The Ypsilanti Courier
A Heritage Newspaper
Weekly Publication
Issues raised at candidates forum
Five candidates running this year, four attended forum
By Kathleen Conat, Special Writer
PUBLISHED: April 10, 2008
Four of the five candidates running for the three open positions on the Ypsilanti Public Schools' Board of Education attended a candidates' forum last week, sponsored by the Ypsilanti Education Association and the Ypsilanti Support Staff Association.
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Candidates Kira Berman and Katherine Weathers, running for the one-year term, and Sarah Devaney and Tom Reiber, running for the two four-year terms, answered nine questions prepared in advance by the unions before the floor was opened to questions from the audience of about 40 people.
Candidate Edward Jackson was reported to be out of the country that night. He met with union representatives privately at another time.
In this two-part series, the answers to these questions are outlined.
Question 1: Why did you choose to run for the Ypsilanti Board of Education?
Berman said she wanted Ypsilanti children to have "a world-class education in the face of substantial budgetary and economic challenges." She said her background in education gave her skills to contribute toward that goal, while her 3-1/2 year old daughter provided motivation to act at this time.
"I moved here because this community is diverse and I see that as a strength," Berman said. I believe the district is at an important point where it truly has the potential to become a regional leader in public education."
Weathers said she was raised in Ypsilanti and had many family members who graduated from Ypsilanti High School. She and her son moved back to the area from Ohio so her son could graduate from YHS.
"The decision to run for the Ypsilanti Board of Education was an easy one because of my deep commitment to students, parents and community members," she said. "The parents I have worked with have strongly recommended I seek a spot on the school board."
Devaney said she believes the YPSD is positioned "on the cusp of excellence" and "I believe I can help make that a realization."
Devaney said her background as a countywide educator and commitment to public education had given her skills to help move the district forward.
"I want to invest in our community because I believe schools are an extension as well as the biggest asset of a community."
Reiber said he wanted to promote one of the district's mottos that it prepares all students for success and support the teachers in those efforts. He also wanted to see the implementation of the recently passed technology bond.
"My background is in technology and I want to see the best use of our resources so our kids can compete in this technological age," he said. "I also want to give back to the community.
2. If elected to the school board, what are your top three objectives?
Weathers: Ensure educational quality; ensure communication with all stakeholders and work to establish YPSD as an example of a district which is improving the opportunity for effective professional development.
Devaney: Hiring an innovative superintendent, eliminating both the achievement and opportunity gaps and ensure fiscal responsibility.
Reiber: Eliminate the achievement gap, increase student enrollment and achieve 90/90/90 schools.
Berman: Eliminate the achievement and opportunity gaps, provide all of our kids with world class academic opportunities which will increase our enrollment and increase our graduation rate.
3. What knowledge and skills do you bring to the Board of Education?
Devaney said she is an educational data analyst, having worked with the Ann Arbor Public Schools and now with the Washtenaw Intermediate School District. In addition, she was appointed to the YPSD BOE in April of 2007, so has one year of experience on the board.
She is also trained as a Critical Friends Group coach. CFG is a professional development method used in the Ypsilanti schools. She is also trained in peer facilitation and is valued as a "bridge builder" in team settings. Devaney said her ability as an "active listener" helps her hear all sides before making a decision.
Reiber said he has 12 years of experience on the YPSD board, as well as a master's degree in education and 25 years experience in information technology. He added that he is known as an excellent communicator and a strong team player. He listed his positive working relationship with the superintendent, teachers and community stakeholders and being a good listener as assets he brings to the table.
Berman listed her 15 years experience as an educator in hands-on science education as a major asset. She is the director of education in the University of Michigan Exhibit Museum of natural History. The experience has taught her how to leverage sparse resources for excellence and bring community members together to educate children.
Berman has served on the community vision committee for YPSD and said she hopes to continue to find way to harness community input and energy for the betterment of the schools.
Weathers said she had a Bachelor of Science degree from Central State University with a major in accounting. She has also graduated from two of General Electric's premier management programs, Information Systems Management and Financial Management.
In addition, she has more than 20 years experience in the public and nonprofit sectors in financial analysis, public relations and event coordination. She is now the owner and operator of a consulting firm that works with high-risk students in Detroit and Pontiac.
Weathers listed her organizational and communications skills, historical knowledge of the district and vision for it, along with passion and empathy as assets she brings to the table.
4. What are your views on collective bargaining in the public school setting?
Reiber said, "Collective bargaining is about respect and stability. The purpose of negotiating a contract is to shape sound education policy and establish mutual accountability."
Berman said, "I support collective bargaining and strong advocacy for any group of employees, and I think collective bargaining should be done both early and often - and before budgeting begins. I don't think collective bargaining has to be adversarial - we are all here in the interests of the children. I firmly believe that when staff share a vision and work together to meet challenges and make it a reality that works for them, we will have a better school district."
Weathers said, "Collective bargaining in the public school setting provides a method to ensure you have a satisfied workforce. [It} is necessary and a fair way to negotiate the needs/concerns of staff, students and community. The administration should be directed to sit down with unions to obtain fair and equitable contracts."
Devaney said, "I strongly believe that collective bargaining in public education is an essential process. It allows for voices and opinions to be heard from both sides. If approached collaboratively, both sides can work together for the good of the cause. [It] makes for an inclusive process whereby all parties are involved in the decision-making process. Staff of the YEA and YSSA are key players in our educational system and because we are in this together, we need to work together. It can't be an 'us versus them' mentality."
5. In times of shrinking revenues and budget cutbacks, decisions often must be made regarding budgetary priorities. Outline your budget priorities as specifically as possible and how you would attain the knowledge of such priorities.
Berman said, "My priority is ensuring that our children succeed. I do think it is fundamental to keep any cuts away from the classroom and away from the student experience. I also feel it is important to invest in curriculum and instruction and human capital."
Weathers said, "Instructional integrity is my #1 priority. Within the classroom there are several key factors: meeting curriculum objectives, ensuring adequate staff and support staff, and quality materials are essential.
For everyone throughout the district, maintenance, security, nutritious meals and quality food service must be maintained at the highest level. Obtaining knowledge of budgetary priorities and data will be used to determine my direction.
I will review past and present YPS budgets and research all other resources that are appropriate and legal. Input from staff, parents, students and the community will help to guide me, along with my degree in accounting and my financial analysis background.
Devaney said, "When it comes to our budget, priorities need to be around curriculum and instruction and those things that most impact students. When thinking of budget cuts, they need to be as far from the classroom as possible. Because it's not the board's job to rubber stamp Central Administration, when considering budget cuts, we need to remember to gather the right information and ask the right questions. We need to consider all the voices in the process.
Reiber said, "First, student needs. Second, teacher needs. Third, other needs. My knowledge would come from listening to all stakeholders in the community and from training received during my service on the Board of Education."
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