Jessica Buttimer: 2023 candidate for Glen Ellyn Elementary District 41 board

Bio

Town: Glen Ellyn

Age on Election Day: 47

Occupation: User research consultant/app developer/grant writer

Employer: Self-employed

Previous offices held: Glen Ellyn Elementary District 41 board member since 2019, secretary Glen Ellyn District 41 School Board

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 am running for reelection because meeting the increasing and ever-changing needs of our students and the world they will inherit continues to be our biggest challenge and priority. I will honor the expertise of our talented educational leaders and expect evidence-based practices supported by outcome data and feedback from students, staff, and parents. We must recognize that a sense of belonging is a prerequisite for learning and work diligently to create that safe space for all students and families.

District 41 is once again facing a transition of leadership as our superintendent retires and we begin the search for a new leader. Finances, facilities, and full-day kindergarten continue to be important areas of focus as well. As the needs for state-mandated preschool expand, and full-day kindergarten becomes the norm in Illinois, it is essential that the D41 BOE is forward thinking about additional facilities.

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

A: From my early career experience in the development and delivery of training curriculums, I am familiar with starting with standards (what you want students to learn), developing the assessment (how you will know they have learned the standard), and then designing instructional strategies and materials to effectively teach diverse students.

This cursory background may be helpful, but in my role as board member, my involvement in the curriculum will be to review proposals from the administration, ask clarifying questions, and vote to approve or not. I trust and will verify that curriculum recommendations brought to the board have been discussed and developed through collaboration with representative staff, based on rigorous evidence, vetted with comprehensive pilots, and made with the best interests of students in mind.

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

A: Our board is attentive to curriculum through monitoring of student learning outcomes and a regular curriculum review process. Our staff use multiple resources to provide targeted strategies to the individual needs of students.

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: I trust that staff are experts in education and parents are experts in their children and both want what is best for their students. Still, there will be times when they disagree on approaches that suit their students and that can create a distracting conflict.

It is not the role of an individual board member to be the arbiter of such disputes. Rather, a board member is just one more avenue for parents and the community to be heard. As an individual board member, I can offer my perspective to the community, ask questions, and share their perspectives as part of the larger discussion at the board table.

I do believe in the power of collaborative thinking, using the latest developments in brain research, and following evidence-based practices.

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: As was done for COVID-19, I will seek the counsel of multiple experts to inform the board and the community of accurate information grounded in the latest research. I will ask questions, prioritize safety, and rely on our staff and community to come together to meet the academic and social emotional needs of our students. In the meantime, I will continue to explore expansion options for our facilities so that we have greater flexibility in how we deliver academic services.

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: I served on the D41 Policy Committee for over three years. In that capacity, I have reviewed and questioned many policies. At times, adopting change that is specific to our community and under the guidance of legal counsel. I have regularly presented updated policies at the board table, responded to questions, and have always reached consensus. Policies guide all that we do in the district.

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

A: Years of client management has taught me to work well with others, manage expectations, be open to other perspectives, and collaborate to consensus.

As a seasoned board member, I understand the role of governance, strategy, metrics to evaluate progress, and supporting talented professionals to reach those goals. I have earned a reputation for asking a lot of questions. This has not only improved my understanding, but also that of my fellow board members and the community.

As an active local volunteer, I have deep and broad connections in the district which make me accessible, approachable, and easy to seek out for a chat.

As the spouse of an elementary principal, who is a former special ed coordinator and 3rd grade teacher, I understand issues in education and perspectives of multiple roles within our schools. I've been steeped in education and D41 issues for decades, which gives me the ability to put today's concerns into historical context and communicate clearly to stakeholders.

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

A: Not yet in our comprehensive long range plan is an investment into our theater program, which continues to be a PTA run initiative. The PTAs in D41 have invested considerable time and energy into building a flourishing program in which hundreds of our students participate. In the future, I would like to explore how theater could be incorporated into our curriculum.

Another long-standing constraint on the theater program has been a performance space that can comfortably accommodate multiple performances from our five schools and the proud audience that comes to see them. In my long term vision, I see a thriving space that becomes a shared community asset of which we can all be proud.

Also, as my work in artificial intelligence expands, it has become clear that many more professions will become AI-assisted. It is important that we are mindful of how to extract the maximum benefit of this technology for our staff and students as we balance our need to connect offline with our peers.