Katherine ‘Kate’ Bell: 2025 candidate for St. Charles Unit District 303 board

Bio

Office sought: St. Charles Unit District 303 board (Vote for 4)

City: St. Charles

Age: 54

Occupation: Nonprofit founder

Previous offices held: District 303 board member since 2021

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

When I ran for the board in 2021, I saw a need to reconnect our community of stakeholders — parents, students, staff, and taxpayers. Many felt that connection was lost, and I wanted to help restore it. Communication has improved, but there’s still more work to do. I believe that by working together as a community, we can strengthen our schools and provide better education for all students.

As a taxpayer, I want to ensure our tax dollars are well spent while maintaining strong home values through quality education. A thriving school district supports property values, which in turn sustains educational excellence.

As a parent, I’ve worked to support staff, and programs that benefited my children and will continue advocating for all students’ needs. I believe in asking questions, listening, and finding creative solutions while respecting educators’ expertise.

As a community member, I recognize the growing division and believe we must work together. By listening, finding common goals, and focusing on what unites us — our students — we can strengthen our schools and community. If re-elected, I will continue prioritizing transparency, collaboration, and strong schools for a stronger future.

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

The role of the board in setting and monitoring curriculum is critical to ensuring a high-quality education while maintaining flexibility and autonomy needed by educators.

The board should be setting educational goals and align them with district priorities, while primarily focusing on listening, learning, and engaging with staff. With curriculum and instruction, the board should work alongside District 303 educators to implement and maintain improvements. Collaborative approaches ensure decisions are grounded in classroom realities, based on feedback from those directly involved in delivering education.

I do not believe it is the board role to dictate curriculum designations; it should be to support and empower educators to make evidence-based decisions. The board must aim to balance not reinventing the wheel too frequently while ensuring that decisions are grounded in proven results.

Additionally, it’s essential to foster educator control and creativity, especially in the classroom, while being mindful of budgetary constraints to maintain fiscal responsibility. Through this approach, the board creates an environment that is both efficient and effective in supporting student success.

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

As a school board member committed to ensuring needs of all students are met, I believe it is essential to regularly assess and refine our curriculum to ensure equity, inclusivity, and relevance. We must ensure that all students have access to challenging content and opportunities to explore a variety of subject matters and pathways.

Additionally, as our society and job markets continue to evolve, there is a growing need to integrate critical thinking, problem-solving, and real-world applications into our curriculum. It’s important to ensure that we are preparing students not only for academic success but for life beyond the classroom, including college, career, and citizenship.

I also see an opportunity to enhance the support for students with diverse learning needs, whether they be students with challenges, English language learners, or those needing accelerated instruction. The curriculum should be flexible and differentiated to meet these needs while providing appropriate challenges for all learners.

The board must work with educators, families, and the community to ensure our curriculum remains adaptable, inclusive, and aligned with the best practices for student success.

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?

As a school board member, my role in confronting policy or curriculum controversies is rooted in my commitment to ensuring the needs of all students are met. I believe that effective leadership means making decisions that may not always be popular but are made with the best interests of our students in mind.

This means providing a platform for all voices, including those with whom I may disagree. We must listen to all perspectives within our community to understand the full scope of the issue at hand.

Congruently, while state authorities may set overarching guidelines, it is essential to remember that our district is entrusted with the responsibility to serve our students.

I view my role as a conduit for balancing these external mandates with the needs and concerns of our community. I will always strive to engage with parents, staff, students, the community, all stakeholders, to develop policies and curricula that are inclusive, forward-thinking, and in alignment with both state standards and the unique needs of our district.

My goal is to lead with integrity, transparency, and a commitment to ensuring that every student has access to the best possible education and pathways.

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 a prior co-chair of the board’s policy committee, I approach policy or curriculum decisions firmly grounded in my dedication to meeting the needs of all students.

Effective leadership involves making thoughtful decisions, even if unpopular, prioritizing the best interests of all students. Specifically providing opportunities for all voices to be heard, even those with whom I may disagree. Engaging in open dialogue with all stakeholders is essential to understanding the full scope of any board decision.

Policies set guidelines, yet our district must serve all students, meeting their specific needs. I see the board’s role as a bridge, balancing policy requirements and stakeholder priorities ensuring we deliver unique and exceptional educational experiences.

I am committed to engaging with all key players — parents, staff, students, and the community — to develop policies and curricula that are forward-thinking, inclusive, and aligned with state standards. Leading with integrity, transparency, and a focus on educational excellence in a fiscally responsible manner is always my top priority. My lens is rooted in District 303’s commitment statement, “Together Building Pathways to Excellence.”

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

As a board member, my priority is ensuring every student can access opportunities for success, always. District 303’s diversity and equity efforts are essential to meeting the needs of all students.

Extensive research also confirms social and emotional learning programs support higher academic achievement. These initiatives not only foster an inclusive environment but also promote the social and emotional well-being of students, allowing them to thrive both academically and personally.

I strongly support continuation of our programming interwoven in District 303. Actively addressing resource disparities, educational access, and extracurricular opportunities, helps close achievement gaps and ensure all students, regardless of race, socioeconomic status, or ability, have the same opportunities for pathways to success.

Moreover, promoting diversity and equity prepares students for a cohesive society with empathy, understanding, and respect for others’ experiences.

These are vital skills that will benefit students long after graduation. We must continue to build on these efforts to create an environment where every student feels valued, supported, and empowered to reach their full, unique potential.

What makes you the best candidate for the job?

I’m currently a school board member with a wealth of knowledge and leadership from my diverse roles within the board and community.

I’ve served as a school board division director at large for two years, co-chaired regular and special committees such as safety, citizen’s advisory, policy, strategic plan and director of communications hiring committees, as well as chaired the district PTO.

My board work includes superintendent hiring, full review of all departments’ budgets, facilities master plan, contributed to the district’s demographic population review, equity audit, redrew boundaries, monitored multiple District 303 building renovations, led reopening an underutilized elementary facility and closing a non-ADA compliant one, ensuring district efficiency.

My experience with the cellphone advisory committee and continued dedication to community engagement make me a thoughtful, responsive leader. I’m committed to maintaining educational excellence while supporting all learner’s needs and fostering a positive school environment.

My work reflects my belief in transparency, and data-informed decisions. I strive to ensure that all students have resources and opportunities needed to thrive.

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

Not widely known, Roots of Empathy (ROE) could have a profound, lasting impact on D303. It is an evidence-based program that has been implemented for 30-plus years in a dozen countries, consistently showing remarkable results.

Trained instructors visit classrooms with infants while ROE develops students’ emotional intelligence and empathy. Studies show students participating in ROE experience reduced bullying, stronger peer relationships and better emotional regulation. Most importantly, research has demonstrated these benefits extend beyond social skills — ROE students sustain increased academic achievement due to improved classroom behavior and increased learning engagement.

Why focus solely on traditional academic metrics, when data shows social-emotional skills are directly linked to long-term success?

Utilizing ROE, can create a more inclusive and emotionally intelligent school culture where all students feel supported and at their best, ready to learn. We can continue to prioritize trauma-informed practices, access to counselors, and integrate social-emotional learning throughout all grade levels to ensure that every student has the opportunity to thrive in their chosen pathway.