MASB Standards - #1

My responses to the evaluation questions of the MASB standards for Standard 1.

4/29/20242 min read

The Michigan Association of School Boards (MASB) has established standards for the governance of both a school board and individual members themselves. They were developed by school board members for school board members to provide a shared framework for effective school district governance. I've taken the liberty of answering the questions they pose to evaluate or prompt successful adoption of each standard so that you can get a better feel for how I will ensure I lead with proper governance. The next few blog posts will contain my responses to these questions, one standard at a time.

Standard 1: The individual school board member is motivated by and focuses on what is in the best interest of all students.

1.a. Is the board member primarily concerned with the goals that have been identified in the district plan?

Facilities - While I am aware there is a plan in place already to improve facilities and add new ones, I am fully on board with increasing staff diversity.
Community & Parent Engagement/ Long-Term Stabilization - Providing stakeholders with insurances and plans is an excellent way to engage them, but let us put the invested families to good use. More fun nights, Parent/Teacher conferences, etc, should be utilized to engage the community.
Student and Staff Development - Students and staff ABSOLUTELY need increased mental health and Social Emotional Learning support. Having earned a Bachelor’s Degree in Psychology, I can attest to the many benefits of even just mental health awareness in the young. I will say I am very impressed by Multi-Tiered Systems of Supports (MTSS) initiatives in FAPS.

1.b. Does the board member demonstrate concern for all students in action, deed and decisions?

I have attended FAPS Board Meetings when student equity has come into question. As President of the Fenton Pride Collective, I have been part of leading initiatives to include students in extracurricular Pride activities.

1.c. Is the board member able to set aside personal issues and participate as a member of a board?

I have sat on a number of boards and committees and never had issues. I think the work to better my community (e.g. hosting successful Pride Nights, putting on successful plays, bettering curriculum for my district) has shown that I have no issues with leaving personal issues on the side and doing what is best for my constituents.

1.d. Does the board member maintain confidentiality when expected to do so?

As a teacher, much of what I do revolves around confidentiality - it’s in my blood. I fully know and realize the importance of confidentiality in all aspects of any position, but especially one where you are protecting the interests of children.

1.e. Does the board member advocate for viable and effective PK-12 public education? (Such as by contacting legislators about PK-12 issues, legislation, state education funding, etc.; talking with parents and community members about how they can positively advocate for and participate in their district, etc.)

Much of what I do in my life revolves around advocating for youth. I have publicly spoken at board meetings in favor of creating inclusionary practices and contacted state representatives about keeping COVID regulations in place during the time of the pandemic to ensure student safety. In the district I work in, I’ve sat and continue to sit on our Curriculum, Continuous Improvement, and Promoting Positive School Climate Committees, which provide me ample opportunity to make differences that positively impact student learning.