“The only true currency in this bankrupt world is what you share with someone else when you’re uncool.”
Lester Bangs

“Some people see things that are and ask, Why?
Some people dream of things that never were and ask, Why not?
Some people have to go to work and don’t have time for all that.”
― George Carlin

When I first started writing this blog, I fretted that I would find enough to write about. Unfortunately, I soon discovered that there was more than enough to cover and in fact, there was no way that I could do the necessary research in order to do it all justice. As a result, some things fall by the wayside. That doesn’t mean that they are not important, just that I can’t gather enough information and understanding to do them justice, so I put them on the back-burner.

I figured the start of Fall break was as good a time as any to clear some of those items off the plate. As always, if anybody has more information and knowledge please feel free to comment, I’m always looking for more clarity. So without further adieu, here are the things on my mind these days.



Last week’s MNPS school board meeting raised a lot of interesting questions. It was a meeting that probably had more presentations then should fit comfortably in a meeting, but that’s what you do when you are trying to hide the trees in the forest.

The first presentation was on MNPS’s pre-k programming. Whenever you talk about pre-K things get tricky. Nobody wants to be perceived as being against pre-K. Oh no, that’s like being against puppies and rainbows. I believe in pre-K, but as always the devil is in the details.

I do not believe in sacrificing play for “rigorous” instruction when it comes to pre-K. More and more play is being sacrificed in order to focus on instruction. This is in spite of research that shows the value of play in child development. What I’d like you to do is watch the presentation, it starts at approximately the 1:01 mark, and count the number of times you hear the word “play” versus the number of times you hear the words “test scores” or “data points.”

A lot of people tell me that we are doing really good work in our pre-k centers, but I continually see signs that we are moving further and further away from play centric-curriculum. That concerns me. The dedication to increased parental involvement though is very encouraging.

The head-shaking part for comes when they talk about aligning all pre-k’s across the district, public and private, in a curriculum. I just don’t see that happening. Why would a private pre-k modify what it does to fit with Metro’s strategy? As a family, we chose to send our kids to Tusculum Presbyterian for very specific reasons; exposure to religion at an early age is one. We worked with them to tailor instruction for my son based on a very specific goal set through working in tandem. Maybe I’m missing something but I just don’t see an alignment of all pre-k’s across the district being a realistic initiative, nor one that parents would really want.

Now fast forward the board meeting to the 1:36 mark. This is where the presentation on MAP testing begins. There is a lot of interesting information in here but the really important part begins at the 2:01 mark when board member Fran Bush asks Director of Assessment Paul Changus how many kids are reading on grade level. Changus responds that “there is not a common definition about what it means to be on grade level.”

Think about all the messages you’ve heard recently about how only one in three kids is reading on grade level, yet here we have the districts data guru telling us that there is not a common definition. It makes my head swim.

Changus goes on to explain how national norming actually works when it comes to MAP testing. This is something that is extremely important for parents to get their head around. That achievement score of 54 %, means MNPS kids are outperforming 53% percent of kids nationally. The natural assumption is that the majority of those kids that make up the 53% are passing the test, that would not be a correct assumption. There is nothing in that number that tells you how many kids are passing the test, or even where they are scoring.

In order to get a better idea of what a student’s achievement level is, you need what is called the RIT score. The RIT score is the actual achievement score. In order to get the true value of the growth numbers, you would have to have the average RIT score for each grade. If the RIT score is low, obviously outpacing 53% of the kids is not going to translate into meaningful progress. The lower the RIT score the higher the rate of growth needed to get caught up. Unless I’m missing something, I didn’t see any meaningful discussion of RIT scores in the presentation.

Another thing to remember is that not everybody takes MAP. The MAP test is a test created by a private company, NWEA. Look at their web page, scroll to the bottom and you’ll see the number for the sales department. That’s right, MAP testing is a program sold to individual school districts. So when they say, “nationally normed” that doesn’t mean every kid in the country like TNready says every kid in the state. What MNPS students are being normed with are students from other districts, nationally, who bought the MAP testing program. I think that is a pretty important caveat to keep in mind as well.

I can not say it enough, MAP is a very valuable tool, but only if it is used as intended; a formative assessment used to guide instruction. It’s not a screener, nor should it be used to justify policy. It should not be used to screen for disabilities, gifted students, EL services, nor as part of an entry qualification for magnet school admission either. Yet we are. If you have questions, I urge you to call NWEA at 877-469-3287. They’ve been extremely helpful every time I’ve called them.

The last presentation comes at around the 2:15 mark and is on teacher recruitment and retention. I could spend all day on this one, but for the sake of brevity, I’ll only hit a few points.

To the left, you’ll see the outcomes that presenter HR Director Pertiller thought were worthy of highlighting. I don’t know the significance of any of them, or if they even have significance. Without context, they are just meaningless numbers. Why highlight 3-5 years? What were percentage rates for other experience bands? Last year we celebrated the 1-3 year band, what were those numbers this year? Both bullet points one and two are hard to evaluate without the total number of teachers employed each year.

The sub fill rate number compares a year worth of data to 2 months of data. Really?!? I don’t think there is a high school statistics class out there that would allow students to make that comparison. It only stands to reason that as the year goes on, and people get worn down, sub fills become more difficult. Celebrating the 17/18 numbers right now is like chalking up a Titan’s win based on a first-quarter score. Got to play the whole game.

Pertiller is so proud of the number of vacancies on the first day of school that she gave it its own slide. One that you are supposed to look at and say, “Yep, 92.4 is less than 124. Great job!”

Nowhere does she mention the number of positions for both years, are we supposed to assume that both years the same number of teachers were employed by the district? There is no mention of the use of long-term subs to fill positions. What about classes that kids are taking through an online platform because a teacher couldn’t be hired? Are those positions counted as filled?

One more point, Pertiller goes on to list vacancies at the priority schools and then downplays those vacancies. After all, Joelton MS only has 2. That’s pretty low huh? Except when you consider that they are only budgeted for 13 positions. In other words, 13.3% of their positions are unfilled. Would you consider that acceptable?

Whites Creek HS was projected at 623 students. How many teaching positions do you think that equates to? Five is a number that should be very concerning. Instead, it’s just brushed aside.

Talk moves to retention. The presentation looks at data derived from exit surveys. This year even fewer exit surveys were collected as compared to last year; 105 vs 109. Of those 105, 56 cited personal reasons as the cause of leaving. Hmmm…does “I’ve had enough of this shit and I’m losing my mind” count as a personal reason?  Under the subject of what’s your next move, 31 said teaching in another district. In other words roughly 1/3. Yea…no problems here.

As part of the recruitment strategy, the district revealed their plans to recruit by quadrant. Am I the only one that sees this as a means to throw gasoline on the inequity fire? The likelihood of getting 4 equally qualified recruiters is slim, this means that naturally one quadrant is going to have a better recruiter then the others which will lead to…wait for it…increased inequity.

Once again board member Fran Bush gets the party kicked into high gear by asking why the numbers on teacher retention changed from when the board received the numbers to tonight’s presentation. Apparently, a business rule was enacted measuring numbers from September to September as opposed to previous August to May. I’m baffled by why you wouldn’t want to match up with the fiscal year and go July to July unless you are parameter shopping to put numbers in the best light.

Bush also brought up the subject of teacher morale, which apparently falls under the purview of Sito Narcisse. Good news, more surveys, and more focus groups. Last year’s focus groups started off with stated outcomes and rules of engagement. Those rules of engagement served to limit conversation and obviously failed to positively impact morale. Are there any teachers out there clamoring for more teacher voice sessions?

Interestingly enough, the surveys are considered so important that Narcisse had to defer to Changus, with others chiming in, to answer Bush’s question about how often surveys are administered. No one could answer the question with real confidence. Very indicative of the priority attached to securing input from teachers.

The most frustrating exchange for me comes when board member Walker asks Pertiller about whether they collect data on mid-year turnover. Pertiller, predictably, doesn’t have the numbers available and downplays it – “I don’t have that but we can get that for you” seems to have become the go-to move for district presenters. Pupo-Walker says that was her sense as well because teachers don’t like to “leave their kids mid-year”.

First of all, I suspect the numbers are much high than either is willing to concede. Not a day goes by that I don’t hear about teachers preparing to leave over break or just plain walking out. So yes, there is a high level of mid-term attrition.

Secondly, we need to stop playing on the benevolence of teachers. They may not like leaving their kids mid-year, but that doesn’t mean they won’t do it if we push them to their limit and we are pushing them to their limit.

I’d also like to know the number of teachers who took early retirement and since none of the answers on the slide showing reasons for leaving included retirement, what’s the story there. The number of transfers would be useful information as well. Transferring is often a precursor to leaving the district, and as such should be closely monitored. Yet, it’s not even mentioned in Pertiller’s presentation.

Pupo-Walker goes on to raise the specter of Teach for America. I was shocked to find that TFA has raised their finder fee from 6500K to 10k annually per teacher. Yikes. In addition to philosophical differences I have with them, TFA is not a viable solution because they can’t supply the numbers needed. During the recession when top-flight students couldn’t find jobs, going into teaching for a couple of years was intriguing. Now that we have a robust economy…not so much. So let’s not run too far down that rabbit hole.

Besides, the goal is to make teachers feel more valued not to devalue their skills by saying anybody with 5 weeks of training can do their job. It never ceases to amaze me, we are in the business of education, which means we should all be active learners, but we never seem to learn anything. We just keep running around in the same circles.

In that light, the conversation on recruitment wraps up with talk about a teacher licensure process that would be run through the district. Participants would save money and time but would be required to stay with the district for a number of years. During this discussion, nobody brings up the current MNPS cohort currently having half of their tuition paid to earn their doctorate at Trevecca. None of whom were required to make an extended commitment to the district. SSShhhhh…we don’t talk about that.

Board chairman Gentry closes the presentation by praising the work of the HR department. Apparently, it is a big deal to ask teachers their opinion twice a year. Gentry is also of the opinion that the HR staff has been very creative, I concur, they have been very creative in the manner in which they present the data. Now if they could only apply some of that creativity to recruiting and retaining teachers we might get somewhere.


Word is starting to trickle out to me about changes coming to the MNPS enhanced schools. The “enhanced schools” grew out of an agreement in 1998 that allowed a Federal judge to declare MNPS unitary – a legal term meaning free of any vestiges of segregation. As part of the agreement, MNPS would provide certain elementary schools with primarily African-American and impoverished populations additional supports. Chief among those supports were extended school days. Enhanced option schools operate on a day that goes from 7:45 to 3:45, providing an extra hour of instruction.

In the past central office has paid the cost of the additional hours for the EO school’s teachers. According to reports, principals have been informed that starting next year that will no longer be the case. Schools must either pay the extra hours out of their individual school budgets or revert to the traditional times. The difference in cost is approximately $200k. This week, schools are in the process of deciding whether to cut 3 positions to make up the difference or change school schedules. There is some concern that the district is forcing this decision on individual schools in order to retain plausible deniability with the feds if schools choose to change hours. This bears watching.

Rumors are also swirling that there is a new communications chief in town. This makes what, 3, or 4, in the last 2 years? Word is MNPS is recruiting from the ranks of the Department of Child Services.  Because nothing says quality like the level of communication over the last few years from that government entity.

I often talk about the importance of knowing our history and how much we have forgotten in regard to the Nashville school system. Here is a fascinating read from the Nashville Scene circa 1998: How Separate, How Equal. It’s amazing how little progress we’ve made in 20 years.

Last week Mayor Briley attended the monthly meeting of ProjectLit. I can’t tell you how much I enjoy this picture. The Mayor is clearly engaged and not just using ProjectLit as a photo-op. Way to go!

The Handle with Care Partnership between Metro Schools and Metro Nashville Police Department was recently named Innovative Domestic Violence Program of the Year. MNPS and MNPD received the award at the Meet the Bridge event hosted by the Nashville Coalition Against Domestic Violence. Kudos to those involved.

It’s just about time for Tennesseans to head to the polls and cast their vote for Governor. Chalkbeat TN outlines the differences on education policy between the two candidates, Bill Lee and Karl Dean.

Speaking of elections. Please remember to vote for Bob Freeman for State Representative. He’s a keeper.

Our ear to the ground tells us that everything went well with school board member Jill Speering’s medical work. She came through it with flying colors and is now busy recuperating. I’m sure she’ll be back in the fray before you know it.

Volunteers are still needed for the JTM Carnival on Saturday, October 27th! Parents and students, sign up here:


We got a few replies to this past weekend. Let’s take a look at what you had to say.

The first question asked for your thoughts about MNPS’s current approach to charter schools. 38% of you indicated that charter schools were the least of your current worries. The number 2 answer was “I wish we were closing more” with 25% of the vote. Only 7% of you gave an indication that we needed to be opening more. I hope people will keep those numbers in mind as there seems to be a push to get us talking charter schools again. Here are the write-in votes.

Close Rocketship. They dump EE kids w/o proper IEPs after the Sept count. 1
Some excellent, some appalling. Unequal use of $$. 1
Likely the game plan for diviividng the district ; priority to charter!!! 1
priority concern is the sJoseph leadership vacuum 1
I don’t want anymore. 1
We don’t need more. 1
Let’s convert them to magnets and take control of their funding without closing 1
Charter schools will suck the life out of public schools – then what? 1
Charters & vouchers…the same…the difference is who makes decision… 1
Sick of resources being diverted from neighborhood schools. No $ for programs

Question two asked for your opinion on plans to increase the use of Teach for America. You weren’t shy about your opinions on this subject. Forty percent of you said, “Absolutely not!”. Eighteen percent of you admitted that we might need to use them, though you wished we didn’t. The number 2 answer to this one was actually the write-ins:

The T stands for “Trainwrecks”. Please, no more in our classrooms!!! 1
Just say NO! Underprepared and don’t last. 1
Hell to the no! 1
No, just absolutely no. 1
Use that $ to raise salary instead of give away…. 1
Compare that to university programs… let’s talk capacity…equal? 1
Hard no 1
I’ve worked with some incredible teachers From TFA. Just be careful. 1
Nope! Discredits the teaching profession. 1
Bad idea. TFA are rarely successful 1
Highest ranked prep program in TN again. More pls 1
Low quality, high energy, working loan forgiveness on the backs of kids. 1
Yes! They produce quality, hard working teachers 1
The teaching profession is dying – get some minimum wage factory workers 1
Raise salaries and it won’t be necessary 1
Why? TFA touts diversity applicants for hard to fill areas. It doesn’t do that 1
as long as the district is not sabotaging and demoralizing current teachers 1
Only if assigned seasoned mentor teachers 1
They won’t. Too costly and the return on investment in terms of retention is NIL 1
It’s a waste of time if they aren’t mentored well. 1
The devaluation of veteran teachers is astounding. Teaching as a career is dying

Question number 3 asked how much teachers were using MAP to guide instruction. Based on your answers, I think it’s safe to say, “Not as much as the board has been led to believe.” Fifty-one percent of you answered in a manner that indicated results were not being widely used. Eleven percent of you answered, “Not as often as you should, but you found them useful.” Only 6% of you indicated that they had become essential to instruction, which was ironically 2 percentage points behind “What’s MAP.” Here are the write-ins:

When it’s used properly, I’ll use info properly. Smh! 1
will use growth data, get immediate feedback 1
when I taught, did not use benchmark test results as they were useless 1
It’s a good tool for differentiation . 1
Worrying more about the second job I need to pay for my bills in Nashville. 1

And that is a wrap. As always, you can contact me at norinrad10@yahoo.com. Make sure you check out the Dad Gone Wild Facebook page. if you think what I write has value, please support me through Patreon. Peace out.










Cha… chaaa… chaaaannnnggggges


“I have always had more dread of a pen, a bottle of ink, and a sheet of paper than of a sword or pistol.”
Alexandre Dumas, The Count of Monte Cristo

“Almost nobody made it out of the game in one piece, and almost everybody thought they would be the exception.”
Richard Price, Clockers

Over the last 5 years, in writing this blog, there have been times where I’ve felt the necessity to write about things that ran the risk of putting me at cross purposes with people of whom I held in high esteem. It’s never been a comfortable position, nor one that I took lightly,  but despite the fact that I don’t get paid, or reap any rewards, nor am I held accountable by any but those who read my ramblings, I’ve always felt compelled to pursue these narratives with a journalistic integrity.

That doesn’t mean that I don’t sympathize with other’s agendas and concerns, I just try to cover all issues with the same focus: is it good for all kids? Sounds clichéd, but it is what it is. Have I always hit the mark? No, I’ll be the first to acknowledge that at times I give in to my emotions and at others, I place too high a value on my personal experiences. I adjust when I can, and continually strive to be better, always leading with the chin.


Yesterday, word began to leak out that a couple of MNPS schools would be getting new leadership in the near future. Warner ES principal Denise Jacano and Inglewood ES principal Tracy McPherson were leaving their respective positions. Jacano was brought in from Seaford County, Delaware, with Director of Schools Shawn Joseph. Word on the street is that she has struggled with the transition for the last couple of years.

Inglewood, and by de facto McPherson, is a rising jewel for the district. Three years ago, Inglewood found themselves on the state’s priority list and was faced with either state takeover or closure. Through incredible community involvement and the acumen of McPherson, Inglewood exited priority status this year. It is an amazing story, one that shows what is possible when the district, parents, and educators all jump in together.

The district is now attempting to recapture some of that magic by promoting McPherson to the role of MNPS Executive Director of School Support and Improvement for the School of Innovation (EDSSI). As an EDSSI, she will serve as essentially an executive principal to the priority schools. A role she is easily qualified for. But just because she is qualified doesn’t mean it is the right move.

One of the hallmarks of a successful school is stable leadership. It’s impossible to establish a winning culture without continuity. Sports offers ample examples to support that assertion. Who are the most successful NFL teams? Is it teams like the Steelers, who carefully select their head coach and then leave him in place for decades? Or teams like the Titans, who just kind of select whoever is available and then switch every three or four years?

As a major pillar of its recently-released “Priority School Plan,” MNPS cites teacher recruitment and retention as important. Hmmm… how does either happen without long-term stability in the leadership positions? This summer, MNPS moved the principal at Pearl-Cohn HS, another recent priority school list graduate, to the central office and reassigned the principal at Jere Baxter MS, currently on the priority school list, to another school. Those moves don’t help stabilize the schools those leaders are leaving.

To compound things for Inglewood, over the summer, their AP, Eric Hartfelder, was moved, over Eakin parents’ objections, to be principal of Eakin ES. Eakin parents had another candidate that they really wanted, but the district wasn’t having it.

This is where things get problematic. The district knew for several months which schools were going to end up on the priority list and which were going to exit. It should have been no surprise when the list was officially released in mid-September. If the district argues otherwise, they are either being disingenuous or it points to a serious lack of cohesion and communication with the state. The TNDOE isn’t playing gotcha with these lists.

Over the summer, MNPS should have realized that they wanted to increase the use of McPherson and pursued talks with Hartfelder to remain at Inglewood, as opposed to forcing him into the very difficult position of having to overcome parental objections in a high-profile school like Eakin. District leadership should have been prepping him for a successful continuation of the progress being made at Inglewood.

Furthermore, before making personnel moves, there should have been a close examination of the supports who are present at Inglewood, but not at other similarly sized soon-to-be priority schools. For example, Inglewood has an AP. Not every priority school of their size has that position. I believe at Inglewood the position is funded through a grant, so how do we get other small, high-needs schools access to grant money?

The district should have been looking at social supports at Inglewood as compared to other soon-to-be priority schools. Inglewood has one of the strongest Community Achieves programs in the city. Perhaps we should make sure that model is replicated in other at-risk schools.

Tusculum ES, previously in the bottom 10%, improved their student outcomes by improving teaching practices. Two years ago, Tusculum ES utilized a company called American Alliance for Innovative Systems. AAIS focuses on making teachers better, specializing in teachers in high-risk schools. Interestingly enough, both Whitsitt ES, another priority list graduate, and Inglewood ES have utilized the services of AAIS. Upon arrival, MNPS Chief of Instruction Monique Felder, before ever conducting an evaluation of their services, canceled the district’s endorsement of AAIS as a supported vendor.

Tusculum did not have the money in their school budget to continuing utilizing AAIS’s services but incorporated many of their prescribed practices. Whitsitt and Inglewood had grant money available and continued to utilize their services. Both schools exited the priority list this year… causation or correlation? I don’t know, but if I was MNPS, I’d sure want to find out. Remember that pillar about teacher recruitment and retention… yeah… it’s gotta be more than just words.

Those are just three quick looks at strategies that should have been explored first before making a leadership change. If it was decided that more central office support was indeed needed, why not shift current EDSSI David Kovach to priority schools? After all, he’s done this work before, and based on evidence, seems to be pretty good at it.

What about moving Community Superintendent Adrienne Battle to the head of Priority Schools? Sure, she’s been effective as a community superintendent, but overseeing priority schools takes a very unique skill set. A skill set that she’s proven to possess. Don’t Nashville’s most neediest kids deserve to benefit from those skills?

Instead of moving AP’s and principals from high need schools, why not look at our reward schools for talent? Maybe there is an AP or two who knows what a successful culture looks like, and you could get them to import that vision to a struggling school. The culture at a reward school is much more ingrained, and the leadership bench much deeper, and could probably more easily sustain the hit.

I get that you can’t dictate to people where they work, but you can negotiate and you can create a culture of being part of a team. Being a part of a team means being willing to play flex when you’d really prefer to be a QB. We all have to work together.

Moving AP’s from successful schools could also help with the equity issue. Replace those quality administrators that you move from successful schools with strong candidates of Hispanic, Asian, Middle-Eastern, and African-American backgrounds – yes, equity includes those of Hispanic, Asian, and Middle Eastern backgrounds as well. Let those minority candidates learn from successful programs instead of throwing them to the wolves at a high-needs school right out of the box. The way we train our potential principals now is like teaching kids to swim by just throwing them into the pool after some basic instruction.

(I should interject a quick shout out to Sonia Stewart here. I’ve been hearing very good things about her work with APs.)

If it was me, and many are glad that it is not, I would pay attention to principal trees like the NFL pays attention to coaching trees. Look around the district and count the number of successful administrators that served under Kessler, Woodard, Pelham, Battle, and Shrader. That’s sellable and replicable. But I doubt that there is anyone on the executive leadership team that is fluent in that history, much to the detriment of the district.

In the long run, I think Inglewood is going to be fine; that community has shown that they are too committed to letting that school be anything but successful. They’ve set a bar, and if expectations are as important as many ascribe them to be, the next leader better be bringing their “A” game. I happen to know one that would be a great fit, would increase the number of Hispanic principals, and has a track record of leading a school to reward status, but I’ll be quiet.

McPherson may or may not be successful in her new role of impacting all priority schools. By all accounts, she is wicked smart and dedicated. But there is a huge difference between managing a school with 260 students and managing multiple high-needs schools, some with much larger populations. Nick Saban trying to make the jump from the NCAA to the NFL or Rick Pitino trying to go from the NCAA to NBA come to mind. You can’t treat the players the same way when you make the jump. I do wish her luck though. She’s earned the opportunity.

Dr. Joseph recently bristled when newly-elected board member Fran Bush challenged him to become more proactive instead of reactive. This switch of school leadership during the year is a prime example of being reactive and illustrates what she is talking about. We can debate all day whether these moves are the right moves or not, but what is undebatable is the timing and lack of foresight.

These changes should have been made over the summer, when they would have been less disruptive. There is no information that is available today that wasn’t available 4 months ago. That’s what Bush means by being proactive, Dr. J. Make the move in a timely manner; don’t let the time be dictated to you. Dr. Gentry, you and the board need to pay attention as well.


At the last board meeting, Dr. Gentry used the closing minutes of the chair report – at about the 54:51 minute mark – to reference a work by conflict resolution trainer Judy Ringer about considering your purpose when engaging in communication. I’m not going into detail here, but the basic premise is that before engaging in conversation, think about what you are going to say and what it is adding to the conversation.

Good advice, but my response to Gentry is, “Physician, heal thyself.”

My challenge to her is to watch the whole board meeting and listen to the snide comments and innuendos she makes throughout, and then ask herself, “For what purpose are you making those comments? Are you truly adding to the conversation by making them?” I’m pretty sure that based on Ringer’s template, she’ll find that she has some work to do. But then again, Gentry has always been a “do as I say and not as I do” kinda gal.

MNPS finally put out their interpretation on recent WIDA scores. In their eyes, the results are pretty good:

The percent of English Learner students meeting or exceeding growth standard results increased with 47 percent of MNPS students meeting or exceeding their expected growth. This was an improvement from 42.5 percent in 2017. The district also surpassed the 2018 Annual Measurable Objective, or target, of 46.1 percent that was established by the state for MNPS. This improvement of 4.5 percentage points is equivalent to the statewide progress for English proficiency. Further, MNPS saw 14.7 percent of EL students exit service, which is a slight change over 2017 when 14.5 percent exited.

I concur for the most part, with some caveats. It should be noted that this is the third year we’ve surpassed the Annual Measurable Objective. The exit number is a little low and growth in that area needs improvement. We should be around 16-18%. Our elementary schools are doing exceptional work, but more work is needed in the higher grades. That said, all in all, it’s pretty good news.

Last week, I mentioned the improvement of surrounding counties’ performance on WIDA. It was pointed out to me that much of that could be attributed to the number of former MNPS EL teachers who have relocated to those surrounding communities. Teachers who have benefited from our world-class PD. Like district HR Executive Sharon Pertiller said at this week’s board meeting, MNPS is proving to be a great recruiter for outside districts. That’s got to stop.

Speaking of surrounding counties benefiting from former MNPS employees, the one thing that is missing from MNPS’s statement on WIDA scores is an acknowledgement of the contributions of former Executive Director of EL, Kevin Stacy. I don’t really expect them to acknowledge his stellar leadership, but I certainly want to offer one last thank you. Stacy now plies his trade in Clarksville.

According to an article in the Tennessean, Williamson County Schools is considering a new lead testing policy for their water. Per the policy:

With the testing performed every two years, school officials will look for lead levels below 15 parts per billion. 

If the levels sit between 15 parts per billion and 20 parts per billion, the district will conduct testing on an annual basis until the issue is fixed, according to the policy. 

As written, district policy further stated that if lead levels were found above 20 parts per billion, the school would have to remove the water source from service.

I hope every parent in WCS read that statement and immediately started dialing school board members. 20 ppb is way too high and is 5 ppb over the EPA’s recommended action level. That’s an action level, not a safety level.

As much as I hate the Red Sox, I hope y’all are enjoying the Mookie Betts Story. Just remember he’s a product of Overton High School via Oliver MS who retains close ties with the community. Great things have come from our schools.

Over at Volume and Light, Vesia Hawkins has an exceptional read. One that reiterates many of my points from above.

Here’s a question for you, why do so many want to give me advice, yet few are willing to heed mine?

Word on the street is that Dr. Joseph’s driver has amassed roughly the equivalent of a starting teacher’s salary in overtime over the last two years. The problem with substantiating that comes from a purported lack of documentation on said overtime. I’ll keep you posted.

Word out of MNPS schools, after yesterday’s professional development day, is that quarter 2 is going to be heavily scripted. Oh boy!

Yesterday, School board member Jill Speering had heart surgery. The surgery was scheduled for 8:30 AM. At 6:30 AM, a message came across my computer screen, “You up?”

Speering wanted to talk MNPS for a minute before her surgery. That how dedicated this woman is. She never stops putting the teachers and kids of MNPS ahead of herself. Some like to paint her recent battles with Dr. Joseph as being purely a battle over her support of Reading Recovery and his lack of support.

That’s not an argument rooted in fact. Dr. Joseph canceled Reading Recovery on the eve of the board presenting the 2018/2019 budget to the mayor. An action that came shortly after Jill Speering, along with board member Amy Frogge, called for an audit of MNPS finances.

Speering has worked too hard for MNPS teachers and families to allow her opponents to paint her as beholden to one program. The reality is Dr. Joseph made a miscalculation in thinking that he could control Speering by denying something important to her. That was a serious miscalculation.

Get well soon, Jill, but we got this till you are back.

That’s a wrap. Check out the Dad Gone Wild Facebook page. It’s the good news station. If you need to get a hold of me, the email is norinrad10@yahoo.com. Keep sending me your stuff and I’ll share as much as possible. Don’t forget to answer this week’s poll questions. If you think what I write has value, please consider supporting the work through Patreon.






Schools are about reading, writing, and arithmetic, but they are also about so much more. Public schools serve an essential role in our democracy and the building of community. They serve as a place where we can forget about our differences and focus on our commonality: a love for our children.

These days, as our society becomes more and more splintered, it becomes easy to lose that sense of community. We continually separate ourselves into smaller more rigid separate tribes – Democrat/Republican, Christian/Muslim, conservative/liberal, Vols Fan/Commodore Fan. We need to take the time to remind ourselves that we are all part of something much larger. We need to take time to reconnect with those who make up our children’s’ world.

I hear the stories from my eldest about her and her friends and tend to lump them into tales of a 9-year-old girl, but when I am provided an opportunity to really look at them, I realize just how different they are from each other. Yet they continually forget their differences to focus on what they share: a love of being around each other. Their joy in each other’s company is palpable and contagious. It’s a feeling I need to be reminded of.

Walk to School Day provides an opportunity to rekindle and share that joy. I look forward to it every year and never fail to leave with a sense of optimism about what is being created in our schools. I am grateful for the opportunity to participate every year.

Below are pictures from both Tusculum ES and McMurray MS Walk to School Days. May they bring you as much pleasure as participation brought me.

Love these schools, these teachers, these administrators, these kids, these families.




I know you’re tired
And you ain’t sleeping well
And likely mad as hell
But wherever you are
I hope the high road leads you home again – Jason Isbell, Hope the High Road

“You know, it was a revelation to me to learn that I don’t have to be comfortable. Nowhere is it written that I must be comfortable. I always thought if I felt nervous or anxious or unhappy I had to do something about it. But I learned that’s not true. Bad feelings won’t kill me. Alcohol will kill me, but my feelings won’t.”
Lawrence Block, Eight Million Ways to Die

Things with MNPS have now reached the Op-Ed writing stage. Friday, school board members Amy Frogge, Fran Bush, and Jill Speering wrote a piece for the Tennessean on why it was time for a change in leadership. Earlier in the week, Rosetta Miller Perry wrote a piece for the Tennessee Tribune about how the white women on the school board were once again picking on Dr. Joseph – more about that in a minute that’ll explain my flippancy. Not to be outdone, former MNPS board member Mary Pierce chimed in with her own piece over the weekend.

Let’s take a look at these dueling Op-Eds. Or I should say the two by Pierce and Perry. Seeing as I obviously agree with the school board members’ words, I’ll just quote their closing statement:

“Enough is enough. We are failing our children. As some of Joseph’s strongest supporters when he first arrived, we now believe that it is time for change.” 

Before we get started with Mary Pierce’s muse, let me just say one thing. I like Mary Pierce. She can be very thoughtful, she genuinely cares, and she often offers solid insight, but for the life of me I can not understand her insistence on being Lex Luthor to Amy Frogge’s Superman. Or if you prefer, Thor to Frogge’s Loki. It’s like one long-running sequel to Mean Girls. If Amy Frogge wrote a post declaring the sky blue, Pierce would return with one about how it only appears that way but in actuality, there is no color.

Pierce was among the first to recognize that there were shortcomings with Director of Schools Shawn Joseph’s leadership skills. Whether she will publicly admit it, or not, is irrelevant because behind the scenes she was raising concerns and trying to push Joseph in a more productive direction long before people were publicly speaking out. I don’t believe that Pierce will ever be a publicly vocal critic of Joseph, that’s just not how she’s wired, but by the same token using a public forum to give Dr. Joseph cover by continuing a long-term personal feud when you are well aware of the real issues is a little disappointing. Per Pierce:

A new director will not redirect this board if individual members continue to insist that the district be run his/her individual way. Until our board members come to the table with an authentic, student-centered posture and are willing to look at whatever works for children, our kids–and thus our city–will not move forward.

I find a number of errors in this closing statements that illustrate a large chunk of the problem for most board members. First off, there seems to be this strange reversal of roles that has transpired since the hiring of Dr. Joseph. It is not his job to redirect the board, per board policy 1.205:

The board shall be responsible for specifying its requirements and expectations of the director of schools and then holding the director accountable by evaluating how well those requirements and expectations have been met. In turn, the director shall be responsible for specifying requirements and expectations for all administrators who report to him/her and then holding each accountable by evaluating how well requirements and expectations have been met.

That’s pretty clear, isn’t it? But like any policy or contract, it’s only good if it’s being enforced. And currently, that is questionable.

The second part of the Pierce quote is a head shaker for me as well. In a democracy, you run for office based on your individual perception of how the job should best be done. In others words, when I ran for school board, I ran based on a more active role for the board, more autonomy, and compensation for teachers, better facilities for schools, and increased services for English Learners. That’s how I thought schools should be run and if elected those are the things I would have fought for. Unfortunately, not enough people agreed with me, but that’s another story.

Frogge and Pierce have very different opinions on what’s best for students based on their own individual research. I could spend months tearing apart the merits of the research as conducted by both, but in the end, it’s irrelevant because they were both elected by their constituents based on the belief in their individual visions. Nobody cast a vote for either based on a perception of how they were going to modify their vision to best suit other board members.

I’ve always said I admired Pierce because the manner in which she served her constituents. Her views remained consistent with those she espoused while running, and therefore she represented those who elected her admirably. That should be recognized, noted, and applauded because it’s not always the case.

Frogge and Speering won their re-elections in 2014 handily. In other words, their visions resonated with people. Why would people elect someone whose vision for schools they agreed with and then not expect them to fight for that vision? In my opinion, this is what Pierce and the majority of the current board are missing. They were elected to their position based on a vision, so they need to fight for that vision. Frogge wasn’t elected because she shared a vision with Pierce – she had an opponent that did that and decisively defeated him. So why would you expect her to abandon that vision once elected?

For some reason, it seems to be lost in the shuffle that Speering is a career educator. One whose experience eclipses that of Dr. Joseph. It baffles me how we want to give teachers a JCrew gift card because they are so amazing, yet are quick to dismiss their insight based on a lifetime of experience. How do you think Jill Speering became such an ardent supporter of Reading Recovery? Do you think she heard about it a conference? Maybe a consultant told her about it? Or do you think it grew out of a lifetime of serving kids and seeing first hand its results as compared to other programs? It’s a ridiculous expectation. What should be sought out is where the visions overlap, but again, that is for another day.

When it comes to Speering, the charge that she is letting personal ideals get in the way of what’s best for kids is even more ridiculous. Do you think that in 30-plus years of classroom work, Speering never used another reading program? Clearly, based on a lifetime of research, she has come to the belief that Reading Recovery is the best program for kids. Why would you think that she would abandon a student-centered posture that has proven to work for children based on a half-assed research paper cited by a director who is clearly playing politics? In other words, by continually fighting for Reading Recovery, Speering is doing exactly what Pierce is calling on board members to do: fight for what is best for kids.

The most disturbing thing about Pierce’s whole piece is that once again she seeks to return us to the year 2014 and the fight over charter schools. It is a fight that based on results from the 2014 election has basically been settled. The electorate at that time indicated they were not clamoring for more charter schools and basically liked the way things were being handled. They further indicated that they were ready to move on in the conversation.

In the last 4 years, I like to believe that the conversations involving charter schools have matured. For myself, I recognize that some charter schools are doing really good work. Some not so much. Some traditional schools are doing really well. Some not so much. I just don’t have time to get bogged down in the debating of their merit when there are so many other issues demanding attention – teacher attrition, capital needs, discipline issues, etc.

I personally don’t believe at this time there is a need for more charter schools. If there was, I wouldn’t see recruitment signs for Valor Academy High School peppered along back roads in Nashville. Valor performs on a similar level as Hume-Fogg, yet I’ve never seen a single recruitment flier for Hume-Fogg. Beyond that, while I believe both schools are exceptional, I don’t think either has a model that is scalable. So why waste time debating?

Re-engaging in the charter school wars does nothing but give cover to an administration that is underserving our kids. I challenge you, the next time you see Ms. Pierce, ask her, “Do you think Dr. Joseph is adequately serving our kids? Which of his policies do you feel are setting kids up for success? Why do you think we are losing so many quality professional educators?” I’d be interested in what she has to say.

I could write more, but I think I’ve said enough for today. Oh… one last thing… those governance meeting agendas Pierce cited… could she send me a copy of those? Because I’ve never seen an agenda or minutes from a single board committee meeting or retreat in 4 years. Kind of a sticking point with me. You know, that transparency thing.

That said, here’s to hoping that Pierce continues to pen opinion pieces and stays engaged. We may not always agree, but I do believe Pierce offers a valuable and essential piece of the conversation.


As I mentioned earlier, last week also saw the Tennessee Tribune leap to Dr. Joseph’s defense. Curiously, in an effort to defend Dr. Joseph, the article took board members Amy Frogge and Jill Speering to task for consistently failing to put children first. Yet nowhere in her article does she cite a single instance of kids benefitting from Dr. Joseph’s policies. Instead, she focuses on the board member’s actions, which have…

… taken on the appearance of a disgraceful reality show – struggling for ratings, high in poor taste, and lacking any semblance of class. Like the elements found in many reality shows, Frogge spews negative narratives about administration officials without facts, shares anonymous and baseless rumors, and makes obscure accusations and statements at Board meetings based on random conversations she says she has had with select employees.

That’s a nice trick, using obscure accusations and statements in order to accuse others of making obscure accusations and statements. Brilliant.

The most disturbing thing about this article, and Pierce’s as well, is the complete dismissal of new board member Fran Bush, an African-American woman. Bush has been every bit as critical of Dr. Joseph, and being a newer board member, has been less polished in delivering that criticism. Yet she receives nary a mention in either piece. Why do you think that is?

Former mayoral candidate jeff obafemi carr responded to a Facebook post by the three board members by evoking an image of Emmitt Till. When challenged about how that was possible since one of the authors was an African-American woman, he evoked the respected work of Dr. Joy DeGruy and accused me of attempting to use Bush in the role of a gatekeeper.

In her work, Dr. DeGruy spoke of issues of restorative justice and equity and the necessity of circumventing chosen gatekeepers that she has described as “Black folk who are sick and hate themselves more than others do, including self-loathing teachers, facilitators, leaders that don’t live in our communities yet become representatives and spokespersons for Black people.” That’s a pretty interesting take seeing as Ms. Bush actually does live in the community and was elected by a largely black electorate.

I don’t pretend to fully understand the implications of race and the many ways that systematic racism reveals itself. I am doing my best to learn and adjust my outlooks, but evoking images of Emmitt Till and other horrific acts when board members are simply trying to do their job doesn’t help. We would all benefit from studying the words of Dr. DeGruy, a nationally and internationally renowned researcher, educator, author and presenter. DeGruy calls for a robust and honest conversation on race, which is sorely needed. In reading her words, I did find this passage and feel that it fits here more than anything I could write:

Dr. DeGruy explained that what has happened to Black women is they feel racism from white women, sexism and racism from white men, and sexism from Black men. “Women of color are the oppressed of the oppressed with Black women at the bottom. And who does the Black woman raise? Black children. That is the cycle of oppression,” said Dr. DeGruy. “We have folk that are broken and no one looks at the weight of what it has taken to carry all of that.”

“If you want to save the village, you have to save the women,” Dr. DeGruy said. “If she is healed, her children are healed.”

I would urge everyone to not dismiss the words of Fran Bush just because she doesn’t fit the narrative you are trying to sell. That’s advice for people on both sides of the issues.


MNPS is hosting their annual School Choice Festival on Thursday. November 15. Join them to visit every Metro School in one place!

The state finally lifted their embargo on WIDA scores last week. WIDA is the test given to EL students to measure their growth and whether they are eligible to exit EL services. There is a lot more I need to write about this as I continue digging into the numbers, but in looking through the data I found both plusses and minuses. More minuses than I would suspect considering that for the last 3 years MNPS has been exceeding state goals.

MNPS educates the largest contingency of EL students in Tennessee and for the most part, we do a good job. In examining the data, the primary focus is on exit rates and the percentage of students making expected growth. Exit rates should be between 16 – 19%. This usually indicates that you are exiting students in a manner that ensures progress but is not pushing out kids too soon.

Exit rates were down a bit for MNPS this year with a rate of 14.7%. Students showing growth was slightly below the state average of 50% at 47%. Interestingly enough, some of the surrounding counties of Nashville have seen an influx of EL students and seem to be doing quite well in providing instruction. Rutherford, with 2,809 students, had a 20.5% exit rate and a growth rate of 54.9%. Williamson County has 559 students with an exit rate of 42.8% and a growth rate of 71%. Keep in mind, though, that they are serving a student population with an average literacy score of 3.9 compared to MNPS and other districts students having a score of 3. Wilson County had 473 students with an exit rate of 20.1% and a growth of 50.8%. Their literacy score was 3.4.

Like I said, still a lot more to dig in and write about. I do want to give a shout out to Norman Binkley ES, J.E. Moss ES, Lakeview ES, Mt. View ES, and Neely’s Bend ES. All produced scores significantly higher than state averages. We are also lucky to have Molly Stovall at the helm. Her presence should instill confidence.

I am a fan of Mt Pleasant Principal Ryan Jackson, though at times his intensity can be intimidating. His is an incedible story filled with passion. Check out what he has to say in the TNEd Report on changing school culture. It’s an important read.


Wow! We got a lot of response to this week’s poll questions. Roughly 200 answers to every question. Let’s look at results.

On the first question, whom do you think Dr. Joseph takes advice from, 42% of you felt it all came from himself. The number two answer, at 25%, was “God I wish I knew.” Both are clear indicators that the good doctor might want to expand his circle of influencers. The only outside influencers that got significant votes were “his fraternity brothers” and “Will Pinkston.” Here are the write-ins:

He thinks way too highly of himself to think anyone would be worthy to advise him 1
No one. Absolutely no one. 1
Dude makes 337k while teachers suffer. He doesn’t care. 1
I think he’s just making shit up as he goes 1
Whoever he can manipulate 1
His own narcissism. 1
Tom Ward 1
Like Trump, he thinks he is beyond advice 1
Nobody. He acts like he doesn’t need anybody else. 1
Leadership books? 1
His frat brothers 1
He takes advice from those who stroke his ego in order to ride on his gravy train 1
His mentors 1
Illuminati or The Syndicate

Question number 2 asked for your suggestion for interim director in the event that Dr. Joseph’s tenure meets an untimely demise. Kind of a surprise for me here. Adrienne Battle, with 28% of the vote, was the clear winner. Battle is a product of MNPS and a long-time district educator. The district could do a lot worse. Chris Henson was number 2 with 20% of the vote and coming in 3rd with 20% of the vote was Tony Majors. Board chair Sharon Gentry received one vote. I’d like to take a moment to thank her for continuing to read my words. Or maybe it was Howard. Here are the write-ins, and there are a lot of them:

None of the above 2
Adrienne running things and JC communicating them 1
Bring back Dave Moore! 1
Can JC come back to help communicate? 1
Can Oden take over communications? 1
Ron Woodard with JC Oden running communications 1
TC 1
TC Weber 1
Dr. Hughes from JT Moore 1
Linda DePriest 1
Bring JC back to give media attention to teachers and students 1
Ricky Gibbs 1
Jill Speering 1
Dave Moore 1
None of these would be good 1
Dr. Angela Huff 1
Never Woodard 1
Battle & Oden 1
JC for Communications 1
Amy Wyatt 1
Bring back Woodard 1
Linda DePreist 1
Patti Yon 1
Somebody from Nashville who knows the system and won’t pay consultants to do work 1
David Williams 1
We miss JC’s jokes and culture building. That would be nice to have back. 1
Damon Cathey 1
Woodard 1
someone new 1
Bring JC Oden back please 1
None of the above. The winners were all let go. 1
Mary Catherine Bradshaw 1
JC back to communications please so someone will tell our positive stories. 1
Sonia Stewart – Todd Dickson, very bad idea 1
Comms Director – JC 1
I could do a better job 1
Can JC direct communications? 1
Aimee Wyatt

The last question asked for your thoughts on Senate candidate Phil Bredesen’s support of Kavanaugh as a Supreme Court Justice. 35% of you said you were terribly disappointed, while 14% indicated that there was no reason that he shouldn’t. We’ll see how it plays out. Here are the write-ins:

It’s over. May as well call her Senator Marsha now 1
Digusting. I am sure the suddenly silent Will Pinkson agrees. 1
Great! Let’s dig up what every politician did when they were in high school 1
Appalled but with the other option being Blackburn unfortunately he will still h 1
Must have been advice from Pinkston. 1
He needs a win and he and Blackburn are neck in neck. It’s strategy.

And that is a wrap. As always, you can contact me at norinrad10@yahoo.com. Make sure you check out the Dad Gone Wild Facebook page. if you think what I write has value, please support me through Patreon. Peace out.



“How much longer is this going to continue?”

“Surely they won’t be here past Christmas.”

“What is it going to take before somebody finally does something?”

“Nobody is ever going to do anything.”

“When are they leaving?”

That’s the chorus I am greeted with daily as another week in MNPS land comes to a close. A week that has been peppered with rumors of a principal meeting gone terribly awry, the continued unveiling of both a literacy plan and a priority schools plan – both of which appear to be neither, a social media policy whose enforcement and origin are both questionable, and yet another story from Channel 5 reporter Phil Williams about the MNPS administration playing hard and fast with the truth. In other words, just another week in MNPS land. A land whose inhabitation grows increasingly difficult. A place where after 2 years people still refer to the administration as “them.”

When I first started this blog, I used to chuckle that I felt like I was writing for the underground. Nobody wanted to admit that they talked to me, yet when I walked through the halls at schools I would get silent smiles and a thumbs up. But as time has gone by, things are continually getting less amusing as this administration has more and more taken on the role of an occupying force.

I’m currently reading a novel that utilizes Algiers and the French occupation as a backdrop. The similarities between France’s imperial colonist approach to governing Algiers and Dr. Joseph and his team’s approach to governing MNPS are not lost on me.

I can hear the groans now, “Come on, TC, that’s a little hyperbolic. Don’t you think?”

But think about it. The French believed that the people of Algiers were made up of ignorant people who needed the French to bring them to civilization and modernization. The French cultivated sympathizers but never allies. No matter how closely Algerians worked and collaborated with the French, the lines between the two never blurred. It was always the enlightened modern French and the uncivilized Algerians. Not much different from at MNPS.

I’m sensitive to the implications of comparing an administration made up of African-Americans with past imperialists that victimized countries made up primarily of people of color. However, I believe the analogy fits because of the way Dr. Joseph has conducted business. There has never been an effort for him to become ingrained in Nashville. Rather all efforts were made to convert Nashville to his way of thinking, much like occupiers throughout history.

There was never an effort to seek out the successes of Nashville educators and build upon them. Instead there was a continual reinforcing of the narrative that MNPS was a failing district in a state of crisis that required a savior, namely Dr. Joseph. The people on his team, abetted by certain members of the school board, did everything they could to compound that narrative.

Dr. Joseph and his team utilized local talent on some level, but only as long as they toed the party line and didn’t raise questions. Those who defied were quickly ousted. Walk through central office these days and you’ll see few faces that were present just a couple of years ago. If you want to stay employed, you better offer support even if you recognize bad policy.

I think back to Paul Changas’ impassioned words before the board a few weeks ago, claiming that nobody puts words in his mouth. Yet he continually supports Dr. Joseph’s use of MAP testing for things it was never intended to be used for, implicitly giving credibility to such usage. We continue to use MAP as a screener, which it is not designed for, and despite Special Ed students and English Learners not getting the accommodations that they are entitled to, Changas continually defends the fidelity of the data. In doing so, who is he fighting for, students or Dr. Joseph?

That may seem harsh towards Dr. Changas, and in all fairness, he’s not the only one guilty of such actions. There are plenty of others who offer up support to what they surely recognize as bad policy.

With the way that recent sexual harassment issues were handled, who were HR heads Deborah Story and Sharon Pertiller protecting? Was it the students and teachers, or was it Dr. Joseph? When the budget got messy last year and a call went out for people to speak at the board meeting, were they asked to support the budget or was it to support Dr. Joseph? Is the primary function of the Community Superintendents to look out for the interests of students, teachers, administrators, and families, or is it making sure none of those parties get too close to Dr. Joseph?

Look around you. Dr. J and his team have been here for 2-plus years, but where are the followers? You’ll find a fair amount of those who are “co-operators,” but do they really believe in the work? Do you ever read, or hear, an impassioned defense of the work being done in MNPS as directed by Dr. Joseph’s team?

Don’t get me wrong. This is not a criticism of teachers and administrators; they continue to go above and beyond and have success despite all odds. But do you ever hear someone say, other than Dr. J, that his policies put teachers and students in a position to excel? The best you’ll get is a shrug and a “some of it’s okay, I guess.”

While France occupied Algiers, Algerians realized that they needed to cooperate or face dire consequences. The French were entrenched and weren’t showing signs of leaving, so many compromised. Retribution for Algerians opposing the policies of the French was swift and harsh. MNPS is currently no different. As I told one of Dr. Joseph’s team members several weeks ago, people look at the examples of Vanessa Garcia, Scott Lindsy, Kris Elliot, Jill Speering, along with others and they see what happens when you oppose this administration. Programs get canceled, positions get eliminated, and your name gets publicly smeared.

Genghis Khan allegedly advised his sons that “occupations turn soldiers into jailers.” I have no idea if he actually said that or not, but it is certainly relevant here. The district is populated by more people operating out of fear rather than joy, and administrators seem unnaturally focused on compliance as of late. The district’s mission statement shouldn’t be “Exceeding Expectations,” but rather “If I can just hold on a little longer.”

I thought that up until recently teacher attrition had started to level off. Unfortunately, last week the stories of teachers leaving started to circulate again. Many are starting to plan their exits, and some are just walking out. Last Friday there were over 300 unfilled sub vacancies. That should concern people.

Word on the street is that a group of principals tried to discuss this, among other concerns, with Dr. Joseph. Details remain a bit sketchy, but from what I can piece together, these principals asked for a meeting with Dr. Joseph in order to try to mitigate some of the issues that have arisen and to attempt to forge an alliance with him to create better outcomes for kids. It was a small group and the expectation was one of a personal meeting between themselves and Dr. Joseph. Instead, the director chose to bring his pack of enablers and use the meeting not to listen but rather to reinforce the pecking order. Once again, another opportunity missed.

Dr. Joseph has referred to himself as a researcher at heart. As such, he should recognize that occupations never last. No country has ever successfully occupied another, and employing that strategy as a leadership model is only going to meet the same end.

Leadership is not a result of holding a position. I always tell young managers that you are not a manager or leader because you were hired for the position. You are a manager because those who you are tasked with leading have chosen to follow you. If they decide that they are no longer going to follow you, then you are no longer a manager, whether you hold the position or not. Just like Dr. Joseph says, you can’t remediate your way to success, and you also can’t fire to success either.

Those with options will exercise those options. There is nothing worse, and less indicative to success, than trying to manage people with no options. It’s not a recipe for success.

The question is fast becoming not when this will end, but rather how much damage will be done before it ends. My biggest fear is that people will continue to become disenchanted and in turn disengaged. I say hold tight and hang on because we are going to need everybody’s full involvement to right this ship. And we will be righting it.

Right now, three board members – Fran Bush, Jill Speering, and Amy Frogge – are beginning the process, but if you want the occupation to end, you have to get involved. This is too important to just sit on the sidelines and wait for change. We have to be the change.


Which brings us to the other question that I am often asked, and one I don’t have an answer for, “Who is Dr. Joseph listening to?” I subscribe to the leadership theory that a leader is only as good as those who advise him. In order to be a good leader, you must have strong, informed advisors around you. Advisors who are willing to offer well-researched counterarguments to both your other advisors and you. Everybody, I’m sure, remembers the book about Lincoln from a few years ago, Team of Rivals.

In my management career. I’ve always kept close people who wouldn’t take my first answer. People who would push me. At my last job I can remember that person saying to me, “I always feel like I’m annoying you.”

My response was, “You are and you should. Only by you pushing me will I dig deeper and in the end be better.”

So who is advising Dr. Joseph? Who is making him dig deeper and be better? I honestly can’t tell you.

There has been no indication that anyone on his executive team does anything but echo his pronouncements. Upon his hiring, the word was that it would be his mentor and former Maryland Superintendent of the year Jerry Weast who he would listen to. But over the last year, I’ve seen little indication that the two still communicate. And I can’t believe that based on Weast’s past successes, he would be a supporter of Joseph’s recent actions.

Some speculate that it is Nashville Public Education Foundation Director Shannon Hunt or Scarlett Foundation head, Tara Scarlett. I would point out, though, that while the organizations the two head have both readily given cover to Joseph’s missteps, neither of the two have deep educational backgrounds. Hunt’s background is primarily in politics and Scarlett’s is in business.

There has been some talk that Joseph has formed a bit of an alliance with the other urban heads, Shelby County’s Dorsey Hopson and Hamilton County’s Bryan Johnson. However, both of them seem to be on a different trajectory and several people have downplayed to me the relationship between the three.

Previous advisors have been former Baltimore Superintendent Dallas Dance and current Guilford County Superintendent, and fellow Learning Forward Board member, Sharon L. Contreras. Both of whom have had their own issues to deal with.

Let’s not forget that last spring, former Knoxville Superintendent Jim McIntyre was seen around executive meetings. That’s a scary one.

Perhaps he’s been listening to board members Sharon Gentry and Will Pinkston. After all, Pinkston’s been crafting his letters to the editor and the department of education.

Dr. Joseph has always been one to talk about his close relationship with Nashville Mayors. Maybe that’s who’s advising him. Though I’d argue about the quality of advice either could offer him.

It’s clear he’s not talking to anyone at the Tennessee Department of Education.

I thought it might be his fraternity brothers because he spends a great deal of time with them, but I’m told they function primarily in a support role.

So who is it?

I don’t know who it is, but I hope he’s thinking about expanding the circle because currently he is not being served well.


“National Day of Concern – Students against Guns: Nashville Hope Dealers.” It will be held at Vanderbilt (John Seigenthaler Center – Lecture Hall) on Wednesday, October 17th, from 5pm to 7pm.

Just last year, Nashville experienced a 20-year high in homicide rates, which ¼ of the 108 murder victims were juveniles. On average, 15 juveniles are arrested daily in the “It City” of Nashville. Our youth should not have to ponder the question “Can I Live?” It is long overdue that we come together and make a stand to change the narrative of Nashville’s Gun Violence.

Participating as a city in the National Day of Concern with The Student Pledge is a way to start the conversation about gun violence with our youth that are affected first hand by these shootings. I truly believe, individually and collectively our young people are an incredibly powerful force for change, their voices are a vital component of the solutions needed in this city, and we have to provide space for their voices to be heard.

This is a city-wide event for youth organizations to network with families and informs them about services they provide for youth to help build resiliency. Youth will also be showcasing their talents through spoken word, speeches, graphic art, dance, and testimonies. There will be an area designated to The Pledge for families to sign as well as pay respects to youth homicide victims of Nashville. Our youth should not have to ask the question “Can I live?” Let us unite together and show them that “Yes, they can!”

My hope is that key stakeholder in our community from elected state and local leaders, to law enforcement and our judicial system, to local universities, to students and our families around the community will show up and unite together with a common goal: to pursue peace in an effort to reduce the shootings and homicides in the “It City” of Nashville.


Pearl Cohn High School recently opened a new health center in partnership with the Matthew Walker Comprehensive Health Center. This should prove beneficial to both students and the community and is fantastic news!

Per MNEA, Community Conversations:

Suspensions, Expulsions, Arrests, and SOLUTIONS

Please join teachers and parents in a community discussion about solutions for discipline in elementary schools.

What supports do you really need to create a positive classroom environment?

We want to hear from you!

Meeting Opportunities:

Monday, October 8 at 6:00

Payne Chapel AME Church

212 Neill Avenue

Thursday, October 11 at 5:00


531 Fairground Court

Attend if you can.

Over the last couple of weeks, you’ve probably heard me discuss the new study on the “Opportunity Myth” that was conducted by TNTP. Well, I was going to write something about it, but then I thought, “Why bother. Peter Greene will only come along and do it better.”

I wasn’t mistaken. I urge you to read Peter’s take on the opportunity myth myth.

Thanks to PENCIL and Nossi College of Art, students at Bellshire Elementary Design Center received a donation of new art supplies! Fantastic!

Will Hoge has a new album out. You probably out to check it out.

Wow! circulated 58,906 books in September! That is a lot of reading!

The U.S. Department of Education has named Metro Nashville Public Schools’ Hume-Fogg Academic High School as one of 349 National Blue-Ribbon Schools across the nation. The program recognizes public and private elementary, middle, and high schools based on overall academic excellence or progress in closing achievement gaps among student subgroups.

“This is really exciting news for Hume-Fogg to be among the top performing schools in the country,” said Dr. Kellie M. Hargis, executive principal. “This is such a special honor and speaks highly to the quality of work, academic rigor and commitment to achievement that our students, faculty and staff strive toward every day.”

As the spouse of a Hume-Fogg grad, I say, “Way to go!”

That’s a wrap. Check out the Dad Gone Wild Facebook page. It’s the good news station. If you need to get a hold of me, the email is norinrad10@yahoo.com. Keep sending me your stuff and I’ll share as much as possible. Don’t forget to answer this week’s poll questions. If you think what I write has value, please consider supporting the work through Patreon.



Today, MNPS Board member Amy Frogge posted a piece to her Facebook page calling out the way that Director of Schools Shawn Joseph conducts himself with women. It’s a powerful piece and one that I am sharing without permission because I believe the message is that vital. I also believe that it is important you understand the back story behind Frogge’s critical posts.

Shortly after becoming elected to the school board 6 years ago, Amy and I became friends. Our friendship grew out of our mutual love of public schools. Over the next 4 years, we worked together on a myriad of issues. Issues that took us from local schools to the courthouse to the state house and even national recognition. In those 4 years, I discovered a woman who is fiercely loyal to her family, committed to giving all kids a shot at a great education, courageous enough to always stand by her convictions, and committed to doing the research it takes to ensure that those convictions are rooted in the truth. One of my favorite conversations is the interview I conducted with her a few years ago.

The selection process that bought Dr. Joseph to Nashville, headed by then, and now-newly-re-elected, board chair Sharon Gentry, was dysfunctional at best. It proceeded with starts and stops, the first part ended in a scene right out of the movie Runaway Bride, outside interests were given way too much influence, and previously agreed upon procedures were disregarded at will. I remember offering Amy the cautionary advice that “Nothing that springs from corrupted ground will have the opportunity to grow uncorrupted.”

My advice was dismissed under a wave of optimism. Nobody was more optimistic than board member Amy Frogge. She was all in on the director of schools Shawn Joseph. The director’s family was not here for the first year of his tenure, and Frogge opened her home to him, often inviting him over to visit and socialize with her family and at community events. When questions were raised about the director’s decisions or practices, she staunchly defended him. In her eyes, we owed it to Dr. Joseph to give him every opportunity to succeed, even if it cost her personal friendships.

As that first year progressed, the friendship between Amy and I regressed. We went from talking three times a week to talking once a month. Where conversations had previously been filled with laughter and optimism, they grew terse and defensive. Amy’s husband Patrick, a man who I have deep respect for, and I ended up in a very heated conversation. We haven’t talked since, and I regret that.

Mine wasn’t the only relationship that suffered either. Other parent activists grew frustrated and became less involved. By the end of the first year of Joseph’s tenure, former supporters were openly asking on social media, “What the hell had happened to Frogge?” Amy remained staunch in her defense of the director though. Her commitment to our schools, and by de facto our director, superseded the need to be popular or appease friends. His missteps continued to be written off as rookie mistakes.

It wasn’t until this past budget season that Dr. Joseph let the mask slip and Frogge got a glimpse of what many of us have been seeing for a long time. The director’s words and his actions didn’t align. Even though she now realizes that she made a mistake, she could have easily remained silent and just continued to work against the director internally. She did try that for a little bit, but it was ineffective. And the evidence of the district heading in the wrong direction continued to mount, leaving Amy with few options.

Amy may deny this – but I know her well enough to know it’s true – the director could have fixed this at any time in the last 3 months. With a little introspection, a little humility, and a little cooperation, I firmly believe he could have, at least temporarily, brought her back into the fold. Unfortunately, someone must have once given Dr. Joseph the bad advice of “Never let them see you sweat.”

Nobody told him we like our leaders with a little more humanity. He has never made a serious attempt to repair the relationship with Amy. Instead, he has maintained a position that he is here to save a district that never asked for a savior, and we all will eventually acquiesce to his desires. It is a bad strategy headed for a bad outcome.

I think it is important that you know the back story so that when you read the words of Amy Frogge, you understand exactly what it took her to get to this point. For the first 18 months, she was fiercely loyal to Dr. Joseph. A loyalty that she didn’t surrender; rather it was a loyalty that was destroyed by the very person she bestowed it to. Her words aren’t written in anger or in a reactionary moment; rather they are words that have been mulled over and carefully chosen in order to fully impress upon people the severity of the current situation.

Once again, her position is coming with sacrifice. Former political allies quite frankly wish she’d shut up. Those whom she’s shown loyalty to for years suddenly seem incapable of reciprocation. I’m proud to have her as my friend. Hopefully, she considers me likewise, and I applaud her for always trying to do what she thinks is best. I hope that you read her words, and I hope those words lead you to action. Email your board members, write your council person, call the mayor.

Change is seldom easy and it’s often scary. It can also be exhilarating. We now know what we don’t want in a leader. We also have a greater appreciation of the people in the individual schools who care for our kids. Continuing on the same path will not lead to success. If you are honest with yourself, you know that.

Read the words of Amy Frogge and let them spur you to action:

Take a moment and watch this interaction between the Director of Schools Shawn Joseph and a female reporter. It’s important to note that this reporter was actually invited to the MNPS press conference, where she asked a perfectly reasonable (and pretty predictable) question: What would you tell the parents of children in priority schools?

Joseph is quick to put this female reporter in her place with a rude and unprofessional response. Rather than answering her question, he turns the tables on her, trying to bully her. After the press conference, Joseph’s fraternity brothers followed this reporter into the parking lot to harass her, telling her that her questioning of Joseph was not appropriate.

Joseph’s frat brothers had been asked to stack the press conference to show support for Joseph, lending a rather tone-deaf atmosphere to the event. Although the press conference was held to address the fact that the number of “failing” schools has more than doubled under Joseph’s watch, Joseph began the conference by saying, “Can I get an amen?!” The conference, which should have been quite serious, was strangely filled with cheers for Joseph himself. (Joseph, through fliers distributed with his photo on them, often requests that his frat brothers show up to board meetings and other events to cheer him on or to go after anyone who questions him.)

Certainly, people have bad days, and I would perhaps just disregard Joseph’s testy interaction with this reporter under another circumstance. But I have seen this sort of behavior repeatedly from our Director. While he can be very nice toward those to do not question him, he changes his demeanor toward those who raise questions about problems in the district. (It took me a long to time to see the problem, since I was very supportive of Joseph for the first year and a half of his tenure.) He particularly does not tolerate questions from females (no matter how professional or polite) and uses bullying tactics to avoid answering them. This sets a poor tone for the district, as it is his job to answer questions.

Joseph has tried to put me in my place (by threatening lawsuits, by telling me what I can and cannot say on the board floor and by inviting his frat brothers to meetings to call me out). He has tried to put Jill Speering in her place by cutting Reading Recovery (her favorite program that she championed for decades), thereby suddenly firing 87 Reading Recovery teachers, many of whom were Jill’s friends, with no plan in place to repurpose them. And Joseph is already starting to go after Fran Bush, the newest board member to question him. Joseph loves to use race as a weapon to protect himself, quickly labeling anyone who disagrees with him a “racist,” but I think he will find this tactic increasingly difficult to utilize as more begin to speak up.

This is the behavior of a bully, plain and simple. Joseph has banned employees from speaking to board members. And just yesterday, he actually banned employees from writing anything negative on social media about the district or its leadership. These are crazy times.

Since I have begun speaking up against problematic practices in the district, I have received hundreds of thank-yous from MNPS employees and parents, including flowers and gifts. Not a day goes by that I do not receive a call or message from a grateful employee. The usual message is: “We are hanging on by a thread. Please, please keep it up!” I have suggested that others must start using their own voices to address problems, but employees- and amazingly even parents- respond, “Oh, no- we know how vindictive he is!” Teachers, bus drivers, and other staff members know they will lose their jobs for voicing problems (they’ve seen what Joseph did with Reading Recovery as vengeance against Jill), and parents actually fear that Joseph will take funding from their schools or try to punish their children in some way if they speak up. Many are deeply afraid of being attacked along racial lines for voicing concerns; Joseph has done everything in his power to stir racial divides and anger in order to avoid being held accountable. Something is seriously wrong when we have arrived at this place.

Jill, Fran, and I am more than happy to keep standing up and to serve as a voice for the voiceless. I have stood up to bullies before; I have no fear and absolutely nothing to lose. I always outlast them. But for things to truly change, Jill, Fran and I cannot continue to be the only voices speaking for the community. We are doing all we can, but we need help. Please consider speaking up, even if you must remain anonymous and ask someone else to serve as your voice.



“I’m about to fuck up, he thought clearly, and his next thought was, but I don’t have to. This was followed closely by a third thought, the last of this familiar sequence, which was, but I’m going to anyway.”
Richard Russo, Nobody’s Fool

“I wish that I knew what I know now
When I was younger.
I wish that I knew what I know now
When I was stronger.” – Rod Stewart, Ooh La La 

I long considered the potential ramifications before citing the above quote by author Richard Russo, but it just seemed so appropriate that I couldn’t resist. Once I decided to use it, I toyed with offering an apology and then remembered another one of my favorite quotes. This one by author P.G. Wodehouse:

“It is a good rule in life never to apologize. The right sort of people do not want apologies, and the wrong sort take a mean advantage of them.”

So that’s where we are at.


Last week, there was a lot of focus on the state of Tennessee’s recently released priority school list and it’s no secret that I was critical of the district’s response. Based on that criticism, I think a fair response would be, “All right, smart guy, what would be your response?”

So here is how I would have responded to last week’s release of priority schools. I understand that in some areas, it’s a little easier for me than it is for the current director of schools, but I firmly believe in the legitimacy of my responses.

I would have started off last week’s press conference with the following statement:

“Thank you for coming this morning. I would just like to say that with all respect to the TNDOE, the recently released priority list is bullshit due to the fact that it is based on a bullshit test. Sorry, I’m not saying that results are not without some value, but at best they are merely a snapshot of where kids are on that day and are a clearer indicator of socioeconomic status than of actual learning. We don’t believe in the priority school list because we consider ALL of our schools a priority. That said, we do recognize that we have some areas that need to address so that all schools can have greater outcomes, and I’ll share details of those plans.”

That statement would probably cause a bit of an uproar, but it would easily be the most honest thing that’s been said to citizens about our schools in a long time and it’s basically indisputable.

Take a look at a map showing the locations of the schools designated “priority schools” – I refuse to call them “innovation” schools because that’s just intentional obfuscation. Every one of them lies in areas populated by people with a lower economic status. Let’s be clear, I’m not saying that all kids can’t learn. I’m saying that it’s a lot easier to learn if your stomach’s not rumbling, your shoes are a size too small, or you are suffering from an illness resulting from a sub-par housing situation. Those assertions are indisputable.

To their credit, both MNPS Director of Schools Dr. Shawn Joseph and School Board Chair Dr. Sharon Gentry alluded to those social challenges during last week’s press conference. But then they proceeded to allude to some kind of collaboration with the mayor and council members to work on those issues. Sorry, but that’s not their gig.

Too often, I imagine due to having the most daily contact with kids, educators are quick to rush in and try to create solutions to socio-economic challenges. Unfortunately, they are not the ones charged with facing the challenges, nor the best equipped. I don’t want the chair of the school board crafting affordable housing policy anymore than I want the mayor crafting literacy curriculum. In the words of Belichick, “Just do your job.”

Mayor Briley often talks about wanting to support Dr. Joseph and the schools. Awesome. You want to support him? Craft policies that address affordable housing, stagnant wage growth, and mass transit. The governor wants to be known as an “education governor”? Address health care issues and incarceration rates. Some may argue for the need of a “high-quality assessment aligned to our state’s academic expectation” in order to provide better results, but I guarantee you that if you improve health care and lower incarceration rates you’ll instantly see better student outcomes.

About those “high-quality assessments aligned with our state’s academic expectations,” shouldn’t you prove that you can administer them with fidelity before attaching high stakes to them? Look at the caveats that went into creating this year’s priority schools list. Due to state legislation passed in response to technical glitches involved with this year’s testing, inclusion on the priority list is based primarily on results from the two years prior to the recently completed school year. Except if your school did well, then this year’s results could count. For even more clarity, here’s TNEd Report’s take:

By the way, we now have the following set of apples, oranges, and bananas from which we are determining student growth:

2015 — TCAP

2016 — NO TNReady

2017 — pencil and paper TNReady

2018 — Hacker and Dump Truck TNReady

Not exactly confidence instilling. And I would work to instill confidence in stakeholders. I wouldn’t do that by telling stories about kids who are going to Harvard after playing football at a priority school and graduating from a magnet.

Telling stories about Harvard-bound seniors and merit scholars are wonderful. Those are stories that are grand and should be told. But equally important are the ones that involve kids that are now work in A/C repair, or are ministers, insurance sales people, or police officers. The ones that are using their quality education to raise their families, care for their aging parents, and because of the lessons they learned in their schools are proving to be better citizens.

Truth is, those are the lives most of us are going to live. Lives that may in outward appearance appear ordinary, but in reality, are inwardly filled with a million miracles. Those are the examples that I would cite to reassure stakeholders about the lessons the community’s children are learning and practicing daily. Examples that are never reflected in a standardized test administrated by the state. A test where results are not even returned until well after the beginning of the next school year. A return time that makes it impossible for them to drive instruction and only serves as a means to try to pick winners and losers.

My approach would be a lot more honest than the conversations that are currently taking place. Conversations where people wring their hands, decry the terrible fates we are forcing upon kids, chant slogans that are better left to t-shirts and Hallmark cards, raise money on the backs of these children, only in the end to do nothing of substance. Think I’m exaggerating? Check out the 2017 990 Tax Form from the Nashville Public Education Foundation and see the amount of money their director made last year and then tell me I’m wrong.

We could go on all day about the fallacies with the test, but let’s move on to what we could do for ALL school that would improve outcomes for ALL schools. The first, and maybe simplest thing, would be to expand the Community Achieves program. All schools that exited the priority list were Community Achieves Schools. There is plenty of data that readily supports their work. My only complaint with Community Achieves is that expansion has come at a glacial pace. Let’s pick things up a bit.

The next area of focus should be on personnel. Let’s start with the head honchos. Look at the schools that are on the underperforming list and you will find that the majority have had high turnover at the top over the last 5 years. There are some exceptions – Joelton Middle School, I’m looking at you. But in those schools, you’ll likely find a lot of turnover in those leadership positions directly below the principal, i.e. your AP’s and your Deans. It’s hard to produce quality results without stability at the top. Just ask the Cleveland Browns or Tennessee Vols. (Sorry, couldn’t resist.)

The district’s proposed priority school plan did get it right when it placed a focus on teachers. But I’d argue this is a district problem and not just a priority school problem. Though they refuse to acknowledge it, the district has been hemorrhaging teachers for the last 3 years. Reasons run from salary issues to a perceived lack of respect. When I ran for school board, I often talked about the need to not just focus on salary increases for teachers but to create robust compensation packages that address needs like child care and homeownership. Invest in teachers so they will invest in the district. This is an area that the Mayor, Metro Council, and business could be instrumental in. You want to impact literacy rates… take care of those who can do the most to impact student learning.

A lifestyle compensation package would go a long way towards counteracting the perceived lack of value that teachers feel, but if you want to take it even further, let teachers teach. If district leaders want the trust of teachers, they have to trust in them. Provide curriculum supports, but stop the implication of required scripted teaching. Realize that all teachers, like all students, are different. Some may like the heavily structured lesson plans and prefer to use them straight out of the box, while others will want to add their own imprint. Let teachers decide and then help them succeed by giving supports based on that choice. It can’t be said enough, show trust and you will receive trust. Without trust, there can be no success.

We need to stop reigniting the reading wars of the past. Phonics, like other tools, has its value but the over-reliance on one tool over all others sets us up for failure. Per a recent article in the Washington Post:

It is time to change the thinking from rigid “either-or choices” in literacy instruction to responsive “yes-ands” that engage children’s unique pathways to literacy.

We can have classrooms with explicit phonics instruction and engagement with literatures that sustain the cultures and identities of our students. We can teach reading and writing, and let one support the other.

We can plan for motivation, engagement, identity development and rigorous skill development in the same lesson. We can build classrooms that teach all students to read, but not if we miss opportunities to learn from current practices before running in the other direction.

I’m also not buying into this new TNTP argument that kids are not getting enough “rigorous” instruction. I’ve got two kids who have attended a cusp school for the last several years, and the rigor of their instruction has been quite satisfactory. What there has been is some sacrifice of social studies and science instruction in order to have more rigorous math and literacy instruction. That’s due to the narrowing of focus in response to the need to produce better test results, and this is problematic. What the most challenged schools need is not a narrowing of focus, but rather a broadening. Again that relates back to trusting teachers.

Finally, under personnel, we need to address our substitute teachers. This past Friday there were over 300 unfilled vacancies in the district due to teacher absences. That should be unacceptable. We are also utilizing long-term substitutes to fill permanent teaching vacancies. That should be unacceptable. I’m also hearing stories of PTO boards becoming substitute teachers to help offset the need. That’s not really a solution either.

The current priority school plan calls for a focus on absentee rates. That’s all fine and good, but are any of the aforementioned scenarios a marked difference from kids not being in schools? Again, when I ran for school board, I talked of a plan that would create substitute pools by quadrant, a pathway to making substitutes benefit eligible, and ways to include substitutes in district professional development offerings. I firmly believe these steps are essential.

We also need to look at our calendar. The largest single day of teacher absences has historically been the Friday of TSU’s homecoming weekend. In response, the district has moved back fall break to coincide with that event. Unfortunately, the prolonged time before a break puts undue stress on non-TSU alumni resulting in more personal days leading up to fall break.

The idea that the district sanctions the missing of work for college fraternity activities is just mind boggling to me. I had a great time in college. It was a very meaningful time in my life, but I’m not in college anymore. I’m a professional with professional responsibilities. I can not for the life of me understand how you can justify asking students to sacrifice a day of learning in order to participate in college-based rituals. Perhaps the argument can be made that these rituals are community-based and akin to religious ceremonies, but I find that a stretch. Our calendar needs to reflect the needs of kids and not the social needs of adults. Burning teachers out in order to allow a select number to participate in social rituals is not good policy.

I urge you to drive around the district and check out the facilities of the schools on the priority list. You’ll find that for the most part, they are housed in aging buildings supplemented by the use of portables. Environment makes a difference. Kids who have to go in and out of the building to portables have increased exposure to inclement weather, which leads to higher rates of illness, resulting in greater absenteeism. I can tell you from first hand experience, being in a quality facility has a direct impact on educational outcomes. Here’s another area where both local and state elected officials could actually impact outcomes if they were serious about the importance of education. As a school board candidate, I raised the need to create a single bond that would create the funding for all schools capital needs to be updated.

It should also be noted that we can not have a conversation about underperforming schools without acknowledging the role a choice system plays in their creation. I personally do not believe that a choice system and an equitable system can exist side by side, at least not without everybody having the same resources. The very act of choice creates inequity. You are choosing one option over another based on perceived value. As more people make a choice, one option grows in perceived value while one diminishes. Rail against it all you want, but it’s the natural process and eventually, you are left with schools that are rife with resources and those that are depleted.

Now if everybody starts with the same resources when making their choices – knowledge, transportation, flexibility, etc. – the choice options, perhaps, would remain more balanced. But since not all parents have the same understanding of the system, flexibility of schedule in order to transport kids, or even method of transportation, those with the most resources tend to congregate in the same schools. Leaving those with fewer resources in other schools. As time goes on, the disparities only grow because nobody wants to send their children to a school that is perceived to be under-resourced.

This is where the proposal to send more Title I money to those under-resourced schools is supposed to counteract the effects of choice. But unless you are using that money to buy families reliable transportation or to adjust work schedules so that parents can participate more, you are not really changing outcomes. Families will make choices based on the choices of others and who they wish to emulate. As a result, you will see families with resources congregate in select schools, while other schools are left to serve those with fewer resources.

Remember how I told you that standardized testing is better at identifying socio-economic status than actual learning? Well, what you are left with under a choice system results in a self-fulfilling prophecy. I’m not saying it’s wrong, but I fail to see how you can have your cake and eat it too.

That, in a nutshell, is my approach to addressing priority schools. I have a few more ideas and I’ll share them in the future. Under the current administration, I’m slow to lobby the city for more money. However, if we were making some of my aforementioned initiatives a priority, I believe it would be money well spent and it wouldn’t take long to see positive results. I know some of it is fairly idealistic, but isn’t that the goal of education, to unlock the power of dreams?


Blogger and Pennsylvania teacher Steven Singer has a post out on the distinction between being “data-driven” and “data-informed.” Needless to say, it’s a big distinction.

Over the past several years, I’ve had the opportunity to work with Robertson County resident and teacher Larry Proffit. I’ve always found him to be a true gentleman and a scholar. Larry is running for the office of state representative to the legislature. Today he received Diane Ravitch’s endorsement. Help a brother out if you can.

Wednesday at noon is the deadline to sign up to speak at next week’s board meeting. If you have something to say, now is the time to say it.

I would like to give a quick shout out to Mathematics Director Jessica Slayton. The word on the street is that she and her team are offering some excellent professional development opportunities in the realm of mathematics. Opportunities that should provide great outcomes for kids. Thanks for the great work!

Bands of America competitions draw some of the best bands in the country, and BOA Clarksville this past weekend was no exception. Bands like Castle, Franklin, and O’Fallen Township continually rank among the best. This weekend, Overton HS Band also competed.  Late last night they received the overall breakdown of scores from preliminaries and have very exciting news! Out of 28 bands, they were ranked 13th! On top of that, they were only 1.1 points away from making finals! This is a huge success, especially since they were competing against groups that make BOA Grand National semi-finals and finals year after year. Additionally, a band director of one of the bands that made finals Saturday sent the following message:

“GREAT job today at BOA! Wow! Best Overton Band I’ve seen since I started teaching around here. Y’all should be super proud, they sound GREAT! (insert hand clap emoji) Please send your kids my congrats!”

So, even though they didn’t make finals this time, they should be extremely proud of their performance and continue striving for growth! Watch out for them next year BOA! Luckily band parent Terri Lampley Watson was there to document.


The response to this week’s poll questions was admittedly a little low, but here are the results.

The first question asked for your opinion on the district’s priority school plan. Tied at 37% apiece were the answers “they announced a plan” and “same old same old.” Only 3% of you thought it was a great plan. Here are the write-in answers:

hokum and horseshit. Makes me sad. 1
Just a bunch of catchphrases & big words to cover for ineptitude 1
Dr. J continues to harm students of color 1
Lip service 1
What plan? There is no plan with substance-better check with the home town folk 1
Incompetence 1
Not enough emphasis on retaining staff. Quality people are seeking real salaries

Question 2 asked you to grade the district’s press conference in response to the release of the priority list. It doesn’t appear that you were too impressed. 52% of you gave it an F, and 25% gave it a D. Three of you felt it was worth a B. Here are the write-ins:

Didn’t see it 1
an embarrassment 1
F. Can’t make diamonds from feces. 1
What press conference?

The last question asked where you place blame for the district’s failure to adhere to state law by reporting teacher discipline issues to the state. Overwhelmingly, 75% of you laid blame at the feet of the director and his office. None of you blame the former employee. Hmmm… here are the write-ins:

Director and the corrupt HR Department 1
director and HR

And that is a wrap. As always, you can contact me at norinrad10@yahoo.com. Make sure you check out the Dad Gone Wild Facebook page. if you think what I write has value, please support me through Patreon. Peace out.