Questions from the Community: from Julie King Alpine School Board President, Part 3

14. What is the role of a school board member vs. superintendent?

They will work with each other through collaboration but their roles are different. The superintendent’s role will be to act similar to a CEO doing the implementation and operations of the district based on what the school board decides as their vision and policies. The superintendent is accountable to the school board. The school board represents the community’s voice to make sure the school district serves students, families, and the community fairly and is responsible to the community. 

What this looks like is a collaborative process for: 

• Setting the Vision and Values
  -Making sure the district’s goals align with the community’s priorities (e.g., equity, college readiness, career training, school safety).
• Listening to Public Input
  -Holding open meetings.
  -Welcoming feedback from parents, students, and teachers.
  -Using that input to guide policies and decisions.
• Monitoring Performance
  -Reviewing academic outcomes, budgets, and staff performance.
  -Ensuring money is spent wisely and transparently.
  -Holding the superintendent accountable for results.
• Approving Key Policies
  -Deciding on curriculum frameworks, disciplinary approaches, school closures or openings, and more — based on what’s best for the community.
• Protecting Rights and Equity
  -Making sure all students have equal access to quality education, services, and safe learning environments.

15. How will you negotiate relationships when board members have different opinions than you do?

I will listen, seek understanding on both sides, communicate professionally and compassionately, and seek common ground. If I believe there are opportunities to help them better understand my views I will actively work to provide evidence and justification to increase their understanding to persuade them to my viewpoint, as well as ask questions to understand their views. Then help enlighten them to how my view will better serve their values, goals, and the district and community if that is the case. And if it is not the case, I can accept that someone’s opinion is going to better serve the district’s students and  community. Then I will go to work helping that decision or plan or program be the most successful it can be. 

16. How do you plan to attract and retain the best teachers and employees?

Creating cultures of support, collaboration and trust. Additionally advocating for general higher compensation for educators and staff to not just live but thrive on their salaries. Seek feedback from teachers and employees on the cultural health and morale of themselves and the schools they work in and where needed promote changes or adjustments toward positive progress. 

I have heard from one teacher about her belief that high leverage practices would be a good area for goals she wished the district would use and board members would be familiar with. As I have learned more, I believe this could be a target area, so I would advocate for us to examine and learn more about  how these are currently used in our schools, and how teachers feel they are best supported or are not supported in using them, or any barriers they experience to these practices being done correctly. That way I and the rest of the board can  work to make sustainable systems within the district and individual schools where teachers feel like their attempts to be effective by using these evidence-based practices with their students are supported and enjoyable. 

Additionally I would like to put in training and hiring practices (and clear role descriptions in place especially when it’s peer leadership) to support leader teachers and school leadership to help those in leading roles to more effectively support teaching practices and come together to address challenges and learn together. That way they know their roles and expectations as well as can better support and lead teachers in teaching and classroom challenges and not only be managerial leaders.

Another practice that could be explored is structuring collaboration, supervision groups and planning time among grade level teachers on a regular and frequent basis. I am unsure if any of our schools currently have a specialties team that could rotate in to teach classes at regular times amongst a whole grade level group, allowing them to have this time to plan, implement, and collaborate, but I have heard how this practice supported a failing school in Granite district to improve their metrics and student experiences as well as improved teacher morale.

17. What current ASD policies do you support and oppose?

I support policies that balance the need for safety, the costs, and best work to serve the students and community. 

As stated in my previous questions from Julie King I have heard feedback about Professional Development not currently working as school lead, and how administration struggles to be leaders of teaching, but I still need more info to specifically point to which policies need to be adjusted by getting more data and feedback to understand needs further.  

Other than that I am not strongly opposed to any particular policy at this time. In general I oppose that educators’ wages are lower than I believe they deserve, but this is not specific to ASD. Rather this is found in much of our education system and societal norms.  As such, I would like to advocate for increased salaries for teachers (at the legislative level as well as within the district) to get closer to a thriving wage. Additionally I will advocate for increased opportunities for community partnerships especially with small local businesses not just non-profits or more established businesses.

In recent Apline School Board meetings, they have been working on policies related to use of electronics in reaction to new laws. I would like to make sure we are getting continued feedback on how these policies are working for schools especially with the tiered approach for different grade/school level.

18. How will you define success as a school district?

Maximizing growth and progress of individuals in the  student body, their families and the community, while minimizing costs for those supportive efforts to the community members.  

Data on key performance indicators: numbers of individuals served, measures specific to their programs or participation, reputation of the district among staff and the community,  ability to be data driven and needs responsive to serving students and the community, our ability to plan for the future in a way that serves now and the future. 

19. What data will drive your decisions?

Community feedback, objective studies where appropriate to analyze specific proposals, data from student success measures, qualitative data as well from surveys, and stakeholder and community feedback. I want data not just on the current status of practices and needs, but also research to assist in showing where and how to make decisions especially with long term and current needs in mind. In the aftermath, We would then want data on how those decisions are impacting people, as well as if they are accomplishing the specific goals we have set or if further adjustments and decisions need to be made. 

Additional data from other districts’ successes and challenges is also helpful. One area I’ve been studying closely is the Jordan/Canyons split—looking at the strengths and obstacles they faced to help inform how we can set meaningful goals and ensure a strong, well-planned transition as we separate from Alpine. Likewise, I have many friends who are teachers, some in Alpine and some in other districts.  Feedback and insights from other districts can help inform decisions if they are having similar challenges or they are having successes we want to model our choices after. 

20. How do you plan to address achievement gaps?

Examine the weaknesses and successes of the programs or areas demonstrating the gaps to find target areas for intervention and support. Seek feedback from participants and staff on barriers to achievement they are facing. Collaborate with them, among the school board, and with other programs who are not experiencing gaps to find additional areas that can be adjusted to support and improve achievement. 

Lastly as stated previously, I would work to examine high leverage practices and explore practices or systems to support their use, such as the use of rotating specialties teams to provide further opportunities for teacher collaboration and support to address achievement gaps.