Penfield PACE, Parents Advocating for Challenge in Education
In 2021, there are nine candidates for three open seats on the Penfield Central School District Board of Education (BOE). Thank you to all candidates for declaring their candidacy. Go to https://www.penfield.edu/schoolnews.cfm?subpage=2011978 for information about the nine candidates.
With nine candidates, it was challenging to cover many topics at the Meet the Candidates forum on 4/27/21. Penfield PACE extended an invitation to all nine candidates to express their views about challenge in Penfield Schools by completing the questionnaire below.
The BOE Election and Budget Vote will take place at Penfield High School on Tuesday, May 18, 2021. Go to https://www.penfield.edu/schoolnews.cfm?subpage=2011976 for information.
Board of Education candidate's name: Catherine Dean
1. What is your viewpoint about effective and equitable ways to both help all students to discover and nurture their strengths, talents and interests, and also address the atypical needs of advanced learners and thinkers?
When it comes to being effective and equitable in helping all students to discover and nurture their strengths, talents and interests, there needs to be an interactive partnership with the student, teachers and parents. As a district, and with the board’s encouragement and directive, Penfield has promoted our enrichment program to be inclusive of all students. ln the younger grades, enrichment revolves around academics and that is determined through screening. In the higher grades, enrichment can include students with specific interests, not solely on academics. I feel our screening process is effective for identifying academic strengths and our commitment to social/emotional learning is helpful for supporting the whole student. However, as with all programs and initiatives, there is always room for improvement and that interaction between stakeholders helps to identify where improvements need to take place and how that can be achieved.
2. Closing equity gaps in all aspects of public education takes expertise, time, work, and often, money. What is your viewpoint about closing equity gaps and supporting diversity and inclusion in Penfield Schools, including its Enrichment programs?
My viewpoint on this is that in the Penfield District, we are on our way in addressing equity gaps and supporting diversity and inclusion in Penfield Schools. Naturally, because we want all students to celebrate and acknowledge their uniqueness, this includes enrichment programs. We have partnered with Progression Partners, an organization that helps school districts establish an atmosphere that allows students to see themselves reflected in the curriculum, activities and school practices. I support this whole heartedly and from the positive feedback received from the community on this, I am not alone in this support. We are learning the difference between equity and equality, and we are more aware of how differences can be nurtured and celebrated through culturally responsive education. Gaps certainly need to be closed, but this will take time and comes about when we recognize how those gaps present themselves. Our district is innovative and committed to the whole student, whatever that student’s identity, culture, academic abilities, artistic talent, race or economic status or any other unique characteristic that student may possess.
3. What is your viewpoint about ways to offer supported challenge at the high school level that both effectively and equitably prepares each student for their post-secondary goals, and builds skills and strategies for resilience and wellness?
We are continuing our work on diversity, equity and inclusion, closing equity gaps and celebrating each student’s uniqueness, but there is much work to do. We strive to help all students build skills and strategies for resiliency and wellness regardless of their academic abilities and personal interests, which helps in their overall preparation for life beyond their time at Penfield. To me, this is about over-all wellness and learning skills to handle life which should be started long before high school. We are and have been committed to the Social Emotional Learning of our students (whole student focus) and now are embracing restorative practices and culturally responsive education so that all students have a broader base of skills to draw from by the time they graduate. We will be focusing on helping students see themselves in our curriculum and in their schools which, over time, will help with their resilience and overall wellness.
4. How familiar are you with the Schoolwide Enrichment Model used in Penfield Schools?
I feel I have a good understanding of the basics around the Schoolwide Enrichment Model. Penfield screens all students coming in at the Kindergarten level when they register, assess students in the elementary grades with more specific screening in 2nd and 3rd grade and do other assessments to identify gifted students. We have protocols for the ELA gifted and for 3rd, 4th and 5th grade math and hold off on acceleration until a student reaches middle school. Once in older grades, we offer enrichment opportunities for students regardless of academic ability and put additional focus on a student’s interests (speakers to engage students, field trips, etc.). We have one enrichment teacher at each elementary school (four total) and three at Bay Trail. We have a strong commitment to our Enrichment Program, but I know there is some concern that our commitment to DEI will impact Enrichment. The District is committed to supporting both and we are not removing any Enrichment teachers. Our DEI work will only help to enhance Enrichment and the District will be better for it.
5. Feel free to add additional comments.
In the nine years I have served on the School Board, I have seen much growth in the direction of the district. "Team Penfield" has been embraced by administrators and staff and the District is more cohesive and has better focus on the whole student. I credit our Superintendent and the Board for this vision and our administrators, teachers and staff for participating in this growth. In addition, the Board
has had a cooperative and supportive relationship with not only the District and our Superintendent, but the various other groups we have partnered with, including PACE. Our District is great because of the group effort, strong partnerships, exchange of ideas, and the never-ending goal of improvement, academic excellence and focus on the whole student. I have a record of supporting these efforts and working collaboratively with the District and my fellow Board members and enjoy a friendly relationship with our stakeholder groups. I am proud of the work we do and the partnerships we have and the different services we offer. I want PACE to know that my commitment of the past nine years is as strong as ever. I want to see our students succeed and thrive. I want to see the District continue its steadfast commitment to excellence, consistency, transparency, fiscal responsibility and the focus on the whole student. Our school district is the main reason most people move to our area and I would like to continue in this role so I may continue in my commitment to serving this community.
Thank you to the BOE candidates for completing this questionnaire, and thank you, readers, for taking the time to get to know all candidates for the Penfield Board of Education. Don't forget to vote on May 18th!