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USD 348 Baldwin City District 2, Position 5

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  • Susan Schiffelbein
    (N)

  • Victoria “Tori” Yardley
    (N)

Biographical Information

What do you think is expected of as a commissioner/board member?

What role your think policy plays in the functioning of your position?

What kind of relationship should a board member or commissioner have with the community (including parents and families)?

What responsibilities do board members/commissioners have in regards to advocacy?

What are your thoughts on the proposal to change from at-large commissioners to districts and an elected Mayor?

Personal Biography I have been in the field of education for 33 years as a teacher, a parent, and on an administrative team. Currently, I support school districts in Kansas with their improvement goals that increase equitable outcomes for academic, social and emotional learning, growth, and mental well-being.
Campaign Phone (785) 817-2617
Campaign Web Site http://coming soon
Education BS from Washburn University MS from Fort Hays State University
Community/Public Service School board member
I believe we are to uphold policies that promote a rigorous academic curricula and systemic social-emotional process of teaching and learning. We must support our educators professional learning and growth in both these areas, as well, in order to have the best system for our students. I believe we must do our homework before showing up to make decisions that affect our community and our schools, so that we are knowledgable with our contributions to the team decisions. Modeling self-regulation, perspective taking, and social awareness are also important, yet somewhat underemphasized, skills for board members to display.
I believe that KASB has very wise people who have their finger on the pulse of policies that support Kansas students. Our role is to ensure we are abiding and following those policies. However, I also believe policies sometimes need to be challenged when they are working more as barriers, rather than as protection factors, for students to receive an equitable education. In my experience, KASB has been open to hearing about these ideas and making relevant changes when necessary. Local policy should align with strategic plans and considered every few years as change is always necessary to continue a strong educational system.
As part of the community, I should always seek knowledge about the general circumstances surrounding the lives of families in our community so that we can create the most inclusive, welcoming, and conducive to learning environment possible for our staff, students, and families. The relationship with the community should be professional, communicative, and open to hearing celebrations and concerns. On that same note, we are called to advocate for the system as a whole and the overall greatest good for our students and families. Special treatment should be the norm for ALL students. Exclusion of any student or population of students should not be a consideration no matter race, ethnicity, gender, income status, learning level, or sexual orientation. Every student deserves fair and equitable access to education and every struggling student deserves a system which can support and meet their needs. This practice includes times during a pandemic or personal crisis or other.
When we realize policy is a barrier to a student receiving an equitable and rigorous education, we must advocate for change. There are situations where this can be filtered through the hierarchical system within our own board to the state board to the legislature and there are situations when contacting legislators directly may be necessary. Communication is key with how to strongly advocate and make a solid case for change.
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