A Brooklyn Jogger Dies, and a Man Is Charged With Murder in Her Stabbing. The accused man was reportedly employed as a paraprofessional in a New York City public school in Brooklyn.
I completely understand the rationale behind New York City’s decision to eliminate Community School Boards (CSBs). In too many majority-Black and Latino school districts, these boards had become vehicles for toxic, “children-learning-last” money-making enterprises, political patronage, and job-procurement schemes.
Many of us who served as superintendents of former Title I Community School Districts had to devote extraordinary amounts of time and energy—and, in some cases, paid dearly with our careers—trying to protect children by resisting an extremely corrupt CSB system.
I get it!
And I understand why some of my current and former colleagues, NYC public school parents, and other school system stakeholders may have serious concerns about the recommendation I am about to make.
I understand those concerns because I was assigned to take over a community school district in the middle of the school year after the former superintendent and others had been arrested and removed from their positions.
This was a district that had experienced what was, at the time, a record-setting NYCDOE corruption scheme involving approximately $3 million in stolen educational funds.
And let us be clear about what that meant.
Over several years, large numbers of unfortunate students were cheated out of access to functioning computers, applied teaching-and-learning technologies, and essential educational software.
These were not merely missing pieces of equipment or accounting discrepancies on some bureaucratic financial spreadsheet. These were stolen educational opportunities—opportunities that children could never fully recover.
The happy ending, although it came too late for some students, was that our district leadership team, with extraordinary financial and institutional support from the then-Chancellor and Queens Borough President, the Queens District Attorney’s Office, and the federal authorities involved in recovering misappropriated funds, and private-sector business partners, was able to reverse the district’s technology deficits. A significant portion of the stolen funds, including federal Title I and other Title-program resources, were recovered and put to productive educational use.
And we did more than merely replace what had been lost.
We transformed Community School District 29 into one of the most technologically empowered school districts in the entire NYCDOE, particularly in computer access, applied instructional technology, and STEM education.
All of that being said, I believe the NYC public school system (NYCDOE) would benefit greatly from reestablishing 32 fully staffed Community School District Human Resources departments, each operating under the direct supervision and accountability of its respective Community School District superintendent.
Now, I fully understand that no prospective-employee screening system in any school district can be 100 percent perfect. It is entirely possible for someone accused of, or who has actually committed, a serious employment-disqualifying crime to possess all the required professional diplomas, degrees, credentials, licenses, certifications, and employment documentation—and to have everything on paper that would otherwise qualify them for employment.
It is also possible for significant concerns about an applicant’s prior employment history or professional conduct to escape detection during the initial centralized screening process.
Fingerprint-based criminal history screening, for example, is only as effective as the accuracy, completeness, and availability of the records being searched. It is not a substitute for comprehensive employment-history reviews, professional reference checks, or direct school-to-school and school-district-to-school-district communications.
Moreover, serious concerns about a prospective employee’s prior conduct may escape detection when a former employer fails to document or appropriately disclose relevant misconduct, or when reportable criminal justice information is not properly submitted to the appropriate state and federal criminal history repositories, including those maintained by the FBI.
The screening process can become even more complicated when a prospective public school employee was previously employed in a nonpublic, independent, or parochial school setting. Such schools may operate under different personnel-management structures, recordkeeping practices, and employment-reference procedures. Consequently, obtaining complete and reliable information about an applicant’s previous employment, professional conduct, disciplinary history, or reasons for leaving a position may require additional inquiries and verification across separate educational institutions and administrative systems. These challenges make thorough employment-history investigations and direct communication with former employers especially important.
Even a properly conducted fingerprint-based background check cannot reveal information that was never entered into the relevant criminal history databases—or employment-related misconduct that did not result in a reportable criminal justice record.
For example, what happens when a prospective employee who was accused of or engaged in serious misconduct in a previous employment setting chooses, or is permitted, to resign before an investigation is completed? Or when important information concerning that employee’s departure is not properly documented or communicated in their personnel record?
And, what happens when two public civil service agencies operating within the same jurisdiction possess information that, if appropriately shared and evaluated, might raise serious questions about a prospective employee’s suitability for a position involving children?
In the case that prompted this reflection, if I were serving as a school-system Human Resources (HR) professional, I would want to know why the police department had apparently determined that it would not be prudent to entrust this individual with a badge and a gun. More specifically, what concerns, findings, or disqualifying factors, if any, influenced the department’s decision not to employ him as a police officer?
And if such serious concerns did exist, were they relevant to his suitability for employment in a public school, particularly in a position involving direct contact with children? If so, what lawful procedures or interagency information-sharing mechanisms were available—or should have been established—to ensure that such information could be appropriately communicated to the public school system’s HR officials before an employment decision was made?
These are questions that deserve careful investigation—not assumptions about what happened, but serious questions about whether our existing institutional safeguards are sufficiently comprehensive.
As a NYC Community School District superintendent, I worked with a district-level HR team that, in cooperation with district directors, supervisors, and recruited school-based Assistant Principals and Principals, conducted additional interviews and assessments of prospective employees forwarded to the district by the central NYC Board of Education (NYCBOE), now the NYCDOE, Human Resources department.
On many occasions, we returned candidates referred by the central HR department with a respectful but firm:
“Thanks, but no thanks. Not for us!”
And I was not angry with the central HR professionals. Rather, I appreciated their hard work because they were, in fact, doing their assigned jobs well, which included helping schools fill staffing vacancies while administering the system’s established employment procedures and screening requirements.
But we were doing our jobs, too!
And our responsibility was to perform a second, eyes-on level of interviews and deeper background checking. We needed to determine whether a prospective employee was suitable for the particular school, its students, its staff, and its educational mission. Or was there something important we needed to know about a prospective employee that might not have fallen within the specific screening responsibilities or job-description requirements of the central HR staff?
That second level of professional judgment and scrutiny—exercised by district-based HR professionals and experienced school-based administrators—matters.
These are individuals who understand the school district’s educational mission, know the principals of its schools, and are familiar with the particular strengths, challenges, and staffing needs that characterize individual schools seeking to fill vacancies.
In addition, these second-level screeners and interviewers operate under the direct oversight of a superintendent who is professionally accountable for the district’s educational performance and organizational well-being.
Why is this last statement important?
Because, rightly or wrongly, within many public civil service organizations, employees are understandably inclined to avoid displeasing the person who evaluates their performance, determines their professional ratings, and may influence their future promotional opportunities.
And to dig a little deeper into the operational and philosophical culture of public education, those of us who were principals and were selected and asked to participate in these second-level interviews—often on weekends and for vacancies in schools other than our own, understood something else.
Being asked by the superintendent to participate in these interviews was a not-so-subtle indication that the superintendent trusted our professional judgment, based on our highly regarded principalship practices and demonstrated school-building leadership competencies.
That trust carried a responsibility.
We understood that we were not merely helping another principal fill a staffing vacancy. We were contributing to a districtwide process of professional judgment, institutional accountability, and the protection of children.
That is another reason why a superintendent with direct oversight of district-level HR operations can establish and maintain high professional hiring standards and expectations.
NYCDOE and Other Large Urban and Rural School Districts Face an Extremely Challenging Annual Staffing Reality
The fact that the NYCDOE and other large school districts manage to get the annual hiring process right for so many people, so many times, and across so many schools—close to 2,000 in New York City’s case—is a testament to their institutional expertise, procedural prowess, strategic planning, and organizational memory.
In other words, the experienced NYCDOE HR professionals know something very important:
Every year, a perfect hiring storm is not something that might be coming. It is something they know will be coming!
The NYCDOE’s annual responsibility for recruiting, screening, hiring, assigning, and replacing school-based personnel is extraordinarily challenging.
It is not unheard of for a teacher to resign on the first day or during the first week of school.
Nor is it unusual for another staff member to wait until immediately before the school year begins—or even until the opening days of school—to announce that they are retiring or have accepted a position in another school system.
Now, imagine having to recruit, screen, and hire thousands of new employees annually—perhaps 6,000 to 7,000 in a particular start-of-school-year hiring cycle.
And those are only the anticipated staffing needs: the vacancies and personnel requirements that HR officials already know must be addressed.
Then there are the employees whose departures nobody anticipated.
The teacher or other staff member who suddenly resigns for “personal reasons.”
The employee who is forced to take an immediate personal or family-related medical leave.
Or the person who simply, without providing notice or an explanation (it happens) disappears and does not report to work when the new school year begins.
No HR officials or system, including a district-level HR structure, can plan with absolute certainty for staffing vacancies they do not yet know will exist.
And sometimes, they will not learn about a particular vacancy until they receive that somber, deeply concerned telephone call from a school-building principal who has just discovered, that very morning, that a critical staffing position is suddenly vacant!
Now, multiply that possibility across hundreds of schools.
And remember that these staffing disruptions do not affect every school or every student equally. Title I schools, which frequently serve substantial numbers of students from economically disadvantaged households, may be especially vulnerable to the educational consequences of prolonged staffing vacancies, particularly when they already face difficulties recruiting and retaining qualified—and, especially, appropriately certified—personnel.
A school that begins the academic year without a needed classroom teacher, special education teacher, behavioral or educational paraprofessional, student health aide, guidance counselor, appropriately certified subject-area teacher, or any other essential school-building staff member is not merely experiencing an administrative inconvenience.
Its students may be losing valuable instructional time, access to high-quality teaching and learning, mandated educational and related services, continuity of learning, essential health and behavioral supports, and the professional relationships that help sustain their academic, social-emotional, and physical well-being.
That is why I support a two-level new-employee screening and staffing-support process.
The central NYCDOE Human Resources department should continue doing the good work its professionals are presently doing by managing the enormous systemwide responsibilities associated with vacancy advertising, special recruitment campaigns, maintaining a centralized online employment application portal, initial applicant processing, required employment clearances, and centralized safety screening.
But I would also reestablish the 32 local Community School District HR departments, which, in my experience, performed an invaluable function.
These district-level HR departments would provide a second layer of intensive professional screening, including appropriate employment-history reviews, reference verification, interviews, and assessments of candidates’ suitability for particular school assignments.
They would not replace the central HR department. They would complement it, strengthen it, and provide an additional level of institutional accountability.
Just as importantly, these local HR departments would be positioned to respond more quickly and efficiently to anticipated and unanticipated personnel vacancies, whether caused by retirement, resignation, reassignment, leave, or other circumstances. The number one parent complaint calls to the superintendent’s office during the first day, two or three of the school-year:
“My child’s class does not have a permanent teacher!”
Working directly with superintendents and school-building principals, they could maintain up-to-date information about staffing needs, identify potential vacancies before they become emergencies, and move expeditiously to support schools in opening safely and fully staffed on the first day of the academic year.
And because the district HR team would be in continuous communication with the superintendent and school-based administrators, staffing problems could be identified, assessed, and addressed much closer to the point where they actually affect children. That is not unnecessary bureaucracy. That is responsible educational leadership and organizational management.
In High-Risk, High-Reliability Organizations, Redundancy Can Be a Critical Safety Practice
During visits to a nuclear power plant, a United States Navy nuclear submarine, and an aircraft carrier, I learned an important organizational leadership lesson:
Redundancy is not necessarily, and certainly not always, a bad administrative or operational practice.
In high-risk, high-reliability environments, redundancy is often a deliberate and essential organizational safeguard.
It is the practice of having one qualified person’s work checked by another qualified person, of having critical procedures independently verified, and of creating multiple opportunities to identify a potentially catastrophic error before that error causes irreversible harm.
In its simplest form, it is a checker’s work being checked by another checker.
And in environments where human mistakes, equipment failures, or organizational oversights can produce devastating consequences, such redundancy is not a sign of institutional weakness. It is a sign of institutional wisdom.
No organizational system responsible for managing large numbers of people, complex operations, and potentially serious threats will ever be 100 percent perfect.
Sometimes, the problem is simply a matter of arithmetic, not necessarily a failure of professional competence, commitment, or organizational integrity.
The greater the number of people, transactions, decisions, and operational responsibilities, the greater the possibility that something important may be overlooked.
This brings me back to something a mentor, Saul Bruckner, told me during my first year as a school principal.
He warned:
“Too much of what happens in public education is outside of your control as a principal. So, it is not a matter of if some crisis will occur in your school; it is a matter of when!”
As it turned out, he was absolutely right.
And that is precisely why the leadership of a high-risk, high-reliability, and high-responsibility organization must never confuse efficiency with the elimination of necessary safeguards.
Schools are not nuclear power plants, submarines, or aircraft carriers.
But they are institutions entrusted with something every bit as precious: the safety, well-being, educational development, and future life possibilities of children.
And unlike many other organizations, public schools have a daily legal, professional, moral, and ethical responsibility to protect individuals who, because of their age and developmental circumstances, depend upon adults to make sound decisions on their behalf.
That responsibility should inform how we design our school systems’ personnel screening, hiring, and supervisory structures.
A redundant system of checking and rechecking—especially during the most hectic, highly stressful periods of school district operations, such as the peak summer-to-fall hiring cycle—creates additional opportunities to identify warning signs, correct errors, verify critical information, and prevent unsuitable individuals from being placed in positions of responsibility involving children.
Of course, redundancy alone does not guarantee safety.
The additional layer must have qualified personnel, access to relevant and legally obtainable information, clearly defined responsibilities, appropriate investigative procedures, and the authority to raise concerns without fear of institutional retaliation.
Otherwise, we have merely created another bureaucratic office without adding meaningful protection. The objective is not redundancy for redundancy’s sake. The objective is purposeful redundancy that improves professional judgment, strengthens accountability, and reduces the likelihood of preventable harm.
And when the potential consequences of a screening failure include serious harm to a child, a school employee, or another member of the community, an additional, properly designed level of professional scrutiny is not an unreasonable administrative burden.
It is a prudent investment in institutional safety.
So, yes, I understand why New York City eliminated its former Community School Boards. I lived through some of the very reasons that made their elimination necessary. But the elimination of a corrupt political governance structure should not require the permanent abandonment of effective local administrative and operational support systems.
We can reject the corruption of the former Community School Boards while recovering the valuable district-level HR functions that helped superintendents and principals protect children, assess prospective employees, and keep schools appropriately staffed.
The question should never be simply: How many administrative layers can we eliminate? The more important question is:
Which layers of professional oversight, verification, and accountability are necessary to make our schools safer, our hiring decisions better, and our educational institutions more reliable?
Because in public education, as in every high-risk, high-reliability, and high-responsibility organization, the cost of an unnecessary administrative procedure may be measured in time and money. But the cost of eliminating a necessary safeguard may be measured in damaged lives, lost educational opportunities, and consequences that no amount of money can ever fully repair.
“Brooklyn Jogger Dies, and a Man Is Charged With Murder in Her Stabbing” :https://www.nytimes.com/2026/11/07/nyregion/sayed-mohassib-arrest-brooklyn-stabbing-katie-suarez.html?searchResultPosition=1





