Navigating the Future: Collingswood Board of Education Candidates and Their Visions for Education
Collingswood, a community known for its vibrant spirit and deep commitment to its residents, is at a pivotal moment regarding its public school system. As Election Day approaches, five dedicated individuals are vying for three open seats on the Collingswood Public School District Board of Education. Each candidate brings a unique perspective, shaped by personal experiences, professional backgrounds, and a shared passion for ensuring a high-quality education for every child. This article delves into their philosophies, priorities, and proposed solutions to the challenges facing the district, offering voters a comprehensive overview to inform their decision.
The Candidates: A Diverse Pool of Experience and Dedication
The upcoming election presents voters with a slate of five candidates, each with a distinct vision for the Collingswood Public School District. These individuals are Stacey DeMarco, Kelly Maia, Meghan Mikulski, Erica Schmid, and Kate Seltzer. They are competing for three available three-year terms on the Board of Education, a body entrusted with setting policy and overseeing the district's fiscal and educational operations.
Stacey DeMarco: A Challenger Focused on Trust, Retention, and Funding
Stacey DeMarco, 41, enters the race as a challenger, bringing over 15 years of experience in proposal writing within the educational services sector. As the mother of two children attending Collingswood public schools, DeMarco possesses a vested interest in the district's success. Her professional background provides her with a unique understanding of the district's procurement process from a vendor's perspective, a skill she believes can aid in submitting grant applications and managing information effectively across various teams. DeMarco emphasizes her problem-solving abilities and a track record of getting things done.
DeMarco's educational philosophy centers on the belief that "each and every child deserves to have access to a quality, well-rounded education; that equity is not just an idea, but a practice." She credits her own access to quality education options from public schools for her current standing. A welcoming school community, in her view, is built on strong relationships and a collaborative spirit, where the board, administration, teachers, and staff work together to solve problems rather than against each other.
She is running for office because she is "a proud product of New Jersey public schools" and understands firsthand the importance of a well-rounded public education, especially for those who cannot afford supplementary educational resources. Having lived in Collingswood for over a decade with her husband, who grew up in the borough, and with young children of her own, DeMarco is deeply invested in ensuring the best possible education for all students. She believes that "magic happens in our schools, every single day, in every single classroom" and is eager to support the educators who foster this environment.
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DeMarco identifies "budget and morale" as the district's two main challenges. She points to the delicate balance between funding education and maintaining fiscal responsibility. Specifically, she questions the district's continued responsibility for maintaining the Good Shepherd building, suggesting that funds could be better allocated to updating current facilities and strengthening student-facing programs and staff. Regarding morale, she references concerns about staff retention, noting that a former teacher's comment about Collingswood staff no longer viewing their jobs as long-term, retirement-bound positions. DeMarco advocates for listening to and working with staff to address their issues, aiming to rebuild the sense of commitment and belonging.
If elected, DeMarco plans to focus on three key issues:
- Rebuilding Trust: Fostering a coalition between all invested stakeholders and maintaining open lines of communication among the community, the board, and staff, especially following the CEA's extended period without a contract.
- Retention: Working on public relations campaigns, including social media, to highlight the positive aspects of the schools and the accomplishments of students and educators, thereby improving both student and teacher retention.
- Grant Applications: Utilizing her experience to submit grant applications to secure additional funding for the district.
Kelly Maia: An Incumbent Championing Student Focus and Community Engagement
Kelly Maia, 49, is running for re-election, bringing three years of experience on the Board of Education. As a realtor and mother of three, with two children currently in Collingswood public schools and one attending Immaculata University, Maia has a deep, multi-generational connection to the community. Her tenure on the board has provided her with significant insight into the board's role as a bridge between the district and the community. Prior to her board service, she served as president of the Mark Newbie Elementary School PTA, where she honed her skills in building relationships, engaging families, and organizing fundraisers. Maia's extensive involvement in her children's academic journeys, from kindergarten through high school, has given her a "front-row seat to all the amazing things that happen in our schools every day, for many years."
Maia's philosophy of education is rooted in the belief that "every child deserves to have access to education. Education is power. It provides a strong foundation on which children can grow and become successful adults." She emphasizes the importance of equipping students with academics, social skills, and social-emotional learning necessary for future success. Protecting students' educational spaces, fostering opportunities for exploration, and providing essential tools for success are paramount. She commends the Collingswood teachers and staff for their ability to "ignite their passions, their creativity, and encourage lifelong learning."
Her motivation for re-election stems from a deep investment in the town and its schools. Maia believes that "When we have people who are committed to solutions, accountability, focusing on the students, the staff and striving to have great schools, we can do amazing things!" She stresses the importance of listening to the community, acknowledging both positive aspects and challenges, and working collaboratively towards solutions, aiming to rise above negative nationwide trends. Maia advocates for making difficult decisions with empathy and understanding, recognizing that the community's unique blend of long-time residents and welcoming newcomers contributes to its strength. She is committed to improving schools and ensuring all students feel a "strong sense of belonging."
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Maia identifies the district's financial struggles as a significant challenge, noting that the ongoing issue of fair funding places "an enormous strain on us being able to provide for our children." While acknowledging the town's advocacy for fair funding, she stresses that there is no quick fix. This necessitates careful budgeting, questioning every expenditure, and prioritizing student services. She also highlights staff and student retention as a critical challenge, leading to community frustration. Maia believes the district must become a place where both staff and students "want to stay, and trust that they’ve made the right decision." She cautions against solely blaming nationwide trends or pandemic-related issues, stating that the district has always struggled to compete with higher-paying districts. Furthermore, Maia points to the need for improvements in athletic fields, music and arts programs, funding for extracurriculars, an aging auditorium sound system, limited storage space, and the need for musical instruments and repairs. She notes that staff are doing their best with existing resources, but the district is also struggling to maintain existing buildings and lacks a plan for potential building catastrophes.
Maia's priorities for her continued service include:
- Financial Prudence: Continuing to scrutinize every dollar spent and focusing on services that directly benefit students, given the district's ongoing financial constraints.
- Addressing Retention: Working to create an environment where both staff and students feel valued and committed to remaining within the district.
- Enhancing Programs and Facilities: Advocating for necessary improvements to athletic fields, music and arts programs, and addressing aging infrastructure and resource needs.
Meghan Mikulski: An Incumbent Educator Focused on Retention, Offerings, and Fiscal Responsibility
Meghan Mikulski, 48, is also seeking re-election, bringing extensive experience as a history teacher with 26 years in education. Residing in Collingswood for 21 years with her husband, they have sent three children through the local school system. Mikulski's passion for music, evident in her participation in a Madrigals group, and her interest in history and current events inform her approach to education. Her professional role as a teacher provides her with direct insight into the challenges and dynamics of the school environment, having interacted with over 100 students daily. Mikulski has also served on various committees, including the 504 Committee, the DEAC Committee, the NJEA liaison committee, and the curriculum committee, and has co-advised the Model United Nations Club for nearly two decades. These roles have exposed her to the complexities of serving a diverse student population and the intricate workings of a school district. Her extensive volunteer work in Collingswood PTAs since 2011, including current roles with the CHS PTA, Garfield Elementary PTA Board, and the Collingswood High School Band Boosters, has allowed her to build strong connections with families and staff, ensuring she can "bring their voices to the board."
Mikulski's educational philosophy is grounded in the historical fight for educational access, stating, "Throughout American history, various groups have been fighting for access to education. Access to a well-rounded education is the bedrock of our democracy and our society." She believes the board's decisions, particularly regarding fund allocation, should always be guided by the goal of providing "all Collingswood students this same opportunity in a safe environment with access to a variety of enrichment opportunities."
Her decision to run for re-election is driven by a "deep commitment to Collingswood schools, and I want to help to keep them vibrant so that they will be able to continue to serve all of our students and families."
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Mikulski identifies three primary challenges facing the district: staff retention, student offerings, and fiscal responsibility. She highlights the "outlandish" number of over 100 staff members who have resigned in the past three years, with some positions remaining unfilled or cut. She posits that these individuals were not primarily motivated by salary but by the community and the feeling of being "treated like family," a sentiment she aims to help recreate. The reduction in staff has directly impacted student offerings, leading to fewer classes and enrichment opportunities, which she believes "harms student achievement." At the secondary level, this has prompted families to seek education elsewhere, creating a "ripple effect throughout our district of reduced funding and dedicated families investing their energy into other communities." Mikulski notes that the students most affected by this trend are often from vulnerable populations. She also acknowledges the district's classification within District Factor Group "FG," indicating a socioeconomically diverse student body, and the ongoing sending/receiving relationship with the Woodlynne School District for high school students.
Mikulski's key focus areas if re-elected are:
- Staff Retention: Implementing strategies to recreate the supportive and familial environment that previously attracted and retained dedicated educators.
- Enhancing Student Offerings: Working to restore and expand academic and enrichment opportunities for students, ensuring that the district remains competitive and engaging.
- Fiscal Responsibility: Maintaining a balanced approach to budgeting that prioritizes essential student services and programs while ensuring the long-term financial health of the district.
District Overview and Context
The Collingswood Public School District, located in Camden County, New Jersey, operates as a Type II school district. This means its Board of Education members are directly elected by voters to serve three-year terms on a staggered basis, with three seats up for election annually. The Board of Education, typically comprising nine elected members along with representatives from sending districts like Oaklyn and Woodlynne, is responsible for setting district policy and overseeing its administration. The district's purpose is to provide a "thorough and efficient system of free public education in grades Kindergarten through 12."
Collingswood Public Schools operates nine schools, serving a diverse student population. The district has historically been classified in District Factor Group "FG," signifying a relatively strong socioeconomic profile among New Jersey school districts. The district engages in a sending/receiving relationship with the Woodlynne School District, where students in grades 9-12 from Woodlynne attend Collingswood High School.
Recent years have seen increased attention on the district's financial health. Reports indicate ongoing financial struggles, impacting the district's ability to provide comprehensive services. This has been a recurring theme in public discussions and board meetings. The need for fair funding advocacy has been emphasized by community members and board members alike.
In terms of staffing, as of the 2023-2024 school year, Collingswood Public Schools had approximately 199.06 full-time classroom teachers. However, as highlighted by candidate Meghan Mikulski, there has been a significant turnover in staff, with over 100 resignations in recent years, leading to unfilled positions and concerns about morale and the impact on educational offerings.
The district has also faced scrutiny over its disciplinary policies. An incident involving the police being called to a third-grade class party for alleged inappropriate remarks about brownies brought attention to a district policy that involved law enforcement in various disciplinary matters, including name-calling, resulting in frequent police visits.
Furthermore, the district has been involved in discussions about potential consolidation of services with neighboring districts like Oaklyn and Woodlynne, driven by efficiency and financial considerations.
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