Superintendent finalist outlines three‑phase 'spark to flame' transition plan for ISD 191

Tyrone Brookens, a finalist for superintendent of the Burnsville‑Eagan‑Savage School District (ISD 191), presented a three‑phase transition plan to the school board, saying the effort would begin with listening and end in systemwide implementation.

Brookens framed the plan as “spark to flame,” with Phase 1 (July–September) focused on “listening, learning, and then leading with a presence”; Phase 2 (October–December) on assessing and aligning priorities across departments; and Phase 3 (January–June) on “acting with intention and building for the future,” including strategic planning and ongoing accountability.

Why it matters: a structured transition shapes what an incoming superintendent prioritizes in the first year and how quickly a district can move from review to measurable action.

In describing Phase 1, Brookens said he would begin with one‑on‑one meetings, including an initial conversation with “the administrative assistant to the board and to the superintendent, Sarah, because she has that tacit knowledge about the inner workings of this district.” He proposed community presence at events such as an international festival on July 19 and site visits during August workshop week and in September to center student and staff voices.

For Phase 2, Brookens proposed cross‑department “advances” (his term for retreats) run on two tracks — operations and instruction — and suggested holding at least two such gatherings the first year to avoid overburdening staff while building shared priorities and deliverables.

Phase 3, he said, would include creating a superintendent’s advisory team with students, families and community members, refining the district strategic roadmap, and developing a public‑facing dashboard aligned to the district’s strategic directions so progress could be monitored and reported to the board on a regular cadence.

Brookens emphasized centering students and equity in decisions, “raising student voice,” building trust through transparent engagement and “leading with humanity and data.” He said he would use mentors and a coach — a “triangle” of coach, mentor and critical friends — to guard against blind spots during the transition.

No board action was taken during the interview; Brookens’ remarks were part of an executive selection process.

Brookens closed by saying he would work with the board, district leaders and school staff to “provide the optimal learning experience for every student,” and thanked the panel for the opportunity.