The meeting began with a presentation by Michael Jacobs, president of the Bergen County School Board Association, who discussed Hackensack’s inclusion in Senate Bill S 3236 and Assembly Bill A 4488. These bills propose a $1 million pilot program for school-based mentoring in certain Bergen County districts, including Hackensack. Jacobs highlighted the importance of local advocacy and sustainable funding for mental health initiatives, emphasizing the increasing challenges faced by students due to COVID-19.

Andrea Oats Parchman, an assistant superintendent, introduced the Unbound Standards Institute workshop attended by the Hackensack GLEAM team. The workshop, aimed at elevating student achievement and promoting equity, focused on challenging assumptions about students’ abilities and ensuring equitable educational opportunities. The GLEAM framework emphasizes engaging, affirming, and meaningful instruction by using students’ academic, linguistic, and cultural identities as a foundation for learning. Oats Parchman stressed the board’s responsibility to support professional development and foster a culture of continuous improvement among staff.

Discussions on culturally responsive and sustaining instruction followed, with a focus on understanding why teachers remain in the profession. Keynote speakers Lacy Robinson, Nicole M. Joseph, and Mory Sweeney addressed educational equity and well-being, highlighting the interconnectedness of community issues and educational settings. The district’s equity team has worked over the past three years to avoid common detours in achieving educational equity, with an emphasis on practical applications and actionable plans.

Middle school principal Daniel Sass emphasized the need for educators to shift their mindsets, advocating for productive struggle and student-centered learning. He highlighted the concept of “unfinished instruction,” referring to gaps in teaching due to the pandemic, and suggested redefining academic support classes to include data-informed, grade-level learning experiences. Sass reinforced the importance of social-emotional learning alongside academic progress.

Dr. Stto, the principal of Hiller School, expressed gratitude for the professional development experience and reiterated the critical role of elementary teachers in setting the educational foundation. High school principal James Masano described the professional development session as the most meaningful in his 14 years of service, emphasizing the necessity of a commitment to equity and rigor in educational practices.

The meeting also featured a discussion on the implementation of the GLEAM program, with ongoing preparations and a second cohort of administrators set to attend training sessions. The program prioritizes standards-based instruction and aims to create equitable learning experiences by incorporating diverse materials representing various cultural backgrounds. Professional learning opportunities will be provided throughout the year to support teachers, leaders, and coaches.

An engaging presentation on the district’s new Esports program was conducted, highlighting its potential to enhance educational engagement and develop skills such as strategic thinking and hand-eye coordination. The program will start as an after-school club and aims to foster inclusivity among students who may not participate in traditional sports. The initiative will partner with the Boys & Girls Club to facilitate activities and ensure parental involvement in game selections.

The meeting also addressed school safety, with discussions on increasing security staffing at larger schools and introducing portable metal detectors for major events. The implementation of school uniforms as a safety measure was revisited, with a past survey revealing that 75% of the community supported the idea. The Superintendent encouraged ongoing surveys to gather input from parents, students, teachers, and community members.

Public comments included concerns about overcrowded classrooms, with specific class sizes mentioned, and a call for more visible support from board members in addressing these issues. There were also remarks on the lack of tuition reimbursement for teachers, emphasizing the challenges faced by staff seeking professional growth opportunities.