Alameda C.A.R.E. 
Questions for School Board Candidates


The following three questions were submitted on September 29 to all candidates for two open positions on the Alameda Unified School District Board of Education. Following in alphabetical order by the candidates’ last names are the responses received by the October 8 deadline. Additional responses will be added as they are received. 

Note: Sheri Palmer has announced her withdrawal of candidacy for the AUSD Board of Education November election.

 * Updated 10/19/10 with responses from candidate Clay Pollard

1a.    Question posed only to incumbent candidate Mike McMahon: Please explain the rationale for your “no” vote on Lesson 9. How do you feel now about that vote and about the introduction of Lesson 9 into the Caring Schools Curriculum? What is your assessment of the literature list curriculum currently being developed to replace Lesson 9?


Mike McMahon: As Board member I did my level best to promote a community dialog regarding the implementation of Lesson 9. My website became the central place where everyone could express their opinion. I believe this facilitated a deeper understanding of issues and problems facing our community. As the Board meetings progressed, it was apparent both sides wanted a clear victory for their side. I proposed a third option that would have allowed a parent opt out option. I admit my primary concern was the upcoming parcel tax election and the potential impact of one side “losing”. After the vote I immediately stated, and acted, to support the implementation of Lesson 9. Replacing Lesson 9 with Steps to Respect and the list made it clear that we are trying to address all classes and was more inclusive.

 

 
1.        Question posed to non-incumbent candidates: If you had been a member of the Board of Education when it was being considered, would you have voted for the addition of Lesson 9 to the Caring Schools Curriculum to address the needs of children of same-gender parents and of students who themselves identify as lesbian, gay, transgender, bisexual or gender-non-conforming? Why or why not?  What is your assessment of the curriculum currently being developed to replace Lesson 9?



Clay Pollard:I would not have voted in favor of adding Lesson 9.  It was presented as an anti-bullying program, but only referred to one protected class.  My assessment of the curriculum being developed is negative.  Bullying is a cruel, antisocial behavior.  It should not be tolerated regardless of whom is being bullied.  Students should learn respect and civility toward all I prefer a positive character building curriculum.
 
James Pruitt: This was a polarizing debate. I would have tried to find a way to meet all interests. We know that bullying can have devastating consequences, even the tragic consequence of suicide. I’ll always support anti-bullying curriculum aimed at the six protected classes and also more broad-based curriculum. I am not a curriculum expert. Most of the curriculum that I have seen seems to address the issues of bullying. I would be guided by teachers and others on the specific curriculum choices.

 

Margie Sherratt: If I had been a member of the Board of Education, I would definitely have voted for the addition of Lesson 9.  While I understood the need for broadening of the curriculum to address the needs of all of the protected classes, it was clear that bullying of any student, regardless of who they are is not okay. Unfortunately, I am not familiar with the curriculum that is currently being developed to replace Lesson 9. As a Board member, I would do my research and then comment on my views regarding this curriculum.

 

Rand Wrobel: I’m in strong basic support of Lesson 9. I’m highly supportive of professional development in this area. I have not assessed the replacement, awaiting its formation.

 

2.        The often tense debate over the introduction of Lesson 9 into the AUSD curriculum exposed significant divisions between parents concerned about the safety and comfort of their children in the schools and parents concerned about their right to controlwhatis taught to their children in schools, including topics such as sexual orientation and the nature of families. As a school board member, how would you help to bridge that divisiveness going forward and how should the schools balance the concerns of all parents without disadvantaging students?

 
Mike McMahon: As community we continue to grow and learn. When City Hall moved to adopt an ordinance in support LGBT families in the late ‘90s, the community responded. As school board members we need to continue to facilitate dialog around the safety of children, parents and staff and establish structures to address concerns raised by anyone.
 
Clay Pollard: All parent are concerned about the safety and comfort of the children in school.  All parents should be respected and involved in the education of their children.  Bridging divisiveness is a product of civility and respect.

 
James Pruitt: On this issue I believe that all interests can be met. I would encourage all groups to give their input. If we put the safety of all the students as the highest priority we will find the best answer. I have seen how, if groups with apparently different points of view try hard to reach each other’s underlying interests, that a workable consensus can be forged.


Margie Sherratt: As I was working as an Interim Assistant Superintendent  for AUSD and was involved with the Lesson 9 project with teachers from all schools, I saw first hand that some teachers and parents believe that Lesson 9 was too specific in its scope.  Parents and teachers universally agreed that they did not approve of any child being singled out or bullied. Educating and informing is the only way to continue to help bridge any sort of divisiveness. I would direct the Superintendent to make sure that all sites are actually teaching the approved curriculum.  As a School Board member, I would also direct the Superintendent to continue with State approved curriculum as well as District-wide programs that would celebrate our families, our cultures, and our mission of acceptance of all students. 

 
Rand Wrobel: I’m supportive of being proactive with regard to bullying for any reason. Giving teachers the tools, and the time, and engaging the entire school in community and identity-building activities to create culture of respect for everyone is key. 

 

3.      A recent study (http://www.glsen.org/cgi-bin/iowa/all/news/record/2624.html) indicated that 9 of 10 middle and high school students identifying as LGBT or gender nonconforming reported being harassed. Younger children of same gender parents and those engaging in gender non-conforming behavior regularly report being bullied or harassed in elementary school. Granted that all students need to be protected from bullying and harassment, what more do you think AUSD should do to protect this particularly vulnerable subset of the student population?

 

Mike McMahon: As a Board we need to work with the Superintendent to assess the implementation of Steps to Respect, identify concerns, challenges opportunities and successes. We should review Healthy Kids Survey in elementary schools and secondary schools to develop Alameda-specific data. If the survey does not answer questions regarding vulnerable subsets we could explore expanding the data collection process. Working with effected groups to inform our decisions, staff should be able to develop strategies to address any issues that arise from the data.
 
Clay Pollard: I believe that current policies protect students identifying as LGBT orgender nonconforming.

 
James Pruitt: Teachers and administrators need to be on the alert for all types of bullying and suppress it. Teachers need to be supported with curriculum, in-services and other means as they indicate to tackle this issue.  Bullying ruins education and lives and can and must be prevented.

 
Margie Sherratt: Once again education and information is the key to stopping any form of bullying.  Teacher education, with a “what actions to take when” portion, and PTA parent forums should be a continuous part of each school community.  When any one protected class feels harassed and excluded, then programs that seek to bring understanding and tolerance must be in place.  As not all people have the same beliefs in regards to LGBT, it is all the more important to promote informational forums at each site.  It is the obligation of the School Board to ensure a safe and secure environment for each and every student in AUSD. 

 
Rand Wrobel: I’d propose a counseling hotline, with expertise working with LGBT, able to provide support and early intervention.



 

 

Updated Oct. 19, 2010