001He said we have to put their name on the top. We have to We don't have to put our name, but we have to put theirs. Yeah. Just write the name of the candidate in there. So, I I had to collect them because by law we have to keep all this stuff for two years. >> Okay. Okay. So, Mr. Medley, welcome. Thank you for coming tonight. Um, we kind of introduced before the meeting, but I'm Andrea, the board chair. on land on device >> Devin. >> And then on the phone we have >> Ray was working out of town. He wanted to be here, but was not able to make it, so he's calling in for this. Um Ray, we probably won't have you ask questions if that's okay. >> We'll just go with us.
002Okay, perfect. Okay, we'll just kind of go around the table and each ask a question and then circle back. So, Devon, you want to start? >> Yeah. We know a little bit about you from your resume, but our public may not. Can you tell us a little bit about yourself? >> Born and raised in Henry Valley, U of M and Carol for undergrad and masters from U of M. Worked at the smelter for a bit. I taught at Montana City School for 17 years. What's that? Riverside Youth Correctional Facility for a couple years. Principal at Jefferson High for four years and last seven years. >> Thank you. >> What was your capacity at? >> I'm supervising teacher, which means I teach sixth through 8th graders and do all the administrative skill. Thank you. >> Uh
003what is your educational philosophy and how would you apply that to elementary? >> Um it might be simpler to just say the the three things that we will talk about with students and staff is we're going to follow the school rules and policies. So we're all going to do our job. We're going to give our best effort all the time and we're going to take care of each other. We're going to be a family. Just as that once a panther, always a panther. What are first three things you would do as a new principal to engage the community? First, I'd like to find out the things that have been done or maybe what folks think hasn't been done and should be done, but I'm thinking of things like I'm almost certainly have a back to
004school barbecue or something of the sort. Uh uh during homecoming week for the high school, that's also a great time to have homecoming week at the elementary school and get parents and community members in. Uh Panther Pride breakfast about once a quarter where students can bring in any adult in their lives and we can have breakfast together and talk. Then also I'd like to do a literacy night once a year, a math night once a year, and a science or history night once. They're all kind of Thank you. How do you approach developing and implementing a curriculum that meets state standards and the needs of our students? >> Well, the you you approach it as as a coach or a teacher, you first have to learn what the students needs are. We should already know
005what the state standards are. So then we look for things that have already been developed or we developed them ourselves. And as the lead teacher, I will become an expert and help the other teachers become experts in implementing whatever curriculum What strategies do you employ to ensure the school budget is used effectively to enhance student learning? I it's about people making sure teachers and other staff are well taken care of and experiences opportunities for students more so than things. The screens and computers are great and unfortunately we need them to a certain extent, but having great teachers and sports staff and opportunities, whether it's partnering with folks from high school or field trips, things like that, that's where we're going to get the best result. >> Thank you. Tell us how you see the role
006of the principal in supporting all staff and how you will build a positive working relationship with staff. We all have to understand that we're a team and we have to all be on the same team. Whether I'm whatever coach, whatever, we're all all on the same team. And the way we do that is if you want to catch me in my office, you better be there before 8:00 or after 4:00 because the rest of the time I should be with the students and teachers and custodians and making sure that everything's going all right and that helps build better relationships, helps things go more smoothly and then things come up and a student did something against the rules. It's really simple to say, "I care enough about you. You've seen me. You don't get to do
007that. What method do you use to support professional development for teachers in your school? I would have to ask you a question first like is Boulder Elementary part of Montana Small Schools Alliance or anything of the sort with that? So we have to develop all our so we would model it from scratch. However, I'm I'm not a huge fan of the OPI has a lot of things that teachers and administrators can do online, but they also have support that I can reach out to them if there's a particular area that we have need. If it's uh teaching strategies, I know enough people that we can uh do it relatively inexpensively. And we also have experts in the school and in the community that you help students. And before all of that, find out what teachers
008feel they'd like to learn or need to learn more. What do you find is the best way to communicate with your staff? How will you ensure that you effectively communicate with the school community? With staff, it's face to face. Obviously, emails for things that don't necessarily need to be face to face. I just I have a hesitancy with emails. They can be misconstrued. I sometimes even in person I might come off as a jerk even though I'm not trying to be but uh so face to face as much as possible and with uh community every opportunity we get that should be face to face as well. But I would think a weekly or bi-weekly u newsletter or email to any of the commun community members that um want to keep in >> how do you
009utilize data to drive improvement in student academic performance? Quick question. Map testing or is there any other school testing or you just do mass? >> Just went to mass I believe. >> Mass. That's okay. So with the mass testing testing three times throughout the year and getting the information relatively quickly teachers and me as the principal and lead teacher I'm more cons I'm not real concerned with one student scored real high or one student student scored real low. um common misconceptions in any particular whether it's in math or um difficulties with writing. Um I'll just take one. My students didn't score very well in writing on the maths test last year and it was really difficult for me to take because we write every day and they know how to write but I didn't know
010I don't know who's grading it, who's evaluating it or what the criteria are. So this year we spent a whole lot more time on making sure that you restate the question and how to site evidence to support your answer and scores improved. I still think they're indicative of how well my students write. But those are the kinds of things that we want to see where with reading we're doing really well except we're not catching key details or we we're not doing very well with structure. Um so those are areas that we teachers can strive to improve and and do a better job with our students. >> Thank you. What is your approach to supporting students with special needs within the general education setting? Do you have any specifics or is it just in just in
011general? >> Just in general. >> Well, it really depends on the student and what their needs are. But in short, as much as possible, the uh other students are going to benefit every bit as much as as the student with special needs when they're in in the classroom as much as is reasonable for whatever their particular needs are. Describe how you handle a parent coming to you to complain about a teacher. >> First, I would ask them if they had spoken to the teacher because if if it's an issue I again I'm not sure school policy here but typically it's if you have an issue with the teacher you should talk to them first and if you don't get satisfaction then then come see me. But if they say yes, I have say let's sit
012down and talk about it. Who, what, when, where happens and how shortly after that teacher to see what they think on their six months. Thank you very much. handle a conflict between measures any explanation of the type of conflict or give an example or >> uh he's supposed to come for his own. >> Okay. All right. Well, um, if we have two teachers that come to blows, we're calling cops and they're going to be if it's uh nothing with violence, we're all three going to sit down and figure out what happened procedures we need to and if we don't have Yes. How do you handle conflict between two students and what methods have you formed have you found successful to address allegations of bullying? Again, with with conflict between two students, it depends on what
013the conflict is. If it's one student physically uh putting hands on another student, that student is going to have to be suspended at very least. If it's two students fighting, they're both going to go. If it's not physical, then we get back to the who, what, when, and where happened. Who did it? What what did they do? What's going on? And from there, figure out how to go and allegations of bullying. There there should be a reporting process, and it should be investigated and dealt with. And uh I think we all need to make sure we understand what what bullying is because if I walk over and punch Mr. Bowman, that's not bullying. That's just assault. If that makes any sense. I'm not going to Sorry. Thank you. >> Um, all right. Last question. Can
014you tell us what grew you to apply for this position and how do you think you are a good fit for the Boulder School? >> You bet. First, although born and raised in Helen Valley, I've been in Jefferson County 30 years now. I was the principal at Jefferson High for four years. I like this place. I like these people. Uh you can talk to both. I building a positive culture where we are going to make the world a better place one student at a time is what I'm all about. I will just share a little story. It was just winter of 2016 during basketball. Had a student come up and asked if he could talk to me. Said, "Sure." Because he had said that he wanted to be a a physical therapist. Said, "I don't
015want to be a physical therapist anymore. I want to be a teacher." I said, "Well, first of all, make sure you can be happy doing nothing else. And if that's the case, then I'll help you out because you can make a good life that way." I said, "But I need to know why you want to be a teacher rather than a physical therapist." He said, "Since you and Mr. Norbeck got here, we're now the good students, the athletes, the kids that are setting a good example. All my years before being around the school with my older siblings, the Jefferson Higher were the drinkers and the druggies and the kids caught and cro." And so I want I want to make a difference like that. And yeah, now he almost brings tears to my eyes, but
016he ended up not being a teacher. He's my coach, but just a student. >> Okay. So now, do you have any questions for these guys? >> I do. Why would Boulder be a good fit for me? I think children think we are a very good district. We've got great kids and we've got phenomenal teachers. Um I think they really are excited to be part of a team. I don't know. I I just I love this district. I love our schools. I don't know. I think anyone would be lucky to be part of the team. >> I agree. I was going to say that I don't know who but what and if when I ran for this position I ran on behalf of teachers I said teachers and police officers have the hardest jobs in this
017country and to my goal as obviously hire the right person for the teachers and of course the students but I think anybody that comes in here the that they have from uh superstar clerk to their secretary who is by far the best I see when I say hi to this because these people really devoted and I was all the teachers Mr. phone. It's cold. There's everybody in here. I've had five kids come to the school and some of the teachers I talked to one of those kids. One's 23 and 12. But the school is unique because it is special. But we're not just saying that. I'm not the person lied about that. But whoever gets this position, you know, you you're going to have to paddle upream for a while to get things where they
018need, but once you get there, you're going to have a supportive amazing staff and and what I feel is an awesome school board. That's very true. So, I don't know why you should, but why why you'd be a good fix, I don't I don't know your history yet besides what I've read, but that's what should draw me. with >> any other questions for us. >> Ste, you have something to say? I can see you over there. >> No, you're fine. You're right. Um, I was just going to touch on that, too. I have worked in this district and it's an amazing district to work in and work for. Um, co-workers are amazing, very passionate. Um, you know, everywhere you work, you're going to have disagreements. Um the disagreements that come up here are because everyone's
019very passionate about about what they do. Um the students are phenomenal. Uh we have our population. We have some transient kids that come through here from time to time as you know if you've been in this district because you have. Um and they need a lot of love and support and our school does that. As an outsider that knew nothing about Boulder and moved here and am raising my family here, it's an amazing place to be. And then the other question is with a superintendent, what what does the year look like with the princip >> in regards to what? >> So July and June. >> Are you thinking like contract? >> Contract. Yeah. >> I don't know. Oh, it's up to So, so normally when you principles work anywhere between uh like a 200 to
020a 210. Um so it's it's really of what you guys do either. >> Last year we started Mr. Jameson in August. He started the first week in August. Yeah. And went to um >> June 30. Yeah. >> So that's probably a 220. >> And we I'm assuming we probably mirror what we have currently. Okay. So, >> okay, >> I just got one more. >> How how does the board uh >> support the principal who should be supporting the teachers? >> The we have hired a point to superintendent last year. We split the position and so the board directs or works more directly with the superintendent than the principal. Principal is under the superintendent. Um So, I guess we there's just not a whole lot of there's some interaction, but there's not a whole lot of
021interaction between the board and the principal. >> Okay. >> Thank you. >> You can just leave it. >> Thank you. >> I didn't notice it at all. at all either. >> That's all I hear. >> Why you being so loud over there? >> You can switch it out for another. >> Do you guys want a soft chair, too? You're more than welcome. >> Can I grab some soccer? No. Should I pause this? Oh, hello. Yeah. Okay. Well, she's handing those out. We introduced ourselves before the meeting when we did the walk through, but I'm Andrea Doval. I'm the chair board chair. I was tough to say. >> This is advice. >> I'm Deon. >> Nice to meet you. >> This is Ray. Ray on the phone. >> Oh, and Ray Woods is on the phone.
022Hello. >> I did forget about you. Sorry, Ray. explanation. >> Um, so what we'll do is we'll just kind of go around the table and each ask a question back. >> Sure. >> And then there'll be time for questions at the end for us. >> We'll just get started. Thank you. Okay. >> All right. We'll get going. Um, we know a little bit about you from your resume, but our public may not. Can you tell us a little bit about yourself? >> Yes. My name is Katie Herb. I am currently living and teaching in Townsen and I'm also our 21st century grant director. Um I've taught I think this will be 10 and a half years in the classroom um kindergarten first, third, fifth, and just a couple weeks of middle school um math. And
023then I've um been middle school principal for two years and then a special ed director for one year of a very small rural district in New Mexico. um which is where I was at right before I moved to Towns in two years ago. Um I think that sums that up. Thank you. >> What is your educational philosophy and how would you apply that to Boulder Elementary? Um I think the root of my philosophy is just that every child has the opportunity and the ability to learn and our responsibility as educators is to make that possible for them. So we have to um do that by building relationships and finding out um what our students care about and finding out what needs they have and how we can support them. Um, and then another part of
024that, I firmly believe that our teachers are, you know, the most impactful piece to our students um, success in their education. And so making sure that they're supported and they have the things they need in order to teach um, well and um, positively impact student achievement. Um, and then I also have very um strong feeling that we're here to teach the whole child and we're here to focus on um social emotional learning and making sure that all needs that um a child has are met here at school. Um and um >> thank you. What are the first three things you would do as a new principal to engage the community? >> Um well, first I think um it would be very important to be to welcome the community in um have some sort of um
025where I'm able to meet um various stakeholders. Um, I would love to have the opportunity to meet with all of the staff one-on-one and open that opportunity up to um, parents and community members who also would like the opportunity to have a face toface meeting and address concerns and um, hopes and um, plans that they would like to see happen um, or things that they're concerned about and would like to see fixed. Um, And then from there, I would love to create some sort of um like school council where there's different stakeholders um and we're all working together towards you know, I know there's a mission vision, but revisiting that and seeing if that is still um accurate to what our needs are and our our plans and make sure that us as a school
026are aligned with the community and what their um what their goals and and expectations are for us as a school. How do you approach developing and implementing a curriculum that meets state standards and the needs of our students? Yeah. So, I think a lot of times, you know, especially um a new administrator is probably walking into a building that has curriculum that has already been adopted and is already being implemented. And so I would have to um become familiar with that and um and I guess work with the teacher to determine if it is meeting their needs and if it is effective in um in meeting the needs of the students and um look at data and see um how effective it has been and what needs there might And from there um if it
027is meeting the needs and the data shows that students are achieving using that curriculum then um you know continue doing what we're doing and if not then revisiting different curriculums and it might not be everything. It might just be one component and revisiting that and seeing if we need to look into a new curriculum that might do a better job to meet the needs of the students. What strategies do you employ to ensure the school's budget is used effectively to enhance student learning? >> Yes. Um, first, working with the clerk to uh familiarize myself with the budget. um working with, you know, a leadership team or the entire staff in a school this size to determine what our needs are and see if the budget allows for um what we feel our needs are and
028then of course prioritizing those needs. Um I think when determining needs, we have to look at what is going to impact students the most. And so if that um you know those different things might be curriculum or playground equipment or building improvements, um whatever is going to impact the students the most, I think would definitely go obviously to the top of the priority list. and then utilizing a a um leadership team or just the entire school to determine what we need to do. Um, when we're looking to enhance student learning, I think it's important to not only look at just our general curriculum and things like that, but look at things for remediation and things that they that might be used in reading groups and um intervention and also things that might be um helpful
029for our students who need to be pushed and need um you know um our if if there's gifted program in place or if that's something that we need to put into place and making sure that we have adequate resources for them as well. Um then of course just you know keeping an eye on the budget and making sure that um we're on track throughout the school year and I think by doing you know determining your needs ahead of time. That's always a lot easier to do than um panicking at the end wondering how it's going to turn out. Thank you. >> Tell us how you see the role of the principal in supporting all staff and how you will build a positive working relationship with the staff. >> Um, I think you really can't go
030in as a principal, a new principal, and do anything until you've built some sort of foundation with your staff, till you've built trust and you've built some rapport. Um, and I think you do that by, you know, starting the relationship building process by finding out what's important to them, finding out what their needs are, finding out what their concerns are, and then working together to, you know, develop solutions to address those. Um, and I definitely feel that that goes beyond just our teachers. We have our support staff and we have our custodial staff and our kitchen staff and our office staff. And every single person in a school works in or plays a part in determining the climate and the culture which we kind of got to talk about earlier um with with the staff
031and um I think the principle ultimately is if if you don't have a positive um role model or a positive example um nobody else is going to hold themselves to standard. um necessarily people will but that you don't have that same standard um and I think that and kind of the other part of that is not only setting an example but also holding others accountable for um you know what what we determine maybe through the PLC process as norms in our school. These are this is how we treat one another. This is how we treat um our community members and these are the examples that we set for our students. And so having those those conversations and also um utilizing maybe the PLC process to check in and make sure that those things are continuing
032to occur um on a continual basis. >> Thank you. >> What methods do you use to support professional development for teachers in your school? Um first of all I think it's important to talk to teachers and you know get their feedback on what it is that they need. I think the most um unhelpful professional development is that that is just made up and delivered for the purpose of delivering professional development. And so when you're able to find out what what teachers need, then you're able to go out and research um whether it's maybe it's professional development around the curriculum that's being implemented or um a behavior program or um things like that that you're able to tailor that professional development to those teachers by finding different resources. Um obviously resources surrounding the curriculum would be
033more easy to um quickly find but there are different programs that just provide professional development in is a very a various um various topics. And um I also think professional development is a great opportunity or a great uh tool to use when you have a teacher who is struggling or um or you're having conversations of, you know, their effectiveness and things like that. And so it's a great tool to um be able to suggest different, you know, might be a book or it might be a training or something like that. Um, and I think Montana actually does a great job with different different um, professional development opportunities throughout the year state that teachers specifically can go to. Thank you. question. What do you find is the best way to communicate with your staff and how
034will you ensure that you effectively communicate with the school community? >> Um, I think the first thing we do to communicate with my staff on a continual basis is just a weekly email outlining everything going on. um things that we've talked about um staff meetings just as a followup or in other meetings um just something that's consistent and predictable that they can always count on to know what's going on. Um I am a very open door policy kind of leader and um love for staff to know and feel like they can just pop in anytime um they need something. I also love to be out in classrooms and in the cafeteria and out on the playground and interacting in more I guess in less formal ways. And I think that that's also a great way
035to build build rapport and build relationships um so that if there are difficult things to communicate about which um is inevitable then we've already got a foundation that we can build off of and um work from. Um, I think just being very open to having positive conversations and very open to having tough conversations is super important. And just knowing that if we have built a foundation, then we can have hard conversations and they don't have to be ultimatums and they don't have to be scary or bad. Um, and they're they're just that they're conversations to make something better or clear up and, you know, improve understanding and just ensure that there's nothing in the way of teaching kids. That's what we're here for. And, um, ensuring that I effectively communicate with the school community. Um,
036we utilize Class Dojo right now, which is great. We have a, you know, most of our parents are on there and send things out with ease. Um, but also knowing your the community that we're serving and knowing that if some families, you know, receive communication better via maybe a paper copy of something or a phone call. Um, you know, we've done weekly rooc calls at a previous school I was at. Um, and and so kind of whatever would be in the weekly updates to staff, you know, whatever is pertinent to the community would be on the robocall. So just really figuring out what the community needs and then communicating, you know, things out that way. Um I also feel very strongly that we need to it's important to invite um community members into the school
037and parents in to see what's happening into in in the school during the school day. Um, and I mean that can be, you know, done strategically if there's concern about that, but also I just know that when you're transparent and and parents have the opportunity to know what's going on in the school, it just eliminates so much um, you know, it can eliminate contention, it can eliminate curiosity, tension, things like that. So, I think that's also a great way to communicate, just being transparent, letting them um join us and and making sure that we're creating opportunities for them to be able to do that. >> How do you utilize data to drive improvement in student academic performance? >> Yes. Um, I think the the biggest way is through our PLC process where we're able to
038analyze not only benchmark data and progress monitoring data, but also um, you know, in a school that maybe has um, more than one class of a grade level, we have common formative assessments that we can look at and look at instructional strategies and things like that, but I know that they're grouped a little bit differently here. And so, um, in doing that and being able to have a PLC where you have different grade levels, then you're also able to look at like the vertical alignment and, um, how students are are moving. in talking to a teacher earlier um knowing that for intervention they're able to break you know three grade levels of students into groups like you're able to meet the needs of your really high kids and meet your the needs of your really
039um struggling students and so I mean data you when you use data you don't have to guess you you know what's going on you know what's working you know where your students stand and you know what you need to do as educators in order to order to move them in a positive direction. Um, you know, when you need to intervene, you know, when maybe you need to look maybe into a referral, you know, for spec potentially, um, and looking at an evaluation. And so um a lot of ways to utilize data, but I think the most um the most consistent way I utilize data is through the PLC process and looking at that um and having those conversations on a weekly basis. What is your approach to supporting students with special needs within a general
040education setting? >> Um, so when we look at students with special needs, um, specifically a student who has an IEP, we're always looking to make sure that they're in a least restrictive environment. So, we're looking to see where they can access their um the curriculum um with the least amount of support possible. And so, of course, we always would love students to be able to do that in the general ed setting with their um peers, but I think it really comes down to each individual student and what their needs are and if that is the most appropriate setting for them or if a more restricted setting is appropriate and going to give them um what they need to be successful and meet their goals. Um, I think that we also have a a unique opportunity
041if we're looking like through the MTSS process and providing students with who have needs who might not have an IEP and might not have a 504, but utilizing um those multi-ter systems of um support in order to meet those needs in the gened classroom um because they might they just might not need as much support in order to access that curriculum. um and be successful. And so I just I I think when we can get students with their peers, that is um in a lot of cases um the most supported and the most um successful. But that's that's not always what students need. And it's very important to look at each individual student where they can find most success. describe how you would handle a parent coming to you to complain about a teacher. Um,
042I very much uh welcome parents with an open door. I think a lot of times depending on how passionate they're feeling when they arrive, um it's so important and beneficial to just let them talk and get out whatever they need to say. I love to sit and listen and just kind of analyze the information coming my way. Um I also feel very strongly about um when appropriate people with a concern taking it straight to the person they have a concern with. So depending on what what they're you know what the complaint would be about I might um recommend ask if they've already spoken to the teacher and then recommend that they go speak directly to the teacher because it might not be something that I need to intervene on quite yet. However, um I know
043that some teachers might not be comfortable with that. So, I would of course offer um I mean, I wouldn't send them down the hall right then and there to go talk to the teacher, but um you know, let the teacher know that there was a parent with a concern and they would like to speak with them and um you know, ask them to set that up. But if they're not comfortable, then I would be more than happy to be there to support them through that conversation. Um if it's something a little more concerning or a little more um maybe it wouldn't be a safe environment for the teacher to be in, then um just doing a little more investigating and talking to the teacher without the parent um present and just kind of getting both
044sides of um both sides of the story in that investigation and then determining um you know if the accusations or the complaints are valid and what the teacher might need to do um if they are and what we can do to um help the if you know if they're not valid then help helping the parent understand what really went on um hopefully resolving it that way but I think just really looking at it as a progression determining or depending on um how severe the complaint is what it what the topic is Well, how would you handle a conflict to teach? >> Very similar to my previous answer. Um, depending on what the conflict is over, I would definitely suggest that they have a conversation together to see if they can find common ground. without someone
045else intervening. If not, um obviously hearing both sides of of the conversation and the conflict and determining if there is something more concerning that I need to address um as the principal. Um, but I do I always feel like every tricky conversation is um not every some tricky conversations are just handled so much more effectively when all parties are in the room and we can, you know, factf find and um figure out if there's a misunderstanding or figure out if it's a personality conflict or if it's something that actually needs to be addressed. And I think depending on what the topic might be, we might go to school policy and and solve the conflict that way. Um we might just re um you know re um go over again maybe my expectation for whatever the
046topic might be. Um but again just encouraging communication and professionalism and ensuring that we find some sort of resolution because conflict between teachers is that can um really bring down a school culture. How do you handle conflicts between two students and what methods have you found successful to address allegations of bullying? >> Um, well again definitely depending on the situation. I also encourage students to talk to one another. if there's one coming to me to, you know, report something, I always sit down and listen and take down all the facts. And um sometimes there's not necessarily something that I need to do and the student just needs advice that on what they can say to them or how they can handle the situation themselves and just really try like using a progressive model again. What
047can we do at the lowest end of the model to to resolve a situation? And sometimes that is just counseling a student and giving them advice and support and handling themselves. If that is not successful then um of course depending on the situation having both students in together to have a neutral party there to hear both sides and help them kind of resolve their conflict again hopefully between one another. But um if the concern is something that is beyond a student being able to handle it themselves and of course investigating the situation um interviewing students to find out you know facts from both sides and then determining what the best resolution might be depending on what the situation is. um as far as bullying, something that I have found, especially being in middle school, um
048was kind of determining if students quite know what the definition of bullying is and that it's, you know, ongoing and repeated and not just a one-time incident. And um and so making sure that you know students have that understanding, their parents have that understanding and when there are allegations treating everything every allegation as seriously as as the last and ensuring that students feel heard and supported um and that their parents feel heard and supported. Um and then again investigating and finding out on both sides what's going on and how we can find a um a um a resolution um to ensure that students feel safe and that they feel heard and that they they're able to come to school and learn um without having to continue dealing with that. Okay, last question. Can you tell
049us what drew you to apply for this position and how you think you are a good fit for the Boulder school community? >> Um, so I've been in Townsen for two years. I absolutely love it. I love this area of Montana. I love um just everything about being here and I um I feel very strongly about finding um a position in administration. It's school leadership is something that I am very passionate about and um I just I feel strongly about taking my experiences in the classroom and being the kind of administrator that that I hope to have and that I know is supportive to teachers and supportive to parents and supportive to students and helps to create a positive learning environment that students are able to to attend every day. Um I my school in
050New Mexico was a prek12 school and I just think that there's so many unique opportunities when you have a school like Boulder where you have students prek up to 8th grade and how much um they can interact and how you can find very beneficial and meaningful and impactful opportunities for our middle school students to you know interact and help our younger students and um they can leadership roles in that. And so that's something that I really enjoyed in New Mexico and and can see that opportunity here in Boulder. Um I just I think in you know talking to teachers I think they're looking for a principal who can come in and can support them in creating a positive school culture and climate. And that's something that um I was able to do when I was
051principal before. And I I just again taking my experience as a classroom teacher and knowing you know stepping directly out of the classroom and knowing how I want to be treated that I'm able to directly turn and treat others that way and help them to build a positive school environment. Um I think I think it's a great opportunity to do here in Boulder. Thank you. 300 questions for us. >> Yes, a couple. >> Okay. Okay. Uh I would love to know I you know we got a lot of information earlier in our um meet and greet with our with the teachers. I'm super curious, I guess, what you guys are really proud of here in Boulder and what what's going really well and what you hope to continue to see. >> Yeah, I can >>
052go ahead. >> Um, so I'd say personally that we're really proud of how close-knit our community is as a smaller school, smaller community. Um, we really support each other and help each other out. Um, that's what I would say we're most proud of is being being a whole unit, a true community, close-knit community. >> Yeah, >> you sure can, Ray. Thanks, Ray. >> Thank you. >> Yeah, I think I'm I'm definitely proud of the school as a whole. I mean, our staff is very resilient. They've gone through a lot of administrators over the last seven years >> and they just keep coming back because >> yeah, >> that's how they are. They're awesome. Um, yeah, our community is great. Sometimes the blessing and a curse, >> but they are 100% for the kids and whatever
053they need. So, >> yeah, I would agree with the communities where it's at. Yeah. I mean, it's it's a blessing and a curse at the same time, but The school is is where it's at. There's great staff here. There's great kids. And I got told before I said, you know, you're going to be swimming upstream for a while just how long that takes, I'll be up to you guys. But um I do look for like Ray said, I look for somebody to be here nice to get someone here that's perfect for the position or >> Yeah. >> That's >> expectation reality. >> Yeah. But we shouldn't school >> great teachers. Very fortunate call. my friends. So, five kids have gone through here. You're number four. >> Three. >> But it is. >> Do you have
054the other question? >> Yes, I do have one. >> Okay. >> Go swing. >> What would success look like to you guys? and I don't know if they can um provide input right now as well, but um what would success look like to you guys at this time next year? >> Can can our teachers answer? >> No, technically just Yeah. >> Sorry. >> I think success would be our staff being supported and taken care of, our students being supported and taken care of, and everything just jelly >> in our community. >> Yeah. In our community. Um but you know, obviously students and staff are going to be huge because it's it's a transition. >> Um so as long as they're happy, I think me personally on the board will be happy. >> Um I think
055communication is huge, especially in your the first year of a new administrator and really getting across. I I don't know that you can communicate too much, but maybe that's just my philosophy. Um, but I think that would be a huge piece of supporting our staff and our students and the community is feeling heard. Feeling >> heard. Yeah. >> Yeah. >> I mean, success would look like us reviewing your contract. >> That's true. >> But for all those reasons that these guys gave would >> support that. >> I've been a believer when it comes to employees or friends yet the loan work was I feel that there's not hasn't been a lot of love for our teachers >> I wouldn't measure that >> anything else for us that question is if there's anything I can clarify
056or or extend on on any anything you ask that you might answer for later >> so we're part of the next I can ask that question >> yes what Yeah. >> What? >> Reserve. >> Okay. Reserve is where the school was. The town's called Luna. And that's about >> I proms. >> Okay. Other side. >> Yes. >> Yeah. So I lived in Luna. That's where my mom grew up and um kids there. >> Thank you for your time. >> Thank you guys. >> Nice to meet you. Have a great night. Hey y >> stand up. >> We'll wait. Here's the second.