1.

Letter of Application
Dr. Marco Rodrigues

Marco C. Rodrigues
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February 29, 2016

Dr. Helen A. Friel

Assistant to the Superintendent/
Clerk of the School Committee
Worcester Public Schools
20 Irving Street
Worcester, MA 01609

Dear Dr. Friel,

Please accept this letter as my official application for the position of Superintendent of Schools
currently open in the Worcester school district. I began my professional career in the Worcester
Public Schools twenty-three years ago as an Instructional Assistant. I taught, became the
Director of the Woodward Day School, the Executive Director of the Central Massachusetts
Special Education Collaborative, the Manager of Special Education and Intervention Services,
the Chief Academic Officer, and am currently serving as the Interim Superintendent.
I am proud of my accomplishments and the evolution of my career within the Worcester Public
Schools. I grew personally and professionally and I believe that my educational preparation and
my professional experiences have prepared me for this position. My successful track record and
experience in successfully executing strategic plans and deploying necessary supports for
continuous improvement, have prepared me to lead the district.
I appreciate the opportunity to participate in the selection process and look forward to sharing
my views through the interview process.

2. Current Resume

Marco C. Rodrigues
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~AREER

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OBJECTIVE

To serve as the Chief Executive Officer to an urban school district, with clear vision and direction focused on success for
all students. Provide leadership based on deep experience in the design, integration, implementation and management of a
complex district wide system to improve student outcomes.

CORE COMPETENCIES

School Turnaround
Special Education
English Language Learners
Curriculum Alignment and Mapping
Schools Climate and Culture

Strategic Planning
Innovation Schools
CareerN ocational/Technical Education
Professional Leaming
Financial and Fiscal Sound

PROFESSIONAL EXPERIENCE
WORCESTER PUBLIC SCHOOLS
Interim Superintendent, Dec 2015 - present

Provide leadership for the district's short and long term goals.
Make recommendations to the School Committee regarding new policies or applicable revisions of existing policies.
Provide the School Committee periodic progress reports and reports pertinent to the district operations and academic
functions.
Manage and supervise the district's daily operations.
Address the needs and concerns of all members of the district and community at large.
Provide leadership for the development and implementation of academic programming and support services to all PreK through grade 12 students.
Provide leadership and manage the district's budget.
Provide leadership to ensure that a healthy and safe school environment is maintained throughout the district.

ChiefAcademic Officer, Jul 2012 - Nov 2015

..

Provided leadership, vision, and direction for the District's curriculum, instruction, assessment and school
improvement initiatives.
Built and supported a high performance educational team - inspiring, integrating and aligning the academic work of
the district.
Developed and maintained clear and inclusive decision making processes to ensure integration of the teaching and
learning supports and services, as well as effective ongoing technical and operational management of the schools.
Supervised a team that includes managers and directors of English Language Learners, special education, intervention
and supplemental services and programs, early education and care, Head Stait Program, career and technical
education, and quadrant managers who supervise principals.
Implemented effective curriculum, instruction, and assessment policies and practices that maximize educational
options and lead to improved achievement for all students.
Implemented State and District school reform initiatives such as district redesign, Level-4 Turnaround Plans,
Innovation schools, magnet schools, and alternative pathways.
Supported district and school leaders to design and implement school accountability plans that employ instructional
visions and practical strategies to improve student achievement.
Developed and oversaw a highly effective and aligned professional development program for teachers, principals, and
support personnel.
Oversaw the development of partnerships with educational and community organizations both locally and nationally
to support, complement and enhance district programs.
Communicated effectively with internal and external stakeholders to ensure enhancement and sustainability of
partnerships.

Manager ofSpecial Education and Intervention Services, Jul 2010-Jun 2012

Restructured the instructional programming to improve the continuum of special education services available
in the district.
Implemented systems to assess and improve the quality of curriculum and instruction in special education
classrooms.
Developed and implemented three new special education programs to increase the enrollment of lowincidence disabilities within the district.
Implemented quality control systems to decrease compliance issues with Department of Elementary and
Secondary Education.
Improved two-way communication with parents and community relative to service accessibility and student
support services.
Implemented on-going, targeted professional development for special education teachers and instructional
assistants.
Developed and implemented in-district ABA services for students within the Autism spectrum.

CENTRAL MASSACHUSETTS SPECIAL EDUCATION COLLABORATIVE

Executive Director, Jul 2007 -Jun 2010

Managed the institution's 10 million-dollar budget, including the employment of 165 staff members, management and
supervision of 6 school directors and 1 business manager.
Authored the CMSEC Policies and Procedures Handbook to comply with the Massachusetts Department of
Elementary and Secondary Education (DESE) special education regulations.
Instituted annual professional development plan devised to target school's individual areas of need.
Negotiated group health insurance benefit plan and cost with health care provider.
Re-organized internal K-12 structure to generate coherence among existing schools and programs and to create an
effective vertical alignment between "sister schools".

Jirector - Woodward Day School, Jul 2001 -Jun 2007

Managed 3 sites and provided leadership to create and support a non-traditional alternative school setting that
prioritized academic achievement.
Supervised and evaluated all staff members.
Recruited, screened, hired, discharged, and trained personnel.
Organized in-service professional development training for staff members to embed strategies to motivate and engage
students.
Authored Student Handbook.
Authored Teachers' Manual.

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

Managed and provided leadership to support students and staff at a non-traditional alternative school setting that
prioritized academic achievement.
Supervised and evaluated all staff members at the Satellite site.

Teacher- Woodward Day School, Jul 1992-Jun 1995

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

Instructional Assistant - Woodward Day School, Jun 1991 - Jul 1992

Provided support to students in grades 7-12 under the supervision of the classroom teacher.

EDUCATION
NOVA SOUTHEASTERN UNIVERSITY, Miami, FL
Doctor of Education in Educational Leadership
Tanuary 2005

ASSUMPTION COLLEGE, Worcester, MA

Master ofArts in Special Education
May 1997

WORCESTER STATE COLLEGE, Worcester, MA

Bachelor ofArts in Spanish
August 1995

CERTIFICATIONS
Massachusetts Department of Elementary and Secondary Education
Certificate# 328715
Superintendent/Assistant Superintendent - All Levels
Supervisor/Director-All Levels
Special Education Administrator - All Levels
Principal/Assistant Principal - Grades 5 - 9
Principal/Assistant Principal - Grades 9 - 12
Teacher of Moderate Special Needs- Grades 5 -12
Teacher of Foreign Language -Grades 5 - 12

ADDITIONAL INFORMATION

Language fluency

Board Member

Massachusetts Association of School Superintendents

Urban Superintendents' Network
Worcester County Superintendents' Roundtable

Consultative Work

United Way of Central Massachusetts

EcoTarium
Worcester Investment Board
Central Massachusetts Special Education Collaborative

Affiliations

Portuguese
Spanish

Jobs for the Future, Spring 2006 - Provided consultant work, design ofleadership modules and curriculum, in the
area of Alternative School Leadership
Jobs for the Future, Spring 2006 - Presented at two national leadership conferences on student engagement and
motivation

Higher Education

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

4. Four Letters of Reference

(One of the four shall be written by
a former student of the applicant,
or of the applicant's school or
school district, as applicable)

Norfolk Public Schools

The cornerstone of a proudly diverse community

February 24, 2016

I am pleased to offer this letter of reference for Dr. Marco Rodrigues who is applying for Superintendent
with Worcester Public Schools. Dr. Rodrigues is a strong, proven educational leader who possesses both
deep instructional knowledge and business acumen.
Dr. Rodrigues brings an extremely unique perspective to the role of Superintendent. Having progressed
from the ranks of an instructional assistant to teacher, director of a Special Education Collaborative to Chief
Academic Officer, and now Interim Superintendent, he has the total perspective on the full scope necessary
to lead the third largest school district in Massachusetts. In addition to his experience, he has the associated
positive results linked to his administrative leadership. Dr. Rodrigues was highly effective in restructuring
the Worcester Public Schools' Special Education Department from one where complaints were received
almost daily from parents and DESE to one of better customer service, cost containment, and recognition
byDESE.
As Chief Academic Officer, he led the school redesign implementation for Burncoat Prep Elementary
resulting in that school's exit from Level 4 status after three years. He was also successful in creating a
turnaround plan for Elm Park Community School that was approved by the Commissioner of Elementary
and Secondary Education.
Dr. Rodrigues is well-known and respected in the Worcester community. Those strong relationships, paired
with his highly effective leadership, resulted in the successful grant application to the Community Health
Foundation providing funds to address the needs of students impacted by trauma.
Worcester Public Schools has seen great systematic improvement and results over the past several years,
including drop-out reduction and four-year graduation rates moving to 80% for the first time. Instructional
knowledge, fiscal responsibility, and deep community connections are the skills necessary to support all
students in Worcester to college and career readiness. Worcester Public Schools and the Worcester
community would be served extremely well by Dr. Marco Rodrigues serving at its helm.
Please feel free to contact me should you desire additional information.

Sincerely,

Melinda J. Boone, Ed.D.

Superintendent of Schools

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PENTUCKET REGIONAL SCHOOL DISTRICT

OFFICE OF THE SUPERINTENDENT
22 MAIN STREET

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Jeffrey J. Mulqueen, Ed.D.

Superintendent

GROVELAND
MERRI MAC
WEST NEWBURY

Greg A. Labrecque

Michael A. Jarvis, Ed.D.

Business Manager

Director of Supplemental and

Intensive Services

February 3, 2016
To Whom This May Concern:
Reference Letter - Dr. Marco Rodrigues
I am writing to support the candidacy of Dr. Marco Rodrigues for a leadership position in your
school district. Dr. Rodrigues served on my leadership team in the capacity of Director of Special
Education in Worcester during my tenure as Chief Academic Officer. He became Worcester' s Chief
Academic Officer in 2012 when I was hired as Superintendent of Schools for Pentucket Regional
School District. Dr. Rodrigues currently serves as Worcester' s Interim Superintendent of Schools.
He is an extraordinary educational leader whose talents make a difference for students, staff, and the
community every day.
Dr. Rodrigues promotes the learning and growth of all students and the success of all staff by
cultivating a shared vision that makes powerful teaching and learning the central focus of
schooling. He reinforces a strong link between professional practice and student learning.
Accountability and continuous improvement support high student attendance and graduation
rates, trending improvements in student outcomes, and reduced gaps between the achievement of
high needs students and their peers. Dr. Rodrigues has high expectations for every student and
uses his insight as a resource to ensure every student has a bright future of his or her choosing.
His leadership has been integral to strengthening Worcester's innovation school initiative,
Advanced Placement (AP) enrollment, and early-college/career partnerships.
Effective learning environments provide cognitive and emotional safety for students and staff.
Dr. Rodrigues ensures each school is a safe, efficient, and effective learning environment, using
resources to implement appropriate curriculum, staffing, and scheduling. Moreover, his
leadership resulted in a successful Statement Of Interest (SOI) and partnership with the
Massachusetts School Building Authority (MSBA) for one of Worcester' s elementary schools.
To that end, Dr. Rodrigues articulated the clear connection between intended outcomes, high
quality educational programming, and the required needs of the school facility. The MSBA
approves only a small fraction of the many SOi's received each year. Results of this magnitude
can be attributed to Dr. Rodrigues's educational expertise.
Accomplishing bold goals requires the contributions of the school, family and community. Dr.
Rodrigues promotes the learning and growth of all students and the success of all staff through
effective partnerships with families, community organizations, and other stakeholders that
support the mission of the school and district. The Special Education Parent Advisory Council
serves as a good example of Dr. Rodrigues's successful partnership in support of student success.

February 3, 2016
Reference Letter- Dr. Marco Rodrigues

His highly refined interpersonal skills were instrumental in reaching consensus with this highly
diverse group. Dr. Rodrigues is able to bridge differences related to culture, language, and
thinking. While he has a strong preference for face-to-face communication, he successfully
employs a variety of strategies to gather and use feedback, inform parents I community, or work
through conflict.
Dr. Rodrigues promotes success for all students by nurturing and sustaining a school culture of
reflective practice, high expectations, and continuous learning for staff. He meets regularly with
district leadership to plan and implement strategies important to guiding the organization. Dr.
Rodrigues convenes regular professional development sessions with school leaders to build
cohesion and a positive team culture. His participation with teachers in instructional rounds
helps him maintain a clear view of teaching and learning. Interacting with teachers helps to
frame his thinking about next steps on the path of continuous improvement.
I would be pleased to speak with you directly to lend additional details about Dr. Rodrigues's
many outstanding technical and adaptive attributes. Your students, staff members, and
community would be fortunate to be supported by Dr. Rodrigues.
Sincerely yours,

Jeffrey J. Mulqueen, Ed. D.

Superintendent of Schools

PAUL M. ROSEN, Ph.D.

CLINICAL PSYCHOLOGIST
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February 24, 2016

To Whom It May Concern:
It is my pleasure to write in full support of Dr. Marco Rodrigues who is applying for
the position of Superintendent of Worcester Public Schools. I have known Marco for
many years during the period of time that I was the Clinical Director of the Central
Massachusetts Spedal EducatiCffiToilabdrative. I have had a ringside seat watching
Marco's remarkable progression from the classroom, to the Director of Woodward
Day School, to the Executive Director of CMSEC, to the Manager of Special Education,
and then to the job of Chief Academic Officer of Worcester Public Schools. I can say
with great confidence that Marco is an exceptionally strong educator and
administrator who has unique qualities that will enable him to be an extraordinary
leader of the School District.
Marco has been highly successful in a broad array of educational and administrative
endeavors. His success begins with his disciplined work ethic. He has a prodigious
work capacity and is the hardest working person I know. He is extremely organized
both in his work habits and in his approach to leadership. While Marco is very
capable in dealing with the details of administration, he is also a man of great vision.
He has that unusual capability to focus on the critical details that allow a large
organization to function smoothly while simultaneously seeing the big picture that
allows for continuous growth. Marco insists on excellence of himself and for those
who work for him. He inspires others to perform at their highest capabilities and
does not settle for anything less. As Superintendent, he will always be committed to
ensuring that WPS is at the forefront of high achieving urban school districts.
Marco forges strong professional relationships and is outstanding in developing
teams that work cohesively. He is fair but firm. He leads by example and commands
respect through his own exemplary performance and his willingness to roll up his
sleeves and tackle any problem. He is a relentless problem solver. He does not avoid
or shy away from any challenge but rather seeks creative solutions. He stays current
on the best practices in education and is consistently out front in bringing those
ideas into the District.
Due to his extensive background in working with very challenging special education
populations, Marco has developed a deep understanding of the needs of students
who are most at risk He has a sophisticated awareness of how to help these
students including those who have histories of aggression and violence. I recall

contacting Marco a couple of year ago to let him know about a new methodology for
dealing with violent students known as Restorative Justice. I wanted to discuss the
possibility of setting up a program using this approach. Marco informed me that not
only was he aware of the Restorative Justice model, but he had already written a
grant to begin a program using these principles. In addition, he had already
instituted a pilot program using Restorative Justice to help reduce out of school
suspensions at North High School. This story is representative of Marco's leadership
style. He is bold, innovative, and creative in seeking solutions to complex
educational challenges.
Marco is very sensitive to the concerns of parents. He recognizes the critical
importance of building bridges to all community constituents. He works diligently to
build alliances and to foster mutual understanding. He is highly effective in dealing
with conflict and has outstanding interpersonal and communication skills. He has a
personality and temperament that allow him to handle emotional and contentious
issues with sensitivity and maturity.
In my now very long career, I have had the opportunity to interact with countless
administrators, leaders, and educators. I can say without reservation that Marco is
the finest, strongest, most capable leader I have known. He has enormous strengths
in so many domains that he truly is one of a kind. I am aware of the complexities and
demands inherent in the role of Superintendent of Worcester Public Schools. I also
understand why choosing the best person for this job is of critical importance. In my
opinion Marco is the ideal candidate for this position. He has an in-depth awareness
and understanding of all aspects of the School District, and he has the vision and
talent to foster transformative change moving forward. I give Marco the highest
recommendation and without reservation.
Sincerely,

Paul M. Rosen, Ph.D.

Rodrigues, Marco
- ic:rom:

Rodrigues, Marco
Monday, February 29, 2016 10:03 AM
Rodrigues, Marco
RE: Ryan Mullen Letter of Recommedation

ent:
To:

Subject:

From: Ryan Mullen

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Sent: Friday, February 26, 2016 8:34 AM

To: Sivazlian, JoAnn M
Subject: Ryan Mullen Letter of Recommedation

To whom it may Concern,

Worcester Public School System

2/25/16
I am writing on behalf of Dr. Marco Rodrigues, acting Superintendent of the Worcester Public Schools. I
had the pleasure of knowing Dr. Rodrigues when I attended school during my freshman and sophomore year in
high school in Worcester. Dr. Rodrigues was the most caring teacher and mentor I had ever crossed paths with
and believe it was him who inspired me to be the person I am today.
When I first met Dr. Rodrigues, I was going through a very difficult time being on my own without any
structure due to my parents' divorce. During that time period, divorce was not common where I had grown up
and had a large negative impact on my life which affected all areas of my life. He helped me through many
struggles and helped me become a man with coping and learning strategies. These necessary tools helped save
my life, as I was prone to hanging out with the wrong crowd.
Dr. Rodrigues has a great heart and cares for children' s education and safety. This was proven to me as I lay
very ill in the hospital suffering from infected lymph node glands. He came to visit me and was concerned with
my well being, as well as making sure I did not fall back on my studies. That to me was the most selfless act
anybody had ever done for me.
Dr. Rodrigues had a way of dealing with severe and challenging issues in a gently and caring way. He a
cares about children not well being and helping them beat the life struggles inner city along with upper class
troubled children. It has been many years he worked hard to help the underprivileged and privileged students
become better members of our small community.

I know have become successful and owe a lot of my success to Dr. Rodrigues. He is not politically influenced
but one to help the community through his kindness, caring knowledgeable caring of students of the city
through his dedication and hard work.
Please make the right choice for the greater education of our great city.
Ryan Mullen

Thank You,

5. Verification of Eligibility for

Certification as a Superintendent
of Schools in Massachusetts (if
any)

f;

The Commonwealth of Massachusetts

Department of Education
Educator's License

!IS IS TO CERTIFYTHAT THE PERSON NM'lED HEREON IS QUALIFIED UNDER THE PROVISION OF GENERAL lAWS, C. 15, S.IG, c.7 1, S.38G, C.71A, 71B AND/OR C.74 AS AMENDED AND UNDER THE REGUIATIONS PRESCRIBED BY
IE BOARD OF EDUCATION, AND ISEllGIBlf FOR APPOINTMENT IN THEPUBLIC SCHOOlS OF MASSA<::HUSffiSTO SERVE IN THE CAPACITY INDICATED. THE LICENSEISVALID AS ISSUED UNlfSS REVOKED FOR CAUSE.

Congratulations on completing the

requirements for licensure .
Marco Rodrigues
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David P. Driscoll
MMISSIONEROF EDUCATION

The Commonwealth of Massachusetts

Department of Education
Educator's License
IS IS TO CERTIFY THAT THE PERSON NM'lED HEREON IS QUALIFIED UNDER THE PROVISION Of GENERAL lAWS, C. 15, S. IG, C.71, S.38G, C.71A, 71BAND/ OR C.74 AS AMENDED AND UNDER THE REGUIATIONS PRESCRIBED BY
EBOARD OF EDUCATION, AND IS ELIGIBlf FOR APPOINTMENT IN THE PUBLK: SCHOOlS OF MASSACHUSffiS TO SERVE IN THE CAPACITY INDICATED. THE LICENSE IS VALID AS ISSUED UNLESS REVOKEDFOR CAUSE.

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Educator: Marco Rodrig ues

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Gerti fica te #:
I SHIH
iginal Certification Date: 11/24/1995

FIELD(LEVEL)

ISSUED

Foreign Language - [Spa nish] (5-12 )

*Special Needs (5-12)
Special Education Admi nistrator (All
.
Principal/Assistant Principal (5-9)
1
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Principal/Assistant Principal (9-12)

EXPIRES

11/24/95
07/07/97 08/14 /07
04/19/07 u
05/04/00 . u
05/04/00

**

ML ./{)

**

)avid P. Driscoll
AMISSIONER OF EDUCATION

The Commonwealth of Massachusetts

Department of Education
Educator's License
; IS TO CERTIFY THAT THE PERSON NAMED HEREON IS QUALIFIED UNDER lHEPROVISION Of GENERAL IAWS, C. 15, S.l G, c.71, S.38G, C.7 1A, 71B AND/OR C.74 AS AMENDED AND UNDER THE REGUIATIONS PRESCRIBED BY
BOARD Of EDIXATION, ANDISELIGIBLE FOR APPOINTMENT IN THE PUBLIC SCHOOLS Of MASSACHUSffiSTO SERVE IN THE CAPACITY INDICATED. THE LICENSE IS VALID AS ISSUED UNlfSS REVOKED FOR CAUSE.

Educator: Marco Rod rigues

SSN:
I
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Certi ficate# :

ISSUED

09/13/00
07/21/05

avid P. Driscoll
\MISSIONER OF EDUCATION

62512!

.~' .~;\,,,,; -O[ iginal Certification Date : 11/24/1995

EXPIRES

**
**

UNOFFICIAL LICENSE INFORMATION

Page 1of1

UNOFFICIAL LICENSE INFORMATION

This license information was generated by
the educator from the Department's
electronic licensure file, ELAR. It should
not be taken as proof of current licensure
or as an official record. The Department
advises that verification of this information
via ELAR is always necessary.

Marco Rodrigues
Wevdl - FJPll 2533

Educator: Marco C Rodrigues

License#:

MEPID: 50785537

**, :n

Original Certification Date: 11/24/1995

FIELD( LEVEL)

CATEGORY

Foreign Language [Spanish] (5-12)

ACADEMIC

*Special Needs (5-12)

ACADEMIC

Special Education
Administrator (All Levels)

ACADEMIC

Principal/Assistant Principal
(5-9)

ACADEMIC

Principal/Assistant Principal
(9-12)

ACADEMIC

Supervisor/Director (All
Levels)

ACADEMIC

Superintendent/ Assistant
Superintendent (All Levels)

ACADEMIC

APPLICATION
TYPE
Preliminary
Professional
Initial
Initial
Initial
Initial

Professional

ISSUE
DATE
11/24/95
07/07/97
04/19/07
05/04/00
05/04/00
09/13/00

09/08/15

EXPIRATION
DATE
**
08/12/12
**
**
**
**

09/06/20

* Primary Area
** Valid for five (5) years of employment.
Please contact the Department of Elementary and Secondary Education customer service at 781-338-6600, if your license information
above is incorrect or incomplete.

ELAR

~,,_:,::~~-.;~,,.~;if/
Educ~tor I.lcen.-.ur~:

amt Rt'Cnutmcnt

ELEMENTARY & SECONDARY

EDUCATION

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

2/29/2016

6. A Completed Application form

with typed responses to a-c

APPLICATION FORM FOR

SUPERINTENDENT OF SCHOOLS
WORCESTER, MASSACHUSETTS

"Please read before completing the following application: The Worcester Public Schools does not
discriminate in hiring or employment on the basis of race, color, religious creed, national origin, gender,
sexual orientation, ancestry, age, disability, genetic information, military status or status as a disabled
Vietnam era veteran, except where age or sex is a bona fide occupational qualification as allowed by the
Civil Rights Act of 1964. No question on this employment application is intended to secure information
to be used for such discrimination. This employment application will be given every consideration, but its
receipt does not imply that the applicant will be employed."

PERSONAL DATA

Date of Application
Marco

Rodrigues
Last Name

B1ie

3 1' J1i 3 I

2-29-16
Cesar

First Name

ti bk t 11118

Mi$11e Name

(. llJ

211e

Tele_phone

Present Home Address (street, city, state & zip)

20 Irving Street Worcester, MA 01609

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

Telephone

Present Business Address (street, city, state & zip)

Fax

Regarding current position:

Number of employees district/school _ _ _3_,9_0_o_ _ _ District/school enrollment_ _ _2_5_,_oo_o
_ __

PROFESSIONAL EXPERIENCE

(beginning with present)

Title
From/To Dates
Interim Superintenden 12-1-15 to Present

District/State
Worcester School District, MA

Enrollment
25,000

Chief Academic Office Jul/12 to Nov/15

Worcester School District, MA

25,000

Manager Special Educ Jul/1 Oto Jun/12

Jul/07 to Jun/10
Executive Director

Worcester School District, MA

Central MA Collaborative, Worcester, MA

25,000
450

Director

Jul/01 to Jun/07

Woodward Day School, Worcester, MA

120

Assistant Director

Jul/95 to Jun/01

Woodward Day School, Worcester, MA

40

PROFESSIONAL PREPARATION

(beginning with earliest degree)

Institution
Nova Southeastern University

Concentration
Educational Leadership

Assumption College
Worcester State College

Special Education
Spanish

Degre~

Doctorate
Master of Arts
Bachelor Arts

RELATED CERTIFICATION
Field

State

Certificate Number
il!IOTll

Massachusetts

Superintendent

REFERENCES
-

Please list three people whom we might call who are knowledgeable about your professional competence and
who have NOT written letters of reference for your file.
Position
Assist. Director

Name
Margaret landoli-Cole
Mary Jo Marion

Address

i1l I 111 HI

Director

Jennifer Davis Carey

Telephone

Executive Director

1!11 . . . . .

ADDITIONAL WORK EXPERIENCE

From/To Dates

Position

Employer

Location

Jul/92 to Jun/95

Teacher

Worcester Public Schools

Worcester

Jun/91 to Jul/92

Instructional Assistant

Worcester Public Schools

Worcester

APPLICATION PROCESS
The following material should be submitted by FEBRUARY 29, 2016.
1. A letter of application indicating suitability for the position.

2. A current resume.
3. College/university placement papers and academic transcripts indicating degrees.
4. Four letters of reference, one of which shall be written by a former student of the applicant, or of the
applicant's school or school district, as applicable.

5. Verification of eligibility for certification as a Superintendent of Schools in Massachusetts (if any).

6. A completed application form with a typed response to each of the following:
a. How do your experiences and education best qualify you to serve as Superintendent of the
Worcester Public Schools?
b. What is your philosophy of education, and how do you envision carrying out that philosophy
as Superintendent of the Worcester Public Schools?
c. What do you anticipate your preliminary or initial goals will be as Superintendent of the
Worcester Public Schools?

PLEASE NOTE: Candidates are advised not to contact individual School Committee members unless
requested to do so.
Materials should be mailed to:

Helen A. Friel, Ed.D.

Assistant to the Superintendent/
Clerk of the School Committee
Worcester Public Schools
20 Irving Street - Room 108
Worcester, MA 01609-2467
508-799-3032 TELEPHONE; 508-799-3190 FAX
Friel@worc.k12. ma. us

As a candidate, I understand that at some point in the selection process the law may require that the
information contained in this application be made available to the public, and that the facts set forth
herein will be subject to verification.
I certify under the pains and penalty of perjury that all statements made by me on this application (and
accompanying resume, and other documents, if any) are true and complete to the best of my knowledge and
that I have withheld nothing, which, if disclosed, would affect application unfavorably. I understand that any
false statements or material omission of fact on the application (and accompanying resume and other
documents, if any) shall be grounds for rejection of this application or for immediate discharge if I am
employed, regardless of the time elapsed before discovery.

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Date
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6a. How do your experiences and

education best qualify you to
serve as Superintendent of the
Worcester Public Schools?

Question 1

How do your experiences and education best qualify you to serve as the Superintendent of the
Worcester Public Schools?
I was born and raised in Brazil and, after working in accounting and human resources for 10
years, I relocated to the United States. My first full time job in Brazil was at the age of 15 while
attending high school during evening hours. My sister and I were the first generation in our
family to complete a college degree. Raised in a modest family ofltalian immigrants, we were
fortunate to have parents who believed in the power of education, and whose own education did
not exceed the middle school level.
Upon arrival to the United States, I held jobs at McDonalds, Domino's Pizza, and cleaning
services at local supermarkets during the night shift while attending morning ESL classes at the
Adult Leaming Center.
Then, in 1991, I was hired by the Worcester Public Schools as an Instructional Assistant and was
assigned to the Alternative School. At the time I was attending Worcester State College and
earning a bachelor's degree, with a major in Spanish language. Upon completion of my degree, I
immediately enrolled at Assumption College where I earned a master of arts in Special
Education. With my degree, I became a teacher in the Worcester Public Schools assigned to the
Woodward Day School (WDS), an alternative setting for students who had a long-term
suspension from school.
In 2001, I became the Director of the Woodward Day School (WDS). While at the WDS, I
reformed the belief that academic practices were secondary to student discipline. I initiated
systems that were put into place to support teachers' instructional practices, along with strategies
to address disciplinary issues. Professional Learning Community practices emerged as a result of
targeted professional learning and collegial work focused on student achievement.
In 2007, I became the Executive Director of the Central Massachusetts Special Education
Collaborative (CMSEC), a Kindergarten through grade 12 organization that provides specialized
special education services to students with disabilities referred by Worcester and surrounding
towns. While at CMSEC, I improved the organization's coherence and instructional capacity,
created additional programming to address the needs of member districts, and transformed the

organization's fiscal practices.

In 2010, I joined the Worcester Public Schools' administrative team as the Manager of Special
Education and Intervention Services. While in this capacity, I eliminated most artificial barriers
that existed toward parent engagement. I developed a culture of partnership and trust with
individual parents and the Special Education Parent Advisory Council. I restructured and created
new in-district programs to accommodate the needs of our student population. During my tenure,
I also streamlined costs associated with out-of-district placements and began creating in-district
capacity to service students with Autism.
In 2012, I became the Chief Academic Officer (CAO) of the Worcester Public Schools. In this
role, I managed all aspects of teaching, learning, and student support for the district while

supervising the Quadrant Managers for Curriculum, Instruction, and School Leadership, the
Manager of Special Education and Intervention Services, the Manager of English Language
Learners and Supplemental Support Services, the Manager of Professional Learning, the Director
of Career and Technical Education, the Director of Head Start, and the district's Safety Liaison.
Featured aspects of my tenure as CAO included successful implementation, supervision, and
evaluation of the Turnaround process for the level 4 schools, evaluated and supported the
Innovation Schools practices, evaluated district programs and services, developed structures and
frameworks to support the district's improvement strategy, restructured the Dual Language
Program, created structures to improve student graduation, decrease drop-out rates, and fully
implemented the new Educator Evaluation system.
As the Chief Academic Officer, I was a member of the Superintendent's Senior Staff Cabinet
and fully participated in all aspects of the district's leadership and operations.
Effective December 1, 2015, I was appointed by the School Committee to serve as Interim
Superintendent of schools. On December 3rd, I presented an Entry Plan to the School Committee
delineating my overarching vision and goals to support the district during the interim period.
Since December 15\ I have been diligently working on the contents of my Entry Plan and have
been fully engaged with and leading all district operations.
My educational and professional trajectories clearly demonstrate that I am a motivated, focused
individual who possesses leadership qualities that enable me to be responsive to the needs of the
Worcester Public Schools. My vast knowledge of the district's overall operational status,
including its successes, challenges, and optimistic future status, positions me as a strong
candidate for the position.
For every leadership position I have held, I successfully expanded the institution's or
department's organizational effectiveness by developing internal capacity and aligning program
and services to meet the needs of students and families. My global view of educational issues
allows me to direct my attention to the current needs of the organization while strategically
planning for its future expansion.
Worcester has been my home for the past 27 years. Through my personal and professional life, I
have developed strong relationships and partnerships throughout the community and I firmly
believe that I can continue to strengthen and forge additional partnerships as the Superintendent
of schools. My ability to speak Portuguese and Spanish is a great asset and facilitates my
interactions and relationship with these two major ethnic subgroups in our rich and diverse
community.
For these reasons, I believe I am well qualified and poised to lead the Worcester Public Schools
for the next 7 years.

6b. What is your philosophy of

education, and how do y~u
envision carrying out that
philosophy as Superintendent of
the Worcester Public Schools?

Question 2

What is your philosophy of education, and how do you envision carrying out that philosophy as
Superintendent of the Worcester Public Schools?
My philosophy of education encompasses a series of strong values and beliefs which drive my
voice, attitude, behaviors and actions and has resulted in my successful performance as a leader.
For this particular question, I will contextualize my answer and will synthesize it into one word
"Equity."
Reflecting on my roots and upbringing in Brazil, I was a product of public education which was
free but not for all. I had many friends in elementary school who did not continue to middle and
high school because life circumstances had them joining the workforce to help support their
families. Poor families in Brazil are not supported by governmental assistance, therefore
everyone must work to ensure food and housing. Teachers were underpaid and a teacher
typically worked in multiple schools throughout the day. They had very little classroom
resources and some teachers were less skilled than others.
In our community, public education is free for all school age children and attendance is
compulsory. Yet, equity in education continues to be a strong but silent variable. Equity is
described as a "variety of educational models, programs and strategies that may be considered
fair, but not necessarily equal." Equity is the process - equality is the outcome.
The accountability system for public districts and schools in Massachusetts clearly identifies the
performance of student sub-groups and also identifies how districts fair in educating the "high
needs group," which is composed of students whose families are identified as economically
disadvantaged, students with disabilities, and English language learners.
Inequities in public education is present on many different levels: staffing, instructional
practices, cultural/linguistic background, and socio-economic and familial status.
Staffing inequities begin with an inadequate funding formula that places urban districts at a
significant disadvantage in their ability to hire additional personnel with competitive
compensation to match the candidate's skill and experience. In addition, diverse urban districts
have minimal minority representation in the workforce and large gaps in cultural competence.
Instructional inequities exist in public education. These inequities are more likely to surface in
specialized programs (i.e. sub-separate classrooms, alternative education) where the course
content, the rigor of instructional practices, and less-skilled teachers may adversely affect student
achievement. The lack of cultural competence described above also promotes conscious and
unconscious favoritism, bias, and prejudice by some teachers, directly affecting instructional
delivery and support.
Inequities for families and students with cultural and linguistic diverse backgrounds are evident
in urban cities and districts. Some immigrant or refugee families are at a disadvantage when
navigating the process of accessing services or making educational choices to serve their best

interest. As an immigrant, I experienced first hand some barriers that made it difficult for me to
access specific services. Linguistic inequities also exist and, in public education, they can
manifest as lower academic expectations for English language learners which adversely affect
student success, aspirations, and post-secondary opportunities.
Finally, socio-economic inequities are widely discussed but generate the least traction when it
comes to addressing the issues inherent in the sub-group identified as economically
disadvantaged. Children in this sub-group are likely to underperform academically, have access
to fewer resources and less funding to pursue post-secondary opportunities. Some families also
experience a high level of household dysfunction, with abuse, neglect and little to no
encouragement and support from the adults to children. Some families are also likely to have
adults with limited to no education, including earning a high school diploma.
My background as an immigrant, as an English language learner, and my experience in special
education empower me to view the needs of our schools, families, and students in a more defined
and realistic way. Having had the experience, and having lived through some of the challenges
that many of our families experience every day, I approach these challenges with a refreshed
perspective not only to lift the existing barriers but to create systems that will prevent them from
forming again.
I appreciate the cultural richness of the Worcester Community and I embrace the challenges in a
manner to ensure that all students attending the Worcester Public Schools are afforded the
opportunity to access services and to excel academically. Equity in education is not a public
school district issue, it is a community issue. As a first generation in my family to go to college I
will embrace, with the same enthusiasm and drive, the mission to ensure that all students will
receive a world-class education and will graduate college and career ready.
Equity and access must start with us!

6c. What do you anticipate your

preliminary or initial goals will be
as Superintendent of the
Worcester Public Schools?

Question 3
What do you anticipate your preliminary or initial goals will be as Superintendent of the
Worcester Public Schools?

As the Superintendent of the Worcester Public Schools, my initial goals would be:
1. To establish and promote a highly effective leadership governance by building a
trusting, productive, and collaborative relationship with the Worcester School
Committee.
2. To develop a culture of collaborative partnership with families and to engage them as
active partners in their children's education.
3. To establish an open, fluid, and honest communication protocol that builds trust,
positive relationships, and productive collaborations with all stakeholder groups.
4. To promote high quality teaching, learning, and support services to close the
achievement gap and to ensure that all students graduate college and career ready.
5. To build on School Safety practices that encourage a respectful, positive climate and
culture that is centered on teaching and learning.
6. To reform the role of the central office by re-aligning staffing levels and developing
sound organizational effectiveness to ensure higher performance and support for
schools.
7. To ensure that the budget process is student-centered and is aligned with the Seven
Point Financial Plan for Advancing Student Achievement and Program Sustainability.