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Note: Answers provided have not been edited for grammar, misspellings or typos. In some instances, candidate claims that could not be immediately verified have been omitted.
Website: Candidate did not respond.
Office sought: Diamond Lake Elementary D76, 4-year term
Family: Married, 2 children
Occupation: Human Resources Professional
Education: Bachelor of Science, Business, Indiana University, 1986
Master of Business Administration, Southern Methodist University, 1994
Master of Liberal Arts, University of Chicago, 2001
Civic involvement: Co-founder of District 76 Education Foundation
Elected offices held: Candidate did not respond.
Have you ever been arrested for or convicted of a crime? If yes, please explain: No
Key Issue 1
Protecting the range of educational programming currently available
Key Issue 2
District culture that supports social-emotional programming and services, engages diversity, and practices continuous improvement
Key Issue 3
Considering the range of alternatives for long-term funding for the district
How satisfied are you that your district is preparing students for the next stage in their lives, whether it be from elementary into high school or high school into college or full-time employment? What changes, if any, do you think need to be made?
I am satisfied. Measures of our student achievement demonstrate growth and we place well in the high schools (Mundelein and Stevenson). The board, administration, and staff are looking for ways to continue to improve.
What budget issues will the district have to confront? What measures do you support to address them? If cuts are needed, be specific about programs and expenses that should be reduced or eliminated. Do you support any tax increases for local schools?
At this time, we are looking at ways to both increase funds into the district (grants, education foundation, etc.) and reduce spending (work consolidation, cost cutting) without initiating a referendum, though I believe we should understand and evaluate all alternatives in terms of short and long-term impact. I believe the adminstration is very conscious of, and skillful at, getting the most value out of our district tax income.
Is experience as a teacher or support from a union valuable because it suggests educational insights or detrimental because it creates pro-teacher bias? Please clarify whether you have such experience or would accept union support.
I have a business, not educational, background. A wide range of perspectives and experience will make the most effective board.
In a district that does not have a lot of room to change our expense profile, I expect the union to support candidates in whom they have the most confidence for the future health of the district. I would accept their support.
As contract talks come up with various employee groups, what posture should the board take? Do you believe the district should ask for concessions, expect employee costs to stay about the same as they are now or provide increases in pay or benefits?
As with the recent contract negotiations, we will need to balance our high regard for our teaching staff and our desire to reward and retain them with external marketplace dynamics. In the next contract negotiations, much will depend on the rate of recovery in the market and in the estimated assessed value of the property in our district.
If your district had a superintendent or other administrator nearing retirement, would you support a substantial increase in his or her pay to help boost pension benefits? Why or why not?
I have not had this experience and would want to understand the implications of such a decision.