Monday, February 22, 2021

Reopening Our Schools: What Comes Next?

With thanks to the Needham School Committee, principals and school administrators, and Needham teachers and staff represented by the Needham Education Association, we are looking forward to bringing back our youngest learners in Kindergarten, First, and Second grades four days per week starting March 8th. 

Elementary principals, teachers, and staff are busy setting up classrooms, organizing new schedules, hiring additional staff, and preparing for increased student learning. Teachers in grades Three, Four, and Five are planning to increase instructional time for their at home learners, and surveillance testing for the staff and a new health attestation form for families is also being rolled out in March. The full plan is available here

Teachers and staff have worked in creative, new, and innovative ways to educate and connect with students in this most unusual year.  They have introduced new teaching strategies, collaborated with colleagues, and dedicated evenings and weekends to prepare for their students.  Their efforts to support learners in these circumstances are both inspiring and unsurprising.  Needham parents and families, who have been incredible and patient partners throughout the entire school year, are also adjusting their schedules and looking forward to having their youngest children receive more in person instruction with caring teachers and staff. Thank you to our families for your ongoing support!

While we have worked hard as a community to get to this point I also acknowledge more work lies ahead.

After almost a year of disrupted learning for all of our students, Preschool through 12th grade, everyone - students, families, teachers - is eager to resume school as we knew it and move forward. Clearly, the academic and social & emotional health and wellbeing of our students requires that we be responsive to their very real needs.  The implementation of strong safety protocols in our schools, recent health metrics and data, and the rollout of the vaccine all suggest that we are tackling COVID, and we must continue to plan for a full and safe return to school for all students.

So what comes next?  Here are some of actions we will be taking as a district to prepare us for a full return to school:

• Review and understand new guidance from the Department of Elementary and Secondary Education (DESE) and the Centers for Disease Control & Prevention (CDC).  While the guidance from DESE and the CDC is incomplete and contradictory in places, both offer information that we can use to assist us with ongoing planning. 
  Timeline: Highlights from both documents will be shared at the March 2nd School Committee meeting and will be used for ongoing discussions.

• Advise and assist the Town of Needham Department of Public Health and Human Services with plans to offer vaccinations to community members, including NPS employees, beginning in Phase 2, Step 3 of the state’s vaccination program. 
  Timeline: A specific vaccination schedule is to be determined and will be based on the availability of adequate vaccine supplies.  The tentative schedule could involve teacher /staff vaccinations beginning in late March.

• Provide an update on the return of K, 1, and 2 students as well as an update on the strengthening of the 3, 4, and 5 elementary hybrid model to the School Committee and the Joint Committee on Health & Safety.
   Timeline: Share update about implementation of elementary plan as well as a status report on school staff vaccinations at March 16th School Committee meeting.

• Assess the academic and social & emotional health of students to determine shortfalls, needs, and gaps that can be addressed in the 2021-22 school year.
   Timeline: Ongoing efforts throughout the spring; share update with the School Committee in April.

 Identify the specific barriers/challenges that limit our ability to bring all students back for full in-person learning. Once identified, convene the COVID-19 Advisory Committee to 1) Consider possible solutions to the barriers/challenges; 2) Review new guidance and updates from the CDC, MA Department of Public Health, MA Department of Elementary & Secondary Education, and the NPS Joint Committee on Health & Safety around the reopening of schools; and 3) Advise the School Committee and administration on the full reopening of the Needham Public Schools.
    Timeline: Convene COVID Advisory on March 30th to review the status of health and safety, the hybrid models of learning, and plan for a full school reopening.  

• Communicate with staff, families, community and School Committee on the status of health and safety, planning for a full return to school, and other school-related updates. Facilitate student, staff, and family opportunities for conversations and input through open houses and surveys.
   Timeline: Ongoing efforts throughout the spring.


With a commitment to the health and safety of our students and staff, we can and we will fully reopen the Needham Public Schools and return to a new normal that will likely involve some level of hygiene protocols, mask wearing, and social distancing. 

We will lean on public health & education guidance; we will collaborate with our teachers and staff to plan; we will secure the necessary funding, resources, and space to return all students, full time to school; and we will prioritize the education of all Needham students now and into the 2021-22 school year.


Friday, January 8, 2021

Responding to the Attack on the U.S. Capitol

I sent the following email to our staff the evening our Capitol was attacked by a violent mob of extremists:



Wednesday, January 6th 


10:02 p.m.


Dear Faculty and Staff:


Like you, I have been stunned by the appalling events that took place in our nation’s capitol today, and I remain glued to the news to try and make sense of it all.  As I write this, the Senate and House of Representatives have reconvened and are proceeding with their Constitutional responsibility to affirm the Electoral College votes.


With our students arriving back into classrooms tomorrow, I know many are wondering what, if anything, they should or can say to students about what happened today in Washington, DC.  Please know that I encourage you to check in with your students and allow them to process the events that have unfolded.


Parents and families certainly have a primary responsibility to frame these events for their children within the context of their understanding and values, and I respect that.


As educators, we also have a responsibility to teach our students about these events in the context of our educational program and our values as a district, including the values embedded in the Portrait of a Needham Graduate.  I encourage you to allow students to process this historical event in developmentally appropriate ways, and please lean on one another, your principal, and curriculum leaders for support and assistance.


Sometimes teachers worry about saying or doing the right thing in the classroom, especially when it comes to a topic that could be construed as political in nature.  In fact, I have previously advised teachers to steer clear of advocating a political position in school, and I stand by that guidance. However, talking about what happened today is not about advancing a political position or promoting a political viewpoint, it is about acknowledging an assault on our democratic institutions, a duly certified election, and the peaceful transfer of power from one president to another.  What happened today was an unlawful attack on the nation's Capitol and the U.S. Constitution.


Allowing students to engage in discussion and conversation about these issues will never be considered partisan or political in our schools and classrooms.  Our students need opportunities to discuss and process these events within a safe educational setting with caring, knowledgeable, and trusting adults.


One of my favorite New England poets, Elizabeth Bishop, reminds us:  “Democracy in the contemporary world demands, among other things, an educated and informed people.” 


It’s our duty to help our students understand themselves, one another, their community, and their responsibilities as a citizen of our country, this imperfect union we call the United States of America.





Wednesday, December 9, 2020

2020 Performance Report

While it is a challenge to keep routines, schedules, and traditions moving along and forward during a pandemic, it is important to take the long view and remember what our work is all about in the Needham Public Schools - the growth, development, and success of our students.

The Needham Public Schools annual Performance Report is designed to share data, stories, and program updates about the schools over the last academic year.  Within it we explain our successes and challenges in an effort to provide accurate and transparent information so that the entire Needham community can appreciate and understand how we empower student growth, engage the community, and carefully manage resources.  Typically the report is printed and mailed to thousands of Needham residents, business and our Boston families.  This year, however, we have produced an online version, and we encourage you to check it out on the district’s website:  Needham Public Schools 2020 Performance Report

Let us know what you think and how we are doing!  Please stay healthy and safe during the upcoming holidays.

Sunday, September 27, 2020

Invite Hope to Stay

(Following are remarks I shared with the Faculty and Staff on September 1st upon our return to school to plan for a new year.) 

As I contemplate a new school year—a year like one we’ve never experienced—I am also taking stock in the world around us and the national events that dominate the news cycle, clog our social media, and unsettle even the most “chill” among us.


I want to talk with you today not about district goals, hybrid learning, your remote schedule, training or disinfectant; I want to share with you two words that have crowded my thoughts on my morning runs:  Fear & Hope.


I want to let you know what’s on my mind as we confront a new and challenging school year, and these two words keep surfacing in my thoughts:  Fear. Hope.


Let’s start with Fear.  Why not?  It’s the easiest to acknowledge.  There is a lot of fear around us, impacting folks in different ways.  I mean, it’s pretty scary out there:


• Videos of hurricanes in the Gulf and wildfires out West run like apocalyptic movies that we here in New England watch from afar on TV


• Record high unemployment that has impacted families, friends, and colleagues, many right here in Needham


• Political acrimony and animosity, especially at the Federal level, which nurtures conspiracy, resentment, and hate


• Violence against people of color, particularly Black men; Racial inequality & civic unrest fueled by longstanding systems of oppression and racism


• A global disease that has killed almost 900,000 people and upended the way of life for the entire planet.


There is a lot to worry about, a lot to be afraid about.  A lot to fear.

Sometimes fear is created by the cowards among us; those who hide behind power to manipulate reason and provoke terror. There is rage, anger, and deceit coming from the highest offices in this land all the way to the neighbor who maligns and denigrates the newly placed “Black Lives Matter” sign in your front yard.  There are those who nurture and exploit our fear; they blame the other for misfortune or economic malaise. They trade in half-truths and lies; they encourage bigotry, hate and intolerance for the other—the other person who looks, or prays, or loves differently—all in an effort to incite and instigate; all to embolden fear.


And there is another kind of fear, a fear which has its roots in a genuine and legitimate concern and worry about how, for example, we can manage this pandemic, help those who have lost loved ones or jobs, confront the ambiguities of social distancing, testing, and masking. We wonder:  Will my family be safe during this health emergency?  What if I get sick? How do I teach under these circumstances?  Can I be successful with my students? Who can I depend on?  With so many unanswered questions and concerns, it’s disconcerting, unsettling, and frightening.  And fear easily and happily fills the void.


In all of this, we wonder how as a family unit, a community, or nation we can navigate through the uncertainty, the charged messages, and doubt.  How do we manage the anxiety we are experiencing as parents, co-workers, and educators?  What a thing, this fear is; it can limit us and weaken and destroy our ability to move forward and to heal; it can cripple and capsize our aspirations and dreams.


Fear is stoked by those lacking courage and it also exists when we feel vulnerable and at risk.


I believe the antidote to fear and fear mongering is truthfulness and honesty; empathy and understanding; valor and bravery—all of this is the essence of hope.  This kind of hope dashes fear and makes room for listening, learning, leaning in, and stepping forward. On the eve of a new school year, even one as complicated and convoluted as this one, we find ourselves with fear all around us—but HOPE before us.


In this new school year, even with its uncertainties, we have a responsibility to build caring relationships with our students and support innovative learning… We have an opportunity to inspire civility, respect, and an anti-racist culture in which all children are valued and loved. We have an obligation to serve our students, empower their lives, and give hope to this world.


So what does hope look like in the Needham Public Schools in the fall of 2020? 


•  It looks like the work of over 300 Needham teachers who took the summer to reconsider curriculum, reinvent their instruction, and revise programs to meet the needs of all students in a new academic year;


•  It looks like the implementation of a Full Day Kindergarten program based in play, exploration, and self-discovery that demonstrates the power of student choice in learning.


•  It looks like the continued development of our Portrait of a Needham Graduate competencies which support equity and reinforce problem solving, collaboration, creativity, social responsibility, and student voice as key attributes of a successful grad.


•  It looks like the recently completed School Facilities Study which will be presented in September and outlines a pathway to re-envision Mitchell and Pollard.


•  It looks like the investment the School Committee and community made to provide increased special education supports in all areas to boost learning for our most vulnerable students.


•  Hope looks like the hundreds of Needham youth who filled the streets in June to protest the brutal killing of George Floyd at the hands of police and the racial injustices that persist in a nation we love. Their chants of “Black Lives Matter” must be heard as a cry for equity and their words are also a hope-filled call to action.


•  And hope looks like the planning of 20 educators who researched, designed and will lead the implementation of our very first ever K-5 Racial Literacy Curriculum which will complement and enrich a revised 4th and 5th grade social studies program that incorporates diverse perspectives and experiences.


We are incredibly fortunate as educators in this community to enter into a new season of hope, one that I believe can marginalize and vanquish fear. We have an extraordinary opportunity to tap into the natural and youthful hope of our students and bring them up!  This youthful hope allows the most cynical and tired among us to endure difficult times, to persist, and to move forward even when the evidence suggests otherwise.  The bubbling energy, tenacity, and courage of young people reminds us why we do this work, why we care so deeply.


Yet, this is not easy work.  Battling fear with hope is challenging. 

Confronting a culture of ignorance, racism, intolerance, and incivility—all tools of fear—is exhausting. Unpacking one’s own uncertainties, anxieties, and worries is equally daunting.  And we have a choice.  We can make a difference; we can choose to vanquish fear and unleash hope. 


One of my favorite American writers is Maya Angelou, and she said this once: “Hope and fear cannot occupy space at the same time.  Invite one to stay.


This morning, in spite of the demagogues and agitators who hawk fear; despite the dangers and turmoil that exist in the world; and in consideration of the genuine uncertainties and doubts in our own lives, invite hope to stay.


You see, in many ways our work as educators is an act of defiance and love in a weary world hungry for dignity, justice, and peace.


Invite hope to stay and remember in the coming year that in each lesson you prepare, every family you assist, and each student you build a relationship with you are committing an act of hope; an act of hope in the power, possibility, and promise of each child. 


There can be no bigger responsibility.  

And no greater joy.


Here’s to a great year.


Sunday, May 31, 2020

We Stand Together

The death of George Floyd, the black man killed by a Minneapolis police officer last week, has resulted in outrage that continues to grow with good reason. The administrators of the Needham Public Schools recognize the root cause in this moment and are committed to addressing structural racism – to expose it, undo it, and help our community heal from its wounds.

We believe there is no place for racism or hate in the classrooms of the Needham Public Schools.
Our schools, and our work with every child, must be part of the solution of addressing the injustices, inequities, and pain that mar and stain our democracy and disproportionately impact our communities of color. We believe all students and staff - indeed all human beings - have dignity and are valued members of our learning community.

With energy, hope, and a deep belief in the promise and possibility of each one of our young people, the district administrators are committed to working with the School Committee,
staff, parents, community members, and especially students, to tackle the challenges of ensuring equity for all. The Race, Equity, Access & Leadership (REAL) Coalition guides this important work. More information with respect to addressing racist and hateful acts, and the importance of equity within the Needham Public Schools, can be found on the district’s website:

Sunday, April 26, 2020

A Message to High School Students

This past week was supposed to be April vacation and many of you had plans to travel locally or even around the world to hang out with friends, meet new people in France, perform in a concert in Prague, or just loaf around on the beach.  I was going to go to Washington, DC to visit my daughters; instead, like you, I find myself standing in line outside the grocery store, waiting my turn to buy limited groceries—supplies that I will never take for granted again—and standing there with my face mask covering an expression that says: How on earth did we get here?  I mean, really, a pandemic? No toilet paper??

Never did we anticipate that your high school experience—or our lives—would be disrupted in this way. It is strange to be here without the energy, activity, and bustle of students filling the hallways, crowding the bleachers, belting out songs on the stage, finishing up that last piece for the art show, or laughing at Mr. Bookston’s awful jokes.

But here we are.  And, in the end, we will be OK as a community.  In my father’s generation, during another time in human history when the world was on edge, millions were drafted or enlisted to fight in WWII. My dad was asked to grab a gun and go fight in the Pacific.  Today,  I’ve just been ordered to stay home on the couch.  We’ll be OK, but I recognize it’s a challenge nonetheless.

I want you to know that your teachers and administrators are still here for you—well, virtually anyway.  I know it’s been difficult to shift unexpectedly from the lively and dynamic interaction of a vibrant high school community with almost 2,000 people to the relative solitude of family life and social distancing.  Your teachers are working hard and creatively to stay connected with you; make sure you stay engaged and involved.  This is especially true as you head next fall into new courses and experiences in your sophomore, junior, or senior year.  Everything you are doing, as imperfect and uncomfortable as it is, is preparing you for what comes next both in school and in life.  Make sure you email a teacher or counselor with a question or concern; they’ll get back to you with an answer or suggestion. 

Right now, teachers and administrators are reviewing our Remote Learning Plan to determine what changes may be necessary to ensure you are fully connected and learning. Up until the last day of school, Friday, June 19th, your teachers will continue to provide new opportunities for learning, and I will expect that you will participate in that work, complete your assignments, and check in with your teachers. And through this experience I bet all of us, teachers, students, and parents will learn new things about one another, our own skills, and this world.  In so many ways this is an unexpected opportunity to explore, grow, and discover.

Your parents and family, too, are now also taking responsibility for your learning.  And I know that’s difficult for busy families and adults who are trying to balance their own work obligations with managing the household and making sure you have the support and space you need to attend to your schoolwork.  It’s a good time to recognize the stress some family members are under, including for yourself, and acknowledging that at this time in our lives we have to make room for mistakes, be patient with little brothers, jump in to do the dishes, or take a sibling for a walk.

Finally, let me take this opportunity to address our seniors, the great Class of 2020.  Like Mr. Sicotte, Mr. Ford, and all those who support and care for you, I am especially feeling for all of you right now.  I won’t pretend to tell you I know what it’s like to have senior year yanked out from underneath.  I don’t.  I know athletic teams had scores to settle and records to beat; I know that final concerts and art shows were in the works, and celebrations like prom, senior picnic, and, of course, graduation on Memorial Field were all part of what you expected, what you deserved—right at this moment it’s not my place to say “Don’t worry about it.” or “It’ll be OK.” because I really have no idea how you are feeling about the loss of this singular and anticipated rite of passage we call senior year.

But I can tell you that Mr. Sicotte, the high school administration, staff, and your class advisors and officers are thinking hard about what kind of celebration we can have for the Class of ’20.  It won’t be anything like you had expected or hoped for.  But we do intend to recognize you and all of your hard work; I am in the process, in fact, of signing diplomas in anticipation of the completion of your senior year.  And we will be thoughtful and creative to ensure our seniors leave NHS with diploma in hand, with many good and lifelong friends in tow, and with wonderful memories of 13 years of learning, growing, and achievement in the Needham Public Schools.  We will take care of you, and we will honor you for all you have meant to us and for all you have accomplished.

For now, your job is to be safe and healthy, help out where you can, and engage in the lessons and labs your teachers provide for you.

Our current circumstances, which will not last forever, remind me of something poet Maya Angelou once observed: “Every storm runs out of rain.”

Hang in there and take care of yourself and your family.

Sunday, February 2, 2020

No, I am not color blind.

I met recently with a parent who expressed concern about a program offered at one of our schools which involved children reading and learning about skin color.

The purpose of the program was to explore and address questions children often have about the differences, including skin color, they observe in others. Consistent with the district’s strategic priorities and goals to promote equity, understanding, and an anti-racist culture, the Needham Public Schools encourages and supports developmentally appropriate educational opportunities for students and staff to discuss and learn about issues of race, culture, and bias. We believe these lessons are integral to our work with children, and we also understand these conversations can be uncomfortable—probably more so for the adults than the children who are instinctively curious about the people around them!

The concerned parent, who is white, told me that he was upset with the school talking about skin color and race. He told me he was “color blind” to the differences in people and treats all people the same, which I am sure is true for him. He worried that talking about skin color or race could exacerbate racial tensions and divisions.  He wants his children to be color blind as well. I explained that not addressing questions of race leaves children feeling confused and as if they have said or done something wrong; they learn quickly that there is something taboo or bad about skin color when a caring adult shuts them down without explanation or conversation.  

The parent asked me directly: “Aren’t you color blind?”  After a pause, I answered, “No.” I shared with him that I was not color blind and that, in fact, I do see the differences in people, including their skin color and their race. I explained to him that for me to act as if our students of color all have the same experiences, opportunities, and privileges that I have as a white man would be disingenuous and dismiss the realities of their lives. I explained that I want and expect all children under our care in the schools, not some but all children, to be treated fairly, respectfully, and equitably. I also accept that if we ignore their unique gifts, including their cultural heritage or race, we lose a chance to learn, to build understanding and create meaning between and among different people.

Being color blind disregards the circumstances of that person and prevents one from being inquisitive about another’s life, culture, and story.  In short, color blindness whitewashes the world in an attempt to comfort ourselves and make believe that black and brown people, for example, all have the same experiences and opportunities in a predominantly white school and community when, deep down inside, we know that is not their reality. The equity audit we conducted in the Needham Public Schools confirms that many students and families feel invisible or marginalized in our classrooms and community. The Needham Public Schools strive to be inclusive, accessible and free of discrimination and bias, but we are a reflection of a broader society and culture in which inequality, unfairness, and bias exist, and this is particularly true for students of color.

In a 2016 article from the American Psychological Association entitled, The Myth of Racial Color Blindness, the authors write: “By noticing race and naming racism, one calls into question racial privilege and unequal treatment of people of color. For some, this causes anxiety and discomfort. On a larger scale, claims that discussions about race and racism cause racial problems provide people and institutions with a convenient rationale not to explore policies and practices that create inequalities, either intentionally or unintentionally.”[1]  In the Needham Public Schools our intent is not to inflame racial tensions but to acknowledge and respect the human differences that exist among us and accept that our students and staff of color often experience the world in a way unlike their white peers.  Our intent is to embrace rather than dodge the awkward and difficult discussion about race in an effort to break down barriers, celebrate diversity, strengthen relationships, and share unique perspectives.

For adults—for me! —conversations about race can be uncomfortable and unnerving. But for children, conversations about skin color and race are natural and propelled by their curiosity, innocence, and developmental level.  We should not stifle or hush these genuine questions, we should accept them as learning opportunities.  Harvard behavioral psychologist Michael Norton observes that: “It’s so appealing on the surface to think that the best way to approach race is to pretend that it doesn’t exist, but research shows that it simply doesn’t work. We do notice race, and there’s no way of getting around this fact.”[2]

No, I am not color blind, and I’d like to think that I am on a journey in my understanding of other folks, including those who look, speak, pray, and love differently than I do. I still have a long way to go on my personal journey and understanding of others. I appreciate the father for seeking me out and for his willingness to dialogue about what we are trying to do in the NPS.  Our efforts in the schools are imperfect but our intent is clear:  We want our young people to become socially and culturally responsive contributors to a world that hungers for understanding, respect, and equity—a world that is prosperous, peaceful, joyful, and, yes, colorful.

(To learn more about our efforts in the Needham Public Schools to promote equity and inclusion, check out our website: )

[1] Neville, H., Gallardo, M., Wing Sue, D. 2016 Has the United States Really Moved Beyond Race?
[2] Nobel, C. 2012 The Case Against Racial Colorblindness. Harvard Business School