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.