1. How, if elected, would you address LGBT issues from your position of the Superintendent of Public Instruction?

If re-elected, I would continue to address LGBT issues from my position as State Superintendent of Public Instruction. Through program development, grant administration, and use of bully pulpit of the State Superintendent, I will continue to advocate for a quality education for every child. Moreover, I invite members of your organization to meet with me on an ongoing basis to determine how we can continue to work to best serve students. It is through those conversations that powerful relationships can be forged leading to positive action. One such example is a meeting that I held with Jason Rasmussen, executive director of the Gay, Lesbian, Straight Education Network (GLSEN) and Nara Cox, assistant professor at the University of Wisconsin-Madison. That discussion led to a mini-grant to the Gay, Lesbian, Straight Education Network (GLSEN) to catalog resources and provide support for a conference.

Over the past four years, I initiated several programs that relate directly to LGBT issues, the genesis of those programs coming from my long-time education experience at elementary, middle, and high schools. As a high school principal, I discovered that many people were unaware of the destructive and debilitating effects that bullying and harassment have on students, including LGBT students. Based on those experiences, I initiated the Department of Public Instruction’s development of the training program to implement the "Sticks and Stones" curriculum resource that focuses on anti-bullying strategies and ways to prevent harassment.

The DPI, in collaboration with other agencies and organizations, developed a suicide prevention toolkit which provides information and resources to schools and communities to alert people to the suicide warning signs that some at-risk students may exhibit. Experience and research has shown that all too often LGBT students are at-risk for suicide because of a sense of alienation from school and classmates. The toolkit underscores the importance of all of us working together to support these issues.

Another collaborative venture undertaken by my Administration is the Alliance for Attendance. Through the Alliance for Attendance, parents, educators, social workers, counselors, and representatives from business, law enforcement, community-based and faith-based organizations increase their awareness of the reasons why students do not attend school. Students are also part of the alliance and can share their perspectives. Because many LGBT students do not feel a connection to the school, absenteeism becomes their response. Through this alliance, we are encouraging schools to review their own data, determine why students are not attending, and then develop strategies to meet the needs of their students.

Also, as State Superintendent, I distributed grants to a number of school districts to support them in their efforts related to student needs. These grants include the Community Service Grant for Expelled and Suspended Students, the Early and On-going Collaborative Assistance Grants for students at-risk both academically and behaviorally, Safe and Drug-Free School Grants, and Alcohol and Other Drug Abuse Prevention grants that have a strong link to anti-bullying and anti-harassment strategies.

 

2. How would you include education about LGBT issues and people in the students’ curriculum and staff trainings to increase sensitivity of our diverse society?

Even though the local school board ultimately determines what constitutes the district’s curriculum, the Department of Public Instruction influences the content through materials development, grant availability, resources, and personnel. Because topics under human growth and development are sensitive, I encourage communities to enter into discussions regarding the inclusion of these topics in the curriculum, seeking to build support and consensus.

In my nearly four years as State Superintendent, I have been impressed by the quality of education consultants at the department and the degree and extent to which they provide leadership and assistance as districts explore the incorporation of these issues. Training and technical assistance is provided on topics such as sexuality education, HIV prevention, suicide and violence prevention, and bullying and harassment. Programs and grants, such as the ones mentioned in the previous response, often include professional development opportunities that lead to additional understanding of LGBT issues as well as processes and strategies for classroom, school, and community use.

From my 25 years in education as a teacher and principal and four years as State Superintendent with visits to approximately 157 schools and countless conversations with parents, educators, students and others, I know how important an environment free from bullying and harassment is to learning. It is now our collective responsibility to ensure that every student feels valued, appreciated, and confident to accept the challenge of learning.

 

3. Why should HRL – PAC endorse your candidacy?

For the past four years, I have traveled the state promoting our common ground — the New Wisconsin Promise — and the shared responsibility we have to increase parent and community involvement and listen to the voice of students. Just as previous generations of Wisconsin citizens committed themselves to provide quality public education, we now carry that responsibility to ensure the opportunity of quality education for every child.

My record and accomplishments as State Superintendent speak to why I should be endorsed by the HRL – PAC. By closing the achievement gap, providing quality teachers and administrators, improving achievement in reading, investing in early childhood, expanding career and technical education programs, and providing effective pupil services, we are taking steps to continue education excellence in Wisconsin.

In my travels, I make it a point to meet and talk to as many students as possible, with those students reflecting the diversity that is found through our state. Listening to their dreams and hopes for the future is awe-inspiring. But to make those dreams come true, we must make sure that each and every child has full access to a quality education and that those education opportunities are provided in a safe and harassment-free environment. As State Superintendent, I realize the responsibility that I carry to make this happen, I welcome the opportunity to bring people together, and I believe I have the passion and commitment to deliver on the New Wisconsin Promise.