Rachel Georgakis: 2023 candidate for Park Ridge-Niles District 64 School Board - 4-year term
Bio
Town: Park Ridge
Age on Election Day: 39
Occupation: School counselor
Employer: Fenton High School, District 100
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'm thrilled to be running for school board in my hometown. My education in District 64 greatly influenced who I am today. My husband and I have seen our children grow because of the strong education and services D64 provides. As an educator, I understand how school board actions shape student learning experiences. Public schools serve all students and with meaningful collaboration, we can ensure every child receives an impactful education. I want our district to have stability. With the recent resignation of our superintendent, I am concerned about our ability to hire and retain exceptional educators. Our students and staff deserve a board that is professional and collaborative, puts special interests aside, and works together toward achieving the goals in our strategic plan. There are important educational issues to address. From ensuring consistency in our MTSS practices, to implementing recommendations from the special education audit, we have meaningful work ahead.
Q: What is the role of the school board in setting and monitoring curriculum?
A: Effective school boards understand their role is governance and not the management or implementation of district curriculum. We have excellent curricular leadership in District 64 and a sustainable system for curriculum renewal. School boards should trust the experts they have hired to vet and implement research-based curriculums and not dictate their personal curricular preferences. Since school boards approve the funding for curricular materials they should ensure taxpayer dollars are only used on curriculums that are evidence-based and lead to student growth. School boards should also provide the necessary resources and personnel for educators to be able to deliver curriculums with fidelity. Additionally, we have special populations in our district, including ELL and Special Education students, who have distinct needs. School boards must ensure their funding and curriculums are accounting for the needs of our diverse learners.
Q: Are there curriculum issues within the district that you feel need particular attention from the board?
A: This school year the district implemented a new math curriculum in grades K-5 and a new phonics curriculum in K-2. These were important curricular updates, and the board should review data on how these new programs are improving learning outcomes. In a few years, the reading curriculum for District 64 will be up for review. It is important for board members to support a new reading curriculum that is evidence-based and founded in the science of reading. Another important change on the horizon for D64 is standards-based grading. This will be a big shift for students and parents, and it is important for the board to be educated on the merits of SBG. A letter grade doesn't tell us what a child knows, but with standards-based grading we can understand where a child is in mastering specific grade level learning targets. This will be a large shift for our community, and the board should support a strong communication and rollout plan.
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: As a school board member, I am committed to making data informed policy and curriculum decisions. I will provide leadership whether the issue we are tackling is popular, controversial, or somewhere in between. A true leader will listen to varied perspectives. This is especially important when we are implementing anything new and when viewpoints may be deeply divided. By listening to all stakeholders, even those with whom we disagree, we can ensure intentionality in adopting new policy and curriculum. This includes clear communication and opportunities to learn about changes coming to the district. School board members also implement directives from state and federal agencies. District 64 regularly does so in a variety of ways, including learning standards and instructional time. It helps to have school board members who are informed on these issues and willing to partner with district administration to clearly and transparently communicate new programs to our community.
Q: Indecisiveness on the board held up decisions on important projects, including all-day kindergarten and building expansions? What would you do to end those logjams and delays and to get the board making the decisions it needs to make in timely fashion?
A: For the past two years, I have attended District 64 board meetings in person or virtually from home. From what I have observed, the board would benefit from setting norms and shared agreements. This should systematically occur after each election or addition of a new board member. The board needs to agree upon how they will treat each other and interact with administration, educators, parents and other stakeholders. They also need to agree to a shared vision for the role of the school board. This is not to say members of the board need to have the same opinions or beliefs. Seeing things from different perspectives is important, and a diversity of skills and experiences can make for stronger collaboration and results. However, without mutual respect and a shared vision, we will not be able to truly work together to put students first. If elected, I am committed to developing norms and shared agreements with my fellow board members at the upcoming board retreat on June 22.
Q: The community and board have been at odds about COVID policies, especially masking. If the pandemic worsens, those rules could return. Did you support the state-mandated orders that students should be masked on campus and practice social distancing? Why or why not?
A: Throughout the pandemic, I have consistently supported schools following public health guidelines. Our school board members and administrators are not experts in infectious disease or public health and should not be tasked with making decisions they are ill-equipped to make. Students, staff, and community well-being are of utmost importance, and following public health orders that helped our students and educators stay healthy was the right call. From an operational standpoint, I did not believe it wise for public school districts to violate state-mandated orders as they risked losing state recognition and funding. Had our district violated the state mask mandate, we would have had to expend our resources on that predicament versus moving our strategic plan forward.
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: I sincerely hope we do not have another public health crisis that mirrors the magnitude of the COVID-19 pandemic. If we should have another outbreak of infectious disease, my decision making would be guided by public health recommendations that would ensure safe in-person learning. We've unfortunately learned how divisive public health recommendations and mandates can be. I am concerned if the pandemic were to worsen the divide in our community would, too. How we talk about each other and speak with each other matters. While we should always strive to be trauma informed in our practices, this would be especially important if a new outbreak occurs. Students, parents, educators, and the community have experienced trauma at varying levels throughout COVID-19. Approaching any needed changes or measures needs to be with compassion. Uncertainty is scary for us all, and a united empathetic front from the board would help keep our community together.
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've worked in collaborative groups to make education and curricular decisions in a variety of ways over my career. From co-creating our counseling curriculum to implementing the IL FAFSA graduation requirement, IL PaCE Framework, and AnnMarie's Law, I have tangible education experience collaborating with stakeholders on policy and curriculum adoption. What I've learned from these experiences is functional groups are the ones that have set group norms, make shared agreements, and have common goals. When we can start from a place of mutual respect and assuming positive intent, we can productively disagree and help each other come to a shared decision. As a school counselor, I'm skilled at conflict resolution and helping foster communication and collaboration. I value shared decision making and consensus building. When we work together, versus against each other, we can help support our educators and administration in moving D64 forward.
Q: What makes you the best candidate for the job?
A: I am the only candidate who is a current K-12 educator. With 15 years of experience in elementary education, special education and school counseling, I have the necessary background to understand the policies and proposals brought to school boards. I have experience in working on district level teams including school improvement, discipline, MTSS, and equity. In my current role as a college and career counselor, I regularly collaborate with students, parents, teachers and district and building administrators. Professionally, I have worked on implementing educational laws and policies and understand how they are enacted at the district, building and ultimately, the classroom level. This is a needed perspective on our school board, and I believe it will help foster collaboration and understanding. Other professional boards are composed of members who have expertise in the area they are serving. Elected school boards will best function if they include the same.
Q: What's one good idea you have to better your district that no one is talking about yet?
A: We need to find more ways to engage student voice. I'd like the district to have a student leadership board of middle school students that is regularly consulted regarding their educational experiences and desires. Our students are our most important stakeholders, and we need to center their needs and be in touch with their perspectives to best facilitate growth. I've seen first hand how increasing and involving student voice at the building and district level has created both student leadership opportunities and transformed schools. I look forward to looking for ways to better partner with students at the district level.