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Collison, Janice - Saginaw Township Community Schools

Are you an incumbent?

Yes

Brief Intro of Candidate

I retired from Saginaw Township schools in 2018. That was the year I also ran for school board and won. After being a part of the school district for 27 years a teacher for 20 of those years I knew I wanted to be on the school board to give the board a true perspective of life in the trenches. I have 3 children and 7 grandchildren. Two of the just graduated from the district and 3 more that attend STCS. Besides teaching I was also an administrator for the district.

Endorsements

I am seeking the endorsement of our school union STEA and the MEA

Top financials Contributors

Website and social media links

myself

Setting up on Facebook, Elect Janice Collison

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?

Focus groups, parent meetings, area business meetings and continued information sources. Without newspapers we need to rely on social media. Our district hired a communications director that I feel is doing a great job at getting the word out but we can always do more. We try to have booths at all community events to get our story out.

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

I am a firm believer in letting parents know when a problem starts before it escalates to a larger problem. Building relationships with both students and parents is very important. As a special needs teacher I found that building a trustful relationship was important to be able to work with the students on their educational and behavioral needs and also helps get both students and parents to trust you to do what is best for their student.

What are your thoughts on how to improve student mental health

STCS has hired social workers for each of it's eight building to help with this issue. I believe students need to know they are in a safe environment when they come to school. They also need to feel comfortable letting adults know when they do not feel safe either at school or home. Going to back to relationships help promote this.

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

Michigan needs more Black teachers and administrators. Students need to see people of color in higher paying positions in their schools. Parents and students need to see teachers and administrators that look like them. More recruiting needs to be done to attract people to Michigan and the educational field in general. I also feel that relationship building is again the key. Trust is necessary to help someone improve.

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?

Again relationships and communication help develop trust. We need to celebrate the good, get the word out that we are here for all students. Open communication between families and school is very important. When I am called by a parent I know it is because they didn't feel listened to at the school. We are working on training our staff to listen and respect the needs of students and parents. To find positive ways to workout the issue not just because the handbook says so!

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?

After teaching and working in our district I found our working conditions satisfactory. Our district offers great benefits and our pay is online or above other districts around us. We need staff of color to feel welcome and realize just how diverse our district is compared to 10 years ago. We are letting the public know this by celebrating our diversity. This is also a goal of our superintendent and HR department.

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