SPFE President, Secretary and Exec Board Candidate Profiles

This year, all candidates had the opportunity to answer questions about their core values, crucial issues impacting our schools, equity in SPFE, and their leadership experiences. See their responses below.

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President Candidates

Diedra Carlson

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Trained as a Member’s Rights advocate, a Montessori teacher since 2003, and an elected Local #28 building steward for over 15 years. The three core values that define my work in public education and union leadership include: advocacy for children and educators, hospitality, and Social Justice. These core values sustain fundamental human rights, a sense of well being, and a healthy Labor force within an informed public educational system. I receive tremendous professional and personal fulfillment by helping to solve problems for those who have rights, while nurturing empowerment to the individual.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

The support for children’s mental health is probably one of the most important issues this bargaining cycle, in my perspective. Research says, 1 in 5 children in our classrooms have a diagnosable mental health disorder; the top three disorders are ADHD, anxiety related disorders and depression. Many of these students are not identified as Special Ed.; they do not have extra adult assistance. Teachers are not licensed mental health counselors. At a time in young children’s lives they should have access to many healthy adults to thrive appropriately. Unwittingly, our schools, are cutting positions, thus taking adults from children, hence making healthy development more strained and difficult.

SPFE has been working with intentionality to examine and break down racial barriers in our union. From your perspective, what is most needed for SPFE to continue and deepen this commitment to equity?

Children of color have become the majority in SPPS and the majority of classroom teachers do not see themselves reflected in their students anymore. Classroom teachers need to connect with their students just as much as the students need to see themselves in their teachers. Those who always see themselves as authority have a responsibility to break the barriers of supremacy. It’s the work of the privileged to end inequality. That work should no longer rest on the backs of the disadvantaged. The future of SPFE will be in the growth and the sustainability of an ethnically diverse Local.

Tell us about a union, professional or personal leadership experience that illustrates how you would learn and lead, as President, Secretary, Executive Board Member or SPFE representative at the St. Paul Regional Labor Federation.

Candidate did not to answer this question.

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Nick Faber

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Equity: I want to continue to expand the work our board has done to make our union accessible and welcoming to ALL members.

Voice: Educators are feeling they don’t have a say in their workplace. I want to continue to build opportunities for educators and families to have true input in their schools’ work.

Power: SPFE is most powerful when acting as an agent of change, when all members are engaged and exercising their power. I want to continue to help membership find and exercise that collective power at their building, at the district, and at the Capitol.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

The most important issue facing our schools right now is addressing the emotional and mental health needs of our students. The cutting of community services outside of school has put strain on the lives of our students in ways we haven’t seen before. These cuts are disproportionately impacting our families of color and families who live in poverty. Our members are frustrated that students’ needs are not being met and that educators are expected to address these concerns on their own without adequate resources. We need additional staffing to help our students. We should not expect that classroom educators can be magically trained to do it alone.

Our name change was an important start. It is critical to continue to reach out to our bargaining units that have traditionally been left behind and have our highest number of members of color: our Educational Assistants (EA) and School and Community Service Professionals (SCSP). SPFE is their union too. We need to continue to think of new and different ways of engaging these members. EAs and SCSPs have a unique relationship with our students and families and their leadership is essential in creating the schools our students deserve.

I have served as steward, executive board member, secretary, vice president and president at SPFE. I have shown up to these spaces primarily to listen to members and take what I hear from everyone, not just the loudest voices, into my leadership role. Over the past two years as president, I have been in 2-3 buildings every week. It’s usually in the morning, walking into members’ classrooms and listening to the concerns they have about their job and the students they serve. This is the way I led my classroom, and have led in other professional spaces as well—by listening and hearing those I am there to serve.

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Secretary

Robyn Asher

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

My 18 year career as a classroom high school science teacher has been fueled by my passion for helping all students learn. TEACHERS CAN’T DO IT ALONE. Building a strong alliance of people who share this passion provides a powerful support for learning. I value inclusiveness – all voices MUST be heard. Listening to a variety of perspectives is key in supporting our students. Our union of educators empowers us to fight for the resources St. Paul students and families need.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

I believe the most significant issue impacting schools is lack of support for student learning. Class size is one aspect – and support services, both academic and social-emotional are another. Large classes put our most vulnerable students at a disadvantage and exacerbate our achievement gaps. Students struggling with trauma need schools with a plan and resources for them to see qualified adults who can help. Students learning English deserve classes taught at their level and teachers who can accelerate their skills.

SPFE should look at all decisions and policies with racial equity in mind. Building relationships among colleagues by expanding union social activities should be continued and increased – particularly at the building level. Our union needs to press the district to give more decision making power about schools TO THE SCHOOLS, which includes the parents and community members that the school serves. Racially diverse educators who feel that their perspectives are valued in their building will become empowered to lead at SPFE.

I am not afraid to take on leadership roles and work hard to accomplish tasks that need doing. I have been science department chair, lead union steward, and chair of various committees at Como but I am most proud of my work with the AVID program. Over 10 years ago when I heard about AVID it made so much sense, and I jumped at the chance to learn about it and teach it. I was fortunate to be the coordinator of our AVID program at Como for many years and saw the power of teachers working together to push students to reach their potential. Thank you for giving me a question where I can say how amazing a fully funded AVID program can be!

Executive Board Candidates (11 people running for 9 seats)

Kendrick B Lewis

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Being in my fifth year as a SPPS employee the values of positivity, passion and doing a service to others drive my “why” in running for a leadership role. A student walking into a school building and seeing a positive face on a consistent basis has the power to alter a students mood so significantly and is the root place I work from.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

Relationship building is the most significant issue impacting the classrooms in my opinion. Knowing a students background and their “good” allows an educator to build a foundation with a student and build on that in a positive way. Attendance is a very close second when it comes to issues, simply put if a student is not in the classroom on a consistent basis he/she cannot fully take advantage of the services being offered at school.

Honestly, I think the effort and focus that has been put into breaking down those barriers recently is just enough for now. As a black man I have been reached out to and contacted by so many different members that it makes me feel great and that my opinion and feedback really matter.

I think the way Ms. McCammon lives and breathes the restorative way is the most impactful for me. Her positiveness and genuine humbleness when she speaks is so uplifting and inspiring that it makes me want to achieve the same level of thinking.

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Stephanie Schwarz-Johnson

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

The first of my core values is to do my job with integrity. I hold myself to a high standard, I am honest, and I am hard-working. Secondly, I treat my students, their families, my colleagues, and peers with respect. Finally, I strive to be a lifelong learner. I take great pride in the 22 years I have served as an educator in the St. Paul Public School District.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

In order to meet the needs of an increasingly diverse student population, we need to advocate for a district partnership that supports the professional development needs of our staff. Working with our teachers to become increasingly culturally responsive, trauma informed, and better able to meet the mental health needs of our students are just a few ways we can help our teachers to create a positive learning community for students and families.

Equity work in our schools means putting systems in place that will ensure every child has an equal chance for success. This means meeting each child where they are, recognizing them as an individual with unique and valuable experiences, and working to provide for them the best education possible. As a union, we need to create an environment where all voices are heard and members are able to share their current realities of being a public school educator in an urban district. Through these open lines of communication we can work together on behalf of our students.

I worked as a building steward at both Ames Elementary and Hazel Park Preparatory Academy beginning in the fall of 2004 through the spring of 2018. During my time as a steward, I had the opportunity to work with building administration to nurture a new school community when Ames Elementary and Sheridan Elementary merged to form Hazel Park Preparatory Academy. I served as a liaison between staff and administration to help create a new school community that was able to work together as a collaborative team. I learned by listening, and I lead by valuing others’ perspectives.

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Peter Kvamme

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

The 3 core values that define my work are Dependability, Equity, and Innovation. I strive to be a Dependable resource for students and SPFE members. I consistently work to address any issues that arise, both in my role as a teacher and as a SPFE Steward. Being known as a dependable resource that is available and receptive to all helps me create Equity for our students and staff. Through all of this, I am always looking for Innovative ways to better accomplish these goals.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

I believe that class size is currently the most significant issue impacting our schools. Smaller class sizes would allow teachers to better tailor their instruction to the students in their classes, keep students interested and engaged, and provide more timely feedback. In addition to increasing educational quality and levels of student achievement, smaller class sizes would help teachers build meaningful relationships with their students. These relationships are important to the mental health of our students, and would help with another major issue – school safety.

As a Steward at Como Sr. and member of the SPFE Bargaining Team, I actively listen to members and work with them to identify solutions. This year I have worked to facilitate discussions at my building between members and administration for issues including class size. Through these discussions, I was able to help educate staff about our contractual limits and implement changes to ensure our class sizes fell within these limits. I am approachable if anyone has an issue they would like to discuss, and love collaborating with members to help ensure we are able to provide the best possible educational experience for our students.

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David Mrozek

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

The three core values that define my work in public education are growth, democracy, and transparency. A focus on growth is a reminder that education is a process that is raw and difficult, but vital. Through this growth lens, all stakeholders can be given the opportunity and support to improve their lives and communities. Built into the value of growth is democracy, an idea meaning not just that all voices matter, but that all voices should be sought and heard when decisions are being made. Democracy requires trust in and transparency with the system to truly belong to the people.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

While mental health services for students are important, I also believe that the more a system listens to its members at “the bottom,” the more successful it will be. I believe that inverting the pyramid from top-down will lead to more success in all areas, including mental health services, within the district. The combined wisdom and experience of all the teachers in our district is far greater than what is held in the ivory tower. Accessing the voices, strengths, and passions of the thousands of members on the ground would lead to an education system capable of far greater things.

I believe that in order to deepen our commitment to equity, it needs to be at the front of the work we do, not on the side. This means clearly defined and practiced goals surrounding diversity recruitment and retention, frequent analysis of progress toward diversity goals, and frequent feedback on the efforts to achieve these goals. Additionally, our best and most effective leaders need to be constantly on the lookout for success stories to share, situations to help navigate, and moments for growth. Through a clearly defined program and highly engaged leadership, growth and success will be made and shared.

As union steward, I was recently involved in leading staff at my site through the Election to Work Agreement (ETWA) process. The process was challenging, with much information coming from many sides, many concerned teachers, and a sense of frustration in the air. In an effort to serve my staff, I asked many questions of my peers and my union leaders to understand the possibilities and limits of the ETWA, and guided the staff the best I could. After the process, I made time to converse with every teacher in the building to thank, hear, and calm any lingering worries.

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Brian Hodge-Rice

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

In my work as a 3rd grade teacher at Adams Spanish I center my work around three of my core values in education: equity, student-centered and supported learning, and an arts-focused rigorous education. As a proud member of the LGBTQIA community I grew up understanding what it was like to be othered and learn in a curriculum where you’re not represented. So when I speak of equity I am passionate about supporting and celebrating all students, families, and staff based on sexuality, race, gender, ability, religion, and beyond. Our public schools need to be more student-centered and supported. We can achieve this when our priorities align to support all of our students through proper class size, special education teachers, English language teachers, mental health professionals, nurses, and the resources to teach. Lastly, I am passionate about incorporating the arts in a rigorous curriculum. The standards for our students should be set high and we can work to achieve those standards through differentiation in the arts.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

As a classroom teacher the issue (outside of funding our public schools) that is most significant is achieving proper class/case-load sizes for our teachers and staff. This issue is largely connected to a bigger issue in the current inadequate funding our public schools. However, day in and day out I talk with special education staff that have enormous case-loads, teachers with 35 students in an elementary classroom, and education assistants that are expected to do the work of 3 people. Because we are passionate, hard-working, and capable adults we make do and put our best foot forward. Slowly though, this intense pressure to “make do” is eroding our capacity to teach in meaningful, engaging, and student-centered ways.

I appreciate the work SPFE has done and is doing to examine and break down racial barriers in our union. With that being said I think we have still have work to do in creating a more equitable and inclusive union where all members feel represented. I feel SPFE needs to hear the voices of under-represented communities and commit to making equitable actions on behalf of those members. We can do so by: identifying systems and procedures that may be excluding or limiting our members; rethinking how we receive and share out information; and promoting (and then supporting) from within the change makers most dedicated to creating a more equitable SPFE.

My proudest moment as a union leader was this last fall. We were way above the agreed upon class size caps for three grade levels in our building (35 students per classroom in our 5th grade classes). More than 50 parents attended an informational meeting on class size organized by our PTO and as a staff we rallied together with the three grade levels to support their efforts. With the support of my co-steward, our colleagues SPFE, and families we swiftly organized one of the first rounds of class size committees in the district this school year. We then held three class size committee meetings back to back on the same day with extra parents showing up in support. When the district took weeks to get back to us, we organized with other affected schools/families and participated in a walk-in to HR where we served our grievance letter as unified group. Together we rallied to get class size supports for all the affected grade levels. One grade level fell back to within the range and the other two received a full-time additional teacher and a full-time teaching assistant assigned to the other grade level.

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Julia Shepherd

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

My investment in St. Paul Public Schools is three-fold; I’ve been a resident of St. Paul for 30 years, a teacher here for 23 years, and a parent of SPPS students for 17 years. I am an active advocate and a consistent and confident voice for members of all three of those groups.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

The key issue that stands out to me is equitable funding for our schools. I applaud SPFE for its dedication to speaking up and taking action on this issue. We are national leaders in this area, and I’m proud to continue to work with SPFE to ensure a more just system for investing in ALL of the students in St. Paul.

SPFE needs to continue their work to break down racial barriers by acknowledging that the barriers still exist. We have made progress, but we need to keep moving forward. From my perspective, I think this means to continue to reach out to all members again and again and again. It requires that we continue to create a variety of opportunities for involvement. We need to engage all of our members in meaningful and genuine ways.

I’ve only served one term as an Executive Board Member for SPFE, and I hope to continue as an E-board member as I have so much more to learn. My strengths have been as a long time steward at Harding High School, and I’ve welcomed every opportunity to advocate for our members. Through the stressful contract negotiations and strike vote of 2018, I worked to be both an ear and a voice for the staff at Harding. What I love about SPFE and what I share with our community is the belief that together we are stronger and better. My leadership style is to build community and to communicate that message; everyone is needed and everyone is necessary to make SPPS a successful educational system.

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Peggy Cobbins

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

The three core values that inspire and drive me toward union leadership are meaningful impact by encouraging our members to engage and promote positive learning that will create life changing opportunities. Secondly is member driven: are educators promoting, facilitating what our student need, programs resources and strategies that are designed to help us as educators to increase engagement, effective learning and provide educational equity? And last leadership, I believe in our teachers and their leadership inspires me do better. As I work alongside them on the executive board I know we are building power collectively. Please re-elect me to the E-board.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

One main issue that impacts school for me is staffing. Social workers, full time librarians, support professionals and now mental health specialists’ case loads wouldn’t be manageable and students can get the services they need to manage through their day with a positive outlook. I’m convinced that early and regular intervention is the key so each student can have their allotted time weather it’s to start their day, or get through their day or help with ending their on a good note. Perhaps this could make a big difference in heading off issues before they escalate to major problems.

I feel one way of breaking down racial barriers in our union is to start with small changes. For instance, leveling the playing field for future hiring could mean replacing staff with staff of color. Equal out wage differences and rotate staff so every member has a chance to participate in training and other events. Lastly let’s be more welcoming and inviting at the union building so members can feel that they know they are a part of this shared space.

Leadership is being a part of the unknown. I showed an interest, and I learned there were all types of training to teach me about union work and what it means to be a union member. You don’t have to know anything just be willing to learn. Sometimes just showing up tells people you want to learn to lead, and it shows you want to advocate for all members and the students we serve.

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Seepha Vang

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Equity, Perspectives, and Collective Communities. The current public education system is failing too many of our students especially our students of color. We need to call on our collective communities to examine and interrupt the current educational institutions through multiple perspectives and the lens of equity. The change needs to happen now for the future of our students. As a person of color, I want to be the voice of a different perspective and a champion for equity.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

Safe environment is an issue that’s impacting the schools. Everyone deserves a happy and safe environment where learning and teaching co-exist in harmony. This place is for both teachers and students. The demographic of teachers is not reflecting the demographic of the student body. The emotional and social needs of students as well as a culturally responsive curriculum and teaching must be the forefront of the next bargaining cycle in order to address and change the climate of the school. Relevant curriculum and responsive staff create a climate for learning and purpose in life.

The union has boxed itself into a culture that is reflective of its district. Its policies and practices need to be examined and change from a racial and social lens so it can engage all members. The leaderships at each of the levels of our union is not reflective of its members. The union needs to do better recruiting and training new leaders. We need to empowered them through mentorship and shared roles or responsibilities until all leaders have the needed skills of leadership.

In the past two years as executive board members, I learned and developed my leadership skills by making some very difficult decisions. These decisions reminded me of what I believe in having true leadership experience; which is being honest with oneself and everyone. When there’s a relationship of trust in each other’s actions for a common goal, leading in the executive board is to listen and learn from the members but be the voice for them in their absence. This is the personal leadership that I have learned to lead from.

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Shantella Barnes

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

My 3 core values would be Respect, Integrity and Equality. I believe in Equality as a para in the district for over 20 years I have seen some things that didn’t sit well in my spirit and I believe that those things will remain the same until someone steps up to make a change happen. I’ve always said it wouldn’t be me but then I also had to think why not me!

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

Classrooms are too large, not enough people of color teaching, Special Ed class sizes are too big. Working in SPED I see a lot of students of color whom look like me and they have all white teachers. How can students relate to these teachers and not see someone who looks like them and make them believe that they too can be somebody? How do the teachers relate to the students not knowing what they have been through?

We need to change the way we think. We may all bleed the same color blood but we are all different and come from different upbringings. We have a lot to offer one another and we need to have an open mind and listen to one another. We deal with students of every culture and we don’t know what they have experienced in life.

I am a new member to the Executive Board this year and I am still in a learning process.

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Robin Gray King

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Equity, Inclusion and Community: These values are core for me. They are broad and encompassing of work of the heart, mind, spirit and body. I have expectations and hopes for them to exist in the macro, communal levels of my life; in the vision and leadership of institutions: I also hold hope and expectation in the micro levels of my professional life; my relationships and collaboration with other professionals. These values define my choices and decisions in relationships and actions of each space in which I find myself. They hold power, compassion, bravery, empathy, strength and action. To continue to grow these values in our SPFE, in the decisions we make, in the work we do, is my “why”.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

Holistically relational, safe, supportive, engaging and challenging educational community environments for staff and students consistently across our district. This is equity. Ensuring students and staff each and all, have their needs met physically, culturally, emotionally, socially, linguistically, and intellectually. Ensuring buildings have the staff and resources to meet each student with what they need and support them each day to navigate learning and growing academically and socially in preparation for their, and our future. Ensuring staff also have the supports they need to provide the same for the students with whom they are in relationship. Onsite nurses, EL educators, mental health, social emotional, restorative staff, committed academic educators, and a strategic plan to know “who needs what”, create a mutually supportive environment for all, small and tall.

It is an interesting, imperative decision for a majority normed organization to reflect and act with intentionality to dismantle barriers to racial equity and… we must also build new relationships. There is social capital, implicit power, and privilege with which some members must work as allies and accomplices; standing by those who are oppressed by the institution and actively dismantling the oppressive structures and traditions which perpetuate the inequity. This is what is most needed, to see (examine), to think (reflect), to say (acknowledge), to do (actively change). We need to have an intentional plan for the growth and construction of the new relationships, and the power and capital of the institutions and individuals and the vision and mission to create lasting positive change.

Most recently, as the result of an unexpected traumatic brain injury, I have been forced off my electronic devices. I am no longer the frenetic notekeeper/ researcher/facilitator/clarifier in the meetings of teams I co-lead. I have no device and usually have no other recording utensils…except my ears! I find joy and clarity in my intentional listening. I take in multiple perspectives and seek to find the most effective ways to paraphrase and reflect, I am free to truly facilitate the collaboration of the voices of all in the circle. And in this, I am learning..about all in the circle, our intersectionality, myself, and clarity of purpose and method. When this happens, I feel as though the leadership has evolved within the dialogue, the power is shared, the purpose feels meaningful and possible. I have set intention to try to make this a part (or whole) of how I lead, learn,and listen…

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Denise Young

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Everyone deserves a meaningful quality education in America. I really care about the students of St. Paul and in order for them to excel our district needs to live up to its mission and values by creating an excellent educational journey for all our students. This will allow them to strive to discover their talents to be informed, discerning, active citizens in a world where critical thinking is of prime importance. Working on the executive board has afforded me the opportunity to help make a greater impact towards achieving a quality public education for all St. Paul Public Students and there is still more work to be done.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

Candidate did not to answer this question.

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Saint Paul Regional Labor Federation Candidates

Janey Atchison

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Justice, equity, and progressivism grounds my work as a public educator. We cannot change the status quo unless we are truly progressive in our approach to education, unions and funding models. Over the past thirty years and specifically with the Janus ruling, unions have been under attack. It is now more than ever crucial that unions work together and have positive relationships with one another. This is why I am running to represent SPFE on the St. Paul Regional Labor Federation. I want to represent SPFE positively in the community.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

The most significant issue impacting schools for funding is the unfunded mandates of EL and SPED services resulting in significant cross subsidies for not only our district, but all districts. St Paul Public School District had a cross subsidy of over $60 million dollars that had to be diverted from our general education fund to cover these costs. The State and the Federal Government have not properly funding either of these areas making individual districts cover the costs and increase disparities.

We as a union need to continue pursuing more teachers of color. The State Legislature is considering a bill to increase teachers of color in Minnesota, which I fully support. We should also consider a ‘grow your own’ program here in St. Paul similar to Mounds View model. Students of color represent one third of Minnesota’s population, but our State’s teaching force is 96% white.

Over the last year, I have taken on leadership roles throughout my building. I am our building’s union steward as well as the action site leader during this past election cycle. This past December, I had the privilege of representing SPFE at the AROS (Alliance to Reclaim our Schools) Conference, which focused on challenging the privatization of schools and fighting the decreasing funding for education. I currently serve on the Legislative Action Committee at Education Minnesota, which reaches out to legislators to support pro-education platforms.

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Leah VanDassor

What are 3 core values that define your work in public education and union leadership and how do they guide your “why” for running for an SPFE leadership role?

Three core values that define my work include integrity, equity, and change. I maintain and expect integrity from myself and my students in all that we do. I also expect my union to have integrity and strive to help uphold that. I want all my students to receive the best possible education, so I work hard to make every opportunity as equitable as possible. I am invigorated by SPFE’s recent efforts to examine their own policies and procedures to make them more equitable for all our members. Finally, I embrace change. While it can be difficult, I am open to new ideas and processes that can improve our union and public education as a whole.

The SPFE bargaining survey asked membership to identify the most significant issue impacting schools. What is that issue and why do you believe it stands out?

Candidate did not to answer this question.

SPFE President, Secretary and Exec Board Candidate Profiles

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