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 pr