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. 

Grampa celebrates his birthday with his newest grandchild

Our Montana grandchildren were in town on my recent birthday.  It was a great way to celebrate.

Correction and Clarification re Stanford

We were able to get the brochure and an abbreviated handout out Friday and will be distributing the abbreviated handout to Medford residents attending the Pear Blossom Parade today.


However, I was surprised to discover a slight error that makes for some confusion.  When I originally listed my educational experience at Stanford, I listed it as "Stanford University Fellow: Stanford Schools Collaborative between Secondary Educators/Stanford Economics Department."


Because it was so long, and a bit confusing, I asked the printer to use an abbreviated statement I provided, and the abbreviation came out (no fault of his) even more confusing:  "Stanford University Fellow: Secondary Educators Stanford Economics Department."


Let me explain just what this refers to. 


When I started teaching I was one of the few high school teachers teaching Social Studies with an Economics degree.  I wanted to teach Economics at the high school level, but when I began my career, there were few high schools that even offered economics, let alone required it.  I advocated for Economics becoming a requirement for many years, and in the late 80's the California legislature passed legislation making Economics a requirement in California.  I, of course, was delighted, but many districts were unsettled, to say the least, because most Social Studies teachers had history majors with little economics background.   I decided to visit the Stanford Economics Department and inquire if they would be interested in developing a program for high school teachers.  They not only were interested, they were delighted, in that they had received a private grant that encouraged just such an effort.  But they also wanted to provide secondary teachers an opportunity to assist university professors to improve the Stanford Economics professors teaching methods.  They anticipated the professors observing secondary teachers taking the abstract economic concepts and demonstrating how they could be taught in a way that would be more understandable.    So, long story short, we collaborated in creating  extremely stimulating, informative, and entertaining summer workshops that continued for two years, with me taking a lead role.  Over 50 secondary teachers participated, including of course, myself.   I take some satisfaction in knowing I assisted several extremely intimidated teachers, helping them better teach Economics.  As to how much influence we had on the Stanford University professors teaching methods, well, that's another story.