JOEL BOYD Candidate Dossier

Presented by: Jim Huge and Associates

Contents

Candidate Summary ......................................................................................... Section 1

Candidate Resume ........................................................................................... Section 2

Candidate Questionnaire ................................................................................. Section 3

Additional Information .................................................................................... Section 4

Notes ............................................................................................................... Section 5

Candidate Summary

JOEL D. BOYD, Ed.D. � Deep sense of urgency to improve underperforming schools � Understands the need to balance pressure to perform with support to build

capacity � Excellent record of building community support for all schools � Demonstrated success with minority and second language populations � Record of improving outcomes for struggling and advanced learners

Current situation:

Superintendent of Schools (2012-Present) Santa Fe Public Schools

Past leadership positions: Assistant Superintendent, Academic Division 6 Director of Middle Schools, Office of Empowerment School Support Middle School Principal School District of Philadelphia (2008 – 2012) Special Assistant to the Superintendent (2007 – 2008) Miami-Dade County Public Schools Vice President of Operations, K-9 Middle School Vice Principal Lehigh Valley Academy, Bethlehem, PA (2004-2006)

Highest degree attained:

Ed.D., Urban Superintendents Program Harvard University

Evidence of MNPS Leadership Profile COMMUNITY-BUILDING AND VISION-CASTING CAPACITY • Led passage of three bond/mill-levy

elections • Increased community engagement serving

more than 300 families ORGANIZATIONAL/CULTURE CHANGE EXPERTISE • Reorganized SFPS into internally-designed

model of Differentiated Autonomy INNOVATIVE APPROACHES TO TALENT AND TURNAROUND • Increased graduation rate, achievement in

underperforming schools, AP enrollment and performance and pre-K enrollment in Santa Fe

• Moved Philadelphia middle school from Corrective Action to AYP in two years

EXPERTISE WITH SIMILAR STUDENT POPULATIONS • Santa Fe, Philadelphia, Miami

DISTRICT COMPARISON (most recent available data)

District Santa Fe, NM Philadelphia, PA Miami-Dade, FL Enrollment 14,473 137,674 356,233 # Schools 30 214 534 % Charter Schools 13.3% 0.0% 24.0% % Econ. Disadvantaged 69.4% 83.3% 74.1% % Minority 78.8% 85.8% 92.3% % ELL 20.8% 8.6% 20.3% % SPED 15.7% 16.6% 10.0% Pupil-Teacher Ratio 14.61 18.01 17.35 Total Budget ($M) $176 $2,743 $3,267 Per-Pupil Expenditure $13,673 $25,209 $9,613

Candidate Resume

Boyd 1 of 3

JOEL D. BOYD, Ed.D.

Education

HARVARD UNIVERSITY Cambridge, MA Doctor of Education, Urban Superintendents Program, 2012 HARVARD UNIVERSITY Cambridge, MA

Master of Education, Policy & Management, 2007 WILMINGTON COLLEGE Wilmington, DE

Master of Education, School Leadership, 2004 UNIVERSITY OF DELAWARE Newark, DE Bachelor of Science, Elementary Education, 2001

Experience

2012 – Pres. SANTA FE PUBLIC SCHOOLS Santa Fe, NM Superintendent of Schools

Serve as Chief Executive Officer of the 4th largest school system in New Mexico o Initiated a complete redesign of the ~14,000 student district, resulting in across the board

improvements with SFPS becoming one of the fastest improving school districts in NM o Increased the graduation rate to its highest level in district history while significantly reducing

the district-wide student dropout rate o Increased equity in programming and resource distribution across the district through a total

revamp of school-based budgets following a Fair Student Funding model o Successfully passed 3 bond/mill-levy elections in four years with overwhelming community

support, including a $130 million construction bond and $33 million technology note o Developed a district-wide strategy to improve community engagement and adult capacity,

serving more than 300 families across the district in three years o Simultaneously serve as the self-appointed principal of Engage Santa Fe, a first-of-its kind

program in New Mexico to serve at-risk students who previously dropped out of school o Selected for both the Chairman’s Award and Excellence in Education Award by the ABQ

Chamber of Commerce in recognition of the district’s unprecedented progress 2008 – 2012 SCHOOL DISTRICT OF PHILADELPHIA Philadelphia, PA

Assistant Superintendent, Academic Division 6 Managed a portfolio of 37 schools with a total population of approximately 30,000 students o Led all instructional and operational functions of K-8 schools in the city’s northeast region o Designed and provided differentiated supports to schools to accelerate improvement and

increase academic performance o Established goals and implemented accountability process for all principals within the

academic division based on formative and summative data o Assisted with district-wide planning and decision-making as a member of the district’s

executive team

Director of Middle Schools, Office of Empowerment School Support Supervised whole school reform model in 11 chronically underperforming middle schools o Managed and monitored the implementation of the district-wide Empowerment Schools

initiative, including redesigned core instructional programs and targeted intervention programs in reading and mathematics, in designated middle schools with a total population of approx. 5,500 students

o Provided on-site coaching and off-site professional development to school principals and instructional specialists to increase leadership capacity and improve teaching and learning

o Conducted instructional walkthroughs to gather qualitative data on instructional practices and provided follow up support to improve classroom teaching

Boyd 2 of 3 SCHOOL DISTRICT OF PHILADELPHIA (cont.)

Principal, Woodrow Wilson Middle School Led all academic and operational functions of a 1,200-student middle school, grades 6-8 o Credited with leading the school’s rapid turnaround, moving the school from Corrective

Action to Adequate Yearly Progress under the state’s accountability guidelines o Increased overall student achievement in both reading and mathematics and reduced the

racial achievement gaps in both subject areas on the PA System of School Assessment o Redesigned the school’s organizational structure, including the conversion of grade level

communities into college-themed academic teams, the development of a more inclusive setting for students with special needs, and the establishment of a school-based alternative program for at-risk students

o Developed a school-based, family literacy program which served more than 300 families through evening classes and workshops

2007 – 2008 MIAMI – DADE COUNTY PUBLIC SCHOOLS Miami, FL

Special Assistant to the Superintendent Acted as Advisor and Assistant to the Superintendent of a 350,000+ student school district

o Assisted with system-wide planning and decision-making as a member of the Superintendent’s executive team

o Developed a knowledge management strategy for capturing best practices from school and non-school sites to improve organizational learning, productivity, and efficiency

o Facilitated formal weekly communication between the Superintendent and the nine-member elected School Board

2004-2006 LEHIGH VALLEY ACADEMY Bethlehem, PA

Vice Principal of Operations, K-9 Managed the daily operations of a two-building, 525-student charter school campus o Organized and facilitated a campus-wide technology audit in conjunction with a local

university o Designed and contracted the installation of a new secondary school science lab o Coordinated transportation services with 13 surrounding school districts and private bus

companies

Middle School Vice Principal Led all academic and operational functions of a 100-student middle school, grades 6-8 o Developed an integrated, standards-based middle school curriculum aligned with the IB MYP

Program o Created a community outreach program that accounted for more than 400 service hours by

students o Evaluated staff and determined merit pay for teachers using a performance-based assessment

rubric 2001-2004 SMYRNA SCHOOL DISTRICT Smyrna, DE

Team Leader, Smyrna Middle School Acted as lead teacher for a 150-student 7th grade co-curricular academic team o Organized a team budget and facilitated parent conferences and student-accommodation

meetings o Assisted the building administration in school-wide planning and grade level decision-making o Selected to attend the state’s first Policy and Practice Institute for School Leaders

Science Teacher, Smyrna Middle School Taught 7th grade general science and math remediation o Rated as an Exemplary Teacher by the building administration o Collaborated with faculty to align the school’s curriculum and provide instructional support

to teachers o Co-authored successful grant applications to bolster the school’s science curriculum

Boyd 3 of 3 Publications

Boyd, J. (2016, February 28). Public schools can weather economic downturn. Santa Fe New Mexican. Boyd, J. (2015, September 26). Difficult conversations on race are necessary to improve schools. Santa Fe New Mexican. Boyd, J. (2015, May 22). SFPS is on pace to become best district in state. Albuquerque Journal North. Boyd, J. (2015, March 7). Work continues on behalf of all children. Santa Fe New Mexican. Boyd, J. (2014, September 20). We need to get teacher evaluations right. Santa Fe New Mexican. Boyd, J. (2014, August 15). SFPS among fastest improving school districts in NM. Albuquerque Journal

North. Boyd, J. (2014, June 20). Initiatives challenge kids, adults to get fit. Albuquerque Journal North. Boyd, J. (2014, May 4). Teacher morale is focal point for Santa Fe Public Schools. Albuquerque Journal

North. Boyd, J. (2014, April 4). Restoring hope for vulnerable children. Albuquerque Journal North. Boyd, J. (2014, January 26). 21st century classrooms need community support. Albuquerque Journal North. Boyd, J. (2013, November 17). SFPS to set graduation requirements. Albuquerque Journal North. Boyd, J. (2013, October 23). Suit against state may be the only way. Albuquerque Journal North. Boyd, J. (2013, August 18). New system offers clarity and validity. Albuquerque Journal North. Boyd, J. (2013, July 18). Local reform leads to results: SFPS primed for accelerated improvement.

Albuquerque Journal North. Boyd, J. (2013, April 14). Budget strategy maximizes resources for sfps classrooms. Albuquerque Journal

North. Boyd, J. (2013, March 10). New Mexico loses an education icon. Albuquerque Journal North. Boyd, J. (2013, February 5). Community support is vital to schools’ success. Albuquerque Journal North. Boyd, J. (2012). Career factors which lead to success in urban school district leadership: A cross-case analysis of the prior

experiences of traditionally and nontraditionally prepared superintendents. (Doctoral dissertation). Harvard Graduate School of Education.

Boyd, J. (2012, December 9). Logical ways to improve funding for sfps. Albuquerque Journal North. Boyd, J. (2012, October 13). In the zone: A differentiated approach to improving Santa Fe schools.

Albuquerque Journal North. Boyd, J. (2012, September 23). Accepting responsibility for student success. Albuquerque Journal North. Boyd, J. (2012, September 2). NM funding formula unfair to Santa Fe teachers. Albuquerque Journal North.

Affiliations

Board Member, Santa Fe Partners in Education (2012 – Present) Board Member, Santa Fe Building Trades Advisory Corp (2012 – Present) Member, University of New Mexico – Community Partners Advisory Committee (2013 – 2014) Member, New Mexico Coalition of Educational Leaders (2012 – Present) Member, American Association of School Administrators (2008 – Present) Member, Commonwealth Association of School Administrators (2008 – 2010) Wrestling Coach, Smyrna School District (2001 – 2004) Honors

Excellence in Education Award (Greater Albuquerque Chamber of Commerce, 2014) Chairman’s Award (Greater Albuquerque Chamber of Commerce, 2014) John T. Stevens Fellowship (Harvard University, 2006) Raymond Heim Award (University of Delaware, 1998)

Certifications (active and *inactive)

Superintendent (NM, PA), Principal, K-12 (NM, *PA, *DE); Secondary General Science, 7-12 (*DE); Middle Level Science, 7-9 (*PA); Middle Level Language Arts and Social Studies, 5-8 (*DE); Elementary Education, K-6 (NM, *DE, *PA); Early Childhood Education, K-4 (*DE)

Candidate Questionnaire

CANDIDATE QUESTIONNAIRE Joel D. Boyd, Ed.D.

Question 1 The Board of Education unanimously approved a leadership profile that outlined four core competencies intended to drive the recruitment/search process: (a) communitybuilding and vision-casting capacity, (b) organizational/culture change expertise, (c) innovative approaches to talent and turnaround, and (d) expertise with similar student populations. This four-part test of candidate effectiveness came from the work of a 17- member community Search Advisory Committee and included outreach to educators, parents and others in the development of this profile. Please describe your capabilities and track record in each of the four core areas. Throughout my career, from the principalship to the central office, I have been hired into leadership roles in schools and districts which have required enormous change and improvement. From those experiences, I have learned that the solutions to the problems plaguing a system are often known by people already in the system, but they have not been framed in a way that can effect positive change and have not been communicated in a way to sustain results. Listening to, learning from and communicating with people who are both inside and outside of the system are critical to the success of any large-scale improvement process and form the basis of my approach to leadership. In 2012, I was appointed Superintendent of Santa Fe Public Schools at a time of extraordinary challenge for the district. As a whole, the district was widely perceived to be among the lowest performing school districts in the state and I was hired to lead the turnaround effort. I began that process by listening to the community through a comprehensive 100-day entry and learning plan, which enabled me to gain a full understanding of the context surrounding the public schools. Following those first 100 days, I released a public report, which outlined a collaborative theory of action to guide a change agenda. Families were provided with greater choices in which schools their children could attend, schools were provided with greater flexibility over programmatic and financial decisions, and all staff was held accountable for student success. At the center of the community-based agenda was the belief that the people closest to children – parents, teachers and principals – were best positioned to make decisions for schools. Following that philosophy, the school system was reorganized according to an internally-designed model of Differentiated Autonomy, which enabled the district to provide additional guidance and support for academically underperforming schools while allowing greater decision-making flexibility for schools with higher academic outcomes. We used the term “differentiated” to reflect the varied services that were provided to different schools and the term “autonomy” to reflect the independence that we believed each school needed in order to sustain continuous improvement. Following an index which measured school performance based on results over a three-year period and based on a theory that schools move through stages or along a continuum as they improve, all schools in Santa Fe were assigned to one of three Achievement Zones. At one end of the continuum, schools were assigned to the Transformation Zone. These were schools which were working hard, but falling short on student achievement. Transformation schools required greater support and got increased resources, including instructional coaches and interventionists as well as wraparound services for students which were coordinated by a community partner. At the other end of the continuum, schools were assigned to the Innovation Zone. These were schools which were already

making continuous and significant progress. Their current strategies were working, yet they needed increased flexibility as they worked to meet the needs of even more students. Innovation schools were provided with complete local authority over every decision that needed to be made. In the middle of the continuum, schools were assigned to the Acceleration Zone. These schools were on the right path, but received added resources that they identified were needed as they worked to enhance their approach to teaching and learning. As a result of the hard work of the full community, in just a few years, SFPS has transformed from one of the lowest performing school districts in the state to being among the fast improving. Families are now more involved in decisions at their schools, children are performing at higher levels on multiple measures and more students are graduating from high school than ever before. The following chart offers a brief comparison of student demographics of Metro Nashville Public Schools to the three most recent districts in which I have served, showing similarities of racial, language and income diversity across the districts. Working toward systemic educational equity and communitywide social justice – providing improved public school experiences for children who have historically been disadvantaged by poverty and discrimination – has been and continues to be at the core of how I define my role as an educator. District Nashville Miami Philadelphia Santa Fe Position Special Assistant to

the Superintendent Assistant

Superintendent Superintendent of

Schools Total Population 84,563 349,664 134,538 13,799 % Asian 4% 1.2% 8.04% 1.5% % Black 45% 23.9% 51.09% 0.9% % Hispanic 20% 65.9% 19.5% 78.2% % White 31% 8.3% 13.7% 17.1% % English Learner

15.3% 21% 9.83% 22%

% Economically Disadvantaged

72.7% 73.3% 65.2% 75.4%

--------------------------------------------------------------------------------------------------------------------- Question 2 While we each may have different perspectives on how to best achieve strong student outcomes, we are united in a desire to hire a Director of Schools deeply committed and highly capable of helping the district post significant gains in the academic performance and success of our students. With this in mind, provide at least two concrete examples, with supporting data, of efforts you were involved in that resulted in improved student achievement. Please cite specific data to indicate student growth, including the source of the data, the period of time it covers, the organizational unit that it represents (district-wide, school-wide, grade level, etc.), and explain it in terms that a lay person will understand. Please also describe your specific role in the development, execution or oversight of this effort. Finally, please provide the name and contact information of a person who can verify the information. We will contact this person before April 30.

EXAMPLE 1 As Superintendent of Santa Fe Public Schools, I was charged with leading a complete redesign of the district, which has resulted in across-the-board improvements with SFPS becoming one of the fastest improving school districts in NM. Selected districtwide accomplishments during my tenure, include:

� Improved overall student performance in reading and math on New Mexico’s standardized assessments, reducing the performance gap between SFPS and the state as a whole to its lowest level ever

� Eliminated the performance gap in reading between SFPS and the state for the first time, flipping the gap from a negative 2.7% in 2012 to a positive 0.3% in 2015, and reduced the performance gap in math between SFPS and the state by nearly half from a gap of 6.8% in 2012 to a gap of 3.6% in 2015 on the first year of PARCC test administration (2015)

� Increased the overall percentage of students scoring at the proficient and advanced levels in both reading (46.5% in 2012 to 47.6% in 2014) and math (34.6% to 36.1%), yielding the district’s highest scores in both subject areas since the inception of the New Mexico Standard Based Assessment on the final year of that test’s administration (2014)

� Increased the number of single year high school graduates in district-run, non-charter schools by over 30%, resulting in the largest number of graduates in recent history (508 in 2012 to 661 in 2015, NMPED STARS Reports)

� Increased the district’s four-year cohort graduation rate to its highest level since the state’s adoption of the four-year cohort model, from 56.5% in 2011 to nearly 67% in 2015 (NMPED grad rate calculations)

� Reduced the districtwide student dropout rate by 25% (2012 to 2015, NMPED calculations) � Increased overall achievement in designated underperforming schools, improving the rating

level of 50% of initially-identified, traditional schools to a C or higher on the state’s grading system (Transformation Zone A-F Report Cards, 2015)

● Increased Advanced Placement course enrollments by 19.9% and the percent of students passing AP exams by 25.5% in district-run, non-charter schools (2012 to 2015, internal data and CollegeBoard reports)

● Expanded learning opportunities for the district’s youngest students by more than tripling the number of pre-K students attending district-run, non-charter schools (174 students in 2011-12 to 540 in 2014-15, internal data)

● Increased the percentage of English Language Learners growing one or more levels from one year to the next by 10.8 percentage points on the national ACCESS assessment (WIDA ACCESS 2011-2012 and 2014-2015)

Contact: Theresa Baca, Chief of Staff, Santa Fe Public Schools (505) 948-1611 EXAMPLE 2 As Principal of one of the largest comprehensive middle schools in Philadelphia, I was credited with leading the school’s rapid turnaround, moving the school from Corrective Action to Adequate Yearly Progress under the state’s accountability guidelines. Selected schoolwide accomplishments during my tenure, include:

� Increased the overall percentage of students scoring at the proficient and advanced levels in reading (59.6% to 66.5%) and math (61.9% to 69%) on the state assessment (2008 test administration to 2010 test administration)

� Reduced the overall percentage of students scoring at the below basic level in reading (19.1% to 13.9%) and math (18.3% to 14.9%) on the state assessment

� Narrowed the achievement gaps between African-American and Latino students and their white peers in both reading and math on the state assessment

� Reduced the gap between African-American and white students in reading by more than 60% (18.1 percentage points to 7.2) and in math by more than 16% (18.9 percentage points to 15.8)

� Reduced the gap between Latino and white students in reading by 41% (18 percentage points to 10.4) and in math by more than 17% (18.1 percentage points to 14.9)

� Narrowed the achievement gaps between English Language Learners and economically disadvantaged students and the overall school population in both reading and math on the state assessment

� Reduced the gap between English Language Learners and the overall population in reading by more than 31 % (25.2 percentage points to 17.2) and in math by 100% (4.9 percentage points to 0)

� Reduced the gap between economically disadvantaged students and the overall population in reading and math by 50% (2.7 percentage points to 1.3 in reading; 1.2 percentage points to 0.6 in math)

� Increased the number of students participating in International Baccalaureate classes by 100% (fall 2008 to fall 2010)

� Increased the progress of English Language Learners on the district-wide ACCESS assessment by more than 10 percentage points (estimated internal data, 2007-2008 to 2008-2009)

Contact: Lissa Johnson, former Regional Superintendent, School District of Philadelphia (267) 981-0703 --------------------------------------------------------------------------------------------------------------------- Question 3 Why are you uniquely qualified to serve as Nashville’s next Director of Schools? What do you bring to the table others might not offer? Most observers look at my resume and make the wrong assumptions about my background. They see two Harvard degrees and the early age at which I entered the superintendency, and they assume that everything in life must have somehow been handed to me. People tend to be surprised to hear that when I was growing up, my mother struggled to raise four kids as a single parent and my family relied on government assistance to make ends meet. As a student, I often got into trouble at school. It wasn’t until high school when I met an extraordinary wrestling coach that I began to realize my potential in the classroom. With the support of my mother and guidance from my coach, I was able to get myself on track to college. Once there, I chose to major in education and pursue teaching as a career so I could offer a more effective schooling environment for children than what I felt had been offered to me. Over the course of my career, I have held positions as a classroom teacher, middle school principal, and central office administrator in some of the largest school districts in the country. I believe my background, skills and experience offer a good fit for the Nashville community and would add value to the public school system.

I am currently serving as Superintendent of Santa Fe Public Schools, one of the largest and most diverse school systems in New Mexico. I was appointed to this position following a nationwide search in 2012 when the district was experiencing extraordinary academic challenges with outsiders

referring to the city’s high schools as “dropout factories.” Collaborating with internal and external stakeholders, we have worked to change that perception and create a system of world-class schools which empowers families and local communities through increased school level autonomy and expanded public school options.

During my tenure, Santa Fe Public Schools has initiated strategies and programs to improve teaching and learning, heighten expectations for adults and students, and increase the level of parental engagement. As a result, Santa Fe is now among the fastest improving school districts in New Mexico. More students in Santa Fe are now graduating from high school than ever before, and last year, the Board of Education was named New Mexico School Board of the Year in recognition of the district’s collaborative governance model.

Following a personal commitment to meet the needs of all students, particularly our most at-risk and vulnerable youth, I simultaneously serve as the self-appointed Principal of Engage Santa Fe, a first-of-its-kind program in New Mexico which seeks to recruit dropouts back to the public school system, enabling them to earn a high school diploma through a blend of virtual learning and one-on-one tutoring. My wife and I also donated the seed money to establish the Superintendent’s Scholarship Fund with the goal of supporting economically disadvantaged high school graduates with the cost of college tuition.

Prior to Santa Fe, I served as an Assistant Superintendent in the School District of Philadelphia (Philadelphia, PA). In this role, I managed a portfolio of 37 schools with a total population of approximately 30,000 students in one of the city’s most diverse regions. I was promoted into this position based largely on my success as Principal of one of Philadelphia’s largest middle schools. During my tenure as Principal, my school progressed dramatically on several fronts, including across the board increases in student achievement and significant reductions in the racial achievement gaps. In just two years, the school moved from corrective action to Adequate Yearly Progress under Pennsylvania’s accountability guidelines.

Previously, I served as Special Assistant to the Superintendent with the Miami-Dade County Public Schools (Miami, FL), the fourth largest school system in the country. As a member of the Superintendent’s cabinet, I handled a wide range of responsibilities and assisted with the advancement of one of the most publicized school reform agendas in the nation. I believe that the instructional, political, and managerial experiences I have gained during my career would benefit the Metro Nashville Public Schools as it sets out on a course of stability, continuity, and accelerated improvement. I have committed my professional life to improving the quality of public education. From the classroom to the central office, I have found success during each phase of my career. In 2006, I was selected as one of only six educators nationally for a fellowship to complete a doctorate at Harvard University in the Urban Superintendents Program. My experience and education, including a doctorate, two masters’ degrees, and a bachelor’s degree in education, have prepared me to lead a school district through any challenge which may be encountered.

I understand the complexities of the superintendency and recognize the level of collaboration that must take place between administrators, teachers, families, and the community in order to enhance success in all children. I am searching for an environment which provides the opportunity to improve the lives of children and families, as well as a quality lifestyle for my family over the long term. I believe Nashville offers that type of setting.

Additional Information

Our View: Save our Super effort takes hold The New Mexican | | Postedd Feb 26, 2015 The news that Santa Fe Public Schools Superintendent Joel Boyd might be leaving for a job in Fort Worth, Texas, has been unwelcome in many sectors of our community.

Business leaders, politicians and just plain vanilla parents and teachers are trying to find ways to persuade the charismatic superintendent to finish what he started in Santa Fe. Today, the Santa Fe school board will be meeting to discuss what it might be able to do to keep Boyd in place. On Monday, the Fort Worth school board has scheduled a meeting with one item on the agenda — a job offer for Joel Boyd. Time is running out. In Santa Fe, there’s talk of the private sector pitching in with cash to at least try and move closer to the $300,000-plus-a-year salary that Fort Worth can offer. With Boyd making around $180,000 a year, there’s little the Santa Fe district can do to match money. Still, a private bonus isn’t a bad idea, so long as there is also thought about how to raise teacher salaries across the district. It hardly seems fair to pad a hefty salary for an administrator when teachers are falling behind when it comes to pay. Money isn’t all Santa Fe has, though. What we do have to offer is a place where innovation is valued, a school board that backs its leader and a team of administrators, principals and teachers all pulling in the same direction. Parents support much of what Boyd is doing to improve education. There has been buy-in across the community. By leaving now, before his first five-year strategic plan for improvement is completed, Boyd risks not knowing how his efforts turn out. This year, Boyd founded Engage Santa Fe, a program to bring back dropouts so they can finish their high school diplomas. It’s not just Boyd’s program; he’s the principal at Engage. Will a new superintendent be so vested in this program? So much else remains uncompleted. Mandela International Magnet School is at temporary quarters in De Vargas Middle School. What is its permanent location? How will the district move forward with linking vocational education and high schools, a long unmet need in Santa Fe, but one that is now picking up steam?

What about continued gains in academic performance in elementary and middle-school grades, as well as continued improvements in the graduation rate? Will changing horses too early doom such efforts? No one knows the state of negotiations between Boyd and the Fort Worth district, although worries in that community about the possible new leader seem to be surfacing. Perhaps Boyd, who relishes bringing the community together, won’t want to start over in a town with so much discord. Those dissidents — even more than money — might help Boyd change his mind and stay in Santa Fe. Then, over the next two years, he could complete the strategic plan, lay foundation for the next five years and ensure a worthy successor so that education reform in Santa Fe is systemic, not tied up in one man’s personality. It’s still likely Joel Boyd will be leaving, moving on to bigger challenges in a large school district. Before he signs on the dotted line with Fort Worth, it’s smart to try and persuade him to change his mind.

Reader View: Stay in Santa Fe, Joel Boyd By Earl Potter | | Postedd Feb 27, 2015 I’m adding my voice to those who are trying to persuade Superintendent Joel Boyd to continue his passionate and distinguished leadership of our schools.

An essential attribute of a great leader is a desire to seek greater responsibility and challenges throughout a career. It’s no surprise that other larger school systems would recognize Boyd’s quality and seek to attract him with such opportunities. Part of what Boyd has already accomplished in Santa Fe is the building of a strong leadership team in the district, and thus if he does decide to leave, I’m sure a substantial part of the momentum for change within the district will continue to develop. However, what about the potential effect on the greater Santa Fe community if Boyd does depart? Since I came to Santa Fe 45 years ago as a 27-year-old Legal Aid lawyer working for then-mayor George Gonzales, I have had the opportunity to work in many efforts to improve the quality of life in our town. Today we have the strongest political, business and nonprofit leadership team I have seen. Especially significant is the excellent working relationship among the leaders that Boyd has done so much to foster. The quality of our public schools is the essential element in the future economic and social success of our community. With Boyd’s active assistance, all elements of our community have come together in support of the plan Santa Fe Public Schools has developed to move in a sustained way toward excellence. His potential departure creates a risk to present and future gains that I know most Santa Feans do not want to take. The more success we have in improving our schools, the greater interest there will be from other districts throughout the nation. We know that this young superintendent will not be with us forever. Careful succession planning is an important part of any organization’s long-term success. Boyd should consider completing the five-year plan he has set in motion. �Earl Potter is a business owner and former state Democratic Party chairman.

Joel D. Boyd is a Harvard-trained educator whose career has spanned from the classroom to the principalship to the central administration of some of the nation’s largest school systems. In 2012, he was appointed Superintendent of Santa Fe Public Schools (SFPS) following a nationwide search by New Mexico’s capital city. As the Chief Executive of one of the state’s most diverse school systems, Dr. Boyd oversees the education of nearly 14,000 students, manages a total annual operating budget of more than 170 million dollars and leads a team of approximately 2,000 employees. Upon arriving in Santa Fe, Superintendent Boyd immediately set out to create a system of world-class schools, establishing a clear theory of action for district wide reform which empowers families and local communities through increased school level autonomy and expanded public school options. Under his leadership, SFPS has initiated strategies and programs to improve teaching and learning, heighten expectations for adults and students, and increase the level of parental engagement. As a result, SFPS has become one of the fastest improving school districts in New Mexico with more students graduating from high school than ever before. As Superintendent, Dr. Boyd has made a commitment to meet the needs of all students with a focus on Santa Fe’s most at-risk and vulnerable youth. He simultaneously serves as the self-appointed Principal of Engage Santa Fe, a first-of-its-kind program in New Mexico which seeks to recruit dropouts back to the public school system, enabling them to earn a high school diploma through a blend of virtual learning and one-on-one tutoring. Dr. Boyd and his wife also donated the seed money to establish the Superintendent’s Scholarship Fund with the goal of supporting economically disadvantaged high school graduates with the cost of college tuition. In recognition of the progress that SFPS has made during his tenure, Dr. Boyd was honored with the 2014 Excellence in Education Award by the Greater Albuquerque Chamber of Commerce. Prior to relocating to New Mexico, Dr. Boyd served as an Assistant Superintendent with the School District of Philadelphia (Philadelphia, PA), a system of more than 200 schools and 150,000 students. In this role, he managed a portfolio of 37 schools in the city’s northeast region which included a total population of approximately 30,000 students. In Philadelphia, Dr. Boyd also served as Principal of Woodrow Wilson Middle School, one of the city’s largest comprehensive middle schools. Under his leadership, Wilson Middle School progressed dramatically on several fronts, including across the board increases in student achievement and significant reductions in the racial achievement gaps. Previously, Dr. Boyd served as Special Assistant to the Superintendent with the Miami-Dade County Public Schools (Miami, FL), the nation’s 4th largest school district. As a member of the Superintendent’s Cabinet, he supported one of the most ambitious reform agendas in the country. During this period, Miami was widely viewed as one of the most successful urban school systems in the nation and was named as a finalist for the prestigious Broad Prize for Urban Education. In 2006, Dr. Boyd was selected as one of just six educators nationally for a fellowship to complete his doctorate at Harvard University in the top-rated Urban Superintendents Program. Published in 2012, his dissertation research focuses on the career factors and pathways that lead to success in urban school district leadership. Dr. Boyd also holds a Master’s degree in Education Policy and Management from Harvard University, a Master’s degree in School leadership from Wilmington College, and a Bachelor’s degree in Education from the University of Delaware. Superintendent Boyd resides in the downtown Santa Fe area with his wife, Keza, and their dog, Abbey.

Notes