The world is changing rapidly and our children are inheriting a world of unimagined opportunity and complexity–a world that demands new skills and ideas. Unless we refocus our efforts, to produce comprehensive changes to our school systems, many of our youth will be left behind. Old educational paradigms have shifted and it is imperative that we rethink our ideas on education and child development. In order for positive change to occur, we will need to commit to serving our community’s youth by working together (district administrators, parents, teachers, students, and the local community) to create and implement solutions that will ensure their educational advancement. I will work to facilitate the dialogue and activity necessary to understanding these solutions, and lead the commitment to this shared work
Jumoke’s Plan At a Glance::
- High Quality Instruction
- Safe/Supportive Environment
- Opportunities for Engagement & Enrichment
- Support Parent Leaders
- Involve Our Youth in More Decisions
- Work with Community Based Organization on Attitunal Healing
The Challenge ::
Jumoke Hinton Hodge’s Plan ::
1. Eliminate the Achievement Gap
2. Prepare Students to be College and/or Career Ready
3. Local Governance
Eliminating the Achievement Gap
The persistent Achievement Gap, that prevents students from graduating successfully from high school and becoming productive self-sufficient adults, must be boldly addressed. We are failing our youth in sizable numbers, specifically in Oakland drop-out rates that match incarceration rates. Many of our students are graduating without the foundational skills necessary for college and the workforce. We need to focus to create environments where students are coming to safe and relevant school environments with quality educators. And we need to work to ensure that our students are receiving a rigorous academic foundation.
By raising the standard for teaching and learning, improving counseling and embracing a rigorous and relevant curriculum for today’s youth we can honestly make a difference. We have to stop applying the same solutions. Better assessment of teaching and learning, better data systems will provide us with information on the how young people are learning , what they are being taught, how they are currently served.
Teachers currently are working inside a vacuum that doesn’t provide them with the the needed information to properly assess how they might be able to better serve their students . Again, we have identified the problem repeatedly but there has been very little risk or even courageous steps towards new solutions. I believe that innovation exist in Oakland but we must have the will and leadership to challenge ourselves to do more than just say, “it is about the children” and bring the proper capital (human or financial) to the solution. As a district we need to use the appropriate tools to make the change.
Teachers need to be provided with meaningful professional development information and skills that they can ably apply in the classroom. Teachers having a better understanding of the environment their students are raised in will force the issue of relevancy. Less time will be spent on blaming children and parents but more time on approaching each child as having tremendous assets that must be nurtured is imperative. Believe that every child can learn.
Data Based Assessment: We have to ensure teachers, families and Districts have access to information and technology. This will help us evaluate the many programs that we spend precious dollars on at every school site to address the achievement gap. Parents, educators and community members annually establish budgets in District 3 schools, identify programs that are suppose to directly improve reading and mathematics for students. Unfortunately, these programs rarely are evaluated - we can’t measure the success. What we can measure annually we offered the same thing and student achievement only incrementally moved if at all.
As a school board representative I will advocate at the state level for better tools for assessment e.g., supporting a state wide data base that will support teacher quality, student achievement and adequately track students through their k-12 careers. A system that is willing to quickly assess the needs of a student will have a great impact on our students in District 3. There is a significant group of students that have managed their educational experience while navigating the foster care or juvenile justice system. These systems can have detrimental impact on students learning often destabilizing their learning process. Meaningful data collection that can fully support every child and ensure they won’t fall through the cracks.
While it may be painstaking - assessing and creating a formula for equitably funding schools is critical at this stage for OUSD. When school lack equity in funding - necessary programs and instruction can be eliminated due to a lack of resources or prioritizing what is most effective for students. Students with the greatest need should not be at the mercy of not having adequate services on their campuses. Reaching equity will require a change in culture within the schools and amongst communities. Students must be at the center of this new formula. And the courage to adequately manage these changes is absolutely necessary. School site leadership must have the adequate support to effectively guide this process.
Prepare Students to be College and/or Career Ready
I believe that all students should be provided with the educational opportunities to graduate from high school prepared to attend college or join the workforce. This means our Career and College Ready curriculum should support all children even the lowest performing. Preparing for College and Career doesn’t begin in high school. Elementary and middle school families must be introduced to these standards. As a school district we must develop the best strategies to provide students more opportunities to be on task with learning, exposure to a college going culture, and enrichment opportunities that inspire and motivate students to be life long learners. The gateway to a healthy and successful adulthood begins in high school and beyond.
Oakland public schools should be providing these same foundational academics to all students so that even those pupils who decide to enter the workforce following high school will be able to attend a four year college without remediation should the chose to do so in the future. There needs to be a close look at small schools success in providing A-G curriculum, and allow this to provide us guidance with how we address the fiscal stability of these schools.
OUSD must be willing to adopt standards that normalize success, and puts focus on leveraging resources. Education and partnership with the business community is critical, as they can help to influence what we are teaching and how we are addressing preparedness for our market and beyond. A-G can inspire young people to work hard, learn more and everyone around will cultivate an environment of high expectations. Because comprehensive assessment funding is assured and each school can successfully provide A-G curriculum.
For example, a promising practice within our own district is the California Partnership Academies (CPA) that support schools like Life Academy a Bio Tech school. These schools provide curriculum focused on career theme and coordinated with related academic classes. Team of teachers who work together to articulate a comprehensive curriculum plan. Students of all performance levels are engaged in these schools. Businesses are integral partners in the schools. They provide mentorship programs, internships and expose students to real experiences in the workplace. These programs are regularly evaluated, and success can be clearly measured.
We have an excellent opportunity to attract a CPA at the McClymonds Educational Complex. A promising culinary arts program, construction and trades as well as a technology schools have been evolving over the last two years. We have a great opportunity being supported by state elected officials to create a partnership with the Port in developing a maritime academy. My administration would support the development of more promising practices like these.
As Oakland ramps up as a city taking the lead on green industries, OUSD has an opportunity to take advantage of aligning academic rigor with relevant real world programs to ensure great opportunities.
Local Governance
What is exciting about OUSD at this time and this moment in time to bring a board “experienced” leadership that will need to responsibly select an academic leader as the district re-establishes complete responsibility and authority for the teaching and learning. I have been engaged in understanding recent reforms in OUSD for the last eight years. My work with the Office of Community Accountability as a technical assistance provider has directly supported parents and community members and educators communicating and working together on critical issues to improve student achievement.
OUSD Board members will need to understand the coherent governance policies. Experienced leadership is what is needed as our District reestablishes an infrastructure to support quality schools, educators and families. This is the time to reengage families and communities. We need experienced leadership that listens and values the voices of teachers, youth and families. Our District has made bold moves to shift achievement, but simply leadership change is not as essential as cooperative leadership.
I am a supporter of responsible local governance, and will focus first on how this relates to academic progress and fiscal solvency. I am not in support of rushing toward some semblance of local governance, but rather discern that the OUSD Board should retake control over the operating responsibilities of the district in a manner that positions it for success. My campaign is serious about building relationships with the City of Oakland and other elected officials within the region to ensure an adequate plan for restoration of authority and responsibilities are within Oakland. In my administration, OUSD would continue to work with the state to ensure that the district is equipped with the ability to select the right personnel to make prudent fiscal decisions and to focus directly on academic improvement.
The state take over has been cause for me to work professionally to educate parents on accountability and efficacy of the school district. Local governance will be restored in stages over the next year. I want to be in the position to review and prepare our city for the return to local control, through a real assessment of where we are fiscally and academically after six years of state control.
The current state budget crisis/cuts for public education suggested by our Governor must be strongly opposed. California schools and especially Oakland schools cannot afford cuts will further deepen the disparity gaps with our challenged students. There are local strategies that many of us can take leadership on. For example, organized labor members that have children attending public schools might call upon their progressive organizing and advocacy tactics in the face of budget cuts in their employment as well as in the education of their children.
There is a community of students and parents with District 3 that care about their education. They are in need of representation that has experience and is willing to develop the interventions to be successful.