Candidate Forum - March 26th, 7 p.m.

Pam Lyss-Lerman

(Write-In Candidate)

pamforclaytonschools@gmail.com | www.pamforclaytonschools.com

Education

Clayton High School, 1993
Emory University, B.A. in Psychology, 1997
University of California-San Francisco School of Medicine, M.D., 2007
University of California-San Francisco Psychiatry Residency Training Program, 2008-2012

Employment

Psychiatric Private Practice, Psychotherapy and Psychopharmacology, 2012 - current
Psychiatry and Psychotherapy Consultant for Early Career Psychiatrists, 2018- current
Middle and High School Science and Math Teacher, The Birch Wathen Lenox School, New York, NY 1998-2003
Research Technician, McLean Hospital, Department of Psychopharmacology (Affiliate of Harvard Medical School), 1997-1998

Civic Memberships

Volunteer Experience in Clayton:

All-In Clayton Coalition - Parent Sector Representative and Committee Member
Clayton Recreation Soccer League – Assistant Coach
Glenridge Elementary Principal Interview Team
Wydown Middle School Assistant Principal Interview Team
Clayton Solidarity Ambassador
Glenridge Elementary – various classroom volunteer activities
Wydown Middle School – various school volunteer activities

Other Experience:

Volunteer Clinical Faculty at UCSF School of Medicine and in the UCSF Department of Psychiatry, 2015-present
San Francisco Psychotherapy Research Group 2015-Present, Board Member 2020-Present
Working group to create The Women's Mental Health Focus Track at UCSF Psychiatry Residency Program, 2011-2012

Family

My husband, Jason, and I could have moved anywhere when we chose to leave city living in San Francisco – and we chose Clayton for the excellent education and academic rigor our district provides. We have 3 sons who are all in the Clayton School District: Noah (11th grade), Itai (9th grade), and Ezra (4th grade @ Glenridge).

1. What prompted you to run for election to the Board of Education?

As a proud Clayton graduate who has lived on both coasts, I bring a unique perspective to our community. With a background in education and psychiatry, I have a deep connection to Clayton coupled with a broader, diverse outlook. I have the understanding both of being a St. Louis native as well as experiencing Clayton as a new family.

I’m motivated to contribute to the community that shaped me, and serving on the School Board offers the opportunity to utilize my skills, experience, and perspective toward this goal. I spent a year understanding the responsibilities and challenges of this role by attending board meetings and meeting with board members and Dr. Patel. When the race was uncontested, I decided to pursue candidacy now as a write-in candidate. A healthy School Board comes from a competitive election. You deserve a choice in who fills this role.

In the spirit of Clayton’s Strategic Plan, I will use my head and my heart to continue the educational excellence that makes Clayton one of the most sought-after districts.

2. Why are you qualified to represent the Clayton community on the Board of Education? Please include any previous involvement with the Clayton School District as a parent, volunteer, employee, or business partner.

My background as a psychiatrist, teacher, and Clayton graduate provides me with a unique perspective to:

Further the district’s efforts to focus on social and emotional well-being for students.
To analyze information with a critical lens to make data-informed decisions to sustain and enhance Clayton’s history of academic excellence.

I believe that civic organizations thrive when we choose candidates who represent our vision and values. Given the opportunity to serve as your board member, I commit to:

Building true relationships between the Board of Education and our community stakeholders.
Asking thoughtful questions.
Listening with intention.
Encouraging civil, rigorous dialogue.

Volunteer Experience in Clayton:

All-In Clayton Coalition - Parent Sector Representative and Committee Member
Clayton Recreation Soccer League – Assistant Coach
Glenridge Elementary Principal Interview Team
Wydown Middle School Assistant Principal Interview Team
Clayton Solidarity Ambassador
Glenridge Elementary – various classroom volunteer activities
Wydown Middle School – various school volunteer activities

3. State the most important goal you will work towards during your term, and specify how the community can measure your success.

I envision working on these three goals upon joining the School Board:

Further developing our district’s focus on student social and emotional well-being
Building formal relationships with both the City of Clayton elected officials and with Clayton residents
Finding innovative ways to increase diversity in our schools because the Voluntary Transfer Student program will no longer accept new students to our district after this school year.

You, the Clayton community, can measure my success by becoming engaged in issues brought before the Board and by regularly attending Board meetings where you will see firsthand my dedication to collaborating with our community, administration, and educators.

4. What do you see as the biggest strengths of the school district and how can the Board of Education continue to support these? Additionally, what aspects of the school district do you feel need further improvement? How could you accomplish this?

Clayton schools have always been synonymous with high standards, producing leaders who excel in various fields and contribute positively to society. I am deeply invested in maintaining and enhancing this legacy.

I see three notable strengths of our district:

The unwavering commitment from parents, community members, and the City of Clayton’s leadership is essential for sustaining the academic excellence that defines our district.
Our practices of hiring and retaining inspiring, innovative, and experienced teachers significantly contributes to fostering a culture of learning.
The Board’s proactive approach to funding programs that prioritize students’ social and emotional well-being, such as the recently established Wellness Center at CHS, exemplifies our commitment to a supportive educational environment.

Amidst our strengths, there is always room to grow. Community members have expressed concern about decreasing test scores. I’ve met with principals and district administration to gain insight into these trends. Direct communication between the district and community stakeholders would alleviate many concerns. I aim to more deeply understand these trends and support the administration in developing improvement plans when necessary.

5. How would you address concerns from parents who feel their children are overlooked because they are not designated as high-achieving or struggling students and therefore not considered for some district programming?

First, I would understand existing programming tailored only for high-achieving or struggling students and then ensure that appropriate programming and funding are allocated to all students. Data on student growth can ensure that all students are being challenged.

In conversations with principals and district administration, I’ve gained insights into our district’s approach to ensuring academic rigor for all learners. For example, at CHS, programs like Project Lead The Way (PLTW) offer STEM curriculum integrated with career readiness. PLTW also trains and supports teachers to effectively motivate students.

In another example, elementary school teachers work in Professional Learning Communities (PLCs) where they collaboratively analyze and refine their classroom practices. Four key questions frame this work:

What do we expect our students to learn?
How will we know when they’ve learned it?
How will we respond when some students don’t learn?
How will we respond when students already know it?

Working together, teachers engage in a cycle of questions that promote deep team learning. This, in turn, leads to higher levels of student achievement for all learners.

6. How do you view the role of the Board of Education in teacher recruitment, retention, and performance?

Building principals, not Board members, should make decisions on hiring and evaluating teachers. The Board sets policies for teacher recruitment and performance based on the district’s vision. However, to make well-informed decisions, Board members should understand educational trends in curricula and economic policy. This understanding will help them anticipate both intended and unintended consequences of their policies. Thus, I advocate for the Board to receive regular trainings and relevant literature reviews educating them on a variety of educational domains.

To make our district attractive to teachers, we will need to continue protecting time for professional development and mentorship, thus creating a culture of learning, support, and improvement. To ensure we are constantly improving and adapting, we can learn from other districts. For instance, we could explore connecting with similar districts nationwide to glean insights into their strategies for retaining high quality teachers.

7. What did you learn from the community's response to the potential Caleres deal and how would you handle a similar opportunity in the future?

It is imperative that we complete a long-range facilities plan to ensure our buildings are safe and equipped to provide high-quality, leading edge opportunities that our students deserve. I am eager to add fresh perspective to this process while ensuring clear lines of communication. I envision a process for such decision-making:

A review of the district’s financial position and of our unmet educational needs.
A public and transparent development of how to target these issues and create effective, fiscally responsible solutions.
An engagement of the community to seek input and understanding.

8. What are your top two funding priorities and how would you fund them?

Teacher compensation: Clayton has a long tradition of providing excellent education, attracting experienced educators, and maintaining a diverse curriculum. Sustaining this education requires significant financial investment; 72% of our 2022-2023 budget was allocated to teacher/staff compensation. While costly, our high expectations for teacher performance demands that we continue to invest in their salaries. Subsequently, programs that no longer align with our Strategic Plan should undergo evaluation for reduction after a cost-benefit analysis is completed.
Social and emotional well-being: Schools weren’t created to address mental health issues; however, we don’t have a choice anymore. Meeting students’ social and emotional needs precedes academic success. The American Academy of Pediatrics issued a national state of emergency about children’s mental health. Studies show that in addition to COVID, the widespread adoption of smart phones and social media exacerbated this crisis. As a psychiatrist, I’m equipped to address this challenge. Implementing cost-effective approaches like Multi-Tiered Systems of Support is crucial. The district can continue to pursue public and private support and cultivate community partnerships to secure funding for such programs.

9. What do you see as the biggest challenges facing public education in general and the School District of Clayton in particular?

Two significant challenges facing public education are the declining teacher population and the imperative to teach critical thinking skills and media literacy.

College enrollment in teaching programs has been steadily declining. Addressing teacher shortage requires solutions at the national level. There’s a specific shortage of teachers with Master’s Degrees in high-demand specialties such as science, math, foreign language, and special education.

In Clayton, applications for open teaching positions have drastically decreased. Competitive salaries, a culture of professional development, and innovative hiring approaches are necessary to maintain high quality teachers and substitutes. Hiring experienced and inspiring teachers who model themselves as scholars - with an attitude of lifelong learning - will demonstrate this approach for students.

In today’s rapidly evolving digital landscape, the ability to think critically is paramount. With the proliferation of information and the widespread use of social media, fostering students’ ability to discern, analyze, and collaborate effectively is essential for success both within and outside of the classroom. We must invest in rigorous academic curricula that emphasizes critical thinking, logic, and media literacy.

10. The State Legislature is currently advancing legislation that would make Missouri an open-enrollment state. What are your views on open enrollment and how do you think this could impact the district?

Before making decisions, we need clarity on the legislation as multiple bills are currently circulating the House and Senate. I’ve met with our State Representative, Ian Mackey, and reviewed explanations of the bills to better understand them. Currently, school districts will annually vote to opt-in to receive students but cannot prevent students from leaving. (No more than 3-5% of a district’s population can leave annually.) Enrollment is based on a first-come, first-serve basis – meaning that individual schools have no choice in student selection.

Clayton’s voluntary transfer student program will stop accepting new students after this year, which will significantly impact our district’s composition. We should thus be thoughtful, intentional, and innovative about increasing diversity in our student body. As the bills currently read, open enrollment won’t necessarily increase our diversity. I’ve begun making connections with School Board members in open-enrollment states and in districts like Clayton to understand their experiences with this program. Further, consulting professionals familiar with the legal and financial impacts of these bills would help us make the most informed decisions.

Sources can be provided by request.

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