Three Bayfield-area residents are running for two seats that are up for election in the Bayfield School District.
They are Mark Hauessler, who chairs the District Advisory and Accountability Committee; Daniele Hillyer, an incumbent board member and teacher at Bayfield Early Education Program; and Peggy Whiteman, who has worked as a teacher and counselor in Bayfield and other school districts.
The Times sent the candidates four questions via email. The candidates' answers are presented below.
Here are brief introductions from the candidates:
Mark Hauessler: I have coached and consulted in leadership, including work with nonprofit boards, for 16 years. While new to the role of school board, I have worked with many boards and understand how board governance works, and have served on the accountability committees for two years.
Daniele Hillyer: I have a bachelor's degree in sociology and human service, teaching certifications in special education with an elementary endorsement and currently getting a master's in social work.
I have worked for La Plata Youth Services as a Family Court liaison, special education teacher at the Bayfield High School, as special educator in Ignacio, and first grade teacher in Bayfield.
Peggy Whiteman: My husband and I have lived in Bayfield for the past five years. I have been blessed with three sons and nine grandchildren. I earned my bachelor's degree in education from the University of Texas at Tyler. I also earned my master's in school counseling from there also. I have over 25 years in education - substitute teacher, teacher and school counselor. The past five years, I have been a counselor for Bayfield Primary School and Bayfield High School.
Hauessler: I am a huge advocate for public education, and the school here is a treasure that has some great qualities to be maintained and challenges to be addressed.
Three things encouraged me to be a candidate for the school board. First, there seems a growing challenge for robust yet respectful discourse in our society. I hope that this does not reach Bayfield, yet my background in teaching and guiding courageous conversations will be of service during difficult discussions. Second, I have a strong business background, and, as the budget will continue to be tight, the discipline of being fiscally responsible is important. Third, the district needs to make a permanent decision on its superintendent and select two new principals, and my experience in understanding leadership qualities and how to recruit for them will add value.
Hillyer: I am running for the school board as an incumbent I feel that I still have a lot to do as representative for students, families and teachers, I also serve as our legislative representative, which means that through the Colorado Association of School Boards, I help support bills that are important for our rural community, and don't support bills that will hinder our school district. I am a firm advocate for our children, families and teachers. I believe in our students and want the best for them.
Whiteman: I am running for the Bayfield School Board for several reasons. I feel strongly that this is a critical year for Bayfield schools as a new superintendent and two new building principals will be hired. I believe that our school district hires quality teachers, but those teachers don't always stay; teacher retention is very important.
Bayfield students have performed well and been successful; I would like for this legacy to continue. My bottom line will always be our students.
Hauessler: The key qualities needed in the role of superintendent are leadership, futuristic thinking, goal orientation, teamwork, resiliency, influencing others, and planning and organizing. Even as I have my own opinions on this, it would be a highly valuable exercise to facilitate a conversation with the entire board to uncover their insights into those qualities needed for success - thus blending my fresh perspectives with their experiences.
The board also has a role as an advisor to the superintendent in the selection of two new principals for the upcoming school year.
Hillyer: A superintendent should have a commitment to our area, and most of all, to our students and schools.
They should be aware of rural districts, have a great knowledge of finance and policies. I also expect a superintendent to lead with the board as a united team.
Whiteman: There are many qualities that I believe are important for a superintendent to possess. First and foremost, a superintendent should have a passion for the students and for their educational needs. A superintendent should be a strong leader and have a vision for the district to follow.
It is also vital that a superintendent have good communication skills in dealing with parents, teachers, students and the community.
Hauessler: The current strategic plan was approved and put into motion with the previous superintendent in 2012. It is time to invest the time in evaluating that plan and building a new one as a foundational direction for the district.
One area where results have been less than satisfactory are in math scores, and the lack of consistent results are worth exploring and determining how better results can achieved year over year.
There are some grades with strong results, yet others less so, and the district needs to discover and implement a plan to build greater vertical success through the grades.
Hillyer: With the work that I do with Colorado Greater Education, I plan to continue to grow and network with public education supporters and learn more about the value of investing wisely in our schools and students.
Whiteman: There are other issues that I think should be priorities for the school board. I believe it is critical to ensure collaboration time for teachers to plan with grade level teachers, as well as vertical planning for curriculum.
The school board should also be involved in future financial planning for the district. Also, the school board should prioritize the educational improvement for all students.
Hauessler: Sex education should continue in the schools. Our youth need to have multiple resources available to them in understanding both the biology and social aspects of this part of their development.
Children are learning something about sex from someone (or not learning anything), and the more they can get expert information, from how no means no to the risks (health risks to economic impacts of pregnancy), to how having and raising children can be both immensely rewarding and equally challenging, the more they can be stronger decision-makers.
Considering estimates that 40 percent of high school students have had sex, they need as much knowledge as to how to make decisions.
Hillyer: As far as sex education goes, there is a certain level of physiology about the subject that needs to be available at a level of age appropriateness; however, if a parent wants to read through the curriculum and decides that they do not want their child to participate, they should have the option to opt out of the class.
Whiteman: Sex education in class is a very sensitive issue with many different opinions. I feel a collaborative team comprised of health teachers, parents, and educators meeting to discuss this issue would be much more productive than my personal response.
