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School boards, when functioning as they are meant to, play an absolutely critical role in shaping the education system within a district. It is crucial that they never become a "rubber stamp" for decisions made by others. Rather, school boards have a fundamental responsibility to the community they serve, and that duty must be taken seriously. 

A school board’s primary role is to set policies that guide the direction of education in the district. This is not a passive task; board members should be deeply involved in the process of shaping those policies, not just approving them. Additionally, the board is responsible for hiring, evaluating, and when necessary, removing the superintendent. They also serve as the vital oversight body for district operations, ensuring accountability to students, staff, and the wider community. 

For this to happen effectively, school board members must actively engage with the community. They should be committed to public outreach, regularly soliciting feedback, inviting key stakeholders to the table, being transparent in their actions, and, above all, emphasizing accountability at every level. This engagement ensures that the board is not only a governing body, but also a voice for the community’s needs and values. 

In addition to their local responsibilities, school board members must advocate for their district and its students at the state and federal levels as well. This advocacy is crucial for securing the resources and support needed to ensure every student, educator, and family has the opportunity to succeed. . .

School boards are entrusted with running the business of the school district. Because they are elected by the community, a level of responsiveness to the community and responsibility to the community are assumed. The board sets a tone by the way it treats everybody: staff, students, parents, community members. It also sets precedents by the way it chooses to get information and ideally it will rely on the experiences of the people most closely involved in situations. I think I am a good candidate because I have given my entire professional life to teaching and have worked under the leadership of a great variety of administrations at both the building level and the district level. I have seen a variety of programs, styles, and initiatives come and go, and I have a good sense of what worked and what didn't. Also, I believe strongly in the importance of good, clear communication and the need to treat all people with respect.

School boards matter for a lot of reasons from curriculum design, budget control, to upholding accountability, and ultimately acting as a voice of the community in our schools. Ultimately, all of these reasons are focused on one goal, preparing our kids for their futures. I will continue to promote fiscal responsibility, ensuring that taxpayer dollars are spent wisely, and advocating for policies that focus on efficiency and accountability. I will push for initiatives that raise academic standards, promote individual responsibility, respect for authority, and the development of strong character. I am dedicated to making collaborative, informed decisions that support our teachers, benefit our students, and uphold the integrity of our educational system. I believe we can build a future where our children are well prepared for success and the values of our community are respected and upheld.

Culturally responsive teaching is fundamental in addressing the long-standing disparities that exist in education. It ensures that marginalized communities, particularly Black, Indigenous, and People of Color (BIPOC), are not just included but are seen as central to the educational process. It recognizes the importance of honoring the histories, experiences, and cultural identities of these students while also teaching about social justice, anti-racism, and equity.

As for my position, I firmly believe that culturally responsive teaching is not only necessary but essential for creating an educational system that serves all students equitably. In our school district, I do believe there are changes that need to be made to ensure that culturally responsive teaching is fully implemented across the board. For example, we need to prioritize ongoing professional development for educators to deepen their understanding of cultural competence inclusive practices. Curriculum and instructional materials should be regularly reviewed to ensure they reflect the diverse experiences and contributions of all communities, especially those that have been historically marginalized. 

It is CRUCIAL that we engage our marginalized communities in this process, making sure that their voices are heard in shaping how culturally responsive practices are integrated into our schools. Too often, our families from communities of color are left out of these conversations, and their perspectives are invaluable in ensuring that the system is truly meeting the needs of all students. 

Culturally responsive teaching is a powerful tool for inclusion, and I am committed to ensuring that our district takes concrete steps to support . . .

Culturally responsive teaching is teaching with the consciousness and understanding that people from different cultures will have different tools and attitudes that they will use to help them understand subjects being taught. I have not been in the schools recently enough to know what teachers are doing in this regard, and so I can't comment on changes needed.

At its core, culturally responsive teaching is about helping every student succeed, regardless of background. It is not about lowering standards; it’s about removing unnecessary barriers so every student can reach the same high bar. I would emphasize getting to know our students and involving their families. I would seek to understand the many perspectives throughout our community, engaging with the board, teachers, and the community to decide if changes are needed. If so, I would approach changes with full transparency, balanced materials, and full accountability.

I was a union member for 30 years up until my retirement this past June 2024. My final 22 years of employment was at Corvallis School District as an elementary school office manager (Bessie Coleman - formerly Hoover - Elementary School). During my 22 years in Corvallis I was the building representative for 22 years, a union steward for 18 years, a union officer for 7 years, and participated in 12 cycles of bargaining on behalf of classified staff. I am very experienced in bargaining and strongly believe in improving working conditions for staff. Staff in good working conditions can better meet the needs of students.

I have been a member of two different labor unions in my life, but I have not taken part in negotiating contracts beyond my vote to approve them.

I have spent over 25 years in the heavy manufacturing industry and have partnered closely with the USW. As plant manager of multiple different locations, I have had limited involvement with multiple contract negotiations. My approach would be the same as on the school board, ensure fiscal responsibility, while trying to balance the many needs and wants of the union. In the end, having open, fully transparent dialogues with both sides ensures that the most critical issues are addressed.

Too often, school districts operate in a way that I would describe as performative. In many cases, by the time they seek input from the community—largely for the sake of appearances—they have already decided on the path they wish to take. As a result, I do not believe the school board has been authentically engaging with stakeholders, especially marginalized communities. This needs to change. 

Collaboration and transparency must be at the heart of all decision-making processes, particularly when it comes to policy. True engagement means involving all stakeholders—educators, students, families, and the broader community—from the very beginning, and genuinely considering their input as a vital part of the decision-making process. This is especially important for ensuring that our communities of color and families experiencing economic hardship are not just heard, but truly listened to. These groups are often overlooked in traditional engagement processes, and it is critical that provide space for their voices in every discussion, ensuring that their needs and perspectives are fully recognized in the decisions that affect them. 

In the past few years, I don't think our school board has made a point of engaging any of these people in policy considerations. At least, for the vast majority of the past four years, community participation and comment has been mostly shut down. I think we do best when we realize that peoples' attitudes and opinions come from their experiences, and if we are ever going to understand them, it will be from listening to their stories. Inviting people to participate and making them comfortable enough to tell their stories is essential. Taking time to do this well can keep us from acting on false assumptions, making insensitive choices, and dooming a well-intended policy to failure.

We should continue to host open school board meetings with translation services. I like that we rotate through the various schools and communities. I would invite community leaders to cohost or moderate some of the school board meetings to further build trust. I would work with and find ways for them to cocreate programs for our schools. I think it is awesome that we have student representatives at the school board meetings. I would look to find ways to strengthen their voice and work with them to broaden their inclusion and representation of the entire school body. Ultimately, the school board needs to act on the feedback and be transparent. We need to build trust.

I want to acknowledge upfront how incredibly challenging this issue is. We are faced with the difficult task of ensuring that we stay true to the core principles of Diversity, Equity, and Inclusion (DEI) while also securing the federal funding our schools desperately need to support our students. Both of these priorities are non-negotiable for me—our schools need the funding, and our most marginalized communities, especially those that have been historically underfunded, need the protection and support that DEI practices provide. 

My initial instinct, and frankly, every part of my heart, tells me to resist the current political pressures. I strongly believe that the executive orders being issued are not legally sound, and I am confident that, in time, they will be overturned. However, in the meantime, we must find a way to safeguard both the necessary funding and the critical DEI initiatives that ensure our most vulnerable communities are not left behind.

Across the country, some school districts are exploring strategies to navigate these conflicting pressures. One approach has been to reframe DEI initiatives in ways that focus on inclusivity without using the specific language of diversity or equity. For example, promoting the values of “inclusion and belonging for all students” can allow districts to continue prioritizing supportive, equitable environments while adhering to the new federal directives. This strategy doesn’t mean abandoning DEI—it means protecting the principles that are essential to supporting marginalized students while (outwardly) complying with the administration’s mandate. 

This approach requires a thoughtful reassessment of program . . .

The public schools are diverse and inclusive by their very nature. Everybody is welcomed, and nobody is left out. Equity is the balancing required to achieve fairness. Who opposes fairness? I don't think there's an easy answer to this. So many of the federal dollars go to special education or kids in Title schools, and removal of those funds would really torpedo equity. What I have read from the statements the Executive Branch sent out indicates to me that they think schools are teaching DEI programs. This is not what I understand is happening. I think we are better off continuing to maintain support for our diverse students.

Our job as a school board is to ensure that every student in our district has the opportunity to succeed, no matter their background or personal story. When we talk about diversity, equity, and inclusion, we’re not talking about politics. We’re talking about giving students the tools and support they need to learn, grow, and thrive. 

We don’t support DEI because it’s trendy, we support it because it works. Because when students feel respected, when teachers are equipped to meet diverse needs, and when barriers to learning are removed, academic outcomes improve. That’s not ideology. That’s good education. 

I am committed to responsible leadership, local values, and keeping our focus where it belongs: on students. If funding is threatened because we refuse to exclude or ignore parts of our community, we will work with our legal advisors, our state leaders, and our community to stand strong, stay compliant, and stay focused on what’s right. 

An easy one! I 100% agree and I support passage of SB 1098. The community can (and should) have set processes to raise concerns, but final decisions should rest with our trained educators and administrators. And, to restate Senator Lew Frederick, I agree that it is important that student have the ability and access to learn about history, experiences, and viewpoints of all communities.

I agree with Lew Frederick's statement above and support passage of this bill.

As a supporter of strong schools and an engaged, informed community, I support SB 1098 because it strikes a sensible balance between parental involvement and the freedom to learn. 

This bill doesn’t take away anyone’s voice, it ensures that requests to remove books from our schools come through a clear, written process by individuals with a direct connection to the school. That’s good governance. It keeps the focus on facts, not fear. 

Just as importantly, SB 1098 protects against the removal of materials simply because they reflect the experiences of people from legally protected groups. We don’t strengthen education by erasing perspectives, we do it by helping students think critically, understand the world around them, and see themselves and others in what they read. 

As someone who believes in both local accountability and educational freedom, I see SB 1098 as a common-sense safeguard. It supports transparency, protects student learning, and keeps political overreach out of our classrooms.