001Good evening. It's now 6:15 and I will call the January 19th Public School Board meeting to order. and who would rise with me for the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands one nation under God indivisibley and justice for all. Okay, we go. All righty. So, we've done the pledge of allegiance. Let's move on to the roll call. And can we have a roll call, please? Secretary K. >> Sorry. nominated for trustee >> Here, >> Secretary Patton here. Vice President here >> and President here. >> Thank you. And we've established a quorum for this evening's meeting. And that brings us to the adoption of the agenda. And I would entertain the motion for as presented. >> So support. >> Any discussion?
002Having none. Vice President Bowser. >> Yes. >> Secretary Hen. >> Yes. >> Treasure Gilmore. >> Yes. >> Trusty Slagger. >> Yes. >> Trusty Shner. >> Yes. >> President Reed. >> Yes. Motion carries. That opens us up to gratitude. >> I'll kick it off. Sure. Uh very grateful to be here safely. Thank you to all those that ventured out. Um it it's been yeah a winter winter or a winter wonderland. There we go. So grateful for u just the opportunity for my family to be at home today all together. Doesn't happen very often these days with older kids. So that's awesome. Very grateful for all of that. grateful for the strong finish to the end of the first semester for our students and staff. Um and now gearing up towards uh a good second semester uh
003to the 2526 school year. Sorry we had to delay the start by one day. Hopefully it will just be one day. But I also appreciate the work of the facilities team uh who was on campus all day for long today uh just keeping the snow moved off and making sure that sidewalks works. ice or salted and prepped so that we can be on campus tomorrow. Fingers crossed. >> Thank you. Moving forward, we will begin our discussion items and our first item is summer 2026 kids now read now proposal. >> So um before you tonight is uh proposal for the 2026 kids read now program. Uh we are looking to replicate the same program that we did last year uh whereby we would send uh each of our students uh books home uh with them over
004the summer. Um parents and students would pick those books out and then uh in grades K4 is what we did last year. Um uh so then they would receive a book every whenever they would complete one book then they would log it on the kid kids read now website and then kids read now would send uh send a student their next book. Uh we are looking to expand the program uh for the upcoming year. Last year we did it um just for our students in grades first. So our kindergarters going into first grade, our second graders, our third graders and our fourth graders. Um this year we're looking to expand the program. So we would again send uh books home to our students going into first grade, going into second grade, going into third grade,
005going into fourth grade. We'd also like to send uh some chapter books home to students going into fifth grade to get a higher level of engagement for those students over the summer months. Um and we're the other difference in the proposal uh that you're seeing tonight compared to the proposal that you approved last year is that we are going to um the eight books program. So students will receive eight books over the course of the uh summer months versus six that we did last. So we thought it'd be a good opportunity for us to expand the program a little bit both in terms of the number of books each individual was able to receive but also for the number of grades that we provided that so to >> you are looking for approval tonight. Is
006it >> if we can get approval tonight, it just means that we can get, you know, we can get the uh quote approved with kids read now and then get started on the process of uh implementation. One of the things that we ran into last year is uh you know, we ran into the pretty tight timeline around spring break um and just the logistics of getting uh all of our information to the kids kids reading now network. uh it just slowed the process of our students some of our students getting the books and so we'd like to we get approval earlier. Um we'd like to do that just so that we can get them started on the work a little bit sooner but we also can hold um and uh and answer any questions if
007they may have some additional information if that would be helpful. a little bit of table questions. >> How's this book this last year was pretty successful? >> So, um, as far as the kids receiving the books and, uh, you know, participating in the summer enrichment programs, we thought that that was a very successful venture. Um we don't have any hard data yet after just a one-year cycle, but we did see um transitioning um from end of year scores in 2023 2024 to the beginning of the year, I'm sorry, end of year scores from 2425 to the beginning of the year scores 256 showed less of a decline in the grade levels that receive the kids reading books. Now, I can't tell you with assurance that that was why the kids read out program was the
008reason why we saw less to find. Um, but we definitely saw that it was a positive investment. We got a lot of great feedback from families and from students. Uh, there was a lot of participation, engagement in the summer enrichment nights where kids would bring their books in that they've already completed and trade with others. So, there were a lot of immeasurable benefits. Um, you know, we're looking for those tangible pieces of evidence, but we don't know yet. >> I was just wondering if they because I remember that they did have nights for the kids, which that was a good outcome just with that alone because they're showing >> and they get to pick their own books, >> correct? Yeah. >> Good. Do you know of any other districts around here that are using utilizing?
009>> None right off the top of my head, but that's something that I can pull together. Just see that. All right. Moving on to discussion item B. the board of education policy provision for consideration of 1717 weapons. >> So um included in board book is a draft copy of a revision to policy 7217 weapons that was drafted by our attorney Marshall great from Clark Hill. Uh Marshall has been working with us to help clarify um our weapons provision and um this is the policy language that he has recommended that we consider for adoption. It is aligned with the law uh but it also makes things much clearer than our previous language. Oops. >> Yeah, I just wanted to jump into if you guys remember when we revisited this originally when we drafted this language. It
010was really around looking at the uh weapons free zone law that's that really encompasses a thousand feet from the school and then that law kind of overlaps the penal code and what we're trying to do is some of the language in here uh in the penal code in Michigan is a little bit strange. It talks about anything that could be used as a weapon. And so when we drafted this policy originally, we were looking to provide some cover in case one of our teachers had to utilize a uh a flag or anything makeshift to try to defend the classroom. We wanted to provide some cover because the language in the penal code says anything that could be used as a weapon. Um and so that was the intent behind changing it originally, but um we
011want to make sure we're clear on what is and isn't allowed. And so being clear with the language that weapons are about on policy and or on campus is probably uh probably good policy. So I I think that's that I want to give some history to why we were so far away from what Neola had recommended as we were trying to provide cover for our teachers should an emergency happen. So >> thank you for helping us remember that. >> Anyone else had any comments or concerns? We'll see that in reaction. Thank you ch for reminding us of that. Okay, that brings us to the portion of our meeting which we're pretty much here for is we have a vacant board uh seat and we will be having the appointment and interviews. >> So, uh there
012are two candidates uh that submitted applications uh Tim Smith and Brent Willlet. uh they're both here tonight and are prepared to respond to questions um that will give you an opportunity to see a little bit about uh what they bring to the table, what they're interested in, and why they want to serve on the board. Uh included in your packet is uh the list of questions with an opportunity for you to make comments uh following each response. Um this is a resource, a tool that we use in all of our interviews that we do. um of when we interview teacher candidates or administrator candidates and it just is a a tool for the individuals sitting on the committees to just help to guide and coordinate their thinking a little bit as they work through the
013answers that they hear from the respondents. Um, what I recommend and and kind of when you're using those that tool is to consider, you know, did the response meet your expectations or exceed your expectations. In that case, you just jot down in two. If the response meets your expectations, jot down one. If the response did not meet your expectations or the individual did not meet your uh did not answer the question and did not meet your expectations, jot down to zero. It does give you kind of a score, a numerical impression at the end of a series of interviews that might help differentiate uh between a group of candidates. It's much more impactful if we have six or seven or eight individuals that we're looking at. um you know tonight uh we have just two
014individuals that we're meeting with. So that's one way for you to think through um when you're listening to the individual responses to the questions. The other tool that I provided is just a general reflection form. This also is a tool that we use on a regular basis when interviewing candidates for positions in the district. Um, we always try to employ um what we call the stoplight approach. Imagining the candidate was sitting in your front seat next to you as you approach the stoplight. Um, ask yourself what color would the light be? Um, not that you're hiring that individual, but would you feel comfortable and confident moving through the inter uh through the intersection um to a next step in the process? Um if if that was the case, the light would be green. Um if
015you had additional questions that you were seeking some clarity around, then the light might be yellow. Unless you're my oldest son, when he sees the yellow light, he is the ass. Um and then uh the red light would be an instance if a candidate um you know really said something that didn't align with the values of the team, uh then you might indicate a red light in that situation. It's perfectly normal for a group of uh interview committee members to have multiple candidates uh with all green lights. It's perfectly normal for you to have, you know, if we interviewed eight people or in this case two, it's okay for you to have both individuals with green lights. Um that, you know, that part of the process just helps you differentiate um from the diff from
016the two candidates where you sit. uh relative to just the individual responses that you heard from each uh each candidate. It's not a tool that we're really using to compare. Um it's just how you look at each individual candidate. What's the color of the light for that person who's sitting next to the passenger sitting next to you? then we can do a little activity uh as we get into the discussion that might help us clarify um one a differential a differentiation between the two candidates. So that's what's in your packet in board book uh you have the electronic versions of the letter of interest and also their resume that we're submitting. So are there any questions about the process? Um so uh candidates will come up to the table. Um uh President Reid will read
017a brief introduction for each candidate. I will read the questions to each of the candidates and then you can just listen. You can ask any clarifying questions uh throughout the conversation, but I'll kind of lead that that conversation just to help it be a little smoother and it gives you a chance to really focus in on taking notes and what the candidates are what they're saying. >> Good to uh we'd like to invite Tim Smith up to the table. Thank you. >> You're welcome. >> That water is for you. >> Appreciate that. >> Is that working? Good. >> All right. Great. >> Okay. Okay, >> good evening and thank you for your willingness to serve Cedar Springs public schools and our community. We appreciate the time, thought, and care you have invested in seeking this
018appointment. Serving on a board of education is a meaningful responsibility, one centered on supporting student learning, stewarding community resources, and working collaboratively to shape the future of our district. This interview process is designed to help us learn more about your experiences, values, and understanding of the board's role. Each candidate will be asked the same set of questions, and we ask that you respond based on your own perspective and commitment to public education. There are no right answers. We are not we are most interested in how you think, how you approach complex issues and how you would contribute to a unified student focused governance team. The role of the board is to set vision and policy, ensure accountability and partner with the superintendent while day-to-day operations remain the responsibility of district administration. As trustees, we act
019only as a collaborative body and always with the best interests of all students in mind. We will be you will have approximately 20 minutes for questions followed by a brief opportunity for you to share any closing thoughts. So, please take your time and feel free to ask for clarification at any point. On behalf of the board of education and the S Springs community, thank you again for your commitment to our students and schools. We'll begin with the first question. >> So, Tim, take us back to that moment when you decided to pursue this vacancy on the board of uh on the Cedar Springs Public Schools Board of Education. Who or what had the greatest influence on that decision? Um, okay. Well, first let me just say thank you very much for all that you all
020do and have been doing for a very long time. I look at that with admiration and it would be a true honor to join your group if that is the decision that you all make. Um and um thinking back to um expressing interest in this open position um you might remember um not too long ago I came here and spoke about um books in the schools and said that I am eager to not just state my opinion um but also offer um assistance in any way that it is useful. Um, and I thought as soon as I saw this opening, I thought that's the opportunity. That is the way that I can help. Um, and so, uh, I expressed interest. I'm excited for this process. Um, and I think that, uh, I have some skills
021that would be helpful to the group. Um, I enjoyed the number of times that you use the word collaboration because that is a core value of mine in any group that I am a part of. Um, and uh, I'm excited about that part. So, thank you. >> Thank you, Tim. The role of a board member is to keep students at the center of every decision that the school board members make or the school board as a whole makes. uh can you please tell us about a decision that you've made that prioritized the needs of children over the interests of adults or of a particular group and how would you apply that mindset to your work uh in your service to the board? >> Thank you. Um so um one of the things that uh some
022of you know is that my wife and I have five adopted children. Um and uh they've all uh been involved in this school district in some way. Uh two of them have worked their way through the district. Uh one is about to graduate uh and uh two more have a little bit longer uh experience here which is wonderful. Um we uh entered into um building our family by first becoming foster parents. Um and um that is a tangible way uh in which the needs of adults um are superseded by the needs of the children. Um, and that has been probably, no, not probably, has definitely been the most rewarding experience of my entire life. Uh, and so I I think I can say with certainty that that is a prime example of the question that
023you asked about. >> Thank you, Tim. Effective boards take set policy while the superintendent manages the operations. So, uh, how would you roll about to ensure that you remain in a governance role as a member of the board of education and avoid micromanaging the day-to-day district operations. >> Yeah, super important. Um, so as you can see from my resume, one of the experiences that I bring to the table is that I serve on the board of the Cedar Springs Public Library. It's a wonderful team of people that are trustees on that um board. Um however, it is exactly the same. We have one person that we oversee, which is the library director. Um and it is not our job to tell him what books to buy for the library. It's not our job to tell
024him what programming to run at the library. um but to overall see um the job as a whole um help support that person so that they can be their most effective uh in the role um which comes with a lot of challenges um and um it's a big job uh and our current director this is his his first directorship and so there's been a lot of mentorship for him um and uh also So, um he's taught us a lot about um libraries as well because he has all of the training and is a professional um and knows how to run a library um uh as he's seen that done in his um other roles that he's had before. Um so, we're there to help him succeed, not to manage each task that is before him.
025Uh so I have lots and lots of experience with that. Um as you can see from the res from my resume. I've been on that board and served on that board uh now for a little while. Um have served as the chairperson of that board for a bit. Um but as I said that is not a oneperson job. Um there are seven trustees in total and we all have a role to play on that board and I'm super feel very fortunate to be part of that group. It's been a very rewarding experience. Um, and then my other board experience uh was also similar for the Great Lakes Independent Book Sellers Association. Um, we hired that director. Um, and same thing, you know, he has a big job to do. We as a board of trustees
026have a supervisory and support role. Um, but same same sort of setup. It's not it's not appropriate or advantageous in any way for us to be too far into his business. >> This question is around vision and strategic direction. >> Yeah. >> So, high performing boards commit to a shared vision and clear goals focused on student achievement. So, um, what should the board's role be in creating and sustaining a long-term vision of success for Cedar Springs public schools? >> Um, can I just clarify that question slightly? Um so are you asking um what I think the board's role is in creating the strategy and the vision um of of the district in cooperation with the superintendent >> creating and sustaining booking um uh so obviously um as I don't think I have to tell any
027of you um one of the things that probably is one of the most important things um that dictate it dictates what this what this district can accomplish um is the budget um and it places constraints on what that vision can be and what the strategy for carrying that out are. And I assume from watching the way that you all have operated um that there's a fair amount of uh input from the board of trustees into how that budget comes together. Of course, uh you have your budget person comes here and explains the ins and outs of how that budget is created, where the state money comes from, and all of the infinite details of that. Um, and then it seems to me from seeing what you all have been up to that then you can
028take those measurable pieces and say, "Okay, we're the stewards of this. we would like to see what we can accomplish with this budget. Uh and can we then you know you can't obviously have state of the art all the way to the top with every single last thing. So you have to prioritize you know okay are you know is it is it our goal to have the best egg program in the state? Okay that's where we're going to put some of our money. um is it our job or our vision for this school district to um follow this particular um you know instructional tool or whatnot. They all they all have a cost associated with them. Um and so you're constantly balancing those things. Of course, number one has to be what you think the
029most benefit to each of the students are. Um and so you might say um you know our rating scores were a little low last year. This is the place where we have to invest in the coming year. And so all of those pieces of information that you get from data um and both results of programming and how they're funded um play together to help create the plan for the following year. And so it's kind of a neat thing that I think um you get to um take, you know, the levers and start to move them in different directions to see what you can accomplish with what you just um to to make a really great plan. >> Your point about data is a great segue into this next question. Effective boards are data savvy and
030use information even when negative to drive improvement. So please give us an example of when good use data to make a successful decision. >> Sure. >> Um uh so in my professional life of course that comes into play all the time. um I run a business um and businesses don't stay successful if you don't pay attention to the data and um so in small in some sort of smaller ways though um not so much when you're thinking about safety but today I had to look at a lot of data points to decide whether or not we should even open um and um and then weigh that against you know is it safe for the staff members to get there. Um, will there be customers to even serve? Um, and uh, and so I looked at
031a lot of weather data today uh, to make that decision. And like in the old days, um, how superintendents used to drive around and find out if the roads were suitable. Uh, I was on the road very early this morning seeing if it was okay. Um, however, um, in a more serious sense, you know, we're constantly looking at our sales. We're looking at, um, how the books are flowing in and out of the business. Um, what section to elevate, what section to take down a little bit. You know, all of those things have to be considered in order for us to have a presentation that does its best job of connecting people with books, which is our mission uh, where I work. Um, and so, um, whether it be payroll or budgets or sales, all
032of those are data points that tell you something. Um, and you have to take all of them into account to make nearly every decision. Um, as I've listed on my resume, I've been in that business for 30 years. Um, good long time. Um, I've seen the next thing that is going to kill bookstores a lot of times. Uh, and they're still kicking. Um, and all of that has to do with making sure that we're making good data informed choices. Uh, you know, we have competition from behemoths. Um, Amazon picked bookstores on purpose. Um and um so we have things to consider there. Ebooks were a thing that were going to kill the physical book at one point. We knew better because of feel um but we could see our sales data and how it changed
033and then we made changes based on that uh to stay competitive and so we do that all the time. Um so that is an everyday thing. >> Thank you. The next question is centered on ethics and public trust. Board members are expected to model ethical behavior and avoid even the appearance of self-interest. Our question for you is uh describe for us how you have or how you would handle a situation in which a close friend or family member asks you to influence a board decision. >> Yeah, that's super important. Um the public's trust of a of a board like this um can be completely ruined in decisions like that. Um or um the alternative is that they are highly strengthened by good choices. Um and so if a person came to me and said, "I
034want you to do this thing because it's going to benefit me in some way," I would have to just straight up say no. Um and um I've had experiences like that um of course um with the library board um there's opportunities for the library to purchase books. I run a bookstore um and um so I was asked at one point whether or not um we could help with a program and I said absolutely not um because this would be viewed as a conflict and referred them to a different web store. Um, so I have practice as well. >> So the next question centers on one voice after the vote. Individual members have no authority outside of the board acting as a board. So if you were in the minority on a controversial vote, how would
035you communicate with the community? Um I think it is so important uh for there to be multiple voices on a board and it's okay that not everyone sees a particular issue the same way. Um my role as an individual board member would be to state you know what I think um and make the best case for that. Um but if the rest of the board thought that that was not the direction to go, then it is my job to get on board. Um and um to make sure that there is a unified message that uh goes out to the public um and uh so I would I would communicate that um the board discussed this. We we explored all options and left no stone unturned. This is the decision that the collective group made and
036this is how we're going to proceed forward. >> Thank you. Um the next question is around community engagement. >> Sure. >> So strong boards maintain two-way communication with families, staff, and the community. What strategies would you use to stay connected to the community perspectives while representing the interests of the entire district? I think it's important to talk to people. Um and um most importantly um listen. Uh and uh one of the things that people in many groups that I'm a part of have heard me say multiple times is there's a reason you have two ears and one mouth. Uh and uh it's best to listen twice as long as you talk. Um, and so I think people talk to boards or groups in multiple ways and sometimes, you know, that information comes to you in
037ways that's extremely helpful. Um, sometimes it comes to groups in ways that maybe is a little hard to hear. Um, and that's okay. Um, everybody has a different way of communicating. Um, none of that really bothers me that much, um, as far as being able to see the merit of what might be underneath even a harsh comment. Um, and so, um, I think it's important to take all of those for, you know, what they're worth and make sure that all of the voices are heard. U been in many situations through the year where I think I've had something pretty well planned out and figured out and someone has said you didn't think about XYZ and I've said you know what tell me more about that and often times when they do um I can see
038their point and usually a piece of that works into the plan. Uh so very open to that. >> Thank you. The next question is um surrounding the relationship with the superintendent. The board recruits, hires and evaluates the superintendent. It must function as a unified leadership team. Um so your question is what does a healthy professional board superintendent relationship look like to you? To me, I think primarily um when I think about leadership, um there are five distinct uh leadership styles. Um I'm most comfortable in servant leadership. Um and uh so to me primarily that looks like support. Um, of course, if there are performance issues or um things that need to be addressed, part of support is to do the kind thing and clearly communicate those concerns um and make sure that they're understood, give
039good counsel. Um, make sure that there's a clear path for improvement. um and um make sure that that the the voice of the board makes it to the superintendent on those issues. However, in most um most um situations that I've been a part of, um the person that would be in the superintendent or the director role um most needs uh clear um and guided mentorship and coaching um in the ways that are appropriate from that group. Um that's the way that everybody can succeed. um and have the best chance at it at least. Um you know um when I first came on to the Great Lakes Independent Book Sellers Association board um my very first meeting um was um to do a an executive director evaluation. Um, everyone was about to give this executive director
040meets expectation type notes and as the conversation was happening, it was clear that this person was not valued and was not doing a good job. Um, and they were kind of stuck. Uh and they said what do we looked at me the very freshest person on the board and said what do we do uh and I provided my opinion um because this is a multi-state board um people come from all over the place and the executive director was based in Michigan um ultimately after a conversation the board decided to make a change um And um because I lived in the same state as that executive director, it felt to me to interact with them in that situation. Um which was very difficult. Um as a fresh board person um however um I think I was
041the first person that had been honest with that >> director uh in a long time. Um and that didn't have to be harsh. um it just had to be straightforward. Um and um so I helped do that. Um and then helped lead the board through a transition of hiring a new director um with very clear expectations and a rubricbased evaluation so that they didn't find themselves in the same position again. And so that's what the clarity part of it led to um which I was proud to be able to bring to that group and um show them how to use it so that they even long after I'm gone from that board, they wouldn't find themselves in another situation where they just kept passing the buck each year to not really deal with the issues.
042Um and so I think it's important to be supportive and clear. >> Thank you. Um so this is uh the next question is around high expectations and support for all students. >> Sure. >> Effective boards believe that all students can learn at high levels and view challenges as barriers to overcome. So your question is how would you respond if achievement gaps persist despite current improvement efforts? >> Sure. >> Um so first I would have questions about you know what are the what has been done um and um and then make sure um that all of the tools that are at the disposal of the district um are being utilized. have two children currently that are on IEPs. Um and um that doesn't mean that each day uh there is great success. Um, but when there
043are issues, I'm pretty familiar with the ins and outs of what kind of a team comes around a student to um, help them um, and make sure, you know, again, all of the pieces are there that can be used so that the greatest chance of success happens. um and or you try something different and um see if that works. Um one of the things that um is not currently available within most school districts um is dyslexia um tools. Um, I know that's potentially changing. Um, um, but, um, two of our children, um, we needed to seek help outside of school. Uh, and so, um, you know, I think I would have some skills in navigating a few different challenges that exist in the learning environment and have some suggestions that may be helpful for a
044large group to think about. Uh and um you know both of our students you know one of one um to the point that they got so frustrated that they said I don't ever want to see a book again which of course to me is like um um but um now he's capable um he doesn't particularly enjoy reading um and that's Okay. Um, but I saw our other son um, in one grade go from three grade levels below where he ought to be to one grade level beyond where he should be. And and that was one teacher making that difference and making sure that that connected to him that happened here. Uh, and so I'd love to be able to support that in a in a different way other than just as a parent. That'd be
045really great. >> You talk about financial stewardship on a couple of your responses. So boards align resources with district goals and maintain standards even during financial constraints. >> Yeah. um your question, how would you approach difficult budget decisions that may involve reducing programs or staffing? >> Yeah. Um so again, I don't have to tell you, but um my viewpoint about any public dollar is it is the public's um and any group that's responsible for managing it, it's a high responsibility. Um, and I take that stewardship very seriously. Um, and so that does sometimes lead to difficult choices. Um, but that is the role um that we're put in to manage. Um, and again, you'd have to talk to all of the stakeholders to make sure that you're not making a catastrophic decision about being too
046aggressive in any direction. Um, however, it does make sense to make sure that the money is put in the right place. Um, it could mean that, you know, if if the dollars are much smaller and there's this nice thing to have that everybody would love, um, but there's not going to be enough leftover to do the core business of the school. Uh, well then the thing that we all would love unfortunately doesn't get done. um because the core issue here is educating students. So we'd have to first go there. Um and uh so that's kind of how I see that. Um and um even though it's complicated and might come with a lot of questions both internal to the organization andor from the public, I think if the focus is on making sure that the
047funding is in the right places for the students to succeed, I find that not not so challenging to defend. >> Thank you. Um the next question is around handling community concerns. >> Sure. >> The chain of command directs concerns first to the level where the issue occurred. So if a parent contacted you about a classroom issue, how would you respond while honoring the proper process? >> Uh that sounds like it would require making sure that there's good dialogue happening between the teacher and the family. Um, and if that hasn't happened, I would suggest that first. Um, if that's happened and there's not satisfaction, then I guess I would say then the superintendent is probably the next step. Um, but certainly my opinion about it would be down the road. Uh, and so, um, um, but
048I think it could be helpful to get that person to the right place. So we have one more question for you and then we'll give you an opportunity to make that closing statement to the board. Uh this particular question is around board development and teamwork. >> Thank you. >> High performing boards engage in ongoing learning together. So uh what commitment are you willing to make to professional development and collaboration uh with your fellow trustees? >> Uh that would be awesome. Uh number one um I am a lifelong learner. Uh I don't shy away from that. I have learned so many things on accident. Um uh and also um on purpose um and not all in a classroom setting. I went to to Grand Valley um received an English degree um and I run a business.
049Those two things are not usually thought of in the same sentence. Um, I had to teach myself uh through great mentors and coaching as well as lots of work on my own um you know how to read profit and loss statements, how to um be uh you know really skilled um in leadership. uh I had a lot of head start in that area because I participated in 4 and FFA at our school when I was growing up and loved the leadership uh contests. Um that was one of the things that I really enjoyed and did well at as a young person. Um, and I had um a really great great uncle um who at one time was the head of the Michigan Farm Bureau um who was a natural leader um advice presidents and governors
050and all the rest uh on policy related to agriculture. and he kind of took me under his wing um and taught me how to work with people um and um it's a skill that is invaluable um and so um I love leadership especially um and have studied it and taught others and mentored others in leadership strategies and um developed helped them as people and leaders in lots of different situations. And so all of that has to evolve. Um if you think that you've got leadership all the way figured out um you're done uh in my opinion and uh so I love to continue to learn and so I would have high commitment uh to learning as much as possible. Um I think I expressed in my letter as well as uh on my resume um
051that public um governance is something that I um enjoy and um have um I guess an inclination to study. Um I've watched what you all have struggled with over the last several years at this point. I haven't always been able to be here in person, but I've watched all of your meetings that have been posted over the last three years just to make sure that it stayed up to up to, you know, knowing what's going on. And um and I'm sure that there are for um this type of service, I'm sure there are educational resources available to learn how to be a great school board uh trustee. Um, and um, I'd be excited uh, to learn what that looks like. Um, I've done that in other areas. I've had lots of trainings through the Michigan
052Library Association on what it means to be a good library board member and what the financial governance looks like and what the overall structure looks like um, and what our best practices and those change um, from time to time. and I'd like to keep up on all that. So, I'd have the same commitment to that here. >> Thank you. So, Tim, you've exhausted our um prepped questions. >> Okay. >> Um do you have any closing thoughts you want to leave the board of education with? Uh >> uh well, as I said at the beginning, uh I'll kind of close with as well and just say thank you uh for this opportunity. Um, I've really enjoyed talking uh to you tonight. Um, and I've enjoyed, you know, some of you I know, some of you I
053don't know. Um, and I've always enjoyed that. Um, I think that I would be a great fit for this opportunity. Um, and I'm just really excited to find out what the next steps are. Uh, and so I look forward to hearing about that as time comes for that. the public, right? >> So, one thing, would you be willing to run an campaign to retain this seat? >> Uh, yes. Yeah. In fact, I was thinking about running previously and um I thought, well, gosh, this this seems like a good opportunity for me to get a little bit of a head start and um to um really understand uh what it looks like. >> Are there any other clarifying questions or followup questions from the board? Thank you so much for joining us. So, the board may
054make a decision this evening regarding their candidate of choice or we may decide they need a little bit more information. >> No problem. >> But either way, I'll be in touch with you as quickly as possible once we have some clarity. >> Appreciate that so much. >> Thank you. >> Thanks. Good luck in your search and that you'll make a great choice. >> Thanks so much. >> I appreciate it. >> Yeah. Oh, no. I'm also there. Good to see you. >> Yeah. Appreciate each of you. Education provide >> me up. >> Sure. Thank you. We know >> every >> nice swing for that. >> Thanks so much for being here. It's your energy. I will show you. Thank you. >> All right. Mrs. President Reed has a prepared statement that she'll share and then we'll
055get started. >> Thank you. >> Okay. Here we go. Good evening and thank you for your willingness to serve Cedar Springs public schools and our community. We appreciate the time and thought and care you have invested in seeking this appointment. Serving on a board of education is a meaningful responsibility, one centered on supporting student learning, schools, community resources, and working collaboratively to shape the future of our district. This interview process is designed to help us learn more about your experiences, values, and understanding of the board's role. Each candidate will be asked the same set of questions, and we ask that you respond based on your own perspective and commitment to public education. There are no right answers. We are most interested in how you think, how you approach complex issues and how you would contribute
056to a unified student focused governance governance team. The role of the board is to set vision and policy, ensure accountability and partner with the superintendent while day-to-day operations remain responsibility of district administration. As trustees, we act only as a collective body and always with the best interest of all students in mind. We will have approximately 20 minutes for questions followed by a brief opportunity for you to share any closing thoughts. Please take your time and feel free to ask for clarification and input. On behalf of the board of education and the Cedar Springs community, thank you again for your commitment to our students and schools. We will begin with the first question. >> Thank you. >> Okay, Brent. Um, please take us back for the moment when you decided to pursue this vacancy on the
057Cedar Springs Public School Board of Education. Who or what had the greatest influence on that decision? >> Yeah. So, that's a it's a great question. Um, I've always wanted to serve on a school board in some capacity. Um, and so, uh, in the fall, actually, before there was even a big exit, oh, it would be awesome to serve on the school board now that, um, I'm in a different position. Um, and so, uh, in January, I had saw the the the newsletter posting on the school's website, um, and honestly prayed about it and was like, is this really is it time to do this? Um, and some things just kind of lined up after conversation with my wife and um, some really uh, close colleagues and adviserss in my life. I was like kind of
058dead set on, yeah, I think this is what I'm going to do. And um, and and that that was the moment. And I just said, finally, I get to I get to serve the community in a a different role or would like to serve the community in a different role. And that was ultimately kind of the thought process on on where I went with that. >> Very. Thank you. So the first question is around maintaining a student centered focus. The role of a board member is to keep students at the center of every decision. So can you please tell us about a decision that you've made that prioritize the needs of students over the interests of adults or of a particular group? And then how would you apply that mindset to your work as a
059trustee on this board? >> Yeah. any situation or any >> Yeah. >> Um so one of the most recent ones um uh in my place of employment now at the career center um is just working with students every day from multiple different backgrounds and a lot of times as an educator you come in with a a a mindset of of how you learn to do it and this is the way that I know to do it. Um, for instance, we were working uh with chickens in our our greenhouse. Um, not a great place to work with chickens in the greenhouse, but that's what we have. And um, a lot of our students u come from inner cities and they have a a viewpoint on how to how they think uh we we want to raise
060something. And so, while it's not in the um from a growth mindset, it's not in the uh my best interest to say, "No, this is the way that we're going to do it." It from that growth mindset of myself and our students, we push things aside. We say, "How would you do it?" And let's compare with mindset of is this best for the animal also? Um but very a very simple example um but a time where I think I know best but I have to take a step back and look at how would a student handle this particular um situation and how would a student handle that situation is really important to me as an educator and as a a community member is keeping that mindset of what does a student think excuse me what
061does a student think about this and how does it impact that student in a way that they're going to I hope that helps answer that question. >> Thank you. Um, in the area of governance and management, effective boards set policy while the superintendent manages operations. So, your question is how would you ensure uh you remain in a governance role as a member of the board of education and avoid micromanaging the day-to-day operations of the district? >> Yeah, absolutely. Great question. Um I think the the biggest thing there is collaboration. I think um coming into again I go back to that growth mindset. Instead of having a fixed mindset, we work together um as a board um and with superintendent to ensure best outcomes. Um but collaboration um and and not coming into a situation where
062we're just trying to spearhead and there's just one viewpoint in something, but we're working together. We're collaborating. we're communicating to ultimately do what's best for students. >> Thank you. The next question is around vision and strategic direction. So, high performing boards commit to a shared vision and clear goals for student achievement. So, your question would be uh what would be the board's role in creating and sustaining a long-term vision of success for Cedar Springs public schools? That's a really uh it's a thoughtful question. Um can you repeat the other vision of the board? >> Yeah, you bet. >> Yeah. >> Um so what would be the board's role in creating and sustaining a long-term vision of success for Cedar Springs public schools? >> Yeah, I think you start with the school's mission statement. Um, and
063we look at, you know, purpose, pride, and potential for all students. Um, and you stay rooted, uh, with those those key components. Um, as you work through um, and I understand that you're building upon generations of boards, you're building on generations of of educators and superintendents and just the entire district in a whole. um but following the vision and the mission statements um that ultimately will will best impact um our students and again that goes right back to um ensuring that there's discussion and collaboration amongst everyone um even when we have different viewpoints um we have to always look at what's our vision and what's our vision are what we is what we are doing um meeting those two things. Thank you. The next question is around accountability and data use. Effective boards are data
064savvy and use information even when negative to drive improvement. So your question is please give us an example when you've used data to make a successful decision. Well, I can go simple or complex. I so go simple on this one. Um, from a a farming standpoint or just um I run a little local farm stand in our community. Um, and one of the things that I look at is is this a hobby or are we making a little bit of money? Um, are the my inputs um are my outputs, excuse me, inputs exceeding my outputs, if you will. Um, income and expenses. And I do like spreadsheets. I'm a I'm a spreadsheet nerd. Um my students hate that. But um I I simply look at uh you know I almost did not I might not
065plant sweet corn this year based off of um of the the inputs that I had last year and you know the um on what we what we brought in. Um it is a hobby for me but I also know that my hobby um takes up some time away from kids and family even though they get to go out and pick sweet corn and sell it too. Um the data says that's time away from family and the data also says that was kind of a waste of money sometimes. So that's one little um uh piece of data. Um I use data in the classroom um quite a bit um more so with with students and our projects. Um I like to look at the end of the semester. I always like to look at um our
066our grades and did I give students enough time to study? Did I explain something incorrectly? You know, and after a test, I always look at test grades and I look at um if a if the particular area of the test um didn't go well, was that my fault? Was something going on? Um were we on a field trip that week and we had to cram something in? Those are all things and those are all data um that I would be ignoring as an educator if I didn't look at in the best interest of the student. So, two examples there. Sorry, but um one more student and one more fan of life today. >> Thank you. The next question is around ethics and public trust. Board members are expected to model ethical behavior and avoid even
067the appearance of self-interest. So your question, Brent, is describe how you would handle a situation in which a close friend or family member asked you to influence a board decision. So, I would handle that. Um, and I think it goes right back to what I've been discussing, and that's vision, mission, and collaboration. Um, if if someone did approach me, um, in that mindset, um, obviously it's my duty to think about and consider what they're saying, but that doesn't mean I need to act on on their behalf. my my goal or my job is to is to impact students and it goes back to the vision and the mission um of the school board and the district. Um so ultimately those are hard decisions. Um but you have to act on what's best for students and
068if what's saying is a could be a political uh standpoint, it could be uh have might not have anything to do with education. Um but those are things that have to be put aside and again you come back to what's our mission, what's our vision. Um and you stay on track um with those things. Uh even when and especially with family it might be something close to you, right? I mean, that's um that's a difficult thing and that's something that um as an educator we usually have a little big heart and it's kind of hard to sometimes separate um those two things. Um but as I I had grown as a individual um and professional reflected on those things and it's definitely something that I have grown uh in the past I'll say year even
069um is to put those things aside and really look at what's our goals, what's our mission, what's our vision and and how do we collaborate together to to steer away from those influences but also our goal what's best for students. >> Thank you. The next question is centered around one voice after the vote. Individual members of a board really have no authority outside of the board acting as a whole. So your question is if you were in the minority on a controversial vote, how would you communicate with the community afterward? >> It's a great question. I think um you know I'm not well rehearsed on what your public standpoint as far as that type of communication is quite yet. Um but you do I know what you know what's in your heart and what has
070um but in your heart in a way that it reflects the board and the board's decisions and ultimately you're one group I've served on many boards uh over my career um and and not all in education but we're going to have different viewpoints and at the end of the day you're one team you know you're you're one voice. Um, and we're you're going to have disagreements and I think disagreements can be good and they can be challenging. >> Um, but when there aren't disagreements and there that means the full conversation isn't always being had and so um I think to to go back to the question, how do you handle uh going back to the community? I think that's exactly what depending on the platform and what you're using, we did our best. We collaborated
071and this is where we ended together as a group and then you keep it really simple. >> The next question is around community engagement. Strong boards may maintain two-way communication with families, staff, and the community. So your question is, what strategies would you use to stay connected to community perspectives while representing the interests of the entire district? >> Yeah. Um, I think there's lots of ways that we can do that. We live definitely in a social media world. Um, I've definitely seen school boards that have a specific platform um, you know, for their schoolboard member name, if you will. Um, and that's one way. Uh, obviously there's lots of ways to stay connected within a community that's going to um, public events, school events, uh, concerts, um, different contests, games, you name it. Um, just
072being present. Um, and every time you've got a a Red Hawk logo on, you you understand where you come from. And I still probably wear my Red Hawk stuff. I guess it's Tennessee, but um, always in my heart. Uh, but uh, you just you um you represent uh, all the time. And I think that um, there's little ways that we can do that. Whether that's right on day you hang out at the museum and you meet with some of the the older generation and just have coffee. Um whether you're going to um football games like I already said or track meets, whatever it may be. Um and in supporting each other and bring your family with um I think that's a really easy way to stay connected and see what's going on within our district.
073Um so and then social media in in the appropriate standpoint. Thank you. So um the next question is centered on the relationship with the superintendent between board trustees and the superintendent's office. The board recruits, hires and evaluates the superintendent and must function as a unified leadership team. So your question is what does a healthy professional board superintendent relationship look like to you? >> Yeah. Um communication uh is big. Uh that's number one. Um I think open and honest communication is the other thing. Um and whether that be uh through a professional email, whether it be through um text message, um just checking in once a week and even checking in on each other. Hey, how you doing? Doing good, feeling good. um are all ways that um from a professional standpoint if we don't know
074the people that we're working with or aren't um and I'm not asking to deep dive into anyone's life but to connect uh on a more personable level that so that you can collaborate and that you can work with each other um is really important. So open honest communication weekly check cameras things like that. >> Thank you. Um the next question is around high expectations for each student. Effective boards believe that all students can learn at high levels and they view challenges as barriers to overcome. So your question is how would you respond if achievement gaps persist despite current uh involvement or improvement efforts? how how my response is on this. >> Yeah. So, how would you respond as a trustee on the board if achievement gaps persist despite current improvement efforts? >> Yeah. I think
075um again that goes back to collaboration and then we look at um was this effective? What were what were we doing as a team? was what made it not effective or what made it effective um or impactful. Um and so a lot of times that um is is is collaboration with superintendent and say, "Hey, can you can you meet with um your educators? What what did they think did not work or why this didn't work?" um in bringing in that whole team perspective um is is kind of my mindset um on that is you've got people on the floor that are are working with this um and what is their thought as to why it did or did not work. Um, so obviously working with with Scott and then reaching out uh kind of on
076a deeper level with with the team and um and acting at in what's best in what's best interest for the districts. >> Thank you. >> The next question is around fiscal stewardship. Boards align resources with district goals and maintain standards even during or even during financial constraints. So your question is, how would you approach difficult budget decisions that may involve reducing programs or staff? >> Yeah. Um those are hard decisions and every district and every business has to face those things. Um and ultimately it's a numbers game. We all know it's a numbers game. Um and so how do you handle um those decisions? Um sometimes you got to put your uh put your heart aside and do what's best in for all students. And a lot of times um you know if you're only
077impacting 60 kids um well you know that that's a small it's the minority of of the district that we're working with. Um we don't want to put that those 60 kids to the side completely. um we we have to work to find an alternative, but ultimately has to do what's best for the for the district and what's um financial financially feasible for the district and community. Um and sometimes that can be a challenge, but we have to look at it from a viewpoint of does it meet our mission and vision? Are we doing what's best for all students? Um and that's always a hard thing to think about. are we actually impacting and are we um impacting all students in a positive way and a lot of times money is that constraint and how we
078impact students which is unfortunate but it's the world we live in. So um sometimes you got to set set that hard aside and got to do the best for the district. >> Very good. Thank you. um in the area of handling community concerns, the chain of command directs concerns first to the level where the issue occurred. So your question Brent, if a parent contacted you about a classroom issue, how would you respond while honoring the fraud process? >> Sure. I would uh thank the parent for reaching out and then I would look into those concerns. I would check in with Scott next. Um, and hope and hopefully Scott will continue the chain of command down and check with the the teacher and and really get down to it. It's not my job to go barking
079on the teacher's door. They got enough to do. So, um, check in with you and just again say to that parent, thanks for reaching out. Um, happy to look into this. I'll be back to you at a later date or someone else Scott will reach out to you. So, follow those lines. >> Okay. The last uh formal question is focused on the uh idea of board development and then team working together. High performing boards engage in ongoing learning together. So the question for you Brent uh what commitment are you willing to make to professional development and collaborative work with your fellow trustees? >> Yeah. Um I love professional development. I think when to speak to any of my colleagues, professional development is some of my favorite things to do. Um, and reason for that is
080professional development a lot of times is where we all meet together um to engage and learn and get to know each other on those deeper levels as a team. Um, so I don't know 100% what that looks like as far I know there's classes and things like that that we're uh it's our duty to take. Um, and if we do those together or that's separate. Um, that's all new to me. So um but engaging in professional development together to to better students has always been um a main priority uh in in this eight seven and a half years that I've been educating. Um learning new things to better each other and better our students has always been at the forefront of my decision- making when when going to professional development. That being the last formal
081question, are there any clarifying questions or followup questions from the board to go? >> So you might have said at the beginning of conference, I might have Are you planning to run in the upcoming elections to retain the seat this? >> Yes. >> And then you have a final statement that you'd like to share? Yeah. Um, one just thank you uh for having me today. Um, I would be remissed not to say um I have had a few of my closest adviserss reach out to me and say, "Is this exactly what you want to do? Are you doing this for the right reasons?" Um, and that's something that I have um been deeply committed to reflecting on the last week. Um, and I went back and forth on those things. Um but ultimately yes this
082is um what I want to do and I think the one thing that um that I can bring to everyone is perspective and that's perspective from a community standpoint that's perspective as an alumni here um perspective of an educator community perspective as a parent um and this is the place that built me and so um I'm excited to be able to give back uh in a different capacity So thank you. >> Thank you so much. >> So um sorry board of education will um we'll go into public comment. There are a couple of other action items on the agenda. Uh then they'll discuss the two candidates with whom they met tonight. Um they may reach a decision this evening based on what they've heard. um they may um recognize that there's need for an additional
083uh measure of conversation or additional depth of conversation. Please know that as they reach uh decisions that I'll be in close communication with you and with the other candidate to let you know exactly later on in the process. >> Awesome. Thank you so much. Thank you. I >> was going to ask you if you had any thoughts on a snowman tomorrow. >> Oh, shut up. >> Thank you so much. responsible. Great. So, moving forward, this will be the time that the board would entertain uh time for public comment, but we would listen to the public. We have three minutes and we won't be following up on any issues that you have. We uh Superintendent Smith will be following up. So, I do have one um public comment. U Mr. Dave Erie if you would like
084to approach uh the table and share with us what >> Hi, my name is Dave Erie. I'm an alumni also. Um and I'd like to talk to you probably about something that you really don't want to talk about and that's Hilltop but I'm going to come at it from a slightly different angle than what you're expecting. Um, my whole life is wrapped up in that building. My parents school there. My aunt and uncle worked there. Um, my parents met there. My mom was dying of terminal cancer and she grabbed my dad at a Christmas party up in the boardroom, the old boardroom, said, "I want you to marry that girl right over there." And he did. So, I have a lot of memories of that building. That being said, those memories are up here, not
085up there. Get my drift. >> On one of my little excursions when I was a kid, I used to climb around inside the walls building and up in the attic in the basement in a boiler room. My correction could crawl from the basement all the way to the attic. And in that journey, I found this This is a 1945 yearbook. There's a lot of people in here that you might recognize. You recognize their name. They they kind of made this city what it is. Thing that struck me though is in this book there's only one picture of the building. The rest of the book is full of people. lots and lots of kids because that what was important. The building has a lot of memories, but it's old. And my recommendation to you would be
086to quit putting money into past. That money could be spent on the future. I know a lot of people disagree with me and you've probably heard a lot of them. We got to save the clock tower. I think it's time for it to go away. There's a lot of buildings from Cedar Springs that are no longer there. The funeral home. Remember the funeral home on the corner or gambles or liquors or they're all gone. we remember them and we'll remember that. I think that something else could be done with that that would be more beneficial to our kids. >> Even though I don't live in Cedar Springs anymore, born and raised. Thank you very much. >> Don't have any for so other comments. and we will move forward to our action items for this evening.
087And our first action item up is our summer 2026 kids read now proposal. And I would entertain a motion. >> I would move to um accept the 2026 kids read now proposal of 61,32250. support. Any discussion? >> I'm excited to see it move forward to expand. I think that's a great opportunity for our older kids um or the chapter books and whatnot. So, >> I appreciate the parents working with us doing super works. Okay. So then I'll call for the vote. Vice President Bowser, >> yes. >> Secretary Patton, >> yes. >> Treasury Gilmore, >> yes. >> Trusty Slagger, >> yes. >> Trusty Schoffner, >> yes. >> President Reed, >> yes. Motion carries. That brings us to our second action item, which is the recommended um board of education policy revision of 7217 weapons. I would
088entertain a motion for as presented. So please >> support any discussion. >> I just want to again I I uh I appreciate the school and the board's desire to think about uh creating as many options as possible for the safety of our kids. Um having explored this with the law and seeking outside legal counsel and the due diligence that we've done. Um the intent behind that provides some coverage probably isn't necessary in the in the event. Whatever our teacher do to protect our kids, you know, having a good security protocol and um they'll they'll be protected. We wouldn't need this. Um the wording of this has created some confusion which may um in its own way, you know, um cause some unsafe understandings. So I think clarifying the policy so it's very clear on what
089is and is not allowed. Um overall it's about call for the vote. Vice President Bowser >> yes. >> Secretary Patton >> yes. >> Treasure Gilmore. >> Yes. >> Trusty Sligger. >> Yes. >> Trusty Schoffner. >> Yes. >> President Reed. >> Yes. Motion carried. That brings us to our third action item for this evening. Our opinion board trustee appointment. And I think Scott has a little discussion and then we'll >> Yeah. So typically at this point in the process, we do a bit of group reflecting. Um we look at the responses as a whole. Um, but we also look to identify there maybe some key things that you heard from each of the candidates tonight or from each individual candidate tonight that resonated with you that maybe turned the light green for you. Um, or maybe
090caused you to have some additional questions that you would like some further clarification on. Uh or to be honest, maybe there were just some things that you heard tonight that caused you to think, "Oh boy, maybe this isn't the right time uh or or this wouldn't be the right role for this individual to serve the community." It's really important that as a group we uh have these discussions in a in a way that are assetbased. So we talk about things that we heard um in in the positive Um don't uh speculate that well this person you know doesn't believe in this particular position uh based on something that you heard. That really could be phrased as a question. I'm curious to know what this individual's position is or what this this individual's value is related
091to a specific topic. It's really important to be assetbased in these reflections uh and share things that you heard that resonated with you. Um sometimes to be honest, silence is golden. And so if um if when we're looking at an individual candidate and we ask for reflections from the group of uh members of the interview committee that really resonated with you and there aren't a lot of things that are shared, that's that's a significant message. Um, so if you get a lot of comments that uh really resonated with one candidate but didn't get a lot of comments that resonated uh regarding the other candidate, that speaks volume. There's there's a message there as well. Um, and so I'd love to start just by hearing some reflections from the board table. I'll take notes uh so
092that we can um kind of have a collective uh identified group of of attributes. But just if you can think back to the things you heard from Tim uh first, then we'll go Tim first and then we'll go Brent second. Um, I'd love to hear some things from the board table that really resonated as being things that uh were would would make the light green for you if Tim was in the passenger seat of your vehicle and you were approaching an intersection. >> I can kick us off and since we're just opening up, I'll start a little bit more broadly. Um but one thing that resonated with me as a positive was just his leadership experience, a variety of work that he has done. Um but also some of the difficult decisions that he has
093has had to make as well and just really appreciating how he has navigated some of those some of those challenges in his previous leadership experience. And I' I'd like to say in regards to Tamis that he understands that from his board um experience also is that you have one employee which for us would be the superintendent and for him um it was I don't know what you call that person um the library >> director okay yes so I'm glad that he understands that concept that we have one employee I appreciate his um parental experience with the different things in the schools that I use. Dyslexia is always a key word I actually love. I really liked this um when you talked about the uh the question six about difficult situation where your close friend asking
094to influence board decision. I really liked how he talked about public trust of the board can be ruined by an imped decision or strengthened by a good one and he really you really seem to understand the impact that that public perception made and the and the necessity to be transparent. So I really appreciate this answer that one. >> There's two more things I would share. um you know on question eight when connecting his community perspective as well representing interest at the board I in listening to him I mean he he seemed definitely open to to hearing feedback and hearing different perspectives and and honestly taking that into consideration you know not being um so set you know but also having humility and and learning and you know adjust testing. Um, and then also just question
09511, I'm just really recognizing the public's dollar and just the importance of stewardship. Piggy back off of Tracy's comment about question A is just I liked his comment of you listen twice as long as you talk. I like that. You hear? >> Yes, exactly. I'll I'll throw it out bigger uh for the last question is very passionate about future that's something that I greatly appreciate it because with this particular position it's something that as you all have experienced a lot of learning is to reward So that was a good thing >> and a lifelong learner. Were there other questions that maybe are resonating uh for you regarding Tim's candidacy? maybe some conditions or a question or a response that might have the light be yellow. Not meaning that you're opposed in moving forward in the
096process, but you're just looking to get some additional information or you feel really good about that. It was pretty thorough answer. >> Were there any conditions that would cause the light to be red for you? >> Okay. The ongoing process. So, we can come back to this uh if we if we need to, but um let's kind of transition the conversation and um approach it from the same direction for Brent. Were there some things that you heard in Brent's responses or read in Brent's uh cover letter to the board or in his application that's really resonated with you, uh made the light turn green for you? You just see that seriously for a long time continues to teach himself and you can you can just see the joy inside his job. said, >> he actually
097said something that person that she interviewed that um he always wanted. I appreciated the fact that uh Bren recognized kind of the sometimes the amount of work that goes into being the board member and that he didn't take it lightly but he spent some time to really weigh um you know position he wanted to do it forever. He shared that with us but it sounded like we had reached out to some mentors and give him the value to really kind of weigh the decision. Um, and then after he made the decision, the way he framed it, he made the decision to give back to the community, which is really what it is. And so I I appreciate his respect >> and we're committed to multiple and collaboration and working together. Yeah. Uh we also I
098think you mentioned the student aspect you said >> circle back to student first >> the vision mission and collaboration that >> and I would just add what he had shared in his closing statement just perspective. I think he he does, you know, have a lot of valuable perspective having been in Cedar Springs in a variety of roles, alumni, parent, teacher, just a lot of >> it's a different department when it was here. >> And then they love professional development. Well, obviously lifelong learning and I think it's speaks to an emotional level of talking about how you're going to handle your heart. Thank you. Like when he gave the um the first question he was talking about the first question, the second question he was talking about the chicken and the children and why did he
099do it this way? different listen that really stuck out to me too because the way he he said he asked questions you think about how we sometimes ensure the right decisions are made here as we ask questions and so following that same shape and example that's what I was thinking myself as a frequent question ask her son right you know he's I try to ask those questions to make sure we're following the digital machine and then collabor that that leads to common sense. Okay. Were there anything about what you heard from Brent tonight or read about from the materials that you submitted that you would like you need more information around? You still have some questions regarding his candidacy, things that would cause your light to yellow >> or similarly, are there things that you
100heard that would cause the lightly red for you at this time? So, um I've interviewed thousands of people literally and um if I I I've always made it my professional practice if I if if an individual takes the time to invest in spending with me to have an interview, have a conversation around a an opportunity, I owe them a call back. So, I called a lot of people uh over my career to tell them that they didn't get positions or they didn't get this specific position, but oftentimes it was the case that they didn't get this position, but guess what? They got the next position because they were an amazing human being and outstanding for the role. So, it is possible uh that you have two outstanding individuals tonight, but there's only one board seat.
101Um so really you know for you it's it's a really identifying sharing your hunch um in terms of which individual might be a better fit for a specific for this time this this place in terms of where you are as a board of education. So, I'd entertain any thoughts from the from the board table. If any individuals have a strong position towards one candidate or the other, um, this would be a great time to share that. Why Why is that Why is the candidates Why is that candidate slight green for you? >> I think they're both great candidates. Definitely a great fit for both of them looking for us. However, I feel at this time that I my vote would be for Brent. Well, that I just I there's just he's thought about it since
102this fall and then just how God works that it just became available in January and I just I like that he can bring so many different facets of perspectives. I think that would be a wonderful addition to the board. >> Yeah, I agree. I really like both of them and teach because I remember when he came here I will never forget he wanted us to have library in and you know how I feel about libraries and books and got me excited. So I was so happy to see this movie tonight. But on the flip side I for the kids he's from he has the perspective on the things that we don't believe that we have he's from the children we don't always get to hear from the children. So to me it's like but then
103I think if they run so if we picked one not together I would have to run for the and which one would be most likely get the most votes at the same time because I would like to have both of them >> right like I want them both but I can't pick them so I can rank those two who who would most like to get voted on so that I can happen. And I know that that's probably not right. So then I put that to was the best. >> Yeah, I thought I thought both candidates were fantastic. They both seem to have a heart for the kids and for the district and so I I have no problem serving with either one of them or or both of them at some point. So for me,
104honestly, it it was it's just going to come down to the the numbers. You know, I I think with with both candidates being good, you can't have a bad choice here, but to be fair, making sure they do great equally. And so for me, when I look at the numbers, they're very close, but for me, the the scores came from just a little higher for program as well. >> Yeah. Kind of going down the table here. So again, I would echo both strong candidates and I knew tonight was going to be hard. I mean, I knew already, you know, that they would both do a great job and have different strengths. Um, I actually probably would lean toward Tim Smith. I feel like he has a little bit more maturity in leadership. I I felt
105like he answered the the questions more thoroughly and a little bit more specifically. I felt like Brent was maybe just a little bit too I don't want to say fluff but I mean a little a little bit in compar in comparison still um I mean I think I would still be 100% a thousand% comfortable Brent really I I think he's an amazing individual and I do very much you know trust and believe in his passion and care for students and so I would zero know concerned. But if I'm, you know, I'm being honest and looking at how I scored, I would say I I scored Tim higher and appreciated some some of the more specifics that he could speak to in some of the examples that that he gave during the interview. >> Do you
106want to talk? job. >> Very difficult decision for sure. I think that it's as I'm looking at my scores um a little bit on top of my score, but it's not an easy decision by any means. >> I do I I would go by Tracy some of the answers. um kind of especially at the first stretch uh for run seem to be you know one of those key type uh key phrases and some of those things which that's okay you know we all do that we need to communicate in a certain way to be able to understand you know we are about collaboration we are about mission vision but at the same time these Some of those answers of Tims went a little deeper and were more narrowed uh specific and that does show his
107level of experience. Um but either either candidate uh you had to serve with Senator L. You know my numbers as I said before kind of lean towards >> so my numbers did lean um a little towards Quinton as well. However, I have very much respect for Jim and I know he has watched our movies um and actually he had a suggestion of plausible emotions and he was exactly right that his total professionalism and how he um discussed that was so I've always appreciated that and I do hope that he continues on and if he doesn't if he doesn't get um but I do feel that Brent has a very a lot in community and an ear um for that truly desire and that he would be willing to work with us. So every so yes
108>> can I throw one more thing out there having been in that situation as we were talking about earlier I don't think everybody heard but when I first came around um actually before I first came on I interviewed and I did not get the position I lost to Mr. Gus um the better candidate for sure. But uh later I was able to uh put my hat in the ring and I did get that was a long time ago now but very fruitful and very well served and you know just to think you know we have to vote one person in but the other person still run still get on and still serve for a while long diagram. So >> that's how I started too. I didn't >> Yeah, >> I lost I think to Transford.
109>> Yeah, it was there were three of us I think in that back room and I can't remember if there was one or two vacancies but we Yeah, we were both or we were >> barred. >> Was it Jeff? >> Yeah. Yeah. Yeah. So I same thing I I didn't get the position when I interviewed but then I won in November >> after I beat four years prior by then. >> Yeah. So really at this point we have some options. Um if the if it's the will of the board to move forward with a decision tonight, we absolutely can do that. Um if there's need for some additional conversation, some additional clarity, we can definitely take that step as well. But you know the if there's thoughts or movement on the board's table to move
110forward tonight with a decision and now would be the time to give a motion. So I uh like I said I think these are both outstanding individuals in the community make sure we give feedback to whichever one didn't get it. I I communicate that they present themselves very well and we could definitely see their heart for the community for the school. Um but given the numbers that I've I've rated the questions for and I guess I'm I'm prepared to make a motion to extend the offer to um Brett for the school board position. >> So any further discussion? >> Just I'll just reiterate. I mean I you know I I know I am in the minority here where I landed. Um, but it certainly, like I said, it's not, you know, not that I could
111support really. I think we're very fortunate to have the candidates that we >> I'll go ahead and call vote. Vice President Bowser, >> yes. >> Secretary Patton, >> yes. >> Treasury Gilmore, >> yes. >> Trusty Slagger, >> yes. >> Trusty Shner, >> yes. >> President Bean, yes. Motion carried. We have 37 seats. Thank you. Thank you for leading that work. >> Thank you. >> All righty. So, that brings us to communication and for the board of education. We did receive a parent correspondence um today and that is going to be forwarded to our attorneys to answer phone. That will probably be the best course of action. >> Um I don't know if it's communication or planning. We're having shoulder surgery on Friday. um if I can make it to the hospital with the sub-zero temperatures,
112but um I'll be out of the commission for a bit, but available by phone. Um we we'll stay connected and keep the keep the train rolling on tracks. Don't hesitate to reach out. Got great people on the team. They're ready to step up. Uh if I can't be here in person, but we'll stay connected and keep it moving. to be able to give people higher rotator and bicep. >> Okay, with no more business for us, we'll see each other in February and we will stand adjourned at 8:07.