Commends Dr. T. Lamar Goree, Caddo Parish School Superintendent, on being named the 2019 Superintendent of the Year.
The resolution acknowledges numerous initiatives implemented by Dr. Goree aimed at transforming underperforming schools into high-performing education centers. His innovative strategies include the establishment of the Caddo Transformation Next Zone, which targets schools facing the most challenges and collaborates with the community for enhanced accountability. Additionally, Dr. Goree has worked to expand access to advanced educational programs and improve resources for educators and students alike, which reflects positively on state educational standards and community outcomes.
SCR44 is a Senate Concurrent Resolution commending Dr. T. Lamar Goree for being named the 2019 Superintendent of the Year by the Louisiana Association of School Superintendents. The resolution highlights Dr. Goree's significant accomplishments while serving as the superintendent of the Caddo Parish Public Schools since December 2013. His leadership has been characterized by a focus on student achievement, innovative educational practices, and a commitment to improving the overall quality of education in the district.
The sentiment surrounding SCR44 is overwhelmingly positive, celebrating Dr. Goree's impact on the Caddo Parish education system. Legislators and community members recognize his dedication to enhancing educational experiences for students and supporting educators. His recognition as Superintendent of the Year exemplifies appreciation for his innovative approaches and commitment to fostering a positive learning environment in schools.
Notable points of contention are not extensively detailed within the resolution. However, the emphasis on community-based accountability and innovative educational strategies may hint at discussions regarding the effectiveness of such approaches in addressing longstanding challenges in educational performance. While the resolution expresses admiration for Dr. Goree's achievements, it does not explore potential criticisms or differing perspectives on education reform efforts in the state.