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SD 036 CHEWELAH Director District #1

4-year termNo Salary, some districts offer small per diem for evening meetings. School Board Members or “directors” – are the elected governing body of the school district, serving four-year terms. The school board’s governance responsibilities fall in four major areas: Vision – focuses the work on student achievement through a comprehensive strategic planning process; Structure – provides prudent financial planning and oversight; diligent and innovative policymaking; Accountability – sets specific goals and a process for evaluation, reporting and recommendations for improvements; and Advocacy – champions public education in the local community and before state and federal policy makers. The School Board sets the general policies of the district, which are implemented by the hired professional district Superintendent and certificated teaching staff and personnel. One of the critical duties is the adoption of the district's budget and proposal of any school levies to be placed on the ballot to the people. The commission sets policies and approves all spending via the budget. The council also sets salaries for district employees.
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  • T. O. Bakken (NP)

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    Judith Bean (NP) Retired Educator

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Biographical Information

Of three major issues facing your district, which one is the most urgent?

What is your position on Charter Schools as a part of your public school system?

What is your position on testing of your students?

What is your opinion on "start times" for elementary and secondary school?

How can the on-time graduation rate be improved?

How should bullying be addressed?

What would be your plan to see that your school district students earn their civics credit required by the new state law?

What is your opinion of student suspension for classroom disruption?

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Phone (509) 935-7255
Email judybean@centurylink.net
Town where you live Chewelah
Experience (300 characters max) Extensive experience as classroom teacher, school principal, district administrator, university professor, trainer of teachers and principals in several states.
Student learning/achievement is always priority one. Professional learning for staff and learning resources/environment/infrastructure are very important in supporting high levels of student learning.
Charter schools, thoughtfully designed, with high standards, clear purposes, planning and monitoring can serve some students well. One size does not fit all, but options can serve greater numbers of students and if staffing permits charters can operate along side "regular" brick & mortar.
A well designed assessment system is a must. More than just tests, an assessment system provides continuous feedback/data to students/staff/parents with evidence of learning and data for making system adjustments and program effectiveness. Day-to-day formative assessment is often the most valuable to students/staff as adjustments to learning are timely. Summative assessments are meant for students and also school systems to sample status of individual achievement and system programs.
In rural areas, start times must accommodate both elementary and secondary students as it is not reasonable/cost efficient to run two bus routes. Later start times for secondary students per research may not work. Secondary students providing their own transportation and accessing zero hour classes might help achieve a balance of beginning/ending times.
A systems approach of monitoring student learning, making timely and effective interventions begins at elementary and continues throughout K-12 along with career guidance at the 6/7-12 levels. School-parent communication regarding student goals and aspirations must begin before high school. Systems must also review their intervention/support systems and analyze data that reveals students are graduating on time and/or examine and implement needed changes. It is the responsibility of a school system K-12, not just high schools.
Pro-active, system wide programs/cultures ensure respect, responsibility, continuous monitoring with all students. Staff, students, parents need to know the expectations and support monitoring that ensures safety for all. It is a continuous process.
It is the responsibility of administrators and teachers to include this course, review the curriculum and provide delivery. School guidance counseling ensures that students are on track. There are many resources available for implementation of this course through OSPI webinars and resources accessible on-line and across the nation.
Clear, consistent behavioral norms with effective teaching is the beginning to student engagement. Students with unusual/ disruptive behaviors may need alternative learning settings. Disruption of learning should not be an opportunity to avoid learning accountability. Systems require planning, a consistent commitment, specialized staff training, and staffing resources to achieve high levels of learning for all, which is the goal.

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