Susan Taylor-Demming: 2025 candidate for Indian Prairie Unit District 204 board

Bio

Office sought: Indian Prairie Unit District 204 board (Vote for 4)

City: Naperville

Age: 65

Occupation: Community College Institutional Advancement Executive Director

Previous offices held: Indian Prairie District 204 board member since 2017

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

I currently serve as board vice president. We are a dedicated team, committed to making decisions in the best interests of our entire district, not any special interest group.

I’m running for reelection to continue my district Servant Leadership. Strategic initiatives have contributed to recent state and national academic recognition.

We’ve implemented innovative resources enhancing students’ social and emotional well-being. I desire to help uncover more like resources.

Priorities are: 1.) Advocating for our district to receive adequate funding for our students. Our per student expenditure is $15,524, while the state average is $17,776. Advocating for at least the average state expenditure per student is important; 2.) On-budget implementation of our $420,000,000 referendum; 3.) Being a district recognized as a top desired employer destination by a multicultural, highly qualified teaching staff pool; 4.) Shoring opportunities for our underperforming students to continue making academic gains; and 5.) Providing a stellar educational experience for all students, at all levels. Preparing them for success in their chosen college or career pathways upon graduation.

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

Board members are not involved in the day-to-day decision making elements of the district and that includes “setting the curriculum.”

In relation to curriculum, the board maintains its “Balcony View,” strategic oversight of educational vision, goals and objectives for the district. Setting, changing, and/or updating curriculum is extensive. Grade level staff conduct a “Curriculum Needs Assessment Review,” review resource options, choose resources and embark on: Classroom pilots; educator reviews; student feedback; classroom pilot extensions to additional classrooms and schools; staff professional development occurs throughout; reviews, pilots, and district rollout (a two-year process from beginning to end is not unusual).

Presentations are made to the board, sharing feedback and findings. Curriculum resources are made available at the CEC for public review. Once alignment is ensured for — board policy, board goals, strategic plan, and “Portrait of a Graduate,” the board votes on the staff request for curriculum change (minimally, two weeks after the initial presentation). If approved, the new curriculum is usually implemented beginning the following academic year.

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

Our Project Arrow curriculum has served students well over a 20-plus year period, but assessment especially in the ELA area could be beneficial. Ensuring courses are robust, challenging, and encouraging critical inquisitiveness and curiosity for high school preparation will serve our students in the program well.

Illinois’ Vision 2030, Fulfilling the Promise of Public Education in Illinois, is committed to schools introducing students as early as possible to the connection of education to career and collegiate pathways.

As a community college administrator, I see the value in students embracing their post-secondary education in a viable manner for their individual goals.

Four-year universities, two-year colleges, or certification programs — they all can provide access to viable, fulfilling, and financially rewarding opportunities. Enhancing our elementary curriculums to include college/career discussions and exposure, will provide tremendous growth and maturity, as secondary course selections occur.

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?

One of the basic tenets of my role as a board member is to ensure that I look at the impact on the learning environment that policies and/or curriculum decisions will have. Leadership must be provided by the board, that’s what we are elected to do.

Connecting with the community is also an integral tenet for school board members and it is imperative to ensure opportunities for two-way engagement with all stakeholders is provided, even those who don't agree with district decisions. Engagement — public comments at board meetings, email communication, or individual school coffee chats, allowing for smaller stakeholder gatherings are all important.

As we grappled with school closures during the pandemic, providing engagement opportunities was critical. Assessing information provided by state and federal agencies was part of the balancing act and for a district not fully funded by property taxes, we must carefully weigh decisions that would force us to forgo state/federal revenue.

When difficulties arise, I will carefully weigh all information received and make decisions that will leave positive outcomes for our students, whether the decision is a popular one or not.

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 two-term board member, I have worked with many members of this board to determine board policy on a number of issues — one of the most difficult policy issues I've faced working in a group, was determining our district pandemic policy and the various decisions we had to make during that time.

The most important focus of each board member in making any decision, is to always consider what is in the best interests of our students and let that be the driving factor as any decision is made.

If I have a difference of opinion, then it is critical I am willing to listen to my peer board member’s viewpoint, but as well, critical for them to consider my vantage point.

If we can keep the students as our guiding light for the process, then hopefully all sides will do the appropriate research, talk to administrators and staff, listen to parents, students and other community stakeholders and work together to come to the best decision possible. And in the case of the pandemic, abiding by state and federal mandates were imperative in our policy decisions as well.

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.

I am extremely proud of and support enhancement of 204's diversity, equity, and inclusion efforts. District 204 has been a leader, hiring one of the state’s first administrators at the k-12 district level to lead equitable efforts. I had the honor to write the Illinois Association of School Board’s Equity Belief statement, submitted by our district and adopted as a guiding post for schools throughout the state.

And our district’s Equity Belief Statement is founded on the principle that we are committed to ensuring every student has the opportunity to achieve their greatest potential, ensuring our policies and programs reflect that commitment in every aspect of our school environment.

Equity and inclusion efforts abound throughout our district, making for well-rounded students and supportive staff. Our programs are diverse, ELL — supporting students entering school with a native language other than English (we have 100-plus languages spoken in our district homes), STEPS (Supported Training Experiences Post Secondary Program), and Restorative Practices, fostering strong school relationships and communities. Stellar examples showcasing 204's commitment to see every student thrive!

What makes you the best candidate for the job?

As I complete my second term as an board member, I am proud to serve as our vice president. I am one of the best candidates because I understand success for our students, I must be committed to working with board peers, the superintendent, administration, and staff to make decisions reflecting the best outcomes imaginable for our students.

I visit our schools, participate in coffee chats throughout our district and find ways to connect with various community stakeholders to discern what is on their minds relating to District 204.

Connecting with other community leaders is important to facilitate advocacy for 204. I enjoy opportunities to dialogue with other DuPage boards, state legislators and educational advocacy associations to share areas of concern, especially regarding Evidence Based Funding and challenges 204 faces within our funding tier.

Finally, I'm a strong candidate because I am committed to continuing my board professional development. This month, I received the Illinois Association of School Boards’ Distinguished Annual Merit recognition as part of the 2024 Board Leader Recognition Program, as a thank you for my commitment to education in Illinois.

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

I am a strong believer in the value of enhanced dual credit opportunities for our students. Earlier I shared Vision 2030, with a main goal of opening doors for students to begin learning about career and/or collegiate pathways as early as elementary school.

Along with elementary school introductions, I would like to see 204 community stakeholders mobilized to bolster the number of dual credit courses offered to students in our district. High school students in contiguous counties are gaining certifications, taking college credits, and some students are gaining their associates degree, as they accept their high school diploma.

Our students deserve the same opportunities. Collaboration with parents, students, and local businesses could be influential in seeing the needle move for the benefit of our high school students.

Access to not only academic course work, but additional workforce development certification could provide a glimpse into potential career opportunities for our students who already know a 4-year campus is not their desired path. Thinking out of the box!