Would you be open to shadowing a teacher throughout their entire school day? Teachers want you to truly see what happens inside of a classroom on a daily basis at all levels and subject areas of the WCSD.
Jenn: As a teacher of 15 years myself, I think shadowing teachers (and perhaps a variety of faculty and staff) is exactly what Board members should be doing. I would be honored to be given the opportunity to visit classrooms and spend a day in the shoes of our teachers. When our students go to school each day, teachers are their constant. No matter what’s going on at home, no matter what changes are going on in the world, teachers are the caring, friendly, and supportive faces our students go to not only for academic enrichment, but often for social and emotional support as well. I have appreciated when my district leadership has taken the time to come into my classroom to get to know my students, to ask me if there was anything I needed and to simply offer their appreciation. By being able to shadow a variety of teachers across all grade and subject levels, I would be able to do my job as a Board of Education member much more effectively. These experiences would allow me to see an honest reflection of what teachers do every day and to get their input on how we can better support them. As a Board of Education candidate my care and concern for our students and teachers is authentic, and when I visit our buildings and classrooms, I want to see and hear the truth about what teachers need in order to provide our students with the highest quality education possible.
Shanna: From a business leader perspective, I have always placed a high value on understanding my employees’ experiences and requesting feedback. When we were implementing a process, I would first work in the role as the employee so I could understand what the experience would be like. Is the process simple and are we providing all the resources that are needed? What are the pain points? I always ask for feedback to ensure I am asking the right questions and providing the right solution.
Shadowing, with teachers who volunteer, offers invaluable, first-hand knowledge of the teaching experience in WCSD. It allows us to experience teaching through their eyes, develop a relationship with teachers, and deepen our understanding so that we can have more meaningful dialogue.
As a parent and community member, I often think about what we can do to support our teachers to help them cultivate their ingenuity and dedication to education. Teachers take such pride in their student’s achievements and growth. I know for so many, they have an intrinsic drive that inspires them.
We need to have more open dialogue and opportunities like this for us to better understand how we can support educators. To understand how we can provide resources to them to do the job that they are passionate about and committed to. Learning walks are additionally beneficial but I think we gain the most knowledge from both
What is your experience with diversity and inclusion and what do you think WCSD can do to increase inclusive practices?
Jenn: In our ever-changing nation, working towards more positive, diverse and inclusive practices and behaviors is critical, especially within education. As someone who grew up in the Rochester City Schools, currently teaches in a very diverse and multi-cultural district, and as the mother of three multi-racial children, I recognize and value the racial, ethnic and cultural differences between people; diversity is a normal and highly treasured part of my life. For nearly two years I have been an active steering committee member of the Families Igniting Racial Equity group here in Webster. FIRE is a committee whose purpose is to support the Webster Central School district with improving culturally relevant and responsive teaching and curriculum, supporting the diversification of district faculty and staff, providing culturally educational experiences for our community and in supporting the district with working toward a more open, accepting and collaborative culture and environment. In order to make progress toward this important work, I would like to see the Webster CSD take a brave stand against discrimination of any kind, take the equity and diversity initiatives we currently have in place and move them from discussion and reflection to action, and recognize that part of the district’s job is to work with our families to ensure that ALL of our students, regardless of race, ethnicity, culture, ability or background, successfully graduate from the Webster Central School District as fully contributing, participatory and positive members of our global community.
Shanna: I have the benefit of coming from a racially diverse family along with a brother who was diagnosed with severe ADHD as a child in the 80’s. It was not always easy as we were raised in a small, rural town. It opened my world to different experiences and fostered empathy for people growing up in an environment where not many people look like you.
The benefits of being culturally diverse are undeniable. We are more creative, have better cognitive and critical thinking skills when we are exposed to different perspectives. Diverse opinions challenge us to examine our own beliefs and to look at things in a different way. It allows us to bring together different ideas to form new, unique ideas.
Our ability to handle diversity is an increasing requirement as students head into the work force. I want to make sure we are equipping our students for their future endeavors by making sure they have these skills. To do this, we need to create an environment that is supportive of diversity and inclusion.
We need to:
- Design curriculum to meet diversity and diverse cultural representation.
- Allow students to choose some of their own reading material so they can choose something that is relevant to themselves.
- Work collaboratively (using outside resources as necessary) to evaluate curriculum so teachers have the support they need to choose content appropriately.
- Make sure we are including students with disabilities in our cultural representations.
- Evaluate misperceptions that lead to low expectations of students.
We need to motivate each student to achieve at a high level and provide the opportunities and support for them to do so.
Middle and high school special education students are underserved in terms of ST, OT, PT, and other special needs. Curriculums are not adequately modified to support ICT students in the classroom. What steps are you willing to take to provide equitable access to services and appropriate curriculum modifications for older special education students?
Jenn: As a veteran Secondary Special Education teacher, I have experienced first-hand the benefits of and challenges to, making sure that every child is provided with the learning supports necessary to reach their individual potential. Early intervention works and the sooner we recognize and support learning challenges, the better students are able to take ownership of their learning and advocate for themselves. However, I have had many conversations with families of students with special needs who have expressed their frustrations over having to jump through multiple hoops to simply help their children. Families should not have to bring advocates and/or legal counsel to CSE or 504 meetings just to make sure that their voices are heard and that their children’s needs are addressed. The school district is tasked with educating every child, and in the case of special education students, shortcuts must not be taken to reduce numbers or to protect the district’s “image.” Special education services are a legitimate use of district resources and not an acceptable area to cut corners financially. As a Board of Education member, I will work to make sure that all students have equitable access to early intervention, and if/when that does not suffice, provide easy access to testing and evaluation. I will also work to improve the system by which Webster students are provided with IEPs and 504s. Lastly, I will advocate that the necessary budgetary resources be made available to accommodate special education needs in the areas of materials, programming, and support staff.
Shanna: Parents of children with disabilities face so many worries and challenges. They worry about how best to care for their children, how to protect and prepare them for how the world will receive them, and how to equip them with the life skills that will best assist them. Ensuring they have the school resources they need should not be one of them. We need to make access to resources and tools as easy as possible for parents and they should never need to retain legal counsel to get the services their children need. I will advocate for policy change as a Board member to ensure that the district is providing policies that embrace and simplify putting IEP’s into place. That we are using district legal fees to support our children, and not hinder them.
We need to focus on improving measurable results for students with all different types of disabilities and focus on addressing learning gaps. My brother’s behavior was often misconstrued as having a cognitive delay and so academic expectations were often lowered for him. Although much as changed since he was in school, I still see instances where we are putting limits on students. We should never limit students based on their classification or disability, but rather support them in reaching their own individual measure of success and potential. We also need to ensure we have an adequate number of special education teachers. We should look at creating schedules for co-teachers to have common planning time in order to modify content for co-taught classes. I am committed to working with parents, teachers, and administrators to understand fully what we can do to advocate for special education students.
Besides attending Board of Education meetings, what are two ways that you will do as a Board of Education member to hear and respond to parents' concerns?
Jenn: A major area of concern for Webster CSD stakeholders in regards to district leadership and the Board of Education has been open and transparent communication. Communication is the key to all positive working relationships, especially those involving students, families and school districts. Currently, the three primary routes for stakeholders to communicate with the Board members are via phone, email or during the three minutes each person is allotted to speak at board meetings IF they call ahead. Unfortunately, phone calls are not always returned, emails can be ignored or forgotten and the three minutes we are given to speak, does not include any interaction with or feedback from the Board members themselves. While I will absolutely be available by phone, email and at Board meetings, these opportunities are not enough. As a Board of Education member I would first like to see us remove the requirement for people to call ahead and allow time for Board members to respond to speakers as needed. As taxpayers we all have the right to feel welcome at Board meetings and be given the opportunity to be heard and have our concerns validated. Secondly, I would like to host regular meet and greet opportunities outside of Board meetings, hopefully along with other Board members, at various locations throughout Webster to not only get to know our stakeholders better, but to also provide them, our neighbors, with a more comfortable environment in which they can share their thoughts and concerns.
Shanna: We have increased student success rates when we have positive relationships between families and school communities. As I have spoken with parents and community members over the last two years, I have been consistently given the message from parents that they do not feel their input or involvement is welcome due to the lack of e-mail responses, limits on time for community members to speak at meetings, and lack of willingness to compromise. We must work together to find common ground and consider all views. As we speak on diversity, considering diverse opinions is critical to our growth as a district and community.
As a board member, I will advocate to change our Board of Education meeting format. I will work to change the 3-minute time restraint to 10 minutes for community speakers and remove the requirement to register in advance. We do not need to vet community speakers ahead of time and I am committed to making the time to listen to all concerns.
I am also happy to stay after meetings that do not adjourn into executive session to have a dialogue with meeting attendees since we do not communicate during speaker time. I genuinely enjoy speaking with the community on topics we are all so passionate about, even when it’s contrary to what I believe. It is important to consider and value all viewpoints.
I will initiate regular, active outreach to the community and teachers through attending WTA meetings when invited, scheduling “breakfast with a board member” events, and meeting with parents individually.
In the last year, there has been a clear and alarming increase in children with mental health issues, an increase in domestic violence reports, a rise in hospital emergency admissions with a mental health crisis, and a rising number of overdoses and addiction support services. School closure is attributed to this trend. What specific program or policy would you advocate for or implement that will improve the mental health of our children.
Jenn: As a teacher and parent of young children, I have seen how hard it is for young people to focus on academics when they are struggling with emotional and/or mental health challenges. One way we can help our students overcome these challenges is to ensure that all students and families who feel comfortable returning to school buildings full time are able to safely do so. This needs to be done as quickly as feasibly possible and with proper planning, finding the appropriate balance between health guidelines and community needs. Schools and teachers provide the stability and structure that many students need to feel safe and supported. Secondly, we should continue to offer a remote option for students and families who do not feel safe returning to buildings and/or for those who have benefited (socially/emotionally/mentally) from having the flexibility of virtual learning. The third way we can support our students’ mental health is to increase the number of mental health staff across the district. Counselors, social workers and psychologists are critical assets in transitioning students back to school and in helping them to develop the coping skills they may need to overcome the trauma of the last year. I would like to see every student in the district who needs it, have direct access to a counseling staff member whose responsibility it will be to regularly check in with that student and when needed, create a connection with the student’s family as the year progresses to offer continual support.
Shanna: This has been a challenging and heart-breaking year for our children and mental health. I have witnessed the struggle firsthand with my own children as they have endured isolation from friends and family that we would normally have spent time with. Struggles to maintain friendships through phone calls alone. Long days in their rooms staring at a computer screen.
Opening school full time, as safely as possible, is extremely important for helping our children to overcome mental health issues. They need meaningful interaction with peers and teachers. While we plan for the challenges of opening, we can begin to use our buildings as meeting places for students to get together and re-connect outside of school hours. We can plan events where we open the building for grade level activities that allow children to re-connect with each other. Especially meaningful for those that have been in separate cohorts this year.
Having these events also allows our children additional time at school. We can de-densify by holding events separately and I think it will go a long way to starting the mental health healing.
Closing Statements
Jenn: Thank you so much for taking the time to learn more about me and why I make an ideal candidate for the Webster Board of Education. As a current parent of children in the district, an active community member, and a seasoned educator, I have the educational knowledge, community experience and individual strength of mind necessary to help lead the Webster Central School District in making the critical decisions that will need to be made during these challenging times in education. I look forward to getting to work at improving the communication, cooperation, accountability and transparency of the Webster Board of Education for all Webster stakeholders.
Shanna:Thank you for taking the time to ask the important questions that need to be asked. As a board member, I will provide the leadership example we need to bring all stakeholders together to make the best decisions for our school district. We set our culture from the top, and our children need to see us leading by example. Thank you!