Sade Fashokun 
Leander ISD Place 5

1. What specific steps will you take to support and retain teachers, given the increasing demands and challenges they face in today’s educational climate?

 

Speaking to teachers and reviewing survey feedback, I hear their concerns including teacher pay, differentiated pay based on tenure, relevant professional development (PD), their workload and work climate, among others. Their expressed needs and concerns are important factors in hiring and retaining quality teachers. The shortage of certified teachers nationwide and even the closure of schools of education is a major problem for the future pipeline of teachers. The district has programs to grow our own, so teachers can develop careers within the district with the right training and mentorship. As a trustee, I have challenged the district administration to find funds to give the maximum possible pay increases and one-time payments to all teachers, and stipends for those in areas that are even more difficult to staff, such as Special Education (SPED).  SPED has seen a vast increase in the number of students needing services and there is a need to staff up accordingly with the right training and incentives. I supported the VATRE in 2022 to enable pay increases higher than what could have been offered without it, while keeping tax rates lower. I continue to challenge admin to find ways to differentiate pay based on experience, and continue the progress made on increasing teacher job satisfaction. The district is conducting an efficiency study on every position and a pay study to ensure the district pay and benefits are competitive. We also have to consider that the state legislature continues to underfund public education and increase unfunded/underfunded mandates. I continue to educate the community and state legislators of the funding problem. The legislature has not increased the basic allotment per student in over 5 years, and the SPED allotment in over 30 years. I advocate to the legislators and urge them to fully fund public education and give our teachers raises, and I encourage the community to do the same.

 

2. How do you plan to promote inclusivity and diversity in LISD schools, ensuring that every student feels valued and has the opportunity to succeed academically and personally?

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I support the Office of Educational Access which carries out necessary training throughout the district. They also partner with feeder patterns to drill down through student outcomes and identify and address barriers to success. I serve as an Educational Access Ambassador, engaging in learning and discussions with educators and the community on ways to enhance the student experience and outcomes. I support culturally-relevant teaching and recognition of diverse holidays and traditions in this district with over 65 languages spoken and several beliefs. All students can benefit from a flex period by participating in tutoring or enrichment programs during the school day. Before- or after-school activities can exclude many students who otherwise would love to participate.

 

3. How will you advocate for mental health resources and social-emotional learning support for students and staff within LISD?

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We have heard from teachers, community volunteers on the School Health Advisory Council (SHAC), and students on the Superintendent Student Advisory Council (SSAC) that staff and student mental health concerns have increased since COVID. They have also proposed solutions that the district should consider implementing. I support social emotional learning (SEL) which provides every student with soft skills for navigating their environments and developing positive relationships with others. SSAC recommended that a flex period, implemented across all schools, can be used to access mental health breaks during the day. SHAC has advocated for increased recess and outside play time and provided the research supporting this recommendation. The district works with families and community partners for more severe occurrences and this strong engagement is necessary for early identification and intervention.

 

4. What role do you believe the community and parents should play in shaping the direction of LISD, and how will you engage them in decision-making processes?

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Families and the broader community (such as neighbors, businesses, law enforcement, etc.) are partners with students and teachers in the classroom and in collaborating to shape district and board decisions. They can bring their perspectives to the classroom, educate on careers, and provide internships, job training, and jobs. They can help with additional reading, mentoring, career day, and PTA activities. I was a long-term volunteer in classrooms and I served on my local PTA and Site-Based Planning Committee. As a board member, I have a track record of seeking out input from the broad community, responding to concerns, and nominating diverse voices to serve on district committees. Our PTA, PTO, and PTSA organizations serve their campuses and play a role in the culture. I encourage families and community members to partner with their PTA and schools to help shape the direction of their campus, and to participate in Leadership Leander ISD and on district committees. There is strength in numbers, so everyone should join at least 1 PTA to make a difference with advocacy at the State Capitol during the Texas PTA Rally Day next February. 

 

5. In what ways will you work to ensure that LISD’s curriculum reflects a well-rounded education, preparing students not only academically but also as informed, engaged citizens?

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With student ownership of learning, students should be encouraged to set goals with high expectations. The students and teachers can work closely with families to help them make progress and ultimately achieve those goals. The Graduate Profile reflects the community's aspirations for the skills expected of a Leander ISD graduate. Due to campus autonomy, you can find different implementations of the same curriculum across the district. If there are certain methods that are shown to be more engaging and successful, then the district can look into implementing those best practices as standards. The district is implementing deeper learning so students can learn the same material across subjects, which helps with mastery. Real-life examples are also a tool to make curricula more interesting and impactful to all students. A flex time period is an opportunity for students to engage in clubs and other interests that can help them discover their passions to explore further. There are opportunities for the district to implement innovative academies for the benefit of all students. The Community-Based Accountability System (CBAS) is a way for the community to reflect and report on how they view student opportunities, learning, and achievement. 

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Here’s a question focused on addressing growth in the district:

 

6. With LISD experiencing rapid growth, particularly in the northern areas, how will you ensure that our schools can accommodate increasing student enrollment while maintaining high-quality education and preventing overcrowding?

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Unfortunately, due to expanse of the district across 200 sq. miles, changing attendance zones is not a feasible solution for many students. The community rejected the rezoning exercise that would have avoided new school construction, but result in longer drives to schools with lower enrollment. I supported the last bond that includes funds for constructing two elementary schools in Leander. The district has various other needs such as finding a larger, more central space for New Hope High School (NHHS) and Leander Extended Opportunity Center (LEO) that makes them more accessible to the entire district. The community, primarily through the Long-Range Planning Committee, needs to be involved in the decision-making process using robust data considerations to advise the board. The solutions should be balanced with careful rezoning that factors the demographic report and the number of recent rezones in the community, and maintains the neighborhood school concept, especially for those within 2 miles of a school and not eligible for transportation (NETZone), among other considerations.