Yes. Um, Mr. Canelis, if you can call roll, please. Miss Carousella. Mr. Cohen. Yes. Mr. Corey, present. Mr. Hayward, here. Miss Parlamus.
Miss Randelle. Miss Stevenson here. Miss Calves here. Dr. Robinson here. We have a quorum. Thank you. Um uh at this time I'm going to ask for a motion to go into close session for matters of
uh attorney client privilege only. It should be about 10 minutes. We'll just step out and then come back. Um I saw u Mr. Cohen. Not for the like we we will there's a lot of you. So we will step out and come back. U Mr. Cohen. Um and then seconded by u Mr. Cory. All right.
All those in favor? All right. Any opposed? I don't hear any. Okay. Oh. Um, can I have a motion to recess uh close session? Um, Mr. Corey, seconded by Miss Stevenson.
All right. All in favor? All in favor? I All right. Any opposed? Okay. None. All right. Um, so we are back in uh public session. Um so thank you um everyone and thank you um Dr.
Charleston for coming to talk with us for our annual conference. Um I would just like to make a statement because typically this is not something that would be done in um a public session. I think that um ultimately when you have any kind of uh employee evaluation
process, it's really um one of those things that's a highfidelity type of thing that you would be able to encourage um you know open dialogue between two people or like for instance a board and um a superintendent by being able to have that kind of conversation
without um you know having it with the public as well. Um but you have the right to um you know uh wave your rights in this situation and have this evaluation occur in public and that is acknowledged. So the way that this um is going to go
today uh we're going to um you know review through the performance report. Um this is not a document that is available um to the public to um review. Uh so there are going to be sometimes possibly things that you might not have
the full context of. Um but uh uh Dr. Charleston, I will highlight um specific items um in each of the either the goals or the standards and then um I will talk about the summitive um and then uh it
will be open to any of the board members that want to make an um any comments um and then up to you um what you would like to like say. Um so the first um element is the uh
district goals. Um so this would be the second year that uh on this document there were no district goals um written into the document and there was consistent comments uh with regards to the board consensus that there were no goals to evaluate that it's acknowledged
the goals are publicly listed on the website um but the CSA has chosen not to self-evaluate um there's no supporting documentation on uh where we are with our multi-ter system of support um the there's is no supporting documentation with regards to um the different aspects
of social emotional learning um and or um on goal three. Um another comment was uh disappointed to see no effort applied to this process. As trustees, we are responsible for hiring and evaluating the superintendent specifically holding them accountable. I'd like no uh no more
than to use this exercise to demonstrate support and celebrate success. But with no goals listed and the board pre president sharing uh CSA doesn't care, I'm just left feeling disheartened and disrespected. Um there would be um opportunity for
each of these goals to kind of be like further um discussed or supported. There's uh there this area is blank. um each of the standards. I will just simply state what the standard is and um talk about uh some of highlight some of
the comments that were made in the standards. Um standard one is um mission, vision and core values. Um from uh the ratings of either not observed all the way to exemplary. Um there is an average of um area for growth. Um uh
supporting comments are there's a sense of resignation and tone to all updates. As our district leader, I do not sense excitement for new school initiatives. I've not heard of any of the shared value uh shared vision vision, sorry. Um for student excellence on little collaboration with the board. Um
communication feels one-sided. Conversational exchange feels discouraged. Does not share data. Informational feels territorial. board members are on a need to- know basis of details to learning goals plans. Um however proficient and knowledgeable in
school operations. Um another is although some data is shared to inform planning the the super superintendent has not consistently engaged the board in meaningful dialogue about how vision mission and student centered goals should guide decision-making resource allocation or
long-term planning. Collaboration in the development and monitoring of district goals is limited and the lack of a transparent and inclusive process for reviewing and adjusting those goals has contributed to a growing disconnect between board governance and administrative direction. For this evaluation process, the superintendent
didn't enter any comments, provide any supporting documents, or provide a narrative of the accomplishments over the near over the year. A summary was not provided to guide on whether or not the superintendent thinks that the district goals were achieved or if satisfactory progress was made. That said, it was encouraging to see long
tenure teachers recognized and honored at the last board meeting, an important act that reflects the value of institutional knowledge and educator commitment within the district. Without a cohesive and collaborative leadership approach that fosters trust, trust, and shared ownership, the effectiveness of
long-term planning is compromised. Moving forward, greater effort is needed to engage the board and stakeholders in articulating and advancing a unified vision of excellence for all students. One that aligns beliefs, actions, and outcomes at every level of the district
organization. Uh, another comment again about the student superintendent does so many good things for the student of Glenrock. I'm not sure why he has a total disregard for this tool and process. Another standard um is governance, ethics, and professional norms. Um this
area we have um an average um again just to um explain there there's any this is compiled just based on all of the uh the results of all of the board members and
it kind of just essentially averages out um statistically where you end up. So you could have anything from not observed to exemplary and this is where we have the critical mass as well as the supporting statements. Um with standard two um as a seasoned st superintendent
um Brett clearly understands his role and the role of the board. Brett communicates out test results as required by law. Brett does not effectively communicate with the entire board. Brett has trouble creating a culture of mutual respect with the board. Brett does keep us on top of policies and policy regulation updates.
While Brad is ethical in his professional conduct, he treats some board members more harshly than others. He does act with cultural competence and address any issues of equity and cultural responsiveness. I again take issue with the fact that Brett did not provide any uh evidence for this standard. It would have been simple to
outline how he handles matters of anti-semitism, his relationship with the local rabbi, and more. It is unfortunate that he would not take the time to provide some of the many examples. Um, while they're supporting evidence that you're managing district aligned
board policies, um, uh, you, uh, Dr. Charson does not currently demonstrate a strong collaborative working relationship with the board. Um, the overall relationship with the board reflects a need for growth. While weekly updates and meeting recaps
have resumed, they are often filled with condescension. Opportunities for collaboration, transparency, and shared leadership are often missed, and board members continue to express feelings dis of dismissal or disrespect and interactions both publicly and privately into standard three operations
management. Uh, proficient Dr. Charleston uh maintains and manages the budget with the help of the business administrator through long-term planning and effective use of capital reserve. Uh Brett's administration has been able to help the district grow and maintain
facilities. This is another area that Brett could have easily provided evidence. It shows a total lack of respect to not take this evaluation seriously. Through the weekly email reports and updates during board meetings, we can observe that there are effective budgeting and accounting pra practices and the board is informed on pros and
cons of costs and whenever there is a cost that um there is a thought um about the impact of the financial situation or long-term financial planning. Um, for example, when we discussed the long-term uh AC unit replacement standard four, curriculum, instruction,
assessment, and school improvement. Uh, overall proficient. Glenrock has a truly successful school district. There are areas that need improvement, such as math scores throughout the district. Brett should continue to study the data and determine where best to make changes
to improve our program evidence. The superintendent has maintained a stable instructional environment that supports overall student success. Curriculum and assessment practices are consistent across grade levels and students benefit from effective instruction, access to technology, and academic supports.
However, middle school math remains an area of concern. Greater emphasis is needed on differentiation both to support struggling students earlier and to provide more open advancement opportunities for those exceeding grade level expectations. Strengthening intervention and enrichment will be key to equity and achievement. Board members
and the community have also expressed interest in understanding the impact of the supervisor model which has now been in place for several years. An update on its effectiveness and outcomes would support transparency and help guide future instructional improvements. Standard five, community of care,
equity, and family engagement area for growth. One example of achieving this goal is now the thriving international uh travel exchange program with multiple countries established and maintained by Dr. Charleston. These experiences give our students opportunities to expand their
perspective prepare preparing them for the real world. This exposure to new cultures enhances our own school environment and student conduct naturally through understanding and appreciation. These programs allow for full family engagement when the exchange is reciprocated in Glenrock.
The community is engaged and informed during board meetings and HSA meetings. And the superintendent has maintained a safe and caring school environment and continues to support student well-being through consistent student conduct policies and inclusive approach to school culture. Efforts to promote
fairness and cultural awareness are evident in district practices and students are encouraged to grow into thoughtful, productive members of a diverse society. In the future, it would be good to discuss how we're preparing our students for the real world as our environment is more heavily driven by AI. We would like to ensure that our
students are prepared in a rapidly changing world. However, community and parent feedback suggests room for improvement in direct engagement and communication. While information is shared regularly, interactions are often one-directional and do not always foster the kind of open reciprocal relationship
that builds trust. A stronger, more visible presence in the community and more compassionate dialogue with families would strengthen these relationships and better align district leadership with community expectations. Overall, the superintendent is proficient with many of the expectations in this domain. Growth is needed to
deepen authentic communications with parents and stakeholders and better reflect the values of mutual respect and shared responsibility. Standard six, professional capacity and community of school district personnel proficient.
The superintendent has made efforts in um in the air of staff hiring. However, the turnover assistant principles at both a middle school and high school remains a concern. Consistent stable leadership is vital to fostering a positive school climate and providing continuity um for students, staff, and
families. This presents an opportunity for a superintendent to review current hiring and support practices to ensure that new administrators are well matched for the district and set up for long-term success. The value of supervisors in this district has not been adequately communicated to the board of education. It would benefit the
board to receive a clear data-informed analysis of their contributions and the positive changes these roles have brought to the district. Again, no super no supporting documents have been included for my review. This is not best practice. Um there's discussion about uh meeting
expectations in core areas of personnel management, recruitment, evaluation, contract administration, policy compliance. Um the staff are evaluated according to established procedures. Contract recommendations are handled in a timely manner. Um professional development is aligned with district
goals. Um however, the board's ability to assess workplace culture remains limited. The superintendent has instructed trustees not to communicate with staff regarding any district matters and to route any board related communications through his office. While this aligns with certain government governance norms, the rigidity of this
approach, including dis discouraging informal engagement even as parents may foster unnecessary distance and concern. It does not inspire confidence that a positive, transparent, and open culture exists behind the scenes. While we sincerely hope that district staff feel
supported and safe, the board has little visibility into the climate. Additionally, the recent handling of the girls basketball coach situation underscores the need for greater sensitivity and care and how personnel matters are managed publicly. Even when leadership decisions differ from
community sentiment, it's essential that the process reflects respect, forethought, and a commitment to setting up students, staff, and the broader community for success. In this instance, the manner in which events unfolded in real time did not reflect those va values and damaged trust between the administration, the board and the
community. These mo moments matter not only for public perception but for integrity of district leadership moving forward. More transparent and inclusive communication around sensitive decisions and clearer channels for feedback will foster a more trusting and collaborative climate among staff, families, and
leadership. The next portion is um to discuss uh or summarize the strengths. The three strengths were operations management, curriculum instruction and assessment and school improvement and professional capacity uh community of school district
personnel. Overall, it is noted that uh Dr. Charleston um demonstrates strong operational leadership and financial stewardship. He has consistently managed districts resources responsibly um aligning the budget with long-term district needs. um and his collaboration with the
business administrator has led to effective use of capital reserve funds, maintain district facilities and long range uh infrastructure planning. Um there's evidence of support for professional development and broader instructional um initiatives. Um in terms of the six standards uh of the six
standards that require um areas for growth um uh standard one, two and five which are mission, vision and core values, governance, ethics and professional norms as well as community of care, equity and f family engagement. Um according to um board policy uh uh uh
superintendent's contract um the Glenrock Board of Education has completed its um annual evaluation. But this evaluation reflects the collective input of all nine board members and is based on um these professional standards. Um overall we you know have a
a a summary rating of proficient indicating that you know the Dr. Trustin, you've met expectation in most of the areas. Um the strong performance against fiscal responsibility, curriculum instruction, and uh school improvement. Um as well as community
engagement with the written updates and um thank you for submitting out the written updates or the weeklies um to the broader community uh of the district um upon your return. The and as well as the HSA meetings. Um there are several areas for continued focus and
improvement. Um and these are aligned about uh either the so superintendent board relations, collaborations and professionalism there. Um so you again bring strong expertise in the rules of governance, goal setting and strategic and tactical
elements of running a school district. The issue isn't knowledge or the plans that are developed and ex executed. It's the attitude towards the behavior sorry the board and the behavior towards anyone who doesn't treat him as beyond repro reproach. Um that dynamic creates unnecessary tension and undermines the
collaborative optimistic spirit we need in order to lead effectively. The most consistent feedback from the evaluation process centers on professional dynamic between the superintendent and the board. The majority of board members expressed concern that communication with the board has at times lacked
mutual respect or a collaborative tone. Specific behaviors um including remarks perceived as dismissive or unnecessarily adversarial have affected board cohesion and trust. Um the with the regards to the um the hiring
process um for the the head coach um just the abrupt reversal with no clear um explanation or adherence to the stated process created confusion and ultimately a breach of trust. Decisions like this especially when tied to hiring and communityf facing roles have lasting
impacts on credibility and relationships and this one has proven difficult to repair. Um the superintendent is expected to actively seek and value input from a range of stakeholders. While um there's regular communication on on progress, there's not uh uniting amongst the
stakeholders, particularly the board under a common set of goals and priorities. Um uh let me see that was the last thing. Um because of how uh Dr. Charleston engages with the board, we have reason to question how he interacts with
administrators and staff. The superintendent is expected to actively seek and value input from a range of stakeholders. While superintendent regularly communicates prog progress, he does not unite. Um and collaboration in the develop development and monitoring
of district goals is limited. Finally, he was expected to complete the annual evaluation with his tenure and experience. We expected he would use it as a leadership tool and provide evidence of the success towards district goals. In a year when the superintendent oversaw and supported Hamilton school's
achievement of the prestigious 2023 National Blue Ribbon Award, it would have been great for Dr. Charleston to take the time to coalate the achievements across the school year. We seek an honest assessment of his performance and a commitment to continuous improvement. The blank page indicates an unwillingness to reflect
and does not provide insight into how they think, lead, or plan to improve. Dr. Charleston is a capable and experienced educational leader whose work continues to benefit the students and staff of Glenrock Public Schools. However, the board believes that the success of the district overall will
depend increasingly on his ability to engage constructively with the board as a governance partner. The board recommends that Dr. Charleston prioritize the following in the upcoming year. Engage in respectful and constructive communication with trustees. Foster a collaborative governance model in which the board has
meaningful input in setting and assessing district priorities and outcomes. With attention to these areas, the board is confident that the superintendent can continue to lead Glenrock public schools with distinction while strengthening the foundation for long-term governance and strategic alignment.
Um so that um concludes just a high level of the um actual you know hard documentation for the performance report. Um ultimately you know the things that I would I would say personally is that um there are many
elements of of this evaluation that have had themes in in prior years. Um last year we didn't have the opportunity to have um input as well like much of it was just C weeklies. Um so being able to
see that you know this year we're not able to really foster um a level of communication um you know birectionally um we're not like it always feels like you know if I if I'm being honest and personal that everything is a setup for
um a latigious discussion um and that kind of setup really just makes it difficult for us to unite as a board as a district um as members of the community and center around things that are really what's most important, which is our children. And anything outside of
that is honestly um a grave distraction when we don't have that um that time. Um so you know I I will say I personally am appreciative of the efforts um that you've made and doing a variety of things um which you know I will always
continue to highlight um and you know doing what's right and supporting you as a superintendent when things are you know there are phenomenal things that happen every single meeting that we have every conversation that we have there are phenomenal things that we can
discuss. Um, however, it feels at times that you are either on the inside or on the outside. And if you're on the outside of the conversation, then you barely may, you know, get a look. And if you're on the inside, then things are so much more
open and collaborative. And a consistent tenant of what I have attempted to do as um board president is value the opinions of the members of the board. Yes, you need five in a five out of nine majority in order for issues to
progress. But five is not always enough when you have the ability to h build some level of consensus that even in the end if the decision is that the the the board is going to go one way or another then at least uh everybody feels respected or at least involved in the
process. the board votes how the board votes and consistently the board votes to uphold the things that come to uh the table. We have not to my knowledge and please correct me if I'm wrong managed to pass anything that is that has come
to this board with without that level of majority. So we have been consistently doing our job even though there are times where it most certainly could be much easier than it is. Um, you know, there there have been moments where I've
asked in the past, you know, like what is it that I I can personally do as board president to get better support for us to be able to, you know, like what what do you need from me? How, you know, how can I help? And most of those comments have centered around, you know, like get better control of the board or
get better control of any specific individual. However, I have no ability to control any other adult in this room except for myself. And every year, we're going to have a new influx of board members or uh you know, other board
members that may be seasoned that leave. And what we need to make sure that we do both on this board, within our administration, just like we're supporting any of our teachers and within our community, is just respect that process and allow for the differences of opinion and still be able
to move things forward. And that has become increasingly difficult. And I have personally felt that by giving other members of of the board that you know may not have the the the the full support or the entire you know like the same communication as
the rest of the board. I've given them the ability to speak even if it's not necessarily the you know majority opinion that I've personally felt like I've fallen on the outs. Um, so at this point, um, I I want to just reiterate that, you know, you've done good things
in the district and despite that, the community isn't hearing that message. And additionally, you weren't always giving us the tools to support your message to the community and in turn, we end up having a negative relationship with the community. Um, I I I just ask that we uh like find ways to either
innovate to address these concerns. Um, and uh or you know find a way to move forward as a board and and superintendent. Um, and if you are able to give us feedback as to how we can build and repair this relationship so
that we can continue to move the district forward as we've discussed in numerous papers here and that if you decide that you don't want to, you know, be here anymore for whatever reason, then you just honestly be upfront and and let us know that. At this time, I
would like to open up um anything for the members of the board to also weigh in and um say what needs to what you need to say. Okay, I'll start. Um this was a tough evaluation. Uh there
are so many good things happening with the district and and I think everyone can acknowledge that. um that it it it's it was disheartening to see that it's not taken seriously. We you know we do our best to support uh Brett as we can
and we try to make the best decisions we can make and we we have we spend a lot of time here. We all do. We've we've all argued with each other over things and that's what we're supposed to do and we always come to consensus. So to to to sort of have a document with nothing in
it, I guess leads to the question of of of what do you want? I mean, Demala, you just said it, but we want to help and do the right thing and support, but we need to it has to be a two-way conversation. We need to know what your path forward
is. So, I'll leave it at that. Um, along the same lines, um, I I was disappointed too when I opened up the review and and saw nothing populated. Um, I do reviews every year for work. I get that they're kind of that not always
productive or even helpful or or yield anything, but I always end up really excited by looking back on what I've achieved and having that conversation with my manager about what went well. So, I always look forward to this point, my first year being on the board. That was one of my favorite meetings was when
we actually celebrated all that success that we had. So, um disappointing that we are here. Um because there is a lot to to celebrate. So, we've had success in arts and sports and innovation. We have the prek expansion, the blue ribbon recognition, uh the exchange programs,
the programming, even the communications that um I believe we've put in place over the past year with the um board notes afterwards, the social media, and just various other kinds of communications. um to the board to my trustees I I also
say that communication is two ways. Um you know there are a lot of words in here about shared responsibility, mutual respect, reciprocal respect. Um, and I think we all need to reflect on how we also talk out in the community
and in here and to each other and not lay all of the communication issues on the superintendent because I feel like we could also do better and we should be reviewing that as well. Miss, thank you. Um, so from my perspective,
again, I would echo the sentiments that there's a lot to celebrate and a lot of really great things about this district. I don't think it's the what. The question here is the how. and we are a governing body. And I feel like
um there are times when it just very much feels like there is um a tone that is not appreciated when it comes at you. And I think that
I I guess I've had the experience of of being in and feeling like there's uh communication coming my way and and reciprocal respect. And I think that there's been um examples where perhaps I've witnessed or observed things but
didn't have inside information. Um and then there's, you know, been times when I feel like, okay, this is sort of pointed at me. Um, so having had that experience, I think it just leads me to want to deliver this feedback. Um, I
think it's highly unusual to have this kind of conversation in public with an audience with members of staff listening. As an HR person, I'm used to this being a onetoone or two:one conversation where there's a conversation and this just feels awkward
and weird. and I would so much rather be able to just have an open, honest conversation. Um, but I'm not afforded that opportunity. Um, Dr. Charleston exercised his rights. Um,
and and I I have to respect that, but I also have to say what I have to say, even though there's this whole audience and tons of people who I'm sure value and respect you as they should, but this is the experience that we're having
and I think that's all I wanted to share at this point. Thank you. All right, Mr. Corey. Thank you. hearing all those comments, I I do feel like it's a it's an accurate uh composition, sorry, accurate aggregation of the
sentiments that that I see and experience. U I I want to introduce the word stewardship. I think as a as a board speaking about us, we're stewards of the community's voice. As a as a CSA, you're steward you're the CSA is a steward of talent. Um but mutually we're
kind of stewards of a relationship between each other. Uh when I think about the the very exciting things that happened in the district, um it without feedback into this uh evaluation, it forced the board to reflect really on like what are the challenges because we
had to start from a nearly blank slate. U thinking on some of the issues that became more of a more of a highlight in the community at athletics. There were call them near misses. I think with um shifting over to a a hockey team into a
different league uh other issues uh with other sports th those types of issues become problems when there isn't transparent communication on reasons why we should uh build coalition around topics and issues. U I'm I'm pleased
following that I'm pleased that we do have committees or subcommittees. I think that's a better utilization of the time and effort and initiative that this that this board provides and offers. Um and without seeing any support of that um the point that we now have
subcommittees to a committee at all more ad hoc committees the ad hoc committees yes uh it I I can only deduce from the absence of support that there is not support for that and I do think that's a critical point um of how to take the
district and lead the district moving forward to recognize what um what is in front of us and and how this body is is trying to build and support and you know authorize every action going forward. Thank you. Thank you. You have sir. I
just want to echo what the president and the VP said and I fully support everything that the VP and the president said. Okay. Thank you Tamalei. I too would like to echo everything you said. As somebody who's been on the outside only, it's
very difficult for me to make informed decisions in what is the best interest of not only the students but the taxpayers of our town and an evaluation tool I think is a wonderful opportunity to put all of that in there. So obviously we're not involved with every conversation but the documentation that
can go with it is helpful in understanding you know decisions that are made and without that is very it was very it's very difficult to do evaluation and I was disappointed that it was not included in in this one. Okay. Thank you. All right. Um all all
me all present members of the board have been able to talk. Um at this time Dr. Charleston, I would like to leave it up to you to um say whatever you would like to say. Yeah, I have no I have nothing to say at this time. I'll read the evaluation. I'll provide a responses
writing in writing as I deem necessary. Okay. All right. Noted. Thank you. All right. Um seeing no further items on the agenda, I would Sorry. Yes. Um, I would like to open public comments um at
2:53 p.m. Um, please uh state your name, address, and you have three minutes. Um, uh, Mr. Canelis, are you able to keep time or Okay, just one. Good afternoon. Elizabeth Carr, 231 Hamilton Avenue. I'd
like to read a letter uh, the letter that I wrote to Dr. Robinson on September 24th, 2024. I am writing to formally resign from my position on the board of education effective 20 September 23rd. Decision comes after careful consideration the ongoing
challenges that have made it increasingly difficult for me to fulfill my responsibilities effectively. Throughout my tenure, I have consistently sought to advocate for transparency and the concerns of our taxpayers. Unfortunately, I've witnessed a troubling lack of communication and
information sharing from both fellow board members and the superintendent. This en environment has fostered a significant distrust hindering my ability to serve the community effectively. Moreover, I feel that my opinions along with those of other concerned members of the board have been
systemically ignored. This disregard for input from dedicated board members has made collaboration and progress virtually impossible. Lastly, I have experienced a level of mistreatment that I believe is detrimental to my well-being, but also to the integrity of
the board as a whole. Is disheartening to be part of an organization where constructive dialogue and mutual respect are not prioritized. I hope my departure will lead to a renewed focus on values of transparency, respect, and community engagement that is essential for the
success of our school district. And this is what I wrote today. Thank you for addressing his valuation appropriately as you under just heard of why I had resigned abruptly back in September. I am speaking because the
superintendent's recent evaluation needed to address what many of us see and feel every day. Under his leadership, the quality of education in this district is declining and our schools are suffering because of it. One of the most alarming signs is the rate of teacher attrition. We've seen a
steady increase in educators leaving not just retiring but walking away out of frustration, burnout, and a lack of support. When our best teachers feel unheard, disrespected, and undervalued, they don't stay. And who stop suffers most? Our students. This culture starts
at the top. The student superintendent's pattern of rude and dismissive behavior doesn't just affect meetings. It affects morale, communication, and the stability of our classrooms. Teachers deserve respect and backing, not resistance and dismissal, as well as board of education
trustees. This is not a personal issue. It's an educational crisis. The board had a duty to acknowledge and they did, and to hold leadership accountable for the role it plays. Our students, teachers, and family deserve better. I
would like to end that I would like to acknowledge that the board had consensus on this very important issue and I would like to also thank Dr. Robinson for your strength and wisdom in your leadership. Thank you. Thank you. If you could please state
your name, address, and um you have three minutes and I will restart the timer. Good afternoon. I wasn't planning on speaking. Angela Poochie Bender, Dr. Poochie Bender, uh 55 yardly court. Brett came in with a wonderful
opportunity with a board ready to eat right out of his hands. I want to compliment the board now for stepping up and doing the right thing. I made a few notes. The number one cardinal rule as a former superintendent
and as a board member myself, the superintendent should treat all board members the same. That's the number one cardinal rule. He single-handedly divided this board. And it's a shame because the evaluation
that you gave today could have been a slam dunk for him because when his evaluation fails, it alludes to your staff and your administrators failing and they don't fail. They haven't failed.
He has treated me personally before I even became a board member, a trustee, disrespectful. And his decorum and his professionalism is outrageous. If he could treat me, a future boss
board member the way he did, I had no doubt in my mind what was going on behind the scenes. As an experienced administrator, I've been in education for over 35 years.
I know what his role is. I know what principal's roles are. And I certainly know what staff their roles are. And they do their job. I thank you for holding him accountable because this has been a long time
coming. Dr. Dr. Robinson, thank you. I know running this ship could not have been easy. My appreciation to the rest of the board for doing the right thing. If you could state your name and your
address. Um yes. Uh I I just want to also acknowledge it is um you know 2:59 and I know that you said that you are unavailable after that you're able to stay for as long as you need and or we'll just continue on. Nope. Okay.
Thank you. Sanji Wii 131 Fair Mount Avenue. Uh I was also the board member. Chin up. Look at the community. I'm sitting here for 45 minutes. I haven't seen his head up looking at the
community. It's it's very uh sad. Uh communication has been a big problem. We raised that before. It's unfortunate. It looks like the history is repeating here.
Um he definitely did some good things but that's maybe not enough. We handed over the district when we were in the top 10. The ranking has gone down. We have lost some teachers.
Uh I think it's time to take uh the board some uh tough decisions. It's not an unfortunate uh time to be here. It's a fortunate time. That's your job to take strong leadership decision.
We look up to you to make sure this school district is up and running in the top ranking. That ranking we deserve that ranking. Take some tough decision and move on. This chapter needs to close. Thank you.
If you're able to please state your name and address and you have three minutes. Sharon Scorpelli, 687 Dreamus Avenue. Um, I wasn't sure if I was going to get up here, but what I would like to say is I would like to thank the board for actually going forward being uh honest in this review. You know, last year when
this process happened kind of we didn't say anything at the time I was on the board. Um, so I appreciate you moving forward and giving the evaluation in public. Um, what I'm going to plead with you, and if Dr. Charleston was still here. I would plead with him is that you
need to find a way to repair this relationship. For all these administrators and central office people sitting here, for every teacher that's watching or is enjoying their summer vacation right now and getting ready for September, for our students, because
this dysfunctional relationship between the board and the superintendent does not help anyone in this district. And I feel for everyone that works in this district to feel to know that the leadership here isn't functioning right.
And so I really you have to find a way to fix this and move forward and repair it the best you can. So thank you. if you're able to state your name and address and you have three minutes. Uh, Colleen Manley, 70 Ridge Road. Um,
you may not believe this, but I don't think well on my feet. You know, a little need a little time to absorb, but all I can say is wow. Um, kudos to you all. I think, you know, I actually agree. I I I didn't know uh a
lot of this I think but I think this spirit of comments encapsulated a feeling that even if you're not on the board or uh you can sort of get the sense of um it makes me sad because um
as you all know I've been paying attention for many years and I know uh Dr. Charleston to have a ton of strengths and I also know that for the first three I don't have an exact time three to four years he was very willing to engage at least with you know the
HSAs and publicly and I think he has great ideas but um yeah the last few years it's been like closing down and I didn't know it was actually as inherent in your operations as you shared or as
has just shared. Um, so I hope I hope you can find a way forward. Um, I'm s I'm really shocked uh at the level of disrespect for not uh completing his own evaluation
and uh you know really sorry for that. So that's it and um I do commend you because you know honestly we have a district where we have so many opportunities. You guys know this and
wonderful staff and wonderful goals and this isn't necessary. This isn't productive. And I and I'm just shocked that a professional at the level of Dr. Charleston would uh be a part of
creating an environment like this. and it is your job to call him on it, but also hopefully to be able to work forward. Uh, and I'm sorry that he just left, but anyway, thank you.
Thank you. All right. Um, are there any other members of the public who have any comments? All right. Seeing no additional members of the public, um we'll close our public
comments um at uh 3:05. Um and I would like to just say one, you know, last thing um that work really really hard uh to
keep us focused on purpose. Um and I would like for that work to continue just like what you said um Stephanie like we we definitely have our own self-evaluation just like we have the the CSA evaluation which as you already
know has been sent out um and will be discussed um prior to our board retreat. Um the goal with this meeting would have been to have that uh you know birectional you know level setting like where are we at, where can we be, where can we go and
um just having this be the second year in a row where where it feels like the goal of having the conversation in this manner was for us to not have the conversation. Um it's it's just it is it is concerning. It is concerning and it's
certainly not meant to be retaliatory. It is not meant to uh alarm the community or to create division between staff, between staff and board, between staff and administration, between the community and the CSA. That would have
not been the goal of the tool. I think that it is kind of clear that by many of the comments that were made that people did not know that this is what things were like. And it would have been nice to be able to say, you know what, we can work on
our things in private and the community would continue to not know what things were like. And that would have been okay because we were doing our professional duty to work on things behind the scenes so that it didn't have a negative community impact that we live here. We love it here. We
love that our kids go here. We love our our teachers and we'll continue to love our teachers. So, this is an unnecessary element that's added in. Um, I don't have anything else um to say at this time. At this point, I would like to have a
motion to um close the public session. Uh, Miss Carousella, seconded by Miss Calves. All those in favor? Any opposed? We are closed at 1507.
Thank you.