Susan Argentine: Candidate Profile
Marquardt District 15 School Board (4-year Terms)
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: Marquardt District 15 School Board (4-year Terms)
Family: Married (32 years) to Nick Four children 1 Granddaughter
Occupation: Circulation at Bloomingdale Library Small business owner of AA Classic Casino specializing in charitable gaming for fundraising
Education: BA degree from Roosevelt University
Civic involvement: Currently member if Bloomingdale Intergovermental Group (BIG) Past involvement with Boy Scouts, St. Isidore's religious Ed.; Winnebago School PTO, Marquardt Middle School Boosters
Elected offices held: School Board Dist 15 since 1992
Have you ever been arrested for or convicted of a crime? If yes, please explain: No
Key Issue 1
Continuing to improve Student achievement. It is the goal of our District that every child meet his/her learning potential. Technology programs, re-lining core curriculum; helping parent better engage with their child are successful programs within our District.
Key Issue 2
Fiscal responsibility to the stakeholders of our District. In the current economy it is imperative we maintain the fiscal health of our District in order to provide the best educational settings for our students and staff.
Key Issue 3
What do you think about the shift to the common core standards? How big a role do you think the board of education should play in setting the curriculum for students and what ideas do you have for changes to the current curriculum?
I think it is vitally important to engage in common core standards. It ensure every student will learn on equal footing. It is the responsibility of the Board to ensure the District's curriculum moves in that direction.
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?
We have been working very closely within our district as well as with the Glenbard High School distict to ensure that every student is taught in a way that prepares them for the next school year. For example, Kindergarten is taught what is necesary to be successful in 1st grade, 1st grade is taught what is needed for 2nd garde and so on thru middle schhol to prepare them for what they will need to be successful in High School.
What budget issues will your district have to confront and what measures do you support to address them? If you believe cuts are necessary, what programs and expenses should be reduced or eliminated? On the income side, do you support any tax increases?
At the current time, we are financially sound and neither cuts or tax increases are in the foreseeable future.
As contract talks come up with various school employee groups, do you believe the district should ask for concessions from its employees, expect employee costs to stay about the same as they are now or provide increases in pay or benefits?
We are lucky enough to have a contract with our teachers thru 2015. Our staff has consistently been very supportive during negotiations and we have been able to agree to 5 year contracts. This enables us to concentrate on education rather than negotiations.
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?
No, our Superintendant is paid to do a job. His salary is commensurate with that. It is not a position that should be eligible for pension boosts in any way. It is not fiscally responsible and it should not be an underlying reason for someone to become a superintendant. With the current state of pensions, school districts should not be boosting pay for pensions - this will only increase to district costs and pension problems down the line.
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