Kristen Davia: 2023 candidate for Carol Stream Elementary District 93 board, 4-year term

Bio

Town: Carol Stream

Age on Election Day: 46

Occupation: Doctor of Audiology

Employer: Chicago Hearing Services

Previous offices held: None

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 have four children currently attending three different schools within District 93. I have been very involved in the PTA, volunteering in the classroom, Cub Scouts and district sports.

I know students and parents from all of the district schools, and I have listened for years to what they want and need from their schools. I have generally been satisfied with the direction our district has gone in and with the education my children have received.

However, concerns have arisen over the last few years that have inspired me to become more active in the policy and decision-making process.

I believe I can be a voice not just for my own family, but for many families within the district. I want to be involved in making sure the school board does not lose sight of its purpose and priority, and that is to serve the students, families and teachers of District 93.

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

A: I believe the school board should give the most weight to the voices of the teachers, the administrators and other school professionals, such as the librarians, when it comes to curriculum choices. The school board should look at what education experts and those working daily with the students suggest, not push a personal agenda or pander to a vocal minority.

Decisions regarding what our children learn should be made after careful examination, research, and data collection. Not based on emotion.

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

A: During my years in District 93 I have had experience with 504 plans, regular curriculum, reading specialist curriculum, and magnet curriculum. I have been satisfied with what and how my children have been taught.

I find it reassuring that the schools focus on the whole person and not just academics. I also feel the schools work to be inclusive and represent different viewpoints. Any curriculum concerns that do arise need to be evaluated carefully with the needs and best interest of the students being paramount.

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 feel my role is to be the voice of the children, families and teachers within District 93. I believe in working for what is best for the majority, even if there is vocal opposition.

I will not get pushed into making decisions that go against the best interests of the constituents just to keep the peace. I believe that the priority needs to be well-rounded, strong, safe and inclusive education for all students and families, and I will make my voice heard in support of that.

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: More than anything else, we have learned that, as the virus changes and evolves, our response to it must also change and evolve. As new information is gathered and new research comes to light, we must consider new and different management strategies.

There is no right answer and there is no one-size-fits all answer. I will encourage the use of scientifically and clinically supported decision making. I will support well thought out, not rash or hurried decision making.

I will encourage following of the mandates of the state and county, and I will discourage voting on changes in management strategies without allowing for input from the families it will be affecting.

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 worked as one of a team of audiologists as part of the Otolaryngology department of a large medical group for 18 years. We met regularly to discuss policies and department function. As we had to work together every day, respect, active listening, and the ability to be flexible were vital. I work well with many different personalities.

My style is to help those involved find even a small bit of common ground, and work from there. I try to see things from other's perspectives, and I encourage those I work with to do the same. I think effective and more peaceful decision making is achieved if those involved feel they are being heard and validated.

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

A: With children in the district, I have a vested interest in the curriculum and policies of the district. Through PTA, district sports, Cub Scouts, and volunteering, I have contact with families and teachers within the district and I know, or can easily discover, what is important to them. I have a direct line to those people the policies will affect most.

I work well with others and am good at mediating and making people feel heard. I have integrity and will work honestly for the betterment of the school district, and I am strong in my convictions when working toward something I believe in.

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

A: I would like to do more for the underprivileged families, for example, backpack or coat drives or providing reduced cost before and after care, as well as find ways of encouraging families to take advantage of support programs already in place, such as free and reduced lunch, without making them feel less than or being culturally insensitive.

I would also like to see what we can do to encourage participation in a mentor program for special needs students.