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Clayton Valley HS teacher addresses MDUSD board regarding discipline

By Theresa Harrington
Friday, June 22nd, 2012 at 5:28 pm in Education, Mt. Diablo school district.

Disrespectful behavior by middle school students toward adults has been making headlines recently, including a You Tube video in which seventh-grade boys berated a school bus monitor and a Times story that focused on abusive treatment of teachers by students at Oak Grove Middle School in Concord.

The Mt. Diablo school district and others around the state are beefing up their anti-bullying policies in response to AB 9, which goes into effect July 1. The law requires districts to adopt a policy prohibiting harassment based on gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation or certain other characteristics.

Kipp Penovich, a Clayton Valley High teacher, addressed the Mt. Diablo board June 18 regarding the need to improve overall discipline policies, citing his own personal experience with a disrespectful student.

Here are his excerpted comments:

“I’m here to address this district’s need to improve their discipline policies at school sites. I have been a teacher at Clayton Valley High School for the last 20 years, and before that went through 1st-12th grades at district schools. So I have been associated with this district for over 30 of the last 40 years. In that time I have seen a deterioration of discipline that has lead to an increase in poor student behavior. I am primarily referring to personal behaviors, but I believe this has also impacted academic behaviors as well. I would probably be OK saying that a large majority of students attending our schools are good, decent people, but there is a growing number of students who are not displaying good behaviors (both personal and academic) that are negatively impacting the environment of our schools and which infringes on those students who deserve a safe and ethical environment. I’m here to pass along my recent experience with this. Just over a month ago I became involved in a situation where there were two students in the hallway (who turned out to be boyfriend and girlfriend) who were having an animated discussion when they should have been in class. And, it appeared the young man was preventing the female student from getting to her class. So I became involved and asked what was going on. I was told “None of your F***ing business”. I decided to become a little more involved and asked for the young man’s name, and was met with the same type of profane response. The interruption allowed the young lady to move on to class, so it was just he and I. He continued to refuse to give me his name, so I just walked around behind him as he wandered around campus (I came to find out he regularly does this during class time) regularly throwing out “F***ing” this or “MotherF***ing” that, and telling me I looked “F***ing stupid” (which I would agree, but I think I didn’t have much other recourse available to me). After about 5 minutes he did finally give me his name, and I went and talked to an administrator up in the office. I was told to fill out an Incident report. Now as far as I understand in following up on this, the only thing that was done is that there was a meeting at a later date (which I haven’t really been able to confirm) with the student and his parents to discuss his bad behavior. I was never contacted or given confirmation of this meeting. There was never any real discipline levied on this young man. And I understand that this student has a long list of disciplinary issues. Do you think this really is impactful? How do you expect teachers to get involved when this weak response is all that will come out of it? At the very least, the student and his parents (accompanied by an administrator) should have come down to me and had the young man apologize out loud to me for the manner in which he addressed me.

If there was anything that I would suggest doing, it would be to develop a system of consequences that is meaningful that would help deter students from poor behavior. Additionally, I would suggest empowering teachers and backing them in their attempts to instill discipline in their classrooms, and on campus in general. I think many teachers are unmotivated to get involved if they feel nothing will really be done about anything, or if they do, they will be criticized because of some technical issue that an administrator doesn’t agree with (which presently happens). You need more manpower in dealing with this overall issue, and if you won’t be bringing in more people, you ought to make better use of the people that are already there.”

How do you think districts could improve discipline policies?

[You can leave a response, or trackback from your own site.]

  • Doctor J

    Its not enough to be a teacher; a teacher has to teach so students can learn. As a country we are still trying to decide what is it that students should be learning. Until we do that, teachers are going to have their own definitions of “teaching” and “learning”. While I appreciate Michael New’s observations, until we start naming names, we are never going to eradicate the cancers of lack of education focus, lack of educational leadership, and lack of dedication to teach to learn. As for TV, in the last 12 years, both Presidents Bush and Obama have been saying to turn off the TV. “They put an off button on the TV for a reason. Turn it off . . . I really don’t watch much TV.” — President George W. Bush, C-SPAN interview, January 2005. I know the Obamas have very strict TV rules for their daughters. And its time to “name names” for ineffective leadership in our schools. This MDUSD game of musical chairs to give the appearance of change is quite ineffective.

  • Flippin’ Tired

    Michael, I don’t expect anyone to have empathy or sympathy for clerical staff. I’m not surprised by your attitude. Condescension is a regular part of my day, when it comes to interaction with teachers. I’m here for the students, not for the teachers.

  • Theresa Harrington

    Here’s a student perspective that says many students aren’t motivated to learn (which could contribute to discipline issues): http://schoolsofthought.blogs.cnn.com/2012/06/29/a-students-point-of-view-kids-dont-want-to-learn/?hpt=us_bn3

  • http://www.k12reboot.com Jim

    Michael @50 — “I think we should take care of our own school district; if we are successful, then others will follow—and I mean successful in dollars and cents.”

    There are something like 15,000 school districts in this country and around 100,000 public schools. There has been LOTS and LOTS of experimentation in those organizations, as well as some moving examples of success. So the question is: “Why don’t those best practices and successes propagate over time, as they do among truly accountable organizations in other sectors of society?” Sure, there can be detours, and bad fads that can predominate for a time, but accountable organizations — where the customers, clients, users have a CHOICE — tend to become more effective as they learn from their peers AND the people they serve. This rarely happens systematically in public schools, because the customers, clients, users do not have any choice, and therefore, can be ignored.

    Big improvements usually involve hard work and determined focus. Roles may change, new processes developed. Sometimes new people are needed, and some existing people may no longer fit. Why would any organization persistently pursue such changes in view of all of those obstacles? Sure, some people are led by incredible motivation for a higher mission, but it takes more than those few people to keep things moving ahead across an entire organization, year after year.

    In my younger son’s school, we have the benefit of a wonderful new principal who has provided great energy and leadership. He is turning things around after more than a decade under a principal who, truly, could not manage her way out of a phone booth — a nice person who allowed untold kinds of failure and general deterioration to take place. So now it’s great. We got lucky. But I also know that — at any time — our principal could leave, or be replaced by the Wizards in the Dent Center, and we could end up with another incompetent in charge. And that new principal could stick around, unevaluated, unpressured, and unaccountable, until he/she feels like retiring. Because, in the end, who cares? Only the students who are trying to learn and those who are trying to teach them. And I can tell you, those powerless little people are not enough.

    We like to hope and pretend that a top-down monopoly can foster systematic, sustainable improvement. But there is shockingly little evidence to support that belief.

  • Anon

    Clayton Pioneer article about CVCHS leader Linzey-”Charter school leader guides with a caring hand.” http://www.claytonpioneer.com/CEPDFS/2012%5FClayton%5FPioneer%5F0629%2Epdf

    Which leaves us wondering why Dent Center never can foster the same positive discipline?

  • Michael New

    Dr. J has a good point when he writes that “As a country we are still trying to decide what is it that students should be learning.” As I tried to say somewhere: education about inducting students into a culture, and we’re not longer sure, as a country, what our culture consists of, and so, we’ve often fallen back on teaching nothing or merely concepts without any context. Allan Bloom in his book “The Closing of the American Mind” speaks to this issue.

    Jim makes a good point too: Why does success spread? I think the reason is the bureaucracy and the teachers’ unions, which just another bureaucracy. Bureaucracies don’t like change. I agree too that we need to work from the bottom up–parents need to demand an education for their children; teachers and administrators need to be made to listen and respond.

    As for Flippin Tired’s comment: I don’t sympathize with people who have to work hard for the money they earn. We all work hard, don’t we? That’s the nature of life, what Conrad calls “the stern task of living.” As I said, a prerequisite for being a good teacher, in my mind, is humility, but anyone working for a school, or a school district, should be there to support the work of the teachers in the classrooms. How you can “be there” for students but not “be there” for teachers escapes my comprehension. In your job, what do you provide the student that will prepare him or her to thrive in our culture?

  • g

    “Why don’t those best practices and successes propagate over time, as they do among truly accountable organizations in other sectors of society?”

    Because then we wouldn’t have need for the “employment machine” that education has become. Because education has become an industry, not an intellectual art form.

    If you can’t teach, but are good at “how-to” rhetoric, become a consultant–administrators will hire you and pay you to think for them.

    If you don’t like to teach, but can’t afford to be an independent consultant, become an administrator–there’s good money in it, and you don’t have to spend time in a room full of kids.

    If you are having trouble learning a profession in college, switch to an education major–requirements are easier, and schools will pay you to help out even before you get your certificate.

    If you want a guaranteed wage that depends very little on broad-spectrum knowledge, join a union-any union–they will frequently be embarrassed to support you, but supporting your inadequacies is how they make their piece of pie from the “employment machine”.

    Ah, but if you started out, at a very young age, wanting nothing more than to become a school teacher, and spent your time in school with that as your ultimate goal, it will show in the classroom. If you started out as a qualified professional in another field, but succumbed to a true and deep desire to teach, it will show in the classroom.

    Unfortunately, count the numbers in my examples. There are six. Of the six, only two should ever be allowed near our kids, or their educational needs.

  • Theresa Harrington

    When visiting Oak Grove MS, I picked up a brochure about the school titled: “So much to offer.”

    Under “Professional Expectations,” it lists these two quotes by Mike Mattos (without stating who he is):

    “We deeply believe that it is imperative to the future of our nation that we strengthen our schools, empower our teachers, and fight to ensure high levels of learning for all students.”

    “There is no more powerful engine for change than a group of educators who have collectively taken responsibility for their students’ success. Our work must be driven by the knowledge that our collaborative efforts will determine the lifelong success or life-ending failure of our students.”

    Substitute teacher Rebecca Richter said the lack of discipline she saw at Oak Grove did not appear likely to lead to student successes, since she was unable to teach the students who wanted to learn, due to disruptions from those who didn’t.

  • Susan Berg

    Michael,
    Your generalizations about administrators and office staff, teachers, students, and parents do not match the experiences I had working in two Bay Area school districts for 16 years before I retired in 2009. Like you, I also worked in the private sector for many years. There’s simply no comparison between a busy but quiet corporate office full of adult employees (albeit of differing maturity levels) who earn financial bonuses for their accomplishments and a public school full of lively, needy young students and the adult employees whose bonuses are primarily in the form of a child’s hug or mastering of a lesson.

    The administrators, both at the district and in the schools, I worked with in MDUSD were (and still are in the positions they now hold in other districts) conscientious professionals who care about helping students succeed. They not only work through lunch but long after the school day is over and at least a couple of evenings a week. Flippin’ Tired is right: office staff, particularly at the schools, must work through continual interruptions with patience and good humor. I know teachers who have led positive change at their schools and parents who give time, energy, and money to their children’s schools.

    Of course you can name exceptions; mediocracy exists in both the private and public sectors. But rather than use the exceptions to make your point, I encourage you to highlight and support the many who are working long and hard to help public school students learn and succeed.

    I recently talked to several young science fair winners, all from local public schools, and came away amazed at their intelligence and creativity. Each credited a teacher and/or school program for providing the curriculum and guidance needed.

    One group you leave off your list of contributors to the alleged failure of public education is politicians. And, in my experience, this group is the one to hold accountable for creating a system that is overly complex and unwieldy. Every candidate makes “fixing public education” a campaign promise and, when elected, writes yet another new law for public school districts to follow. Check out CA Education Code, volumes thick. Trying to keep school district policy books up to date with newly passed/revised legislation is more than a full-time job just by itself.

    It doesn’t take a lot to “fix” public education. Just build on the positives that are taking place in our schools and remove the layers and layers of sometimes conflicting regulations that dictate what our public school employees must and must not do. My brothers, cousins and I, our children and grandchildren are among the millions of successful products of public education in urban, suburban, and rural California. I believe in it. I wish you did, too.

  • @ Sue Berg

    Hey Sue,

    Been posting under any other names here lately?

  • Michael New

    Well said G. I agree. A bureaucracy almost by its very nature is an “employment machine” and nothing else (as is, sometimes, the military).

    I appreciate Ms Harrington’s steering our conversation back to discipline. I was thinking all along of discipline, but everything in education is, for me, about discipline. It takes discipline to learn to sit still, to learn to listen, even to learn to think in a systematic way. As with most aspects of education, though for me, it starts with the teachers. How disciplined are they? How many teachers are disciplined enough to show up to work on time? To have good lesson plans prepared? To work diligently to achieve an effectiveness in the classroom that produces learning in his or her students? My experience has been there are far, far too few teachers like this. At a meeting I organized with social studies teachers at the end of this year, I said something about how we should design our lesson plans specifically for a social studies curriculum, and one teacher looked at me, laughed, and said, “What’s a lesson plan?” One of these same teachers, during the course of this year, said that if the principal asked for her lesson plans, she would just make copies of the table of contents from her teacher’s edition. When we learn how to discipline ourselves, we’ll figure out how to discipline our students.

    The discipline necessary to learn all that needs to be learned at the deep level at which it needs to be learned cannot be understated, but perhaps more to the point for this discussion, there are other aspects of the life of a student that likewise require discipline, if the student is going to be successful in our culture. I would call these aspects of the students’ education “knowledge of civilized behavior.” Steve Pinker in his book “The Better Angels of Our Nature,” which relies heavily on Norbert Elias’ book “The Civilizing Process,” shows that people develop civilized behavior when all authority is given to a central power. In the classroom, this central power should reside in the teacher. If a teacher says one of her students must go if she is to teach, then that student should go, with the teacher, at the same time, assuming the responsibility that comes with that action. This would call the bluff of a lot of bad teachers. Could they, with one disruptive student gone, help the others students excel? How many disruptive students would have to go before these teachers could do their jobs? Some teachers want disruptive students; they create disruptive students through their behavior. They want disruptive students because with disruptive students in their classrooms, they don’t have to teach, and they don’t want to be held accountable for teaching, because they can’t teach.

    The best way to manage a class of students is to show up with good lesson plans for what you’re going to do and enthusiasm for what you’re teaching. The human animal wants to learn; again, Steven Pinker, in his book “The Way the Mind Works,” says that neuroscience shows that the brain’s experience of learning is pleasurable. That moment of learning–Aha! Eureka!–is not just a verbal expression, it’s real and something we seek.

  • Anon

    TH#58-I assume Mike Mattos is the Foothill VP

  • Doctor J

    @SusanBerg#59 Loved your comment about your private sector experience where executives “who earn financial bonuses for their accomplishments”. Funny thing about the six schools that applied for SIG grants — the SIG program specifically allowed financial bonues for teachers and administrators as a way of encouragement, and none of the six schools that applied chose that route — instead the “reward” was just “acknowledgement” before their peers. Now I understand that perhaps MDEA might have objected to the SIG school teachers getting achievement bonuses that were not available to all district teachers, but there was absolutely no reason that each of the SIG grants could not have provided for Principal “achievement” bonuses at each of the SIG schools. Afterall, these are the worst six schools in the district, and labeled by the State of California a persistently underachieving. I have detailed in the blogs the spending reports submitted to the CDE and how the grants are not being used as were promised and written. A new spending report through June 30 will be filed in a few weeks, and I expect we will see more underspending at most of the schools and district. Frankly, all I see coming out of the grants are the new SASS administrtor I-pads with custom cases, and and extra 14% for the teachers for a longer school day. I can’t wait for the API results to see if the longer school day made a difference. We should have both of those reports soon.

  • Theresa Harrington

    Mike Mattos is also a consultant for Solution Tree, who is an author and expert in “Response to Intervention”: http://www.solution-tree.com/authors/mike-mattos.html
    The district just entered into a $262,217.20 contract with Solution Tree for coaching, due to its Program Improvement status: http://esbpublic.mdusd.k12.ca.us/public_itemview.aspx?ItemId=5533&mtgId=345
    Perhaps they helped Oak Grove develop its brochure, which also emphasizes:
    “Focus on Student Learning
    Focus on Collaboration
    Focus on Results
    Focus on Common Consistent Practices”

    I’m guessing the “common consistent practices” are not supposed to include consistently returning disruptive students into classrooms.

    Michael: I was just interviewing a science teacher today who agreed with what you’re saying about the importance of good lesson plans to engage students. He’s participating in a Teachers’ Institute at the Exploratorium.

    He said: “To me the more hands-on stuff I can do, the more ‘wow’ stuff I can do, the more they’re going to get out of it. You’ve got to be stage-ready or else you’re going to lose them. The more tools you have, the more fun things you can do, the better off everything is — your classroom control, your buy-in. If you’re doing stuff out of the book, they just turn off and that’s the end of it.”

  • Doctor J

    Theresa, did Dr. Newling ever identify where in the SIG grant she was authorized to build new science labs ? What is the status of her new science labs ? What is the status of the boundary changes ? Have you got the FCMAT report yet ?

  • Theresa Harrington

    No to all of the above, but I haven’t had a chance to follow-up on all of that.
    I took a trip to the Exploratorium on Friday, where the value of hands-on learning was inspiring lots of teachers.

    Curious: Since administrators are not in a union, I don’t think they have to. But, most are credentialed, so I’m not sure. Many districts list administrators with their pink-slip notices, but MDUSD doesn’t seem to do that.

  • Doctor J

    Don’t forget about the DMA — Diablo Managers Association — secret agreement with MDUSD that gave all administrators the same pay raises and bonuses that teacher’s bargained for. Its the best kept secret in the district.

  • anonadad

    @Jim, Michael,Sue Berg: what I appreciate about your posts is that none of you blame just one entity in the school system; however, I think Sue Berg’s comment regarding leaving off ‘politicians’ from the list of how to improve education is also valid. Because the largest bargaining group is MDEA, Board Members are swayed by their recommendations because they would have never won the election as a Board Member had MDEA not promoted their success in being voted in. I am so impressed with the above posts. Some of it goes a little over my head. But, having had 3 children in this district at one point, and having known that the morale district-wide was more student-centered when interim superintendent Dick Nicoll was in charge, it leads me to believe that politicians (Board Members) and the current superintendent can make or break a school district. I agree with Michael #50, “I think we should take care of our own school district”. To me that means, vote wisely in November.

  • Anon

    TH#64-It’s the same Mike Mattos ? Why doesn’t the district transfer him to OGMS ?

  • Theresa Harrington

    According to this site, Mattos is a “former elementary and middle school principal”: http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx

    If it’s the same guy, it’s surprising they aren’t promoting him to one of the vacant elementary principal positions. But, as you state, it would also seem to make sense to transfer him to a Program Improvement school, if that’s his area of expertise. Then, he could help ensure that his philosophy is actually implemented.

  • Anon

    I googled and found this is not the Mike Mattos at Foothill. But can MDUSD watch this youtube video and save $262,000 ? http://www.youtube.com/watch?v=K2clk3JT1Cg

  • Theresa Harrington

    According to NCLB: “Annually, districts in Program Improvement are required to spend 10% of their Title I funds on professional development.”
    So, the district can’t just ask teachers to watch a free video. I watched the video and he doesn’t go into very much explanation. Basically, he’s promoting the book, along with Response to Intervention and Professional Learning Communities.
    Although the district says it has established PLCs at many sites, the whistle-blowing by Oak Grove teacher Bethany Monk suggests that more professional support and professional development is needed at that site.

    According to the staff report: “These contracts involve training teacher leaders, coaches, and administrators in group settings as well as site-based consultation and are designed specifically to meet the varied needs of elementary and secondary sites.”

    Hopefully, discipline will be addressed in the Oak Grove MS training.

  • Theresa Harrington

    Here’s the Exploratorium story about the museum’s Teachers’ Institute: http://bit.ly/MPSZcu
    There were no MDUSD teachers participating, but I spoke to three teachers from WCCUSD.

  • Doctor J

    @TH#72 If you will get the actual contracts, you will see that there is very little follow through and basically when Mattos & Co leave, this program, like so many others, will completely fall flat on its face because the SASS principal coaches will not hold the principals accountable for the implementation, Rose Lock will not hold the SASS coaches accountable nor the principals, Supt Lawrence could care less. Its a vicious circle.
    As for the PLC’s, another great idea, but proper implementation takes a ton of work, and you don’t see the follow through by the MDUSD Supt and Asst. Supts.

  • g

    Considering that all six principals from the entire YVHS feeder pattern supposedly went to the RtI two-day Conference in Oregon in June 2011, to the tune of $9,714.00 + misc questionable expenses, it would not appear that there was much learned in that training or feedback brought back to help the entire district—especially not by Oak Grove.

  • Doctor J

    Another example of then Board President Eberhart failing to demand accountability of taxpayer funds and ask the six principals to give a PUBLIC REPORT at a Board meeting [and then follow up] on what things will be done at each of the six schools to implement the training. Specifics, specifics, specifics. Accountability, accountability, accountability. Instead the Board led by Eberhart simply abdicates its responsibility.

  • Doctor J

    I guess we can call it MoronesGATE since he led the delegation. But pray tell, who were the actual attendees from Oak Grove and Meadow Homes ? I guess its time Theresa to do a PRA request for all the expense vouchers of the attendees that were approved by the Board on May 10, 2011. http://esb.mdusd.k12.ca.us/attachments/adcb8882-4711-4478-b847-11dc9a644238.pdf+

  • g

    Things like that conference are exactly what Hansen was asking for in her “Accountability” reports.

    Of course, Eberhart and Lawrence made sure there was a $100K line-in-the-sand amendment to her request.

  • MDUSD Board Watcher

    Lavish spending on these taxpayer financed vacations (I mean conferences) are just par for the course in the MDUSD.

    Look at the three day party with entourage in tow that Midred Browne took, to the HYATT no less in Sacramento.

    Look at Eberhart’s “Solar Class”, it would be fun to see how much he charged the district for that one.

    Then Morones taking all his buddies along for a nice little “conference” in Oregon.

    Can’t wait to see what is next.

  • Doctor J

    Checking out the May 10, 2011 minutes there seems to be a little “addition” to the Oregon excursion that Supt describes as “board direction”, without Brown Act notice or vote, that staff does not have to be accountable to the Board for approval of out-of-state trips funded with taxpayer “categorical” [grants] funds, but only if there is general fund dollars used. Notice on the link in #77 [take off the + sign], every school uses a little bit different variety of categorical funds. Perhaps Theresa’s PRA will discover if any “general funds” were actually used.

  • Theresa Harrington

    Here’s a story about the new executive director at CVCHS, which includes his plan for for discipline: http://www.contracostatimes.com/twitter/ci_21014784/clayton-valley-charter-high-school-administrators-hit-ground

  • Giorgio C.

    @Michale#46:
    I am a former teacher, having taught in the WCCUSD for a mere 3 years before fleeing to my previous occupation as an employee with the state of California.

    Having said that, I am scrutinizing the role of unions. I have scrutinized my current union so much so for what I believe are violations of the California Corporations Code that they suspended me for at least one year. They said I was a threat to the security of the organization. So much for free speech.

    Having said that, I still believe they serve a purpose, just as Wall St. is also organized, but they should not dictate school policy. I want to know who to fire if I am not pleased with my schools. The chain-of-accountability needs to be clear. I tell the teachers unions to learn how to document their concerns. If they disagree with the administrator’s practices-policies, document this using something akin to the nurses “Assignment Despite Objections” (ADO) form. At a later date, if we do not like the results, we will fire the administrators, not the teachers.

    Currently, I am seeing many teachers who are truly being taken advantage of, especially interns. They work for $35,000.00 per year. They do not have the same medical coverage as those teachers who were there before them. They have $1000.00 taken out of their paychecks yearly for union dues, even though they are making dirt wages.

    As a parent, this impacts my child because the schools have high teacher turnover. Often, the teachers are less experienced, sometimes without full credential. And yes, some of the tenured teachers are not pulling their weight, so this needs to be addressed.

    I want to review our teacher union contract for my district. I do not want to see evidence of the teachers telling the administrators how to do their job. The contract should focus on compensation and hours, holidays, etc.

    Yes, let’s scrutinize the teachers unions, but let’s support our teachers. We get what we pay for.

  • Giorgio C.

    The WCCUSD needs a Theresa Harrington. You are doing very good work, Theresa!

  • Theresa Harrington

    Thanks! Unfortunately our WCCUSD reporter was laid-off due to budget cuts. However, we have a new Richmond reporter and a freelancer who has been covering WCCUSD meetings.

  • Giorgio C.

    Thanks, Theresa. We’ll see if we can give your new reporter something to cover. If anyone files a complaint with the Grand Jury, I suppose that could be newsworthy.

  • MDUSD Parent

    Is there any news on new Principals? . It may be we won’t find out til 2 weeks before school starts! Did hear Nnorthgate High School VP Jon Campopiano has been moved to VP at Oak Grove Middle School. Seems odd….:(

  • Theresa Harrington

    The board authorized the superintendent to hire new principals over the summer without board approval, then introduce them August 13. So, you’re right, the public may not find out until about two weeks before school starts.
    The Oak Grove website doesn’t list a new vp yet: http://oakgrove.mdusd.org/admin
    That position also wasn’t listed among those the superintendent was authorized to fill: http://esb.mdusd.k12.ca.us/attachments/1589406a-2b0f-4b86-a70c-b5384c0531b8.pdf
    However, Lawrence could have moved Campopiano there without board approval, since it would be a transfer, not a promotion. A former YVHS vp has been appointed to Northgate, but I have not heard any official announcement about whether a Northgate vp was moved elsewhere.
    I will try to find out about this Monday.

  • Anon

    Theresa-any news today on the VP shuffle?

  • Theresa Harrington

    No word yet on the vp shuffle, but I have sent an email to Julie Braun-Martin inquiring about that.

  • Theresa Harrington

    Here’s the latest regarding principal assignments and Mildred Browne from an email I just received from Julie Braun-Martin, but I haven’t heard back yet regarding the vp question:

    “Gretchen Jacobs will be working in the After School Program as an administrator.
    Dr. Browne has requested a Leave of Absence.
    Jenny Vargas is the site administrator for Sunrise/Shadelands.”

  • Anon

    So if dr Browne requested a leave of absence then how is she going to stay on as a contract position to train the new person? Isn’t a leave a leave? Does she still get paid during her leave?

  • Theresa Harrington

    I don’t know the details, but I will ask. I believe that a person doesn’t get paid on leave, but may still be able to get health benefits and count the time off toward pension benefits.
    It’s possible she could take a leave from her regular position and then work as a contractor.
    CVCHS teachers asked to take leaves from their regular positions as MDUSD teachers so they could work for the charter, but the district denied that request and said they had to resign.

  • lc

    Where is ASP position located? And what is the job description?

  • Theresa Harrington

    It looks like it could be a district office position, reporting to the development director, according to the revised job description approved by the board at its last meeting on the consent calendar: http://esbpublic.mdusd.k12.ca.us/public_itemview.aspx?ItemId=5506&mtgId=345

    The pay was raised from the previous job description. Among the qualifications required are: exhibiting quality leadership, good judgment and tact, and the ability to work effectively with all segments of the educational community and general public.

    Regarding the vp question, it looks like Jon Campopiano has been replaced by Stephen Brady at Northgate HS, according to the Northgate website: http://www.northgatehighschool.net/Staff/Administration/tabid/119/Default.aspx

    Oak Grove’s website, on the other hand, still does not list a vice principal: http://oakgrove.mdusd.org/admin

  • Doctor J

    It appears that Jacobs will be taking the postion held by Alexandria Medina who left the district recently to take another job in another district. You can compare Medina’s salary with what Jacobs was earning, and it appears that Lawrence slipped this increase in salary by the Board. Its hard to understand this shuffle in light of the issues at Sun Terrace unless Rose Lock had given Jacobs an outstanding job evaluation that was not supported by the true facts. http://www.mtdiablocares.org/schools/

  • Theresa Harrington

    Braun-Martin has confirmed the vp assignment in an email:

    “Yes, Jon Campopiano is being assigned as VP to Oak Grove as part of the SIG project.”

  • lc

    Rumor had it the ASP job was being divided into 2 jobs. Is that true?

  • Theresa Harrington

    That appears to be the case, since the board approved a new AFS Coordinator position: http://esbpublic.mdusd.k12.ca.us/public_itemview.aspx?ItemId=5507&mtgId=345

  • Doctor J

    Will Jacobs be making an equivalent or more salary in her new position ?

  • Theresa Harrington

    According to the certificated salary schedule, both jobs are in the same salary range (level 22): http://www.mdusd.org/personnel/Documents/Salary%20Schedules/salsched_mgmt.pdf
    The board approved an increase in the after-school range from 21 to 22: http://esb.mdusd.k12.ca.us/attachments/cec16149-3bc5-4fd7-a620-82e8cb92271f.pdf