Alex Mayster: 2025 candidate for Glen Ellyn Elementary District 89 board

Bio

Office sought: Glen Ellyn Elementary District 89 board (Vote for 4)

City: Wheaton

Age: 36

Occupation: Executive director of communication

Previous offices held: Wheaton Community Relations Commission; president, Illinois Chapter of the National School Public Relations Association

Why are you running for this office? Is there a particular issue that motivates you?

I am running for the D89 school board because I am passionate about public education and committed to ensuring all students have the opportunities they need to succeed.

With 10 years of experience serving on district leadership teams as the executive director of communications in high-functioning school districts in Naperville and Hinsdale, I have gained valuable insight into how school systems operate and the importance of fostering collaboration between schools, families, and the community.

As a parent, I am dedicated to the success of my own children and all young learners in our community. District 89 has been an excellent fit for my family, and I want to ensure that every family has the same positive experience. Through volunteering in schools and coaching, I’ve had the privilege of working directly with students, helping them learn, grow, and thrive.

Serving will allow me to use my expertise and dedication to help shape policies and initiatives that benefit students, support educators, and ensure the success of our schools for years to come.

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

District 89’s Vision for Excellence states that the school district aspires to employ rigorous, relevant curriculum and learning opportunities.

While the school board is responsible for approving the curriculum, I would empower our expert educators to make recommendations they feel are best for students and align with the district’s vision.

Our teachers and administrators bring expertise, experience, and an understanding of best practices in education, and I trust them to design a curriculum that meets the needs of all learners.

At the same time, the school board serves as the eyes and ears of the community. We are responsible for asking thoughtful questions, engaging in discussions about curriculum choices, and ensuring that instructional materials align with the district’s goals and state standards.

I believe in fostering a collaborative approach — one that includes listening to feedback from parents, students, and community members. Through open dialogue and transparency, the board can ensure that the curriculum remains responsive to the needs and values of the district while maintaining high academic standards.

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

Increasing class sizes is a concern. While I recognize the district’s efforts to manage the issue, the data shows that our students consistently experience larger-than-average class sizes compared to both state averages and neighboring districts.

The 2024 state report card shows the overall average class size in D89 was 24.1 students, significantly above the state average of 20.8. At the kindergarten level, D89 classrooms averaged 23.8 students, while the state average was 20.4.

Neighboring districts offer smaller kindergarten class sizes, such as Glen Ellyn D41 (18.4) and Wheaton 200 (20.2), giving students a stronger foundation in their early years. Many of these D89 kindergarten and first-grade classes are at or exceeding the upper limit of the intended class size ranges set by the district’s collective bargaining agreement.

These numbers matter because smaller class sizes are linked to better academic outcomes, increased individual attention, and stronger teacher-student relationships.

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?

My guiding principle in any policy or curriculum decision is putting students first. There is no one-size-fits-all answer to every controversial issue, but every decision must be made with the best interests of students at the center.

As a school board member, I would provide leadership, even when difficult or unpopular, because strong leadership is necessary to maintain a high-quality educational environment.

At the same time, I firmly believe in giving a voice to all constituents — even those with whom I may personally disagree. The school board exists to serve the entire community, and that means listening to diverse perspectives, asking thoughtful questions, and fostering respectful dialogue.

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

As the executive director of communications in Hinsdale Township School District 86, I serve on the superintendent’s cabinet of district leaders who oversee all of the school district’s departments, including academics, special education, finance, technology, and human resources.

Each of us plays a critical role in implementing essential policies and procedures, and together, we work to make decisions that are in the best interest of our students, families, and community.

My approach in these settings is to be collaborative, solution-oriented, and student-focused. I believe in listening to all perspectives, asking thoughtful questions, and working toward consensus while keeping the school district’s mission at the forefront.

Effective policy-making requires balancing diverse viewpoints, analyzing data, and ensuring that decisions are practical and aligned with the district’s long-term success.

This experience will be valuable on the school board because I am accustomed to working within a structured decision-making process that involves multiple stakeholders. I understand the importance of transparency, communication, and balancing competing priorities.

What is your assessment of the school district's diversity and equity efforts? Do you support the continuation or enhancement of such programs, of would you rather see them diminished. Please explain your reasoning.

D89 has demonstrated a commitment to diversity and equity through several initiatives, including the completion of a comprehensive equity audit that engaged staff, families, and students. This audit informed the district's strategic plan, which emphasizes closing achievement gaps and promoting educational equity.

Despite these efforts, data from the Illinois Report Card indicates persistent achievement gaps. For instance, disparities exist in academic performance among students of different racial backgrounds, socioeconomic statuses, and those receiving special education services. Addressing these gaps is crucial for ensuring that all students have equitable opportunities to succeed.

Given this context, I strongly support the continuation and enhancement of D89’s diversity and equity programs. The district should continue to explore new and improved ways to support underperforming student groups as it works toward closing achievement gaps and fostering an educational environment where every student has the opportunity to thrive.

What makes you the best candidate for the job?

I am the best candidate for the D89 school board because I bring a unique combination of experience, leadership, and a deep commitment to student success.

With a decade of experience serving on school district leadership teams in Naperville and Hinsdale, I have developed a strong understanding of how high-functioning school systems operate. My background as an executive director of communications has allowed me to work closely with educators, administrators, and families to foster collaboration and transparency — critical components of an effective school board.

As a parent and community member, I am personally invested in the success of D89 schools. I have seen firsthand the impact that high-quality education has on students, and I am committed to ensuring that every child in our district receives the support they need to thrive.

Addressing class sizes, improving student growth in core subjects, and strengthening partnerships with families are key priorities that I will champion.

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

One important issue that isn’t being discussed enough is the need for stronger partnerships between schools and families to address chronic absenteeism. Last year, every D89 school saw at least 11% of its students classified as “chronically absent,” meaning they missed 17 or more school days. These attendance disruptions have a direct impact on student learning, making it more difficult for them to keep up with coursework, build strong academic foundations, and develop essential social connections.

To address this, the district should implement a more proactive approach that includes outreach to families, early intervention strategies, and additional support systems for students struggling with attendance.

This could include personalized check-ins from school staff, community partnerships to address barriers such as transportation and health concerns, and more consistent communication with parents about the importance of daily attendance.

By creating a culture that values attendance and provides the necessary support to families, we can improve student success and ensure every child has the opportunity to succeed.