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Barrett, Robert - Woodhaven School Board

Are you an incumbent?

No

Brief Intro of Candidate

As a dedicated member of our community and a staunch advocate for quality education, I am passionate about ensuring that our schools provide the best possible environment for both students and teachers. I grew up in Woodhaven and attended Woodhaven-Brownstown schools from the 1st grade until graduation in 2006. Before I graduated college I spent multiple years substituting and long term substitute teaching in Woodhaven.

My family includes my wife Kayla, who is an ESCE teacher in Woodhaven, and our dog Ryder. I am currently the 9th grade baseball head baseball coach at Woodhaven High School. I currently work for Southgate Community Schools as a building administrator and the district’s pupil accountant. Prior to these positions I was a classroom teacher for several years.

I am currently a doctoral student in the educational leadership program at the University of Michigan-Dearborn where I have been awarded a Future Faculty Fellowship. I believe the combination of growing up and living in Woodhaven a majority of my life, experience in the field of education, and my own continuing education that I will bring a unique perspective and a strong commitment to the role of a school board member.

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Facebook - Robert Barrett Candidate for WBSD Board of Education

How would you engage and include parents, caregivers, community members and students in decision-making in your district around things like curriculum, budgeting and district policy?

As the current Dean of Students for another local school district, I have experience with this. I have led Parents as Partner events to help us make decisions that are in the best interest of student success and mental health. Parents as Partners would be considered a regular town halls. These are open forums where the community can ask questions, voice concerns, and offer suggestions. Include both in-person and virtual options to accommodate more participants. These town halls focused on particular issues, such as curriculum changes, mental health, or policy shifts. We facilitate structured discussions to ensure all voices are heard. We also utilize student groups to encourage student-Led discussions. This empowers students to organize and lead discussions around issues that directly impact them, such as curriculum relevance or mental health policies.

We also use surveys periodically to gather input on curriculum preferences, budget priorities, and policy concerns. We utilize multiple platforms (email, social media, and physical surveys) to reach a wider audience. The key is to ensure that input is valued by showing how feedback is considered in decision-making processes. We share results and how that translates into subsequent actions taken.

What are your thoughts on school discipline and the way it is exercised in your school district? What are your thoughts on restorative practices?

When it comes to school discipline, I believe it should be fair, equitable, and focused on both accountability and growth for students. Traditional punitive approaches—like suspensions and expulsions—while sometimes necessary, often fail to address the root causes of behavior and disproportionately affect marginalized students. Traditional discipline tends to focus more on punishment rather than addressing the underlying reasons for the behavior. While it may solve an immediate issue (e.g., removing a disruptive student from class), it doesn’t always encourage personal growth or the development of skills like self-regulation, empathy, or conflict resolution. When students are suspended or expelled, they miss valuable instructional time, which can set them back academically. This gap in learning may widen the achievement gap and affect students' long-term educational trajectories.

Restorative practices are an alternative to punitive discipline, and they focus on building community, repairing harm, and fostering accountability. They emphasize the development of positive relationships and aim to teach students the skills they need to resolve conflicts and improve behavior. While I strongly believe in the benefits of restorative practices, I also recognize that there are times when more serious consequences are necessary, especially when safety is a concern. In such cases, discipline should be transparent, consistent, and focused on both accountability and the student’s opportunity to learn and reintegrate. I believe that a shift toward restorative practices can transform the way school discipline is exercised, making it more compassionate, equitable, and effective. By focusing on building strong relationships, addressing root causes of behavior, and teaching students important life skills, restorative practices not only reduce harmful behaviors but also create a more supportive and engaged school community. At my current building we believe in and utilize restorative practices. We have invested in having staff not only be trained but also having the staff being trained to be trainers in restorative practices themselves.

What are your thoughts on how to improve student mental health

Improving student mental health is a critical issue, as the well-being of students directly impacts their academic success, social development, and overall quality of life. With increasing rates of anxiety, depression, and stress among students, it’s essential for schools to take a proactive and holistic approach to address mental health needs.

A positive, inclusive school culture where students feel safe, valued, and respected is foundational to mental health. Schools should foster environments that emphasize kindness, inclusivity, and connection among students and staff. Schools must normalize conversations about mental health by integrating it into school assemblies, health classes, and peer-led discussions. This reduces the stigma and encourages students to seek help when needed. Educators and school staff should be trained to recognize signs of mental health issues, such as anxiety, depression, or behavioral changes. Professional development around trauma-informed teaching and mental health first aid can equip staff with the tools to support students effectively.

Schools should increase access to counselors, psychologists, and social workers who are trained to address mental health concerns. For many students, school-based mental health services are their primary point of access. Schools should offer regular mental health screenings to help identify students who may be struggling but haven't yet sought help. Early identification can prevent more severe issues from developing.

Incorporating social-emotional learning into the curriculum helps students develop important skills like self-awareness, emotional regulation, empathy, and resilience. Teaching these skills as part of daily lessons helps students manage stress, build healthy relationships, and navigate social challenges. Partner with families to support student mental health at home and in the community. Offer workshops and resources to help parents recognize signs of mental health issues, respond to crises, and support their children’s emotional well-being.

A strong anti-bullying policy, paired with programs that teach students empathy and conflict resolution, can reduce incidents of bullying. Schools need to provide clear, confidential reporting systems and swift, restorative responses to bullying. Use restorative practices that address the root causes of behavioral issues, rather than punitive measures. By helping students reflect on their actions and make amends, schools can foster growth and emotional healing.

Improving student mental health requires a multi-faceted approach that addresses not only the mental health challenges students face but also the broader school environment and support systems. By fostering a school culture of care, providing access to mental health resources, and teaching students the social-emotional skills they need to thrive, schools can create environments where all students feel supported and empowered to succeed both academically and personally.

What are your thoughts on ways to improve Black student achievement in your district and in Michigan schools overall?

Improving Black student achievement in schools, both at the district level and across Michigan, requires addressing longstanding systemic inequities and implementing targeted strategies that meet the specific needs of Black students. This is not only about academic support but also about creating environments where Black students feel valued, included, and empowered.

Schools should adopt funding models that account for the specific needs of schools serving marginalized communities, including additional resources for intervention programs, counseling, and extracurricular opportunities. Increase access to advanced coursework, such as Advanced Placement (AP) and honors classes, for Black students. Too often, Black students are underrepresented in these programs, limiting their exposure to college-level material and rigorous academic experiences. Schools should identify and remove barriers, including biased tracking systems, that keep Black students from accessing these opportunities. Schools must ensure that the curriculum reflects the contributions, histories, and perspectives of Black people in America and globally. A culturally relevant curriculum helps Black students feel seen and valued, and it engages all students in a more inclusive understanding of history and society. Teaching Black history throughout the year, rather than only during Black History Month, and including literature by Black authors can foster a deeper connection to the material. Black students are disproportionately subjected to suspensions and expulsions, which negatively affect academic achievement and contribute to the school-to-prison pipeline. Schools need to adopt restorative justice practices and other alternatives to punitive discipline. By addressing conflicts through dialogue and reconciliation, schools can reduce suspension rates while keeping students engaged in learning.

Identify struggling students early and provide targeted intervention programs in literacy, math, and other core areas. For Black students who may have faced systemic barriers to achievement, early support can prevent gaps from widening. This might include tutoring, one-on-one support, and after-school academic programs. Schools need to regularly assess the progress of Black students and use data to identify and address learning gaps. This means providing additional resources, such as reading specialists, math coaches, and differentiated instruction, to meet the needs of students who may be behind. Schools should expand access to college counseling, SAT/ACT prep courses, and financial aid workshops for Black students. By providing more comprehensive college and career readiness programs, schools can ensure that Black students have the tools they need to succeed after high school. Schools should foster a culture of high expectations for all students, regardless of race. Too often, Black students are subject to lower expectations, which can limit their academic potential. By providing rigorous coursework, strong academic support, and encouragement, schools can ensure that Black students are positioned for success. Improving Black student achievement requires a comprehensive, multi-faceted approach that tackles inequities head-on. By addressing systemic racism, providing culturally relevant curricula, supporting Black educators, and ensuring equitable access to resources, schools can create environments where Black students are empowered to succeed. These efforts should be sustained and intentional, with schools, families, and communities working together to dismantle barriers and elevate the potential of Black students in Michigan and beyond.

What are your thoughts on how to ensure that all students and their families, regardless of race, gender identity, sexuality, disability, religion, income status, etc., feel safe and included in your district?

Ensuring that all students and their families—regardless of race, gender identity, sexuality, disability, religion, income status, or other aspects of their identity—feel safe and included in a school district requires an intentional, ongoing commitment to equity, inclusion, and safety. Schools must create and communicate a clear, district-wide commitment to equity, diversity, and inclusion. These values should be embedded in the school’s mission, culture, and daily practices. Leadership should set the tone by consistently reinforcing the message that all students and families are valued, respected, and have equal opportunities to succeed. Schools should celebrate the diversity of their student body by holding events and activities that honor various cultural backgrounds, religious observances, and community traditions. Schools can organize diversity days, heritage months, and inclusive assemblies that highlight the experiences of marginalized groups, helping all students see themselves reflected in the school community. Districts should have clear, comprehensive policies against discrimination, harassment, and bullying. These policies must protect students and staff from any form of discrimination based on race, gender identity, sexuality, disability, religion, or any other characteristic. The district should regularly review and update these policies to reflect best practices. Schools must adopt proactive anti-bullying programs that address bullying related to race, gender identity, sexual orientation, disability, and other characteristics. This includes confidential reporting systems, swift and effective intervention, and restorative practices to address conflicts. Educating students about the harm caused by bullying and discrimination is critical to changing behaviors.

Establish support groups, clubs, or affinity groups for marginalized students, such as LGBTQ+ groups, Black Student Unions, or groups for students with disabilities. These spaces can provide a sense of belonging and community, where students can share experiences and receive support from peers who understand their challenges. Regular training on implicit bias is crucial to ensure that staff understand how unconscious biases may affect their interactions with students and families. This includes biases related to race, gender identity, sexuality, and other aspects of identity. Through training and reflection, educators can reduce the impact of bias on discipline, grading, and student-teacher relationships.

Schools must ensure that they are fully accessible to students with disabilities, both physically and academically. This includes providing appropriate accommodations, such as assistive technology, modified instruction, and accessible buildings, classrooms, and transportation. Schools should also promote Universal Design for Learning (UDL) principles, which allow all students to engage with content in ways that suit their needs. Schools should prioritize inclusive education models where students with disabilities are integrated into general education classrooms whenever appropriate. This fosters a more inclusive environment for all students and allows students with disabilities to benefit from social and academic interaction with their peers.

Schools must ensure that students from low-income families have access to the same resources as their peers. This includes free or reduced-cost meals, access to technology, transportation, and support for extracurricular activities. Districts should work to reduce the stigma around receiving financial aid and provide programs to support families experiencing economic hardship. Schools should partner with community organizations to offer additional resources to families, such as mental health services, food assistance, and housing support. These partnerships can help alleviate some of the external challenges that affect students’ ability to focus and succeed academically.

To ensure that all students and families feel safe and included in a district, schools must take a holistic approach that addresses systemic inequities, promotes inclusivity, and fosters a culture of respect and belonging. This involves implementing strong anti-discrimination policies, providing ongoing bias training, and creating support systems for marginalized students and their families. By working in partnership with communities and prioritizing the needs of every student, schools can create environments where all students are empowered to thrive academically, socially, and emotionally.

What are your thoughts on how to recruit and retain staff, particularly staff of color, in your district with regard to pay, benefits, and working conditions?

Recruiting and retaining high-quality staff, particularly staff of color, is essential for creating a diverse, inclusive, and effective educational environment. Diverse staff bring a variety of perspectives, serve as role models for students of color, and contribute to an equitable and culturally responsive education system.

Offering competitive pay is fundamental in attracting and retaining talented staff, especially in a market where districts compete for highly qualified educators. Districts should regularly assess salaries to ensure they meet or exceed regional and national averages, particularly in high-need areas or subjects like STEM and special education. Pay equity is crucial, especially for staff of color, who may historically face wage gaps. Districts must ensure that staff of color are compensated fairly compared to their peers and that there are no disparities based on race or gender in salary negotiations or promotional opportunities

Implement “grow-your-own” initiatives to recruit teachers from within the local community.
These programs can focus on paraprofessionals, career changers, and even high school students who may be interested in pursuing careers in education. By supporting them through certification programs, scholarships, and mentorship, the district can cultivate homegrown educators who reflect the demographics of the student body. Engage in national and regional recruitment efforts to find staff of color, especially in regions that have a more diverse pool of candidates. Attend diversity-focused education conferences and recruitment fairs, and advertise in networks that cater to diverse candidates, such as those aligned with educational organizations focused on equity and diversity.

Overworked teachers with large class sizes or excessive administrative tasks are more likely to experience burnout. Districts should strive to maintain manageable class sizes and provide adequate prep time and planning periods so that staff can focus on teaching and connecting with students. Mental health support for teachers is just as important as it is for students. Schools should offer professional counseling services, stress management workshops, and promote a work environment that doesn’t glorify overworking. Promoting self-care and ensuring that teachers have the resources they need to succeed is key to retention. Regularly recognize and celebrate the contributions of staff of color. This could be through awards, public acknowledgments, or employee appreciation events. A culture that values and honors the hard work of its staff contributes to job satisfaction and retention.

Recruiting and retaining staff, particularly staff of color, requires a comprehensive approach that prioritizes competitive pay, benefits, and inclusive working conditions. However, equally important is fostering a school culture that values diversity, offers professional growth opportunities, and creates an environment where staff feel supported and empowered to thrive. By addressing both financial and non-financial aspects of employment, districts can attract a diverse range of talented educators and ensure that they remain committed to the success of their students and schools.

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