The Braintree School Committee on Monday, Jan. 13 interviewed three finalists for superintendent in Cahill Auditorium, asking each candidate nine preplanned questions in identical 55‑minute sessions.

Why it matters: the committee’s selection will shape district priorities on literacy, support for English‑language learners, special education screening, capital projects and budgeting during the coming school year. The committee said it will make a final appointment at its next meeting on Thursday, Jan. 16 at Colbert.

All three candidates emphasized classroom observation and data as the starting point for change. Robert Perretta, a finalist who currently works outside the district, said his first step would be to “focus[] on all the good that is currently happening in Braintree” and to pair that asset‑based view with an instructional focus. “Teaching and learning is really our core business,” Perretta said, adding that he would lean on a “strong instructional lens” and on building trust with staff and community as early priorities.

Mister McDonald, the principal of Hollis Elementary School and a 25‑year Braintree educator, pointed to local programs he credited with stronger early reading outcomes at Hollis and stressed community relationships and outreach to families with limited English. “I have relationships with families. Right? That is what I love about my job,” McDonald said, and described school‑level practices — data teams, time‑allotment schedules, and targeted small‑group instruction — that he said produced higher STAR and DIBELS results at Hollis.

The third finalist, who identified himself as an experienced superintendent and provided a written transition plan in his candidate folder, highlighted prior experience managing budgets and capital‑project crises and said that core superintendent skills are transferrable across districts. He recommended an early diagnostic phase during a transition so the district can “delve deep into the community while not needing to learn the superintendent role.”

ELL support and community outreach

All three candidates said supports for multilingual learners should begin with accurate diagnosis and classroom observation rather than immediate adoption of new materials. Perretta said good teaching benefits multilingual learners in particular and urged close observation of what actually happens in classrooms: how often multilingual learners speak, how frequently teachers pause to clarify vocabulary, and what scaffolds are in place.

McDonald recommended increasing family outreach and using translation technology but also said that two‑way contact matters: while ParentSquare translates messages to families, he said it often functions as one‑way communication and should be paired with more active outreach to groups such as the Chinese American Association in Braintree.

ELA scores and literacy strategy

Committee members repeatedly raised declines in middle‑school ELA. Candidates offered a shared prescription: diagnose the specific academic weaknesses with assessment data, observe classroom instruction, and commit to a focused set of interventions (curriculum, professional development and protected instructional time) rather than multiple simultaneous initiatives.

The third finalist recommended a two‑part approach used in his current district: adopt high‑quality, research‑based resources and ensure the district’s schedule and professional development permit faithful implementation. Perretta and McDonald both stressed that without clear input data (what happens in the classroom), curriculum purchases or one‑off professional development are unlikely to produce sustained gains.

MTSS and special education referrals

All three candidates described MTSS (multi‑tiered systems of support) as central to limiting unnecessary special education referrals and ensuring students receive timely help. McDonald described a long‑running, school‑level RTI/MTSS model at Hollis that he said reduced special‑education referrals over time by routing students into short‑term, targeted interventions and tracking which supports were effective. “This program has worked successfully over the years. It has completely and totally limited our special education referrals,” McDonald said.

Budgeting, grants and district priorities

Candidates framed budgeting as a tool to implement a strategic plan. Perretta urged narrowing stated values so the district can align money to a few clear priorities (he repeatedly cited literacy). The third finalist described a “people, programs and pupils” rubric and recommended continual budget review to keep spending aligned to district goals.

All three named DESE as a primary grant source and urged regular scanning of available opportunities; the third finalist reported a recently awarded social‑emotional learning grant in his current district to fund SEL programming and staff professional development. McDonald suggested exploring collaborative grant applications with neighboring districts and reviving or creating an education foundation or endowment to fund items outside the operating budget.

Facilities and capital projects

Candidates said Massachusetts’ MSBA process is likely to play a role in any major school rebuilding and emphasized the need for community engagement to secure support for debt exclusions. McDonald, who chairs his district’s building committee and has overseen multiple renovations at Hollis, described hands‑on facility work (new windows, roofs, converted lockers to labs) and said clear communication, safety planning and online dashboards help maintain community trust during construction.

Mental health and staff support

Candidates emphasized the link between adult culture and student well‑being. Perretta said the work begins with leaders modeling boundaries and self‑care and creating a nonpunitive environment for staff to try new practices. McDonald highlighted real‑time screening for student mental health and said school leaders must make themselves visible to families and staff who need support.

Discussion vs. decisions; vote at a glance

The Jan. 13 meeting was structured as longer interviews rather than votes on policy. The only formal recorded action on the public record was a routine motion to adjourn. The committee moved to adjourn and approved the motion unanimously by roll call.

Votes at a glance

- Motion to adjourn (no agenda item identifier provided). Motion moved by Dr. Horak and seconded by Miss Tuffy. Roll call: Mister Fogarty — aye; Mister Rollo — aye; Mayor Mary Joyce — aye; Dr. Horak — aye; Miss Tuffy — aye; Mister Lynch — aye; Chair — aye. Outcome: approved.

What’s next

The committee told candidates it will make its appointment at a regular school committee meeting on Thursday, Jan. 16 at Colbert (6:30 p.m.). The finalists include an external candidate who emphasized instructional leadership (Robert Perretta), Hollis Elementary principal Mister McDonald (a 25‑year Braintree educator who pointed to school‑level improvements), and a candidate who described prior superintendent experience and budget and capital‑project work. The committee’s decision will determine the district’s leadership priorities on literacy, ELL services, MTSS implementation and capital planning.

Reporting notes: quotes in this article are drawn directly from the Jan. 13 candidate interviews and committee exchanges at Cahill Auditorium, Town Hall.