Covelle, Kris - Forest Hills Public Schools
Are you an incumbent?
Yes
Brief Intro of Candidate
I am an experienced and dedicated educator, currently serving as the Vice President of the Forest Hills Public Schools School Board. With 21 years of experience as a public high school teacher and six years of experience on the school board, I am deeply committed to education. I am a lifetime member of the Michigan Education Association and currently have two children attending schools in the Forest Hills Public Schools district. I'm running for re-election to the school board by emphazing my dedication to the broader educational community and love of students and their education rather than pursuit of any single-issue agendas or political advancement. My focus is on contributing positively to the district and its support of students meeting their individual potentials, particularly for those who are vulnerable and At-Risk, drawing on my personal understanding of such demographics based on my own experiences growing up.
Endorsements
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Top financials Contributors
Website and social media links
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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?
Our district has multiple advisory councils attended by BOE members, holds open board meetings, maintains a social media presence, and holds surveys, such as Culture & Climate, to help inform myself and all Board members of stakeholder perspectives. During my term on the FHPS Board of Education, the Board recognized the need to hire a Communications Director position to increase the efficacy of communications within the district and to the community. Furthermore, I am a highly social and curious person who is genuinely eager to listen to a full range of people's perspectives. As a teacher, coach, Girl Scouts troop leader, parent, community volunteer, event attendee and avid walker, I am all over the place conversing with anyone willing to share their thoughts. This is how I individually engage parents, caregivers, students and community members -- learning from them and keeping them informed. It's also how I learn from and include faculty, staff, administration and students.
What are your thoughts on school discipline and the way it is exercised in your school district? What are your thoughts on restorative practices?
FHPS has systems in place for discipline that also include restorative practices; it's not difficult to find those who think discipline is too lax and those who feel there is overreach. School board members are not involved with and are usually not informed of day-to-day disciplinary actions, although I have been on an expulsion panel as well as a panel to consider return to the district. I have found administration to have been fair and thorough with disciplinary actions and flexible in the methods chosen. I appreciate that restorative practices are implemented when appropriate.
Restorative practices in schools foster a positive climate by promoting accountability, empathy, and conflict resolution, reducing suspensions, and improving relationships. They help build community and support student development. As an alternative to traditional discipline that may remove students from learning environment, restorative practices are especially helpful for vulnerable student populations, including students of color, At-Risk students, and those with special needs. These practices send an important message that more people are impacted by our behaviors than we may realize, and that all people involved have value and deserve a community's time and effort.
On the other hand, they may not always be appropriate when safety is a concern or in cases requiring swift disciplinary action, such as severe or violent behavior, where immediate protection or deterrence is needed. They can also be unfairly traumatic for the victims as they must face a painful situation or person once again. Balancing restorative methods with traditional discipline is crucial for ensuring both fairness and safety.
What are your thoughts on how to improve student mental health
This is always a concern for all students. I strongly support social-emotional learning in the classroom, culture of each building, and throughout the entire district (consideration for staff as well as students). Currently, the district offers on sight mental health providers and partnerships with local community providers as well as opportunities/events to build inclusion and a sense of belonging.
Professional development -- such as Mental Health First Aid -- *with follow-up* is necessary for faculty and staff who may not have experienced situations students are struggling through in order to build empathy, increase accuracy of identifying student who need help, and strengthen skills for assistance on the spot. As an educator who earned her Mental Health First Aid certificate through a training held in her school, I believe it is vitally important to refresh staff on this topic every year to ensure they all truly understand the significance. Staff who work directly with students must be the change they wish to see to consistently model school culture that is supportive and safe.
Multi-tiered systems of support are implemented by staff, faculty and administration to not only assist students with academics, but also with general well-being. Genuine and intentional connections by staff with every student, every day is critically important for positive and supportive culture and for the healthy development of individuals.
Lastly, community/caregiver workshops and events focused on this topic are currently offered by the district every year and should continue to be offered and promoted. Good mental health starts in the home.
What are your thoughts on ways to improve Black student achievement in your district and in Michigan schools overall?
To improve Black student academic achievement in Forest Hills Public Schools, a comprehensive approach is essential. The district should continue to provide as well as increase culturally responsive and bias training. The hiring of our Director of Educational Equity and Inclusion a few years ago was a good step. The district needs to strengthen its connection with the Center for Healing Racism to provide more opportunities for staff and community growth. Creating a supportive school environment through mentorship programs, increasing staff diversity, and fostering strong partnerships with Black families is crucial. When families choose to leave the district citing prejudice or inequitable treatment, the district needs to follow up and learn how to improve. As far as Michigan schools overall, ensuring equitable access to advanced coursework, extracurricular activities, and resources, along with discipline reform focused on restorative practices, will help address systemic barriers. Regular data analysis and early interventions can help identify and address academic disparities. Encouraging Black student identity and confidence through leadership opportunities and identity-affirming activities, combined with advocating for policy changes that promote educational equity, will further support their success.
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?
This is a topic close to my heart and helping all students feel a sense of belonging and appreciation is personally important to me. I became a teacher because I wanted to help all students develop and strengthen their voice so they will be truly heard, in turn equipping them with the tools to achieve their goals. One of my reasons for becoming a school board member was to work to ensure all students and their families feel safe and included in Forest Hills Public Schools. This may be an impossible task, but if decisions are made that will foster an environment where diversity is celebrated and every individual is valued, all learners would benefit academically and socially. As mentioned in my answer to the previous question, comprehensive anti-discrimination policies and training all staff in cultural competence and inclusive practices is necessary. Schools must create safe spaces for students of all backgrounds, where they can express their identities without fear of judgment or harm. While teaching at a local high school, I was integral to the creation of Equal Alliance, the school's LGBTQ+ club; I saw a need and worked to provide a safe space. Aside from safe spaces, proactive systems, such as PBIS and elements of CKH, are also helpful. In addition, forming diverse advisory committees and supporting student-run clubs that include voices from various communities—such as those representing different races, gender identities, sexualities, disabilities, religions, and income levels—will ensure that policies and programs reflect the needs of all groups. It is a responsibility of the district to continually work to build a culture of respect, empathy, and active inclusion, and to monitor the successes -- and swiftly address the failures -- of steps to achieve that goal. Forest Hills can ensure that every student and family feels a true sense of belonging.
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 recruit and retain staff, FHPS must continue to offer competitive pay and benefits, a working environment known to be supportive, consistency in administration, and professional development opportunities that staff want, balanced with the training they need. While I feel strongly that prioritizing efforts to retain our experienced and excellent staff will also help with recruiting. Retention combats "The Great Resignation" that districts are currently struggling against nationwide, and we are likely to recruit the best talent when they know that ours is a stable district in which they would want to work. It's important that the Communication Department tells our story and broadly advertises employment in our destination district with intentional effort to recruit staff of color.
While competitive pay and benefits is necessary, creating a welcoming and inclusive environment is equally important. Administraton must address any systemic biases and disparities in our three attendance areas and foster an overall culture that values diversity; they must also pay particular attention to ensuring staff of color feel seen and heard. This will demonstrate a commitment to diversity, making the district more appealing and helping it retain top talent. Flexible working conditions, work-life balance, and manageable class sizes also contribute to staff well-being and satisfaction.
Ultimately, a holistic approach—addressing financial, professional, and cultural needs—creates an environment where all educators thrive.