Wilks, Glynda - Ann Arbor Public Schools
Are you an incumbent?
No
Brief Intro of Candidate
Born on the South Side of Chicago, I grew up in Evanston, Illinois, a town and school district quite similar to Ann Arbor. Evanston is an affluent college town (Northwestern University) with a school district with similar joys and challenges as Ann Arbor. Like some children in AAPS, I received free-and-reduced lunch as a child in the Evanston school district. Despite the socio-economic challenges within my loving family, the district helped expose me -- a young African-American student -- to various cultures, friends, and academic opportunities.
I graduated from Northwestern University, with a major in journalism and a minor in political science. I decided to focus on journalism because I loved the investigative work and critical thinking involved in getting to the bottom of things.
I worked as a journalist at the Detroit Free Press and the St. Louis Post-Dispatch in Missouri.
Once back in Michigan, I stayed home with my three young sons for a few years. I decided to get a Master’s in Education from the University of Michigan. I later taught at Burns Park Elementary in Ann Arbor. I taught for 5 years until I had to focus full time on demands of my family. However, I continued to be an involved parent.
I have served on the Northside Elementary (now, Northside STEAM) and Clague Middle School PTO/PTSO. I later served as president of the District-Wide Black Parent Student Support Group. I was asked to serve on the Superintendent’s Blue-Ribbon Advisory Committee. I’m also a member of the National Association of Black Journalists. I hold a leadership position with the Ann Arbor Chapter (Delta Psi Omega) of Alpha Kappa Alpha Sorority, Incorporated®. In the community, I serve on the Foundations Preschool Board of Directors, where I serve as secretary. I also serve on the Board of the Parkridge Community Center in Ypsilanti. I served as a committee co-chair on the Washtenaw County 21st-Century Policing Compliance Commission under the direction of Sheriff Jerry Clayton.
I've been actively involved in my community, including volunteering at the Student Advocacy Center, the Family Learning Institute, The House By the Side of the Road, and in other capacities at my sons' schools in Ann Arbor (AAPS).
Endorsements
I just filed but will update endorsements soon.
Top financials Contributors
Website and social media links
I just launched campaign. Will update soon.
Website: ElectGlyndaWilks.com (Is under construction)
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?
-- Consider creating a Student Advisory Panel with representation from a diverse group of students. Have students selected by a counselor (including those students who seem to be the least engaged in school. Their voices matter, too.). Consider students who might be facing more challenges than most students – homelessness, food insecurity, free-and-reduced lunch. Consider those students who have faced suspensions, in addition to the high achievers and everyone else in-between. We need a variety of perspectives at the table.
I believe that by having students engaged, parents, caregivers and community members will ALL be able to provide support to help recognize what concerns students and how those needs can be addressed.
--Community forums are another way to engage students, parents, caregivers, and community members.
-- The Board does not set or determine the curriculum.
Bottom line, it's important to LISTEN to all parties involved when it comes to decision-making in our district.
What are your thoughts on school discipline and the way it is exercised in your school district? What are your thoughts on restorative practices?
I’m a supporter of restorative practices that are aimed at keeping students in school when possible. As a former AAPS teacher, I know that behavioral issues can exist. Our goal is to provide the best educational experience that we can for all students. Suspending or expelling a student for a minor infraction doesn’t resolve the issue. It may, in fact, exacerbate the problem because the student is out of school and no longer in a structured learning environment. Data have shown that a disproportionate number of students who are suspended or expelled tend to be students of color. We need to closely examine why this is, and we need to fix this. Latest AAPS data regarding restorative justice practices seem to indicate that it's effective in reducing the number of student suspensions and expulsions.
What are your thoughts on how to improve student mental health
Health and student well-being (physical/social/emotional) should be a top priority.
--Have counselors who are better trained to talk and work with students.
-- Partner with NAMI of Washtenaw County.
-- Consider using Skytime and other school forums that would provide an opportunity to highlight and address the importance of physical/social/emotional well-being among our students.
-- Parent workshops that focus on physical/social/emotional well-being of students.
What are your thoughts on ways to improve Black student achievement in your district and in Michigan schools overall?
I'm an African-American mother of THREE successful African-American sons who are former students in the AAPS district. My sons were successful despite familiar challenges, some of which are still happening. I will work to address those. As an active parent volunteer and highly-qualified teacher, I know firsthand the joys and struggles within our district. I have lived in this district for more than 20 years and truly care about maintaining a strong district and moving it forward. I am also a journalist. As a former journalist, I know how to respectfully ask the tough questions of the right people. I believe that we can improve Black student achievement in part by asking the right questions, listening to African-American students and parents, and providing these students with the opportunities, resources, and support needed to succeed.
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?
As a former educator in the AAPS district, I believe I bring a unique perspective as a candidate. In addition, I'm an African-American mother of THREE successful African-American sons who are former students in the AAPS district. My sons were successful despite familiar challenges, some of which are still happening. I will work to address those. As an active parent volunteer and teacher, I know firsthand the joy and struggles within our district. I have lived in this district for more than 20 years and truly care about maintaining a strong district and moving it forward. African-American students, students with a disability, students with varied religious backgrounds, etc., want the same things that all students want within AAPS: to feel respected by their peers, teachers and staff; equity and inclusion are also -- especially when it comes to opportunities (academic and otherwise) within the district. In addition, all students and parents need to know their voices matter and their voices are being heard. The loudest voices and the not-so-loud voices need to be heard at the same level by those who have the ability to make positive changes for ALL students in AAPS and throughout Michigan
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?
As a former AAPS teacher who is African American, this question hits close to home. I believe my answer would apply to all teachers but to staff of color, in particular, to address the original question.
--- Consider recruiting African-American candidates from historically Black colleges and universities.
--Provide a solid mentorship program for new African-American teachers. These mentors MUST be in the same building with their mentee and should teach at the same grade level. Being a new teacher isn’t easy. Being a new African-American teacher comes with its own challenges.
-- Building principals need to support these new teachers in every way possible.
Here's how:
1) By having regular weekly or bi-weekly check-ins – not to scrutinize or criticize – but to make sure our teachers and staff of color know the principal is there to support their success. When these teachers succeed, the students AND district succeed.
2) Encourage building teachers to rally behind these new teachers in measurable ways. There should also be an incentive of some sort to encourage seasoned building teachers to work with/mentor these teachers.