2017NTE_CandidatesForum_JameelIbrahim.jpgBorn, raised and educated in Newark, Jameel Ibrahim is parent to children currently attending Newark Public Schools. Mr. Ibrahim attended Sister Clara Muhammad Elementary School and is a graduate of Maple Lyons Middle School and Weequahic High School. He is also a graduate of Essex County College, Thomas A. Edison State University, Rutgers University, Mercy College and the Citizen Newark Police Academy.

A U.S. Navy Veteran, Mr. Ibrahim has served in many professional capacities. He has served as an Inspector, Code Enforcement Officer, and Affirmative Action Officer with the City of Newark. The former juvenile detention officer with Essex County has also taught elementary and middle school for Newark and Irvington public schools. He is also an adjunct professor at Essex County College. The former youth advocacy worker for Essex and Union counties has also served as a head teacher with NJ After 3 and as program supervisor for Mustard Seed Community Camp. His professional career also includes service as a nurse and cytologist.

Mr. Ibrahim’s community service and civic engagement includes service as former head coach with Ivy Hill and Irvington baseball teams, assistant coach with Vailburg Gaters, work as a Goshi Shun Karate instructor, and member of the West End Block Association and Heart of Vailsburg. Mr. Ibrahim is also co-founder of Hope Institute.

Positions

Fiduciary responsibilities (budget, Potential deficit, contracts, etc.)

The projected budget is $897,600 million dollar, with $22,000 per student.
Departments should be downsized to eliminate redundant jobs (cross analysis), and personnel should be cross trained. There are 26 positions in as special assistant making over six figures totaling 3 million dollars in salaries. There is a $30 million-dollar deficit with limited outsourcing like contracts and services and funds toward new school developments or rental space for new schools.

Ability to review and adopt effective educational policy (One Newark, required Assessments, Etc.)

Complimenting the standards that are in place with the QSAC Law, and the recommendation from the State school advisory Board, as I reiterated in my previous question, the policy should be student focused. Understanding statistics such as 830 high school drop out of school between 1997 and 1998, between 2005-2007 only 69.1% of students graduated from High School. 12.3% of students between 2006-2010 earned a bachelor degree out of 75k students. And the closing of schools from originally 81 schools in the district to 73 schools by 2013 and 2014 and by 2016 now 65 schools open in the district. It is important to share a commitment with sharing budget, because receiving money without commitment would be irresponsible of the district. We need a win/win situation. (ex. universal certification, job security and protection)

Ability to review and adopt effective Curriculum and Programs (Culturally relevant Curriculum, Literacy Development, Math etc.)

An assessment must be made to determine viability and sustainable for a culture related program. The need analysis must be measurable to assess and measure improvement and benchmarks before implementing new curriculum. If viable, reinstatement of the Amistad program with inclusion of supportive forums, dialogues and programs outside normal school hours with community organizations. Math and literacy development policy should be attached with technology like virtual class and online homework tutoring and assistances.

Accountability and Autonomy (Superintendent, Principals, etc.)

Autonomy should be combined with transparency and accountability with active involvement.
There is a need for an Inter scholastic board or collaboration between traditional and charter school for cohesion in policy and curriculum consistency.

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