Application materials of Dr. Marco Rodrigues for the position of Worcester Public Schools...

8/20/2019 Application materials of Dr. Marco Rodrigues for the position of Worcester Public Schools Superintendent

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1 Letter of pplication

Dr. Marco Rodrigues


2/28

Marco C. Rodrigues

Jll a;••u1cullliiif 81?II; ap MJ u sa2 « •

February 29 2016

Dr. Helen A Friel

Assistant to the Superintendent/

Clerk

o

the School Committee

Worcester Public Schools

20 Irving Street

Worcester MA 01609

Dear Dr. Friel

Please accept this letter as my official application for the position o Superintendent o Schools

currently open in the Worcester school district. I began my professional career in the Worcester

Public Schools twenty-three years ago as an Instructional Assistant. I taught became the

Director

o

the Woodward Day School the Executive Director o the Central Massachusetts

Special Education Collaborative the Manager o Special Education and Intervention Services

the Chief Academic Officer and am currently serving as the Interim Superintendent.

I am proud o my accomplishments and the evolution o my career within the Worcester Public

Schools. I grew personally and professionally and I believe that my educational preparation and

my professional experiences have prepared me for this position. My successful track record and

experience in successfully executing strategic plans and deploying necessary supports for

continuous improvement have prepared me to lead the district.

I appreciate the opportunity to participate in the selection process and look forward to sharing

my views through the interview process.


3/28

2

urrent Resume


4/28

Marco C Rodrigues

Attta:s••••M\ l lEt8tM

lltYHIJlli'Pl J

1m,w J a -'a1 u umlfllllll

~ R E E R

OBJECTIVE

To serve as the

hief

Executive Officer to an urban school district, with clear vision and direction focused on success for

all students.

Provide leadership based on deep experience in the design, integration, implementation

and

management

of

a

complex district wide system to improve student outcomes.

CORE COMPETENCIES

• School Turnaround

• Special Education

• English Language Learners

• Curriculum Alignment and Mapping

• Schools Climate and Culture

PROFESSIONAL EXPERIENCE

WORCESTER PUBLIC SCHOOLS

Interim Superintendent Dec 2015

-

present

• Strategic Planning

• Innovation Schools

• areerNocational/Technical Education

• Professional Leaming

• Financial and Fiscal Sound

• Provide leadership for the district s short and long term goals.

• Make recommendations to the School Committee regarding new policies or applicable revisions of existing policies.

• Provide the School Committee periodic progress reports and reports pertinent to the district operations and academic

functions.

• Manage and supervise the district s daily operations.

• Address the needs and concerns of all members of the district and community at large.

Provide leadership for the development and implementation of academic programming and support services to all Pre

K through grade 12 students.

• Provide leadership and manage the district s budget.

• Provide leadership to ensure that a healthy and safe school environment is maintained throughout the district.

hief

Academic Officer Jul 2012

-

Nov 2015

• Provided leadership, vision, and direction for the District s curriculum, instruction, assessment and school

improvement initiatives.

• Built and supported a high performance educational team - inspiring, integrating and aligning the academic work

of

the district.

• Developed and maintained clear and inclusive decision making processes to ensure integration of the teaching and

learning supports and services, as well as effective ongoing technical and operational management of the schools.

• Supervised a team that includes managers and directors

of

English Language Learners, special education, intervention

and supplemental services and programs, early education and care, Head Stait Program, career and technical

education, and quadrant managers who supervise principals.

• Implemented effective curriculum, instruction, and assessment policies and practices that maximize educational

options and lead to improved achievement for all students.

• Implemented State and District school reform initiatives such as district redesign, Level-4 Turnaround Plans,

Innovation schools, magnet schools, and alternative pathways.

• Supported district and school leaders to design and implement school accountability plans that employ instructional

visions and practical strategies to improve student achievement.

• Developed and oversaw a highly effective and aligned professional development program for teachers, principals, and

support personnel.

Oversaw the development

of

partnerships with educational and community organizations both locally and nationally

to support, complement and enhance district programs.

• Communicated effectively with internal and external stakeholders to ensure enhancement and sustainability of

partnerships.


5/28

Manager ofSpecial Education and Intervention Services Jul 2010 Jun 2012

• Restructured the instructional programming to improve the continuum

o

special education services available

in the district.

• Implemented systems to assess and improve the quality o curriculum and instruction in special education

classrooms.

• Developed and implemented three new special education programs to increase the enrollment o low

incidence disabilities within the district.

• Implemented quality control systems to decrease compliance issues with Department o Elementary and

Secondary Education.

• Improved two-way communication with parents and community relative to service accessibility and student

support services.

• Implemented on-going, targeted professional development for special education teachers and instruct ional

assistants.

• Developed and implemented in-district ABA services for students within the Autism spectrum.

CENTR L M SS CHUSETTS SPECI L EDUC TION COLL BOR TIVE

Executive Director Jul 2007 Jun 2010

• Managed the institution's

1

million-dollar budget, including the employment o

165

staff members, management and

supervision

o

6 school directors and 1 business manager.

• Authored the CMSEC Policies and Procedures Handbook to comply with the Massachusetts Department

o

Elementary and Secondary Education (DESE) special education regulations.

• Instituted annual professional development plan devised to target school' s individual areas o need.

• Negotiated group health insurance benefit plan and cost with health care provider.

• Re-organized internal K-12 structure to generate coherence among existing schools and programs and to create an

effective vertical alignment between sister schools .

Jirector - Woodward Day School Jul 2001 Jun 2007

• Managed 3 sites and provided leadership to create and support a non-traditional alternative school setting that

prioritized academic achievement.

• Supervised and evaluated all staf f members.

• Recruited, screened, hired, discharged, and trained personnel.

• Organized in-service professional development training for staff members to embed strategies to motivate and engage

students.

• Authored Student Handbook.

• Authored Teachers' Manual.

Assistant Director - Woodward Day School Satellite Jul 1995 - Jun 2001

• Managed and provided leadership to support students and staff at a non-traditional alternative school setting that

prioritized academic achievement.

• Supervised and evaluated all staff members at the Satellite site.

Teacher Woodward Day School Jul

1992 Jun

1995

• Taught mathematics and science course to grade 7-12 students.

Instructional Assistant - Woodward Day School Jun 1991 - Jul 1992

• Provided support to students in grades 7-12 under the supervision

o

the classroom teacher.


6/28

EDUCATION

NOVA SOUTHEASTERN UNIVERSITY Miami FL

Doctor ofEducation in Educational Leadership

anuary 2 5

ASSUMPTION COLLEGE Worcester M

Master ofArts in Special Education

May 1997

WORCESTER STATE COLLEGE Worcester MA

Bachelor ofArts in Spanish

Augus t 1995

CERTIFICATIONS

Massachusetts Department

of

Elementary nd Secondary Education

Certificate 328715

• Superintendent/Assistant Superintendent - All Levels

• Supervisor/Director All Levels

• Special Education Administrator - All Levels

• Principal/Assistant Principal - Grades 5 - 9

• Principal/Assistant Principal - Grades 9 -

2

• Teacher

of

Moderate Special

Needs

Grades 5 -12

• Teacher

of

Foreign Language

Grades

5 - 12

ADDITIONAL INFORMATION

• Language fluency

• Portuguese

• Spanish

• Board Member

• United Way

of

Central Massachusetts

• EcoTarium

• Worcester Investment Board

• Central Massachusetts Special Education Collaborative

• Affiliations

• Massachusetts Association

of

School Superintendents

• Urban Superintendents' Network

• Worcester County Superintendents' Roundtable

•

Consultative Work

• Jobs for the Future, Spring 2006 - Provided consultant work, design ofleadership modules and curriculum, in the

area

of

Alternative School Leadership

• Jobs for the Future, Spring 2006 - Presented at two national leadership conferences on student engagement and

motivation

•

Higher Education

• Interim Professor, Clark University, Fall 2005 - Hiatt Center for Urban Studies


7/28

4 Four Letters o Reference

(One

o

the four shall be written by

a former student of the applicant,

or

o

the applicant s school or

school district, as applicable)


8/28

orfolkPublic Schools

The cornerstone of a proudly diverse community

February 24, 2016

I

am

pleased to offer this letter o reference for Dr. Marco Rodrigues who is applying for Superintendent

with Worcester Public Schools. Dr. Rodrigues is a strong, proven educational leader who possesses both

deep instructional knowledge and business acumen.

Dr. Rodrigues brings an extremely unique perspective to the role

o

Superintendent. Having progressed

from the ranks

o

an instructional assistant to teacher, director o a Special Education Collaborative to Chief

Academic Officer, and now Interim Superintendent, he has the total perspective on the full scope necessary

to lead the third largest school district in Massachusetts. In addition to his experience, he has the associated

positive results linked to his administrative leadership. Dr. Rodrigues was highly effective in restructuring

the Worcester Public Schools' Special Education Department from one where complaints were received

almost daily from parents and DESE to one

o

better customer service, cost containment, and recognition

byDESE.

As Chief Academic Officer, he led the school redesign implementation for Burncoat Prep Elementary

resulting in that school's exit from Level 4 status after three years. He was also successful in creating a

turnaround plan for Elm Park Community School that was approved by the Commissioner o Elementary

and Secondary Education.

Dr. Rodrigues is well-known and respected in the Worcester community. Those strong relationships , paired

with his highly effective leadership, resulted in the successful grant application to the Community Health

Foundation providing funds to address the needs

o

students impacted by trauma.

Worcester Public Schools has seen great systematic improvement and results over the past several years,

including drop-out reduction and four-year graduation rates moving to 80 for the first time. Instructional

knowledge, fiscal responsibility, and deep community connections are the skills necessary to support all

students in Worcester to college and career readiness. Worcester Public Schools and the Worcester

community would be served extremely well by Dr. Marco Rodrigues serving at its helm.

Please feel free to contact me should you desire additional information.

Sincerely,

Melinda J Boone, Ed.D.

Superintendent

o

Schools

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9/28

PENTUCKET REGIONAL SCHOOL DISTRICT

OFFICE

OF

TH

E S

UPERIN

T

END

E

NT

22

MAIN

STR

EET

G

ROV

EL

AN

D

MERRI

MAC

WEST NEW

B

URY

l l l l [ j

TJ ldlSill

lM

M

BldMUJl••s

Jeffrey

J

Mulqueen d.

D

Superintendent

Greg A Labrecque

Business Manager

Michael A Jarvis Ed.D.

Director

of

Supplemental and

Intensive Services

February 3, 2016

To Whom This May Concern:

Reference Letter - Dr. Marco Rodrigues

I am writing to support the candidacy

of

Dr. Marco Rodrigues for a leadership position in your

school district. Dr. Rodrigues served on my leadership team in the capacity

of

Director of Special

Education

in

Worcester during my tenure

as

Chief Academic Officer.

He

became Worcester s Chief

Academic Officer in 2012 when I was hired

as

Superintendent

of

Schools for Pentucket Regional

School District. Dr. Rodrigues currently serves as Worcester s Interim Superintendent of Schools.

He is an extraordinary educational leader whose talents make a difference for students, staff, and the

community every day.

Dr. Rodrigues promotes the learning and growth of all students and the success of all staff by

cultivating a shared vision that makes powerful teaching and learning the central focus

of

schooling. He reinforces a strong link between professional practice and student learning.

Accountability and continuous improvement support high student attendance and graduation

rates, trending improvements in student outcomes, and reduced gaps between the achievement

of

high needs students and their peers. Dr. Rodrigues has high expectations for every student and

uses his insight as a resource to ensure every student has a bright future

of

his or her choosing.

His leadership has been integral to strengthening Worcester s innovation school initiative,

Advanced Placement (AP) enrollment, and early-college/career partnerships.

Effective learning environments provide cognitive and emotional safety for students and staff.

Dr. Rodrigues ensures each school is a safe, efficient, and effective learning environment, using

resources to implement appropriate curriculum, staffing, and scheduling. Moreover, his

leadership resulted in a successful Statement Of Interest (SOI) and partnership with the

Massachusetts School Building Authority (MSBA) for one of Worcester s elementary schools.

To that end, Dr. Rodrigues articulated the clear connection between intended outcomes, high

quality educational programming, and the required needs of the school facility. The MSBA

approves only a small fraction

of

the many SOi s received each year. Results

of

this magnitude

can be attributed to Dr. Rodrigues s educational expertise.

Accomplishing bold goals requires the contributions

of

the school, family and community. Dr.

Rodrigues promotes the learning and growth of all students and the success

of

all staff through

effective partnerships with families , community organizations, and other stakeholders that

support the mission

of

the school and district. The Special Education Parent Advisory Council

serves as a good example

of

Dr. Rodrigues s successful partnership in support of student success.


10/28

February 3, 2016

Reference Letter Dr. Marco Rodrigues

His highly refined interpersonal skills were instrumental in reaching consensus with this highly

diverse group. Dr. Rodrigues is able to bridge differences related to culture, language, and

thinking. While he has a strong preference for face-to-face communication, he successfully

employs a variety of strategies to gather and use feedback, inform parents community, or work

through conflict.

Dr. Rodrigues promotes success for all students by nurturing and sustaining a school culture of

reflective practice, high expectations, and continuous learning for staff. He meets regularly with

district leadership to plan and implement strategies important to guiding the organization. Dr.

Rodrigues convenes regular professional development sessions with school leaders to build

cohesion and a positive team culture. His participation with teachers in instructional rounds

helps him maintain a clear view of teaching and learning. Interacting with teachers helps to

frame his thinking about next steps

on

the path

of

continuous improvement.

I would be pleased to speak with you directly to lend additional details about Dr. Rodrigues s

many outstanding technical and adaptive attributes. Your students, staff members, and

community would be fortunate to be supported by Dr. Rodrigues.

Sincerely yours,

effrey J. Mulqueen, Ed. D.

Superintendent of Schools

2


11/28

PAUL M. ROSEN Ph.D.

CLINICAL PSYCHOLOGIST

~ t

-

Oi ftn@SCl ep=

::::::: :rl:

February 24, 2016

To

Whom It

May

Concern:

It is my pleasure to write in full

support

of

Dr.

Marco Rodrigues who is applying for

the position of Superintendent of Worcester Public Schools. I have known Marco for

many years during

the

period of time

th t

I was the Clinical Director of the Central

Massachusetts Spedal EducatiCffiToilabdrative. I have had a ringside seat watching

Marco s remarkable progression from the classroom, to the Director of Woodward

Day

School, to

the

Executive Director of

CMSEC

to the Manager of Special Education,

and then to the job

of

Chief Academic Officer of Worcester Public Schools. I can say

with great confidence that Marco is an exceptionally strong educator and

administrator who has unique qualities th t will enable him to be an extraordinary

leader of the School District.

Marco has been highly successful in a broad array of educational and administrative

endeavors.

His

success begins with his disciplined

work

ethic. He has a prodigious

work capacity and is the hardest working person I know. He

is

extremely organized

both in his work habits and in his approach to leadership. While Marco is very

capable in dealing with the details of administration, he is also a man of

gre t

vision.

He has th t unusual capability to focus on the critical details th t allow a large

organization to function smoothly while simultaneously seeing the big picture th t

allows for continuous growth. Marco insists on excellence of himself and for those

who work for him. He inspires others to perform

t

their highest capabilities and

does not settle for anything less. As Superintendent, he will always be committed to

ensuring th t WPS is t the forefront of high achieving urban school districts.

Marco forges strong professional relationships and is outstanding in developing

teams

th t

work cohesively. He is fair but firm. He leads by example and commands

respect through his own exemplary performance and his willingness to roll up his

sleeves and tackle any problem. He is a relentless problem solver. He does not avoid

or shy away from any challenge but r ther seeks creative solutions.

He

stays current

on the best practices in education and is consistently out front in bringing those

ideas into the District.

Due

to his extensive background in working with very challenging special education

populations, Marco has developed a deep understanding of the needs of students

who are most t risk He has a sophisticated awareness

of

how to help these

students including those who have histories of aggression and violence. I recall


12/28


13/28

Rodrigues Marco

ic:rom:

ent:

To:

Subject:

Rodrigues Marco

Monday February 29 2016 10:03 AM

Rodrigues Marco

·RE:

Ryan

Mullen Letter

of

Recommedation

From:

Ryan

Mullen

b T

Lim

I 152. 1 ]

Sent: Friday

February 26

2016

8:34 AM

To:

Sivazlian JoAnn M

Subject: Ryan Mullen Letter

of

Recommedation

To whom it may Concern,

Worcester Public School System

2/25/16

I am writing on

behalf

of Dr. Marco Rodrigues, acting Superintendent of the Worcester Public Schools. I

had the pleasure of knowing Dr. Rodrigues when I attended school during my freshman and sophomore year in

high school in Worcester. Dr. Rodrigues was the most caring teacher and mentor I had ever crossed paths with

and believe it was him who inspired

me

to be the person I am today.

When I first met Dr. Rodrigues, I was going through a very difficult time being on my own without any

structure due to my parents divorce. During that time period, divorce was not common where I had grown up

and had a large negative impact on

my

life which affected all areas

of my

life. He helped me through many

struggles and helped me become a man with coping and learning strategies. These necessary tools helped save

my

life, as

I

was prone to hanging out with the wrong crowd.

Dr. Rodrigues has a great heart and cares for children s education and safety. This was proven to

me

as

I

lay

very

ill

in the hospital suffering from infected lymph node glands.

He

came to visit

me

and was concerned with

my well being, as well as making sure I did not fall back on my studies. That to me was the

most

selfless act

anybody had ever done for me .

Dr. Rodrigues had a way of dealing with severe and challenging issues in a gently and caring way. He a

cares about children not well being and helping them beat the life struggles inner city along with upper class

troubled children.

t

has been many years he worked hard to help the underprivileged and privileged students

become better members of our small community.

I

know have become successful and owe a lot

of my

success to Dr. Rodrigues. He is not politically influenced

but one to help the community through his kindness, caring knowledgeable caring of students

of

the city

through his dedication and hard work.

Please make the right choice for the greater education of our great city.

Thank You

Ryan Mullen

1


14/28

5

Verification

of

Eligibility for

Certification as a Superintendent

of Schools

in

Massachusetts

if

any


15/28

;

he ommonwealth

o

Massachusetts

Department o Education

Educator s

License

O CE

RTIFYTHAT TH

E

PERSON

NM lED H

ER

E

ON

IS

QUALIFIED UNDER

THE

PROVIS

I

ON

OF GE

NERAL

lAWS,

C.

15, SI

G,

c.7

1,

S38G,

C.7

1

A,

71BAND

OR

C.74 AS AMEN

DE

D

AND

UNDER

THE

RG

UIATIONS

PRE

SCR

I

BED

OF EDUCATION, AND ISEllGIBlf

FOR

APPOINTMENT IN THEPUBLIC SCHOOlS OF MASSA


16/28

UNOFFICIAL LICENSE INFORMATION

Page of

;

UNOFFICI L LICENSE INFORM TION

Marco Rodrigues

Wevdl

-

FJPll 2±533

Educator: Marco C Rodrigues

MEPID: 50785537

FIELD

LEVEL

Foreign Language -

[Spanish] (5-12)

*Special Needs (5-12)

Special Education

Administrator (All Levels)

Principal/Assistant Principal

(5-9)

Principal/Assistant Principal

(9-12)

Supervisor/Director (All

Levels)

Superintendent/

Assistant

Superintendent (All Levels)

CATEGORY

ACADEMIC

ACADEMIC

ACADEMIC

ACADEMIC

ACADEMIC

ACADEMIC

ACADEMIC

This license

information

was generated by

the educator

from

the

Department's

electronic licensure file,

ELAR

I t

should

not

be taken as proof

of

current licensure

or

as an official record. The

Department

advises

that

verification of this information

via ELAR is always necessary.

License :

**,

n

J

Original Certification Date:

11/24/1995

APPLICATION

ISSUE

EXPIRATION

TYPE

DATE DATE

Preliminary

11/24/95

Professional

07/07/97

08/12/12

Initial

04/19/07

Initial

05/04/00

Initial

05/04/00

Initial

09/13/00

Professional

09/08/15

09/06/20

*

Primary

Area

**

Valid

for

five

5) years of

employment.

Please contact

the

Department

of

Elementary and Secondary Education customer service at 781-338-6600, if your license information

above is incorrect

or

incomplete.

E L R

d u c ~ t o r I . l c e n . . u r ~ :

mt Rt Cnutmcnt

ELEMENT RY SECOND RY

EDUC TION

,

https://gateway.edu.state.ma.us/elar/viewlicenseNiewLicensePageControl.ser 2/29/2016


17/28

6 A Completed Application form

with typed responses to a c


18/28

APPLICATION FORM FOR

SUPERINTENDENT OF SCHOOLS

WORCESTER MASSACHUSETTS

Please re d before completing the following application: The Worcester Public Schools does not

discriminate in hiring or employment on the basis

of

race, color, religious creed, national origin, gender,

sexual orientation, ancestry, age, disability, genetic information, military status or status as a disabled

Vietnam era veteran, except where age or sex is a bona fide occupational qualification as allowed by the

Civil Rights Act

of

1964. No question on this employment application is intended to secure information

to be used for such discrimination. This employment application will be given every consideration, but its

receipt does not imply that the applicant will be employed.

PERSONAL DATA

Date

of

Application 2-29-16

Rodrigues Marco

Cesar

Last Name

B ie 3 1 J i 3 I

ti

bk t 8

First Name

Mi 11e Name

.

llJ 2 e

Present Home Address (street, city, state zip)

20

Irving Street Worcester, M

01609

Tele_phone

(508) 799-3115 (508) 799-3119

Present Business Address (street, city, state zip)

Telephone

Fax

Regarding current position:

Number

of

employees district/school _,9_0_o istrict/school enrollment _5_,_oo_o

PROFESSIONAL EXPERIENCE

(beginning with present)

Title From/To Dates

Interim Superintenden 12-1-15 to Present

Chief Academic Office Jul/12 to Nov/15

Manager Special Educ Jul/1Oto Jun/12

Executive Director

Jul/07 to Jun/10

Director Jul/01 to Jun/07

Assistant Director Jul/95 to Jun/01

District/State

Worcester School District, MA



Central MA Collaborative, Worcester, M

Woodward Day School, Worcester, M

Woodward Day School, Worcester, M

PROFESSIONAL PREPARATION

(beginning with earliest degree)

Institution

Nova Southeastern University

Assumption College

Worcester State College

Concentration

Educational Leadership

Special Education

Spanish

Enrollmen

25,000

25,000

25,000

450

120

40

e g r e ~

Doctorate

Master of Ar

Bachelor Art


19/28

RELATED CERTIFICATION

Field

Superintendent

REFERENCES

·

State

Massachusetts

Certificate Number

il IOTll

Please list three people whom we might call who are knowledgeable about your professional competence a

who have

NOT

written letters

of

reference for your file.

Name

Position

Address

Telephone

Margaret landoli-Cole

Assist. Director

i

Mary Jo

Marion Director

i l I

Jennifer Davis Carey Executive Director

1 11

ADDITIONAL WORK EXPERIENCE

From/To Dates Position

Employer Location

Jul/92 to Jun/95

Teacher Worcester Public Schools Worcester

Jun/91 to Jul/92

Instructional Assistant Worcester Public

Schools

Worcester

APPLICATION PROCESS

The following material should be submitted by

FEBRUARY 29 2016.

1

A letter of application indicating suitability for the position.

2. A current resume.

3. College/university placement papers and academic transcripts indicating degrees.

4.

Four letters of reference, one

of

which shall be written by a former student

of

the applicant, or

of the

applicant s school or school district, as applicable.

5 Verification

of

eligibility for certification as a Superintendent

of

Schools in Massachusetts (if any).

6 A completed application form with a typed response to

each

of the following:

a. How do your experiences and education best qualify you to serve as Superintendent

of

the

Worcester Public Schools?

b What is your philosophy

of

education, and how do you envision carrying out that philosophy

as Superintendent

of

the Worcester Public Schools?

c. What do you anticipate your preliminary or initial goals will be as Superintendent

of

the


PLEASE NOTE:

Candidates are advised not to contact individual School Committee members unless

requested to do so

Materials should be mailed

to:

Helen A. Friel, Ed.D.

ssistant

to the Superintendent/

Clerk of the School

Committee

Worcester

Public Schools

2 Irving Street - Room

1 8

Worcester,

M

01609-2467

508-799-3032 TELEPHONE; 508-799-3190 FAX

F [email protected]

ma us


20/28

As a candidate, I understand that at some point in the selection process the law may require that the

information contained in this application be made available to the public, nd that the facts set forth

herein will be subject to verification.

I certify under the pains and penalty of perjury that ll statements made by me on this application and

accompanying resume, and other documents, if any) are true and complete to the best of my knowledge nd

that I have withheld nothing, which, if disclosed, would affect application unfavorably. I understand that any

false statements or material omission of fact

on

the application and accompanying resume and other

documents, if any) shall be grounds for rejection of this application or for immediate discharge if I m

employed, regardless of the time elapsed before discovery.

~ - d - P / - / p

Date

Equal Opportunity Employer.


21/28

6a How do your experiences and

education best qualify you to

serve as Superintendent o the



22/28

Question 1

How

do

your experiences and education best qualify you

to

serve as the uperintendent

o

he

Worcester Public

Schools

I was born and raised in Brazil and, after working in accounting and human resources for 1

years, I relocated to the United States. My first full time

job in

Brazil was at the age

of 15

while

attending high school during evening hours. My sister and I were the first generation in our

family to complete a college degree. Raised in a modest family oflt li n immigrants, we were

fortunate to have parents who believed in the power

of

education, and whose own education did

not exceed the middle school level.

Upon arrival to the United States, I held jobs at McDonalds, Domino s Pizza, and cleaning

services at local supermarkets during the night shift while attending morning ESL classes at the

Adult Leaming Center.

Then, in 1991, I was hired by the Worcester Public Schools as an Instructional Assistant and was

assigned to the Alternative School. At the time I was attending Worcester State College and

earning a bachelor s degree, with a major in Spanish language. Upon completion

of my

degree, I

immediately enrolled at Assumption College where I earned a master of arts in Special

Education. With my degree, I became a teacher in the Worcester Public Schools assigned to the

Woodward Day School (WDS), an alternative setting for students who had a long-term

suspension from school.

In 2001, I became the Director of the Woodward Day School (WDS). While at the WDS, I

reformed the belief that academic practices were secondary to student discipline. I initiated

systems that were put into place to support teachers instructional practices, along with strategies

to address disciplinary issues. Professional Learning Community practices emerged as a result of

targeted professional learning and collegial work focused on student achievement.

In 2007, I became the Executive Director

of

the Central Massachusetts Special Education

Collaborative (CMSEC), a Kindergarten through grade 12 organization that provides specialized

special education services to students with disabilities referred by Worcester and surrounding

towns. While at CMSEC, I improved the organization s coherence and instructional capacity,

created additional programming to address the needs

of

member districts, and transformed the

organization s fiscal practices. ·

In 2010, I joined the Worcester Public Schools administrative team as the Manager

of

Special

Education and Intervention Services. While in this capacity, I eliminated most artificial barriers

that existed toward parent engagement. I developed a culture

of

partnership and trust with

individual parents and the Special Education Parent Advisory Council. I restructured and created

new in-district programs to accommodate the needs of our student population. During my tenure,

I also streamlined costs associated with out-of-district placements and began creating in-district

capacity to service students with Autism.

In 2012, I became the Chief Academic Officer (CAO) of the Worcester Public Schools. In this

role, I managed all aspects of teaching, learning, and student support for the district while


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supervising the Quadrant Managers for Curriculum, Instruction, and School Leadership, the

Manager

of

Special Education and Intervention Services, the Manager

of

English Language

Learners and Supplemental Support Services, the Manager

of

Professional Learning, the Director

of

Career and Technical Education, the Director

of

Head Start, and the district s Safety Liaison.

Featured aspects

of

my tenure as CAO included successful implementation, supervision, and

evaluation

of

the Turnaround process for the level 4 schools, evaluated and supported the

Innovation Schools practices, evaluated district programs and services, developed structures and

frameworks to support the district s improvement strategy, restructured the Dual Language

Program, created structures to improve student graduation, decrease drop-out rates,

and

fully

implemented the new Educator Evaluation system.

As the Chief Academic Officer, I was a member

of

the Superintendent s Senior

taff

Cabinet

and fully participated in all aspects

of

the district s leadership and operations.

Effective December 1 2015, I was appointed by the School Committee to serve as Interim

Superintendent

of

schools. On December

3rd

I presented an Entry Plan to the School Committee

delineating my overarching vision and goals to support the district during the interim period.

Since December 1

5

\

I have been diligently working on the contents

of

my Entry Plan and have

been fully engaged with and leading all district operations.

My educational and professional trajectories clearly demonstrate that I am a motivated, focused

individual who possesses leadership qualities that enable me to be responsive to the needs

of

the

Worcester Public Schools. My vast knowledge

of

the district s overall operational status,

including its successes, challenges, and optimistic future status, positions me as a strong

candidate for the position.

For every leadership position I have held, I successfully expanded the institution s

or

department s organizational effectiveness by developing internal capacity and aligning program

and services to meet the needs

of

students and families. My global view

of

educational issues

allows me to direct my attention to the current needs

of

the organization while strategically

planning for its future expansion.

Worcester has been my home for the past 27 years. Through my personal and professional life, I

have developed strong relationships and partnerships throughout the community and I firmly

believe that I can continue to strengthen and forge additional partnerships as the Superintendent

of

schools. My ability to speak Portuguese and Spanish

is

a great asset and facilitates my

interactions and relationship with these two major ethnic subgroups in our rich and diverse

community.

For these reasons, I believe I am well qualified and poised to lead the Worcester Public Schools

for the next

7

years.


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6b. What is your philosophy of

education and how do y ~

envision carrying out that

philosophy as Superintendent o

the Worcester Public Schools?


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Question 2

What is your philosophy o education and how do you envision carrying out that philosophy as

Superintendent o

he Worcester

ublic

Schools?

My philosophy of education encompasses a series of strong values and beliefs which drive my

voice, attitude, behaviors and actions and has resulted in my successful performance as a leader.

For this particular question, I will contextualize my answer and will synthesize it into one word

Equity.

Reflecting on my roots and upbringing in Brazil, I was a product of public education which was

free but not for all. I had many friends in elementary school who did not continue to middle and

high school because life circumstances had them joining the workforce to help support their

families. Poor families in Brazil are not supported by governmental assistance, therefore

everyone must work to ensure food and housing. Teachers were underpaid and a teacher

typically worked in multiple schools throughout the day. They had very little classroom

resources and some teachers were less skilled than others.

In our community, public education is free for all school age children and attendance is

compulsory. Yet, equity in education continues to be a strong but silent variable. Equity is

described as a variety of educational models, programs and strategies that may be considered

fair, but not necessarily equal. Equity is the process - equality is the outcome.

The accountability system for public districts and schools in Massachusetts clearly identifies the

performance of student sub-groups and also identifies how districts fair in educating the high

needs group, which

s

composed of students whose families are identified as economically

disadvantaged, students with disabilities, and English language learners.

Inequities in public education is present on many different levels: staffing, instructional

practices, cultural/linguistic background, and socio-economic and familial status.

Staffing inequities begin with an inadequate funding formula that places urban districts at a

significant disadvantage in their ability to hire additional personnel with competitive

compensation to match the candidate's skill and experience. n addition, diverse urban districts

have minimal minority representation in the workforce and large gaps in cultural competence.

Instructional inequities exist in public education. These inequities are more likely to surface in

specialized programs (i.e. sub-separate classrooms, alternative education) where the course

content, the rigor

of

instructional practices, and less-skilled teachers may adversely affect student

achievement. The lack

of

cultural competence described above also promotes conscious and

unconscious favoritism, bias, and prejudice by some teachers, directly affecting instructional

delivery and support.

Inequities for families and students with cultural and linguistic diverse backgrounds are evident

in urban cities and districts. Some immigrant or refugee families are at a disadvantage when

navigating the process of accessing services or making educational choices to serve their best

3


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interest. As an immigrant I experienced first hand some barriers that made it difficult for me to

access specific services. Linguistic inequities also exist and in public education

th y

can

manifest as lower academic expectations for English language learners which adversely affect

student success aspirations and post-secondary opportunities.

Finally socio-economic inequities are widely discussed but generate the least traction when it

comes to addressing the issues inherent

in

the sub-group identified as economically

disadvantaged. Children in this sub-group are likely to underperform academically have access

to fewer resources and less funding to pursue post-secondary opportunities. Some families also

experience a high level of household dysfunction with abuse neglect and little to no

encouragement and support from the adults to children. Some families are also likely to have

adults with limited to no education including earning a high school diploma.

My background as an immigrant as an English language learner and my experience

in

special

education empower me to view the needs of our schools families and students in a more defined

and realistic way. Having had the experience and having lived through some of the challenges

that many of our families experience every day I approach these challenges with a refreshed

perspective not only to lift the existing barriers but to create systems that will prevent them from

forming again.

I appreciate the cultural richness of the Worcester Community and I embrace the challenges in a

manner to ensure that all students attending the Worcester Public Schools are afforded the

opportunity to access services and to excel academically. Equity in education is not a public

school district issue it is a community issue. As a first generation in my family to go to college I

will embrace with the same enthusiasm and drive the mission to ensure that all students will

receive a world-class education and will graduate college and career ready.

Equity and access must start with us


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6c What do you anticipate your

preliminary or initial goals will be

as Superintendent

o

the



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Question 3

What do y u anticipate your preliminary or initial goals will be as Superintendent

o

he

Worcester Public Schools

As the Superintendent o the Worcester Public Schools, my initial goals would be:

1

To establish and promote a highly effective leadership governance by building a

trusting, productive, and collaborative relationship with the Worcester School

Committee.

2 To develop a culture o collaborative partnership with families and to engage them as

active partners in their children s education.

3

To establish an open, fluid, and honest communication protocol that builds trust,

positive relationships, and productive collaborations with all stakeholder groups.

4

To promote high quality teaching, learning, and support services to close the

achievement gap and to ensure that all students graduate college and career ready.

5

To build on School Safety practices that encourage a respectful, positive climate and

culture that is centered on teaching and learning.

6 To reform the role o the central office by re-aligning staffing levels and developing

sound organizational effectiveness to ensure higher performance and support for

schools.

7 To ensure that the budget process

is

student-centered and is aligned with the Seven

Point Financial Plan for Advancing Student Achievement and Program Sustainability.

Application materials of Dr. Marco Rodrigues for the position of Worcester Public Schools...

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Transcript of Application materials of Dr. Marco Rodrigues for the position of Worcester Public Schools...