What I Learned in Kindergarten

 

Recently I had the opportunity to help out for a school day in a Kindergarten classroom.  Besides being exhausted by the time dismissal rolled around, I did learn a lot from the experience:

• Regardless of one’s position or authority, Kindergarteners are brutally honest and treat everyone the same.  I was introduced to the class by the teacher as the “Big Boss” who runs the schools.  That introduction quickly fell flat when one student looked up at me, shrugged, and asked me to move over because I was apparently invading his space. I was invited to join morning circle for a greeting, and I was eagerly welcomed by my new friends. And even though these kids didn’t know me from Adam, it only took a few minutes for one to tap me on the knee and ask me to read a book.

• Kindergarteners love learning.  Whether it was a phonics lesson, math challenge, or selecting a special book from the library, these kids were eager to learn and demonstrated an amazing capacity to switch gears between lessons. They were all business! They were inquisitive, attentive (even when rolling around on the rug…) and had self management skills that I sometimes see lacking in fellow superintendents(!)

• There is a lot of nose blowing in Kindergarten. Of course, it’s winter time in New England but even I was surprised at the number of runny noses. Let me be clear: There were prodigious amounts of snot - wiped all over chins, hands, and sleeves.  It was a constant battle keeping noses clean. Thank goodness for Purell. (Parents, if you really want to put a smile on a teacher’s face, send in extra boxes of Kleenex; there is never enough.) 

• Everything is breaking news.  One kindergartener lost her first tooth, and it was a cause for celebration and excitement. Stories about siblings, recess drama, and pets abound. In the middle of a math game and without prompting, one boy shared what his father said over the weekend when his dad hit his head on the door; he explained it in such exaggerated detail it could have been a screenplay for a hit movie. I was mesmerized. 

• The power of the hand signal. The teacher and her assistant expertly used a raised hand and gesture to get all the Kindergarteners to stop what they were doing and form a straight and quiet line to head out for recess. If only I could get the principals to fall in line like this.

• Speaking of Kindergarten teachers… The adults in that classroom, and all of our teachers and staff, are heroes.  Our teachers are dedicated to meeting the many and varied needs of all of our children, regardless of their circumstances, and I am grateful for all they do. Each day they arrive prepared to guide and support these children and they do so with humor, flexibility (wicked flexibility!) patience, creativity, caring, and love. I already know that about our teachers, but spending a day in a Kindergarten classroom helped me to put my work in perspective; and looking at those 20 something faces made the Portrait of a Needham Graduate come alive - and feel personal.

I am so fortunate and privileged to work in a community that values its children and young people like Needham does.  

For sure, educating young people is challenging and our efforts sometimes imperfect, but the teaching and learning that is going on across the district is the most important work happening in this community, and I am humbled by our educators’ commitment and inspired by our Kindergarteners' joy.  

A Thanksgiving Message

Before Thanksgiving the
"Big Boss" received a
special card.
Thanks, Tara!

I sent the following message to our faculty and staff this week. I hope each member of the Needham community enjoys a restful and peaceful Thanksgiving holiday!

Dear Faculty and Staff:

Near downtown Worcester there is a small soup kitchen and hospitality house called the Mustard Seed. In 1977, when I was a freshman at Holy Cross College, I first had the honor of volunteering there serving meals. Since then and over these many years my family and I have supported the Mustard Seed and their mission of serving homeless folks, migrants, and those who have simply struggled to make ends meet.

One of the things that always strikes me on those occasions when we are delivering groceries or serving food is the profound sense of gratitude from the patrons.  Their sense of appreciation always catches me off guard because I feel privileged to have the means to serve them and don’t expect the strong expressions of thankfulness and grace they extend. I recall one man who, after a simple meal was served, grabbed my hands and with tears in his eyes whispered, “Thank you and God Bless you.”  In those moments I feel a deep sense of guilt and humility. I can’t really explain it, but it is humbling to serve others knowing that our life’s stories could have been so different.

That same feeling of profound gratitude and humility is what I carry with me as I work with the extraordinary staff, students, and families of the Needham Public Schools.

In the faces of our students and staff, I always see a spark of potential and joy, and I feel that same sense of privilege to be a part of our students’ and a part of your journey. Let me take this opportunity to say to each of you: Thank you for letting me share this mission with you and for making our schools a place of hope and growth.

This Thanksgiving, I am particularly grateful for my family, my health, and I am profoundly humbled to be your colleague. Wishing you and your families a wonderful and peaceful Thanksgiving.

Dan

It's Time for Pollard!

Inaccessible and undersized classrooms… Lack of a modern HVAC system to provide consistent heating, cooling, and air quality… Leaky roof… … Modular classrooms that have outlived their useful life… Outdated science labs… Lack of special education programming spaces… Small and antiquated auditorium… Undersized office and conference spaces…  

These are the conditions for learning for over 800 students at Pollard Middle School. And as your superintendent for 20 years, I have concluded that it’s finally time to focus on the needs of our grades 6-8 students to ensure they have the infrastructure, resources, and conditions for learning that will empower their success. Let me explain:

Since 2019, the Town has been studying and planning for our future school building needs and anticipated school building projects have been a subject of discussion for several years now. After years of study, Pollard Middle School was prioritized as the district's next school building project, and it has been accepted into the Massachusetts School Building Authority (MSBA) program, which provides significant reimbursements to towns to help reduce school construction costs.

We are currently in the midst of the feasibility period of the MSBA process. In September the town submitted seven options to the MSBA for consideration and all seven options are now being studied in greater depth and will be narrowed down to a single preferred option with a vote by the School Building Committee (SBC)/PPBC in early December. 

Upper left: 20 plus year old modulars Upper right: antiquated mechanicals 

Lower left: Storage and office space Lower right: Inaccessible bathroom

The SBC decision will be guided by the answers to three key questions: 

• Renovation or New Construction: Do we renovate and add on to the existing Pollard building, or build a new school? 

• Grade Configuration: Will the school reunite grades 6-8, which is the School Committee’s preferred option, or remain just grades 7 and 8?

• Site Selection: Will the school be built on the current Pollard site, or on a portion of the DeFazio site?

According to the current schedule, the preferred option will be submitted to the MSBA in mid December for their review.  (The Town could be eligible for a reimbursement of about 22% of the estimated construction costs.) Ultimately, in order to fund this project, the community will need to approve an override measure by ballot, which we anticipate in the fall of 2026.

I encourage parents and community members to learn more about this important project and stay updated in the months ahead.  We host periodic community meetings about the project, and the next one is coming up on Thursday, November 6, at 6:30 pm on Zoom. We are also hosting an Open House on Saturday, November 15, 9:00-10:30 am at Pollard, where you can take a tour and gain a better understanding of the challenges we face in the existing building.  More information about these events can be found on the Pollard Middle School Project website, which is your best resource for background on the project and current information. You can also sign up for our weekly email which will keep you informed.

It’s time for Pollard!

Upper left: Outdated and crowded science labs Upper right: Inadequate classroom HVAC

Lower left: Cot in health office Lower right: School entrance

A New School Year Means New Possibilities!

We are off and running on a new school year! Allow me to share some of the key activities we will be engaged in as part of the new 2026-2030 Strategic Plan which is based on the Portrait of a Needham Graduate Competencies. This plan is our roadmap for the next four years, and it's built on four key pillars: Growth, Innovation, Communication, and Infrastructure.

Based on the plan, we will be engaged in the following activities for the '25-'26 school year: 

Pillar 1: Growth

Our primary goal is to ensure that every student grows academically, socially, and personally. This isn't just about grades; it's about fostering well-rounded individuals who are prepared for the world. This year, we will:

• Demonstrate student learning progress toward the Portrait of a Needham Graduate (PONG) competencies, which are the essential skills and dispositions we want all of our students to possess.

• Pilot and select a new evidence-based literacy curriculum to strengthen foundational reading and writing skills.

• Collect and analyze student data to improve social-emotional learning (SEL) instruction and provide targeted interventions for those who need them.

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Pillar 2: Innovation

We believe in enhancing learning through new structures and paradigms. The world is changing rapidly, and our education system must evolve to keep pace.

This year, we will:

• Enhance our Intensive Learning Center (ILC), a special education program to better support inclusive education and ensure all students, regardless of their needs, have access to a high-quality learning environment.

• Expand real-world learning opportunities (e.g., interdisciplinary learning, civics education, and career exploration) that connect classroom knowledge to practical experience.

• Develop a clear framework for the ethical and effective use of artificial intelligence (AI) in our schools, preparing students for a future where AI is an integral part of life.

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Pillar 3: Communication

Strong schools are built on strong partnerships. Our goal is to foster greater collaboration with families and the community.

Over the next four years, we will:

• Address chronic absenteeism by identifying barriers and working closely with families to improve student attendance and learning.

• Streamline our registration process to make it easier for new and returning families.

• Launch a new learning management system to enhance instruction and strengthen partnerships between families and teachers.

• Increase family access to information about our curriculum, district projects, and priorities, ensuring everyone is on the same page.

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Pillar 4: Infrastructure

A strong foundation is essential for success. This pillar focuses on the support needed to implement our district plan effectively.

Over the next four years, we will:

• Continue the Pollard Middle School feasibility study by analyzing various design options to create a modern learning space.

• Procure and begin implementing a new financial application to improve operational efficiency.

• Adopt a new teacher evaluation rubric and continue to link professional growth with employee evaluations, helping our educators grow in their careers.

• Diversify our educator workforce to better reflect our student body and successfully negotiate new collective bargaining agreements.

The new school year is a time of renewal and possibility! We are excited to embark on these strategic actions together and build a future where every student thrives. Here's to a year of growth, innovation, and strong community connections!

Hey, Parents, What's in Your Kid's Backpack this School Year?

What's in your backpack?

As summer winds down and we gear up for a new school year, allow me to share new plans, protocols and guidance that we are introducing in the Needham Public Schools this fall related to the use of technology and tech tools, including AI.

More than ever we must enlist parents and caregivers to understand the kind of classroom environment we intend to create for your children; we need parental support in these efforts if we are to guide our students responsibly. 

• Cell Phones  I have previously written about how we planned to study the use of cell phones in school, particularly at the middle and high school levels. We have made adjustments to our school policies which limit cell phone possession and use, and families can read more about our new protocols here: Guidance on Cell Phones and Social Media Use in Schools We believe these common sense guidelines will allow our students to stay focused during academic time and less distracted by social media. Over the course of the fall and into winter we expect to assess how the procedures are working and will share the data with the community and to make appropriate adjustments.

One important note: Without parent support and a willingness to stand firm (e.g., not allowing your young student to bring a phone to school), we will fail our kids.

• AI in the Needham Public Schools  The technological advancement of artificial intelligence (AI) is prevalent and fast becoming a staple of our work and personal lives, and this is increasingly true in the classroom environment.

Since Generative AI “arrived” on our doorstep in 2022, the Needham Public Schools has been committed to thoughtfully investigating how these new technologies impact teaching and learning – both from the perspective of student and teacher. In “Generative AI and K-12 Education: An MIT Perspective”, Reich et al. encourages schools to “facilitate access to AI with thoughtful guardrails” and that “educators consider what productive thought students should engage in”. In Needham, we are committed to deepening our understanding of AI and at the same time, continue providing teachers and students with appropriate training, coaching and tools to engage with these new technologies in ways that are safe, relevant and innovative. Members of our Instructional Technology team have collaborated to develop and share Guidelines for Using Generative AI in classrooms across the district.

Even as we grapple with this new technology landscape in the classroom, Teachers at Needham High School, particularly those within the English Department,  have recently shared with school administration their concerns about the impact of AI on student-teacher relationships and student learning. A recent article in The Atlantic highlights the negative impact of AI in the college classroom especially as it relates to writing.

Although these concerns touch all aspects of teaching and learning at the high school, the impact of AI has been especially significant on the English curriculum. This year, meaningful and positive changes will take place in the English Department at Needham High School to best serve the academic and social emotional growth of our students and to best align the English curriculum with the Portrait of a Needham Graduate competencies, which are necessary for success in our quickly changing world. Please read here for additional information: English Department statement on AI.

Our approach is one in which we acknowledge the power and possibility of AI while at the same time create guardrails and clear rules and practices that will help - not hurt - our students in the long run.

• Strategic Plan & Technology The School Committee has recently adopted a new five year strategic plan based on the Portrait of a Needham Graduate, the district's framework for learning. Within the plan for the 2025-26 school year is a commitment to understanding more fully how AI can responsibly and ethically be used to strengthen district management, programs and student learning. Please check out the 25-26 District Action steps for additional information.

To learn more about how we are supporting students' safe and responsible use of technology and social media, please check out our online resources: Digital Wellness in the NPS

Keep It Simple.

 

Following are excerpts of my remarks to the Needham High School Class of '25 delivered on June 1, 2025.

Class of ‘25: Keep it simple. 

A recent visit to the Needham Schools by fellow Needham High School Class of 1983 alum, Sunita (Suni) Williams, reminded me how our lives can take unexpected turns and that this world can be a complicated place. Sometimes we just need to pause, step back and take a deep breath - to keep it simple. Suni Williams, who sat right where you are 42 years ago, inspired me to remember to slow down, enjoy the ride, and appreciate the people around me. 

Suni visited three schools, and in each school visit, Suni explained what it was like on the International Space Station and what it meant to be its commander. Rather than being “stranded” she described her nine month journey as being an "extended business trip.” She has a gracious and positive outlook on life! Suni discussed science experiments, rocket mechanics, microgravity, and her spacewalks. 

After explaining all the science and her remarkable travels to fourth graders, middle schoolers, high school students, and teachers from all levels, she took questions. The question she was asked the most?

“How did you go to the bathroom?”

Here we had a graduate of the Naval Academy, a decorated Navy pilot and astronaut who holds the spacewalking record for a woman (over 62 hours!), who commanded an international team, had her eight-day mission extended by nine months. Yet, the thing we all needed to know was: “How did you go to the bathroom?”

If you think about it, this question kind of makes sense… pretty basic stuff, really. Pretty simple. This international celebrity, scientist, and Navy pilot has spent 600 days in space. Most of us have little in common with her, but the one thing we do share, the one thing we can relate to, is, well, we all gotta go.

When it comes down to it, we often try to understand the world and other people by what we have in common. Sometimes we must look beyond obvious differences for connection. It’s a basic human need to relate with those around us, despite our differences. Sometimes we have to roll back the facades, layers and barriers to get to a simple understanding in order to make meaning, to build community.

As Suni talked to students that day I appreciated two simple ideas she shared.

The first is this: Our world is a beautiful and special place, and we need to take care of it. Suni told students to take time to enjoy the world around us. She recalled her father driving the family around New England in autumn to see the vibrant fall foliage. “How beautiful this is!” he gushed, as Suni and her siblings rolled their eyes and just wanted to go home and play. Now, in her adult life, Suni appreciates the simple joy of looking at the fall colors. From her perch on the ISS, she could look out at planet Earth, watching enormous storms form in the Atlantic or snow blanket the Rockies; they traveled through auroras and witnessed amazing lights all the time marveling at the simple yet powerful beauty of our planet. 

She also watched wildfires burn out of control and smoke cover parts of the Northern Hemisphere; they could witness explosions and missiles hitting targets in the Middle East and Ukraine. Her message was simple and clear: We have a beautiful yet fragile planet; we need to take care of it and one another.

The second message Suni shared was this: People are fundamentally good. It’s a powerful message, and it’s simple and true. Despite our many differences, divided politics, anxieties, fears, racism, and inequality—human beings are basically good, fair, just, and kind-hearted. 

Perhaps this simple notion is at odds with the world today, but Suni and the ISS crew, which includes Russian cosmonauts, worked, ate, and lived together in a tiny space, overcoming language barriers, customs, and international politics.  They depended on each other; they broke bread together, laughed and celebrated birthdays and holidays. Suni has come to realize that despite our differences, humans are fundamentally caring and loving—it is with humility and curiosity we must find goodness in others.

Class of ‘25, congratulations on all you have accomplished to get here. We are all proud of you and wish you well as you venture out beyond Needham into a beautiful but fragile world that requires you to seek connections with those who are different and to see the beauty and humanity within those you encounter. 

When your lives become hectic, when the work is punishing, when you are lonely, when everything seems overwhelming and insurmountable—step back, take a deep breath, lean on a friend and keep it simple. 

As Suni reminds us: Our world is a beautiful place, and people are fundamentally good.

Beauty and goodness. Keep it simple. 

After all, it’s not rocket science.

Generation Distracted: Next Steps Around Phones and Social Media in the Needham Public Schools

Last August I shared with the community the need to study and discuss the impact the use of cellphones and social media was having on our young people especially as it relates to school. Since then the Needham Public Schools School Wellness Advisory Committee (SWAC) dedicated its efforts to understanding the impact of cell phones and social media on our students. Through a comprehensive process of review, data analysis, expert consultation, and research into best practices—including visiting phone-free schools—we explored the effects of phone use on academics, well-being, and safety, while also evaluating digital literacy instruction. 

Last month, SWAC provided an important update to the School Committee which detailed initial findings and recommendations regarding cell phone and social media policies. The committee is recommending three broad areas for the school community to consider and implement:

Student Phone Use: This involves guidelines and rules around the use of cellphones in school. We have proposed language for the student handbooks that limits the use of cellphones in school to avoid learning distractions and the overall disruption of the instructional environment.

Digital Literacy & Citizenship This includes the critical importance of equipping our students with robust digital literacy and citizenship skills. The Media & Digital Learning Department is actively reshaping and reconsidering how we teach these essential skills across all grade levels. We believe that fostering responsible digital habits requires a cohesive and developmentally appropriate approach, both within and beyond the classroom. We want students to be responsible and safe consumers of digital media in ways that strengthen their learning and personal and social relationships.

Community Norms: We believe working with parents, families, and community members to help young people understand their responsibilities around the use of social media and to delay the introduction of cellphones before middle school should be an important component of a comprehensive plan around phones and social media. I met with PTC Presidents recently to discuss cell phones and social media, and we got excited about parent and community initiatives like Wait until 8th, an initiative to encourage parents to wait before purchasing a phone for children until they reach 8th grade.

As I wrote last August to the community our goal must be to prioritize student well-being, responsibility, and academic success. In partnership with staff, students, and parents, we can ensure a learning environment that fosters focus, well-being, and responsible digital citizenship for all our students. The next step involves engaging the entire community in thoughtful discussions around these recommendations, and I encourage you to look out for opportunities to share your perspectives and contribute to shaping a positive and healthy digital landscape for our young people.