Claremont School Board, superintendent candidate forum — April 6, 2026

A public forum with Dr. Timothy Broderick, the sole candidate brought to the district for a full-day interview. Announced from the chair at the meeting of 1 April and filmed by a board member as a volunteer. Generated from the recording's diarized transcript and from the district's minutes and packets for the meetings either side of it, because this evening has neither. Timestamps link to the same moment in the Cablecast recording.

Body
Unsettled on the record, and that is the page's first flag. The chair of the Claremont School Board convened and moderated. No roll call was taken, no attendance was recorded and no notice, agenda or minutes exist. Two members are identifiable on the recording — the chair, and William Madden, whom she recognises by name — and a third, Loren Howard, told the 1 April meeting that he would be there operating the camera. The candidate says at 0:56:09 that he is speaking in front of most of the board, which is his impression and not a roll call. Whether a quorum of a seven-member body was present — and therefore whether this was a meeting within RSA 91-A:2, I — cannot be determined from the material available here.
Date and hours
Monday, April 6, 2026. Announced for 5:00 to 7:00 p.m.; the recording runs 1:20:50 and the chair closes it with “We have reached the time”, so the questioning occupied about eighty of the noticed one hundred and twenty minutes.
Location
Sugar River Valley Regional Technical Center — the chair, at 0:00:15: “we're at the Tech center teal room”
Format
The chair alternated questions submitted online with questions from the floor. She put the number of online questions at “about 12 or 15”; this page counts seven that were read out, fourteen questions from the room across thirteen turns, and three the chair asked in her own name.
The position
Leader of the Claremont school system from 1 July 2026, when Unity leaves SAU 6 and, on the district's own packet documents, Claremont “will assimilate SAU 6”. Both the chair and the candidate use two titles for it — the chair's statement to the meeting of 1 April — a different recording, show 17291, which this page does not deep-link — speaks of “our next superintendent or executive director”, and the candidate says at 0:06:01: “You can call me anything you want, and many of you will.” See the third flag for why New Hampshire law permits that.
Recording
Cablecast: Claremont School Board - Dr. Tim Broderick Interview 4/6/26 — total run time 4,850 seconds. The show record was created on 7 April 2026 at 2:14 p.m., the afternoon after the event, and its event date is a midnight placeholder. That is consistent with what the board was told on 1 April: the forum was filmed on a volunteer's camera and handed to the station afterwards rather than broadcast live.
Packet and minutes
None found. The FY 2025-2026 meeting-documents archive holds special-meeting folders for 26 March, 30 March, 9 April, 13 April and 17 April 2026 and none for 6 April; the 2026 minutes folder likewise carries approved special-meeting minutes for 26 March, 30 March, 9 April and 17 April and skips this date. A quoted-date search of the district's shares returns nothing. Read that as not found by the routes available here: search on these shares is known to under-report, and a title search for this date returns instead the 6 April 2026 minutes of an entirely different district, which is a live trap for anyone repeating the search.
Outcome
The board voted to appoint him. The vice chair announced it at the meeting of 15 April, whose approved minutes record that the subcommittee recommended candidates, that “The Board as a whole interviewed candidates”, that “The vote was not unanimous, Mr. Howard and Ms. Crawford voted against, but they support the Board and Dr. Broderick”, and that no contract had yet been signed. The meeting at which that vote was taken is not identified in those minutes, and no minutes recording it were found.

Participants

Only two people in this room are named in any district document: the chair and the candidate. Everyone else is known from the recording alone, and the chair's practice was to recognise questioners by first name. Where a person cannot be identified beyond a role, this page prints the role. There are no minutes to name the floor speakers, which is the ordinary remedy in this corpus and is not available here.
NameRoleParticipation
Candace CrawfordChair, Claremont School BoardConvened, moderated and closed. Self-identified twice: “my name is Candy Crawford, and I'm the chairman of the Clements School board” and, at the end, “I'm Candace Crawford”. Read the questions submitted online, alternated them with questions from the floor, and asked two of her own — on the district's zero-tuition warrant article and on where the candidate would live. Fifty-three of 274 dialogue rows.
Dr. Timothy BroderickCandidate for superintendent — or executive director — of the Claremont school systemAnswered for about eighty minutes. One hundred and sixty of 274 dialogue rows. Everything this page reports about his background is his own account of himself, given in the first person in answer to a question; see the fourth flag. The dialogue file spells the surname Tim Broadrick; the Cablecast title, the 1 April approved minutes (Timothy Broderick) and the 15 April approved minutes (Dr. Broderick) all spell it Broderick, and the district's spelling is used here
William ‘Bill’ MaddenSchool Board Member; Chair, Ad Hoc Leadership Search SubcommitteeRecognised by the chair at 1:09:03 and declined the offer of a question. One dialogue row. His is the only board membership other than the chair's that the recording itself establishes.
KimQuestioner from the floor — a parent of eleven years' standing in the districtAsked how the candidate had built and sustained a culture of accountability, quoting from his letter of application, and followed up on grades not being entered on time. Five dialogue rows. First name only, from the chair's recognition. The diarizer put this cluster inside the candidate's voice; the dialogue file splits it out
DavidQuestioner from the floor — describes long-range planning work in the community and calls himself a former teacherThree interventions: on including both sides of an argument in a planning process, on sustainability and family engagement, and on whether a superintendent gets into classrooms. Fourteen dialogue rows. First name only, from the chair's recognition
JasonQuestioner from the floorFollowed up on procurement: whether the cheapest sealed bid must win. Twelve dialogue rows, most of them fragments the diarizer split. First name only, from the chair's recognition
MichelleQuestioner from the floorCorrected the candidate on whether the district has self-contained classrooms, gave the fourteen-to-twenty-eight example of a fourth-grade class, and asked how he would handle the staffing shortage. Five dialogue rows. First name only, from the chair's recognition
MarkQuestioner from the floorAsked how the candidate's admirers and his critics would each describe his leadership style, and later put the turnaround pitch to him. Two dialogue rows. First name only, from the chair's recognition
Unidentified questioner addressed as “Doctor”Questioner from the floorThe longest floor questions of the evening: on standardised scores as a measure of a school system, and on what a superintendent should do to keep the public engaged. Graded the answer to the first “I'll think I'll give you an A minus”. Ten dialogue rows.
Unidentified questioner — central office and pre-kindergartenQuestioner from the floorTwo questions: what qualify means for pre-kindergarten eligibility, and what strategies the candidate uses to recruit qualified staff into a central office that is “not even a skeleton crew”. Six dialogue rows.
Unidentified questioner — back of the roomQuestioner from the floorAsked what lever of change he had already identified after a day in the district. Two dialogue rows.
Submitters of online questionsMembers of the public who wrote inTheir questions were read aloud by the chair and the dialogue file therefore records every word of them as her speech. One is expressly anonymous — asked who had submitted the school-choice question, the chair answered “It was anonymous. Yeah.” One submitter is named as the chair read it, in a rendering the transcription gives as Matt being. See the fourth flag.

Order of business, reconstructed

There is no agenda for this evening. What follows is the sequence of questions as the recording gives them, with the source of each — an online submission read by the chair, a question from the floor, or a question the chair asked in her own name. Timestamps link to the same moment in the Cablecast recording.

Taken upQuestionSource and disposition
0:00:07Room audio before the forum is called to orderThree words from an unidentified voice. The recording begins here.
0:00:15The chair opens and names the candidate“Tonight is Monday, April 6th, and we're at the Tech center teal room. And we have with us one of the candidates for superintendent. His name is Doctor Tim Broderick.” She then set out the day at 0:00:46: the Dow building, the technical centre, the middle school and the high school, lunch, and a meeting with the leadership of the teachers' union.
0:01:16The format“There are about 12 or 15 questions that were submitted online. And I will try and read those and Doctor Broderick will answer them.” She thanked the culinary arts programme for the buffet at 0:01:46 and self-identified as chair at the same moment.
0:02:21Curriculum, professional development and self-contained classroomsOnline submission, read by the chair. Her own framing, at 0:03:15: “We know that we're not hiring a curriculum director, but you're in charge of everything as superintendent.”
0:10:00How do you build and sustain a culture of accountability?From the floor, recognised as Kim. She opened by quoting the candidate's letter of application back to him, and followed up on grades not being entered within the time the district's own policy sets.
0:17:00School reconfigurationOnline submission, read by the chair. Before she read it the candidate said at 0:17:09: “I can probably give you the question as well as the answer, because I've already heard it a couple times today.”
0:18:50How would your admirers and your critics describe your leadership style?From the floor, recognised as Mark.
0:20:04Long-range planning and both sides of the fenceFrom the floor, recognised as David. A statement more than a question, followed by “Can you tell me how you feel about what I've just explained?”
0:22:35School choice, competition, and winners and losers among districtsOnline submission, read by the chair, and expressly anonymous. This is the question whose wording the dialogue file records as the chair's own speech; it is not her view. See the fourth flag.
0:28:22The zero-tuition warrant articleThe chair's own question. She explained the March vote first and then asked at 0:29:02: “How do you reconcile open enrollment with the fiscal responsibility for a district that, people might not understand the value of the current education?”
0:30:36Education freedom accounts, and holding the State to the Claremont decisionsOnline submission from a named Claremont taxpayer, read by the chair in two parts.
0:37:20Class sizes, staffing levels and a crisis nowFrom the floor, recognised as Michelle. She corrected the candidate — “I believe we do have self-contained classrooms in this district” — and gave a concrete example at 0:37:55.
0:43:56Are test scores the right measure of a school system?From the floor, from the questioner the chair addresses as Doctor. He called it an essay question and graded the answer at 0:48:36.
0:48:50Where would you push first?From the floor, from the back of the room.
0:50:23What happened to scores after the changes you made in your current post?Online submission, read by the chair. The answer is the fullest account of the candidate's own record given all evening.
0:54:12Your dissertationFrom the floor, from the questioner addressed as Doctor. One line, and the candidate answered it at length.
0:55:36A board that oversteps into operationsOnline submission, read by the chair, prefaced “You're going to love this next question.” The candidate's answer is the passage in which he says most of the board is in the room. The chair's response at 0:57:19: “No comment.”
0:57:24Human resources and cash flowOnline submission, read by the chair and expressly flagged by her as “someone's opinion”. The answer runs to the whole of the candidate's procurement scheme.
1:02:00Does the cheapest sealed bid have to win?From the floor, recognised as Jason. Answered no, with a distinction between educational and non-educational purchases.
1:02:37You live in Maine. Will you relocate? Will you be in the office daily?The chair's own question, and the sharpest of the evening. The answer is the fourth flag's clearest example of why the record matters: it is a term of employment, discussed in public, with no minutes.
1:04:02What does qualify mean for pre-kindergarten? And how do you recruit into a depleted central office?From the floor, two questions from the same speaker, the second at 1:05:20.
1:08:39A turnaround pitchFrom the floor, recognised as Mark.
1:09:11Sustainability, family engagement and what the community getsFrom the floor, recognised as David.
1:13:52How does a superintendent keep the public engaged?From the floor, from the questioner addressed as Doctor. The chair merged it with her own final question on trust at 1:14:14.
1:16:03Will you be available to teachers, and will you get into classrooms?From the floor, recognised as David, who describes himself as a former teacher.
1:19:02The chair closes“We have reached the time and to be fair to Tim. He's had one heck of a day.” She then said she had been remiss in not summarising the candidate's curriculum vitae, directed the public to it, and gave her district address for further questions. See the fourth flag.
1:20:13The candidate's thanks“Thanks very much. Thank you.” The recording ends.

Discussion timeline

The substance, in the order it was said. Timestamps link to the same moment in the Cablecast recording. Every biographical or evaluative statement below is marked with who was actually speaking, because on this recording the chair reads other people's questions aloud and a questioner reads the candidate's letter aloud, and the dialogue file records both as the reader's own words.

TimeTopicWhat was saidFlags
0:03:28 The first answer names the district's problem as a central-office problem The candidate, on the difference between a superintendent and a curriculum director: “There's some really important work that needs to be done in the central office and with administrators around keeping track of the money and making sure that we're meeting our obligations to taxpayers. And that's probably job number one for your next system leader.” He returned to it at 0:26:06: “It was a lack of systems in the central office that did that.”
0:06:01 On the title he would hold “You can call me anything you want, and many of you will. But respectfully, somebody that doesn't even matter. Somebody needs to be responsible for curriculum every day, and the superintendent needs to be making sure that, again, we are focused on those agreements and goals that we set as a group.” OBSERVATION
0:06:30 The strategic plan, and a proposal to pause “I understand you have a strategic plan document that exists. I just wonder if, in light of the last 9 or 12 months, it's worth taking a collective moment to look at that together and see if maybe something needs to be added or changed before we just forge ahead as fast as possible.”
0:10:00 A questioner reads the candidate's letter of application back to him Kim: “the letter, the the letter that you wrote, emphasized your strong command of central office and school level operations and the importance of relating every decision to the community's vision of student success.” Those are the letter's words, quoted by a member of the public. Her own point followed: eleven years in the district and “we have a lack of clear expectations and holding people accountable.” The letter itself is not in any district share this project can reach. MEDIUM
0:15:39 A rule he says he would set, and the labour side of it “I believe that every professional educator should reasonably be expected to update things like grade books. Or if you're a special ed educator, student service logs on a weekly basis.” And: “my experience shows that labor leaders can agree with me on that, generally speaking.” He had met the teachers' union leadership that afternoon.
0:17:15 The reconfiguration question, as the public put it Read by the chair from an online submission: “The story of Bluff School, and it's caused stress for parents. Some on the board keep talking about changing to three schools, and now there's a committee of the board to do research to to more reconfiguration.” That is a member of the public's characterisation, not the chair's. It describes the committee created on 18 March and argued over for twenty-five minutes on 1 April. MEDIUM
0:17:49 The answer: stop for a year “People in this system have been through some things this year. And not everybody's feeling great. One school has closed, and there's going to be a grade level reconfiguration that results in some other movement going into next year. Don't make another change for the next 12 months. Study. Think. Plan.” And at 0:18:36: “Give everybody 12 months to catch their breath, please.”
0:18:57 My way or the highway Asked how his admirers and his critics would each describe him: “So I met with some of your labor leaders today, and they one of their questions was, are things my way or the highway, or am I willing to listen? And my answer to that question was, yes, things can be my way or the highway. And I'm always willing to listen.” At 0:21:17 he located his inflexibility: “the areas in which I might be perceived as inflexible are areas in which regulation or law dictates part of what we have to do.”
0:22:35 The school-choice question, in the submitter's words Read aloud by the chair from an anonymous online submission — the dialogue file records every word of it as her speech, and it is not her view. “You've been very clear in your support of school choice, stating that this is necessary in quotes for a functional system, and that schools should compete in quotes for students. Many would argue that this approach shifts public education away from its core mission, and instead introduces winners and losers among districts.” The chair confirmed at 0:23:21: “It was anonymous. Yeah.” MEDIUM
0:23:25 The answer, and a figure for the enrolment loss “public schools have been competing for students for decades. Whether we are willing to talk about it and admit it or not.” Then, at 0:25:06: “So between 2000 and 24, last school year in 2025, this school year, roughly 10% of the students enrolled in Claremont schools left.” He attributed it to coverage rather than to schooling — “the papers and the internet were filled with headlines about a financial crisis, which I would guess scared people out of the system” — and reported at 0:26:57 that the numbers have since risen again.
0:26:32 Where he is from “I graduated from Kearsarge. I don't think we talked about this here tonight. I grew up in Warner. I graduated from Kearsarge. We used to play sports against Stevens.” First person, his own account.
0:28:22 The chair puts the district's own warrant article to him “this district, passed a, Warren article in March, that, said that we would pay for zero students to go out of district, and it was more physical, reaction to limit our exposure, for future financial, burdens that we had no control over how many students we might have to end up paying for.” This is the chair speaking in her own name, and it is the one place on the recording where a March ballot result is stated as fact.
0:29:13 The candidate has run a New Hampshire open-enrolment programme “the open enrollment law is has not been well understood in New Hampshire since it was passed in 2009, which might be one of the reasons no school system actually operated an open enrollment program until three years ago”. At 0:30:09: “Someone will end up being some districts will end up being the test case for these warrant articles as of today. I don't see it being around here, because there's no place accepting students under an open enrollment program around here.” The chair answered at 0:30:27, “We'll take 10%. We'd be happy to have students”, and he replied: “Well, I do know how to run that program.” OBSERVATION
0:30:36 A named taxpayer's question on education freedom accounts Read by the chair: “do you support these types of policy proposals that divert public tax dollars to private entities and hurt communities like Claremont Tech?” and, second, “how will you try and hold the state of New Hampshire accountable in order to ensure the state funding that New Hampshire Supreme Court has repeatedly ruled we are entitled to as a community.” The submitter's words, read aloud. MEDIUM
0:31:28 He declines to give a view on the policy, and says why “I work for a school district. Whatever system it is under the existing legal and regulatory scheme. Those are the conditions under which I work.” He noted at 0:31:56: “And I'm looking at one of your elected representatives when I say that.”
0:33:06 The Claremont cases, and the number he thinks matters “being from New Hampshire and being kind of familiar with the first Claremont lawsuit and the second Claremont lawsuit”. Then, at 0:34:13: “Claremont last year spent roughly $26,000 per student, not including out of district special ed costs or transportation.” And at 0:34:46: “That should be enough money. The funding problem here isn't not enough money. It's too much money having to come from a place that it's just not realistic to expect people to be able to pay.” He warned at 0:35:42 that increasing adequacy could cost Claremont, “when you factor in differentiated aid, Claremont actually receives the sixth highest per pupil rate of state aid. That could go down potentially.” The figures are his; no document supporting them is before the room.
0:36:57 The chair, who cannot answer “I have to tell you, it's so hard to sit here and not say anything.” The point is not incidental — it is the clearest evidence on the recording that she understood herself to be moderating rather than participating. MEDIUM
0:37:20 A staffing crisis described from the floor Michelle: “there was an example of Maple Avenue, fourth grade classrooms that had 14 students that suddenly went to 28.” And at 0:38:42: “That we have buildings without nurses. We have buildings that are under staffed with counseling.” At 0:39:00: “They're covering the nurse to answer the door. So how how are you going to handle this crisis situation right now where we don't have.”
0:39:09 Two things a day in the schools had already told him “I was a little surprised at some of the class sizes in your elementary schools.” And at 0:39:47: “Also, not having an actual four day a week, half day preschool program for every student who qualifies for that. To me, that's a serious, probably high priority concern”. He was careful about the limit of his standing to judge, at 0:40:16: “to be fair, I wasn't here. You've dealt with some extraordinary financial pressures. You had a real crisis here. I can't second guess the decisions that have been made.”
0:41:10 A core belief about staffing, stated to a room of staff “So in Claremont, roughly ten years ago, there were over 1700 students enrolled in the school system.” And: “Right now, there are well under 1500 students enrolled in the school system.” His conclusion, at 0:42:18: “Instead of paying more people less, you can pay fewer people a little bit better. And then I think it's fair on the other side of that to expect a higher level of accountability”.
0:44:07 Whether test scores measure a school system From the floor: “there's a. Sort of a reductionist argument that says, well, look, it's simple. We pay this much, we spend this much per kid on average, and look where we're ranked and look at in particular our scores.” The answer ran nine minutes and rested on a named researcher and a named finding, at 0:45:44: “there's a researcher at Stanford named Sean Reardon who has done a lot of work around socioeconomic status and expected achievement.” At 0:46:52: “In fact, ZIP code really is a proxy for socioeconomic status. Hello. New Hampshire. Hello. The property tax system. This is how it works here.”
0:49:57 What he would prioritise, before he has the job “I do think that curriculum work in general, and you do not currently have a system level curriculum leader has to be a priority, just has to be. And and I'm not the one who does it, but I can be the one who works with the school board to cause it to be done.”
0:50:48 His own record, in his own words This is the fullest account of his career the evening produced, and all of it is first-person. The system he now leads “had had three superintendents when they hired me. Two towns, three superintendents. This is a very New Hampshire way of doing things.” He was engaged “originally on a two year agreement with the school board to help them with some strategic planning and run one of their three schools as a part time superintendent. I was writing my doctoral dissertation.” The consolidation took “two years for those two school boards to enter into what they called the Shared Services Memorandum of Agreement, which they signed in 2021 or 22”, and produced “less money being spent on central office salaries”. On outcomes, at 0:53:16: “the percentage of students in the school scoring at or above proficient has not skyrocketed is not where anybody wants it to be. But the student's rate of growth last year was higher than the state average among elementary schools.” The name of the two-town system is not recoverable from this transcription, which renders it six different ways; see the fourth flag. MEDIUM
0:54:23 The dissertation “So principals perceptions of the role of relationships in their practice.” He credited a named book and author, and summarised the argument at 0:54:48: a principal's job is to help staff with “what's called the emotional labor of being an educator”, which here “has probably been far greater than in most systems in most years.”
0:55:36 The question about the board, asked while the board listens Read by the chair from an online submission: “In talking with staff and administration, many have reported instances of the school board overstepping its operational matters into, excuse me, overstepping into operational matters.” A member of the public's words. The candidate answered them in the room: “I told one of the groups I spoke with today that and I'm saying this in front of most members of your school board, I think are in the room right now.” Then, at 0:56:29: “your superintendent works for the school board, managing all of the operations and employees in the district and works for all of the employees in the district managing the school board.” At 0:56:59 he conceded the premise: “I'm not surprised at all to hear that somebody in the Claremont community is suggesting that there have been times in the last year when the school board has been more involved in operations, when they should than they should be, because you haven't had much choice.” The chair's whole reply, at 0:57:19: “No comment.” POSITIVE
0:57:24 Human resources and cash flow Read by the chair, and flagged by her as another person's view. The answer became a procurement lecture, and the reason he gave for it was an embezzlement in one of the towns he took over: “it then got accelerated in Barnes stead because they discovered that a business office employee had actually been stealing from the district, which is not the situation that you're in here.” At 0:58:49: “One of the first things we did was work with the school board to have them adopt 9 or 10 new financial control policies.”
0:59:09 Purchase orders, three tiers, and the sentence the room came for “Being an employee of a school district does not give you permission to enter into financial obligations for the school district. A purchase order gives you permission to enter into a specific financial obligation for the school district”. His thresholds: best business practice up to “$1,500 or less”, three written quotations above that, and above “$20,000” a sealed-bid request for proposals. Then, at 1:01:14: “as long as you know, the rules around those three ways of procuring things and you follow them, you will never wonder where $5 million one it just won't be possible.”
1:01:40 He has already been in touch with the district's business office “And that's all in writing everything. I just described it in a written document that I actually think maybe some folks in Claremont have already seen, because I shared it with Mr. Angel a few months ago. I've known Matt Angel for a little while and we've exchanged some information. So prior to me even sending you all a letter.” Volunteered, unprompted, in public. OBSERVATION
1:02:37 Where he would live The chair's own question, and the only term of employment discussed all evening: “I understand that you live in Maine, about two hours away from Claremont. We have a policy that employees must be physically present at work for all their contracted days.” The answer, at 1:03:13: “if the school board wants to keep talking to me after today, this is one of the things we're going to have to talk about. But this job can't be done for Mobley. This job has to be done here.” And at 1:03:32: “we don't intend to relocate permanently to Claremont, but I would certainly need to be sleeping here at least. The majority of the time if I were to come here and do this.” MEDIUM
1:04:02 Pre-kindergarten eligibility, and an answer that stops at the edge of what he knows The question asked him to elaborate on qualify. He answered at 1:04:17: “I need to be really careful when I don't know the detail about what I'm talking about”, and then at 1:04:36: “I said qualified because I understand that preschool programs are fundamentally special education programs that include non-disabled peers.” The questioner accepted it at 1:05:20: “You've done exactly what I was asking you to do.”
1:05:50 Recruiting into a depleted central office “It's a really tricky question because it runs, it runs. There's a temptation to run up against some of my core beliefs about accountability, with this. Making it easier is not the answer.” He said at 1:06:39 that people who “Don't come to work enough to contribute to our success, and might need to exit the system”, and closed at 1:08:17: “Settling for less is the wrong answer, because in the end, you've experienced the worst case scenario.”
1:09:11 What the community would get out of it David, from the floor, on planning for sustainability and family engagement. The answer went to social mobility and to the building they were sitting in, at 1:12:35: “in a building like this, there could be other things going on, potentially in the evening” serving parents as well as pupils.
1:13:52 Office hours, advisory committees, and trust From the floor: “what's the best way and amount of interaction with the public? How do you keep the public engaged? Do you have advisory committees? Do you have open office hours?” The chair merged it with her own last question at 1:14:14: “how do you build trust in the communities that you lead and that that's really important because the school board, I think the schools have lost a lot of trust this space.” His answer, at 1:14:30: “I think it's actually a different answer here than it's been anywhere I've ever worked. I don't think it's just something that I do.” And at 1:14:48: “I'm not in the habit of weekly open office hours. Stop by and have tea with Tim. But I think that might be a good idea here.” POSITIVE
1:16:35 Getting into classrooms “So I met with a group of teachers this afternoon and told them that I'd like to be invited in to do things. I'd rather go to a class and read to a third grade classroom from a book, or go to a high school history class and talk about government or something like that. Then just be a guy in a blazer who walks through the back of the room for ten minutes once every week or two”. At 1:17:23: “I've said this to some members of your school board, that because of what Claremont has just been through, I think it's important to be out in the public just kind of talking to people generally.”
1:19:02 The chair closes, and points the public at a document “We have reached the time and to be fair to Tim. He's had one heck of a day.” Then: “I was remiss in not summarizing, Doctor Broderick's, CV before the before we began the questioning.” And at 1:19:35: “his, resume is online, and if anybody would like to take a look at that, they're certainly welcome to look at that.” No such document is in any district share this project can reach. MEDIUM

Items flagged for review

These are a reviewer's aid, not findings of violation and not legal advice. Each rule-based flag names the provision it rests on and links to the primary source; where no verified rule applies, the item is labelled an observation. Every statutory provision cited here was checked against its own source note for the text in force on 6 April 2026. Verify against the recording and the primary sources before relying on any of it.

MEDIUM Nothing in the record says what body met, and the answer decides whether notice and minutes were owed

The test. RSA 91-A:2, I defines a meeting as the convening of a quorum of a public body, able to communicate with each other contemporaneously, for the purpose of discussing or acting upon a matter over which the body has supervision, control, jurisdiction or advisory power. The paragraph then excludes four things and only four: collective-bargaining strategy or negotiations; consultation with legal counsel; a caucus of members of the same political party; and the circulation of draft documents that formalise decisions already made in a meeting. A candidate forum is not among them, and the caucus exclusion is in any event unavailable to a New Hampshire school board, whose members are elected on a non-partisan ballot under RSA 671:30. Selecting the person who will lead the school system is plainly a matter within the board's jurisdiction. So the whole question is the quorum.

What the recording establishes, and what it does not. There was no roll call and no attendance list. Two of the seven members are identifiable: the chair, who convened and moderated and self-identified twice; and William Madden, whom she recognises by name at 1:09:03. A third, Loren Howard, told the 1 April meeting that he would be operating the camera. That is three. The only evidence of more is the candidate's own impression at 0:56:09: “I'm saying this in front of most members of your school board, I think are in the room right now.” He is a visitor who had met most of them for the first time that day, and he hedges the sentence himself. This page does not treat it as proof of a quorum, and no reader should.

The consequences run both ways, which is why this is unresolved rather than adverse. If a quorum was present, then notice of the time and place had to be posted at least twenty-four hours in advance under RSA 91-A:2, II and minutes had to be produced and open to inspection within five business days, carrying the names of members, the persons appearing, a brief description of the subject matter, the start and end times and the name of the person who produced them. None of that exists. If a quorum was not present, none of it was owed, and what the district gave the public — a televised eighty-minute interrogation of a named finalist — was a gift rather than a duty.

Two things point away from the board treating it as a meeting. The chair told the room at 0:36:57: “I have to tell you, it's so hard to sit here and not say anything.” That is a moderator's remark, not a member's. And her answer to the question about the board overstepping into operations, at 0:57:19, is “No comment.” A board deliberating would have deliberated; this board sat and listened.

What the absence actually cost. One thing of substance was transacted in that room: at 1:02:37 the chair put a term of employment to the candidate — whether he would relocate and whether he would be physically present daily, against a district policy she named — and he answered that it “is one of the things we're going to have to talk about”. Nine days later the board appointed him. There is no written record of that exchange anywhere.

Severity. MEDIUM on the second limb of this project's severity rule. The record is thin but not dark: the session was announced from the chair at a noticed, televised meeting five days earlier with its time, place and purpose; the district recorded it and published it; and the recording is a fuller account of a superintendent selection than any set of minutes in this corpus. It is not graded HIGH because the missing document is a formality whose function — telling the public what happened — was discharged another way, and because the threshold question of whether it was owed at all cannot be answered on this record.

What would settle it. An attendance list, a posted notice, or any district document characterising the evening. A single roll call at the start would have settled it in fifteen seconds.

Sources: RSA 91-A:2, I and II (¶I as amended 2023, 188:1, eff. Oct. 3, 2023; ¶II's start-time, end-time and minutes-producer clauses from 2025, 112:1, eff. Aug. 22, 2025); RSA 91-A:1-a, VI(d); RSA 671:30 (1979, 321:1, eff. Aug. 21, 1979); the meeting of 1 April 2026 and its approved minutes, which announce the forum and name the candidate.

POSITIVE A named candidate for the top job answered the public directly, on camera, for eighty minutes — and this corpus almost never records that

What happened. The chair announced the forum at a noticed, televised meeting five days ahead, gave its date, hours and room, invited written questions to her published district address, and named the candidate on the record before it. On the night she read seven questions submitted by members of the public and took fourteen more from the floor across thirteen turns, alternating between them, and asked three of her own. Roughly half the evening was the public questioning the candidate directly, without a board member standing between them. The candidate answered a question about the board interfering in operations while, on his own account, most of that board was sitting in the room; he answered a question about where he would live; he said what he thought of the district's class sizes and of its preschool provision after one day in the buildings; and he told a room containing staff that his view of staffing is that a shrinking district should employ fewer people and pay them better.

Why that is worth saying plainly. The ordinary finding in this corpus runs the other way. In the autumn of 2025 the same board took applications for a vacant seat and the chair read the applicants' letters of intent aloud, in recordings whose transcripts make the applicants' biographies read as her own speech. The two second-round interviews that preceded this forum were, on the chair's own account at the meeting of 1 April (show 17291, quoted here and not deep-linked), “done in private as a courtesy to the candidates”, which the law permits: RSA 91-A:3, II(b) makes “The hiring of any person as a public employee” a ground for nonpublic session. Nothing required the board to bring the last candidate into a public room and let the town ask him anything for eighty minutes. It did.

The reservation, stated once and not laboured. The public got the candidate; it did not get the paperwork. There is no notice, no attendance, no minutes and no curriculum vitae in any district share, and the vote to appoint him — announced on 15 April as not unanimous, with the chair herself among the two against — appears in no minutes this project can find. The transparency here is real and it is entirely in the recording. Take the recording away and there is nothing.

Sources: RSA 91-A:3, II(b) (2023, 189:1, eff. Oct. 3, 2023); approved minutes, 1 April 2026; approved minutes, 15 April 2026; approved minutes of the special meeting of 26 March 2026. On the thirty-minute comment rule and policy BEDH at a session like this one, see the sixth item.

MEDIUM Every document in play was read aloud, none of them is on file, and the transcript records each one as the words of whoever read it

The attribution trap, stated first because it governs how this whole page is written. Three kinds of document were read into this room and nothing else was. The chair read nine questions submitted online; a questioner read the candidate's letter of application; and the chair, at the close, referred the public to a curriculum vitae she had not summarised. An automatic transcription attributes speech to whoever is speaking, so the dialogue file records the online submitters' characterisations of the candidate — that he has been “very clear in your support of school choice”, that his approach “introduces winners and losers among districts”, that staff “have reported instances of the school board overstepping” — as the chair's own statements, and records the candidate's letter as the questioner's. None of those are the reader's views and none of them is evidence of anything except that somebody wrote them. This project has recorded the same trap on the October 2025 vacancy recordings, where an applicant's biography read aloud by the chair very nearly became a fact about the chair. Every such passage on this page is marked with who wrote it.

The chair flagged one of them herself. Introducing the human-resources question at 0:57:24 she said: “The two major issues we face are HR and cash flow. That's someone's opinion.” Asked at 0:23:21 who had submitted the school-choice question, she answered “It was anonymous. Yeah.” Those two sentences are the only signposts in eighty minutes, and a reader working from the transcript alone would miss the rest.

And the underlying documents are not obtainable. The chair told the room at 1:19:35: “his, resume is online, and if anybody would like to take a look at that, they're certainly welcome to look at that.” No curriculum vitae, no letter of application and no set of submitted questions for this candidate is in the FY 2025-2026 meeting-documents archive, in the 2026 minutes folder, or anywhere else in the district's shares this project can reach; there is no packet for 6 April at all. RSA 91-A:4, I gives every citizen the right to inspect governmental records, and IV(b) gives a body five business days to produce them, deny the request or say when it will produce them; RSA 91-A:5, IV permits a body to withhold personnel material whose disclosure would constitute an invasion of privacy, but permits is not requires, and the chair's own statement is that this document is already published. The point is not that the law compelled publication. It is that the public was pointed at a document that cannot be found, so nothing the candidate said about himself can be checked against anything.

What that costs, concretely. The account of his own record at 0:50:48 is the evidentiary heart of the evening — a two-town system with three superintendents reduced to one, a shared-services agreement signed in 2021 or 2022, one assistant superintendent for curriculum hired three years ago, growth above the state average at the school that was furthest behind. It is entirely first-person and entirely unverifiable from here. The name of that system is not even recoverable: this transcription renders it Alderman Bart's, Alton, and Barnes did, farmsteads, Barnes stead, Bardstown and Barnes dad, six ways in eight minutes, and this page will not guess at it. What the recording does establish, because he says it in the first person and nobody contradicts him, is that he grew up in Warner and graduated from Kearsarge, that he began his career in vocational education, that he wrote a doctoral dissertation on principals' perceptions of relationships in their practice, and that he currently leads a New Hampshire system of about 1,300 pupils.

Severity. MEDIUM. The trap is a property of the source rather than a failure by the district, and this page's job is to disarm it. The missing documents are a real gap and a fixable one: a single folder for 6 April holding the candidate's letter, his curriculum vitae and the submitted questions would close it, and the district maintains exactly such a folder for every other special meeting in this period.

Sources: RSA 91-A:4, I and IV(b) (source note ends 2024, 49:1, 2, eff. Aug. 13, 2024); RSA 91-A:5, IV, which is permissive rather than prohibitory; MAP.md section 115, which records the two-stage search of the district's shares carried out on 28 August 2026.

OBSERVATION Which board was doing the hiring, and why New Hampshire law lets the post be called something else

The statute assigns two powers over a superintendent, and neither is the appointment. RSA 194-C:5, III provides that the school board of the school administrative unit “shall fix the salaries of all school administrative unit personnel, shall apportion the expense of the salaries and benefits among the several districts, and shall certify the apportionment to their respective treasurers and to the state board of education”, and adds: “The school administrative unit board shall have the authority to remove superintendents and other administrators.” The chapter says nothing about who appoints one — a silence worth noticing, because RSA 189:39 is explicit about teachers, where superintendents nominate and school boards elect.

On 6 April the salary power sat with a twelve-member board, not this one. Until 1 July 2026 SAU 6 serves Claremont and Unity, and its board is the members of both districts' boards — the agenda for its meeting of 9 April 2026, three days after this forum, lists twelve. That agenda takes up the Unity separation in six items and contains no item on appointing or paying a superintendent. So the body the statute gives the salary power to did not take the subject up, and the body running the interview did not have that power on the day it ran it.

Why that is a gap rather than a defect. The post being filled is prospective. On the district's own packet documents Unity leaves SAU 6 on 1 July 2026 and Claremont “will assimilate SAU 6”; from that date the school board of the administrative unit and the school board of Claremont are the same seven people, and RSA 194-C:5's powers run to them. A board hiring the person who will lead the unit it is about to become is doing something the statute neither authorises nor forbids, and the interview took place in the only room where the people who will hold the power were sitting. The observation is that between 6 April and 30 June there are two boards, and only one of them has ever discussed this appointment in public.

And the two titles are lawful. The chair's statement to the meeting of 1 April (show 17291) speaks of “our next superintendent or executive director”; the candidate says at 0:06:01 that he may be called anything. RSA 194-C:5, II(a) is the reason: “Each school administrative unit shall provide superintendent services to be performed as required by RSA 194-C:4. School districts shall not be required to have a superintendent and may assign these services to one or more administrative personnel working full or part-time; or such services may be independently contracted.” The services are compulsory; the office is not. That is also why a member of this board noted on 18 March that the draft by-laws contain “several references to superintendent and that language may need to be changed” — the approved minutes' words, not the recording's.

Sources: RSA 194-C:5, II(a) and III (1996, 298:3, eff. Aug. 9, 1996; never amended); RSA 194-C:4, the eighteen services an SAU must provide; RSA 189:39 (1971, 371:2, eff. Aug. 27, 1971; never amended); RSA 194-C:2, IV for the withdrawal machinery, treated on the 1 April page; 4.9.26 SAU6 Board Agenda; Pooled Risk Management Programs Resolution.pdf.

OBSERVATION Two disclosures the candidate volunteered, both of which the public would otherwise not have had

He had already been corresponding with the district's business office. Explaining his written procurement guide at 1:01:40: “I just described it in a written document that I actually think maybe some folks in Claremont have already seen, because I shared it with Mr. Angel a few months ago. I've known Matt Angel for a little while and we've exchanged some information. So prior to me even sending you all a letter.” Matt Angell is the district's senior comptroller and interim business administrator — the officer whose office the candidate spent ten minutes describing how he would rebuild. No rule in RSA chapter 91-A or chapter 194-C is engaged by a prior professional acquaintance, and there is no verified provision to cite against it, which is why this is an observation. What matters is the handling: he disclosed it himself, unprompted, in a public room, at the moment it became relevant, which is exactly how such a thing should surface. Nobody in the room followed it up, and it appears in no district document.

He has run the only kind of programme the district has just voted to shut itself out of. Claremont's voters adopted a warrant article on 10 March setting at zero the number of pupils it will pay to send out of district under open enrolment — the chair put it to him herself at 0:28:22. He answered that the open-enrolment law “has not been well understood in New Hampshire since it was passed in 2009, which might be one of the reasons no school system actually operated an open enrollment program until three years ago”, that he does not expect the article to bite because “there's no place accepting students under an open enrollment program around here”, and, when the chair said Claremont would happily receive pupils, that “Well, I do know how to run that program.” Read with his account of his own record, that is a statement that the system he currently leads operates one. An anonymous submitter had asked the underlying question earlier — whether a leader who believes schools should compete would put competition ahead of stability and equity — and the answer to it, on the recording, is that he does not accept the framing: “I work in the here and now. I work in a public school system today under the current regulatory and legal scheme.”

Why this belongs on the page. Both facts are material to a district that has just legislated on the point and is about to hire him, and neither is in any document. They exist because the forum happened.

Sources: the recording; approved minutes, 1 April 2026, for Matt Angell's title. The March warrant article is described from the chair's own statement on this recording; no results certificate for the 10 March ballot is in the district's shares, and the 1 April page sets out what that means for the fate of the other articles.

OBSERVATION Public comment: the substance of RSA 189:74 was exceeded and its form was never invoked

The rule, if this was a board meeting. RSA 189:74, I provides that “School boards shall provide the opportunity for the public to comment on school district matters at a meeting of the school board held under RSA 91-A:2. The public comment period shall be for no less than 30 minutes.” It has exactly two exceptions: paragraph II for emergency meetings under RSA 91-A:2, II, and paragraph III for a meeting whose sole purpose is to enter nonpublic session. Neither is available here — this session was not an emergency and it was entirely public. The section does not distinguish regular meetings from special ones. The board's own policy BEDH goes further, requiring the opportunity at “all Board meetings” with the same two exceptions, “a minimum of thirty minutes in total”, and closure only after the chair's “vocal invitation to the audience” draws no response.

What happened measured against it. Fourteen questions came from the floor across eighty minutes, in thirteen turns, from at least eight different members of the public, in a session whose entire purpose was to let them speak. On any reading of the thirty-minute floor, it was passed several times over. But the period was never opened as a public comment period, never closed with the vocal invitation BEDH §B.3 requires, and never minuted — policy BEDH's own §B.10 explains why the last of those matters: “In order to comply with the official minutes requirements of RSA 91-A:2, II, speakers shall identify themselves clearly for the record.” Nobody was asked to state a name and ward, which is this board's invariable practice at its ordinary meetings, and the consequence is on the participants table above: five of the questioners are known to this page by first name only and four not at all.

The honest reading. If a quorum was present this was a board meeting and the substance of RSA 189:74 was satisfied while the record-keeping around it was absent. If a quorum was not present the section did not apply and the district simply did more than the law asked. Either way, one sentence from the chair at the start — a roll call, and an invitation to speakers to give their name and ward — would have cost fifteen seconds and left a record of who came.

Sources: RSA 189:74 (2022, 333:1, eff. Sept. 6, 2022; never amended); policy BEDH §§B, B.3 and B.10 (first read 17 May 2023, adopted 6 September 2023); RSA 91-A:2, II.

Appendix — source files

Official and public sources

Project files

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Laws and rules cited on this page