At the heart of the meeting was the introduction of superintendent candidate James Kimo Carter, who shared his perspectives on leadership and educational excellence. Carter, with a background as a program aide at Perkins School for the Blind, expressed enthusiasm for the potential of Holliston’s schools. He stated plainly, “Holliston has so much going for it. It is on the cusp in my opinion of becoming a world-class school district.” His past experiences and dedication to fostering a supportive, inclusive environment resonated with the committee members. He addressed a range of topics, from communication strategies to handling incidents of racism and anti-Semitism. Carter emphasized that “hate has no place in the schools” and described measures like community forums and assemblies to address such issues. He stressed the importance of a structured communication plan, drawing on his current experience with a newsletter initiative called “Westward” for community engagement.

Carter was also queried on his approach to communication and transparency, to which he responded by highlighting the need for listening as the cornerstone of effective communication. He noted, “The start of any communication is the listening,” emphasizing face-to-face interactions to resolve issues. His strategic plan for communication included regular updates and a consistent system adaptable to Holliston’s existing methods.

Another subject was the socio-emotional well-being of students, especially in light of recent anxiety-inducing incidents. The committee recognized the increased demand for socio-emotional support services, leading to the formation of a committee focused on belonging, inclusion, diversity, and equity (BIDE). This committee is tasked with developing an anti-hate plan, gathering community input through surveys and forums. The importance of both quantitative and qualitative data in assessing student belonging was underscored, with suggestions for annual district satisfaction surveys to capture feedback from teachers, students, and families.

In a broader discussion on educational strategies, the committee explored the balance between supporting struggling students and challenging advanced learners. The committee also highlighted the role of student voice in district decisions, citing a recent instance where non-binary and transgender students successfully advocated for a more welcoming policy at the high school.

The committee examined the complexities of managing differing community viewpoints, particularly around school scheduling. A shift to a modified eight-block schedule was proposed, introducing a “Wildcat Block” for advisory sessions and assemblies. This transition required careful negotiation regarding teaching loads, with some community members advocating for a seven-block schedule focusing on deeper learning.

Financial management and future building projects were also topics. Challenges in recruiting and retaining quality educators were attributed to financial constraints and increasing demands. The committee discussed the need for transparency in budgeting processes, especially with an anticipated financial request for a new or renovated high school. The importance of community involvement in decision-making was highlighted, drawing on recent successful funding overrides as evidence of strong public support for educational initiatives.

Finally, Carter addressed the committee on the importance of adapting to new responsibilities as a superintendent. He emphasized collaboration with the school committee, financial management, and decision-making. Carter shared his leadership philosophy, noting the importance of networked environments over hierarchical structures for effective learning. He outlined his entry plan, which includes conducting a listening tour to gather stakeholder insights and develop a new strategic plan.