Jillian Langer: 2025 candidate for Naperville Unit District 203 board

Bio

Office sought: Naperville Unit District 203 board (Vote for 4)

City: Naperville

Age: 46

Occupation: Business/project manager

Previous offices held: None

Why are you running for this office? Is there a particular issue that motivates you?

I am running for the District 203 school board because I believe strong schools build strong communities, and I want to ensure every student has the opportunities and support they need to succeed. As a mother of two children in the district, I see firsthand what’s working and where we can do better.

One of my biggest motivations is ensuring that families, teachers, staff, and community members have a voice in decision making. I have spent the last six years in Home and School leadership, working closely with teachers, staff, and parents to advocate for students and strengthen our schools. I know that when families are engaged, schools thrive.

I also believe the district must stay ahead of changes in education, particularly in math, literacy, and career readiness. With the rapid rise of AI and new technology, we need to ensure students are prepared for the jobs of tomorrow.

My background in public health, legal analysis, and forensic engineering gives me a data driven, solutions focused approach to decision-making. I am not here to push an agenda. I am here to listen, collaborate, and ensure that District 203 continues to provide a top tier education for all students.

What is the role of the school board in setting and monitoring the curriculum?

The board sets policies and guidelines for curriculum but does not directly create it. Curriculum development and implementation are handled by the district’s administration, Jane Willard and educators, following the ISBE regulation. The boards role is to approve, oversee and ensure alignment with district goals and standards.

Are there curriculum issues within the district that you feel need particular attention from the board?

Naperville District 203 has strong college and career readiness programs through platforms like SchooLinks, which help students explore careers, colleges, and financial literacy. However, the board must focus on the evolving career landscape, particularly AI and emerging technologies. The job market is rapidly changing, and we must ensure students are prepared by expanding coursework in AI, coding, and real-world problem-solving skills. Partnering with industry leaders and integrating hands-on experiences can help students stay competitive.

Another area needing attention is math and reading scores. While District 203 performs well overall, achievement gaps persist.

The district should prioritize early intervention programs that support struggling students, while also ensuring access to advanced coursework for those ready to accelerate. Expanding tutoring, mentoring, and differentiated instruction can help all students succeed.

By proactively adapting curriculum to industry changes and strengthening core academic support, District 203 can continue to provide a high-quality, future-focused education that prepares students for success.

How do you view your role in confronting policy or curriculum controversies: provide leadership even if unpopular, give a voice to constituents — even ones with whom you disagree, or defer to state authorities?

I believe the role of a school board member is to lead with integrity, listen with intention, and make informed decisions that prioritize students’ success and well-being. That means being willing to provide leadership even when it’s not the most popular stance, but also ensuring that constituents, whether they agree with me or not, feel heard and represented.

I have a data-driven, solutions-oriented approach that allows me to evaluate policies and curriculum with a critical eye. My background in public health, legal analysis, and governance equips me to ask the right questions, separate facts from fear, and focus on what is best for our students.

That said, I also recognize that some policies are set at the state level, and while the board must comply with those regulations, I believe we have a duty to advocate for what is right for our district. If there are concerns, I want to be part of the conversations that drive solutions, not just defer responsibility elsewhere.

At the end of the day, my goal is to cut through the noise, bring people together, and ensure that every student in District 203 receives the high-quality education they deserve.

Describe your experience working in a group setting to determine policy. What is your style in such a setting to reach an agreement and manage school district policy? Explain how you think that will be effective in producing effective actions and decisions for your school board.

My experience working in a group setting to determine policy comes from my leadership roles in Home and School, my background in forensic engineering and legal analysis, and my time in the military. I have collaborated with diverse teams to analyze data, balance competing priorities, and develop clear solutions.

My approach is focused, strategic, and collaborative. I believe in hearing all perspectives, asking the right questions, and using data to guide decision making. I do not make knee jerk reactions or get caught up in conflict. I focus on the end goal and work toward solutions that best serve students, families, and educators.

In a school board setting, this means ensuring that decisions are well researched, transparent, and community informed. I will push for policies that are effective and sustainable while ensuring that teachers, parents, and administrators feel heard and valued.

By staying data driven and solutions oriented, I can help the board make balanced, informed choices that truly benefit the students and families of District 203.

What is your assessment of the school district's diversity and equity efforts? Do you support the continuation or enhancement of such programs, or would you rather see them diminished. Please explain your reasoning.

Naperville District 203 has made efforts to promote diversity, equity, inclusion, and belonging through its Comprehensive Equity Plan, but achievement gaps among minority students persist. Data shows disparities in standardized test scores and access to advanced coursework, highlighting the need for stronger interventions.

To address these gaps, the district must take a data-driven approach by expanding early intervention programs, integrating culturally responsive teaching, and strengthening family engagement to support student success. While I support DEIB initiatives, I believe they should be regularly assessed for effectiveness to ensure they lead to measurable improvements.

The goal is not about diminishing opportunities for anyone, but rather ensuring that all students receive the resources they need to succeed. By focusing on results, transparency, and collaboration, we can close achievement gaps and provide every student in District 203 with a high-quality education.

What makes you the best candidate for the job?

With six years of leadership in Home and School, including serving as president at Maplebrook Elementary, I have firsthand experience working alongside teachers, families, and district staff. I have managed budgets, coordinated large-scale programs, and advocated for students and educators to ensure our schools remain strong.

Professionally, my background in forensic engineering, legal analysis, and public health has given me the ability to analyze data, navigate complex decision-making, and find effective, long-term solutions. I am a military veteran, a problem solver, and someone who listens and takes action.

Most importantly, I am a parent of two children in the district. I understand the challenges our schools face because I see them firsthand. I will bring a practical, data-driven, and collaborative approach to the board to ensure every student has the resources and opportunities they need to thrive.

What’s one good idea you have to better your district that no one is talking about yet?

The SEL in Action Initiative would shift SEL from passive lessons to interactive real world experiences where students build emotional intelligence, leadership, and resilience.

Instead of watching videos or completing worksheets, students would engage in team based challenges, role playing scenarios, and mentorship programs that reinforce SEL skills through experience. Younger students could participate in Recess SEL Zones, where structured play helps them practice conflict resolution, cooperation, and emotional regulation in real time.

For middle and high school students, SEL could be integrated into service learning projects, peer leadership programs, and real world simulations that teach communication, decision making, and empathy. Schools could also establish Real Talk Circles, where students engage in guided discussions about challenges they face, building confidence and emotional resilience.

By making SEL interactive and connected to real experiences, students will develop stronger emotional intelligence, better coping skills, and a deeper sense of community, preparing them for success in school and beyond.