To help the community make informed voting decisions, we asked the candidates to respond to our questionnaire regarding educational equity in the district. Below are their responses to each question.
Question 1: What do you see as the goals of public education?
John Brueggemann
Public schools should try to bring the best out of every single student in their designated geographical area, helping them to develop as psychologically healthy persons, learn academic content and skills, learn life skills, prepare for productive activity after school, and cultivate the capacity for constructive participation in a civil and democratic society. This means different things for different students, depending on lots of variables. In each case, though, public schools should be trying to add value, and help students become their best selves.
Public schools do not operate in a vacuum. They should also partner with families in a big way. And also with other surrounding organizations to make the community viable, healthy and safe. That might normally include municipalities, healthcare organizations, law enforcement, addiction treatment organizations, for example. Such partnerships are critical for civil and democratic society.
Martha Devaney
The goal of public education is to be student centered in recognizing the unique capabilities of every student and to provide an inclusive environment where every student is empowered and has the opportunity to develop and grow holistically.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
This question has two answers for me. What is the current goal of public education in this country? I think it is to prepare most students for college or, in a few cases, for careers. But what should be the goals of public education? My answer for this is much broader. We should be preparing students for life. Students should be learning the necessary and complex knowledge to engage with those around them, with their communities, and in society. Students should be learning about themselves – their strengths and how to use those to work collaboratively with others, their weaknesses and how to learn from others, and their responsibilities and how those intersect with the responsibilities of others. Students should be learning how to think critically about the world and how to engage within it to work towards a more equitable society for everyone. And schools, as the foundation for democracy, should be preparing our students to participate effectively within it in an informed and involved way. And finally, while I believe that every child is born with an innate curiosity about the world, I think the schools should be fostering and nurturing this curiosity.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. Her response to a similar question at the forum is noted here: Schools should teach core academic principles and provide functional life skills.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
Question 2: How do you understand the overall role of the Board of Education and its limits?
John Brueggemann
The Board of Education hires, manages and fires the superintendent, and through that person, collaborates with other school employees. The Board oversees policy, budget and curriculum. The Board should not be involved in daily operational issues, which requires specific expertise and day to day engagement with school issues. The Board has to work as a team. No one Board member should wield any special authority. Board members should not be advocating in narrow ways for their own families or friends. The Board is very much guided and constrained by different legal parameters, mostly from the state, but also local, county and federal governments.
Martha Devaney
The overall role of the Board of Education is to focus on moving the mission of the District forward vis a vis its responsibility to function collectively in developing, implementing, and overseeing policies for the District. The role of the Board of Education is to be in compliance with NYS Department of Education, while representing the interests of the District’s communities.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
The Board of Education sets the direction of the district through a shared vision for the future of education and the students. We provide accountability and oversight. We adopt and maintain policies, oversee the budget, and evaluate the superintendent each year. In the case that the superintendent leaves the district, we are also responsible for hiring a new superintendent. We are not involved at all in day-to-day operations of the district, nor are we responsible for the translation of policy into action. We are not district employees – we are a governance board.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. Her response to a similar question at the forum is noted here: The board is responsible for oversight of the budget, policy, and curriculum. She then read the description of a board member’s role from the district website.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
Question 3: In thinking about the school district’s future, what are you most excited about?
John Brueggemann
Honestly, I’m most excited about the pandemic ending. This has been a brutal period in terms of workload, educational goals, health concerns, frustrations of different stakeholders that leak into lots of work.
The Legacy Project is a large cluster of capital projects that will enhance our district in big ways.
There is a lot of good work going on in better understanding the relationship between different learning styles and how learning spaces are set up. The Legacy Project will be informed by some of those insights.
I think we could and will be much more creative about green best practices in the coming years.
I think we will become more and more smart about the different needs various students have, relative to sexuality and gender identity, neurodivergence, and English language learners, for example.
Martha Devaney
In thinking about the school district’s future, I am most excited to help regain the health, safety, and well-being of every student and teacher in moving forward post-COVID, while ensuring a nurturing school community where every member feels welcome and included.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
In the short-term, I am excited about the return to more interaction with the schools. It has been lovely to be able to volunteer in the schools more, attend musicals and concerts, and support weekend programs. In the long-term, I am excited for a time when we are able to fully fund and support our students. I look forward to universal breakfast and lunch, research supported school schedules, and a socially and emotionally healthy student body and workforce.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. Her response to a similar question at the forum is noted here: Safety and mental health are at the forefront of her concerns. She thinks it’s important we refocus our effort on academics and meritocracy.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
Question 4: Conversely, what are your greatest concerns for the school district?
John Brueggemann
The most important challenge in our district, in my opinion, is socio-emotional health and wellbeing. Our schools should always be ambitious about reading, writing and ‘rithmetic, challenging every single student to learn as much as they can. But young people can’t learn when they are struggling with mental health issues, anxiety, addiction, and/or special needs.
The various issues related to socio-emotional wellbeing were challenging before the pandemic and have only gotten worse. My impression is that our district devotes more resources to these matters than most. But it’s not enough. We have to find more resources for counselors, social workers, psychologists, nurses, teacher aides, and other specialists. Finding those resources will be very hard.
I also think there is a national political playbook being pushed from certain actors attempting to stir up grievances. Most of what they say has very little to do with what actually goes on in our schools. It is a major distraction and, I believe, is having a significant impact on the morale of school employees.
I am committed to the very hard work of building a more collaborative community around the schools, so that we are actually moving in the right direction, making our district better, bringing the best out of every single student, rather than debating trivial non-issues or misinformation (e.g., the ruse of equity being anti-white).
Martha Devaney
My greatest concern for the school district is that the focus on students gets sidelined when personal agendas interfere with Board business and Roberts Rules of Order are not followed.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
How our students and workers are doing, socially and emotionally. Socially, we are all struggling to create and sustain meaningful relationships with others. Emotionally, we are all struggling to manage emotions, as well as respond appropriately to others’ emotions. School is about so many things, but if our students, teachers, and staff are not doing well in these areas, they cannot do well in other areas. We must work together towards a healthier community.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. Her response to a similar question at the forum is noted here: Safety and mental health are at the forefront of her concerns. She thinks it’s important we refocus our effort on academics and meritocracy.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
Question 5: In May and June 2021, the district unanimously adopted an Equity, Inclusion, and Diversity in Education Policy and Regulation. Will you fully support the district’s commitment to Equity, Inclusivity, and Diversity? And how do you see yourself contributing to these efforts in the school district?
John Brueggemann
Yes! In my view, the trickiest part of conversations related to that policy pertain to equity. We have to keep clarifying what it means and why it matters. We should keep that policy handy and regularly ask different offices in the district if they are aligned with its goals. We also have to actively resist the efforts to either misrepresent what is in that policy, or work against the stated goals of the policy. The Board should play a central role in those efforts.
I will try to keep the Board on task, following good procedures, and work to resist the efforts by some to drag us into the mud where we are no longer talking district business.
Martha Devaney
Unequivocally, I will support the district’s commitment to the Diversity, Equity, and Inclusion policy. I see myself contributing to these efforts by taking a role on one of the subcommittees. As someone who has been a fierce advocate for access and has professional experience working with marginalized populations, I will be active in monitoring the policies’ efficacy as it relates to every individual feeling valued, having their potential actualized, and applying respect and equity to one another. Additionally, I recognize this policy as an imperative and prioritizing its implementation is fundamental to the well-being of every individual in our schools.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
I was proud to be on the team that crafted this policy and regulation and fully support the district’s commitment to this important work. I see myself offering continuous enthusiastic support so that our district can continue to move towards the goal of equity – serving each and every student as best as possible.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. Her response to a similar question at the forum is noted here: She says that our own DEI committee is not diverse, equitable, or inclusive, and she has concerns about the lack of transparency. She would like to see DEI initiatives focus more on addressing economically disadvantaged students and disabled students. Our DEI policy supports culturally responsive education, which she says arose from the work of a critical race theorist. She believes DEI can be successful but that the current modalities require analysis and feedback from our stakeholders.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
Question 6: The same regulation stipulates that BOE members will “lead and inspire by example by examining personal biases and the ways we may be privileged or unaware, building empathy and respect for others, becoming comfortable with vulnerability, and creating a culture of deliberate inclusion and diversity.”
6a. How do you examine your own personal biases and/or privilege and how would you do that work in your position as a school board trustee?
John Brueggemann
As an older, white, straight, cisgender, affluent, Christian male, I am privileged in just about every way possible. I have to do a lot of listening. That means being willing to venture out of my comfort zone. It means being extra alert to what people without the same privileges say and do. I also think someone like me is sometimes in an advantageous position to advocate for an equity lens. I operate from such security, and for me the issues are usually mostly intellectual and sort of optional, rather than being part of a day to day lived experience that is personally very important and not optional.
Martha Devaney
I assist my colleague in developing and implementing a cultural humility training program in my workplace. I examine my personal biases by looking at if I am applying stereotypes. In my workplace, I engage in training and dialog on the topic of cultural humility. I strive to be open to input and recognize if and when I am coming from a place of personal bias and/or privilege. For various reasons, this is a frequent topic of discussion with my family members with whom I share the value to be more mindful of my biases in order to become more culturally humble.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
Because this work is so important to me, I spend a lot of time thinking and talking about my role in the world, in our society, and in this community. I am aware that while I am a person who is in many ways marginalized, I also know that I have many privileges. I am a person our society recognizes as “qualified” to speak about topics that matter in my community. I have an advanced degree and I hold a widely respected job. My parents taught me how to speak to people in positions of power. And I, like everyone else, have personal biases. As a person who cares about others, as a parent, as an educator, and as a board member, I take working on my personal biases to be essential work.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. A similar question was not asked at the forum.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
6b. How might vulnerability and discomfort be necessary as a BOE member?
John Brueggemann
Combined with above answer.
Martha Devaney
Admitting that all there is to learn and do as a BOE trustee is an intimidating challenge that puts me in a vulnerable and uncomfortable position. Only by taking this risk, and allowing myself to be vulnerable and uncomfortable, will I be able to serve as a BOE trustee. Additionally, providing and receiving input on exerting personal biases and/or privilege is part of the DEI policy. Therefore, it must be addressed when it occurs at the BOE level. Although sharing or receiving this input involves vulnerability and discomfort, it is incumbent on BOE trustees to honor this aspect of the policy.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
Combined with below answer.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. A similar question was not asked at the forum.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
6c. In your experience, what is the role of vulnerability and discomfort in the process of learning?
John Brueggemann
Genuine learning has to involve discomfort sooner or later. Being authentic necessitates vulnerability. As a teacher and a privileged person, this is something I think about a lot. Good teachers take risks. They challenge students and themselves. They learn to recognize when they need to listen, when they are
wrong, when students are teaching them something. Successful students also take risks. They are curious and open minded. They work towards developing more confidence in what they know and who they are. Part of that means moving into unfamiliar territory where uncertainty and insecurity are possibilities.
Martha Devaney
Learning, vulnerability, and discomfort are often linked together. Both learning and vulnerability involve an openness, which can create discomfort. I am vulnerable when I admit to not knowing or having the answer. This admission and exposed vulnerability allows for barriers to be dropped, which creates an opening for a learning opportunity. In my experience, vulnerability and discomfort are precursors to learning and inherent in the learning process.
Dean Kolligian
Dean did not respond to our questionnaire.
Natalya Lakhtakia
I am writing a combined answer for these two questions. Being a board member includes voicing your thoughts on topics that impact thousands of people, most of whom are children, in public. Vulnerability and discomfort are inherent to the role for any board member who wants to support the district on its path of improvement. And I believe they are also necessary for interacting authentically with others. A strong board member is dedicated to learning, and I believe that a large part of learning as an adult is being open minded and both admitting and accepting that you don’t know many things. It takes both vulnerability and discomfort to be an adult learner – even though learning comes so naturally to us as children.
Billie McCann
Billie declined to answer our questions and directed us to the League of Women Voters forum. A similar question was not asked at the forum.
Edwin Spickler
Despite professing intent to maintain open communication with all stakeholders, Ed declined to answer our questions.
SEEN 