Triangle Central Labor Council
Questionnaire for
School Board Candidates
1. What is your view of the role that unions
and union members play in the county?
Unions play a necessary role in the balance between the
interests of labor and the interests of capital. Historically, unionized labor
is responsible for cultural norms we take for granted (see, for example,
occupational safety regulations, or the 40-hour work week). As such, even as an
economic conservative with free-market tendencies, I respect the value and
importance of unionized labor.
In today’s market, unions represent protection for labor,
insofar as that is possible given the surplus of labor versus the scarcity of
capital. Unions represent a way for both public employees and skilled labor to
work toward better pay, better benefits, and a better overall quality of life.
2. Do you support public employees having the
right to engage in collective bargaining? If yes, would you speak out publicly
in support of public sector collective bargaining by, for example, writing a
letter to local legislators?
I absolutely support both public and private employees
having the right to collective bargain. If employees working together to
advance their interests is a feasible option (and I admit this may not always
be the case with private employees, with regard to either willingness or
outcome), then I see no reason to prevent it.
I would happily speak in favor of public sector collective
bargaining – not only by writing letters to legislators, but also by publicly
advocating for it both in the media and during any public notice-and-comment
sessions.
3. Do you support dues check-off (payroll
deduction) for public employees who join unions?
I support dues check-off for public employees who join unions,
as long the program comes with an opt-in/opt-out clause. Since members are
going to pay union dues, it would be useful to give them the option of simply
having the dues taken out of their paycheck first. On the other hand, I can
sympathize with an individual union member who would prefer to keep the
entirety of a paycheck and pay dues in lump sum rather than installment. I
thusly would make the option available, neither prohibiting nor mandating it.
4. Do you support the concept of a “living
wage” for public schools and county workers and those employed by companies
with county, school district, or state contracts?
I cannot commit to supporting a ‘living wage’ without a
specific definition of what a living wage is – at best, I can say that I would
not be in favor of a $15 an hour minimum wage (except under very specific
circumstances), but would wholly support a National Minimum Income (as long as
a few minimal requirements were met).
I would also like to distinguish the two groups of workers,
inasmuch as school and county workers are government employees, while those
employed by companies with government contracts are private employees whose
companies are already subject to certain restrictions in order to maintain
eligibility for continuing contracts.
This is an important distinction to me: I believe the
purpose of government is good governance while the purpose of companies is to
make a profit for its shareholders. As such, the primary duty of public
employees is to promote public good, while the primary duty of private
employees is to generate profit for their employer. In essence, although I
believe these two groups may be treated the same, I would not require
that they must be.
5. How will you work to bring all children to
reach the highest academic standards?
I wish to point out that the term ‘children’ – while
accurate – deprives students of their own agency in this matter. It implies
that students cannot reach the highest academic standards based on their own
motivation and self-guidance.
If we are going to classify the students of the school
system as being dependent on outside forces, children cannot reach the highest
of academic standard without the involvement of family. To that end, public
schools must embrace working with families of the students in their system.
Admittedly, this can create logistics problems – for example, a school district
may find it necessary to schedule two sets of family-student conferences,
college fairs, PTA meetings, etc. However, the inconveniences are more than offset
by both in increased support for the children/students in the school system, and
buy-in from the community.
Conversely, if children/students see that their family and
community are uninterested in their academic achievement – why should they
themselves be?
Additionally, children must be challenged by their peers and
teachers. Wake County should lead North Carolina, and North Carolina should
lead the nation, in academic performance – the only way to guarantee steps
toward that goal is by constantly developing our students to compete in
assessments across both the state and the nation. Our students should be
aspiring to be the best in the country; that goal is what our students (and our
county) should perceive as the ‘highest academic standard.’
6. How would you assure staff accountability?
Staff accountability should be based on a combination of
four factors:
1] Testing Metrics (pure) - The performance of students
on evaluation/standardized tests measured at:
-1- The class level (for teacher-evaluation purposes)
-2- The school level (for purposes of analyzing both
professional and student support systems)
-3- The county level (to evaluate Wake County’s
effectiveness in leading North Carolina in academic achievement)
2] Testing Metrics (improvement) - The improvement of
students – both traditional and under-served – on those evaluation tests until
such time as a benchmark number is met. After that benchmark is met, this
factor becomes a value of maintenance of the benchmark number.
3] Continuing Education - The percentage of students
who continue their education after high school to an academic degree or professional/vocational
certification level. This (1) de-prioritizes simple graduation rate, (2)
prioritizes the building of student intellectual foundations to guarantee
success at the next level, and (3) prioritizes encouraging all students to continue their education, as opposed to pushing
students onto an academic/“college-or-bust” path.
4] Professional Self-Development - Professional
development since the previous evaluation cycle – this factor is within the
control of individual staff members, and ongoing professional development and
training allows the school system to evolve with student needs.
7. Do you believe, unequivocally, in the value
of public education? Why or why not?
I believe unequivocally in the value of public education, as
it is integral to our society. Factual knowledge, as well as the ability to use
critical thinking skills to assess theory, creates a populace that analyzes
rather than accepts, is critical rather than gullible, and reasonably questions
authority rather than blindly submitting to it. The fundamental skills that are
necessary in order to hone critical thinking skills are precisely what public
education is meant to teach, and those skills will be of future use to the
students, whether they pursue academic, vocational, or technical education. As
such, public education is not only a necessity, but an unquestionably positive
institution that should be encouraged and promoted.
8. How will you prevent schools from being
under-funded and shut down in the future?
I make no pledge to prevent schools from being shut down.
The highest priority must be the education of the students, and shutting down
schools may be a necessity in order to consolidate resources or overhaul
schools that are underperforming on educational metrics.
However, if under-funding of schools – the reason for lack
of resources, which leads to underperformance on evaluations and school
closures – can be addressed, I see no reason why schools should need to
close. I propose a public-private partnership with the following goals:
1] Address resource and funding scarcity by fundraising
within the business community, with a specific financial goal - Schools
receive the resources they need, and businesses build positive community
relationships, receive beneficial press coverage, and help create a well-educated
group of potential employees.
2] Sponsor development courses for educational
professionals (see 6[4] above) - Educators receive free/reduced-cost
ongoing development, increasing their effectiveness as educational
professionals while also expanding their personal skillset. Businesses again
build positive community relationships and receive beneficial press coverage;
in addition, increasing the level of communication between the academic and
business industries represents a net positive – businesses are able to
contribute their current and ongoing needs to those professional who will begin
training the next generation, and educators will be able to contribute their
expertise and analysis to the business community regarding their vision for the
academic and professional development of students, both now and in the future.
3] Provide internships to high-school students –
Here, a true public-private partnership can be formed. Both the business
community and local government are capable of designing (or already have)
positions where interested students might pursue their interests. Whether
corporate or civil, these students would have the opportunity to grow and
contribute in their chosen environment. The interested students would be placed
in an intern-applicant pool.
I leave in abeyance 2 questions regarding this goal:
-1- Would students be selected randomly, or by rank? If
ranked, what criteria would be used to rank them?
-2- Should these student interns be paid? Wages turn what
should be a self-development process into a job application, but unpaid
internships are strictly the province of those who can afford to work without
pay. I propose a per-diem, paid weekly or bi-weekly.
9. What would you do to solve the racial
disparity issues surrounding school suspensions?
My first suggestion to alleviate the racial disparity issues
surrounding school suspensions is a review of the Student Code of Conduct for
Wake County Schools, including a complete re-drafting of the “Disciplinary
Levels” of infraction (as well as the Aggravating Factors list), and a review
and correction of both the Search and Seizure and Due Process policies (Policy
#6600 & 6500 respectively). Failing that, my next suggestion would be the
creation of a disciplinary diversion program which would automatically review
*any* out-of-school suspension.
By way of example, Campbell University Norman Adrian Wiggins
School of Law has a Juvenile Justice Clinic, which focuses on creating an environment of
restorative justice rather than punitive justice, frequently diverting children
from the criminal-justice system by way of creating lines of open communication
between them and their victims. A school (or school system) could choose to
take an internally- or externally-administrated restorative approach, and
submit potential out-of-school suspensions for intervention – essentially
choosing an environment where out-of-school suspension is a last option. An
internally-administered group might consist of 1 member each from a pool of
Employee Volunteers, Parent Volunteers, and Student Volunteers which attempts
to build consensus as to what remedy to pursue, while an
externally-administered program would allow the school to build support from
community partners by soliciting them to be neutral third-parties offering
insight about possible next steps.
While I recognize that either/both of these options remove
some of the authority from the Principal of a school, the School
Superintendent, and (to a degree) the School Board, rectifying the racial
disparity issues surrounding school suspensions must – by necessity – involve
either reallocating some of the currently centralized discretionary authority
to external review, or an entire redrafting of the code of infractions
(preferably with the contribution of views from faculty, parents, and
students). Leaving things as they stand is simply not an option, as the results
have been demonstrated to be untenable.
10. If you have the opportunity to name or
recommend an individual to a board or commission, would you consider naming a
union member?
I would not name a union member specifically because
they were a union member, but I would not disqualify a union member for
being a union member. If I have the ability to appoint a selectee, I will
attempt to select the best person for the job – “best,” in this case, being measured
not only in education, training, and/or experience, but also in other traits
such as (for example) adaptability to the position, ability to innovate or
problem-solve using limited resources, willingness & ability to contribute
time to the position outside of official responsibilities, and/or genuine
enthusiasm at the potential for personal development.
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