Staff Development v class time instruction

One of the more difficult decisions so far was the decision to allow our secondary teachers to attend what was referred to as the DuFour conference.  In order to provide this opportunity, and the majority of us felt in order to provide what staff needed to carry out our Board goals, we voted to allow the secondary teachers and licensed staff to attend, even though it requires closing our middle and high school campuses for two days.  It's painful, given the way all of feel about the need for more class time, not less.

For those who may feel this vote was a reversal of many of the things I said during the campaign, I've included the link to the material the Board received in their packet related to this item.  I encourage you to especially focus on the DeFour writings, and the Principal's statements.

https://v3.boardbook.org/Public/PublicItemDownload.aspx?ik=31883184

I'm hoping every student will be given assignments that will provide creative learning opportunities while out of the classroom.  I would like to see some specific service opportunities given by the community, as well as assignments that can be creatively accomplished without being at school.

We are looking at long term gains for a very expensive short term cost.

After studying this material, perhaps you will want to give me your thoughts.

An EXCELLENT Tool for helping children with homework!

One of our "adopted" grandchildren was lamenting about the difficulty she was having in Math.  I had just recently learned about the learning site called The Khan Academy  http://www.khanacademy.org/   I suggested we try it.  Within a minute we found the subject, the concept, and a ten minute video explaining in an easy to understand format, how to do what she was struggling with.  It was a definite ah-hah moment for her and for me.

The Khan Academy is an excellent tool for all parents and grandparents to use to help their children.  Do try it.  It provides learning experiences from kindergarten through 12th grade, remedial as well as advanced placement.  There are over 2400 different lessons presented, and it's free.

http://www.khanacademy.org/

If you wish to know more about how this site was started, here's a presentation by Salman Khan explaining why and how he started this site, along with some question/answers with Bill Gates:

http://www.youtube.com/watch?v=gM95HHI4gLk

What We’re Watching: David Coleman on the Common Core Standards : Education Next

What We’re Watching: David Coleman on the Common Core Standards : Education Next

Servant Leader

Notes from The Servant Leader, by James Autry

Because of my new roles and responsibilities, I have been extremely interested in leadership styles.  I have been a fan of Steven Covey’s work but this past month I read James Autry’s book titled Servant Leader and was extremely impressed.  Later I will include my personal notes and observations, but this entry provides some insights.  I am happy to recommend the book.

One Review from Facebook that I tended to agree with:

About a year ago I went to a presentation by James Autry about his book, “The Servant Leader: How to Build a Creative Team, Develop Great Morale, and Improve Bottom-Line Performance.” I thought his presentation was moderate, and I was not immediately motivated to read the book. The book sat on the shelf for about a year. I picked it up last week for no apparent reason and I read a chapter or so. I thought … this is a really good book! 

The essence of “The Servant Leader” is to help everyone that works for you in an authentic manner. The command and control management style is not effective as it does not create an environment that is creative and has a positive morale. Mr. Autry also stresses the importance of balancing the human factors and the pure business side of things. He really emphasizes the importance of a manager being connected and engaged with their staff. The management method he recommends boarders on being over the top California new age style, and frankly I struggle with this a little personally and philosophically. I did like the book and I agree with most of what he is suggesting. He also drilled down on how to deal with each different scenario, sort of like a how to book. I am not sure this was necessary, but I suppose it helps drive the tactical details of the methodology. I would recommend the book, especially the first 100 pages!

Wikipedia provides a good description of the Characteristics of being a Servant Leader, albeit a bit traditional with regard to gender language:

More can be seen at http://en.wikipedia.org/wiki/Servant_leadership

Characteristics of being a servant leader

Larry C. Spears, who has served as President and CEO of the Robert K. Greenleaf Center for Servant Leadership since 1990, has extracted a set of 10 characteristics that are central to the development of a servant leader:

▪                Listening: Traditionally, and also in servant leadership, managers are required to have communication skills as well as the competence to make decisions. A servant leader has the motivation to listen actively to his fellow men and supports them in decision identification. This applies particularly to pay attention to unspoken. This means relying on his inner voice and find out what the body, mind and spirit are communicating.[4]

▪                Empathy: A servant leader attempts to understand and empathize with others. Workers may be considered not only as employees, but also as people who need respect and appreciation for their personal development. As a result, leadership is seen as a special type of human work, which ultimately generates a competitive advantage.[5]

▪                Healing: A great strength of a Servant Leader is the ability for healing one’s self and others. A servant leader tries to help people solving their problems and conflicts in relationships, because he wants to develop the skills of each individual.[6] This leads to the formation of a business culture, in which the working environment is characterized by dynamic, fun and no fear from failure.[7]

▪                Awareness: A servant leader needs to gain general awareness and especially self-awareness. He has the ability to view situations from a more integrated, holistic position. As a result, he gets a better understanding about ethics and values.

▪                Persuasion: A Servant Leader does not take advantage of his power and his status by coercing compliance; he rather tries to convince them. This element distinguishes servant leadership most clearly from traditional, authoritarian models and can be traced back to the religious views of the inventor Robert Greenleaf.

▪                Conceptualization: A servant leader thinks beyond day-to-day realities. That means he has the ability to see beyond the limits of the operating business and also focuses on long term operating goals.[8] A Leader constructs a personal vision that only he can develop by reflecting on the meaning of life. As a result, he derives specific goals and implementation strategies.[9]

▪                Foresight: Foresight is the ability to foresee the likely outcome of a situation. It enables the servant leader to learn about the past and to achieve a better understanding about the current reality. It also enables to identify consequences about the future. This characteristic is closely related to conceptualization. In contrast to the other characteristics, which can be consciously developed, foresight is a characteristic which one may be born.

▪                Stewardship: CEOs, staffs and trustees have the task to hold their institution in trust for the greater good of society. In conclusion, servant leadership is seen as an obligation to help and serve others. Openness and persuasion are more important than control.

▪                Commitment to the growth of people: A servant leader is convinced that people have an intrinsic value beyond their contributions as workers. Therefore, he should nurture the personal, professional and spiritual growth of employees. For example he spends money for the personal and professional development of the people as well as having a personal interest in the ideas form everyone and involving workers in decisions making.

▪                Building community: A servant leader identifies means to build a strong community within his organization and wants to develop a true community among businesses and institutions.[10]

As a result it has to be emphasized that these 10 characteristics are by no mean exhaustive.[11] They should not be interpreted as a certain manner to behave and they do not represent the best method to gain aims. Rather every person shall reflect, if these characteristics can be useful for his personal development.[12]

[edit]

The Governor's Educational Promises

I was re-reading the Education policy statement Governor Kitzhaber provided during his campaign for Governor.  We as a District need to anticipate and be prepared to provide input on these proposals as legislation and preliminary implementation transpires.  Re-read this statement and others linked to the following and provide your reactions.  There will be a day down the road where the best thinking will need  to be given both the Legislature and the Governor.

http://www.johnkitzhaber.com/transforming-education/

Performance Questions for Board and District Goal Setting

At my first official School Board meeting, July 6, I presented to the Board and Superintendent a list of questions for our consideration at our August retreat with the intent of establishing some District Goals.  The Superintendent will be providing answers to these questions and we will be able to use them for determining baselines.  Some of these questions may not be included in any long range goals, but they will provide important information the Board, and the community, should know.

As you read these questions, what ones do you want the Board and the District to focus on?  Perhaps you have other issues you want us to explore as well.  Please ponder this list and provide your suggestions for other baseline questions we might want to include in our discussions.  Your input will be greatly appreciated.

Here's the document provided at the July meeting:

High School Performance Questions for Goal Setting Consideration

The following questions may serve as a starting point for determining what measurable goals we might wish to establish.  I would ask that the Superintendent provide answers to these questions as a baseline for discussion at our August meeting to assist us un putting into place Policy Code AD/AE.  You may wish to add others or suggest alternatives.

Ron

1.     What percentage of students from North and South graduate in 4 years?  Over 4 years?  How much impact does Central have on the District's total graduation rate?

2.     How many students (both number and percentage) take either the SAT or ACT exams at each school?  What are the average SAT scores for each school?  Is there a significant number that take the ACT's?  Average scores?

3.     What percentage of students at each high school are in some form of special education?

4.     What percentage of students in the class of 2010 (2011 if available) attend a 4-year college?  Community College?

5.     What percentage of students entering each high school graduate?  What is the drop-out rate for each?

6.     What percentage qualify for "free lunch" in the high schools, and District wide?

7.     How many AP courses are offered at each school?  What classes and how many students take each class?  How many students take AP exams?  What percentage of students taking AP classes, pass the AP examinations and receive college credit?

8.     How many students are enrolled in the teen parenting class?  Is this class at just one high school?  Any details available about this program?

9.     How many and what percentage of students (male and female) participate in some form of inter-school competitive sport at each high school?  Numbers for each sport?

10.  How many students take at least one year of a foreign language?  Two years?

11.  What are the most recent scores for the State minimum competency exams?  

12.  How many students from each high school have signed up to participate in classes at RCC?  What classes?

Benefits of Delayed Gratification

A fascinating article:

http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer

Oregon School Board Association Conference Keynote Speaker

I experienced my first Oregon School Board Association Conference last week-end.  Some portions received mixed reviews, but the keynote speaker, Michele Borba, was excellent.  Here are some of my rough notes.   I suspect my colleagues will have some additional insights they picked up that I missed.  The most important point I can convey is for the reader to go to her website:  micheleborba.com

Notes from Michele Borba, Oregon School Board Conference, July 2011, Bend Oregon

Keynote Address

Challenges:

There are more children needing more attention than any other time in our history.  How can they receive more attention when there are fewer resources?

 Current Troubling Trends:

1.  Increased Aggression—vulgarity, bullying, (study of bully’s: 1 in 4 in prison by 26)

2.  Strong sense of Entitlement—and a corresponding decline in empathy!!

3.  Increased Cruelity, bullying:  43% of kids afraid of going to the bathroom.

4.  Incivility

5.  Substance Abuse:  much of the abuse coming from family medicine cabinets

6.  More cheating—including use of the technology

7.  Increased Promiscuity

8.  Increased Stress

9,  Intolerance

10. Depression

11.  Breakdown of the Family—36% of households with children headed by single parents.

12.  “Rescue Parenting” where parents continue to rescue, even to the extent where new hires in prestigious companies are experiencing parents stepping in and interfering when they believe their ‘child’ is not being fairly treated.  Reflected also in the number of young adults refusing to leave nest

13.  Loss of “face to face” connection.  Young people spend 7.5 hours a day interacting with machines or technology--correlates to lower empathy.

14.  Recession’s impact

Three Thing We Need to Teach to overcome these challenges:   EMPATHY, SELF-DISCIPLINE, AND CONSCIENCE

We are hard-wired for empathy. Without empathy, we do not have tolerance.  But empathy can be learned, cultivated.  Schools are not just a source of information.  We need both our head and our hearts developed.

We can learn these skill and attributes by experiences that teach it.  We need to make them a part of the core curriculum, and this is not from a work sheet or a kit.; when schools have the above as goals, that all buy into, where it is discussed in the faculty room, where the school community makes them genuine priorities, where the students know what the school goals are and also buy into them, these priorities are internalized.  When teachers practice these attributes in their own lives, when new-hires are selected, based on their demonstrated ability to model these attributes, we will change lives.

 Relationships are key from the top down.  We teach by modeling ourselves.

Talk with the kids.  Message frequently is “nobody listens to us.”

Who is the teacher who touched you?  Almost invariably, the quality that is most commonly held:  s/he cared about you. 

Bully’s look for the weak, the easy targets.  We need to teach to look in the eye.  Self confident kids are not as vulnerable.  Hold your head up. 

These three principles (empathy, self control, conscience) can be incorporated into best practices teaching.  One and one half minutes per class period.  Paired sharing. 

Character is a verb, not a noun. 

Note the skills of excellent listerners:  Katie Couric, David Letterman, Larry King, Brian Williams.  They listen, they smile, they ask good questions, they don’t interrupt.

The same best practices can be demonstrated in the faculty meeting:  The SOLER rules

Sit, open, listen, eye to eye, review

School should be a place where everybody knows you and are glad you came.

Conscience

Does the school have community, do the values have visibility, when you walk on campus, do you clearly know what the school stands for?  Does the principal/teacher “walk the talk”?

Ask the community leaders, what traits do you want from our graduates?

Parent Education, getting to them early.

When talking about their work, don’t say, “you’re smart.”  Say, instead, “I like your effort.” 

Self Control—Regulating your thoughts and actions so you act in a way you know is right.

Teach anger management strategies:  1.  Say, “calm down,” 2. Take three deep breathes, 3.  Count slowly to 10. 

Rule of 21:  It takes 21 days to develop a habit.

 ‘’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’

Resources to examine:  Jim Collins, “Good to Great”;

Carol Bleek, Stanford Univ.  “Mindset”

New Yorker Magazine “Don’t”

Richard Kadison, “College of the Overwhelmed”

micheleborba.com

We won

Thanks to all the efforts of so many, I'm happy to say, we won!  Now the real work begins.  Please keep me informed when you have any questions or concerns regarding the District.

Bill Meyer KMED interview

I was interviewed Thursday by Bill Meyer at 7:00 am.  It was a first.  I felt he was quite fair with me.  This link might not work with Macintosh's Safari.

http://www.kmed.com/common/global_audio/51/29669.mp3

KMED interview

This morning I was interviewed by Bill Meyer on KMED.  It was an extremely fair and extensive interview.  That's the first time I've ever been interviewed on the radio.  It's a call-in program and there were several questions, both from Bill and from listeners.   I felt the interview went well.  I wonder how many heard it?  If it's put on line, I'll link it, but I don't believe, looking at their site, the station does this.  I'd love to be able to let you hear it.  We'll see.  Don't ask me what I said.  Being on such a hot seat is a whole different world.  But I believe I came across as credible, and that's what matters.

Comments to the Budget Committee 5-10-2011

I will be making some comments tonight at the Budget Committee meeting.

Here is what I intend to say:

Comments to the Budget Committee                   May 10, 2011  FINAL

Chairman Erb, members of the Board and Budget Committee:

Those of you on the Board involved in the Vacancy Appointment selection will recall when I applied that I made it clear that I can personally respect you and yet differ mightily with policy decisions.  This is one of those times. 

I served on Budget Committees both in the City of Medford and the City of Palo Alto.  In both instances, we took each category from the proposed budget, discussed it, then gave a tentative vote, showing to the policymaking body exactly where the Budget Committee stood on that particular item.  Many votes were called for.  And, of course, the full Council NEVER considered taking up an item prior to receiving a reading and analysis from the Budget Committee. 

Last week the Board Chair, altered the Board agenda barely 24 hours prior to the scheduled  meeting, and by a 4-2 vote the Board voted on an item being considered by this Committee prior to your even providing your position on the matter.  I’m speaking, of course, of thePhase II - rehabilitation and consolidation of old South High and the  maintenance projects which may result in the use of $845,000 of General Fund monies.

I strongly differ with what I consider a high-handed end-around of your legitimate function.   I say this, not knowing where you might come down on this issue, but I strongly object to the Board majority attempting to deny you the legitimate opportunity to approve or disapprove, thus sending an implicit message that this body is irrelevant.   The Board’s approach had to be disappointing and upsetting to those of you who have volunteered your time and talents to analyze and make recommendations to the Board.

Chairman Erb, I strongly urge you to call for motions to tentatively approve or provide alternative recommendations to individual items as you proceed.  Don’t just wait until the end of your deliberations and then vote on the Superintendent’s Proposed Budget as a package.  To simply vote at the end of your deliberations makes your influence minimal at best.

Tonight I encourage this body to vote on a motion that gives tentative approval or disapproval on the Superintendent’s recommendation to this committee with regard to funding the consolidation.  Given that the item is part of the 2011-2012 budget, not this year’s budget,  if the Budget Committee formally differs with the Board’s actions, I strongly suspect the new Board will want to reconsider the item immediately after July 1.  If the Superintendent is made aware that your position differs with the decision of the Board’s, he will no doubt want to defer any implementation of this item to await the outcome of the new Board in July.  And regardless of how you vote, whether to approve or disapprove, you will be sending a clear message both to the Superintendent and to future Boards that you expect your positions to be considered prior to their taking action.

Finally, concerning Administrative salaries and expenses related to this budget, particularly with regard to site deans, assistant principals and principals:  I understand you have received from the Superintendent answers to some of my questions on this matter, so I won’t spend much time commenting, other than to encourage you to note how Deans are classified.

Dr Long indicated at the Latino Budget Hearing that he plans to make some Administrative salary modifications--as yet unseen by either the Board or this committee--and his efforts might rectify the existing problems. But consider carefully his modifications and examine the percentage amounts each budget category is being reduced to determine if there is still a significant discrepancy.  If it is not appropriately addressed, direct the superintendent to consider further reductions and return to the next meeting with another proposal.

Mail Tribune Endorsement

This morning's edition of the Medford Mail Tribune endorsed my candidacy for School Board.  That is a big plus toward winning this thing and I'm extremely grateful.

Many thanks for all who went out canvassing yesterday.  This is one large District!  Do you know there are almost 45,000 registered voters in the Medford School District.

Help

I can use your help.  If you are willing to pass out brochures to your friends and neighbors, let me know with a comment.  I'll get them to you.  This is a very large district and there is no way I can get the word out to over 40,000 voters.

Mail Tribune Interview

The candidates for seat 5 and seat 6 were invited to meet with the editors of the Mail Tribune yesterday to discuss various issues in order to assist them with their voter recommendations.  It was an interesting process.  We all sat in the same room and answered five questions, not entirely unlike the questions we had given written responses to earlier.  They will be making their editorial recommendations in Sunday's edition.  Watch for it.

Mail Tribune Q&A

I must say, the Mail Tribune did a good job editing my comments.  By necessity they did not include some of my insights, especially with regard to question 4, but they definitely got the main point.

But you get the unedited version!  Here's what I submitted.

1.     Budget shortfalls are expected in Oregon for the next two to four years, according to some estimates. What are your priorities for spending when making budget decisions?

Without question, the classroom, with emphasis on keeping class sizes as low as possible, especially in the primary grades.  In the primary grades we learn to read so we can later read to learn.  I will resist reducing the number of school days, and will push to see that necessary sacrifice is equally shared.

2.     As a Medford School Board member, how would you gather information about the decisions you have to make? Who would be your resources for information?

Clearly, the Administrative staff is a major source for Board information, but I will not limit myself to that source, no matter how good their analysis might be.  I will spend a great deal of time listening to teachers, parents, students, and other members of the community.  I consider myself a good listener, one of the most important skills of a public official.

3.     How would you handle disagreements with other School Board members and the superintendent?

One of the most destructive behaviors a Board member can exhibit is backbiting, sarcasm, or personal attacks in a public forum.  Every Board member is doing what s/he considers best for the children of our community.  I will respect them personally, even though I might differ on policy issues.  I can live with 4-3 votes, win or lose, and still respect my colleagues personally.  As far as the Superintendent is concerned, s/he is a professional, hired by the Board, and serves at the Board’s pleasure.  The Superintendent will know when I am not pleased, but s/he will be given respect for the professional s/he is.   However, when I determine the Superintendent has taken a wrong turn, I have no problem expressing my concerns.

4.  What is your attitude about communication with the public via district publications, the district website and the media? How quickly do you think the public should be informed about both good and bad news in the district?             How would you go about communicating that information?

   I believe every citizen (and reporter) should be able to go to the home page of the District the Friday afternoon before a Board meeting and one-click the agenda, the packet each board member receives, and every presentation any staff member will be presenting.  I am appalled at 1) how difficult it is to find such information on the District web site, and 2) the way this district provides scant information in the agenda, and even the packets, then passes out important information at Board meetings, where the Board, and the public, have to listen to power-point presentations, as though the Board is unable to read.  If the staff reports are provided in advance, the press is alerted as to the issues, the public has a better grasp as to what is going to be discussed, a larger portion of the time at the meeting will be spent listening to the public response, and the Board will be asking the staff more comprehensive questions.    The present procedure simply makes it appear the administration is attempting to contain and control information.

   Another example of this tendency to contain was demonstrated by the way a recent incident was handled at Central.  It was especially discouraging when information was withheld from parents and then justified by exclaiming information had to be withheld to protect the adult student’s privacy.  As it turned out, the incident came off as a misguided attempt at damage control.  I will never tolerate such a breach.

5.  What are the most significant changes you’d like to see in K-12 education?

·      More class time.  Oregon students receive approximately 20 fewer days of instruction than the majority of students in the country.  This means that over an Oregon child’s 13 years of public school s/he receive almost two years less instruction time than children in much of the rest of the country!   The data is clear.  When students have additional classroom instruction, they are more capable and competent and more likely to achieve new, higher standards.  How can we expect students and teachers to achieve higher State and Federal standards without giving them the time necessary to learn and teach?

·      Additional funding.  To provide a Stabilization Fund to avoid peaks and valleys would be a good first step.

Support

I am truly amazed and humbled by the outpouring of support I am receiving from various segments of the community.  I am truly grateful.  For those who have offered to assist in this endeavor, know that your assistance is greatly appreciated.  If elected, I will do all in my power to live up to your high expectations.

Ways and Means Committee Hearing April 22

The current education controversy in Salem is whether to provide additional funding for K-12 from the Educational Stability Fund.  The Ways and Means Committee will be hearing from the public, many with competing interests, as to what direction they should take.  I have been asked to speak by "Stand For Children."  Given the number who will want to speak, I may or may not get an opportunity.  But here is a rough cut of what I hope to convey:

Ways and Means—April 22, 2011

·         We understand the legislature has incredibly limited resources because of the recession, and there simply isn’t a lot more money for schools.

·         We also understand that human services are facing deep cuts – even deeper than schools.

·         But, here, specifically, is what $5.7 billion allocation means for our school district…

The Superintendent’s proposed budget reduces staffing by 81 FTE.  One in 13 employees, either by eliminating positions or reducing hours of work. 

We will be losing both classroom teachers and support personnel.

There will be increases in class size.

And as remarkable as these reductions are, they are based on the assumption that employees will accept significant decreases in compensation.  The District is in negotiations as to how to reduce, and by how much, but the cuts will be more severe if employees fail to accept a minimum of 10% reduction in their overall compensation packages.

After ten years of cuts, this being the body blow of body blows, the classroom is not just being cut to the bone, we are into the marrow.

Death Spiral.  When class sizes go up and offerings go down, parents look for alternatives, either home schooling, or private schools.  Result, lower student enrollment, thus less revenue, thus more cuts.

Short Term:

        We ask you to utilize more dollars from the Education Stability Fund for K-12 to reduce some of the cuts I just outlined.

Long term—as the economy improves, build stability into the funding process, and, most importantly, increase the number of teaching days and/or hours of instruction required in Oregon schools.

Every study suggests that there is a direct correlation between number of school days and level of competence in core curriculum.  When you pass laws raising standards without giving competent teachers the time to teach to the higher standard you ask a very great deal. 

Phase in an increasing number of days, over a three to five year span, providing additional revenue for those days.  Let’s get the message to parents, teachers and especially students, that the educational process is not a pastime, but a full time job, and that at minimum, a majority of each year will be spent receiving classroom instruction.

I came to Oregon from the Heart of Silicon Valley, having taught in Palo Alto for 29 years.  When High Tech companies are making expansion decisions one of the most important issues they examine is the quality of education in the area, both for the potential labor pool and for the families of the company employees who will transfer into the new area.  If we want Oregon to be able to compete on the international stage, we have to provide a quality education.  One of the most significant steps we can take to demonstrate a commitment to quality education is to raise the number of days teachers can teach their children to the higher standards all players expect.

So, what do you think will be their response?

Proposed Budget

Here is the Superintendent's Proposed budget.  I very much want to learn your thoughts on this vital document:

http://www.medford.k12.or.us/SIB/files/Medford%20School%20District%20549c%202011-12%20Proposed%20Budget.pdf


It is extremely important you let the budget committee know what you think.  Here's an email address that will get a message to them

Budget.Feedback@medford.k12-or.us

Stand for Children Questionnaire and endorsement

I was interviewed by the "Stand for Children" recommendation committee and am pleased to share that they have enthusiastically endorsed my candidacy.  They provided a questionnaire that the candidates submitted in advance.  Here are my responses.  I should share that the interview was prior to the Superintendent making his recommendations to the Budget Committee, but I don't think my comments would have been any different, only more comprehensive, making reference to some of his recommendations.

I also attached to my submitted questions my resume and the questions I submitted to the school board when I applied for the vacancy appointment.  These are also included in another blog submission, so you might have seen them earlier.  If not, you might want to look at those as well.

SCHOOL BOARD CANDIDATE QUESTIONNAIRE

Candidate Name: RON ANDERSEN

Please write your brief responses to the questions below, and return them by email to Katie Tso, Stand for Children, by 5:00 PM on Thursday, March 24th.  Email your responses to ktso@stand.org.

1)    Why do you want to serve on the School Board? (For Incumbents) What did you do in your last term(s) that you are particularly proud of and how specifically did it (or will it) improve outcomes for children?

            I am committed to public education and am deeply concerned about the challenges facing all schools in general, and Medford schools in particular.  I will act as an advocate for improvements in and stabilization of funding, in order to reduce class sizes, increase number of days of classroom instruction, and be able to hire creative, competent staff.  I realize that with the current financial challenges such objectives seem far fetched, but I believe we must always keep the long term objectives in mind as we work through the immediate crisis.

2)    What is your understanding and view of the role, areas of responsibilities and influence of a school board member? How will you educate yourself on issues that come before the Board, and what time commitment do you expect?

            The school board sets policy.  They encourage, they push, but with a firm grasp of their primary responsibility: policy making.  They hire  (and fire) only one person-- the superintendent.  In order for the policy direction of the board to be carried out, the Board must insist that the superintendent be committed to the same policies and is willing to do all in his/her power to press for implementation of those policies.  In addition, when teachers and other staff sees a respectful, enthusiastic Board encouraging innovation and creative change, then they are willing to take the educational risks that will bring about transformative changes.

            I have always advocated that learning is a lifelong process and do all I can to live that credo.  As an example I am currently reading several books about education, including Wendy Kopp’s book “A Chance to Make History,” and “Relentless Pursuit: A Year in the Trenches with Teach for America, by Donna Foote.  With regard to the issues facing this particular board, since October I have been a regular “board watcher,” and reader of board packets on the internet.

Being a retired educator, I now have the time to devote to this position, coupled with a commitment to work hard at bringing about changes.

What personal and professional skills as well as experience and background (particularly related to children) do you have that will support you in the responsibilities of a school board member? What can you point to in your career or life experiences as an example of your willingness to stand up for an important change?

            See my attached resume, along with my responses when I applied for the vacancy appointment in November.

3)    What do you think the school board could do to improve educational outcomes for kids in this district (increased graduation rates, student achievement, career and higher ed readiness)? How do you measure quality and success of educational programs?

            With the extraordinary challenges facing the District at this time, the concept of “improvement” has to be looked upon with a long-term perspective.  But because of the challenges, I believe there are also many potential opportunities.  We need more volunteer involvement and there is potential here that is untapped, especially with the number of retired educators in this area.  Given the likely increase in class sizes and the small amount of “seat time,” we need clearer direction from the District as to how parents can be more effective “teachers”, to supplement the teaching that the District provides.  This suggests extraordinary efforts to communicate with parents, to assist them in our common objectives, helping children succeed.

4)    In your view, what are the main issues or areas pertaining to education at the state level requiring the most attention?

            Stabilization of funding, and increasing the number of days students are in school.  It’s pathetic that Oregon, a State that has so much high technology potential, provides the second shortest school year in the country. Having come from Silicon Valley, I can assure you that unless the educational commitments of this State improve, you will not see high tech companies show an interest in locating here.  They know it will be difficult to attract well qualified employees from around the world if they feel the children of those employees will not get a superior education. 

5)    In your view, what are the main issues or areas requiring the most attention at the a) district wide level, b) elementary education level and c) secondary education level?

      I must say I don’t have pre-conceived ideas on this question.  There are areas that are certainly needing to be addressed: for instance, deciding on a new math curriculum at the elementary level; preservation and expansion of the fine arts; increased coordination of various private and non-profit agencies to be able to offer services for children in need; increasing opportunities to have secondary students take courses at RCC to get both high school and college credit, thus encouraging students to continue their schooling; providing additional remediation for students needing to be brought up to grade level; establishing a more systematic coordination and outreach to involve greater numbers of volunteers, etc.

6)    How can the district support teachers doing their best work? How can staff development and the evaluation process for principals and teachers be improved? Will you support an assessment of the principal/teacher evaluation process with a goal of developing more collaboration and increasing the involvement of peers?

            I am interested in exploring to what extent a climate of fear, as opposed to a climate of cooperative risk-taking permeates the system.  I suspect the hierarchical, top-down approach is paramount at this time, straining innovation.  To a great extent this comes about with the demand for improving state scores, but it goes beyond that pressure.  If each teacher feels pressed to conform to a pattern acceptable to the leadership, we all lose.  Leaders need to encourage innovation and risk taking, then take the heat if they do not succeed.  When teachers know that the administration has their back, they will want to experiment and go the extra mile.

      I will, of course, support changes that are more collaborative and involves peers, rather than just superiors.

7)    Do you believe the morale of District employees – especially teachers – has an effect on the quality of education in 549c and if so, do you believe the school board has a responsibility to evaluate and if need be, work to improve morale in the district? What would you do to improve the morale in the School District?

      When teachers see a Board that encourages their innovative efforts, it means a great deal.  I speak from experience on this question. 

            To some extent a Board member is also a cheerleader.  Validation of excellent efforts is no small thing.  To do this, I will do all I can to find the teachers who are making solid contributions to enhance the vision of the District, and make certain their efforts are recognized. 

8)    What are you committed to do to win this seat (opposed candidates)?  What role could Stand for Children play in helping you to get elected? What role could Stand play in helping you secure improvements in the district once elected?

            I will do all that is appropriate.  I intend to walk precincts, distribute flyers, speak at various forums, place ads in local papers, and actively seek the support and endorsements of various organizations, including Stand for Children.  If I should win your endorsement, I would ask that you provide volunteers to effectively canvass the neighborhoods, to encourage people to vote for me.

9)     As a board member, you will be required to evaluate the performance of the superintendent. What are the top three areas you would like to see Dr. Long focus on in the 2011-2012 school year? Will you support a Board-driven 360 degree evaluation*of the Superintendent?

I want Dr. Long to demonstrate competence and enthusiasm for 1) being a strong advocate at the state level for improving the funding of education in the district, 2) increasing the amount of time students have for actual instruction (as opposed to testing) in the classroom, and 3) making information for parents and the community easily accessible and 4) (if I may) decision making being much more transparent.

I am quite comfortable with the notion of gathering feedback from the various sources identified as a 360 degree evaluation.

Thank you for responding to our questions, and for your willingness to serve in this important position.

*A 360 degree evaluation entails gathering feedback in an open and transparent manner from all of the communities that interact with the Superintendent. These would include the school board, senior staff, teachers, parents, students, education advocacy groups, area superintendents, media, principals, business, civic and community organizations.

Ron Andersen

2438 Meadow Creek Drive

Medford, OR 97504

541-499-0049 or 541-941-2690

 ronald.d.andersen@google.com

Education:

         California State University, Sacramento, BA Economics

            Claremont Graduate School, Economics Fellowship

            Indiana State University, NDEA Fellowship

            Stanford University Fellow: Stanford Schools Collaborative, serving as                                           coordinator of Economics Fellowships between Bay Area Secondary                                   Educators and the Stanford Economics Department

Professional Background:

         Teacher, Elk Grove Unified School District (5 years); Washington Unified School               District (1 year), Palo Alto Unified School District (29 years)

                                    Taught Social Studies, including Economics, Government,

                                    U.S. History, Contemporary World History, and

                                    Family Life Education, Life Skills, including Michael Josephson’s

                                                “Character Counts” materials

            Property Investor/developer

Community Service

         Myriad School Committees in Palo Alto, including Ad Hoc Committee for                                       District Reconfiguration; Drug Education Committee;                                                             Adolescent/Parent Drug Education Program; personally prepared District Curriculum materials for                high school Drug Education

            Troop Committee Chairman, Boy Scouts of America; Stanford Area Council and                                         Crater Lake Council

            Palo Alto City Councilmember—elected 1989 & 1993; two 4-year terms;

                        Vice-Mayor 1997

                        During tenure carried out various City assignments, including:

                                    Finance Committee, Chair and member

                                    Policy & Procedures Committee Chair and member                                                                                                   Economic Outlook Committee

                                    East Palo Alto Liaison Committee

                                    Liaison to the Palo Alto Utilities Advisory Commission

                                    Member of National League of Cities Steering Committee on                                                                                    Energy, Environment & Natural Resources

                                    Regional Representative for Palo Alto to Santa Clara County Cities Association

                                    Representative to the Public Arts Commission

                                    Representative to the Midtown Merchants’ Association

                                    Representative to the Palo Alto Community Child Care Corp.

                                    Representative to the Palo Alto Housing Corporation

           

            Sacramento County Grand Jury 1967-68

            Napa County Grand Jury, 2001-2002, Foreperson, pro tempore

           

            City of Medford Budget Committee 2005-06

           

            Various Community Service Assignments through Church, including

                        Volunteer “Chaplain” at Rogue Valley Medical Center visiting ill                                          patients and their families 2002-2004

            “Food and Friends” deliveries in Jacksonville/South Medford area 2003-2005;                                2008 to present

           

Recognitions

            Palo Alto-Menlo Park Optimist Club for Outstanding Service Rendered to

                        Youth and Community 1993

            Palo Alto Stanford Heritage:  Preservationist of the Year 1996

            Santa Clara County Supervisors Commendation, 1997

            Congressperson Anna Eshoo, U.S. House of Representatives, Service                                             Commendation, 1998

Attachment 1

Why do you wish to serve on the School Board?

Let’s face it: having never served on any Medford school committee or local parent organization, I am an unknown to this Board.  But as my resumé suggests, I’ve had a great deal of experience providing various forms of public service.  Might I add, I don’t need this appointment to satisfy some ego need or to receive “good works” recognition.  Frankly, I felt elective office was part of my past.

But as I observe the District being forced to deal with the many economic, social and cultural challenges, I believe I will provide a unique perspective and support that will help district employees, parents, and students be better able to accomplish the Mission of the District.

In addition to raising our own four children, along with two foster daughters, my wife and I have “adopted” several families in Medford whose children we consider part of our own extended family.  We frequently discuss school related matters as the children progress through the system.  As we attend various school functions and see the success (and challenges) the children deal with, there is much that impresses us, given the limited resources the District has at its disposal.  We want these children to receive the best education possible, and are anxious to help in that effort.  In addition to my own private tutoring of high school age youth, my wife is a retired elementary school teacher and she also has tutored the young ones, both at Woodrow Wilson Elementary, as well as  in our home.   We do this without recompense because we love to see children succeed.

I know of the extraordinary time demands placed on public servants, and am keenly aware of the tendency of various stake-holders to fire complaints toward those who serve, when their particular ox is gored.  I know how to keep balance and perspective, at the same time provide an empathetic ear and an understanding heart. I’m used to large “packets” for proper preparation for meetings, (no local packet can be more challenging than Palo Alto packets!) and am also aware of the many other meetings and activities Board members are expected to attend.  If selected, I will make the District’s needs my highest time priority. (One other advantage of being retired.)

I know how to work in a collegial manner, both with community members, professional staff and elected colleagues and I take pride in being able to maintain positive long term perspective when immediate challenges demand response.

Might I add, that although I’m a retired teacher, one who can have empathy and appreciation for the many challenges Medford teachers face, I am not necessarily their advocate.  I know the economic facts of life and where the resources go in the budget.  If State estimates are more than the amounts actually received, little can be done in the short term, without adversely affecting the classroom.  However, I, like all of the Board, will do all I can to provide as much as possible, the resources needed where “the rubber meets the road.”  I’m keenly aware of the extraordinary responsibility of being a steward of this vital community resource.

Attachment 2

What interests or concerns do you have regarding 549C schools?

By far the greatest challenge Medford schools face is adequate funding at a time when various unavoidable expenditures are increasing significantly.  PERS no doubt provides the best example.  The District’s dependence on State revenues when the State revenues are being badly hit by the general economy, slow student enrollment increases, and the possibility of the District’s Total Assessed Valuation diminishing to the point where there is an actual reduction in property tax revenue, all suggest there will likely be some extremely challenging future budget sessions.

Such economic challenges make it extremely difficult for the District to make major innovations or curricular improvements if there is any significant price tag.  Policy makers are likely to continue to face a zero sum game.  If we should add X, what do we eliminate?  If we wish to see more attention given to Civics/Government curriculum, what has to go?  If we wish to improve the science scores and give more time and resources to science curriculum, what do we reduce or eliminate?  If we wish to give students additional class time to improve math comprehension, where do we reduce time/resources?

And yet, improve we must.  I am convinced this district can continue to make significant advances with creative use of existing resources, especially the talented and innovative staff in the schools as well as in the community, additional utilization of the benefits of new technology, greater parental encouragement and involvement, along with improved coordination of volunteer and business services.  The key to such improvement requires long range strategic planning, coupled with inspired leadership.  We need to continue to set forth policies that make the Medford School District a destination district for the high tech companies this community so desperately needs.  The progress that the District has made, in spite of significant economic challenges, must continue.

I am also interested in being a voice for additional volunteer and mentoring efforts. Because of the incredible number of retired talents in this community, I believe there’s a great deal of potential for more one-on-one involvement for young people who need individual attention.  To get more volunteer involvement, the District’s elected representatives, in cooperation with the District staff, need to assist recruiting this under-utilized reservoir of talent.  Instead of individuals having to seek out the District to offer their services, the District’s elected public servants, in cooperation with staff, can be a big influence encouraging greater involvement through various public forums. 

Another challenge facing the District is the remarkable range of socio-economic and cultural diversity the students bring to the District, presenting a myriad of challenges, but especially the challenge associated with poverty.  The District has addressed many of these challenges in remarkably creative ways, as the budget reflects, but the challenges will continue to demand creative and cost-effective efforts by all facets of the District community and the full cooperation of many community resources.