works in public relations, and did so as Director of Jewish Outreach in the Clinton whitehouse and for the American Red Cross. She is a graduate of Leadership Montgomery. Her goals focus on college and career readiness, narrowing the achievement gap, adequate professional development before curriculum rollout, and restoring teacher creativity.
Fred Evans, District 2.
Mr. Evans was a teacher or principal in Wootton,Rockville and Gaithersburg High Schools and Parkland Middle School. He has experienceand knows the history. His priorities are closing the gap, stopping inter-governmental bickering, and looking hard at the budget.
Rebecca Smondrowski, District 2.
Ms. Smondrowski has children in Grades 6 and9. She has held leadership positions in MCCPTA and has been active in politicalcampaigns. Her goal is to produce well-rounded children. MCPS has lost the definition of the successful student: social and safe. She would expand community outreach, stopteaching to the test, and restore teacher creativity.
Topic: overriding challenge for studentsPanner.
It is hard for students to find their individual paths. Schools must take theindividual into account.
Achievement is correlated with race and class. A student living in Bethesda or Chevy-Chase is fine, but an African-American or Latino is not doing well. We have twoseparate systems, divided by wealth and race.
Students are not offered developmentally-appropriate education, but one-size-fits-all. We must fit programs to students – reach and teach each individual student. Itcan be done, not through more money but leadership.
Students lack a sense of relevancy: that what they are doing leads tosomething. He advocates internships. Many parents prefer gifted and talented classes because students are better behaved; MCPS discriminates against students not in gifted andtalent classes.
Discipline problems are correlated with the achievement gap. Classengagement is thwarted by teaching to the lowest common denominator. Teaching must bedirected to the ability level of the student (gifted and talented education, for example).
Every child must be invested in where s/he is and where s/he isgoing. In every school, every student must be known by at least one adult. They will feel better, and the achievement gap will “naturally close.”2