By Donald Gilpin

With Election Day less than three weeks away, two incumbents are competing with three new candidates for three positions on the Princeton Public Schools (PPS) Board of Education (BOE).

The candidates’ names might be listed on the back of the ballot, but the competition for Princeton School Board often generates the most interest, the most heat, and the most lawn signs of any election.

Incumbents Beth Behrend and Michele Tuck-Ponder are both running for their third term on the Board, and Adam Bierman, Eleanor Hubbard, and Rene Obregon are challenging. The campaign so far has been lively, with considerable media coverage and two candidate forums just last week. Extensive information on the candidates’ views and platforms is available at vote411.org, sponsored by the League of Women Voters, and at princetonptoc.weebly.com, sponsored by the Princeton Parent-Teacher Organization Council.

Town Topics asked each candidate to respond by email to five questions: about the merits of incumbency and experience vs. change, “new blood,” and new perspectives; about transparency and collaboration; about public trust in the Board; about district finances and the current bond referendum; and about the strengths of their particular qualifications and potential contributions to the Board.

The questions and the candidates’ responses follow. (Behrend and Tuck-Ponder note that they are writing as individuals, not on behalf of the Board, of which they are members.)

1. Two candidates are incumbents, three are new candidates. Could you comment on the value of incumbency (experience, stability, etc.) vs. the value of being a new candidate (new perspectives, change, etc.)?

Beth Behrend

Behrend: School Boards are the most heavily regulated elected positions in New Jersey, and it takes time to learn the ropes. The pace is non-stop, with limited resources and projects that take years to move forward (planning) and sudden, unprecedented challenges with immediate impact on students (pandemic). An experienced Board team, refreshed from time to time by new volunteers with needed skills and lived experience in the schools, is critical for this complex work. 

Adam Bierman

Bierman: New Board members can bring new perspectives, independent thinking, and needed change. In the past two years, some Board members have unquestioningly supported the superintendent and her administration without publicly asking all the tough questions or exploring every option. As an independent thinker and if elected to be a Board member, I promise to scrutinize all issues/spending requests and leave every path uncovered.

Eleanor Hubbard

Hubbard: There is value in experience, and value in fresh perspectives. I support Beth Behrend in this election because she is a leader of the Long Term Planning Committee, whose work has reached a critical juncture as the district addresses rising enrollments. But the Board does not have any members with younger children and lacks the ability to provide academic oversight in curricular issues. Since no single member will have all the necessary skills, a good mix is essential. 

René Obregon

Obregon: While continuity brings experience, it also can mean stale thinking, group think, or sometimes the inability to course correct because you are too wedded to a previous decision. The value of a new candidate means new ideas have a voice within the Board and may allow other incumbent voices who perhaps also share the same view/concerns to also be heeded. It is also a message from the community to the current BOE about the current direction of travel.

Michele Tuck-Ponder

Tuck-Ponder: Upon joining the School Board in 2018, I soon learned that serving on a Board of Education (the most highly regulated elective position in New Jersey) involves a very steep learning curve. As an incumbent, I can immediately engage in a wide range of complex issues in order to make thoughtful and responsible issues on behalf of our students and our schools. Leadership experience matters.

2. From time to time there have been calls from the community for the PPS to be more transparent and collaborative in its actions and decision-making. Could you comment on the issues of transparency and collaboration and what greater transparency and collaboration might look like?

Behrend: The tone and process of communications needs to improve and simplify. This means building stronger relationships with stakeholders, establishing better trust, and being comfortable picking up the phone and talking about differing perspectives and concerns as things come up. “Key communicators” like the PTOC, who take time to learn the facts, can provide timely feedback, and help communicate information out.  

Bierman: These last years we have had secret committees, redacted math reports, and the abrupt tone-deaf dismissal of a popular principal, with predictable outrage leading to irritation, educational distractions, costs and litigation, and lack of good governance with PPS BOE/administration over-reliance on paid consultants that support untested ideological math agendas, which is a simplistic leveling down that deprives students of opportunities. More transparency and a changing BOE culture are much needed. Building a coalition of support with like-minded and pursuable people who are prepared for opposition and to deal with it respectfully and professionally is necessary. Persistency is of utmost importance as change happens in fits and starts.

Hubbard: After the most recent Board meeting, an email was sent out to the parents with a summary including committee reports. That was a positive new development, and I hope it’s the first of many. I’d also like to see more discussion in Board meetings. I understand that to avoid open debate, Board members tend to ask their questions in private, but airing concerns in open meetings would increase community confidence that issues are being thoroughly considered. 

Obregon: Increased transparency for me is making it as easy as possible for the community to receive information and the data behind those decisions. Parents/taxpayers should not have to dig for information, it should be pushed out to them more easily via different media channels (email, social media, print, etc.). That in itself will help collaboration because it will ensure the community is well-informed and allow for engagement before decisions are made. It is equally important communications are substantive and not just providing lip service on issues.

Tuck-Ponder: The PPS BOE is as “transparent” as the law allows. The Code of Ethics for School Board members requires that “I will hold confidential all matters pertaining to the schools which, if disclosed, would needlessly injure individuals or the schools.”  The Board spends many hours listening and taking into consideration public views when making decisions and collaborating with many groups in the community.

3. Critics of the current Board have raised the question of the public’s trust of the Board. What are your thoughts on this concern and the need to address it in the coming months and years?

Behrend: The Board is elected to serve 32,000+ constituents with varying perspectives. Effective Board members, who are unpaid parent volunteers, must always keep the interests of all students front and center, doing their best to respect and consider all voices within the community, including the quiet or silent. I believe the community generally trusts the Board, but building better relationships, listening, and communicating is essential to keep it. 

Bierman: See answers to question 2.

Hubbard: We need to improve the relationship between the district and the community. We cannot make forward progress for our kids in an atmosphere of resentment and suspicion. One way forward is the election of qualified new candidates to the Board: parents who have skin in the game, understand the community’s frustrations, and are ready to do the work. If I am elected, I will strive to earn and retain the community’s trust by putting our children first.

Obregon: Trust and transparency go hand in hand. Implementing regular communication, providing measurable KPIs [key performance indicators] on issues so the community understands why a decision is being taken and what improvement they can expect and adopt policies that the whole community can support are key to trust. The latter point will always be the most challenging, but that is where the first two points help frame the conversation. Finally, the BOE has to be unafraid to pivot quickly (reopening post C19 quicker, Principal Chmiel decision, school after care program, etc.).

Tuck-Ponder: Voters have the final say on whether or not they trust members of the Board to continue serving in their positions and representing the aspirations of the community for its schools.

4. Spending in the PPS has always been a subject of debate. Could you comment on the referendum that will be on the ballot in November, discuss how you intend to vote, and share your thoughts on the Board’s stewardship of the taxpayers’ money in general?

Behrend: I personally support the November referendum as a prudent way of bringing $5 million in state taxes back home to pay for necessary safety and security projects, upgrades, and maintenance. During my tenure, the Board stabilized finances and replenished reserves through cost savings, priority-based budgeting, and generous support from Princeton University ($14 million+). With a 2 percent year-to-year operating levy cap, enrollment growth, and inflation, Board experience and vision is crucial to continuing to meet student needs. 

Bierman: While the schools have incredible financial resources, PPS has the third highest spending per student of 97 school districts in our peer group. We always have to adapt, reprioritize, and live within our means. Past stewardship, especially in the maintenance of buildings and some grandiose referendums, has been disastrous. Now, with a new facilities manager and staff, I am confident they can manage the oversight and execution of the complex roof replacements on the school building. I am interested in learning more about how the money will be spent on security, which is extremely important. I am not questioning anybody’s motives, I want to make an informed decision. I do not want to regret the results, nor do I want our roofs to leak again on our students in three years. With all that said, I am not trying to mindlessly defund the referendum, as some people have decided to believe.

Hubbard: I support the referendum because it makes sound economic sense to leverage state aid to reduce district expenses. The proposed improvements — overdue playground fixes, the high school cafeteria, new vestibules and doors for security, replacing the aging track and field, etc., — are important for our kids. The Board has been working very hard on getting our facilities into good shape, and making necessary, prudent investments in our schools, good for our community overall.

Obregon: I support goals of the referendum. However, the community needs more information to be confident the BOE is being good stewards of their tax dollars. The PHS cafeteria and kitchen budget (one of the larger items) does not tell us what pinch points will be addressed with data-based outcome (more efficient space utilization/how much more space, how many more students will be accommodated during lunch, energy savings, etc.). That information does not imperil the bidding process, but provides transparency, rebuilds trust, and most importantly makes it easier for the referendum to be approved.

Tuck-Ponder: While I have opposed referendums in the past, I am supporting the November question. This is a no-frills referendum addressing wellness, safety, major maintenance of our facilities, and technology needs. After personnel costs, there is very little wiggle room to address other priorities, and I am satisfied that we are able to keep tax increases to a minimum while providing (most of) our students with a high quality education.

5. Is there anything else you would like to add about your candidacy, what you see as the most valuable contribution you would bring to the Board, and what you look forward to for the Board and the district in the months and years ahead?

Behrend: I offer experienced and steady leadership, as Board president for three years across the pandemic, and in spearheading long-term budget and facilities planning efforts over six years (including two successful referendums that funded new classrooms, high-efficiency HVAC, and long-overdue building repairs and upgrades). As a member of the executive board of the Garden State Coalition of Schools, I also understand broader issues that impact PPS. Next steps are ensuring that Strategic Plan goals are executed for the benefit of all students, regardless of race, ability, or circumstance, by engaging and preparing them to enjoy the rich educational opportunities offered by PPS. I’d also like to complete the ongoing facilities planning process to ensure appropriate learning spaces for students into the foreseeable future. 

Bierman: I teach at a school for teen moms in Trenton, so I guess you can say, depending on your definition of equity, I “do” equity daily. As a teacher, I understand the educational process and the daily challenges that students and teachers face. My job allows me to organize and implement programs that meet students where they are, such as business ESL, reading recovery, and a sex education class in conjunction with Planned Parenthood. Also, I have solid organizational skills. I can manage multiple tasks simultaneously, prioritize deadlines, and stay on top of a busy schedule. All those skills are needed in a Board member. I am looking forward to being involved in the community. Serving on the School Board is a great way to get involved and make a difference where you live. School Board members are often seen as leaders in their community, and they have the opportunity to work with other elected officials, parents, teachers, and community members to improve the lives of all students.

Hubbard: As a candidate, I have some important qualities. First, I’m a parent of younger children, and that’s completely lacking on the Board. I have 10 years ahead of me of being personally invested in the success of our public schools and the health and happiness of our children. Second, I have a strong background in education. I have been a public school teacher and a college professor, I follow educational debates and trends closely, and I am able to provide meaningful oversight of the academic work of our district. Finally, I am experienced and pragmatic. In addition to volunteering in the PTO, I was a trustee of UNOW for eight years; I served as Board president there, and did everything from organizing coffees, to negotiating with the University, to devising an approach for a director search. I am comfortable dealing with qualitative and quantitative data and compassionate when dealing with people, and I can understand and respect multiple points of view. I look forward to making our schools work better for all our children.

Obregon: I am running because I want to improve transparency and trust between the community and the BOE and continually improve PPS for all stakeholders. I would bring a new, fresh perspective and would be focused on data-based decision making and outcomes. I don’t underestimate the challenges of working on the Board, but I am a team player, very inquisitive, and deliberative in my decision making. There are many important issues facing the Board short and medium (long-term facility planning, budget caps in an inflationary environment, special education, DLI, narrowing the learning gap, curriculum), all of which are important, and I look forward to working collaboratively with the rest of the Board to address those issues.

Tuck-Ponder: As the sole person of color and the only senior citizen currently serving on the Board, I represent segments of our community whose voices are seldom heard in discussions and decisions around our schools. My broad perspective on equity — including racial, social, economic and ethnic — is an asset to the public discourse.  My insistence that equity and excellence are not mutually exclusive ensures that we keep the needs of all students in mind when decision-making. I look forward to doing my part to continue the tradition of educational excellence in Princeton.