School represents, along with
family, religious institutions, social organizations, and other life experience
a determinative force as a person's genetic and biological constitution
interacts with environment.
To produce an informed citizenry
in the generations to come, to replace the abysmally ignorant national populace
extant today, we must overhaul education for knowledge intensity and elevated
ethical content.
At their best, the world's major
belief systems offer values to be incorporated into a consensual ethical value
system >>>>>
>>>>> from Judaism, the
relentless aspiration to discover and live according to supreme justice and
righteousness;
>>>>> from Hinduism, the non-egotistical commitment
to >dharma< (moral law) in the pursuit of spiritual
liberation;
>>>>> from Confucianism, the
commitment to practical daily behavior for betterment of family and society;
>>>>> from Daoism, an appreciation for nature and
flexible response to both aversive and joyful events;
>>>>> from Christianity,
universal love for all humankind;
>>>>> from Buddhism, deep compassion for all beings
in lives of firm mental and moral discipline;
>>>>>
from Islam, steadfast and undistracted devotion to supreme truth and
disciplined personal behavior.
In our classrooms, we must
conduct vigorous discussions focused on these exalted moral values, with a
commitment to go forth in the world with love for all human beings, deep
appreciation for nature, and a commitment to the best life for all on this one
earthly sojourn.
Article #3
Revolutionizing K-12
Education Will Transform Human Intellect, Morality, and Culture
Human intellect, morality, and
culture are entirely produced by the interaction between biogenetic inheritance
and environment. A person's genetic inheritance at birth, neural
development over the first five years of life, and experiences thereafter
determine who she or he shall be.
Since this is the case, the
human predicament is even more daunting than existentialists Jean Paul Sartre
and Albert Camus conceptualized >>>>>
Women and men are positioned to
forge individual and collective destinies, but via decisions rather than
choices.
Choice implies free will, which
does not exist.
Decision-making involves
selection from biogenetically and environmentally determined possibilities
likely to produce the most positively rewarding outcomes.
Only decision-making is in
accord with psychological reality.
Hence, women and men do not
freely determine their own destinies, as Sartre and Camus maintained.
Rather, their destinies are determined by the behavioral options exercised in
the context of biogenetic and environmental determinants.
Via curriculum design that
imparts to our precious young people a wealth of knowledge and moral values
drawn from the world's great belief systems, with both curricular knowledge and
ethics serving as the basis for vigorous analysis and discussion, we will
create an informed and astute citizenry. Such a citizenry will be
positioned to create individual and collective lives of cultural enrichment,
civic engagement, and professional satisfaction.
In the absence of a broad and
deep information base and ethical instruction, individual lives tend toward
ignorance and immorality. But upon a shared body of knowledge and ethics,
generated and perpetually evaluated in discussions with their fellows, women
and men are positioned to think clearly and behave so as to maximize the common
and, as a result, the individual, good.
This is the power of K-12
education revolutionized for knowledge intensity and elevated ethical content.
Article #4
Degraded Condition of
Life in the USA and the World Will Continue Until We Revolutionize Public
Education
Humankind currently exists in
the degraded condition that should be expected for a species dwelling as infant
born in just 200,000 BCE in a universe 13.8 billion and on a planet 4.5 billion
years old.
>>>>> All but a few nations have GDP per capita
below $15,000 per annum, and there are many populaces living in grinding
poverty at less than $3,000 per capita GDP.
>>>>> The dominant forms of governance follow
historical trends in which ruling elites have such vacuous lives and so little
cultural mettle that they can think of little more creative to do than to seek
territorial expansion and personal material gain at the expense of abused
citizens.
>>>>> And those citizens have
such low information bases pertinent to history, government, and
economics; and such little sense of personal power; that they are
ever at the mercy of such low-life power-holders.
>>>>>
Further, the populace even in putatively advanced nations dwells in such
ignorance and cultural degradation that the beauty of life in quality
literature, musical genius, visual art, and Nature's splendor is missed as
people
>>>>> kill themselves with opioids;
>>>>> leave people hungry and
dirty on the streets;
>>>>>
murder each other on urban pavements out of desperation, in the context of
lives without meaning;
>>>>>
barricade themselves in gated communities in retreat from the urban horrors
that they have carelessly created;
>>>>> eat, live unhealthily, and die
young due to reckless living;
>>>>> abuse the bestowal of
Nature's bounty so badly that the life of the planet and therefore their own
resides at the brink;
>>>>> and dwell in such ignorance and
moral vacuity that they think that this is life as life must be.
But this is not life as life
must be, nor Life as Life can be when we muster the courage to revolutionize
K-12 education for knowledge-intensity and ethical content after deep
introspection and prescient consideration as to who we want to be and what we want
to recall as valuable and meaningful at that point at which we shall die.
An Opportunity to Recreate
Ourselves by Revolutionizing K-12 Education
Designing revolutionized
curriculum for knowledge intensity and high ethical content entails deciding
who we want to be.
We should decide that we want to
live our lives as culturally enriched, civically engaged, professionally
satisfied citizens.
Upon that decision, we will then
ensure via revolutionized curriculum design that every student, with the
exception of the cognitively impaired (for whom we should also have high
academic aspirations),
>>>>>
masters mathematics through calculus;
>>>>> acquires sophisticated
knowledge and analytical ability in biology, chemistry, and physics;
>>>>> accumulates vast
knowledge of history, government, economics, geography, and psychology with
ability to apply principles to prevailing events;
>>>>> reads widely in Western
classic, world, and ethnic-specific fiction, poetry, and nonfiction;
>>>>> gathers abundant
knowledge of world visual art and music, with opportunity to paint, sculpt, and
play a musical instrument;
>>>>> masters English grammar
and usage;
>>>>> acquires skill in
multiple technological and vocational arts;
>>>>> advances to a high level
of mastery with a world language.
and
>>>>> considers, discusses, and
analyzes exalted ethical standards from world religious and humanistic
traditions.
Graduates who go forth upon the
basis of curriculum revolutionized for knowledge intensity and ethical content
will live as civically engaged citizens with multiple intellectual interests,
artistic appreciation, manual skill, and professional success.
Such citizens will experience
life at a high cultural level, with an organic relationship to the natural
world, imbued with respect for all human beings and creatures, and manifesting
an inclination to promote the best conditions of life for all humankind.
And thus via the cultivation of
individuals of immense knowledge and high ethical standards in revolutionized
K-12 curriculum do we create a realized vision of who we want to be.
Article #5
Consequence of Abysmal
Education for the Individual >>>>> An Earthly Sojourn
Lived in Abject Ignorance
The typical individual lives out
her or his one earthly sojourn in abject ignorance.
The beauty and intricacy of
mathematics remains a mystery. With foundations ill-established by
math-phobic K-5 teachers, for many people fractions remain perceptibly higher
mathematics, decimals are dimly comprehended, percentages are vaguely grasped,
and long division is a lost art. Ill-prepared for advance even to algebra
or geometry, the typical individual never enters the splendor of higher order
reasoning developed through experience with advanced statistics, trigonometry,
calculus, differential equations, and beyond. The typical individual
makes all manner of ill-considered decisions in the course of a lifetime left
ignorant as to mathematical probability and higher order reasoning.
The typical individual has
little understanding of biology, chemistry, or physics. She or he has the
barest grasp of human anatomy, physiology, diet, nutrition, and physical
training. The typical individual has little sense of the age of the universe,
evolution of life, the nature of the cosmos, the scientific principles that
undergird existence. Such an individual proceeds on the basis of
supposition and superstition, a world of ignorant conjecture rather than
factual analysis.
An individual going forth from
wretched K-12 education has no comprehension of the sequence of world and
American events over time; any detailed knowledge of political theory or
practical governance; the geographical fundamentals of the globe on which she
or he dwells; international economic systems, macro and micro economics,
monetary and fiscal policy, the Federal Reserve or World Bank or International
Monetary Fund; the psychological principles that predict, determine, and
as ongoing reality govern the individual life.
The typical person reads at a
grade 7 level, has little knowledge of musical composition, dim appreciation
for musical genres, no ability to play a musical instrument, is bereft of
knowledge and appreciation for the literature, painting, and sculpture
produced in magnificent diversity across civilizations.
The individual of most common
encounter is inept at manual tasks and the fundamentals of skills practiced in
vocational trades, unable even to ask intelligent questions or to follow
rudimentary explanations.
The typical person knows little
of any language not of her or his nativity, more likely to resent or fear an
unfamiliar language than to assuage her or his ignorance.
The typical individual is more
likely to cling to crude, ego-aggrandizing forms of religion and to live
without a consistent moral code than to grasp the transcendent concepts and
ethical precepts of world religious and humanistic traditions.
......................................................................................
Such an individual lives out her
or his one earthly sojourn bereft of knowledge, skill, analytical reasoning,
higher culture, and morality. Such a person is ever susceptible
to manipulation by demagogues and to her or his own irrationality and
immorality.
And because such individuals
dominate the earth, we bear the consequences--- despite the presence of
counterexample in the lives and achievement of those who have ascended to
intellectual and cultural heights--- of the resulting violence,
cruelty, and debased avocations observable across a world in which most people
go to their graves never remotely aware of the ascendant potential of the great
gift of
Life.
Concluding Thoughts
Creating the Beneficent Future
of Humankind Via the Overhaul of PreK-12 Public Education
Given a knowledge-bereft,
skill-deplete, ethically vacuous K-12 education, the typical individual lives
out her or his earthly sojourn in abject ignorance, responding to the world in
the absence of information pertinent to mathematics, biology, chemistry,
physics, history, government, geography, economics, psychology, quality
literature, English usage, visual art, music, world languages, diverse manual
skills, and personal health.
Given the quality of the
populace produced by wretched systems of public education, life in 2021 ensues
in a degraded societal context created by an ignorant aggregate
citizenry.
Lacking understanding of the
genetic, developmental, and environmental determinants of behavior, society
fails to design knowledge-intensive, ethically substantive curriculum for
students of all economic descriptors.
Families mired in poverty at the
urban core tend to remain in that circumstance, so that their children go forth
to mean streets leading to psychic or physical death, or to prisons.
Having created the environmental context for behavior resulting in
incarceration, we fill prisons disproportionately with those abused by history
and current circumstance.
As poverty and associated
behaviors persist at the urban core, those at the urban periphery, in the
suburbs, and within gated communities dwell in their own psychic poverty,
themselves the victims of limited education.
Very few citizens comprehend the
constituent components of an excellent education. The great bulk of the
populace, lacking adequate knowledge of mathematics, natural science, social
science, and the humanities, make poor decisions pertinent to government,
public health, community well-being; and to their own health, vocation,
and avocation.
Feigning interest in their
children's education and life prospects, parents instead seek personal
aggrandizement in sending their offspring forth to colleges and universities
for pecuniary advancement rather than excellent education likely to sustain
individual happiness and societal welfare.
Lacking comprehension of people
across the economic and cultural continuums, citizens are typically atomized,
often antagonistically. In the absence of adequate knowledge bases,
emotion, superstition, and supposition guide personal and ethical decisions,
rather than facts, analysis, and ethics.
Even those deemed well-educated
tend to be merely professionally specialized. Technological proficiency
supersedes universally beneficial application of technology. Personal
gain as goal is the paramount value, rather than the universal good.
Failing to comprehend linked destiny, even those individuals considered most
fortunate suffer under circumstances in which the general and therefore
personal welfare suffers.
In this situation, despite
isolated accomplishments in science, technology, industry, commerce,
literature, music, and visual art, much of life proceeds in caprice, violence,
and immorality.
A society that lacks
understanding of the determinants of human behavior, ethics, and transcendent
purpose cannot design systems of excellent public education. Wretched
public education produces an ignorant and immoral citizenry.
A vicious cycle abides.
Only when, upon one of those
epiphanies observable at rare historical junctures, that cycle is broken, so
that the design of excellent public education becomes possible, will we be
positioned to realize the potential beauty of Life and leave behind the degradation
witnessed in contemporary society.
Thus, we must with great haste
overhaul preK-12 public education curriculum for knowledge intensity and train
teachers capable of imparting such a curriculum, thus realizing out best selves
and creating the world in which we want our children to thrive.
$100,000 and Above
Lisa Lorraine Sayles-Adams
Superintendent of Schools
$266,000
Ibrahima A. Diop
Sr. Finance and Operations
Officer
$215,000
Rochelle M. Cox
Associate Superintendent PK-8
$203,598
Justin J. Hennes
Senior Information Officer
$194,750
Aimee Y. Fearing
Senior Academic Officer
$189,625
Shawn R. Harris-Berry
Senior Schools Officer
$189,625
Lee Odion Atakpu
General Counsel
$188,600
Laura Cavender
Associate Superintendent PK-8
$179,375
Michael V. Walker
Associate Superintendent
$179,375
Alicia Inez Miller
Senior Finance Officer
$179,900
Yusuf A. Abdullah
Associate Superintendent
$175,275
Scott G. Weber
Director, HRIS Analytics
$160,413
Duke Fokuo
Executive Director, Finance
$160,413
Curis L. Hartog
Executive Director, Capital
Projects/Construction & Maintenance
$157,193
Executive Director, Capital
Projects/Construction & Maintenance
$157,193
Karon L. Cunningham
Executive Director, Human
Resources
$156,723
Tyrize Channel Cox
Executive Director,
Engagement &External Relations
$154,775
Meghan Colleen Hickey
Executive Director, Student
Support Services
$153,750
Maria Rollinger
Deputy Senior Academic
Officer
$153,494
Sarah E. K. Hunter
Executive Director, Strategic
Initiatives
$148,625
Stacey Lynnette Joyner
Executive Director, Early
Childhood Education
$146,722
Montquice Antoinette McCoy
Director, Employee Relations
$143,389
Derek Allen Francis
Executive Director, Equity
& Climate
$138,375
Donnie Nicole Belcher
Executive Director, Strategic
Initiatives
$138,000
Karina Marie Magistad
Assistant General Counsel
$136,479
Deefaifrah Hussein
Executive Director, Special
Education & Health
$135,300
Hai-Yen Thi Vo
Director, Special Education
Programs
$133,151
Daren L. Johnson
Director, Extended Learning
$133,151
Paul D. Klym
Executive Director, Career
& Technical Education
$133,151
Sarah C. Lindquist Swanson
Director, Early Childhood
Education
$133,151
Ryan A. Strack
Assistant to the
Superintendent and Board
$133,225
Muhidin Warfa
Executive Director, English
Learner & Global Education
$131,424
Antony Myron Fisher
Director, District Athletics
$129,904
Sarah Walker Etzel
Director, Career &
Technical Education
$129,904
Deron Lee Carrington
Assistant General Counsel
$129,904
Elizabeth Marie Meske
Assistant General Counsel
$129,904
Aimee J. Tanzer Hillebrand
Executive Director, Community
Education
$129,412
Sarah A. Wehrenberg
Executive Director, K-12
Academic Program
$126,000
Thomas Earl Roethke
Director, Budget Planning
& Analysis
$123,644
Courtney DeVeaux Holmes
Director, Special Education
Programs
$123,644
Colleen M. Kaibel
Director, Student Retention
& Recovery
$123,644
Emily R. Olson
Director, Talent Management
$123,644
Aaron Gilbert
Director, Finance-Controller
$123,644
Marion Tizon
Director, Office of Latine
Achievement
$123,644
Peter P. Ronza
Director, Total Compensation
$123,644
Jennifer Rose Simon
Director, Indian Education
$123,644
Girish Bhatnagar
Director, Payroll
$123,644
Amber R. Spaniol
Director, Nursing Services
$123,644
Oluwagbenge Omoniyii Ogungbe
Director, Risk Management
$123,644
Kelly Ann Barrick
Director, Accountability
$123,644
Syed Yaseen
Manager, Financial Systems
$123,644
Christopher T. Moore
Data Scientist, Sr.
$123,644
Nolan
P. Murphy
Director, Special Education
Compliance & Monitoring
$117,687
Stephanie Marie Molzahn
Nordstog
Executive Director, K12
Academic Programs
$115,502
Andrew E. Meierding
Director, Special Education
Programs
$114,817
Mason Campbell
Manager, IT Field Support
$114,817
Dena J. Luna
Director of Black Student
Achievement
$114,817
Eric J. Vanden Berk
Data Scientist
$114,817
Melody S. Jacobs-Cassud
Data Scientist
$114,817
Nicole Deverich
Director, IT Design &
Training
$114,817
Kate L. Parkinson
Director, Research,
Evaluation, and Assessment
$114,817
Natalie L. Tourtelotte
Director, K12 Special
Programs
$114,817
Kimberly Iveris Haynes
Director, Compliance
$114,817
Jenny Yang
Director, Office of Ombudsperson
$113,521
Mitchell I. Roldan
Director, Office of
Ombudsperson
$112,973
Matthew Y. Lau
Manager, Psychological
Services
Jenny Yang
Director, Office of
Ombudsperson
$112,016
Jibrill Ahmed Yusuf
Manager, Capital Planning
& Construction
$112,016
Melinda M. Stapley
Coordinator, Area Learning
Centers
$112,016
Amy A. Frey
Manager, Community Education
Programs
$112,016
Martha C. Swanson
Director, Enrollment
Management
$112,016
Jody Ann Langan
Director, ESL/Bilingual
Programs
$112,016
Catherine M. Dalnes
Manager, Social Work
$112,016
Bradley W. Lundquist
Manager, IT Solution Center
$112,016
Opal D. Ehalt
Director, Contract
Alternative
$112,016
Judy A. Brown
Manager, Mental Health
Supports
$112,016
Dawn M. White
K12 Content Lead (ARE)
$112,016
Jodi L. Henderson
K12 Content Lead (MTSS)
$112,016
Julie M. Luseni
School Improvement Specialist
$112,016
Melanie Dawn Keillor
School Improvement Specialist
$112,016
Lilianna Rodriguez
K12 Content Lead
$112,016
Megan L. Demorest
K12 Content Lead (ESL)
$112,016
Patti Lynn Lagos
K12 Content Lead (ESL)
$112,016
Stephanie A. Davies-Larson
K12 Content Lead (Magnet
Mathematics)
$112,016
Grace Ngozim Mobosi-Enwesi
K12 Content Lead (Magnet
Global Studies)
$112,016
Jennifer Ann Hanzak
Megan L. Demorest
K12 Content Lead (Mathematics)
$112,016
Robert L. Kohnert
Content Lead (9-12 College
Credit Program)
$112,016
Patricia M. Emerson
Content Lead (Social Studies
& Ethnic Studies)
$112,016
Heidi Jo Jones
Content Lead (6-12 Literacy)
$112,016
Kelsie Nicole Leonard
Content Lead (6-12
Mathematics)
$112,016
Marie C. Olson
Content Lead (Early Childhood
Literacy)
$112,016
Courtney Marie Caldwell
K12 Content Lead
$112,016
Emily L. Duffy-Hanrahan
K12 Content Lead (6-12 ELA)
$109,283
Ryan Daniel Mulso
Administrator, High School
& BA
$109,283
Julie Ann Lextercamp
K12 Content Lead (Magnet
Arts)
$109,283
Enayefe Ebenezer Shem
Account, Senior
$109,283
Charlotte Amalie Kinzley
Director, Homeless &
Highly Mobile
$106,618
Charlotte Lisa Evonne Montgomery
Assistant Director, Athletics
$106,618
Jason L. Worma
Enterprise Infrastructure
$106,618
Cherese Celene Williams
Employee Relations, Senior
$106,618
Wendy A. Menken
Student Information Analyst,
Lead
$106,618
Brett L. McNeal
Assistant Director, Athletics
$106,618
Julie Lynn Ripplinger
K12 Lead (K-5 Literacy)
$106,618
Phillip Benson Spainhour
Manager, IT Services
$106,618
Kyle J. Hansen
K12 Content Lead (Health
& Physical Education)
$106,618
Tristen A. Kanges
Manager, Payroll
$106,618
Edd G. Hansen
SAP Systems Engineer
$104,017
Kalen Gregory Czech
Manager, OTPT Therapy
$104,017
Tommie J. Casey
Director, AVID Program
$104,017
Jeffrey M. Helstrom
Project Manager, Planning
& Construction
$104,017
Diedra H. Geye
Project Manager, Planning
& Construction
$104,017
Anne Marie Cerney
Project Manager, Planning
& Construction
$104.017
Diane R. Dee
Financial Analyst, Senior
$104,017
Charles Kendall Thomsen
K12 Content Lead (K12
Science)
$104,017
Laura J. Shakespeare
K12 Content Lead (K12 Talent
Development)
$104,017
Maria F. Fraud Martinez
K12 Content Lead (Magnet Dual
Language)
$104,017
Shauna H. Kidimu
K12 Content Lead (Early
Childhood Mathematics)
$104,017
Anna S. Lewerenz
Teacher, District Program
Facilitator
$102,624
Katy Marie Schalia Lesiak
Teacher, District Program
Facilitator
$102,624
Stephen K, Alexander
Manager, Community Education
$101,481
Nandi Solorzano O’Brien
Director, Communications
$101,481
Kimberly J. Brice
Director, K12 Literacy
$101,481
Lucas Allan
Manager, Enterprise Systems
$101,481
Immanda M. Belin
K12 Content Lead (Media)
$101,481
Kelly Lynn Merritt
K12 Content Lead (K-5
Literacy)
$101,481
School Improvement Specialist
Amber C. Winter
$101,481
School Improvement Specialist
Mattana Intakong
$101,481
School Improvement Specialist
Alex Halvorsen Kuehn
$101,481
Sizi Gayduobah Goya
Director, K12 Mathematics
$101,481
Jeanne L. Lawless
K12 Content Lead (K-5 Math)
$101,481
Jeanne L. Lawless
K12 Content Lead (K-5 Math)
$101,481
Cierra Chanel Burnaugh
Employee Relations Associate,
Senior
$101,481
Morrigan Gorliante Meglindir
Hughes
Data Scientist, Senior
$101,481
Bharti Bhatnagar
Manager, Accounting &
Vendor Support
$101,481
