Beaton, April - Hazel Park
Are you an incumbent?
Yes
Brief Intro of Candidate
I am a graduate of Michigan State University, studying family and child ecology and criminal justice. After working for 10 years in crisis response and disaster recovery, I pivoted careers into early childhood education and family engagement. I was appointed to fill a vacancy on the Hazel Park School Board and began service in May 2024.
As a passionate advocate for public education, I am eager to run for school board with a clear focus on supporting students through community involvement and staff support. My commitment is to keep Hazel Park a place where students thrive. Together, we can build a stronger foundation for our schools - one that prioritizes the needs of our children while empowering those who educate them.
Endorsements
MEA
Top financials Contributors
Website and social media links
None at this time.
facebook.com/april4HP
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?
family engagement is an ongoing struggle, and Hazel Park is not alone in having difficulty getting groups of families and caregivers to work together in a meaningful way that would foster meaningful discussion and planning. I would love to work through multiple channels to engage families and the community to encourage or increase involvement. For districts like Hazel Park that struggle getting families to come and participate, changes can be made to meet families where they are. Hazel Park has a strong community with parents engaged in sports, community events, and time that centers their children. Meeting at school playgrounds, sports practices or similar events may increase engagement by removing the barrier of competing priorities, time constraints, or scheduling conflicts. Using Zoom conferencing or one-on-one live surveys or phone calls would also increase participation from families who aren't able to attend in person. Increasing communication and notice of committee or group planning meetings, and having notice come through trusted and noticeable avenues such as teacher communication apps or notes home with children may be less likely to get lost in the shuffle than a social media post or small paragraph in a school newsletter. Finally, a multi-pronged approach of having community groups, local government, recreation departments work together to encourage group planning and decision-making is more likely to foster a sense of community and show the impact of collaboration and companionship.
What are your thoughts on school discipline and the way it is exercised in your school district? What are your thoughts on restorative practices?
School discipline is a critical aspect of any educational environment, influencing not only student behavior and academic learning, but also their emotional well-being. More and more, children have heightened emotional needs which are often exhibited through confusing or challenging behaviors. Traditional punitive measures often fail to address underlying emotional or need-based issues that lead to larger behaviors. While classroom management and typical responses can remain effective for minor infractions a trauma-informed restorative practices are needed to address larger needs. Hazel Park has recently formed a working committee, focusing mainly on a center-program for children with emotional impairments and challenging behaviors, that will increase supportive intervention and safer classroom management with the hopes of reducing instances of seclusion and restraint in those classrooms.
Restorative practices are a promising alternative to traditional disciplinary practices that focus on understanding, connection, harm reduction, and relationship repairing. By involving students in conversations about their actions and the impact those actions have on their peers, their teachers, school staff, families, and community as a whole, they are able to more deeply understand this impact. Of course, restorative practices require not only the connection with a student but teachers and/or school support staff need to feel properly equipped to handle these conversations and behavior episode in a way that also takes into account their needs and feelings and the safety of staff and other students. Meaningful professional development and available support - by way of staff help, teacher connection and debriefs, breaks to regulate, etc - are necessary to help center staff in a way that best supports children.
What are your thoughts on how to improve student mental health
Student mental health concerns are rising and having a critical impact on the overall educational experience of the students, their peers, and school staff. Recently the State of Michigan made devastating cuts to supporting the mental health concerns of students in schools, which will only cause challenging behaviors and mental health crises to rise. I believe schools are a valuable partner to families or caregivers in the support of children's mental health. School should be tasked with acute interventions and ongoing interventions that will help students work through on-site needs or ongoing behavioral struggles, and work as liaisons helping families bridge community-based care with school-based support and interventions. Children are best supported through evidence-based interventions and strategies that are consistent and accessible, and a school that can help families understand accessible counseling or treatment services is invaluable.
Additionally, incorporating social emotional learning into daily classroom practices and curriculum will not only help students struggling with their own mental health concerns but will foster a sense of community and understanding amongst all students, leading to a more inclusive and understanding school environment.
What are your thoughts on ways to improve Black student achievement in your district and in Michigan schools overall?
Black students in Michigan schools are among the most systemically disadvantaged with regards to access, funding, and implicit bias. Michigan is home to an inequitable school funding structure that overwhelmingly fails school districts in areas with low socio-economic opportunity, which are districts that Black students are most likely to attend. Even in high-income and well-funded school districts, Black children are victims of implicit (or purposeful) bias and are disciplined at higher rates or communicated with in a way that assumes lowered expectations or achievement.
in my opinion, the two most impactful ways to improve Black student achievement are a culturally relevant curriculum and address implicit biases. Materials, lessons, classroom activities or schoolwide events that reflect diverse perspectives, accurate representation or history, and representation of current communities are needed to help Black children feel involved and respected in their schools. Professional development for staff should involve recognition of implicit bias and its impact on equitable education. When staff are comfortable and empowered to safety address these biases, they can move toward helping mitigating bias and helping create a more inclusive environment. Implicit bias leads to lowered expectations of academic success, removal from learning opportunities due to suspected behaviors, and poor student confidence when they do not feel respected or valued by their peers or school staff.
Outside of these two points, I believe that access to advanced study opportunities, assumption of academic success, supportive mental health services, racial mirrors as teachers or school staff, and communication with families on culturally relevant needs are valuable strategies. Schools should be consistently monitoring data, academic and behavioral, of Black students to make sure these strategies are leading toward the increased success of Black students.
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?
It is essential to implement policies that promote equity and diversity in a school district because it. This should begin with creating a welcoming environment for all students and families to feel valued and represented, regardless of their background. Helping staff understand cultural competency and inclusive practices can help foster this atmosphere of inclusion. Additionally, establishing clear anti-discrimination policies that address issues related to race, gender identity, sexuality, disability, religion, and income status is crucial. Regularly engaging with families through surveys or community forums can provide insights into their experiences and needs, allowing the district to adapt its strategies effectively.
Furthermore, integrating social-emotional learning (SEL) programs into the curriculum can enhance students’ understanding of diversity and empathy towards others. Collaborating with local organizations that specialize in advocacy for marginalized groups can also provide resources and support systems for students and families. Creating student-led initiatives or clubs focused on inclusivity can empower students to take an active role in promoting a safe environment. By prioritizing these strategies, school districts can cultivate a culture of inclusion where all students feel safe and welcomed and thrive academically and socially.
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?
To achieve this, districts must focus on competitive pay structures, comprehensive benefits packages, and supportive working conditions. Competitive salaries should be prioritized and can be researched through market analysis, transparent salary scales, and equity audits to address any disparities. Additionally, offering quality, yet reasonable, health insurance, retirement plans, and family leave policies can make positions more attractive to potential candidates. I do, however, recognize the struggle that inequitable funding plays in the pay structure of district staff. High-quality staff should not have to choose between working in a district that is smaller, or in a low-income area, or making a competitive wage. This is yet another example of the systemic inequity in education.
For retention, a supportive work environment is key. This can be accomplished by providing professional development opportunities tailored to the needs of staff of color, establishing policies that help staff grow and develop but respect autonomy and experience, and promoting a culture or work-life balance. Implementing safe feedback mechanisms such as surveys or focus groups allows current staff to voice their concerns and suggestions, demonstrating a commitment to continuous improvement in workplace conditions.
All policy and strategy mentioned above is less impactful than students and families having cultural and racial representation in the staff of their schools. Engaging with the community through partnerships with local organizations and outreach programs can help create recruitment pipelines. A work environment that respects and recognizes the cultural needs of staff and the role of implicit biases is just as crucial for teachers and support staff as it is for students.