Heidi J. Fairgrieve: 2025 candidate for St. Charles Unit District 303 board

Bio

Office sought: St. Charles Unit District 303 board (Vote for 4)

City: St. Charles

Age: 56

Occupation: Banking/finance

Previous offices held: St. Charles Unit District 303 board member since 2017

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

As stated previously, I am currently a seated District 303 school board member. I will be wrapping up my second term in 2025. I have declared my intent for a third term for several reasons:

1.) As a community member of St. Charles, I am committed to this school district and the towns that it serves.

2.) I am committed to education. Education is one of the most important assets that a community member can have — regardless of age. I take the opportunity to have a small impact on the role education plays in our communities seriously.

3.) Given that I could be the sitting board member with the longest tenure, if I successfully earn a seat, I am committed to ensuring that the new board is aware of past community/district challenges so that the learnings are used in future growth.

I have been asked repeatedly why I would consider another campaign given that my children no longer attend District 303 schools. My consistent answer is that my motivation is bigger than serving as an advocate while my children are in the school system. Ensuring a strong education, for all children in our communities, is critical for strong, viable communities.

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

The school board role in a school district is to govern. The board establishes and supports the vision, mission, and strategic objectives for the district. The board sets appropriate and measurable goals for the superintendent in support of these items.

The board evaluates progress against these goals on a regular basis while providing directional feedback when needed. Specifically speaking, the school board votes on curriculum as it relates to the financial expenditure for curriculum resources.

Additionally, the school board has the opportunity to raise points for discussion surrounding those resources.

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

The current board is focused on our high school student academic achievement. In fact, one of the superintendent's performance goals surrounds high school transformation work. The board has requested that the high school model be examined in all aspects ranging from how the students’ time is spent to career paths, for example, and the curriculum used to support.

I would emphasize the need for an all-encompassing math strategy that incorporates elementary/middle school/high school components and transitions. This approach could become the “model” for other disciplines such as English, etc. Ultimately, these strategies should support increased academic rigor and SAT/ACT score improvement.

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?

The school board must consider all three — leadership, voice of constituents, and state authority — when confronted with policy or curriculum controversies.

Feedback from the community and an understanding of state legal authority vs. local control are critical when discussing policy and curriculum matters.

Additionally, the school board should consider the student body, educator/district staff, and academic performance/research information. Without data surrounding all of these items, it would be impossible for a school board to make a complete, informed decision and appropriately lead.

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.

I am a sitting District 303 board member in my second term of office. I have chaired Business Services, Policy, and Community Liaison Committees. Additionally, I was elected by board colleagues to the offices of vice president (1 term) and president (3 terms). Finally, I served as a board representative during two SCEA contract negotiation cycles.

Professionally speaking, I have been a leader with increasing responsibility in corporate industry for 30 years. My experience in working with groups to establish policy with varied impact is significant.

My approach is one of collaboration. I think this is paramount because there is no true hierarchy on a school board. Every school board member has one vote to cast for any item at hand.

Additionally, I am a genuine communicator in that I am comfortable sharing my perspective in group settings. I communicate transparently; I lean into other perspectives because I recognize I do not have the same experiences as everyone else.

Even with tough questions and conversations, I strive for professionalism and fairness. From that point, the intention is to move forward as there is always future business at hand which must be addressed.

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

One of the initial accomplishments achieved in partnership between the board and the current superintendent was the establishment of a strategic plan, commitment statement, core values, and strategic priorities.

District 303 had not leveraged these types of tools previously. Elements in these documents are: Culture of Dignity, Effective Collaboration, Belonging, and Instructional Coherence.

Based on the efforts outlined above, the school district has made strides in diversity and equity efforts. Our strategic plan, and all that it encompasses, will continue to inform the school district's actions moving forward.

What makes you the best candidate for the job?

I have a passion for education. I have a BS in Accounting, a MBA, and business certifications. I believe that education is the backbone that supports positive contributions to our neighborhoods and communities.

I am a working professional with 37 years in the corporate environment; 30 of those in leadership roles with increasing responsibility. Most of my experience rests in banking. Through my leadership roles, I have coached others to achieve significant business results. I have the skillset and experiences to bring value to the board.

Varied perspectives are important for balanced decision-making and to ensure all constituents are represented.

I have mentored high school girls under a Chicago Big Sisters Program and served as a Junior Achievement teacher in elementary schools. Being engaged in my communities is important to me.

I am running for reelection with these goals:

• Elevate academic rigor at all grade levels

• Ensure a successful high school renewal to address educational gaps

• Commit to a continued balanced budget prioritizing students

• Continue high standards throughout with expectations of accountability

• Advocate for all stakeholders

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

As we discuss high school academic achievement and the resulting high school transformation, I think we need to identify better ways for our local business community to get involved.

The current pathways offered to high school students are limited. Local business engagement could introduce multiple career pathways — not just those requiring a college education but trade experiences as well.

Additionally, these pathways could provide a job recruitment tool for our local businesses. The ultimate success would be a closed loop where District 303 consults with local businesses on the needs, District 303 structures high school pathways and curriculums considering this feedback, local businesses partner in the education of our students, and these students ultimately fulfill business needs in our immediate communities.