School board candidate Q&A: Chandler Unified School District
ARIZONA ELECTION 2024
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Six candidates are competing in the November 2024 election for three four-year seats on the Chandler Unified School District Governing Board: Leanna DeKing, Eloyce Gillespie, Ryan Heap, Claudia Mendoza, Zeyna Pruzhanovsky and incumbent Barb Mozdzen.
Though school district governing board races are toward the bottom of the ballot, their outcomes have real consequences for the more than 880,000 children who attend public school districts across the state. The individuals voters select will help create policies, set budgets, choose curricula and educational materials and oversee superintendents. School board races are nonpartisan, and being a school board member is unpaid.
In Maricopa County, candidates are competing for governing board seats in 33 school districts. Some voters may also see other school-related questions on their ballot: Three districts in the Phoenix area are seeking approval to sell district-owned property, and 26 are seeking approval for funding measures.
The Chandler Unified School District is seeking voter approval for a $487,450,000 bond measure to fund transportation, school improvements, furniture, equipment and technology. The estimated yearly tax rate for the bond is $0.41 per $100 of assessed property value.
Here are the Chandler Unified School District Governing Board candidates' responses to The Arizona Republic's candidate questionnaire. Responses have been edited for clarity.
What will voters decide in 2024? Who will be joining Maricopa County school boards
Personal and professional experience
What experiences, personal or professional, would inform your role as a school board member?
Leanna DeKing: I am a former CUSD elementary teacher, where I taught in a second through sixth grade self-contained autism classroom. From teaching, I moved on to become the director of special education for a large charter school group. I was recruited from that position by the Arizona Department of Education to work as an investigator in their Dispute Resolution Unit safeguarding special education student entitlements under the Individuals with Disabilities Education Act (IDEA). I served as the state of Arizona director for the State Approving Agency (SAA) tasked with approval and oversight of educational institutions approved for veterans' education GI Bill benefits to ensure veteran students receive a quality education. Having worked in executive leadership for many years, I have experience not only with education but also finance, contract negotiations, budget management, policy development, business management, organizational alignment and strategic planning.
Eloyce Gillespie: Currently, I work in school finance. I have also worked as a teacher in grades K-8. I have taught in various school models, including public, parochial, charter and, most recently, tribal. I am a mother of a CUSD graduate, and I have two students currently enrolled in CUSD.
Ryan Heap: I'm a father of four CUSD students — oldest just graduated from high school, and three currently enrolled. My wife and I moved to our home in southeast Gilbert specifically because it was in CUSD. We love the teachers and the education our kids are receiving. I have a M.S.EE from ASU and have worked in the silicon design industry for nearly 20 years. With TSMC investing in Arizona building multiple fabs, I see a massive potential for expanding CUSD's Career and Technical Education (CTE) offerings and its curriculum to provide CUSD students with paths forward. I serve as a young men's leader, teaching lessons at church on Sundays and organizing and holding weekly activities. I volunteer as a volleyball coach — started my sixth season. I love to mentor the youth — they are our future.
Claudia Mendoza: My nearly three decades of experience in education, including roles as a bilingual teacher, English language learning specialist, reading specialist and principal, have given me a deep understanding of the educational landscape. My personal experience as a parent of two CUSD graduates also informs my commitment to student success and community engagement. My vision is to continue fostering an environment where every student has the opportunity to thrive academically and personally.
Barb Mozdzen: I have almost 16 years' experience on the Chandler school board, along with seven years total as president of the board. Prior to being elected to the board in 2008, I volunteered in Chandler schools, with local athletic clubs and for the Chandler Education Foundation. My job experiences as an RN, R & D Engineer, legal assistant and in accounting have given me a broad base of knowledge to inform my role as a board member. With two board members with less than two years' each of experience and three seats up for election, my experienced leadership can uphold the professionalism required to model positive behaviors within the board and focus the young board on student-centered, data-driven decisions.
Zeyna Pruzhanovsky: As parents, we moved our family to Arizona 13 years ago for the excellence in academic programs in the Chandler Unified School District, where our two youngest children recently graduated. As a teacher, I have served in Title I schools in Arizona for over 10 years. I know that safe, secure and inclusive schools are paramount to providing successful academic progress to all students. Prior to teaching, I earned my business degree at the University of Kansas and managed grants, later obtaining my graduate degree in elementary education from Arizona State University. My professional experiences provide a broad view on the Governing Board’s decision-making process. I’m on the Teen Violence Advisory Committee to be a part of suggestions to dissuade incidents and address student mental health. As an educator and a CUSD parent with community roots, I bring a collaborative perspective to guide the district and close achievement gaps.
Goals for the district
What do you hope to accomplish if elected?
DeKing: I will bring a unique and broad-based perspective and understanding of the complexities of school district operations. The integrity and alignment required for a robust educational experience should include an emphasis on policy, instruction, curriculum, school leadership and fiscal operations. This must be led by an informed, intelligent and dedicated Governing Board. With my diverse background, I am well equipped to perform in all those areas. I am passionate about providing the best educational experience for each student. My mother was an educator, so my formative years were spent with the mindset of education in the forefront. I would like to give of my time, talent, skills and abilities to help ensure that CUSD families are provided with an education for their children that will propel them forward for years to come.
Gillespie: If elected, I hope to continue programs that are currently working in CUSD. I also hope to bring more attention to parents who are voicing issues in the district. And finally, I hope to work collaboratively to bring a stronger focus on civics back into the classroom because it is important that students know how government works.
Heap: For the past four years, CUSD's enrollment has been on the decline. Prior to the pandemic, the peak Average Daily Membership (ADM) was 44,510. As of this year, it is 42,123 — roughly a 5.4% decline or two fairly good-sized elementary schools. During this same period, neighboring charter schools were seeing double-, even triple-digit growth. While many point to the fact that Chandler is landlocked and that the median home price is over $600,000, I see three areas that will help reverse this trend and make CUSD the first choice of parents in Gilbert, Chandler and Queen Creek: 1) safety and accountability, 2) partnering with parents, and 3) curriculum focused on academics AND vocations.
Mendoza: If elected, I aim to promote student-centered leadership, expand resources for teachers, and enhance educational equity across the district. I want to ensure that every student, regardless of background, has access to high-quality education and that our schools are safe, inclusive and well-resourced.
Mozdzen: My goal is to ensure all students receive a world-class education in Chandler Schools. Our Journey to Excellence strategic plan uses specific metrics and data to ensure we are continually improving the quality of education and the educational outcomes for our students. Additional goals include continuing to hire and retain the best educators, ensuring our teachers have the resources needed to excel in the classroom, providing innovative programs so more families choose Chandler public schools for their children, providing a 21st-century learning environment where all students feel safe and welcomed, implementing academic intervention programs that tailor support to the individual child and making sure that every CUSD graduate has the skills needed for employment, enrollment, enlistment or entrepreneurship.
Pruzhanovsky: CUSD is the #1 district in the state of Arizona. If elected, I hope to close the achievement gaps and work with the administration to enhance the Chandler Unified School District’s appeal locally, nationally and globally. The 43,000 students and 5,000 staff members and the families that rely on the district every day are what make Chandler Unified the premier district of choice. Ensuring that all students have a path to success includes improving graduation rates. While the CUSD graduation rate is at 91%, much higher than the average graduation rate in Arizona of 77%, more needs to be accomplished to ensure that all students receive opportunities for success, regardless of their background.
Supporting English language learners and students with disabilities; preparing students for college or career
How would you work to ensure students are college- or career-ready? How would you work to support students learning English and students with disabilities?
DeKing: Students must have the necessary skills, knowledge and abilities to succeed in life. Ensuring utilization of a robust curriculum that provides students the opportunity to be academically challenged while learning critical thinking and reasoning skills. Adopting high-level, focused standards and aligned assessments to better prepare students for college, technical school and careers is also key.
Having worked extensively in the special education field, I am well-versed in supporting students with disabilities. As an educator, I was certified as a special education teacher with an ESL endorsement. I understand the complexities of adequately supporting students learning English as well as those with special education needs.
Gillespie: To ensure students are college- and career-ready, I would promote current district programs and partnerships. For example, CUSD currently has a partnership with Chandler Gilbert Community College, and students are able to earn dual credit. There is also a current partnership with East Valley Institute of Technology that allow students to access career pathways before graduating from high school.
Heap: There's no better feeling than helping youth find confidence in themselves and helping them see their potential. The sooner we help students see how what they study in school translates to their future, the more engaged they will be with their studies. If elected, I will use my connections in the semiconductor design industry to create new partnerships to afford CUSD juniors and seniors paid summer internships. I will strive to have CUSD partner even more with EVIT and expand the vocational offerings to include semester to year-long apprenticeships that count toward the student's high school diploma. CUSD already has amazing teachers, curriculum, and technology to help students succeed when English is not their native language.
Mendoza: To ensure students are college- or career-ready, I would advocate for expanding Career and Technical Education (CTE) programs and provide increased opportunities for internships with local businesses, dual enrollment opportunities, and advanced coursework. For English language learners and students with disabilities, I would support targeted interventions, specialized instruction and inclusive teaching practices, ensuring they receive the support needed to thrive academically and socially.
Mozdzen: CUSD provides a robust curriculum that prepares students for college through dual credit courses, AP and IB classes, along with honors classes. Our wide variety of career and technical education (CTE) classes prepare students for careers. Our Journey to Excellence metrics for college- and career-readiness monitor student progress in this area. I will advocate to create additional opportunities such as internships, rigorous coursework and additional CTE pathways for our students.
I will work to support students learning English by ensuring the model used to teach is effective, robust and relevant to our students. For our students with disabilities, data shows they have greater success when included with typical students, and I will work to make sure our practices are inclusive of disabled students, and individual education plans reflect the specialized needs of each student.
Pruzhanovsky: Student achievement is measured over time. Investing in early childhood reading and parental support for all families to enhance the early educational learning is the foundation for preparing students for college and career. For students to succeed, it is imperative that we treat all students with dignity in education by recognizing their exceptional talents and diverse backgrounds. There are over 62 languages spoken in the homes of CUSD; supporting students learning English through programs like the Spanish and Mandarin Dual Language Immersion is important. We must support our special education students by meeting them where they are at and providing them with accommodations for their individualized learning needs, 504 plans, as well as necessary interventions and differentiated learning styles for all students. Preparing students to enjoy learning as a life-long practice is a factor in fostering growth and success for each student.
Educator recruitment and retention
How would you work to help recruit and retain quality educators?
DeKing: Attracting and retaining quality educators is one of the most important drivers of a well-functioning education system. Competitive salaries and other compensation is a key factor in educator decisions while seeking employment. Working conditions, school and district leadership, resources for teaching and educator learning, a culture of support and professional collaboration are all critical components for recruitment and retention of educators.
Gillespie: Being a former educator, I know what teachers look for in a district. I would promote the benefits of CUSD and share how teachers are supported with programs such as Cash for Classrooms.
Heap: My three-pronged strategy of 1) safety and accountability, 2) partnering with parents and 3) curriculum focused on academics AND vocations will not only reverse the enrollment decline, which translates to the district's budget, but will also create environments where teachers who love to inspire the next generation to learn and to grow in confidence, can teach. A safe classroom, a classroom where rules are established and enforced, creates an effective learning environment. Parents support their kids' education and aspirations. They donate their time and materials. They pay for fees. We need to work with them, not against them. Lastly, a focus on academics AND vocations means that the district is investing in curriculum and programs that will give the students the necessary foundation, confidence and vision so that they exit CUSD knowing what their next steps are in life.
Mendoza: I would advocate for competitive salaries, robust professional development and a supportive work environment. Implementing mentorship programs for new teachers and recognizing the achievements of our educators would also be key strategies to retain and attract quality educators to our district.
Mozdzen: To help recruit and retain quality educators, I would make sure that CUSD's average teacher salary remains near the top in the state. CUSD's average teacher salary in FY 23 was $7,900 higher than the Arizona average, according to the auditor general. Keeping class sizes manageable, respecting our teachers along with their input, providing the necessary resources for teachers to excel in the classroom, placing quality educational leaders in every school to support teachers, encouraging professional learning communities for teachers, and providing teachers with professional development targeted to their specific needs all help to create a culture of support, which assists with retention and contributes to CUSD being ranked highly as one of the best places to work in Arizona.
Pruzhanovsky: Goal #4 of CUSD’s Strategic Plan involves creating a positive, inclusive culture — this also involves our staff, teachers and administrators. All our employees contribute so much to our district and should be seen, heard and valued in return. As a teacher who entered the profession originally from the business field, I wanted to leave an impact on children’s future. Teachers are the best at recruitment in their profession AND retention. Thus, I would encourage positive interactions within peers to improve teacher and staff experience and mental health. We must ensure our benefits for staff and educators are competitive and attractive. Providing teachers the opportunity to become National Board Certified creates learning paths for educator advancement; also encourage professional development relevant to individuals in their area of practice.
Behavioral health programming and counselors
What is your position on behavioral health programming and access to counselors in schools?
DeKing: In my master's in education degree studies, my emphasis was in school counseling, so I well understand the importance and role that school counselors play in the school setting. Schools need to ensure that student safety, including behavioral and learning needs, are addressed while keeping in mind the focus on education. Student safety and well-being are essential to a healthy learning environment.
Gillespie: The dynamics of our society have changed, and children are now dealing openly with more complex issues at home, at school and in the society at large. Counselors serve a role that allows teachers to focus on delivering instruction. I think parents should be made aware that their child visited the counselor other than cases falling in the areas where staff are mandated reporters.
Heap: So long as the counselor is a certified counselor and so long as the counsel is given with parents' consent, counselors can be very effective in helping students. Districts cannot violate parents' rights as guaranteed by A.R.S 1-601.
Mendoza: I strongly support behavioral health programming and increased access to counselors in schools. Mental health is crucial to student success, and providing comprehensive support services, including counseling and social-emotional learning programs, is essential for creating a safe and nurturing school environment.
Mozdzen: I support both behavioral health programming and access to counselors in the schools. Collaboration with parents, students, community members and community-based organizations revealed our community desperately needed readily available resources to prevent suicide. Chandler Unified responded by opening the Hope Institute of Chandler, the first school-based suicide treatment center of its kind in the nation. Student mental health issues have become more common over the last several years, compromising some students' ability to be ready to learn each day at school or contributing to chronic absences. Students need to be in school, engaged in the educational experiences, in order to learn. Counselors in schools are an important part of identifying students who need support and helping them and their parents navigate their options for additional support.
Pruzhanovsky: Mental health is about healing together and not diminishing each other’s experience. Working with the Hope Institute, Semicolon Society, Valley Interfaith Project and other community organizations will help innovate ways to help our students and staff with their mental health. Currently, school social workers are funded by the same grant that provides SROs; we must find more permanent, stable sources of funding for our social workers that will allow us to expand mental health services to every school. We must work with teachers, who are in the classrooms and working with students each day, to better understand the state of student mental health in our schools and find ways to actively support our students. Even further, we should be receptive to our students, opening pathways to communication with the board to allow students to voice their concerns. Our students know themselves better than we do — we must learn from them.
Bonds and overrides
Do you support seeking additional funding for school facilities and operational costs via voter-approved and taxpayer-funded bond and override measures?
DeKing: The sistrict does currently need some capital funding by way of bond offering. The board is tasked with needing to fairly weigh and evaluate what specifically is needed when proposing the amounts of the bond and override measures they are seeking.
Gillespie: The district has indicated the need for additional bond monies to fund facilities, technology and operational costs. In board meetings, there has been discussion around specific needs identified that the new bond will address. As it stands currently, the district has put forth the bond to be placed on the November 5th ballot. As a school board member, I will support what the people decide.
Heap: Yes, so long as the school board and district have put forth a plan showing how the district will use the additional funding, and that plan includes a clear vision of how such measures will not be a re-occurring, every election cycle event. Borrowing money to stay solvent is not how successful districts operate.
Mendoza: Yes, I support seeking additional funding through voter-approved bond and override measures. These funds are vital for maintaining and improving our school facilities, ensuring operational excellence and providing our students with the resources they need to succeed in a safe and supportive environment.
Mozdzen: Yes, I support both bond and override measures. Arizona is responsible for equitably and adequately funding public education and capital costs of building and repairing schools. The state does not have enough money to replace failed A/C units or roofs, renovate aging buildings or build new schools. Districts have the ability to ask voters to approve bonds in order to keep facilities in good working order, modern, safe, ready for 21st-century learning and adapted to the unique needs of their community.
Override measures allow schools to ask voters to approve up to a 15% increase in the operations budget for teacher salaries, reducing class sizes and supporting innovative programs. Although over 86% of the annual operations budget goes to salaries and benefits, teachers' salaries do not keep up with inflation. Our community must have a voice in deciding if these issues are important for educating our students.
Pruzhanovsky: Yes, I support the bond! Now more than ever the business community is anticipating that technology is supported in the classroom. Passing the bond by the voters is needed to continue the strategic plan for students and ensure the business community is supported by successful graduates, essential to student success. The bond will maximize the ability to be innovative by preparing for the future, transforming our aging buildings, purchasing buses and providing for the necessary safety components in our schools. When schools were retrofitted with fencing in 2014, it was bond money that helped fund these safety upgrades. The Legislature does not adequately fund to improve buildings, provide state-of-the-art technology, school perimeter fencing and buses. I support the bond, and I hope the community will see the investment in Chandler Unified as a wise community investment without a tax increase!
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Reach the reporter at mparrish@arizonarepublic.com.
This article originally appeared on Arizona Republic: Chandler Unified School District school board candidate Q&A