Tulsa School Board Office 5: Scott Pendleton questionnaire response

1. Educational philosophy: Modern, faddish, technology-driven approaches to instruction are failing to deliver the promised educational results. An increasing number of families are opting for a traditional approach to learning known as the classical trivium -- grammar, logic, and rhetoric -- described in Dorothy Sayers' essay, "The Lost Tools of Learning." In elementary years, known as the grammar stage, the classical approach emphasizes memorization of facts and methods, which gives children a sense of mastery and accomplishment and provides a solid foundation for subsequent learning. This type of curriculum is used in traditional public schools (e.g., Chicago Public Schools), in public charter schools (e.g., Great Hearts in Arizona and Texas), in private schools, and by homeschool families. As a school board member, would you support introducing a classical curriculum in schools where modern methods are failing? Do you believe the School Board has the authority and responsibility to direct the curriculum and educational philosophy of TPS, or do you believe the board should always defer to the Superintendent on those issues?

I'm eager to serve Tulsa Public Schools as District 5 board member. I humbly ask for your vote on Feb. 11.

As to the question: Sometimes tech helps; sometimes not. As a designer of software user interfaces, I'm concerned about online homework that requires an excessive amount of scrolling and navigating.

Visit the web site for the National Assessment of Educational Progress (NAEP). Try the sample test questions. The real test is given by computer, too, so you'll get the genuine experience. The score of any kid taking the NAEP test likely will reflect a "computerized test" penalty owing to the unhandy UI.

As for fully online learning, the results are often not good in Oklahoma or elsewhere, yet online might be the best option for some students. The benefits of learning technologies must be considered on a case-by-case basis. Parents must weigh school choice options to determine which can do the most for their kids.

When it comes to curriculum (and a lot more), the superintendent should execute the policies set by the school board. The board members must be familiar with the options. The classical approach is a rich educational diet. Implementing it would require buy-in from parents and teachers. It couldn't happen overnight.

2. Patriotism: For earlier generations, patriotism was a common theme of public education, uniting students without respect to race, class, religion, or ethnic heritage. Should TPS seek to encourage a sense of pride and gratitude in American history and a special love of country? Do you personally consider the existence of the United States of America as a blessing to be celebrated or a tragedy to be mourned?

My first motion will be to remove from the 547-page Tulsa School Board Policies all the verbiage following the word "recited":

At the beginning of each school day, the pledge of allegiance to the flag of the United States of America shall be recited, except that each individual shall be informed in a conspicuous manner that anyone not wishing to participate in the pledge shall not be required to do so.

Imagine the impact on a student who hears, every school day from K - 12, that he need not recite the pledge of allegiance. Not every Tulsa classroom has an American flag. It should. No one will be called out for not reciting the pledge.

3. Oklahoma history and the Land Run: Re-enactments of the 1889 Land Run every April are a fun tradition to help elementary students connect with the history of our state. But activists have claimed, contrary to the historical record, that the Land Run was an act of genocide, and have persuaded Oklahoma City Public Schools to ban re-enactments of the event that created Oklahoma City itself. Do you support or oppose holding 1889 Land Run re-enactments in Tulsa schools?

You would think that in Oklahoma, of all places, we'd have nuanced, balanced history books. But we do not, and Indian Education fills the gap. Many Oklahomans surely have both Land Run ancestors and Trail of Tears ancestors. We aren't like other states. My neighbor tells about visiting Boston. When people heard that she was from Oklahoma, they'd ask, "Do you ever see Indians?" Her answer: "I'm married to one." Makes you wonder just what portion of Oklahoma citizens are part Indian and part other: 20%? 60%?

Whatever the number, the point is, we are one people in spirit and thought. We should have a textbook that unifies the stories and doesn't blink at the awkward parts. My grandpa was part Cherokee (according to unverified family lore, like that of you know who). He married my grandma, a (definitely verified) descendant of Dr. George Barnett, the last man in Texas to be scalped by Indians. Who am I to prefer one grandparent's heritage and history over the other's? With history, sometimes you just have to say, "Well, that happened." Because it did.

Balance and nuance enrich history lessons, and would do the same for Land Run re-enactments. Instead of canceling them, we should embrace the larger story because we are Oklahoma.

4. Music in schools: Numerous studies establish the developmental and behavioral benefits of singing and making music in early childhood. Do you support or oppose making music a standard part of elementary education?

Music is essential. Start with "America" (My Country, 'Tis of Thee) and "God Bless America" and "America the Beautiful." Music helps the mind appreciate structure. Learning an instrument and caring for it require self-discipline. Marching band and music competitions build character and give students something to work towards. But let's not overlook the obvious: Music is fun! That's reason enough to have it in schools.

5. Protecting female spaces: Superintendent Gist has decreed that transgender students "have the right to use restrooms, locker rooms, and other facilities that are consistent with their gender identity." But girls and young women across the country have expressed a preference for female-only spaces and feel vulnerable if forced to share private spaces with males. Gender self-identification opens the door for males to feign transgender identity to gain access to private female spaces. Female athletes are being pushed out of opportunities for victories and scholarships by stronger and faster males who claim to be transgender. How would you change TPS policy to protect female-only spaces and female athletic opportunity?

Every student should be treated with dignity and have the right to use a bathroom. Gender-neutral bathrooms should be arranged at TPS facilities. Biological boys should never be allowed to compete on girls' athletic teams or use their locker rooms, and vice-versa.

6. Foundations: The George Kaiser Family Foundation has been a generous donor to many initiatives around Tulsa, but many citizens are concerned that GKFF's generosity has come with strings attached, not only for non-profit beneficiaries, but for government entities as well. GKFF-affiliated donors are often found on the campaign disclosure forms of candidates for local office. Should the Tulsa School Board always defer to the wishes of GKFF and other generous benefactors? Are there any situations where the school board have refused a request of GKFF or other foundations or refused a grant?

I definitely don't like the idea of adding high-dollar administrators whose salaries are donated by a foundation for a year, but thereafter those individuals remain on staff at district expense.

7. Federal grants: Federal grants also come with strings attached. Would you support a review of all TPS federal grants to determine whether the benefit of the grant is greater than the cost of compliance and loss of control?

Tulsa Public Schools almost used $140,000 of federal money for Transcendental Meditation for 240 students and 20 staff. This was on the board's agenda on Jan. 6. Ironically, the board had just been anguishing over how to cut $20 million from their budget. They didn't see any disconnect.

I stood and objected to wasting taxpayer money on Transcendental Meditation. "Wait till the Legislature hears about this," I said. "You say they don't give us enough money. They will think they give us too much." Why was TPS going to spend 3.5 times more per student than the California schools that have TM? Since Tulsa students could choose not to participate, that would make our cost per actual student rise further. And is this a greater priority than up-to-date textbooks for classrooms? Ask all the teachers who spend their own money to provide for their students. And it was a one-time grant, so what about next year? One teacher wrote to me later that she thought every student and employee of TPS would benefit from TM. Based on the TPS proposal, that would cost something like $26 million a year!

Religious connotations aside, if the program truly has value, couldn't we just design our own without paying for it? I don't think sitting silently violates anyone's copyright. Another teacher told me that she did exactly that. She implemented a five-minute period of calm to get her students focused. It worked, and it cost nothing.

I also contacted State Supt. Joy Hofmeister about TM. OSDE had already approved the grant to TPS using federal funds to - wait for it - help low-income students get better grades! In essence I said to Hofmeister: "You approved this grant. You are the one the Legislature will come for." She promised to review it, and a few days said that TPS withdrew the proposal. TPS still gets the money. OSDE wouldn't say how it will be used. TPS hasn't said, either. For books and other tangible needs, I hope.

School board members need to keep an eye on all grants, and ensure that the money is spent where it's needed most. I'm not aware of federal grant money that ought to be rejected because compliance is too onerous. Also, you can opt out of a federal grant but you can't opt out of following federal law.

8. Oversight and accountability: As a member of the Tulsa School Board, you would be part of the Legislative Branch of school government, with a duty to act as a check and balance on the Executive Branch: Superintendent Gist and her administration. What recent actions or policies of the Superintendent and her administration have received strong pushback from the School Board? On what sorts of issues would you, as a School Board member, seek to exercise oversight of the TPS administration?

A school is only as good as the board that holds it accountable. At our state's most prestigious academy, the Oklahoma School of Science and Mathematics, the top financial official gave himself a 25-percent raise that was never authorized in writing. He reportedly came to work on campus wearing flip-flops, jeans, concert T-shirts, and a do-rag. Teachers complained that his lack of professionalism hurt the school's prestige and recruiting, but their objections never reached the board until it was all uncovered by an audit by Cindy Byrd's office. The audit said that the board was "isolated."

A board must never be isolated. Board members need to visit classrooms, listen to teachers, walk in on meetings unexpectedly, read documents, seek records, and ask awkward questions. The power of asking and then listening is colossal.

Feel free to add any information that you'd like to pass along to the voters:

I believe that we can make TPS America's best school district - with the right leadership. The challenges we face are tough but not at all unique. It's surprising and disappointing that only 25 percent of TPS third graders are proficient in reading and math. More surprising is that the district set a goal of just 28%. Why did TPS aim so low?

Think of this as not just another school board election, but as a referendum on Tulsa's future. Tulsa can't thrive unless TPS does. I want Tulsa to dare to say out loud, "We will be the best." I believe we can make conspicuous improvements in academic performance from the start, and steady progress thereafter. Competition for students is here to stay. TPS must compete on the basis of academic quality. And that's what we will do.

A popular topic on the campaign trail is replacing our superintendent. You, the voters, don't ask if I will; you tell me I must. You characterize our superintendent as a high-priced, toxic failure. I respect you, my neighbors and constituents, and will follow your will.

If the board does vote to replace the superintendent, that need not alarm anyone. There's a process to follow and always a pool of candidates to consider. Despite the harsh judgments and hard feelings and public outrage that usually lead to replacing a superintendent, once that decision is made it's in the best interest of the school district to acknowledge past efforts and achievements and to wish the fired superintendent the best in her future endeavors.

But replacing the superintendent might NOT be the board's decision. Mine will be one vote of seven. How, you have asked, will I work with someone whom you and I agree should be replaced, yet might nonetheless remain?

She and I will work together very well. Very harmoniously and professionally. Just look at Jennettie Marshall. She was the lone board member to vote against renewing Dr. Gist's contract last time. Jennettie still serves, as composed and unflappable as ever. A board can accomplish plenty without being at cross purposes with the superintendent. After all, under state law we are an agent of the Legislature, responsible for providing oversight and answerable to our constituents. We have a job to do and the authority to do it.

My agenda, first, is to attend concerns raised by constituents. Second, I have a particular interest in special education. This dates back to my teenage years as a counselor at a summer camp for intellectually challenged kids, as well as three years recently working one-on-one with an autistic Sunday School pupil. How adorable these kids are! How challenging they can be! They teach me never to give up on anyone.

Last April the news broke of a scandal at TPS: the individualized education plans (IEPs) of the special education students were anything but individualized. An alert parent of two SPED students was the one who noticed. Her kids were in different grades at different schools and had different disabilities, but their IEPs were identical. She complained to OSDE, which investigated in a hurry, because lots of federal funding was at risk. The investigation showed that the problem was widespread at TPS, and that district policy was just to cut and paste. The district took corrective action, but parents of SPED students claim that problems remain.

Nineteen percent of TPS students are enrolled in SPED. We cannot neglect them. This is likely their one chance to acquire the skills to achieve an independent life, particularly for those on the autism spectrum. Currently, few autistic adults hold a job. OSDE data that I obtained through an open records request show that since 2002, total enrollment in Oklahoma is up 12 percent, but SPED for autism is up 788 percent.

We need to face this challenge head on. I believe in driving with eyes open. Again, I'm eager to serve. I humbly ask for your vote on Feb. 11.