The Alpine school district division begins with the November 2025 General Election, where voters will elect all 21 school board seats within their respective school board member districts. Once elected, the new board members will begin serving in December 2025 with three (3)to five (5) year terms. Over the following year, the three new districts will focus on crafting policies, hiring staff, including the superintendent, negotiating with other boards to decide which district gets what resources in the Alpine split and set property tax rates. The transition will culminate at the beginning of the 2027 school year when the newly formed districts, Lake Mountain, Aspen Peaks and Timpanogos districts, will officially start educating students. Aspen Peaks School District will have 7 seats and include Alpine, American Fork, Cedar Hills, Highland, Lehi and parts of Draper. District Seat 1 will serve a five year term.
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People are more likely to resist change when the potential outcomes are too distant, vague, or unknown. Many ASD employees I've talked to are delaying their employment decisions until they can see the composition and direction of the three new school boards and which superintendent each one selects. To retain the best staff, the Aspen Peaks School Board must swiftly select a credible, visionary superintendent who will work collaboratively with the Board and stakeholders to develop a clear set of educational goals and values. These foundational principles would inform the creation of a transition plan meant to assess, prioritize, and secure the systems that deliver the essential services and curriculum that are critical for student success.
Creating something complex from scratch is challenging--a lesson I learned when I opened a new school. It will be the same for the new school board, as its early decisions will set the district's tone and trajectory. To build a strong foundation, the board's core goal must be a relentless pursuit of academic excellence, grounded in two vital priorities: supporting educators and engaging parents. The board should safeguard the best aspects of its predecessor, such as a highly collaborative culture. It also needs to be analytical and curious, learning from top-performing districts and emulating their efforts. Using its smaller size, the new district can increase transparency, gather more patron feedback, and forge new community partnerships.
Competitive salaries and benefits attract great teachers, but it is a thriving work environment that incentivizes them to stay. The key to teacher retention is fostering a collaborative culture where teachers learn from each other and see a positive impact on student outcomes. This requires providing excellent, on-going professional development, giving teachers a voice in decision-making, and ensuring they have access to the tools and materials essential for effective teaching. School districts should also partner with local university teacher preparation programs to create a natural talent pipeline. Furthermore, proactively engaging with legislators can encourage them to advocate for productive, but flexible, student-centered policies.
There is a fundamental difference between providing access to schooling and ensuring high levels of learning for all students. Some students face formidable barriers to acquiring the knowledge and skills they need to thrive and contribute to society. To address this uneven opportunity, districts must study achievement gaps, strategically allocate funding to programs that directly serve at-risk students, and train teachers to use differentiated instruction strategies. Districts must also provide accessible, meaningful opportunities for parents to participate in their child's education, take concrete steps to promote welcoming school environments, and collaborate with community groups that have strong connections to underserved communities.
Alpine School District has made great strides in helping students who struggle with mental health. New board members should advocate for these current ASD efforts. First, continue training educators to foster engaged learning through strong relationships and positive environments. Second, honor the unique ability of social workers, counselors, psychologists, and nurses to help distressed students and link families with resources. Third, authorize curricular specialists to help schools identify strategies that positively impact student well-being. Fourth, increase students' mental health literacy by teaching about mindfulness, resilience, etc. Fifth, offer superb extracurricular activities that build discipline, connection, and confidence.
