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November 8, 2016 — California General Election
School

John Swett Unified School DistrictCandidate for Board Member

Photo of Shane Reinhart

Shane Reinhart

Retired Teacher/Administrator
2,528 votes (27.31%)Winning
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My Top 3 Priorities

  • The academic success of the children of our community.
  • To bring my decades of experience and vision to our school board and district.
  • Ensuring fiscal responsibility for the bond measures on the ballot, should they pass; and building community relationships and responding to community concerns should they not pass.

Experience

Biography

In 1977 I graduated from University of the Pacific in Stockton, California with a teaching credential. I spent from 1977-1996 teaching in the same district where I attended school and where my mother was still teaching. In 1978, I was named New Teacher of the Year for San Joaquin County. In 1980, I brought the innovation of computer technology into my classroom, and soon after was appointed the first Mentor Teacher in my school district, during the first year of the Mentor Teacher Program in California.

In 1985-1988 I served as vice-president of our district's teachers' union. I learned much about the value and importance of collective bargaining and negotiating, and represented the teachers at the bargaining table. Having a good working relationship with our district Superintendent, we were able to provide increases in salary and coordinate a joint powers agreement to improve medical coverage for our staff members.

In 1990, I was hired as one of the teachers to open a new school in our district. We worked with architects and students on the design and planning for the facility, and opened the school in 1992.

During that time I was recruited to join the National Network of Restructuring Schools, along with teachers across the United States who were implementing fresh approaches and innovative designs for a new generation of learners. I was invited to present at the National School Boards Association conference in Dallas (1993) with this group, and the following year in Atlanta.

In  1996, my husband and I moved to the Bay Area. I was hired to teach in an alternative program in Marin County. Within two years, I was recruited to design and implement the BTSA (Beginning Teacher Support and Assessment) Program for the district. In 1999, the position was a full-time district-level administrative role which included the responsibility of creating and presenting monthly seminars to first and second year teachers. The seminar topics included the California Teaching Standards, instructional strategies, and inclusion practices for special education students. That year we added the Peer Assessment and Review (PAR) Program to support veteran teachers, and I was coordinator of both programs for the district.

In 2002, I was recruited to join what was then ‘Project Pipeline’ – a nonprofit organization offering an alternative route to teacher credentialing. I was with the first cohort of adults who were seeking an Education Specialist credential in the East Bay. While fulfilling the coursework requirements, the interns were each teaching full-time. I taught a Curriculum and Instruction college-level course, and when the course was finished, all 13 interns requested that I be their Supervisor for the next three years.

I worked with all the interns, each of whom successfully managed the coursework, rigors of teaching in a public school setting, and navigating the legal world of Special Education. I modeled lessons and strategies, helped them with issues of compliance and timelines, and provided them with ESL support. I also worked with their administrators to ensure their success – and each one successfully earned their Education Specialist Instruction Credential for Mild/Moderate Disabilities.

I have continued to volunteer in classrooms in the Bay Area, and to mentor teachers who are working with challenging and difficult populations.

Having moved recently to Crockett, I have joined several small groups and attended many John Swett Unified School District Governing Board meetings. I was invited to join the Facilities Committee, and work as a volunteer in various capacities.

It is still a great privilege and joy for me to work in and for public education.

 

Who supports this candidate?

Organizations (2)

  • Democratic Party of California
  • Democratic Party of Contra Costa County

Questions & Answers

Questions from League of Women Voters of California Education Fund (1)

A recent law made major changes in the way that the state allocates funding to schools. What will you do to ensure that the public understands your local control formula for school spending and your plan to measure outcomes?
Answer from Shane Reinhart:

Public schools in California are in their third year of the Local Control Funding Formula (LCFF). John Swett Unified School District involved all stakeholders in the process from the beginning, and was responsive to public input. Therefore, stakeholder engagement is already developed and continues to be refined and improved.

I think it's critical that JSUSD'S planning process and timelines be made public through the district web site and at every school site through principals, school site councils, the English Language Advisory Council, PTAs, and in the community at large so that all stakeholders have information about the timelines - and especially about opportunities to provide input. JSUSD must continue to build trust in the Local Control and Accountability Plan (LCAP) development process by describing how the plan is developed, who is involved with drafting and how they are selected, as well as the process for refining, reviewing, and incorporating stakeholder input into the draft and final LCAP.

There are many methods and means of communicating both the Local Control Funding Formula and plans to measure outcomes. One of the most important parts of this work is fostering a culture of partnership and continuous engagement. We share ownership of this, and by developing a year-round engagement strategy that aligns with key local budget development milestones and that purposely and transparently links academic priorities to budget decisions, we are stepping into the best practices for public understanding of goals, school spending actions and measuring outcomes.

While there are many details and considerations to be addressed in both the LCFF and LCAP, the overarching goal is the same: increasing and improving student achievement for all learners. By allocating funding to schools with this new method, greater discretion is given to our local community to determine how to best meet the educational needs of our own students.  It requires all of us to engage in meaningful conversations about goals, strategies, and allocations of resources to implement them. As a school board member, I can help ensure that the public understands the LCFF for school spending and our plan to measure outcomes by actively working with the process and continuing to promote stakeholder engagement.

 

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