Next week will mark a full year since Superintendent Nikolai Vitti arrived in Detroit, taking on one of the most daunting jobs in American education.
As leader of the state’s largest district, he faced a long list of challenges: hundreds of vacant teaching positions, deteriorating buildings, dismal test scores, a total lack of systems for finances and hiring — the legacy, Vitti says, of the state-appointed emergency managers who ran the district for years before his arrival.
One year later, it remains to be seen whether Vitti will be able deliver the hopeful turnaround he promised in his 27-page application. It’s far too soon to look for real signs of progress — like higher test scores — because major changes to schools like a new curriculum won’t be implemented until next school year. But enrollment is up slightly, budgets have been balanced, and teacher salaries are on the rise.
Below, we return to his application — his blueprint for the district — to mark the things that have happened, the plans that have been made, and the work still left to do.
Click on the highlighted text to compare Vitti’s words with his actions and read our coverage of his first year in the district.
Candidate File for Nikolai Vitti
DETROIT PUBLIC SCHOOLS
Please accept this letter as my official application to serve as the superintendent of Detroit Public Schools Community District (DPSCD), I am applying for this extraordinary challenge and opportunity because of my deep and unwavering belief in urban public education and my love for my home city of Detroit. The city’s voters have demanded and received an elected School Board, The School Board’s success will rest upon its decision to select the right leader who has the vision, track record, experience, commitment, strength, and perseverance for the job. I believe that I am that leader who is ready to collaboratively own the success of DPSCD’s future with the Board,
I offer the Board a child-centric and seemingly outside, objective perspective of how we can build the district into the best urban school district in the nation, while simultaneously doing that work with the empathy and sensitivities of a Detroiter. Growing up in Metro Detroit, my family and I have directly experienced the challenges of immigration, single motherhood, teenage pregnancy, unemployment, alcoholism, and foreclosures. My immediate and extended family represents the spirit and diversity of Detroit as we are a collection of ethnic Whites, African-Americans, Latinos, Whites, and Arab-Americans. From delivering the Detroit Free Press at 5 a.m. or parking cars on Michigan Avenue for the Tigers’ game to supplement our family’s income, to my grandmother working for Ford as an hourly cashier or my grandparents and father working in the factory at the River Rouge plant, to my mother earning her GED after dropping out of high school as a teenage mother and working to this day as a hairdresser, to my father eventually graduating from Wayne State University or my family running a pizzeria, Detroit is in my blood and I am eager to return home and serve the city.
An unbridled passion and drive to catch up to my peers, along with the work ethic and pride of my family, led me to focus my college experience exclusively on reading, studying, and writing to better understand myself and the world. Despite struggling through my K-12 experience due to undiagnosed dyslexia and a family home structure that did not always feel comfortable advocating for academic excellence, I quickly realized that my college education was a vehicle to my own self-actualization and empowerment. It was there where I also reunited with my father. However, empowerment did not mean more for myself, it meant building my capacity and confidence to empower others. After considering law, medicine, and even film, I decided that the greatest vehicle for social justice and transformation, at scale, was public education. I began that work as a teacher and eventually as a superintendent to assume greater responsibility and ownership for the learning environments that all of our children deserve.
Traditional public education is at a perceived crisis, whether that crisis is truly legitimate or exaggerated for political and ideological reasons, we must conduct our work with greater strategy, efficiency, and transparency in order to produce stronger outcomes. I offer the Board and community an expansive track record of success with transforming some of the most challenged learning environments at the classroom, school, district, and state levels that mirror those in Detroit. This work has occurred as a practitioner in the Bronx, Miami, in several urban communities in Florida, and most recently in Jacksonville, FL. I have only served in traditional public schools because of my deep belief that this is where our work is most important. The only way our nation can meet its professed ethos of equal opportunity is to ensure a strong public education system is ever present. Detroit can only restore its greatness with a strong public school system.
My initial contract in Jacksonville was from November, 2012 to June, 2016. It was renewed early on a 7-0 School Board vote for a three year extension. I am in the first year of that three year extension. I admit that our work in Jacksonville is incomplete but at the same time I can confidently state that I will leave the district in a better place than I assumed it four years ago. This is evidenced through historic achievement levels and improvement in graduation rates, the National Assessment in Educational Progress (NAEP), district grade, and post-secondary readiness among several other indicators.
Four years ago Duval County was seven percentage points from the state average, today it is nearly one percentage point away with an improvement of over Ti percentage points. Today our African-American graduation rate leads all large urban school districts in Florida, our achievement gap between White and African-American students is the narrowest in reading, math, and Algebra among the largest districts in Florida and one of the narrowest among the largest districts in the nation according to NAEP. We have increased post-secondary college readiness in reading by 11 percentage points from 73% to 84%, and a 17 percentage points in math from 55% to 72%. African-American post-secondary readiness for reading has improved from 67% to 81%, and in mathematics from 39% to 66% over the past four years. We have been a “B” district for consecutive years for the first time in years. The performance of nearly all groups of students have improved in the vast majority state assessments after the second year of new standards, and performance is due to improve again this year based on mid-year internal assessments.
I would leave Duval County with an infrastructure that has been solidified in the areas of technology, blended learning, budget alignment to a Strategic Plan, art and music programming, data systems, curriculum selection and adoption for the new standards, school programming with an emphasis on STEM, accelerated courses, and Career Academies, leadership development at the school and district level, alternative and over-age schools, schools avoiding state sanction, redesign of low enrolled and struggling schools, and the concentration of stronger leaders and teachers in struggling schools.
I apply for this position knowing that I am returning home and that the School Board and community need leadership sustainability. I have been asked to apply to several superintendent positions, charter networks, and private companies over the years; Jacksonville was the only district in which I applied for my first superintendency and I am now only applying for this opportunity. I fully embrace and would only request a long-term commitment with the School Board to begin the problem solving process to improve the school district.
The School Board is seeking a leader with the capacity, confidence, and experience to work with the State and local communities to turnaround lower performing schools. I have demonstrated this ability as a teacher, principal, assistant superintendent, chief academic officer, state administrator, and superintendent in several large urban school districts throughout the country. As a cabinet member who served three National Superintendents of the Year and as an essential member of a district team that won the Broad Prize in Educational Excellence while being highlighted for turnaround work by the USDOE and FLDOE, I will be able to provide the State of Michigan with the assurance that we can be trusted to improve student achievement and ensure financial transparency. We will regain the right to govern our school district independently.
I envision a school district where all students are college ready or well prepared for high level employment. This will occur because our students will learn to be critical thinkers, problem solvers, and leaders. We will support and develop our current and future leaders and teachers, and support them with the right tools, curriculum and data systems, and wraparound services to address our students’ socioemotional challenges. Our students will experience the expansion and exposure of an arts education while gaining a greater appreciation for their culture and community. We will expand business partnerships for internships, while building the capacity of our parents and respecting their voice. Our students will be safe and learn through their mistakes by ensuring a progressive discipline model. We will restore the confidence of parents and their children who will return from charter and private schools.
The resurgence of Detroit is underway. As a School Board and superintendent team we will accelerate that progress and ensure its success.