[applause] violletta ronen. Isabel gutierrez. Daisy camay. Josephia riaz. Graciella riaz. And myriam looks like encion. So those are the next speakers on for marshall. Go ahead. Good evening. I have two grandchildren, one is now at marshall. He is so genuinely referred to they love him. The parents love him. And at a time when our community, our Latino Community is being assaulted by this current administration, daca will probably be taken away from our youngsters, we need mrmr. Mr. Tobar and hundreds of him because he in that school is the only one that understands what the community is all about. Hes the only one that understands the parents and the only one that treats the parents with the respect they deserve. Marshall elementary is 70 latino. Whatever it is that happened, roughhousing, whatever it is that happened, is culturally acceptable to the Latino Community because i have seen these kids come up to mr. Tobar, when hes out there every day making sure that these kids get to their cars safely and he says hello to the parents and greets them and greets the kids and im sure whatever happened was culturally misunderstood. Ive heard roughhousing. Whatever that means. Not even the parent of the child knows what happened. And his reputation is being put on the line. The reputation of an excellent man who has been a teacher for more than 20 years and recognized by the city. I think its shameful. I think we need him back in the classroom tomorrow morning because threes kids need to learn. These kids are not learning [applause] these kids are playing games, for god sakes, and we dont have substitutes, in a city where gentrification has caused that we dont have quality teachers. We have some, but not the level of mr. Tobar. He needs to be back in the classroom tomorrow morning or the day after or monday because we need 100 more mr. Tobars, at the moment where our community is being asailed by all angles. Thank you. Mr. Tobar, we want you back. Thank you. [applause] i have three children. My boy now is 16 years old, my daughter 12 years old, little one, 6yearold. Mr. Tobar is very nice people, very nice person. I dont know what happened, but he doesnt have a job in christmas and this morning, my daughter stand in the school and i look for a couple of minutes and shes she feels very bad. Its like something if you dont do something, i will have to change school for my daughter. You guys helped to fix all the problems, i would appreciate that thank you. Thank you. [applause] [speaking foreign language] interpret interpreter im a Community Organizer which is a conglomerate of different organizations, about 90 of them in the community, that includes churches and schools. [speaking foreign language] interpreter i also work with a program that mr. Tobar worked with us. He has worked there for 15 years. And i have a letter from the supervisor who provides the volunteers in this program. [speaking foreign language] interpreter working with the program for 15 years with mr. Tobar and he did the summer school. [speaking foreign language] interpret interpreter i received a call from a mother who said that he has been removed from his work in his classroom. [speaking foreign language] interpreter this has been horrible news for me. He said that it was inappropriate behavior with one of his students. That really surprised me because he has worked here so much with us. He has been only professional, responsible, respectful, not only of his students, but also the parents. [speaking foreign language] interpreter his professionalism has been the reason why we have employed him every summer for our classes. Hes a teacher that those our culture. Hes respectful and is respectful of the families and the rules and procedures for the classrooms during the summers through our program. [speaking foreign language] interpreter unfortunately, i have to leave right now because of illness before, you i would have loved to have come and talked about mr. Tobar and his professional career and his work with us in our program. I hope this message would provide support to our colleague. If you need any more information, Contact Information is available. Thank you very much. [speaking foreign language] interpreter thank you. And i hope you make the right decision, because teachers like mr. Tobar is what San Francisco needs. [applause] [speaking foreign language] interpreter good evening. Im from San Antonio Church and i have known andres even before he got married at our children. [speaking foreign language] interpreter i fund out about this from people standing in line at the supermarket. And i heard what happened to the teacher at marshall. [speaking foreign language] interpreter we need an investigation. [speaking foreign language] interpreter and i think the problem is probably easy with the service he has provided. I have a goddaughter, who was also his student and i know a lot of people that have known of this problem and they will be waiting in line to talk in his favor. [speaking foreign language] interpreter like my friends who dont know what is going on. A lot of people dont know and we should clarify for him and for his daughters and his wife and for us. Thank you very much for letting me speak here tonight. Thank you. [applause] [speaking foreign language] interpret interpreter good evening. I have two children at marshall. I just found out about the problem with whats happening with mr. Tobar. [speaking foreign language] interpreter mr. Tobar is a great person. When we come in in the morning, hes always there to greet us to say good morning, how are you doing . Hes a great teacher. He was a teacher for my 14yearold child. He learned and taught my kid how to read and write and speak perfect spanish. [speaking foreign language] interpreter he also was a great teacher for my 9yearold, for this kid, my child. And im not talking bad about the other teachers. Theyre good teachers, but mr. Tobar has such a gift and its not fair that he take him away from us. Thank you. Gracias. [applause] there are a couple of other speakers on this. Josepha or graciella . Are you here . And i have Susan Solomon. Good evening, commissioners, student delegates and superintendent matthews. Im Susan Solomon, united educators of San Francisco and executive Vice President. I first want to congratulations president mendozamcdonnell and Vice President stevon cook. And welcome back to brad stamp. Its been a long time. Good to see you. Ive come to the microphone to talk about what we all know is going on and thats a campaign to get a parcel tax on the ballot from the midst of collecting signatures as a Citizens Initiative and i want to thank the people who in the front of the room have rsvpd that they will be attending the kickoff event and training this saturday, january 13, at 11 00 at 1188 franklin. The San FranciscoLabor Council headquarters. For those of us that are in the room and listening, we have petitions available right now for folks signatures. You need to be a San Francisco voter and the most important access to this parcel tax is that it will greatly increase compensation for sfusd educators, even though we did just get a substantial raise. This city is so expensive that we know that educators and others cannot afford to stay here unless we put more revenue towards the educators devoted to our students. I thank you, everyone, for your support. Lets get this on the ballot. We have just less than a month to collect those signatures. Thank you. Thats the end of public comment. Section g is a special order of business. There is none. Section h, discussion of other educational issues. Superintendent matthews, sfusd pathway to teaching. Thank you, president mendoza. I will stop there from now on. Yep. [laughter] this evening we have a presentation regarding the district pathway to teaching and we have our chief academic officer Brent Stevens and interim officer daniel menendez. Commissioners, good evening. Im Brent Stevens. Were happy to have a brief opportunity this evening to present on a set of programs that are designed to provide San Francisco unified with a pipeline of teachers, as they prepare to become teachers and enter into our classrooms. Over the last two years, weve invested in a range of new programs that permits San Francisco unified to have muchexpanded portfolio of pipeline options. So we hope briefly to present one of those options to you. And then well focus a few additional slides on pathway to teaching. Pathway it teaching is a brandnew alternative Teaching Program that we launched this school year. We have 85 intern teachers working through pathway to teaching. What i would say, we want to talk to you about our theory of action, describe four strategies that bolster our pipeline and then conclude with a note about investments that well make. Im joined to my right by several people, chris camlake, professional development and leadership. Our theory of action is that if we support aspiring teachers from and reflective of our community in earning their credentials, and then develop accessible and highquality credentialing for these teachers, invest in new teachers with highly in effective for the first of her two to four years, then well build and retain a strong, sustainable work force. Its on this first point that i want to make a particular point. We have dramatically expanded our ability to recruit and support local candidates. And weve expanded the teachers of color that are preparing to be teachers with us through the portfolio programs. You will see some of those numbers in consequent slides. Hi, everyone. Nice to see the commissioners here tonight. Im going to talk about the Residency Program that we have here in San Francisco. I think most are familiar with San Francisco residency. Weve expanded to have a second residency. I will explain a little bit about the fftr and talk about, one, similarities, and the ones with different candidates. Weve been working with the residency for eight years. Weve recruited s. T. E. M. Teachers and bilingual teachers. We have 79 of our graduates still teaching in San Francisco unified school district. And 80 of the graduates have completed at least five years of teaching. So we have a relatively good retention rate. 66 of our residents declare as people of color compared to 55 teachers. And the residency is in partnership with stanford and the university of San Francisco. And really focuses on a yearlong residency is that accompanied by weekly practicum, that can look at what theyre learning. And embed it into what theyre learning in their site placements. They also have three years of teaching, one in their residency year and two following that. So thats the San Francisco residency. The focus is on bilingual candidates and s. T. E. M. We had initially tried to expand the other Residency Program, but due to some expansion issues with being able to have the universities accepting more sfusd folks into their program, we were unable to do the expansion. We went to look for other Residency Programs to mirror this and we found this embedded Masters Program with york university. Very similar to sftr in that its a yearlong residency, onsite coaching. We started with eight residents and well expand to 30 in the coming year. Teaching residency also allows for upcoming teachers to, in addition to doing their daily teaching, have focused with oneonone tutoring and social and emotional support for students. We want to leverage them to crow eight change and the academic that have been underserved. Its focused in middle school and its more on single subject and has a special ed component. Thank you. Im going to get into some of our other pipeline strategies for the differestricdistrict. I are pair on the University Partnerships that we leveraged. And also dig in a little bit to the new program, pathway to teaching, where daniel will help me with some of our goals on that program. So to start with, its been a statewide program, but with the coming on of the what do you call it, the weve funded other own. We find it a tool and we have 54 para educators, where they breakthrough barriers for people who are not from mainstream cultural backgrounds to get through the bachelors degree and pass the exams. Its a powerful community and entices people to come into our classrooms, which has a higher possible of staying in our classrooms. Its a valuable asset. Another asset is our University Partnerships. We serve as a hub to our institutes of Higher Education networks. Its a powerful resource for us, where we get to sit side by side and convening faculty and field placement folks and align our Work Together to make sure that sfusd is their number one friend and we ultimately attract students to come here as interns, Student Teachers and eventually employed in our classrooms we never want to clause sight of that network. And then, finally, pathway to teaching, its our newest addition to our pipeline. We have 88 teachers in our first cohort. Its a unique opportunity for educators to be in the role of preparing new educators. And we take it very seriously and excited about creating a program on exclusive classrooms, and safe and supportive classrooms. So i feel like were able to bring our new teachers right into our programs in a very connected way. There are three pictures on the side and i want to highlight that its the people in this. Theres a heavily biased recruiting strategy thats local. And so i have many people that are that were recruiting that are already employed as substitutes and the three you see there are a special ed teacher at flynn. Cynthia borjak, 4 5 bilingual teacher and so im going to pass it over to daniel, who will talk more about the numbers. Thanks, chris. Good evening, commissioners. Congratulations to president Mendoza Mcdonnell and Vice President cook. Im excited to talk about pathway because we have the conviction that these pipeline programs are the best response we can have to the national and statewide teacher shortage. We experienced tremendous success. So i will walk you through the numbers and talk about what were doing this year in terms of the application process. On the left, you can see the targets that we set during the recruitment process for what became our first cohort of pathway teachers that are teaching in schools this year. So we wanted to get 611 applications and ended up with 824. We wanted 40 of our first cohort to be teachers of color and that went up to 44 . We wanted all 100 of our first cohort to be placed and 99 of them were hired, for the 17 18 school year. We wanted to fill 50 to 75 vacancies and we overenrolled and ended up with 88 teachers. Initially, we wanted to have 70 of folks in special education, 15 in bilingual spanish. But because of the change in ratios, we changed it a little bit are so 52 was special education teachers. And 30 ended up multiple subject. For this year, were looking at a similar number. Wed like to have 90 folks enrolled in total. Well keep multiple subjects at 15 and special education should be about 55 of those 90 teachers and thats in response to historical data. We also are planning on wrapping up the process two months earlier than we did last year. So i would be remiss in my duties if i didnt say, if you know anyone who may be a great teacher, refer them to sfusd. Ed sfusd. Edu pathwaytoteaching. I believe thats why we opened at 99 staff. Were excited about the program and excited to see it grow this year. So i will crows with this summary slide. Its a representation of all the various programs that constitute our current portfolio for our teachers and classrooms. It provided support for the parentteacher program. We have experienced Great Success to take the credentialing tests. We went to 150 teachers this year, strategy to help people get past the barrier tests. Were also dedicated to internships and exploring additional pipeline activities even this year. Were just now beginning to explore interest in recruiting for a dhh, deaf and hard of hearing pipeline. We understand we have a shortage in that area, so right now, were querying the community to see who might be interested and customizing pipeline support. All of this stands next to a much more robust process for teachers in their second year of employment at sfusd. Weve talked about having expanded greatly the number of teachers through coaching. We run no waitlists for teachers that are seeking to clear their credential with the state of california. They can get their induction coaching here at sfusd and that was not previously the case. All of our tsas are teacher induction coaches and it helped us to have the reach that we have to serve our new teachers. All of this provides a lot of investment. We intend to stay steady and even expand the idea that we grow our own at San Francisco unified. Thank you for the time and the opportunity to present on our pipelines. We appreciate it. Vicepresident mendozamcdonnell thank you so much. Im going to have a couple of speakers come up at this time. So lida blank and Susan Solomon. Good evening. Just want to make a few comments. Ive been following and participating in one way or another with several of the virtually all the pathways except the newest one, nyu, since i became president of usf. Its a subject very important to our students as well as our members. The quality of the support that we give to our newest teachers is probably one of the biggest factors in that retention rate, which were committed to seeing improved for our newest teachers. And in particular, were all committed to diversifying our Teaching Force so that it mirrors the students and particularly our students that are facing the biggest challenges. So i want to commend the district for many things. One is dedicating time, energy and resources of staffing our classrooms fully, and to the extent possible involving the union, collaborating and informing us. Its been a different version for each of the pathways. So i am glad to know i just had a meeting this afternoon with helen pettycott, that the program is halfway into the school year, seems to be very stable there was a small number of people that were in the program that dropped out, really only a few, a couple of them are still teaching, but not in the program. A couple of them simply left the classroom, but for a cohort of 80 or so people, thats a very high i think its very good, knowing they came in with their intensified, sixweek program. And the district has been very good about keeping us informed. Getting our feedback with the rollout of the program and there will be implementation so the program is more supportive and clear with the people that are coming in. So one cause for concern. Theres been six coaches for the pathways program. Three are our sfusd members and three through the new teacher and we dont i dont have any notion of understanding why that happened. But there are double standards for our members who are committed and held to a if youre coaching and a usf member and you are coaching in this district, you are expected to finish out the school year. Theres a repercussion if you dont. If you are working with an outside organization that has an employee doing the same work and not held to the same standard, thats a concern for us. I want to say its its a tip of the iceberg in that the new Teacher Pathway Program was a threeyear grant and it seemed like it was the tail wagging the dog. As we moved forward its that the districts values are values that are running the program and its not an outside program that has a big grant dictating the terms on which we roll out the program. Sftr is a Gold Standard program and we want to continue to see it supported. The reason why its been so stable, it has to do with the model and the Financial Support that has been brought to the residence and thats something that we are all committed to seeing continue into the future, so we dont want to see sftr diminish at the cost of the other programs. It has to be in addition to. Thats what wed like to see, since the nyu program is tripling or doubling in size. So lets continue the positive growth weve seen and not sack river i sacrifice one progra for another. And that teachers have full access to the information they need to be successful. And to keep us in the loop and well work with the extent that we can. Thank you very much. Thank you. Susan solomon again. I will just add a couple of things to what president blank said. Jen steiner gave us the information about how terrific the retention rate is for teachers is. I think moving forward with the different models, need to look at the numbers as well to see if we can duplicate and replicate those successes. Theres more intensive support than in the other pathways. There is summertime kind of boot camp and then teachers are put right into the classroom. We know theyre working with many of our students that have the most need and challenges. So making sure that they have as teachers the support they need to support those students. Its extremely important. And i do want to say how much how important it is that para educators are being brought into the programs. But to really ramp it up is so important because they know our students well and introduces racial and ethnic diversity, which has been a challenge, we know. As president blank said, continuing dialogue is important. We want to be sure that they get all the support they need. Thank you. Colleagues, any questions or comments . Commissioner walton . Thank you, president , and thank you, all, for a wonderful presentation this evening. First question, i know how we fund our traditional program, but how are we funding emat . From our sales force grants. On slide 6, where we talk about support for admissions and bachelors degree programs, what does that support look like . Its a we go with a cohort model and so we bring the groups together. Theres a group where theyre given an opportunity to learn about opportunities to pursue their bachelors degrees and also to pursue the credentialing exams. There is individual learning plans set up for each participant of the 54. And then, finally, theres some Financial Support that goes along for allowable expenses. Thats what i wanted to hear. There is money. And when did credentialing authority happen . This is the first year. We have it in four different areas. So pathway to teaching allows it in multiple subjects, bilingual and special education. And learned to be able to clear administrative credentials through sf plus. Will you repeat that . A couple of years ago we didnt have credentialing authority and its important that people understand how hard youve been working and thats why im excited about the direction were going in. Should be proud of that. Continue to focus and work hard, but i wanted that highlighted. You talked about wrapping up the process earlier, which gives us as a district option, principals options, and i think thats important that weve gotten to a point where we want to have this early opportunity for us to bring educators and im excited about that. I just want it say that i think as weve had this conversation over the last couple of years, weve had some challenging conversations and pushed hard and worked hard together to get to this point, just how exciting it is, as you look at your work and what weve been able to accomplish. So want to commend you on that and thank you for that. I am concerned if there are differences in allowances from what our partners are doing as coaches and part of the system and if thats handled differently, than our traditional educators. And we dont have to have that conversation necessarily here, but i would be interested in an understanding i know there is no standard difference, but understanding in terms of maybe why we have to do it that way, versus having all educators from the district, if you could shed some light on that. I can shed light on that. The grant that we received for the partnership to establish the pathway to Teaching Program is a threeyear grant that partners with the new teacher project and a Similar Organization that supports many programs. The model in many of the districts across the United States is to have the partner take the bulk of the work the first year while we learn from them and then slowly, gradually, releasing the model to us so we take it over in the third year. We have our own special brand of sfusd and wanted to create some curriculum to be sure that our practices are embedded. What we did for the first year, we used the federal grant dollars awarded to hire teaches and also three usfd coaches, with the idea that each year we would be adding coaches. Next year, with our partners, it makes more sense to use dollars to hire people out of our own. So this will i believe that theyre a very high caliber and the resignation of the coach had to do with that coach. Were working to replace her and we believe we have a conclusion we can implement this week. We appreciate the hard work compliments and i didnt want to forget that these are new compliments and i just wanted to honor that as well. So thank you. Thank you. Thank you for that comprehensive presentation. Its exciting work. I want to acknowledge a few folks. I want to recognize immediate past president walton. And president mendozamcdonnell for the sales force in this type of work. And i remember clearly Susan Solomon at that podium when we were having a tough discussion about teach for america and the investments that afforded firstyear teachers that we were not able to match at the time and then this turnaround with our own teachers. I have a couple of questions. What are the differences between our own program and teach for america . Thats an issue that this board has confronted and had some tough conversations about. Secondly, its never too early to talk about the budget and whether you are anticipating needing additional funding and if it needs to be back filled and this is fantastic work that is filling gaps. We need to think about teacher pipelines for by bilingual languages and every year we hear there are classes in immersion programs or language programs that cant be filled because we have a derth, for example, mandarin teachers and i would love to see some planning going into how we can create pipelines of bilingual teachers. Theres a number of questions there. I will lean on you to make sure that i get through them all. I will take the question of funding first. Were trying to be thoughtful over the course of this year and over the coming years about how to devote resources and we invested in our tsas and administrators that came in to join the program and bolster its ranks. And well continue to do that. Over the next couple of years, well be looking to shore up the funding for that program and our Residency Programs. With respect to the Residency Programs, were doing work now to try to come up with more diversified aapproach to providing cost of living stip d stipends to our teachers. Its a critical investment to make if we want to maintain teachers of color in those programs. Were looking to account for that shift and fill in with other funding sources. Im less able to speak to the differences between tfa and pathways to teaching. I 52 know that one of the similarities that was drawn early on is the fact that each of the two programs has a summer component. And thats why the programs were painted essentially with the same brush. The Summer Program consists of twoweeklong learning experiences. One at the beginning, one at the end. And four weeks of teaching experiences. We had varying levels of success and then they moved straight in to a coaching relationship. Perhaps one of you can describe tsa is a way that i cant and demonstrate the differences. I think one of the most important differences is that in pathway, we were committed to being local in terms of the pool of folks we recruited. 80 of the people that made it through pathway were local to the San Francisco bay area and a number of them working in our schools as para professionals and substitutes. That was very intentional on our part. Its a National Recruitment model. They take folks and deploy them to where people may not have grown up there or had connections there its important for us to find folks that are dedicated to our schools and our students and our city as well, in the hopes it would increase retention. We wanted folks who are interested in education as a career and teaching as a career and dedicated to the idea of working in our cities. In terms of the profile of the folks, its one of the most significant to the impact that we hope it has to have high retention and commitment to our schools and tidz from the folks that are applying. And one of the critical differences is that the Pathway Program is more under our control. Were creating the curriculum, doing the coaching. Were selecting the folk to come into the classroom. Were really taking ownership of this. So its an sfusd program. At the end of the twoyear interpship, some say and some dont. Pathway program, its oneyear interpship and they commit to two years. People that stay the three years tend to stay longer and that we lose a lot of people between the second and third year and third and fourth year. So we may want to reconsider. And the curriculum theyre learning is curriculum weve designed. So theyre learning their curriculum through our university modules. Theyre not having to apply it and figure out what im doing related to the core curriculum being given by the school districts. So thats a big difference. And developing teachers in mandarin and cantonese, none of it is an obvious opening, but were starting to look at how a program like this can serve the mandarin program. Its another credentialing area that we havent talked much about, which is p. E. , which we run several f. T. E. S short every year, so were trying to give thought to how to get people in f. T. E. S. There are seven teaching in cantonese and manned ridge mandarin. We were able to get them their multiple subject matter. Were providing them with tutoring to do so. Vicepresident mendozamcdonnell Vice President cook and commissioner sanchez . Commissioner cook congratulations. I know everyone on this board and in the district was really concerned about the level of vacancies. And it was something that was being felt across the city. Parents were really upset. Schools were not filled up for the year. We havent heard any of that. When things are quiet, right, knock on wood, but thats a huge accomplishment, because things looked dire. This team and district took it upon itself to solve it, with the people committed to our district. What separates the program is brilliant, spot on. Why arent more of our parents Classroom Teachers . What are the barriers for that . We saw that in a lot of ways in this program. So that commitment or being able to put people in position to teach when theyve been committed to our district. Its probably one of the most beautiful things that ive seen since coming on to the board. As i tour schools, principals introducing me to the pathway teachers and are now serving their schools. Its a highlight for me, seeing this get off the ground and the open enrollment and you guys going beyond your projections. All of this is great stuff that will not get talked about as much because its positive and things are not falling apart. So im really proud of the work thats been happening and i want to see it continue. Im sure, obviously, it will be learning from what happened over the past year and im sure you will be on top of that, too. And i think its important that weve been a part of the discussions with you and youve been listening to them as youve been getting this off the ground. The last thing that i will say i have one question. One of the pathway teachers is a person i went to high school with and shes at glenn park elementary and her daughter goes to school there. Thurgood marshal is represented. So im personally proud of her. The question i have is if there is anything worth doing to build community with the people going through this year. So theyre going through and they may be disconnected. How are they, if at all, able to share, talk about their experience for themselves and the next class or telling people about using their stories to talk about more people coming to the program . Thanks for that. I think that each of the programs have that cohort component. The pathway teachers this year are very close starting with the summer experience where they spent the 6 weeks together and then created a Facebook Group that they post on frequently. Interesting to observe. And they come together on saturdays. Because we know theyre reliant on the coachteacher relationship and online, we bring them together to integrate that and create a sense of community about every other month. So thats also happening. I think its a good question about how do we then leverage the folks in the program now to recruit the next group of people . Were very proud of them. I believe theyve come and talked during our Selection Panel but there are probably other ways to think about doing that. Commissioner sanchez i will heap on the praise as well, thank you, guys and gals, for all the work you have done to bridge the gap to get teachers in classrooms, so we dont have that gap has we have historically. [please stand by]