Welcome to the Holio School Committee finalist interviews for superintendent. Calling this meeting to order at 6:33. >> Roll call, please. >> Mayor Garcia. >> Dr. Rivera Cologne,
>> present. >> Mr. Sheen, >> present. >> Mr. Le, >> present. >> Mr. Ron Martinez >> here. >> Mr. Isaza >> present. >> Mr. Present. >> Mr. Michaelelsson >> present. >> Miss Lubo
>> present. >> Miss Wilson >> present. And Missy Williams >> a key. >> All rise for the pledge of allegiance. Please note to all the attendees that um recording is being made of this meeting and is being livereamed via Zoom and
Boxcast. Good evening and welcome to Holio High School North Campus. Thank you all for joining us tonight for this important milestone of as Holio Public Schools continues its transition from state receivership to local control.
Before we begin, I would like to note that translation services are available for anyone who may need them this evening. There is a check-in table in the lobby where headsets for live translation are available. The superintendent search process began
over a year ago when the school committee initiated work to refine the job description and posting materials in collaboration with members of the community through the community advisory board. This past September, the school committee conducted a request for
proposals and selected the Massachusetts Association of School Committees or MASC to serve as our search facilitator. MASC then conducted a series of listening sessions to gather feedback and data from stakeholders across our
community to help guide the school committee's work. In November, the official job posting was released. applicants applied through MASC with the application period closing in mid December. The school committee then formed a screening committee composed of
school community members, residents, and stakeholders working alongside MASC. The screening committee reviewed applications and invited candidates to participate in interviews in January. These interviews were conducted in executive session and were not open to
the public. A total of nine candidates applied for the position. From that pool, five candidates were selected for screening interviews and from those interviews, the committee identified three finalists. These three finalists are the candidates being interviewed
over the next two days. Now, once the finalists were determined, the school committee also conducted multiple reference checks last week to gain additional insight that into each candidates's leadership experience and professional strengths. This week
represents the culminating phase of the superintendent search process. The finalists spent today in the district meeting with individuals they selected to help prepare for this evening's interview. The school committee has developed 10 questions for the interview
which were created in a public meeting for consistency and fairness. The same questions will be asked is each evening and each question will be posed by the same committee member. Candidates are not subject to a strict time limit when
responding. The school committee may ask follow-up questions related to a candidate's response and the timing and number of follow-up questions will be determined by me as chair. I respectfully ask that members of the audience refrain from clapping during
the interview itself and hold applause until the conclusion. The candidates began their day at approximately 8:30 this morning and it has been a full day of engagement in our district. The school committee would like to take a moment to thank interim superintendent
Anthony Sodto for his leadership, service, and dedication to Holio public schools during this critical period in our transition back to local control. Following the final interview on Thursday evening, the school committee will deliberating here in public in the
auditorium. We will openly discuss the qualities we're seeking in our next superintendent, each candidates's qualifications, and the results of site visits and reference checks. We intend to take a vote that evening on the selection of the next superintendent
with a start date of July 1st, 2026, pending successful contract negotiations. The school committee has previously determined that a candidate must receive a minimum of six votes to be selected as superintendent. We will now begin with candidate
Jacqueline Glene. At this time, I invite the audience to please welcome the candidate to the stage with a round of applause. Welcome. Please begin by briefly introducing yourself and summarizing your professional journey. Then tell us what
specifically inspired you to apply for the superintendent position in Holio and what about this community and this moment in its history resonates with you. >> Thank you, Mr. Sheen. Uh my name is Jackie Glashine. I am a uh 34 year
veteran of the Hoya public schools. I've been a substitute teacher, a teacher, an assistant principal, a principal, a school supervisor, and currently am the assistant superintendent. The Hoya public schools are in a pivotal
moment um leaving state receiverhip and embarking on a journey back to local control, which we haven't had in 10 years. There are moments in a district where we need a new set of eyes and we need
someone to look at the puzzle. And I said this in in our meet and greet because we've been looking at it so long and we need an outside perspective. I feel strongly that at this moment in the Hoya public schools, we need somebody, a strong leader with
institutional and community knowledge in order to leverage all the resources needed to support our students. And I feel at this time the Hoyo public schools needs Jackie Glacin. >> Thank you. And I would just ask you, you might want to pull the microphone a little bit closer to you.
>> Okay. >> Yeah. >> Great. Thank you, >> Mr. Isasa. >> Holio is a community with deep assets and persistent challenges emerging from state receiverhip and recommitted to
local control. Why do you want to lead Holio's public schools at this moment? And what are the two to three most important priorities you would pursue in your first one to three years to improve
outcomes for students? And how do you make the whole school system a model for the Commonwealth of Massachusetts? >> You guys don't play with the questions there. Um, uh,
I feel deeply responsible to lead the Hoyoko public schools. Um, especially at this moment in time. I'm committed to this community. I was born and raised in this community. I've I've spent my career supporting students
and families in this community. And I've had lots to say about many of our leaders. And I do feel with the at this moment in time coming out of receiverhip and with Anthony Stoodto choosing not to run for
superintendent, I have the opportunity to put my money where my mouth is and and lead the Hoyo public schools. There's three things that are deep deeply important to me. Um, one is in include ensuring high quality
instruction in every single classroom. Two, it's the district's responsibility to make sure teachers and students have what they need to thrive. And three, we have a lot of repair work to do. We
need to build a culture of belonging where our community, schools, staff, and students feel united, valued, and inspired. The last part of the question talks a little bit about um being a model for the Commonwealth. I thought a lot about
that and and a model organization um I'm going to make an analogy of a machine. All the parts have to be working. They have to be up tod date. The wheels have to be greased. It's not just the
teachers in the classroom. It's not just the paraprofessionals and the school leads. It's the academic team ensuring there's high quality curriculum and materials in front of kids. It's the finance department making sure we have the funds available to support our
priorities. And if the funds aren't available, we are lobbying for those funds. We are looking for grants and we are finding those funds. We need to make sure our facilities team is in has created learning environments that are conducive for high quality
instruction. Our data and tech team are outstanding and are doing the work of 20 people and I think in total there's eight of them. uh enrollment and communications, human
resources, pupil services, all of those individual cogs in the wheel need to be strengthened so that we are a model for the Commonwealth and that's not going to be an easy task. Miss Lov
Hoyok serves a predominantly diverse community including Latino, special education and English English language learners and students with significant social and economic challenges and our community holds both equity and high
expectations as core values. How has your experience working with students and families facing systemic barriers shaped your leadership? and please provide an example. >> Such a great question. When I um graduated from college and I I was lucky
enough to get a teaching job in Holio, I had all the answers in case you were wondering. I knew what parents should do and I knew what teachers should do and really I did not know anything at all. Um, and and as I moved into school
leadership and and really were partnering with families, my first experience was at Kelly School. And what I learned as a leader is you have to meet families where they are. And every family is in a different spot.
And at that moment in time at Kelly School, we were really struggling with our literacy rates. We knew that, you know, kids who read at grade three have a greater opportunity, but we weren't there and it's hard. And we would have
workshops at the school and we would have engagement um activities at night and families couldn't come. So, I was like, what are we going to do? So, I started talking to families about that and why couldn't they come and well, they have kids and the their kids
were home and they couldn't bring all the kids. And so, my we my partner at the time um was a was the family um access and engagement coordinator. She's like, you know, Jackie, why do
they have to come to us? Why can't we go to them? And in 2012, we birthed home literacy parties. And it was my version of a Tupperware party. And we we asked you to host. And if you said yes, we said great. Invite 10 of your mom
friends who have children at Kelly school who might be struggling with literacy. I'm going to bring dinner. We're going to come to your house and we're going to talk about what are the basic makeandake activities that you can do at home that will support the work
that we're doing at school. And it took off. And we had teachers who supported it. We had teachers who um led the the literacy parties at um family homes. Uh and it
really supported the work that was happening in the classroom. And I know that because we followed those kids. So if you if your parent attended a family literacy party and we charted you, we could see if you were
engaging in the activities that we shared. and kids reading levels were improving. So I share that as it's not a silver bullet. It may not work in every school, but at that moment in time in 2012,
2013, 2014, it did work. It also helped us to build a relationship with families to say, "I hear you. Life is hard. You can't come all the time, but we're going to come to you because your child's reading ability is important.
Mr. Faith, >> thank you. >> English sorry, English learners and students with disabilities make up a significant portion of our district. Tell us about a time when you were responsible for improving literacy or
numeracy outcomes for multilingual learners and/or students with IEPs across multiple grades. What evidence-based approaches did you implement and how did you hold central office and school leaders accountable
for measurable progress? When I think about this question, um I think it starts with what did you do when you were responsible for improving literacy or numeracy outcomes? And there is no one person that can own
that. It's a gargantuan task and it takes a village. But in recent years, we've heavily leaned into the science of reading.
And the science of reading isn't a program. It's not a trend. It's decades of research around neuroscience, psychology, and education that explains how your brain actually learns to read. It doesn't happen by osmosis. Sesame
Street certainly helps, but your brain has an actual pathway when it is learning to read. And for many years, we bought curriculums and we taught curriculum or we bought into whole
language and we moved away from phonics. And the reality is you have to teach kids how to read. And I I want to call out Rebecca Thompson, our executive director of academics, who has really led that charge. And
she and her academic team came to cabinet a few years ago and said, "This is a dire emergency in our district, and our earliest, youngest learners are not reading at rates comparable to their peers." And I think
we can do something about that. So we with her guidance and her leadership have partnered with Hill for Literacy to implement and coach teachers on actually how to teach kids how to read. And I'm sharing this because it's
all students. It's not just students who are single language learners or students who are not on an IEP. This is for all students. And I will say some students need more. So, some are going to need the core plus
more. But we've certainly seen great gains in our work with Hill for literacy and the science of reading. In the fall of 2023, um our students with disabilities in K to2 had a 5% proficiency rate for
reading and in 2025 they're at 11%. So, we're moving in the right direction. maybe not fast enough, but we're moving in the right direction. So again, this is not one person's um responsibility. This is a team's
responsibility, but it's when you find researchbased programming that works, that has evidence behind it, and you support and give teachers what they need to make it happen, we will see results. And that's
what we're seeing in this um early literacy work with Hilford Literacy. >> Miss Wilson. >> Thank you. So improving teaching and learning requires both strong curriculum systems and professional trust. How do you
balance centralized curriculum coherence with teacher autonomy? And what feedback loops would you put in place to ensure instructional quality is improving across classrooms and schools? Um I am not a believer that uh
curriculum is the silver bullet. I think curriculum is the vehicle that we use to impart the content that we're teaching. There are certainly some curriculums that are better than others. And I'm going to give you an example of
why I think it's important to start with a baseline curriculum. If I'm a ninth grade ELA student at Hoyokai and I'm lucky enough to have a veteran teacher who has strong content
knowledge, who knows the standards, who knows what I need to get to 10th grade to English 2. that teacher is going to pull every bag out of her trick, every trick out of her bag to ensure that I learn that.
But two doors down from her, there's two brand new teachers and they're spanky out of college and they don't have that experience yet. In order to put all students on a level playing field in those three classrooms,
we have to give them a highquality curriculum that is researched base across English one. That's the example. Do I think that veteran teacher should have autonomy on how to manipulate that curriculum so it fits the needs of her
students? I sure do. I sure do. We have really strong educators who know exactly what they're doing. However, we need to ensure that all kids have access to complex text, highquality curriculum.
So, we do need to to ensure that that is provided to all teachers in all grades and in all contents. And then we can work with teachers who have shown proficiency and growth to
then use what they know to manipulate that curriculum to best meet the needs of their students. >> Mr. Michaelelsson, >> chronic absenteeism and concerns about discipline continue to affect student success in Holio. Give an example of how you addressed chronic absenteeism and
school climate challenges in a prior role. How did you balance restorative practices with accountability and what impact did your approach have on student engagement or attendance? >> When I looked at this question, it's really two questions I felt. So one is
really about chronic absenteeism and then the other question is um how do you balance restorative practices with accountability? So, I'm going to answer it kind of twofold. Um, chronic absenteeism is the bane of our
existence. We have many families with many challenges. Um, so the example I'm going to give is um again I was at Kelly School. I was the principal. It was 2012. We had moved the um attendance zone. And so the Kelly
attendance zone uh went across Apple Street over to Roberto Clemente all the way over to Hamilton Street. And I don't know if you can picture that in your mind's eye, but Hamilton Street is legit next door to Morgan School. So many
families could spit and touch Morgan school, but they were now zoned for Kelly School, which at that point was less than a mile and didn't require a bus. So I worked with um safe routes to
school and we created the first walking school bus in the Hoy public schools. We targeted those students because they were not coming to school. And when we asked parents why, many responded with, "I have other children. If it's too
cold, I'm not putting three kids in a carriage and walking them to school and then walking them back. I love you, Mrs. Glene, but it's just not happening." And I said, "What if we had staff come and get them?" Sure. I'm not letting them walk alone. If there was an adult with
them, we would do that. We were still poor. We had no money. Um, so in talking with the staff at Kelly, we used flex schedules. So we would allow them to have their prep at the end of the day if they wanted to be on the
walking school bus. So they'd come in a little early. They would walk the route. We had signs put up along the way. They'd pick the kids up and walk back. and then they would get to leave 35 or 40 minutes early during their prep
because we did not have the money to pay them. For those 35 kids that it affected in that zone, they improved their attendance by 60% and we lowered the tardy rate by 70%.
The byproduct of that walking school bus was the relationships built by the staff when they were walking to school. So I would walk for fun sometimes and they sang and they danced and they skipped and the byproduct of those relationships
was almost better than the improved attendance. Again, chronic absenteeism continues to be a problem. That is an example that worked for Kelly school at the time. We do have some schools that still use a walking school bus. Um
I I it is not the silver bullet for every school, but it worked for us at that time talking about restorative practices in the meet and greet and in my um uh search interview, the first interview, I
talked a little bit about um how my philosophy and my leadership on suspension has grown and changed and evolved over the years. And when I moved to Ian White and I became the principal at Ian White school, it was still a K to8 school and we had many middle
schoolers who were struggling and suspension was not supporting any of the behaviors that were getting them suspended. So my leader team and I really thought about what are we doing differently for
these kids when they come back and how are we teaching them replacement behaviors that are more conducive to the school environment. So, for example, if Ellie gets suspended for fighting and
she comes back in, the re-entry meeting included her, it included the family, and it included brainstorming. What happened before that? What happened after that? What are some things you could have done differently? What could we have done differently at the school
to ensure that that original antecedent did not happen? And those re-entry meetings really changed the course of our suspension rate at Ian White School. Kids felt heard. They felt seen. Parents felt as
though their students were getting something and not just being disciplined. Miss Deni Williams >> Holio has experienced significant uh teacher and turnovers for many years. How would you diagnose the root causes
of retention challenges? And what specific steps would you take to stabilize the workforce, rebuild morale, and work productively with unions while still advancing necessary reforms?
There is not an easy answer. Our teacher retention rate has has not always been great. It is improving, but I feel strongly that we need to rebuild the relationship
with our teachers and our pair of professionals and our school staff. You know, receiverhip brought us many things that were great. We looked and reorganized what central
office does. We believe in a philosophy where central office is in service of schools and schools are not in service of central office. But there were a lot of things that were negative that happened in receiverhip.
Um we had the receivers review. We had longer days. And we can't pretend that that didn't happen. It happened. and people are feeling some type of way and a lot of people left and said, "I'm not doing it. I'm going to go to another district."
And then there's a lot of people who are sitting in this room who said, "I'm not leaving. Our kids need us and I'm going to stay here. I'm still mad about it, but I'm not leaving." And I whoever our leader is, our next
superintendent has to face that and create a plan to rebuild that trust so that all staff feel valued, inspired, and heard.
And it's not easy. Maybe contract negotiations will help that. But I also think that we have to look at who's leading our teams. And I say that because
many people who aspire to be leaders and get put in a leadership position have never been taught how to lead. And that's our responsibility. That's that's the superintendent's
responsibility to ensure that all teams feel valued, inspired, and heard. People don't follow a leader because they told them to. And people don't
follow a leader because of compliance. People follow a leader because they have vision, because they care, and they are deeply committed to making sure their team wins. And whether I was a teacher and my team
was my kids or I was a principal and my team was my staff or I was this principal supervisor and my team was my principles. When they win, I win. And I think we need to to look at how we are leading
our teams and we need to support those who are leading our teams so that our teams can be successful. Because when you feel supported and you feel cared for and you feel valued, you're gonna stay.
>> Miss Leo Martinez, >> many Okay. Many families and residents both with and without children in the schools have felt dis um disaffected and um
disconnected from district decisions making district decision making. I'm sorry. Describe an example how you will rebuild trust or engagement in our community where confidence in the school system was low. What actions did you take and
how did you know engagement became meaningful? Many of our decisions often come top down and we don't get the feedback that that is deserved. I think a lot about um Mildred. I'm
going to go back to Kelly's school again when we were together. Mildred came to me and she said, "How come you don't have uniforms in this school? We need to have uniforms." I was like, "Mildrid, it's a public school. We can't have uniforms. You're crazy." She said, "Yeah, I'm
going to get a petition. We're going to school committee." And I think at the time we had like 607 kids at Kelly School and she had 407 names in front of the school board that said, "We are engaged. Our voice needs to be heard."
And this is what the Kelly school community wants. And it happened. And we implemented uniforms at Kelly School for many years. I think Kelly School still has uniforms, although they are optional at this point. Um, but that's one
example where, you know, the voices of families and the voices of parents are often not heard or maybe they're heard and not listened to. and they know their children best and they
know their neighborhoods best. And as leaders, we need to pause and and stop thinking what we think is the right thing and listen to those who may have the answer. Um so that's one example
um how that engagement and that conversation start started small and became extremely meaningful. Let me give you another example. Um, I was at Kelly School again. Uh, it was
2016 and and Izzy Rivera came to me and he said, "I want to have a Flats family dinner and we're going to feed the whole Flats." I was like, "You're crazy." He's
like, "No, I'm going to do it. Will you help me?" And I was like, "Of course I'm going to help you. I'll do whatever you need. And I met with him and I met with Priscilla and I met with Justin. And the
first uh holiday dinner was held in 2016. I think we had our 10-year anniversary this year. And it was standing room only. Everything was donated. Families felt a part of a community. They felt seen.
and we we filled a a gap, a need with that holiday dinner. And both of those examples were grassroots efforts that came from our community and our families. And if you don't listen to those good
ideas, those good ideas are going to pass you by. Holio public schools operates in a fiscally constrained environment in a district that is funded at the minimum net school spending requirement. How would you align the budget with instru
instructional pri priorities? Maintain transparency with the school committee and the public and ensure clear respectful roles between governance and administration. How would you seek the necessary financial resources to ensure excellence
in education for all of our students? Uh, I come here to you and say I know a lot, but there's a lot I don't know. And I've said that several times in the past two weeks. And one of the things that I'm learning is the superintendent's
relationship and role with the school committee and how that works together collaboratively to service our students. I think it's the superintendent's job to identify the priorities,
not alone with his team and his community. and then it's time to find the funds. We have a strong finance department.
But one thing that I'm most proud of is the staff that are on the ground that are doing the work that call me and say, "Hi, Jackie. It's Sam Garcia.
I need something after school at Morgan. I'm gonna apply for the Beyond the Bell grant and I'm asking for these specific things and my friend Sam Garcia who started as a paraprofessional who is now leading
our afterchool program writes the grant in conjunction with Anmarie from our grants department to get those funds needed knowing that our general budget our general fund budget isn't going to be able to do it. I look at Rebecca Thompson who says this
early literacy work is imperative for our kids. If we want our kids to graduate and be able to compete with their grade level peers across the Commonwealth, we need to improve our early literacy work. So, I'm going to work and I'm going to apply for this Prism grant that she worked tirelessly
on because we needed that funding and we didn't have it. And I look at Joel McAuliff at Dean Tech and he's our CTE director and he's like a dog with a bone. And if he needs funds for a shop, he is consistently sending
me, can we apply for this grant? What do you think about this grant? Can you bring this grant to cabinet? I'd like to start an early childhood shop. The workforce development data says there's an employment need for early childhood and we need to provide it at Dean. and
there's a grant that's going to help us revamp the shop to fit it. So, while the superintendent has to name the priorities, it's a team effort to ensure that we have the funds needed to make sure those
priorities are funded. >> Mr. Shane, >> leadership often involves making difficult decisions, especially early in a new role. Please describe a time when you made a decision and upon reflection was not the best choice for your school
or team. What factors influenced your decision? How did you respond to feedback or consequences? And what did you learn from the experience? I want to preface I don't know how I'm going to say this because um I know what my friends in the audience are going to say.
We did some work on um strengthening school leadership and we applied for a grant and we got the grant from the bar foundation and with that money we partnered with an instructional company called Relay.
put the red cards down. Here's the thing. I would do it all over again. Building the capacity of our school leaders to be instructional leaders was paramount for us to move forward as a district.
Our school leaders needed to learn not to just be managers of people and systems and operations, but they needed to learn what the teaching should look like. What is your vision for good instruction in every classroom? What are
the look fors? And we learned a ton. But we didn't communicate any of that to the people that it was directly impacting, and that's our teachers.
And if I could do it all over again, I would still apply for the the grant from the Bar Foundation. I would still partner with the Relay Graduate School for Education, but I would have
communicated and rolled out this plan to support school leaders, more intentionally, more clearly, and I would have gotten the feedback before the roll out started.
And I think of that often and it took I don't even know if if we've come back from that but it probably took a year um to to get people to understand we weren't doing relay to them but we were
trying to support highquality instructional practices in every classroom. >> Mr. Shan on a follow-up question. >> Thank you. Given your long tenure in the district, how will you ensure that your leadership decisions, especially around
evaluation and accountability, are not influenced by past relationships? >> That's a great question. I pride myself on being a leader for children and for families. The most important job I've I've held as a leader, whether it was an assistant
principal or a principal or a school supervisor, is to make decisions that positively impact students and families and sometimes it's really hard. But I know when I'm making a hard
decision or I'm consequencing someone or the evaluation's not great that I have evidence to support my finding and I'm providing support to rectify the
gap. I feel like I can do both of those things and still buy you a beer after five o'clock. Please describe a specific situation where you had to lead your school or team through a crisis. What steps did
you take to manage the situation, communicate with stakeholders, and support your community? What did you learn from this experience, and how has it influenced your approach to leadership? When I was answering these questions, I
I actually was happy that I had so many experiences that relate to many of these. But for this question, I I thought back to 2009. It was a September afternoon. I
had picked my kids up from school. I was driving home and my husband called and he is a police officer and he said, "Hey, I think one of your kids got hit by a car on Cab Street." And I was like, "Oh god." So I drove down to Race Street and
a a drunk driver had hit and killed one of our first graders at Kelly School. I think at the time I was like 38 or 39 years old. I was young. My kids were young. And when I think about that crisis and leading a school through that
time, I led with my heart and I think that is a good thing and I think it's also can be a hindrance. There was no plan to how we were going to talk to her the class. I didn't know
how I was going to tell Miss Foot the teacher. I had walked by her room at lunch that day and you know Caillier had some challenges sometimes and he was having a positive lunch with her and we cheered and gave him high fives and it was awesome and I I just couldn't
imagine how we were going to tell her that this happened and then what were we going to tell the families and what were we going to tell the kids who were with him because they were running to get candy at the market that made it across the street and he
And when I reflect on that time, we didn't have a system. And I know it sounds crazy, but but there should be a system when something like that happens. We have a better system now. We have a
communications team. We didn't then. Email and social media really wasn't a thing. Um, I think I know when I was thinking about answering this question, we sent home a letter in backpacks. That's what we did. I think a couple
counselors came from another school. We did not have EAP come. We just didn't have the guidance that we needed to support students, families, and staff. And so when I think now as a
leader and I think about the systems that we have in place, for example, last year we had, you know, we had a similar situation where a STEM student was hit by a car on Main Street and I got there right away. The
principal was there and when I called the superintendent's office, communications was already on the phone. We had a plan. We knew what we were going to say to parents. We knew what we were going to say to students. Human resources had EAP on site. Beth Gage
herself came to the school. Counselors were deployed from the other schools. It happened by by 10 in the morning and the student was hit at 7:30. So, it was a very different experience. So, I think that we have grown, but I think we can
also get better. Mr. Michaelelsson on a follow-up question. >> Miss Kusheen, um I've liked a lot of the responses you had to a lot of these questions. Um, one of the one of the big questions I have burning in my mind is
um, >> sure. One one of the things that comes to my mind a lot is you've been in the Holio public schools for a very long time, right? And I have two questions about that. One is right, can you give an example of leading up and how you've
provided leadership to people above you in a lot of situations? And then the second would be can you tell me like as a superintendent how the district's going to change with you as a leader. The first part of the question is how
how do I manage up? Great. Um I think managing up is hard. I think you have to know who your, you know, your supervisor is and you have
I think you need to know your supervisor's strengths and your supervisor's weaknesses and and support. You know, I as a leader have had support from uh my direct reports in making me
better. And so I think creating that uh that collaborative feedback where you can support your your supervisor in a way that makes the organization better, you know, is a good thing, but you also
need a relationship for that. >> The second part of the question, >> the second part was uh how's the Hoya public school district going to be different with Jackie Clasheen as superintendent? I think I'm really good at the technical
aspect of leadership. I'm organized. I have good followthrough. I'm committed. But I also think I'm really strong in the adaptive skills. And right now in Holio, we need those adaptive skills.
People need to know that we love them and they're valued and we want them to stay in Hoyoko. I think a lot about my students. You know, in any school I've ever been in, if I was a teacher or I was a parent or I was a teacher or I was a principal, you
know, I I I don't think I've ever walked by kids and not given them a hug or said, "Hey, how's it going?" or and we need to do that for our adults as well. I think the course that we're on instructionally in in our organization I
think um is the right course. I wouldn't change anything about that. I would spend a lot of time listening and learning to the people who are on the ground and what is it that that is missing that you need so that you can
work and be your best self for our kids. Because when when our staff are feeling supported and valued and they are at their best, our kids are getting the best of them.
And and I'm part of that right now. I'm in a leadership role right now. So, I I I want to name that, you know, it's not going to be easy and it's it's not as easy as saying, "Oh, I'm g I'm going to make everybody like working in Holio."
There's going to have to be action and there's going to have to be change. But I think we need to do that because our kids are worth it and they deserve it. >> Miss Ensley Williams, do you have a follow-up question? Uh, Miss Glashen, um, if a parent came
up to you and the parent was extremely angry and there's a situation that has just transpired, how would you approach the parent? I think I'm I I think I'm pretty good at that.
When parents come to my school, to my classroom, to my office, and they are heated, they are advocating for their kids, the most important humans in their life. And
I can't take that personally. I have to hear them. I have to give them space. I have to hear them out even if it hurts, even if I might not agree. But I think it's really important that we don't stifle the voices of our
parents and we hear them out and validate them. >> Thank you. >> And then >> and then work together to find a solution. >> I did not want to cut you off. I thought you had ended. >> No,
>> I am so sorry. >> No worries. Okay, Miss Clasheen, in closing, thank you so much for being here, putting your name out there for this position. Um, so in closing, we'll conclude by giving you an opportunity to offer any final thoughts. Please share
one or two key messages you would want this committee and the Holio community to remember about your leadership and why you believe you are the right person to lead Holio Public Schools at this moment. Thanks, Mel.
Um, I have put together an entry plan that I'd like to share with you all. Want to pass this entry plan shares with you my thoughts on the first six months if I were lucky enough to be
appointed superintendent of the Hoy public schools. I also want to name that it is without feedback from you all which I certainly need but I wanted you to know that I am committed
that this is my life's work and this is what Holio needs right now. Holyok is a community rich in culture, pride, resilience and hope. Our families want the very best for their children.
Our educators come to work every day driven to make a difference. And our students have limitless potential. This entry plan is the beginning of a shared journey, one built on trust, partnership, and a fierce belief in the
promise of our young people. Together, we can write the next chapter for Hoyo public schools. Grounded in strong instruction, meaningful belonging, and the systems that give every student and staff member what they need to thrive. Some people come to Hoyok to build their
resume. I built my resume to lead Holio. I look forward to having the opportunity to lead Holio alongside you in service of our students and families. Thanks for having me. On behalf of the school committee, I would like to thank candidate Miss
Glashen for meeting with us this evening. Please join join me in giving another round of applause. As a reminder, superintendent finalist interviews will continue Thursday evening at 6:30 here in the
Holio High School auditorium. The school committee will deliberate and vote in public following the final interview tomorrow night. Thank you all for being with us this evening. I would like to extend our sincere thanks to the Holio Public
Schools custodial staff, principal Laura McKenna, members of the communication team, Mike Hines and Jenny Austster Riker, translation services and our technology team, and Shaina Gala and Irene
Feliciano for their assistance and support throughout this entire process. Mr. machine. >> Yeah. I before we close, I'd be remiss if I didn't recognize a true educational leader and foundation and hi and and a history
maker for the Hoyok public schools and that's George Counter who served as superintendent who's here with us today, a true leader and fighter for all students. At this time I will entertain a motion to adjurnn the meeting.
>> Second. >> Moved by Miss Lefave, seconded by Miss Wilson. All those in favor? >> I. Thank you everybody. Meeting is adjourned at 7:29.