Annie McMahon Whitlock annie.whitlock@gmail.com
1. Please tell voters a little about yourself, how long you have lived in the district, and why you want to serve on the Lowell Area School Board of Education.
I’m Annie McMahon Whitlock, an Associate Professor of History/Social Studies Education at Grand Valley State University. I have over 20 years of experience in a variety of education roles. I taught 6th-8th grade social studies, worked as a social studies curriculum director, and earned my Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University in 2013. I was an education professor at the University of Michigan-Flint during the water crisis, preparing future teachers to address the needs of the community during that traumatic event. I moved back to my hometown of Lowell, MI to work at GVSU teaching social studies methods to future elementary teachers. I am very active in research, having published several articles and books on social studies education.
2. In what ways have you invested, volunteered, and engaged with the district and the Greater Lowell community?
I am currently the President of the Michigan Council for the Social Studies, and I have served on the board of the National Council for the Social Studies as well. I am a mom of two daughters, Maggie and McKenzie, who attend Cherry Creek Elementary, and I host a podcast about Lowell history during World War 2 called "Letters Home."
1. Please define what you understand “parental rights” to mean regarding public school districts, what you know about mechanisms LAS has in place to support parental rights, if you see those as inadequate or lacking, and if so, what you would propose as a board member to address concerns.
To me, “parental rights” means that parents should have the opportunity to develop a collaborative partnership with their child’s teacher and school to ensure children get the best education possible. When done well, this partnership can be very beneficial for students-- educators have expertise on what children need in general to learn best, and parents have expertise on their individual children to know what they need best. When both groups combine their expertise and have mutual trust, children can really succeed. I believe LAS values this relationship system-wide and building leaders stress the importance of parent communication.
2. In recent years, LAS has added an elementary math coordinator, literacy coordinator, after-school tutoring programs, summer school, and middle and high school mental health support. Work is underway to determine how successful the programs and projects initiated with Covid-era ESSER funds have been, and whether they can be maintained when those run out this school year. Some may continue by using the district’s general fund, and others only if there are new grants available.
If there are not adequate funds or grants, some tough decisions will have to be made that may not be unanimously popular. What sources might the BoE explore to help make those decisions?
When forced to make difficult decisions, I found that it’s important to get as many perspectives on the issue as possible. My approach to understanding perspectives is to give people the opportunity to be heard and truly listened to. As a board member, I would hold regular interviews or focus groups to hear from those who may not be able to attend a board meeting or don’t feel comfortable doing so. I will make myself available for informal conversations, such as setting up in a local coffee shop, visiting parent groups, and listening to student representatives. It is also important to consult data through surveys or test scores to include more measures of effectiveness to aid in decision-making.
3. How would you assist a parent or community member in addressing an issue when they are asking you to solve a problem or make a change that is outside your scope as a board member?
As an elected official, I believe I have a duty to be responsive to constituents. I would attempt to direct parents and community members to the correct people in the district who can help them, which is often someone much closer to the issue than a board member. I also think it is important to note when there is a pattern of similar issues, which may or may not elevate to something I would discuss with other board members and Superintendent Fowler.
4. Besides core subjects, students learn teamwork, initiative, respectful debate, informed decision-making, and critical and independent thinking. Please articulate the value of learning these skills in school.
Skills like teamwork, informed decision-making, and critical thinking are important skills for life and to be productive citizens of society. Students can certainly learn these skills in other places besides school, but school is the unique place where students can develop these skills while learning content in the core subjects. For example, solving a difficult math problem in a group, debating different sides of an issue in social studies, or analyzing the meaning of a novel in language arts. There is a lot of value in learning these skills intertwined with content.
5. ‘Feeling safe’ in school varies given learning styles, peer group/social dynamics, and home situations for the more than 4,000-plus members of LAS staff; administrators; parents; elementary, middle, and high school students; as well as for those with special needs. What is the BoE’s role in striving to meet and simultaneously balance all of these?
I believe that the primary function of a Board of Education is to ensure the school system is a place for learning, and “feeling safe” at school is essential for learning. There has been a tremendous amount of research that shows that students need to feel safe to be able to learn, parents need to be confident that their children are safe at school, and educators need a safe place to work so they can do their jobs effectively. I also believe the board has a responsibility to the community at large. It’s important for a district to acknowledge, understand, and attempt to address systemic issues in the community that impact physical and emotional safety, such as poverty, homelessness, etc. The Board should be striving toward inclusion, even if it is difficult.
6. Lowell Area Schools has implemented policies and programs supportive of Diversity, Equity, and Inclusion; social-emotional learning and Positive Intervention Behaviors and Support. Are you supportive of each of those items? Why or why not? Is there anything you would advocate as a board member to affect or improve upon those areas?
A commitment to diversity, equity, inclusion, kindness, and justice is essential to ensure that students feel like they belong at school. Students who feel safe and welcomed at school are able to learn better. Social emotional learning can also make a difference in students’ mental health. When districts make social-emotional learning (integrated with all school subjects) a priority, as well as ensure that there are social workers and counselors in every building who are affirming of racial and gender identities, it adds to the feeling of belonging and safety. I am less supportive of Positive Intervention Behaviors and Support (PBIS), as it focuses on rewards and depriving students of rewards as motivation for behavior, which has potential to be less inclusive and harmful, particularly students of color and students with special needs. However, I have seen elements of PBIS be successful if done in a district that also values diversity, equity, and inclusion and supports social-emotional learning. I would like to see LAS implement restorative justice practices to address behavior. These practices require an immense amount of training and supporting district-wide, not just from the schools but from families and the community as well. I would like to see this implemented at LAS, but this is not a “quick” or easy undertaking--it’s a massive culture shift. Nonetheless, attention to DEI and SEL are good first steps to be ready to take on restorative justice.
7. What steps have you taken so far to learn the main issues that face this district and/or the current board? What are the top three areas of focus for the district as you see it?
I have been attending Board meetings when I can, including the “Truth in Taxation” meeting in June, which was very enlightening to understand financial opportunities and challenges for the district. Attending parent advisory meetings this past year has also been a great way to understand issues from the perspective of other parents. I also met with Superintendent Fowler to get his perspective on district challenges. Based on this, I think the following should be the biggest focus for LAS:
Addressing the teacher and staff shortage. At the moment, LAS has been blessed with minimal teacher turnover. However, this could lead to a sudden influx of retirements at the same time. With fewer applicants nationwide and statewide, the teacher shortage could impact LAS in the near future.
Declining student enrollment. This is a challenge for all schools in the area, but that means we need to celebrate what we do well in academics, athletics, and the arts and also invest in the community of Lowell. When the community grows, LAS grows.
Cultivating a sense of belonging. As I wrote in my other responses, focusing on welcoming all students, recruiting teachers and staff of color, and being a partner in the community will help us address the other two issues.
8. Do you think the current process at LAS for receiving, investigating, and resolving a request to remove a book from the district libraries is thorough, fair, and respectful of all parents’ rights?
There is a policy in place for parents to control what their individual child checks out from libraries. I believe this policy is important to have in order to be respectful of individual families’ decisions. The policy is fair, reasonable, and transparent. However, this question asks about processes for removing books from district libraries, and I don’t believe that any books should be outright “banned” from district libraries. In fact, LAS should have a policy that doesn’t allow community members to request to remove books. The policy now is that anyone can challenge any book for any reason. Every time this is done, committees of board members, teachers, administrators, and students must convene to read a book and discuss it for a recommendation. I don’t believe this is the best use of district time and resources, when we have hired professional librarians for their expertise to select books for our libraries and when we have a policy for individual families to exempt their children from certain books.
9. How can or should LAS set itself apart from other area districts to attract and retain qualified staff and support positions, given budget constraints and talent shortages?
LAS can be a top-choice destination for teachers and support staff by continuing to strive to be a place where teachers and staff want to work. This includes developing a supportive environment where teachers are treated as the professionals they are and encouraged to grow their craft through professional development. LAS could participate in university “grow your own” programs that encourage support staff who are interested to obtain their teaching certificates if they commit to working in the district. Of course, raising salaries overall for teachers and staff will send a statement that LAS values the education profession.
10. How many school board meetings have you been to or watched recordings of, and do you see the current board as lacking in any area?
I have read the recaps or listened to recordings of most of the Board meetings since I moved back to Lowell in 2022. I was able to attend four meetings in person in the last year, and I gave public comment at two of them. The current Board is doing a great job with a difficult task. However, I do think the Board needs another person with expertise in the field of education, as well as a perspective from a parent of children at Cherry Creek and Bushnell area, and a perspective of a parent with special needs. I have all of these perspectives.
11. School boards are multi-faceted and dynamic, and serving can be challenging, time consuming, and complex. How would your personal and professional strengths and skills complement the Board? How would you handle differences of opinion to stay focused on the goal of improved student learning?
I have over 20 years’ experience in education as a classroom teacher, curriculum director, professor, and researcher. I think my range of experience in education shortens the learning curve for me on the Board and allows me to contribute knowledge from my professional life. I have also had experience leading organizations, such as the Michigan Council for the Social Studies. In those experiences as a leader, I have learned how to listen, recognize when I need a different perspective or insight, and think on my feet. I am also not afraid to speak up for what I believe is right, especially when it concerns students’ learning and well-being at school. I believe every student should have the opportunity to achieve their full potential, and my commitment to this is unwavering regardless of the role I am in.