Nov 15, 2024

My Odd Elation in the Aftermath of the 5 November 2024 Presidential Election >>>>> The Magnificent Opportunity for Opposing Donald Trump with the Exercise of Citizenship

The result of the Tuesday, 5 November 2024, presidential election is bracing but upon reflection so clearly exposes the flaws in our society---  while offering the opportunity to acknowledge those flaws and get to work addressing them---  that I am energized by the chance that we now have to draw upon the enormous institutional resources provided by the genius of our constitutional democracy and put democratic principles to work. 

Thus did I awake on the morning of Wednesday, 6 November, with an odd sense of elation as to the prospects for advancing citizenship and the relevance of my K-12 Revolutionary activism to that advancement.

I put in some significant door-knocking time for both Kamala Harris and a couple of Minneapolis Public Schools Board of Education candidates, with nary a victory among them.  Harris was my favored candidate in the 2020 Democratic primaries;  thus was I delighted at the Fates for providing the vice-presidential opportunity to Harris and the 2024 candidacy upon Biden's withdrawal.

I followed the polling data closely in the seven swing states and optimistically envisioned a Harris victory;  but Trump's win cannot be put in the category of "shocker," given the state of the electorate.

My read on the election is significantly different from most analysts  >>>>>

I am aware of the demographic groups in which Kamala lost ground and the perceptions that so many had of the state of the economy, never mind in the latter case that Biden-Harris actually managed the economy very well after dealing with the Covid mess left by Trump, and that at present GDP growth is just under 3 percent, inflation is a bit over 2%, job growth is strong, and the United States economy the envy of the highly developed nations of the world.

But people want to pay lower prices anyhow, in the supermarket, for houses, for gasoline (which should actually be taxed for investment in electric vehicle production and green energy sources).  And because people, especially in the lower middle class, are feeling economic and overhyped border anxiety, they are willing to vote for a sexual predator, multi-count/multi-case criminal, pathological liar, and nasty human being with visions of autocracy.

Thus my own read  >>>>>   

The low information base and questionable ethics of the American public has been exposed. 

People spend more time on social media than reading nonfiction books on government, economics, international affairs, and ethics---  or even seeking out quality online articles pertinent to such subject areas. 

People know little of the behaviorist principles of psychology that would allow them to understand the social and physical environmental determinants of their own whims. 

Until we create knowledge-intensive, skill-replete public education, full of opportunities to discuss and debate societal issues and ethical decision-making that sends people into the world prepared as citizens who grasp that decisions made for the good of all will actually result in a better life for the individual---    the body politic will be ever susceptible to lies and misrepresentations that induce decisions in search of evanescent personal advantage, rather than the public good.

But I am not weighed down by the immediate circumstance of Trump's election.  

We still have a democracy.  

In a democracy the people are the government.  

This is time for personal activism in behalf of the issues important to the creation of a promising future for the generations to come. 

Trump and his policies cannot prevail if people at the local and state levels counter with policies consonant with the public good.

Such activism undergirds my life, in my teaching of 45 students of all ages each week, and on my various platforms for advocacy as to the necessary overhaul of public education, all under the aegis of the New Salem Educational Initiative. 

I feel so enormously lucky to have made the decision that I made 53 years ago to become a teacher of young people living at the urban core.

And, while as a matter of personal preference, I would rather use all of my considerable energies in teaching those students and engaging in research and advocacy pertinent to Taiwan, and in the many applications of my research and interviews concerning African America and the North Minneapolis African American community in particular, I also feel blessed to have ten years ago observed my obligation to conduct an intensive investigation into the inner workings of the Minneapolis Public Schools.

That investigation and the examination of a salient example of the urban school district in the United States puts me in a position to advocate for the overhaul of public education and thus the production of a more enlightened citizenry.

Not everyone is positioned for active citizenship of the sort needed at present.  But for those of us extroverts, ambiverts, and introverts able to thrust themselves in the public arena, the opportunities are abundant to fulfill the promise of democracy.

I am heartened by those across the United States---  lawyers dedicated to challenging Trump’s extralegal attempts, governors vowing to challenge any Trump draconian actions pertinent to social welfare or immigration, environmentalists and climate change advocates declaring themselves willing to do the necessary work to ensure the human future on planet Earth, feminists and LBGTQ activists steeling themselves for carrying forth their work in opposition to toxic masculinity---  who are ready for the struggle.

The genius of the American political system is the federalist distribution of shared power and the legal protections of the Bill of Rights that relegate the presidency to just one locus of power.

We cannot lose a democracy unless we fail to act.

So as citizens we must exercise our right and our obligation to act.

I am honored and blessed to have multiple opportunities to exercise my talents for citizenship and I urge others to identify their own talents and arenas of action.

Therein is my cause for elation, an elation that I blissfully witness in others, and that I urge upon everyone capable of exercising the opportunity for citizenship.

Nov 14, 2024

Open Letter to Minneapolis Public Schools Strategic Initiatives Executive Director Sarah Hunter and Research, Assessment, and Evaluation Director Kate Parkinson

The Irresponsible Lack of Data on the Minneapolis Public Schools Website for Data Report Card--- and the Lack of Updated Data for Public Data Dashboard--


November 11, 2024


Sarah & Kate--- 

As of 1:15 PM on this afternoon of 11 November 2024, the Minneapolis Public Schools Data Report Card is still not functional for the provision of Minnesota Comprehensive Assessment (MCA), Graduation, or Behavior & Discipline data, nor is the following message and link responsive  >>>>>

>>>>> 

If you have any questions about the data shown here, please contact our data visualization team at REATableauSupport@mpls.k12.mn.us.

<<<<< 

Bad enough has been the unavailability of any data at all on the Data Report Card site for September and October in this 2024-2025 academic year; even while the site is being updated during these months in most academic years, the prevailing data (extending from academic years ending in 2014 forward) has been available.

Further, the most recent data given for all manner of categories on the Public Data Dashboard is for the 2022-2023 academic year (academic year before last).

You must provide not just me but the public an explanation on the Minneapolis Public Schools website;  in a context in which much verbiage is spent with regard to such bromides as "transparency" and "accountability," the lack of ready availability for the data of reference is irresponsible in the extreme. 

Please respond to this email immediately.

If I do not get a response today, I am going to enter this as an open communication to the two of you on my blog, which has up to 50,000 readers each month, from the United States to Germany, Israel, Singapore, and many such international locations.  And I am increasingly likely to include this matter for discussion in the second edition of Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect


With best regards-- 

Gary

Gary Marvin Davison, Ph.D.

Director, New Salem Educational Initiative

2507 Bryant Ave North

Minneapolis    MN     55411

http://www.newsalemeducation.blogspot.com


Author,

Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect (New Salem Educational Initiative, second edition, 2024)

Foundations of an Excellent Liberal Arts Education (New Salem Educational Initiative, 2022)

A Concise History of African America (Seaburn, 2004)

The State of African Americans in Minnesota 2004 (Minneapolis Urban League, 2008)

The State of African Americans in Minnesota 2008 (Minneapolis Urban League, 2004) 

Tales from the Taiwanese (Libraries Unlimited, 2004)

A Short History of Taiwan:  The Case for Independence (Praeger, 2003)

Culture and Customs of Taiwan ([with Barbara E. Reed] (Greenwood, 1998)

A World History:  Links Across Time and Place ([with six other authors] (McDougal Littell, 1988)

 

Nov 11, 2024

The Impact of Low-Quality Public Education on the 2024 Presidential Election

My read on the election is significantly different from most analysts.  I am aware of the demographic groups in which Kamala Harris lost ground and the perceptions that so many had of the state of the economy, never mind in the latter case that Biden-Harris actually managed the economy very well after dealing with the Covid mess left by Trump, and that at present GDP growth is just under 3 percent, inflation is a bit over 2%, job growth is strong, and the United States economy is the envy of the highly developed nations of the world.


But people want to pay lower prices anyhow, in the supermarket, for houses, for gasoline (which should actually be taxed for investment in electric vehicle production and green energy sources).  And because people, especially in the lower middle class, are feeling economic and overhyped border anxiety, they are willing to vote for a sexual predator, multi-count/multi-case criminal, pathological liar, and nasty human being with visions of autocracy.


Thus my own read  >>>>>   


The low information base and questionable ethics of the American public has been exposed.  People spend more time on social media than reading nonfiction books on government, economics, international affairs, and ethics---  or even seeking out quality online articles pertinent to such subject areas.  People know little of the behaviorist principles of psychology that would allow them to understand the social and physical environmental determinants of their own whims. 


Until we create knowledge-intensive, skill-replete public education, full of opportunities to discuss and debate societal issues and ethical decision-making that sends people into the world prepared as citizens who grasp that decisions made for the good of all will actually result in a better life for the individual---    the body politic will be ever susceptible to lies and misrepresentations that induce decisions in search of evanescent personal  advantage, rather than the public good.


But I am not weighed down by the immediate circumstance of Trump's election.  


We still have a democracy.  


In a democracy the people are the government.  


This is time for personal activism in behalf of the issues important to the creation of a promising future for the generations to come. 


Trump and his policies cannot prevail if people at the local and state levels counter with policies consonant with the public good.

Nov 8, 2024

On Self-Love, Love for Others, and Meaning

One must have a firm 

spiritual and ethical system of values 

and a firmly developed, 

abiding identity making the 

individual capable of 

self-love and self-compassion 

before one can feel that level of compassion 

that leads to empathy 

(compassion and deep understanding of the emotional state of others). 

But arriving at necessary self-love is not sufficient: 

 

That which gives life meaning is the ability to live for the benefit of others.

 

The ability to strive for the Perfect of necessity leads to action for the benefit of others, consciously, consistently, and courageously pursued.

 

Striving for the Perfect

 

is to strive for an identity with

 

Divinity, Ultimate Truth, the Good---

 

to seek synch with the Dao; 

 

the Perfect implies Universal Love,

 

an earthly sojourn lived according to one’s highest morality;

 

the ethical development of one’s own identity and best interests,

 

leads to Life

 

lived for others,

 

the definition of

 

Meaning.

Nov 7, 2024

Interviews to Fill the Vacated District 3 Seat on the Minneapolis Public Schools Board of Education >>>>> Today, Thursday, 7 November 2024, from 6:30 until 8:30 PM at Seward Montessori Elementary School

In the aftermath of the resignation of Faheema Feerayarre from the Minneapolis Board of Education District 3 seat, the Board will appoint a director to fill the position for the remainder of the term, which ends after 4 January 2027.

 

Board members are scheduled to interview four (4) finalists, selected from an original six (6) applicants, today (7 November 2024) from 6:30 until 8:30 PM, at Seward Montessori Elementary School, located at 2309 28th Ave S, Minneapolis  MN  55406), with members of the public encouraged to attend.

 

The finalists are as follows  >>>>>

 

>>>>>

 

Finalists

 

·       Lucie Skjefte

·       Fatimah Hussein

·       Michael Dueñes

·       Christin Crabtree

 

<<<<< 

 

Board members will ask the four interviewees three (3) questions, as follows  >>>>>

 

>>>>> 

 

1)  Our strategic plan has four primary goals. The Superintendent was hired to manage our day-to-day operations.  Can you share your vision for how the School Board should govern in support of the strategic plan and its goals?

 

2)  How would you work to engage students, families, and community and ensure all voices are heard?

 

3)  Hard decisions will need to be made given our budget crisis. Do you have any innovative ideas to address this?  How will you determine what gets prioritized?

 

<<<<< 

 

All applicants verified that the following statements are accurate:

 

●  I will be at least 21 years old prior to day of appointment

●  I am an eligible voter in the State of Minnesota

●  I reside within MPS election district 3 and will do so for the duration of the term

●  I am not a sex offender convicted of an offense for which registration is required under MN statute section 243.166

●  I understand the duties of this office and be willing and able to follow all applicable laws, policies, regulations, and reporting requirements

 

Below, readers will find responses given by the dour finalists to the three questions given on the application  >>>>>

 

Christin Crabtree

 

What experiences and skills would you bring to the School Board?

 

Over the past 24 years I have had the privilege to be part of the Minneapolis Public Schools community in a multitude of ways:  as an educator, parent, and an organizer.  Since 2000, I’ve had the opportunity to spend time in many of our schools across the city, shadowing educators, spending consistent time volunteering, and engaging in advocacy.  Our family has attended a range of MPS schools---  magnet, community, and alternative schools.  I began organizing in the district as my eldest child entered kindergarten, and have been able to be part of a range of activities, such as serving in leadership roles with school-based PTA/PTO’s, grant writing to bring supplementary social emotional learning and art activities into our schools, and conducting supply drives to supplement MPS contract alternative high schools with educational materials and period products.

 

These experiences, coupled with an interest in education policy and deep belief that public education is foundational to strong communities and a functioning democracy, led me to advocacy on a systemic level.  In 2023, I joined alongside other parents to found Minneapolis Families for Public Schools (MFPS), a grassroots group with a mission to engage Minneapolis families in collective and collaborative action to create the public schools that our children, educators, and city both needs and deserves.  Our approach is to work to strengthen our schools and work together with our educators to bring to fruition a vison of fully funded and well-resourced Minneapolis Public Schools that meet the diverse needs of our students, supports and respects our educators, and is publicly funded, governed, and accountable.

 

Together we have worked to bring together policy makers across jurisdictions, supported organizing around the Gender Inclusion Policy, and built partnerships with other groups across the city (such as COPAL, Colectiva Bilingue, New Justice Project, and TakeAction MN).

 

My professional background includes working as an Education Support Professional and teacher in elementary Special Education, as well as teaching high school social studies. I began my career as an educator in a charter school, so I bring firsthand experience both with serving families who left traditional public school districts---  and with bringing them back to MPS.  I understand the impact of the privatization movement upon education.  These experiences have driven my desire to bring to light and further educate our community about what privatization means and why it is so important for education (as well as other public goods such as libraries and parks) to remain public.

 

In addition to my background in education, I bring successful leadership experience to MPS.  My professional expertise includes working in community-based organizing, the nonprofit sector, and corporate roles.  I have experience with government relations, communications, compliance, and supply chain, bringing a unique combination of skills to Minneapolis Public Schools that are well-suited to serve our families, Board, and District in this moment.  In my career, I have collaborated on award winning initiatives to improve quality, efficiency, and agility, successfully spearheading continuous improvement projects resulting in measurable cost and time savings.

 

 

For six years I served on the Board of Directors with the Domestic Abuse Project, where I held a variety of roles including Vice Chair of the Board and Chair of the Development Committee.  Other roles I have held include serving on the Board of the StepUP Program at Augsburg University (a program for students in recovery from substance use disorders), where I worked with key legislators in the state of MN and US Congress members to allocate funding for the Augsburg College Capital Campaign.  I am committed to transforming conditions away from scarcity, strategic exclusion, and disinvestment, and towards building life-affirming investment with our communities.  Most recently, I have been serving as an organizer with Nenookaasi, a collective of city residents dedicated to presence and care with Minneapolis's most vulnerable unhoused populations by facilitating access to services, affirming cultural practices, and relationship building.  In the past year we have been able to

 

● Maintain connections between government and nonprofit outreach service providers and unhoused residents by facilitating access and communications

 

● Bring peer recovery support specialists to serve our neighbors on a daily basis

 

● Facilitate access to healthcare, treatment, detox, housing, community support, and mental health services

 

● Build a responsive, organized, and dynamic ecosystem of care and services through collective efforts of existing nonprofit partners and mutual aid groups

 

● Through our work, we have been able to assist over 200 individuals to access housing, and an additional 70 people to access treatment/recovery services.

 

 

>>>>>     Why do you want to be appointed to the School Board?

 

When I learned that there was a vacancy on the school board, I felt called to apply.  I bring a unique range of skills, talents, and experiences that can bring constructive perspective to our Board in this critical moment in Minneapolis.  Minneapolis Public Schools are on the forefront of a moment of transition;  the unknown can create fear, but it is also an opportunity to build the world we envision. My passion for public education is rooted in a deep commitment to build the kind of community we are all worthy of---  one that affirms, uplifts, and empowers.  Through collaborative and collective work with families, educators, students, staff, and policymakers across jurisdictions, we can stabilize Minneapolis Public Schools, retain families and educators in our district, and bring the 42% of eligible students in our city who are currently choosing schools outside of our district back to Minneapolis Public Schools.

 

I am excited to bring accountability and transparency to the district, to deep dive into our finances, and to actively engage with our community.  Public education is the foundation of a thriving democracy, and as such, schools should be fully resourced and publicly funded, controlled, and accountable.  Every child has a right to a high-quality public education;  a strong public school system is both a liberatory and antiracist project.  It is through a well-rounded and accessible education system that Minneapolis develops informed, engaged, and responsible citizens with the knowledge and critical thinking skills necessary to make informed decisions.

 

The significance of public education extends far beyond individual achievement;  it is central to the fabric of our communities, serving as a cornerstone for social interaction and mutual understanding. Schools are the hubs around which community life revolves, bringing together students, parents, teachers, and local residents.  They provide a space where diverse groups can converge, engage in constructive dialogue, and foster a sense of belonging and shared purpose.  Public education supports community development by offering resources and opportunities that extend beyond the classroom. From adult education programs to community events hosted at school facilities, public education plays a vital role in lifelong learning and community engagement.

 

MPS creates a network of support that benefits not only students but also families and the wider community.  Ultimately, public education is a communal investment in the collective well-being, and I am passionate both to build and maintain MPS as a public good in Minneapolis.  MPS strengthens social bonds, promotes economic development, and enhances the quality of life for all members of the community.  As such, maintaining robust public education systems is essential for fostering connected, vibrant, and resilient communities capable of facing future challenges together.

 

>>>>>     Do you plan to run for the seat in the 2026 election?

Undecided 

 

Michael Dueñes

 

>>>>>     What experiences and skills would you bring to the School Board?

 

I am a policy expert with many years of experience creating, implementing, and working with complex budgets.  I understand how to write, read, interpret, and explain budgets to people.  I have worked as a student organizer, professor, and college dean who is collaborative, maintains clear lines of communication, and involves all stakeholders in decision-making.

 

I also have a successful track record of greatly reducing racial educational disparities in my work in higher education.  As a third generation Mexican American, I have never forgotten my own or my parents struggles in education.  My father has an 8th grade education and my mother, who attended Minneapolis public schools in District 3, was unable to graduate from high school.  I graduated from Harding High School on St. Paul’s Eastside.  I was the first person in my family to earn a four-year college degree and did so at Macalester College.  I also earned a Ph.D. in political science from The University of Michigan.

 

My parents deeply value education, but they had nobody to advocate for them in the system when they were K-12 students.  MPS students, families, and educators need a board member who wants to build relationships with them and advocate for them.  I am invested in doing this as well as making MPS a district that families flock to, rather than leave.  In addition to my experience in complex budgets, I am a Spanish-speaking Latino parent who invested in MPS by having my own child attend District 3 MPS K-12 schools.  Last year, he graduated from South High and is now a freshman in college.

 

Students from Latin America are increasing enrollment across MPS.  They have a multitude of complex needs.  It is a priority for me to work collaboratively with families and educators so that they stay in MPS.  In addition, I would like to work with, and advocate for, all of the diverse communities that make up District 3 and I have a track record of doing this successfully and collaboratively in my work.

 

>>>>>     Why do you want to be appointed to the School Board?

 

Currently, 42% of children residing in Minneapolis attend schools somewhere other than MPS.  This is unconscionable.  I know that there are complex reasons for this and I believe that it is vital that we work in the short and long term to keep our current students, bring back students who have left, and attract new students to our schools in every neighborhood in Minneapolis. This is a major reason why I ran for school board in 2020 and it continues to be a major priority for me.  I have not given up on MPS and know that we can be successful in this.

 

I have also been frustrated with the lack of cohesive representation from District 3 for many years on the school board.  This has led to a lack of community outreach and engagement with the many diverse communities in District 3’s schools and neighborhoods.  I would like to build consistent representation and relationships in this District, as this is a community I am deeply a part of and care about.  Because of this, I am committed to put in the work by showing up to board meetings regularly as well as working with and for my constituents.

 

Do you plan to run for the seat in the 2026 election?

 

Yes.

 

 

Fatimah Hussein

 

>>>>>     What experiences and skills would you bring to the School Board?

 

My name is Fatimah Hussein, and I am a proud graduate of Minneapolis Public Schools and a current parent in the district.  My educational journey through Minneapolis Public Schools has profoundly shaped my life, and I am deeply thankful for the great education and invaluable experiences I received.  

 

After graduating from Roosevelt High School, I pursued higher education, earning a Bachelor's degree and a Master's in Health and Human Service Administration from Saint Mary’s University.  As a Licensed Graduate Social Worker (LGSW), I have cultivated a diverse background serving our community across both nonprofit and government sectors.  I have dedicated my professional career to community service, focusing on improving educational access and social equity.

 

My experience as a social worker has equipped me with skills in advocacy, conflict resolution, and crisis management, all of which are important for a role on the Minneapolis Public Schools School Board.  I have worked closely with families and children from various backgrounds, listening to their needs and addressing systemic barriers that hinder educational success.

 

As a coach, I am a firm believer in the power of sports to unite our community. I have seen firsthand how being part of a team can foster teamwork, leadership, and resilience among young people. My initiative to start an all-girls open gym at the Brian Coyle Community Center in South Minneapolis has provided a safe and loving community for girls and women of all ages to build confidence and pursue their passion for sports.  This program not only helps girls and women from our communities prepare for school sports but also respects their religious beliefs, showing that inclusivity is possible in athletics.  Recognizing the unique challenges faced by young Muslim girls in sports, I co-founded the Asiya Sport Hijab.  This initiative was born out of the need for culturally appropriate sportswear, empowering our girls to participate in physical activities without compromising their identities.

 

Through ASIYA, a social impact initiative I helped create, we have educated the community about the importance of sports hijabs, which led to increased awareness and options for young Muslim athletes. Partnering with major sports companies to introduce sports hijabs to the U.S. market not only addressed a critical need but also provided young girls with greater opportunities to compete.

 

My background in Health and Human Service Administration has given me insight into policy analysis, program development, and resource management.  I understand how to design and implement effective programs that cater to the needs of students and their families.  My experience in navigating complex systems, whether in government or non-profit sectors, equips me to advocate for policies that foster educational equity, mental health support, and community engagement.  I am a strong proponent of collaboration.  I believe that effective change comes from working together with students, parents, educators, and community members.  I have experience building coalitions that bring together diverse stakeholders to tackle pressing issues in our schools.  My ability to facilitate dialogue and foster partnerships ensures that all voices are heard, promoting a collaborative approach to problem-solving.

 

>>>>>     Why do you want to be appointed to the School Board?

 

I am seeking an appointment to the Minneapolis Public Schools School Board because I love Minneapolis Public Schools and am passionate about advancing student achievement and addressing the opportunity gap in our schools.  My commitment to ensuring that every child in our community receives a high-quality education is rooted in my belief that education empowers individuals to excel and shape their futures.  In today’s rapidly changing world, our students need unwavering support, strong advocacy, and the assurance that their community stands firmly behind them, committed to their success. If given the opportunity, I will serve our community with joy and a commitment to ensure that all students---  regardless of their backgrounds---  have equal access to opportunities that will enable them to succeed.  This belief is not merely a goal;  it is a core value that guides my vision for our schools.

 

I am motivated by the need to close the opportunity gap and create an educational community where every child can thrive.  This requires intentional action, effective policies, and a collaborative approach that involves students, educators, families, and community stakeholders.  Growing up, my parents instilled in me the importance of knowledge through a Somali proverb:  “Aqoon l'aani waa iftiin la'aani,” which translates to "To be without knowledge is to be without light."  This powerful saying underscores my belief that education is the bedrock upon which our students build their futures.  It reminds me that we must strive to create an individualized path for every student, providing them with the knowledge and skills they need to navigate the complexities of life. Education is not just a personal value; it is a communal responsibility.  I am dedicated to serving as a voice for all students, families, educators, and the broader community.

 

I believe it is necessary for our children to have advocates who listen to their needs, support their aspirations, and empower them to express themselves.  As a member of the School Board, I would work tirelessly to ensure that every student feels valued and heard.  I am incredibly passionate about community engagement and strongly believe that quality education requires the inclusion of diverse voices in conversations and decision-making processes.  The perspectives of students, families, educators, and community members are vital in shaping policies that truly reflect the needs of our students.  I envision a School Board that fosters genuine and impactful conversations, where community ownership is not just a phrase but a practice.  By involving parents, students, and local organizations in the decision-making process, we can cultivate stronger, more resilient communities and schools.  I am committed to building partnerships that will enrich our educational programs and create a support network that uplifts our students.

 

Advocacy is at the heart of my mission.  I believe in standing up for the rights of our students and ensuring they have access to resources that promote their academic and personal growth.  This includes advocating for mental health services, equitable funding, and comprehensive support systems that address the unique challenges faced by our diverse student population.  Through my work as a Licensed Graduate Social Worker (LGSW), I have developed skills in advocacy, policy development, and program implementation.  I have seen the direct impact of supportive interventions on student outcomes, and I am committed to translating this knowledge into actionable strategies on the School Board.  My experience in both non-profit and government sectors has equipped me with the tools needed to navigate complex systems and effect meaningful change.

 

Education is a powerful tool for social change, and I hold a strong conviction that it is key to uplifting everyone in our community.  By providing our children with the best education possible, we are effectively preparing them to become engaged citizens and future leaders.  This commitment extends beyond the classroom;  it encompasses the social, emotional, and cultural dimensions of education that contribute to a holistic learning experience.  I believe that our schools should reflect the diversity of our community and provide culturally relevant curricula that resonate with all students.  It is essential that our education system not only acknowledges but celebrates the rich tapestry of experiences and backgrounds that our students bring.  By fostering an inclusive environment, we can empower all students to excel academically and develop a strong sense of identity.

 

As I seek this appointment to the School Board in District 3, I do so with a deep sense of responsibility and a clear vision for our educational future.  I am dedicated to contributing my skills and experiences to enhance our education system, ensuring that every student has access to high-quality learning opportunities.  In this role, I will work tirelessly to advocate for the needs of our [End of Submission]

 

>>>>>     Do you plan to run for the seat in the 2026 election?  

 

Undecided.

 

Lucie Skjefte

 

>>>>>     What experiences and skills would you bring to the School Board?

 

I bring a wealth of experience and skills to the Minneapolis Public School Board, including

 

1.  Educational Background:  With degrees in Advertising, Graphic Design, and WebInteractive Media, I have a strong foundation in communication and design that supports effective outreach and advocacy.

 

2.  Leadership Experience:  With over 5 years experience as the Chair of the American Indian Parent Advisory Committee (AIPAC), I have demonstrated my ability to lead, collaborate, and make informed decisions that enhance the educational environment for Minneapolis students.

 

3.  Cultural Advocacy:  I am committed to integrating diverse perspectives into education, ensuring cultural representation and inclusivity so that Minneapolis students feel valued and supported.

 

4.  Community Engagement:  My experience in fostering collaboration among parents, educators, and community leaders showcases my ability to build partnerships that enhance student success and well-being.

 

5.  Focus on Mental Health and Discipline:  I advocate for culturally competent mental health services and restorative disciplinary practices, reflecting my understanding of the unique challenges faced by many Minneapolis students.

 

6.  Vision for the Future:  I emphasize the need for a long-term strategic plan that incorporates cultural knowledge into curricula and prioritizes language revitalization and relevant STEM programs to align education with future needs.

 

7.  Design and Communication Skills:  My design background enables me to identify creative solutions that raise awareness and drive change, which is essential for effective advocacy. Overall, my blend of leadership, cultural advocacy, and community-focused approach positions me as a strong candidate for the Minneapolis Public School Board, ready to advocate for all students and enhance educational equity.

 

>>>>>     Why do you want to be appointed to the School Board?

 

I believe I should be part of the Minneapolis School Board because I bring a unique combination of experience, skills, and a deep commitment to educational equity, particularly for American Indian students.  As Chair of the American Indian Parent Advisory Committee, I have effectively advocated for marginalized communities and created inclusive educational environments.  I focus on integrating Indigenous perspectives into the curriculum to promote cultural relevance and a sense of belonging among students.  My commitment to mental health support and restorative discipline reflects my understanding of the challenges students face, ensuring that their emotional and academic needs are prioritized.

 

Additionally, my background in design enhances my ability to communicate and engage with diverse stakeholders, fostering community partnerships that are crucial for student success.  With a vision for long-term educational improvements, I am dedicated to culturally competent practices and would be a valuable asset to the Minneapolis School Board, advocating for a brighter future for all students.

 

>>>>>     Do you plan to run for this seat in the 2026 election?

 

Yes.