Peter R. Dombrowski: 2023 candidate for Township High School District 211 Board of Education

Bio

Town: Schaumburg

Age on Election Day: 47

Occupation: Licensed Structural Engineer & Licensed Professional Engineer

Employer: BLA, Inc.

Previous offices held: Township High School District 211 Board of Education member

Q&A

Q: Why are you running for this office, whether for reelection or election the first time? Is there a particular issue that motivates you?

A: Originally, in December 2014, I was guided by neighbors to an organization focused on property tax reduction. After a couple of hours discussing ways to help with the upcoming elections, they suggested running as a candidate. I am still motivated to reduce the burden on property-taxpayers while seeking more economical solutions to daily challenges within the district.

Q: What is the role of the school board in setting and monitoring curriculum?

A: A school board has a significant role in strategically setting the priorities for curriculum. The administration prepares a curriculum to align with the strategic priorities of the district. The board is provided a report of curriculum to review and vote to approve. A large portion of the curriculum comes the state legislature at the expense (unfunded) of the local taxpayer. Personally, I prefer smaller, responsive and efficient government. i.e. If there is a need in the community for STEM professionals, that should be the direction provided from the board to the administration. If there is a shortage of skilled labor, the curriculum focus should reflect that need.

Q: Are there curriculum issues within the district that you feel need particular attention from the board?

A: Particular attention is needed in curriculum related to encouraging our students to enter a skilled labor profession. There should be partnerships formed with local unions to achieve apprenticeship credit. Having students graduate a year closer to Journeyman would provide significant value to both the student and the community.

Q: How do you view your role in confronting policy or curriculum controversies: provide leadership even if unpopular, give a voice to constituents - even ones with whom you disagree, or defer to state authorities?

A: My BOE oath requires I "foster with the board extensive participation of the community, formulate goals, define outcomes, and set the course for Township High School District 211" and requires that "I shall serve as education's key advocate on behalf of students and our community's schools to advance the vision for Township High School District 211." There is no deferring to state authorities in the official oath (Public Act 100-1055). Giving voice to constituents, even ones with whom I disagree is part of advocating on behalf of our community. Parents and residents of our district attend BOE meetings to ensure that the actions of the BOE reflect their expectations of their schools. District 211 schools do not belong to the state. They were established and are over 85% funded locally. State legislators have passed legislation that impacts our schools, at the behest of special interest groups and lobbyists in Springfield and rarely defend their legislation at a BOE meeting.

Q: Concerns are growing regarding a new resurgence of the pandemic. If another massive outbreak of infectious disease occurs, what have we learned from the COVID-19 pandemic that will guide your decision making?

A: If another massive outbreak of infectious disease occurs, it is doubtful that the lessons learned from the COVID-19 pandemic would be effective. Depending on the specifics of the situation, the BOE should work with local agencies for guidance. The BOE should not default to politicians that issue executive orders and implement draconian penalties upon children. During the last pandemic, the lines of power became blurred with recommendations implemented with an assumed force of law. It took judicial action by parents to clear the confusion. As a BOE member it is important to read the law on the books, challenge legal counsel when needed, and act on behalf of students over all other conflicting demands.

Q: Describe your experience working in a group setting to determine policy. What is your style in such a setting to reach agreement and manage school district policy? Explain how you think that will be effective in producing effective actions and decisions of your school board.

A: When reviewing policy, I tend to look ahead anticipating implementation and future interpretation. Policies need to be clear and concise. When in a group setting, I focus on facilitating discussion of specific meanings and ensure that the entire group is interpreting language the same. The open Budget and Finance Committee was established in 2015 when I was first elected. Through that committee the $20M IMRF deficit into a $63M asset and directed use of reserves for facility improvements eliminating bonds. More work is needed for Tax Levies, PTELL caps, and PTAB appeals. I was effective on the BOE supporting transparency with the Livestream/Recordings. I was also effective in supporting a BOE member be part of the district negotiation team during collective bargaining.

Q: What makes you the best candidate for the job?

A: I am the best candidate for the Township High School District 211 Board of Education because I have demonstrated over the last two terms a respectful and professional presence at the board table. I am fearless and vote on behalf of my neighbors and students in the district. I have contributed to the fiscal strength of the district through active participation in finance committee meetings. I have participated in facilities, communications, parent and community committees. I am transparent and open with fellow board members and the community. I have successfully participated in negotiations with the Support Staff Union and would make myself available for the upcoming teacher contract if reelected.

Q: What's one good idea you have to better your district that no one is talking about yet?

A: Parents driving buses or vans. Pace offers a vanpool program where a driver keeps the van and drives other commuters. I think there could be a ride-sharing program for school activities where the district would own and maintain passenger vehicles driven by parents. The training and licensing could be less than the current requirements for a bus, reduce the number of parked vehicles on campus, and provide more direct efficient routes with a more flexible schedule.