She noted successes while she was in Albany, mentioning the graduation rate, increased attendance rate and lower disproportionality in its special education programming among them, and said maintaining the programs that helped lead to those was part of the resignation decision.
“I work from a philosophy of students first, and I always will ask the question, regardless of what the subject is, what impact will this have on student success?” she said. “When those philosophical differences started to emerge, I knew that in order for all of those programs to stay in place, in order for all of that work to be continued and in order for me to make sure my students were still successful, I had to not continue.”
She said her three years and four months in the Albany job showed her how much she enjoyed a position with “the ability to try and influence people, to try to help people, to gather the resources to build the networks.”
“I truly love the work,” she said. “Social justice is my passion and my calling and how I live my life. That role provided me the opportunity to do that work. For me, it showed me who I was and it showed me what impact I could have on the community at large.”
She said, while acknowledging she hopes to hear more during her visit here, that her initial impression is Madison needs to tackle trust and transparency, communication, parental involvement opportunities and “obviously equity.”
“Equity for me means that the students and the staff have what they need in order for them to be successful,” she said.
More on Vanden Wyngaard
Certain events may be streamed (and archived), here.
Despite spending far more than most taxpayer supported K-12 school districts, Madison has long tolerated disastrous reading results.
Notes and links on previous Superintendent searches.
2013; 2019 Jennifer Cheatham and the Madison experience.