Edward 'Ted' Estes: 2023 candidate for Glen Ellyn Elementary District 41 board

Bio

Town: Glen Ellyn

Age on Election Day: 61

Occupation: Software developer

Employer: Jersey Jack Pinball

Previous offices held: Glen Ellyn Elementary District 41 board since 2019

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: I would like to continue the work that I have been doing for the last four years. The district adopted a new strategic plan with the objective to ensure success for all students, and I am eager to monitoring the progress and results. The experience I have gained and the professional development on governance that I have pursued is the community's investment toward making me a more effective leader, and I want the community to gain from that investment.

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

A: When discussing curriculum, it is important to make a distinction between subjects and related standards, and the methods and resources used to teach those subjects. The subjects/standards are set by state statute/regulation; the methods/resources to achieve the standards are under the control of the school district.

Per school district policy, the school board approves a curriculum recommended by the superintendent. Also per policy, the superintendent directs a curriculum review program that regularly evaluates the instructional program and ensures the program meets the needs of students and the expectations of the community. The superintendent reports to the board on the review program's efforts, and makes recommendations on changes or improvements.

While the school board does not monitor curriculum directly, it does monitor student performance. This gives insight into how well a particular curriculum is working, and helps form the questions the board asks of the Superintendent.

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

A: A curriculum review team is currently conducting its regular assessment of a few of subject areas, and the board is awaiting the report to be delivered later this year.

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: In the case of state statute or regulation, deferring to that authority is obviously the only choice. However, I feel it is important for school boards to advocate at the state level where they see the need for change.

In situations under local control, I feel my role is more one of trustee rather than representative. I need to consider the needs/wants of all constituents, not just the largest or loudest group. Although it can be very difficult sometimes, it's important to strive for what is right rather than what is popular.

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: The safety of students and staff is always the overriding concern. All decisions should start from that viewpoint, because teaching and learning are severely hampered when individuals aren't safe, and don't feel safe. This includes physical, mental and emotional well-being. It is important to keep flexibility in mind when crafting a response plan - as situations change, and more information becomes available, initial assumptions and choices can become no longer valid. Also, remember that it will be impossible to make everyone happy.

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: The first step is always to seek a recommendation from the superintendent. Depending upon the nature of the decision, the superintendent can collect input from other administration members, teachers, staff, superintendents from other districts, outside consultants, etc. I feel that any major decision requires ample time to listen, ask questions, and deliberate. Refinement, compromise, and other changes are usually necessary to reach a consensus, along with buy-in for the affected parties. There have been several times where I have been able to assist reach consensus by helping board members understand each others' viewpoints; I feel that adds value to my role on the board.

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

A: I love the work of being on the school board. There are many facets of the job - some mundane, some difficult, some long-term, some short-term, some controversial - but it is rewarding to dig into the work and then to see how all the pieces fit together to ensure the best outcomes for all of our students.

Although it's not a requirement of the job, my calendar is filled with upcoming events at all our schools - music and drama performance, talent nights, science fairs, and more - and I make a point to attend when I can. I enjoy sitting in on PTA meetings to hear about all the planning and care that the groups put into their activities. I look forward to 8th Grade Promotion every year to celebrate the passage from middle school to high school. This and more remind me why I have taken on the responsibilities of being a school board member.

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

A: Recently, Stanford researchers Jonathan Osborne and Daniel Pimentel published an editorial in Science titled "Science, misinformation, and the role of education" with the assertion that the "goal of science education must be to make 'competent outsiders' of all students."

They argue that current standards for teaching science at the primary level do not meet the needs of citizens to filter out the harmful misinformation occurring today, and present evidence from research on effective skills that should be taught in middle school.