Jan 16, 2024

Article #2 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Seven, January 2024

 

An Account of the Week in Which the Minneapolis Public Schools Board of Education Concluded a Terribly Botched Search for Long-Term

Superintendent

 

The week that began on 27 November 2023 and ended on 1 December 2023 was a momentous phase in the K-12 Revolution.

 

Sonia Stewart (currently Deputy Superintendent, Hamilton County Schools [Chattanooga TN]) and Lisa Sayles-Adams (currently Superintendent of Eastern Carver County Schools [Chaska MN area]) were the two candidates recommended by the 17-person Minneapolis Public Schools (MPS) Superintendent Search Task Force.  The creation of a Task Force was a mistake, as were all aspects of this failed spectacle that were associated with a conventional search. 

 

My recommendation, for emphasis making reference to A.J Crabill’s advice for the Board to utilize a search firm only for logistics and candidate vetting, was to abjure conventional processes, understand Rochelle Cox’s unique talent, save time, get on with the mission, and hire her soon after she received the appointment as interim superintendent.

 

I maintained that position in the aftermath of Cox’s contract extension on 7 March 2023 and endeavored to advocate that the Board, observing brilliant presentation after brilliant presentation of unprecedented academic initiatives, to appoint Rochelle to the long-term position before the timetable was set, but to no avail.

 

The invitations to apply went out on 5 September 2023;  the application window closed on 5 November.  Twenty-five (25) people applied and BWP Associates (the search firm unfortunately hired by the MPS Board of Education) recommended five (5) to the Task Force for interviews;  the Task Force recommended Stewart and Sayles-Adams to the Board as a whole.

 

As should have been predicted, the Task Force phase was critical and corrupt. 

 

Any objective assessment would have at the very least recommended Rochelle Cox among the two or three referred to the Board as a whole. 

 

But clearly there were connivers on the Task Force who did not want Cox’s name put forward, knowing that she would have a very good chance of getting the vote:  My assessment was that she had the votes of Ira Jourdain, Kim Ellison, Joyner Emerick, and Abdul Abdi---  so that only one more vote for Cox would be needed before a potential cavalcade of votes might result in a clear majority.

 

After the corrupt decision by the Task Force, I recommended to Board members that they reclaim control of the process and at the very least include Cox’s name for consideration.  The vote took place on Friday, 1 December;  no such reclamation occurred, even by those who were the most in favor of Rochelle Cox’s academic initiatives and in favor of her gaining selection as long-term superintendent.

 

The 1 December vote went 8-1, a rather confusing development since Adriana Cerrillo had advocated energetically for Sonia Stewart during the discussion phase;  only Ira Jourdain, though, cast his vote for Stewart.

 

Only a dozen or so people were in the audience---  very unusual, since such gatherings are often teeming with all manner of folks and their particularistic interests.  One could have proverbially heard the proverbial pin drop throughout the meeting, including when the decision was made and officially announced---  even more unusual.  The strong suggestion is that this Board move is unpopular and Sayles-Adams will begin with little enthusiastic backing from staff or community.

 

………………………………………………………………………..

 

Apparently, the discussion and debate within the MPS Superintendent Search Task Force turned very boisterous and acrimonious, with just a few members dominating the debate.  MPS Board of Education Director and Clerk Lori Norvell, as chair of the Task Force, eventually called in staff from BWP associates, the search firm who identified five candidates from 25 applicants for recommendation to the Task Force, to mediate the discussion.

I do not at this point have a firm conclusion as to how only two candidates were recommended by the Task Force to the entire MPS Board of Education with the exclusion of Rochelle Cox’s name, but according to reports the majority of participants either supported her as the number one candidate or wanted her name recommended to the entire Board;  supporters included the principal, the teacher not officially representing the MFT---  but maybe even the official MFT representative and probably the Education Support Professional (ESP [teacher’s aide), with whom Cox has developed an excellent relationship), at least three of the five community members, and the three students (including the two MPS Board of Education Student Representatives). 

There is, then, a high probability that two or three voluble members prevailed in limiting the options to two candidates, not reporting Cox’s name out to the entire Board. 

This and other assessments, including the exact stances of the Board members both within the Task Force and on the Board as a whole, will be among my continuing investigations as I prepare the second edition of Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect for circulation and formal publication.

………………………………………………………………………………………………

Abhorrently, the neither the Task Force nor the MPS Board of Education as a whole consulted senior staff and cabinet members in making their calamitous decision.  Many staff members were in tears as the decision of 1 December was made.  

But these same highly talented staff members joined Rochelle in conducting a tour d’ force Committee of the Whole on Tuesday evening (5 December), providing evidence of success thus far with the key academic initiatives and giving all manner of information as to MPS finances, school climate, progress in hiring and retaining BIPOC teachers, and improvement in getting students who have lagged in attendance or dropped out entirely back on track

The staff members felt a surge of elation in the aftermath of the meeting, inasmuch as this demonstration of programmatic success and progress was the perfect answer to the Board’s having bungled the search so badly and so coarsely.   

In view of current circumstances, my own stance toward and relationships with Board members has shifted:

I will continue to advocate for sustaining the initiatives of Rochelle and staff, even as I keep Board members and Lisa Sayles-Adams on notice that my 55,000 blog viewers per month will be observing and responding to how Rochelle and staff are treated.

 

Article #3 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Seven, January 2024

The following presentation gives the objective information pertinent to the career and credentials of Sonia Stewart, along with a few remarks giving my view of the Stewart candidacy.

 

Sonia Stewart

 

Deputy Superintendent

Hamilton County Public Schools (HCPS)

45,176 students

 

As Deputy Superintendent of the Hamilton County Public Schools, Sonia Stewart has responsibility for the departments of Teaching and Learning, School Leadership, Opportunity and Access, and Social Emotional and Academic Development.  Her initial position at HCPS was Community Superintendent for the MidTown Learning Community.

 

Prior to her three and one-half years at HCPS, Stewart spent 13 years in the Nashville Public Schools, where she became Executive Officer of Organizational Development after serving as Math Teacher and Head Girls Basketball Coach, Freshman Academy Administrator at Glencliff High School, and then an eventful tenure as Executive Principal at Pearl-Cohn High School from June 2012 through June 2018. This latter position created a high-profile media story of success but has brought negative reflections from some of her HCPS colleagues who say that testing policies at Pearl-Conn inflated test scores and prohibited giving students failing grades. 

 

With regard to questionable policies that Stewart may have utilized, former Pearl-Cohn guidance counselor Kelly Brown conveys her view that Stewart and staff at Pearl-Cohn maneuvered to make standardized test scores look better than they were.  A Nashville television report in 2015 revealed that Pearl-Cohn had implemented a policy prohibiting giving students a grade below a 60---  even if all the student did was “wad up the test and throw it back at the teacher.”  A district spokesperson at the time defended Stewart by saying that Metro Nashville Public Schools had implemented a controversial policy two years earlier that no student could get a grade below a 50 and that Stewart had simply misinterpreted that policy.

 

Brown also criticized a policy at Pearl-Cohn that automatically gave an A to any student who took an Advanced Placement exam — even if they slept through it.  She also claimed that under pressure from the district’s central office to improve test scores, just before students were to take end-of-course exams for which they had not done well on practice exams, Stewart pressured counselor Brown to transfer students from the classes in which they had been enrolled to the Credit Recovery program. The district said in a statement that such an action was in violation of district policy that may not have been clearly communicated to principals, and Stewart vigorously denied the accusations.

 

Before those 13 years in the Nashville Community Public Schools, Stewart taught math in Los Angeles, California and served as the Founder and Executive Director of The Oaks Community Development Corporation in Chicago, building a network of parents, community leaders, and partner organizations for bringing educational reform to a neighborhood at the urban core.

 

Stewart has written a book, All Children Are Our Children:  A Pearl at the Heart of the City (CreateSpace Independent Publishing Platform), based on her experiences at Pearl-Cohn.

 

Stewart’s academic credentials are as follows  >>>>>

 

Ed, D., Education, Leadership, and Policy

Vanderbilt University (Nashville, Tennessee)

 

M. Ed.

Trevecca Nazarene University (Nashville TN) 

 

B.S., Mathematics

Biola University (La Mirada CA). 

 

U.S. News and World Report data on public school districts indicates the following for Hamilton county Schools >>>>>

 

Hamilton County Schools

 

79 schools;  22 high schools

Student enrollment 45,176

 

White                                47.6%

African American            25.6%

Hispanic                            17.9%

2 or more ethnicities       6.9%

Asian/                                 1.8%

Pacific Islander

American Indian/             0.0%

Alaska Native

Native Hawaiian/             0.0%

Other Pacific Islander   

 

 

Free/Reduced Price Lunch      46.7%

English Language Learners        6.0%

 

 

Academic Proficiency

 

      Math             Reading

 

Elementary               39%                 35%

Middle School          26%                 26%

High School               21%                 42%

 

College Readiness                         18.3      (Rated on scale of 0-100) 

Graduation Rate                            86.5%

Article #4 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume X, Number Seven, January 2024

The following presentation gives the objective information pertinent to the career and credentials of Lisa Sayles-Adams, along with a few remarks giving my view of the Sayles-Adams candidacy.

 

Lisa Sayles-Adams              

 

Superintendent

Eastern Carver County Schools

9,379 students

 

Lisa Sayles-Adams began her career in education at the Minneapolis Public Schools (MPS)  from 1996 to 2004 as a teacher and eventually served as principal at an MPS contract alternative school in the organization The City, Inc. 

 

Sayles-Adams then worked from 2004 until 2012 in the 52,000-student district of Clayton County Schools in Georgia, serving as high school principal and principal for two elementary schools.

 

Next, Sayles-Adams moved to the St. Paul Public Schools in 2012, holding positions as middle school and elementary school principal before serving for five years as an assistant superintendent.  Then, in 2020, she moved into the same position in the Eastern Carver County Schools;  she was selected as superintendent for the 2020-2021 academic year. 

 

Sayle-Adams's academic credentials are as follows  >>>>>

 

Ed, D., Educational Leadership (2022)

Minnesota State University/Mankato

 

M.A., Curriculum and Instruction (2002)

University of Minnesota/Twin Cities 

 

B.A. Political Science        (1992)

University of Minnesota/Twin Cities

 

U.S. News and World Report data on public school districts indicates the following for Eastern Carver County Schools         >>>>>

 

 

Eastern Carver County Schools

21 schools;  6 high schools

Student enrollment 9,379

 

White                                74.6%

Hispanic                            10.4%

African American              5.4%

Two or                                 5.2%

more ethnicities

Asian/                                 3.9%

Pacific Islander

American Indian/            0.3%

Alaska Native

Native Hawaiian/            0.1%

Other Pacific Islander

 

………………………………………………….

 

Free/                                 9.2%

Reduced Price Lunch     

English                              5.6%

Language Learners

 

Academic Proficiency

 

                     Math             Reading

 

Elementary                64%                 63%

Middle School           42%                 59%

High School                56%                 67%

 

Graduation Rate                69.5%

 

College Readiness             45.2   (Rated on scale of 0-100)

 

 

Information Pertinent to the Dissertation---

Written as Requirement for the ED. D., Minnesota State University/Mankato--- 

Embargoed by Lisa Sayles-Adams

 

 

                                                                                                                                       


DISCIPLINE

·       Education (1)

·       Educational Leadership (1)

PUBLICATION YEAR

·       2022 (1)

PUBLICATION

·       All Graduate Theses, Dissertations, and Other Capstone Projects (1)

PUBLICATION TYPE

·       Theses/Dissertations (1)

FILE TYPE

·       None (1)

African American Women Principals: A Phenomenological Study to Explore their Experiences in K-12 Leadership
Author: Lisa Sayles-Adams
Publication: 
All Graduate Theses, Dissertations, and Other Capstone Projects

 

African American Women Principals: A Phenomenological Study to Explore their Experiences in K-12 Leadership

Advisor

Natalie Rasmussen

Committee Member

Candace F. Raskin

Committee Member

Efe Agbamu

Date of Degree

2022

Language

English

 

Requirement for the Ed. D. In Educational Leadership at Minnesota State University/Mankato

 

Educational Leadership (EDD)

The doctorate in educational leadership is dedicated to developing racially conscious leaders for P-21 schools, higher education, and non-profit organizations. 

Admission Requirements

·       PROGRAM REQUIREMENTS

·       DEGREE PLAN

 

 

 

PROGRAM REQUIREMENTS

Common Core

EDLD 734 Professional Development Colloquium I 3 credits

 

EDLD 735 Professional Development Colloquium II 3 credits

 

EDLD 747 Organizational and Critical Race Theory & Analysis 3 credits

 

EDLD 751 Seminar: Advanced Leadership Ethics 3 credits

 

EDLD 752 Seminar: Leadership Exemplars 3 credits

 

EDLD 759 Influences and Assessment of Public Policy 3 credits

 

Doctoral Internship (Specialization): Higher Education, P-12, or Non-Profit Leadership - Choose 8 Credit(s). Select 4 credits each, in consultation with advisor, during Semester 3 and Semester 5.

EDLD 798 Doctoral Internship in Educational Leadership 1-12 credits

 

Research/Methods Course(s)

EDLD 782 Design and Method in Qualitative Inquiry 3 credits

 

EDLD 792 Quantitative Research Methods for Educational Leadership 3 credits

 

EDLD 793 Focused Research Investigations I 3 credits

 

Doctoral Internship - Research Internship (in consultation with advisor). - Choose 4 Credit(s).

EDLD 798 Doctoral Internship in Educational Leadership 1-12 credits

 

This course is designed for doctoral candidates in educational leadership to experience implementation of theory where they are given the opportunity to create, demonstrate, and maintain effective strategies and methodologies from leadership practices in a school or higher education setting.

Prerequisites: none

Unrestricted Electives

Unrestricted Elective Credit and/or Advanced Standing Recognition - Choose 9 - 10 Credit(s). Advanced Standing will allow up to 10 post-Masters degree credits to satisfy this category.

EDLD 600 - 799  credits

 

Capstone Course

EDLD 799 Dissertation 1-12 credits

 

Other Graduation Requirements

Program will recognize a maximum of 30 credits from an earned Masters degree program and will apply toward the required 90 credits of EdD program

Creator

Sayles-Adams, Lisa L author. 

Title

African American Women Principals: A Phenomenological Study to Explore their Experiences in K-12 Leadership

Responsibility

by Lisa L Sayles-Adams.

Publisher

Mankato, Minnesota : Minnesota State University, Mankato, 2022

Format

1 online resource (134 pages)

text file PDF

Dissertation

Ed.D. Minnesota State University, Mankato 2022 Educational Leadership: Ed.D.

 

Description

 

African American women have played a pivotal role as leaders in public education. Their contributions have spanned three centuries, impacting their communities, families, and workplaces. Despite their contributions and demanding work, African American women principals continue to experience the double jeopardy of race and gender. This phenomenological study explored and described the impacts of race and gender on the leadership experiences of five African American women principals in the upper Midwest region of the United States. The purpose of this qualitative study was to examine the intersectional experiences of African American women principals and the challenges they faced to improve academic outcomes for students. Special attention was given to the barriers and coping strategies the leaders used to navigate their marginalized and oppressive experiences. The major themes that emerged were categorized as barriers that confirmed; different expectations, double standards, questioning authority, acts of resistance, aggression, and being treated as clean-up women. An additional theme emerged that described coping strategies utilized to navigate racism and sexism in the workplace that included self-advocacy and being authentic, spirituality, support networks, and concealment of their emotions.

 

Contents

Includes bibliographical references.

Language

English

Genre

Academic theses.

Contributor

Rasmussen, Natalie degree supervisor 

Raskin, Candace F degree committee member 

Agbamu, Efe degree committee member 

Minnesota State University, Mankato, degree granting institution. 

Identifier

OCLC : (OCoLC)1371330595

OCLC : (OCoLC)on1371330595

Source

Library Catalog

Links

Cornerstone Theses, Dissertations, and Other Capstone Projects 

Display Source Record

 

………………………………………………………………………………………..

Note that Lisa Sayles-Adams’s dissertation ran only 134 pages and that she took the highly unusual step of embargoing this slim and in all likelihood shabby work, the only such doctoral thesis among all of the dissertations on record at the University of Minnesota/Mankato during the two-year period that encompassed the completion and defense of this thesis, until autumn 2024.