Board of Education Candidate Rosanne Kurstedt

Name:  Rosanne Kurstedt           

Age: 43

Address: 715 Clark Street

Length of Time in Town: 8 years

Family Life: Married with 2 children

Education:       BS in Psychology from Tufts University

                        Masters in Teaching from Fordham University

                        Ph.D. in Curriculum and Instruction from Fordham University

Professional Life:

• Professor, Fordham University’s Masters Literacy Teaching Program
• Writer and editor, Heinemann and Scholastic, educational publishing companies
• Consultant, Newport Group, LLC leadership training company
•  Co-founder, Writers Experience children’s summer workshop

Community/Political Activities:

• Education Fund of Westfield Board member
• Westfield Food Pantry volunteer
• Franklin PTO class parent
• Advisor to Franklin elementary school teachers on implementing, reading and writing workshops

Hobbies:

• Tennis, writing, photography

 What do you think the three biggest issues facing the Westfield public schools in this election? (Please list the issues)

1) Accessibility

2) Accountability

3) Advocacy

Please explain your positions on these issues?

While my three issues might seem broad, I believe they provide a framework within which to address many issues including the budget, communication, and our students’ overall educational experience.

1) Accessibility addresses the community’s right to have access to the budget process, decision-making, and information.  Without this accessibility, the public can feel duped, which is frustrating and disappointing. We have so much intellectual capital from which to draw in this community, and we are under-utilizing this precious resource.  Accessibility also addresses our students’ right to have access to innovative and effective curricula and instruction, as well support and assistance with academics including the college application process. As such, our teachers need access to the current research, instructional practices, and materials to meet the needs of all learners, at all levels. Finally, accessibility addresses our parents’ right to know what’s happening in the classrooms, through consistent and meaningful communication between school and home. 

2) Accountability addresses the need for the school board to be accountable for community priorities and fiscal responsibility, as well as for sharing information with the public.  Accountability also addresses the need to examine evaluation policies for teachers and administrators, so that all parties are held responsible for doing their jobs to the best of their abilities, and so that decisions are made based on data.  Accountability further addresses the need to hold the State of New Jersey accountable for providing the necessary funding for mandates placed on our district. Articulating our needs through letter-writing campaigns and newspaper articles can provide a starting point for moving Trenton toward a more equitable funding formula. 

3) Advocacy addresses the need to have student, teacher, parents, and the community voices heard.  Students should feel that their social and emotional needs are being supported, and that they are being academically challenged. We need to support students in becoming advocates for themselves and their ideals.  This includes being creative within our guidance department, even if additional funding cannot be the answer. Additionally, individual teachers should feel confident that their voices are heard. This piece of advocacy speaks to the idea that many teachers have a different view than their teachers’ union.  I would hope that teachers will be given the opportunity to voice their various points of view.  Advocate for parents and community.  Both parents and the community should feel confident that their concerns and suggestions are listened to and acted upon. Finally, we need to advocate on behalf of our community, which entails lobbying the state, and working with colleges and the media so that our wonderful programs and student accomplishments are known.

How do you propose the Board of Education handle the school budget at a time of reduced state aid and the two-percent property tax cap?

To start with, something must be done about the teachers 3.9% yearly salary increase.  With a 2 percent cap on property taxes, that salary increase is simply unsustainable.  Secondly, we must take a long hard look at all of our programs and collect data to see which are successful and which are efficient, and then make decisions based on that data.  Third, I think we need to capitalize on the intellectual capital in the community and look for creative ways to use our money.  Some candidates have suggested looking for additional revenue sources, including selling our AP classes virtually and offering advertising opportunities for companies.  I think these are interesting and valuable ideas that should be explored.

What is your position on the contract the Board of Education negotiated with Schools Superintendent Margaret Dolan, which has been objected to by the state Department of Education for going over Gov. Chris Christie’s cap on superintendent salaries?

I think the board wanted to keep Dr. Dolan and they felt it was a fair wage for the job that was being done.  What I’d like to know is on what basis that decision was made. How was her job performance measured?  While it might appear that the board rushed to renew her contract, I can’t take a position on that because I don’t have enough information about the process and timing of these decisions. Again, I think the bigger issue here is that the community might feel duped.  The rationale for the decision and the process was not made available to the community.

What is your position on the contract negotiated by the Board of Education and the Westfield Education Association in 2010?

I think the timing was bad.  I think the Board was operating on incorrect information and should have waited to get the specific funding numbers before committing the district to the new contracts.  I think the benefits savings that the Board did negotiate was a step in the right direction, and was happy to see that they were addressing spiraling health care costs.  However, when the state funding dropped significantly, I think it would have been wise and forward-thinking for the union to have reopened the contract.  Currently, I think the board could be more aggressive in seeking givebacks. 

What is your position on the school district’s capital reserve fund and the financing of future capital projects?

My understanding is that, in the past, major facility improvements were funded by bonds.  Smaller projects were folded into larger bonded projects.  When the state money no longer was available and the economy crashed, the game changed.  Many things have changed since 2009 and, therefore, we’ll have to look at things differently.  

If the environment is such that the state is not going to subsidize bonds and there isn’t public support for a bond, then the only way to finance future capital projects is to have a capital reserve or to make capital reserves part of the operating budget, in which case the capital improvements would be included and prioritized within the list of budget items.

At the very least, I would suggest that the district and board create a list of projects (big and small), prioritize importance, and outline potential costs.  Then decisions can be made with foresight.

Do you believe that shared services can be implemented between the Board of Education and the Town of Westfield or other Boards of Education? If so, what types of services do you believe can be shared?

Currently, the district does a lot in the way of shared services. They purchase electricity through the consortium of school districts.  They are members in the Morris and Union County cooperative pricing councils.  They use state contracts for equipment and supply purchases. They share equipment and labor with the town and then share busing with other schools districts for out of district placements and students who attend private schools. 

Are there more opportunities?  I’m sure there are, and if that is a priority for the community and board, I would like the opportunity to learn more about what other districts and towns have done, and to develop creative cost-saving partnerships and efficiencies. 

Do you believe there are any programs/services that should be cut from the school district budget? Do you think there are any programs/services that should not be considered for being cut from the school district budget?

At this time I don’t know of any programs I would suggest cutting. I would need to see data regarding the effectiveness of certain programs and use of resources to provide you with specifics on what I would cut.   I would suggest that the board do their due diligence and evaluate programs on an annual basis to ensure that resources and programs are being fully utilized.

What are your thoughts regarding the student activity fee implemented at the beginning of the current school year?

The activity fee may have been a necessary evil, but we should look toward its elimination as soon as possible.  Again, we need to evaluate the programs and resources. We should consider forming partnerships with local universities, theaters, and other professionals in the community who would be willing to donate time as mentors, directors, choreographers, or coaches. 

How do you propose the school district deal with the projected intermediate school enrollment bubble?

While I understand that Edison intermediate school can accommodate the projected 806 students next year (38 classrooms with 25 students which is 950 students) it’s not all about buildings and pure numbers.  It’s about planning ahead and articulating those plans to the public.  It is my understanding that next year, to accommodate the larger 6th grade class, Edison will maintain two teams but hire teachers for the academic subjects and ask teachers to teach additional sections in order to keep class sizes between 20 -25. I think parents would feel more comfortable if they knew more concretely what that would look like.  Additionally, it would behoove the district and board to outline how, with 50 more students, they can ensure that students will not get lost in the shuffle.  Has anything been done to address these concerns? In the meantime, next year, Roosevelt will be four students under capacity (30 classrooms with 25 students is 750 students).

While talking with people during the campaign, some ideas about the enrollment bubble and re-districting surfaced.  One such idea included a more aggressive plan for elective redistricting, which would include introducing specialty programs at Edison, rather than just a course.  This could possibly alleviate the turmoil of mandatory redistricting which split schools and separated friends. Within these programs all requirements would be met (e.g., fine arts, physical education, and the academic program) but the focus would be more specialized.  Some ideas included a Performing Arts Program, a Sports Program, or a Science and Technology Program.

The issue is larger than the current bubble and, while our immediate needs must be addressed, it’s important that the issue is also addressed with an eye toward the future.  Pretty soon the high school will have enrollment over 2,000 and, while again the building is able to accommodate the amount of students, how is the district and administration planning to meet the needs of these additional students so all students’ needs are met?

What is your position on parking for students at Westfield High School and the parking/traffic situation in the Dorian Road neighborhood?

It is a safety issue and a real concern. I’m happy to see that the board, town council and police department are trying to work together to solve the problem.  It is complex and will require everyone working together. 

Some ideas I’ve heard include: making streets one way during certain times, implementing alternate side of the street parking, building parking lots, and renting parking spaces.  Someone even suggested possibly using the Waterson lot. I don’t know the answer to this issue, but I look forward to seeing the results of the report that is being conducted. 

What is your position on Westfield High School’s ranking dropping from 27 to 41 in the latest ranking by New Jersey Monthly Magazine? Do you believe these rankings reflect the academic performance of the high school?

I do not believe the rankings reflect the academic performance of the high school. From what I understand, our test scores and other achievement markers within the report showed that Westfield students’ performance was extremely high.  Also, as I understand it, we were penalized in the rankings for our student-to-teacher ratio and our student-to-computer ratio, as well as for the percentage of our AP students taking the AP exam (our district does not require students in AP classes to take the AP exam). Apparently, because of that practice, our ranking was negatively affected.  I will say it is disappointing that so much weight is put on these rankings, but if that is the way of the world, I would urge our district and board to look more closely at the criteria and submit our data accordingly.

What can the school district do to handle the issue of student stress?

This is a complex problem, with many outside factors. Ultimately we need to focus on how we in Westfield create an environment that supports children’s continued growth and learning without placing so much pressure on them that they become exhausted, disengaged, or physically sick.  We need to revisit workload and assess if what we are asking of students makes sense.  This requires thoughtful and deep reflection about what it means to be literate in this society.  What does it mean to be smart?  And then it takes a district, school board, and community working together toward that shared goal.

What is your position on merit pay, teacher tenure reform and “last in, first out?”

While I believe in the idea that teachers should be paid based on performance, questions remain regarding how to measure that performance.  Standardized test scores are extremely limiting, and I have yet to see a merit pay structure that was objective and sustainable.  My beliefs about tenure reform are more concrete.  I believe there should be tenure reform; whether it’s five-year renewable tenure or a structure that makes it easier to get rid of underachieving teachers, something needs to change.  Additionally, in the words of my nine-year-old son regarding last in first out, “What if the last one in is the best?”

What processes and procedures do you believe should be used for teacher evaluations?

I would get a group of parents, students, board members, teachers, and administrators together to develop criteria for what an exemplary Westfield teacher looks like.  Then I would work with the union and district to construct a comprehensive process that addresses students’ performance, teaching practice, and contribution to the school community. The process would include student, parent, supervisor, and teacher data.  I would also look to other districts that have had success with different teacher evaluation processes and procedures.

What are your thoughts on moving out-placed special education students back into the school district?

If we have an appropriate program or the ability to provide a specific accommodation that meets a child’s needs, we should investigate how to bring the child back in the district.  It is really important to consider this question on a case-by-case basis. 

What do you believe the school district could do to prevent bullying?

I think the earlier we start the better.  We need to increase teacher awareness, student awareness, and parent awareness.  We need continued programming and accessibility to information that is clear to families.  The district might want to investigate a pilot program that has social workers and school psychologists on the playground who are better equipped to notice the subtleties of children’s behaviors so incidences could be avoided.  I think teachers should be educated on what to look for and how to intervene, and there must be processes and protocols for reporting incidences of bullying.  It is a more complex problem because some of it is happening through technology.  It needs to be addressed from many angles and all voices should be included in the conversation (teachers, students, parents, administrators, etc.).  Most importantly, we as adults must continually model kind, caring, and appropriate behavior.   

Are the Westfield public schools better off than where they were three years ago?

I think that depends on how you define “better” and what measures you use to look at the schools.  I know Westfield students continue to excel in academics, sports, and the arts, participating in and winning many state and national competitions.  I know we have many smart, caring, dedicated teachers who are working hard to provide our children with the best education possible.  I also know the community is disenfranchised with the seeming lack of accessibility to information about our schools. While the past is a place to look to for insights and knowledge, I think our conversation needs to focus on the future.  In order to do that, our conversations must shift to put teaching and learning at the center.  We must ask and address head-on the following questions: Are we being innovative enough to utilize the resources already existing in our schools?  How are we ensuring that classroom instruction and the school environment are meeting the needs of all of our children – children with special needs, gifted children, and children who thrive in the regular classroom setting?  And are we supporting our teachers with the right kind of professional development and materials so that they may meet our children’s needs, despite ever-increasing challenges? When the conversation focuses on teaching and learning, decisions about class size, budgets, technology, and capital improvement are brought into perspective.  It’s a collective conversation that needs to involve us all.

Editor's Note: These questions were provided to the seven active candidates for the Board of Education and these answers are in their own words. Space limits were provided on each question. Editing was done for grammar and style but not substance. These questions and answers are provided to allow you the voter to hear directly from the candidates on the key issues impacting the public schools.