D.C. Schools Chancellor

Michelle Rhee, Mayor Fenty's newly appointed chancellor for D.C. Public Schools, takes your questions about her plans for improving the city's school system.

Rhee was online Thursday, June 21 at 2 p.m. ET.

The transcript follows.

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Washington, D.C.: One issue that comes up in a lot of Post articles about D.C. schools is the need for the district to be more responsive to teachers. There was a particularly poignant article a few months back about a D.C. teaching fellow's struggle to make it through her first year as a special education teacher; at every step of the way, the district office failed to provide answers to even her most simple questions. Have you thought about the idea of instituting a teacher call hot line? School staff could call this one number for any kind of question and be guaranteed an answer within a certain amount of time (even if the answer is "we don't know"). I think it would do a lot to improve responsiveness and allow district staff to get a better idea of the needs of schools.

washingtonpost.com: A Special Challenge (Post, Feb. 18)

Michelle Rhee: I think, as the Mayor does, that responsiveness is incredibly important. We need to ensure that our educators are spending their time efficiently and focused on students and instruction. This means that we have to be very quick to provide them with the answers and resources they need.

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Washington, D.C.: My daughter is at Murch Elementary School and we are trying to hire a new principal. What is the timetable to get a qualified and dynamic principal in place to start the school off in the fall?

Michelle Rhee: As you may know, I placed a freeze on the hiring of new principals while we assessed the candidate pool. I believe it's important to ensure that we have the highest quality applicants. This should be done through an aggressive and strategic national recruitment effort. Right now, we are focused on building a strong pool and effectively engaging the community to hire outstanding principals for the 2008-09 school year. In the meantime, we'll mostly be placing principals in interim positions.

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Washington, D.C.: Admittedly, you have very small shoes to fill, given that every one of your predecessors has been an abject failure, but you've never run a school -- any school. How do you think you can clean up this mess? Thanks.

Michelle Rhee: Though I've never been a superintendent, I do have significant experience with affecting systemic change in some of the most troubled urban districts across the country. The experiences that I've had and work that I've done have prepared me to tackle the challenges we face here in Washington.

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Bethesda, Md.: Will you be sending your children to D.C. public schools, or will they attend private schools?

Michelle Rhee: My children will be attending DCPS schools.

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Capitol Hill, D.C.: Any plans to educate the guardians (parents, grandparents, etc.) of D.C. students to teach them how to instill the importance of education in their children? Some of the problems with the education system are in the homes.

Michelle Rhee: It's crucial that we engage parents, families and the broader community in our efforts to provide an excellent education to all students in our city. That said, involvement and engagement looks different for different people. I've never met a parent who didn't want their child to excel in school and have the opportunity to attend college. We need to find ways to ensure that all parents can be involved in their child's education.

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Washington, D.C.: The exodus from the traditional public schools to newly-formed charter schools is huge ... from my son's sixth-grade graduating class at a top DC public school a year ago, at least a third (probably more) left to go to brand new, just-opened charter schools. A year later, some are coming back to the system, disenchanted, or leaving for private or suburban schools. What are your thoughts on the role of charter schools in the District? Do you think it's possible to redirect some of the energy parents and others are putting into charter school development into public school reform?

Michelle Rhee: I support any school that is producing strong results for our students. The District is home to some of the finest charter schools in the nation, and I'm grateful to those educators. Overall, I think it's important to hold all schools to high standards of achievement for children.

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Washington, D.C.: What can local business leaders and philanthropists do to help?

Michelle Rhee: I firmly believe that it is time for the tremendous wealth and resources of our nation's capital to begin impacting its schools. I am incredibly excited about engaging the business and funding communities in our work. In order to do so effectively, I want to lay out a vision and plan for how to utilize external resources efficiently.

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Washington, D.C.: Ms. Rhee, welcome! I was wondering if you have already moved to Washington? Because you're planning on enrolling your girls in DCPS, did the quality of individual schools affect where you decided to buy your house/rent? Most expectations would be that you would live in upper northwest where the schools are better (though that may insulate you a bit from the quality problems elsewhere). I'd be curious whether the quality of the local elementary school affected where you chose/will choose to live.

Michelle Rhee: Thank you for the welcome. I am currently house-hunting, so if you have any suggestions, I'm open!

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Washington, D.C.: What will you do to ensure a smooth transition? As the successor in a long line of school officials, how do you propose to integrate your ideas and the Mayor's plans without completely overwhelming teachers, parents and students with new practices?

Michelle Rhee: My goal is to ensure that we are not heading in a new direction just for the sake of doing something different. In my opinion, the way that we're going to see progress is to strategically build on the foundation that already has been laid. Right now, I'm listening and learning a tremendous amount so that I can understand where we are and how best to move forward.

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Silver Spring, Md.: As a D.C. elementary school teacher, I want to know what you plan to do about the high turnover in our schools. I started out as a D.C. Teaching Fellow -- a program you are familiar with -- and have just completed my fifth year. While I plan to return to my school in August, I also know of many people like myself who are thinking about or preparing to leave DCPS for other districts that offer stability and more support to teachers, and where it is unheard of for teachers to be expected to do their jobs in 100-plus degree classrooms. How soon can we begin seeing a light at the end of the tunnel that is the DCPS shipwreck? What can you offer teachers who are thinking about bailing out?

Michelle Rhee: It's a priority of mine to ensure that we are properly recognizing and rewarding the effective educators in our system. We have to start by providing our teachers with the training, support and resources they need to be successful.

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Washington, D.C.: Having now seen the massive state of disrepair in D.C. school facilities and classrooms, can you possibly justify the obscene funding of district administrative jobs over infrastructure and curricular improvements?

Michelle Rhee: I believe that we send messages to our children about how much we value them and how important education is through the learning environments we create. It is critical that we ensure that our schools are engaging and safe. We'll be looking for efficiencies in spending so that can put more dollars in the schools and classrooms.

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Washington, D.C.: Given your emphasis on teacher quality and the work you've done related to teacher union contracts in the past, what will you seek in negotiating with the union this summer?

Michelle Rhee: I have a great working relationship with the leadership of the WTU and am confident that together we will be able to craft a contract that puts the best interests of students first and foremost.

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Thomson Parent: The recent Post series on D.C. schools highlighted how the turnover of Superintendents has allowed those avoiding change to wait out all reforms. How much of the reform implemented by Janey will you carry forth? I thought he was on the right track.

Michelle Rhee: I think it's very important to build on the foundation of work that Dr. Janey began. The Master Education Plan and new standards are a great start. We next have to distill down to a few key priorities and execute those well.

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Washington, D.C.: My question is about accountability. As a Wilson High School and Deal Junior High School parent, I want to know who will be accountable for teacher's performance? Teachers get evaluated, but incompetent teachers stay not only in the system but in the school. While I applaud those teachers who really care and are supportive, I've dealt with many teachers who simply show up for work and don't really care about the students. At Wilson we need a principal who is hands-on, not one who just delegates and thinks teachers are doing a fine job.

Michelle Rhee: Everyone who has the privilege of working with our students must be willing to take personal responsibility for achieving outcomes that move student achievement forward in a significant way. Anything less is shortchanging our kids.

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Washington, D.C.: Much has been made about the fact that you do not have past experience as a superintendent. How do you think that lack of experience benefits you or hurts you as you move forward in improving D.C. public schools?

Michelle Rhee: Though I have not been a superintendent, I have significant experience working in urban districts. My work with The New Teacher Project has enabled some of the largest districts in the country to significantly improve their processes for recruiting and hiring new teachers. The experiences and results I've seen through that work show I understand the realities of urban districts but can come at them from a different angle.

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Washington, D.C.: How do you feel about the New Leaders for New Schools program's emphasis on creating a more professional work environment, especially among teachers? Do you expect to continue hiring principals from this program as much as Superintendent Janey did?

Michelle Rhee: I think New Leaders for New Schools is a high quality program. I also think it's important to think broadly about the leadership pipeline and pool so that we have school leaders being developed through a broad range of channels.

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Alexandria, Va.: As an educator, I have noticed that the incidence of dropping out and the incidence of discipline problems starts at middle school and goes into high school. Have you thought of ways to change secondary education? An apprentice program with area businesses comes to mind. These children need money and have little interest in what even I find to be boring and repetitive lessons. The skills could be taught with the job. How do we stop the high drop out rate and compete with what the students do after school? Drugs and other crimes pay higher dividends than a high school education.

Michelle Rhee: Many of the challenges we face with older students come from a lack of engagement. It's important that we find innovative ways to ensure that all of our students are invested in their education. This can be done through the continuation and development of "themed" approaches to schools to take into account the varying interests our students may have.

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DCPS employee: Ms. Rhee, in past administrations, secrecy has been a huge issue. Most of us didn't know what was happening until it reached The Post. Are you going to change how information is given to the employees especially the teachers (we are in the trenches)? You sent the employees an e-mail stating if we had any questions to feel free to contact you. Not 30 minutes after that reached the account, another e-mail was sent by a director (I won't name the department) stating that all e-mails must go through the department's secretary and then it will be passed on. How are you going to address such a dictatorship? Or will you?

Michelle Rhee: I think clear and consistent communication is critical at all levels. Access is also important -- teachers should be able to have their questions and concerns addressed in an efficient and timely manner.

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Anacostia, D.C.: Adding to your point about engaging parents, will you increase the number of parent coordinators and parents centers in the system?

Michelle Rhee: I will consider any and all strategies that increase parental involvement and ensure that the community feels comfortable in our schools.

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Washington, D.C.: Do you support expanding language immersion programs throughout DCPS? And more importantly, can we be ensured that solid new programs like the Tyler Spanish immersion program for 3-year-olds and 4-year-olds at Tyler Elementary School on Capitol Hill will survive under a new administration?

Michelle Rhee: I support programs that have shown strong results for our children. In the past week, I've learned about a lot of programs and schools in DCPS that are working and serving students well. I look forward to expanding those programs so that they will be available to a broader range of students.

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Washington, D.C.: How do you view the relationship between DCPS and University of District of Columbia? Do you have any thoughts on what the qualifications for the new president for the university should be?

Michelle Rhee: Institutions of higher education can play an important role in school reform. There are many potential partnership opportunities and I look forward to engaging the university in these efforts.

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Washington, D.C.: You were quoted as saying that the quality of teachers is the problem with DCPS. While that is certainly part of the problem, it is not all of it. How will you be able to fix a long-troubled school system in a city with complex issues if you are diagnosing the problem in such a simple manner?

Michelle Rhee: I have been clear that I believe teachers are the most critical factor in impacting student achievement. We need to ensure that our students have the highest quality teachers. It is our responsibility as a district to provide teachers with the support, training and resources they need to focus on student achievement and be successful.

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Mount Pleasant, D.C.: No offense, Ms. Rhee, but I've lived in Washington for almost 10 years, and I've seen a lot of high-level school officials come and go in that time. The only constant is that nothing has changed. I of course wish you the best, but you'll forgive me if I hold off on my excitement about how everything's going to be different now. I'll leave the excitement to you: What are you excited about, and what do you think realistically will happen in the short- and long-terms of your tenure here?

Michelle Rhee: I took this position because I believe it is possible to build a system that provides an excellent education to all students in this city. I'm excited because I see the potential and because I have seen first-hand what is possible. Every time I meet students or talk to children, I'm reminded of that potential.

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Washington, D.C.: Educating children with ADHD or emotional difficulties has been a formidable challenge for many DCPS teachers. Will there be teacher training that provides hands-on experience and effective strategies?

Michelle Rhee: It's important to address the challenges we face with special education. Part of the solution will require that we put significant effort and thought into teacher recruitment, training and preparation in this area.

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Washington, D.C.: What role do you see for the Washington business and higher education communities, in turning around the D.C. public schools?

Michelle Rhee: In order to dramatically improve the quality of education our students are receiving, we need to engage the broader community in our efforts. Businesses and institutes of higher education can be critical partners. They can provide knowledge and resources in important areas in which the district needs to improve.

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Monmouth County, N.J.: I have read with interest your taking the new position. I work in a "urban" school district which is "at risk" with several years of no AYP. What do you see as the three most important steps you will have to take next year to improve the academic performance of the D.C. district?

Michelle Rhee: We need to set very clear expectations for everyone in the system for what outcomes we want to see. Second, we need to give people the resources and tools necessary to be successful. Third, we need to hold people accountable for attaining their goals.

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Silver Spring, Md.: According to a Washington Post report, it takes a year to repair dangerous building conditions, and there is no accurate list of teachers or employees -- all this while spending is the third-highest per student among the largest school districts. How will you fix basic infrastructure problems in the schools?

washingtonpost.com: Washington Post interactive: Fixing D.C.'s Schools

Michelle Rhee: We currently have financial and operational reviews taking place. I want to ensure that the resources we currently have are being put to ensuring high quality school programs for our students.

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Capitol Hill, D.C.: In an earlier response you mentioned that you will support programs that have shown strong results for our children. To my knowledge there are few standardized benchmarks for progress with regard to very young children (e.g. 3-year-olds or 4-year-olds) not counting things like enrollment. Will you establish and make benchmarks for various programs public? How?

Michelle Rhee: It's crucial that we establish benchmarks and goals for all students so that we can measure their academic progress.

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Maryland: I was pleased that you communicated directly with teachers after taking the helm. Will you be open to meeting with teachers (I believe you already did) to hear from us what our issues are? How can teachers participate in the process of change? How will you communicate with teachers to find out what really is going on in the schools? Finally, will teachers have access to you, or will you just be another political figure in the city we see on the news when bad (or good) news is reported in The Washington Post or on TV?

Michelle Rhee: I already have had many opportunities to meet with teachers and will continue to do so. I have a number of meetings with teachers scheduled for the summer, which are being held in conjunction with the Washington Teachers Union.

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Washington, D.C.: How did you achieve such a great improvement in test scores in Baltimore? What test were your students taking?

Michelle Rhee: First, I had very high expectations of the students and I was explicit about sharing those with the kids and their families. Second, I invested the parents and the community in what we were trying to accomplish in the classroom. Third, we worked hard.

There was no silver bullet. All of these things have been identified as contributing to student achievement.

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Chevy Chase, D.C.: DC has no high school that ranks on a par with the best urban high schools, like Stuyvesant in New York City. How important is it to you to build an academic high school that can compete with the best urban public high schools? Is reversing "white flight" from DCPS high schools an important objective, and if so, what are your plans to address this problem?

Michelle Rhee: My goal is to create a system of schools that all parents want to send their children to.

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Standards vs. Flexibility: What are your views on the tension between trying to establish curricular standards and rules that all schools/students should meet, and leaving room for flexibility that lets teachers use their particular strengths and for students to be taught and evaluated as individuals?

Michelle Rhee: It's important for there to be consistent standards across the district for student performance. Teaching is an art, though, and successful teachers have different styles. For effective teachers who are producing strong results for children, I want to encourage those teachers to continue with what they are doing.

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Teaching or Testing:"It's crucial that we establish benchmarks and goals for all students so that we can measure their academic progress."

Doesn't this just lead to teachers that "teach to the test"? How do you make sure that the benchmarks are part of the solution and not part of the problem?

Michelle Rhee: Standardized tests are only one measure we can use to look at student progress. There are many others, including attendance, college-going rates and parental satisfaction.

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Severna Park, Md.: What plans do you have to address the noncompliance issues regarding the Blackman/Jones consent decree for Special Education?

Michelle Rhee: We have made significant progress on addressing these issues in the past six months.

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Maryland: Many of us believe that the WTU has not played a very helpful role in improving schools -- it is a union mostly for veteran teachers who cling to jobs, though their usefulness and enthusiasm has long been spent. Are there other venues you plan on using to reach and communicate with teachers?

Michelle Rhee: The WTU has been and will continue to be an important partner to us. However, there will be multiple venues for collaborating with teachers.

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Washington, D.C.: Michelle, most of your answers have contained qualifiers such as "I think it is important to..." or "It is a high priority that..." Can you give us some real red meat about what concrete things you are doing or will do in the next month or two?

Michelle Rhee: First, I am putting additional resources on finding and hiring excellent teacher and principal candidates. Second, we are preparing for a strong start to the school year by ensuring that all teachers, principals and schools have the resources they need. Also, we are working to make sure that our educators have the training necessary to effectively implement a strong instructional program.

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Washington, D.C.: As in most urban school settings these days, violence is a problem many cities have yet to confront in any novel ways. Have any initiatives you have seen in other cities impressed you so much that you think they might be worth implementing here in the District?

Michelle Rhee: Though I will be looking for national best practices to address the issue of violence in our schools, I want to first look within DCPS. We currently have programs that have been effective in curbing violence such as the Violence Free Zone program that has been very successful at Anacostia High School

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Michelle Rhee: Thanks to everyone for taking time to send in questions. I am excited about addressing both the challenges and opportunities we have before us, but I'm also very confident that we will make measurable strides for the sake of our children. In the end, that is the most important thing.

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