There are eight candidates for four seats on the Board of Education for the Northfield Public Schools, ISD 659.
The candidates and the (known) links to their web sites/blogs:
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Katy Hargis |
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Peter Millin |
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Jeff Quinnell |
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Election 2008 discussion: Northfield School Board – candidates and issuesBy Griff Wigley, on September 11, 2008, 7:53 am
128 comments to Election 2008 discussion: Northfield School Board – candidates and issues |
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[...] 11, 2008 LocallyGrown today has a list of the candidates for school board, along with links to the websites of the three of us who have [...]
I’m told that other school board candidates will soon have sites/blogs up. If you’re a candidate or a supporter, let us know with a comment here.
Rob Hardy has a blog post that includes his thinking on WYTIWYG (what you test is what you get.)
FYI, Rob’s the only active blogger candidate thus far.
Kevin Budig has a political blog called Madd Medic, though I can’t find anything on it about his running for school board. I also can’t find his name or email address or a ‘contact me’ on the blog. I see this comment he left on Northfield.org using his real first and last name, which links to that blog.
Kevin Budig has emailed me about his school board campaign blog:
http://kbudig.blogspot.com/
I’ve updated the link in the blog post, including a different photo.
Peter Millin has been posting some of his thoughts regarding schools and the school board on this thread on LGN:
http://locallygrownnorthfield.org/archives/5364/
One of the issues that concerns me is the apparent need for more classroom space at the elementary school level. There was a story about this issue in the Northfield News back in late June. The story mentions that the school board was interested in exploring four options: “refitting the middle school to house the fifth grade, leasing space in existing community buildings for school programs, building a large addition to Sibley Elementary, [or] constructing a new elementary school.” The cost range: $135,000 a year for portable classroom space to $11.7 million for a new elementary building. A significant expense in any case. I’d be interested in what people have to say about this issue. Can any current board members weigh in on where things stand? I, personally, am interested in the option of reusing Longfellow School, a building that already contains classroom space and has already undergone renovations.
I attended the “follow your kid’s schedule around and meet the teachers” event at the High School event on Monday.
My child’s math teacher raised an issue. She said that the state’s new graduation standards for math require that all students test out at a higher level than before. The new standards include math up to the trig level, IIRC.
The consequences locally would be that more lower level math classes would have to be added, since all students would need to take more math classes. There would be no choice but to eliminate the higher level math electives. The school would not have the resources to provide those classes.
It was my impression that this math teacher (and she said everyone in the department was in agreement) believes this is the wrong way to go. Not every student needs math to the trig level, or has the aptitude to succeed at that level. And that it is wrong to eliminate the higher level math electives. (I hope I am communicating this correctly.)
In any case, this seems like an issue that school board candidates should address. Also, a story or two by a local Rep J or NFN reporter would be appreciated to clarify this.
Curt: As I understand it (see the information on math standards available here at the state Department of Education website), all students must have an Algebra I credit by the end of eighth grade, and Algebra II to graduate from high school. The avowed intent of moving the Algebra I requirement to 8th grade (according to the FAQs posted on the DoE website) is to allow students more time in high school to complete Algebra II, and to give them the opportunity “to study more advanced mathematical topics in 12th grade.” I would be interested how the middle school and high school would allocate math courses under this new standard. It seems, on the face of it, that more resources would be needed at the middle school level to get all students through Algebra I by the end of 8th grade. Would there then be the resources left over for those more advanced courses in 12th grade?
Personally, I don’t see the point of forcing Algebra I on all 8th graders. It seems arbitrary and inflexible and impatient, and insensitive to the different paces at which different students learn. I worry about rushing students, and putting too much pressure on them to meet unrealistically high expectations. Education is not a race.
I raced through math in high school out of a sense of obligation; I struggled, but I always managed to pull off good grades until I suffered a spectacular collapse in calculus. I’ve forgotten most of the advanced math I ever learned. I would have benefited from more flexibility, more remediation, more emphasis on developing my interest and less pressure to develop skills that were still beyond my grasp.
Good thoughts, Rob.
Learning math isn’t all about learning math. It it is a tool to show the mind how to organize and move from step to logical step in the problem solving mode. It is what we do best as humans, solve problems.
This is only true when we do not run after money and power and others to solve our problems for us. It is only true when we realize necessity is the mother of invention, not money, not politicians. If we continue to throw blame around and then money after blame, we will still have kids who haven’t learned much beyond how to take dollar bills and coins from McDonald’s cash drawers according to the numbers at the top of the register.
I taught school and I know that it doesn’t take a lot of money to teach kids. It takes a lot of money to pay people more money. The real issue is not education, but how much money educators think they need.
Our forefathers and mothers taught kids in one room buildings with little else than a few books and a burning wood stove. Look around at these beautiful schools most kids now attend. And for some reason, learning cannot go on here, to where kids can come out reading at a grammar school level and do a few simple math problems of addition, subtraction, multiplication and division. Come on. Send your kids over to me and by the end of the year, I’ll have them balancing your check book and reading over mortgage contracts accurately. My fee, priceless.
My vote, Peter Millin, it should be Peter, one in a Million!
My children s schedule is pretty full already, trying to add more to it doesn’t make any sense. Higher math should be reserved for higher education tailored to the specific field of study.
We should support those who want to go to college, but we also need to include those who don’t necessarily end up in college.
Maybe it’s the German in me that doesn’t believe all students have to go to college, but I think there is good futures in a trade as well.
In Canada for example you have the choice as a student to either get an “Academic” high school diploma, which is geared towards those that want to pursue college. Or you can chose the “regular” degree that is geared towards those who have plans to go in to a trade.
On needing more class rooms. It’s very simple, we do what we can afford with the money that we have.
Curt said
Interesting. I like the tougher standards, and I wish we went back to using the colleges more… at least we didn’t seem to have as many AP classes in town when I went to NHS. Why not use the colleges? I know teachers advocated for more choice at NHS, even offering to hold AP classes before school started (this was in the ’80′s) but… if we’re down financially, why not use the colleges? If transportation is an issue, I wonder how much that would cost to fix.
What is more expensive, AP classes, or classes at Olaf and Carleton…
What has been the history of interaction between the school district and the colleges?
The best thing that ever happened to me in my primary education was that I took an accelerated math course on Saturday mornings run by two motivated/dedicated university professors. We covered all four years of high school math in two years. But it was a course specifically for junior high/high school students, not a true college course.
The thing is, that math program was something that families had to pay for out of pocket, and the high school’s attitude towards it was an at-times hostile one.
Rod, thanks for providing the appropriate information above.
The teacher who pointed out this issue did not suggest a remedy, But since it is a state mandate, it makes sense to talk to Dahle and Bly about this. I sent them emails asking them to chime in here.
Sorry Rob, I know it’s Rob, not Rod. (I blame my inadequate public school education, heh.)
Holly and Patrick: Northfield High School students can enroll in college courses through a program known as the Post-Secondary Enrollment Option (PSEO). I believe that, at St. Olaf and Carleton, this option is limited to high school seniors. There’s more information at the high school guidance office webpage on College Credit Opportunities. My experience with PSEO has been limited to my work as a tutor for homeschoolers in the Twin Cities, who often take PSEO classes at the U of M.
I think that Carleton, at any rate, may become more active in offering opportunities for local high school students as it develops its Academic Civic Engagement program. Yes, the resources are there, and should be explored.
Rob Hardy for School Board
Bright wrote:
My vote, Peter Millin, it should be Peter, one in a Million!
Thanks for the endorsement, but my chances to get on the school board is like ” a snowball in hell”.
It does however is a great learning experience and I will use for the next time around.
Thanks again.
Some colleges, including Stanton and MIT, offer free courses online, for advanced students and all others…build a robot!
http://www.deviceguru.com/2008/09/17/stanford-frees-cs-robotics-courses/
Peter, you are more than welcome.
Rob, my Hannah didn’t make it into the college class she asked for (and then didn’t think to ask for another). She’s been successful at taking the AP exam and earning college credit for classes like AP Stats, though.
I used the PSEO option in the ’80′s, but now I don’t think it is as easy, nor can you take a lot of classes.
Thanks!
(Please excuse my long post.) I find the web conversation on math standards interesting. I have been hearing about these standards from math teachers, in my House District. Many of their comments are echo these excerpts from the Statement of the Minnesota Council of Teachers of Mathematics regarding Minnesota Mathematics Academic Standards
http://www.mctm.org/paper2.php
“We respect the hard work contributed by the members of the Academic Standards Committee. Nevertheless, we have serious concerns with the standards proposed by the committee. These concerns include:
“· Many of the skills identified in the standards, particularly in grades K-8, are placed at a grade level where it is unrealistic to expect mastery by the vast majority of students. This is extremely important as the new standards will define the assessments used to meet the testing requirements of “No Child Left Behind”.
“· The proposed standards do not reflect best practices found in the current research on students’ learning of mathematics.
“· The basic skills defined in these documents are necessary but not sufficient for today’s needs.
“· The proposed standards are uneven and lack integration and coordination within and across grade levels.
“· The proposed standards return us to a superficial learning of mathematics characterized by Third International Mathematics and Science Study (TIMSS) as an approach to mathematics that is a “mile-wide and an inch deep”.
“· The proposed standards are lists of disconnected and isolated skills that leave students unprepared for further education and eventual workplace uses of mathematics.
“Minnesota citizens have already invested 175 million dollars in the development of its current standards (Star Tribune, March 16, 2003). Local school districts have invested additional millions in the implementation of these standards. Since this document will provide direction for all Minnesota students for years to come, it is important that the product continue the good work already occurring in Minnesota classrooms. It must also provide a scaffold for mathematics learning that will be broadly supported by all stakeholders.
“Having invested a significant amount of time and money in the creation of the existing Frameworks standards and corresponding Mathematics Benchmarks, the state of Minnesota would be demonstrating fiscal responsibility by utilizing those resources. In addition, Minnesota students are doing well in mathematics. It seems inadvisable to start over.”
I have had several conversations with Rep. Carlos Mariani, Chair of the House Education Committee about the Math standards and how we ought to proceed. He is a good listener and has shown an interest in discussing how to shape the standards in the best interests of students.
There is bi-partisan support for looking carefully at the adverse effects of the No Child Left Behind Act and how it has shaped public education in Minnesota. We have learned that there is not agreement on what is best for students even among researchers and specialists.
The conversation seems to echo what I have seen as the long standing debate between Progressive Educators (like John Dewey, Herb Kohl, John Holt, Alfie Kohn, Jonathan Kozol and Deborah Meier) and what might be called more classical educators (like Diane Ravitch, Edward L. Thorndike, E.D. Hirsch and others). Much of the debate focuses on developing systems that allow and support students to discover their strengths and interests as opposed to systems that shape students learning toward desired results. It is also influenced by basic beliefs about intelligence and theories about learning, equality and fairness as well as, weighing the needs of society against the needs of individuals.
I will identify myself as a progressive educator and would say that most of our systems do not reflect my core beliefs but the majority of policy makers do not share my perspective. That doesn’t stop me from participating in the conversation and trying to create some balance.
However, the legislature as a body does not allow much opportunity for such lofty debates and for the most part we debate policies that come before us without examining deeply the source or the implications of the theories behind them.
The public wants accountability both in what their tax dollars are spent on and what their children learn. I believe all legislators want students to be challenged and to develop to the best of their abilities. I think they also see the value in an educated workforce and want the system to run as efficiently as it can. We are not united in our beliefs about public vs private systems but share a commitment that at least our constitution tells us we must provide education to our young people.
I think what ever accountability system we develop it should aim at continuous improvement of the system to assure high quality but should not standardize the system so that it can’t respond to individual needs and desires. The current system I believe fails miserably at this. It is a laudable goal to assure all students succeed in school but I believe a system that encouraged administrators and educators to gain the skills of continuous improvement would go much further toward making this happen.
Finally, I would add that as a nation, we would have more wisely spent the many dollars we have spent on “No Child Left Behind” so far by investing in comprehensive early childhood programs aimed at those families that struggle the most to succeed in our society.
Rob,
A slight correction on PSEO (Post Secondary Enrollment Options) a program started during the Perpich administration. This program allows students to enroll in classes at public post secondary institutions. Carleton and St. Olaf have allowed Northfield High School students who show they have the ability to attend classes. I do not know the details of the arrangements they make with students but they are not reimbursed by the state the way public institutions are.
David,
Thanks for dropping by and sharing your thoughts and insights!
Thanks, David.
oh, thanks David
Thank you David for your insight, much appreciated.
What is your position of providing an alternate academic route for students that don’t necessarily want to go to college and rather learn a trade?
I know that Minnesota is providing apprenticeship style opportunities in certain trades. Which is a good step because we need more good trades people.
It fills a need and doesn’t burden people with huge college loans. Let’s face it college is not for everybody.
Peter –
Sorry it has taken me awhile to get back to you on this my campaign keeps me from spending much time online.
Last year I started working on a bill that would try to address this in a more comprehensive way. Because, I believe this issue is bigger than might first appear. I am concerned about the direction the standardization of our education system is taking us because I think it encourages one path -- making the assumption that all benefit from the college prep track and I don’t think that is necessarily true.
I value my liberal arts education and think the liberal arts are important but that type of education is not for everyone. I think an error of the past is that assumptions have been made that promoted racism and support class distinctions and put one type of education above another and I do not want to encourage that. But in my teaching and learning I have learned that regardless of class and race students have different interests and tendencies. We sell them short when we either track them based on what we think is best or if we exclude one type of learning because it is deemed less important than another.
I believe that the industrial arts are as critical to our society as the creative arts and the art of science and the pursuit of basic knowledge is as critical as abstract knowledge but not for every individual. I think there is a reason that our species produces young people with different skills and propensities and when we school it out of them in pursuit of valuing one type of standardized learning over others we are in error.
That is not to say there should not be effort to provide a basic education or set of skills. But to establish beyond that -- a set of knowledge that all must learn and then forget once they are out of school seems absurd. To say nothing of the shaming and ridicule that is attached to those who just don’t find the full curriculum interesting or relevant. We do not have to train everyone to be a chemical engineer.
So my recommendation is really to learn to teach the brain, offer multiple experiences intellectual and motor not looking for proficiency as much as interest. Offer time in classes as early as makes sense in skill development in a variety of areas and make connections to work and career as positive and fulfilling not one choice being lesser than another. Such as Malcolm X reported experiencing when he said he wanted to be a lawyer and his teacher told him ‘the best a colored person should strive for is to be a carpenter’ thus devaluing a black person and a skilled trade in the same breath. Now I don’t think things as blatant as this necessarily happen today but they happen in subtle ways. Educators should be careful not to promote these kinds of prejudiced messages and be trained to recognize and encourage a wide variety of skills beyond the basic skills of reading, speaking, writing and math.
The original idea behind the PSEO legislation that has been mentioned in this track served to interest college bound students in higher education and to get started but also to keep kids in school as opposed to dropping out due to lack of interest. This is why Alternative schools, established as part of the High School Graduation Incentives Programs, utilized PSEO to encourage students to attend trade and vocational schools while in High School they would stay enrolled and get their High School diplomas.
I think students who are ready to move on to other kinds of learning should have the opportunity to do so by 10th grade. We should make sure we have programs for them and also have programs for those students who are not ready and need high school for the time it takes them to figure that out. School should offer them not only information and skills for work but the experience of self discovery they need to answer the questions that help prepare them for adult life and participation in our democracy. That is not to say there are not students who will need what current high schools offer to get ready for a rigorous college experience as well but not all students need or want that.
Many schools say it is their aim to prepare students for life and good citizenship but the regime of tests and the high attention to information and certain kinds of knowledge distracts them from attending to these goals.
A number of years ago I had a conversation with Don Glines, a futurist educator who started his own public school (The Wilson School in Mankato) in the ‘60s based on the idea of letting students choose what they wanted to study. He offered serious research that showed that this type of school produced the best results. He believed that the best thing that could happen to American education is that the walls of the schools would fall away and as soon as they were ready students would be encouraged to learn in communities and the world to do the work that needs to be done. Students would find challenges that suited them and get busy meeting those challenges and contributing to society.
I can’t say that he’s right but there is something about his idea that seems very attractive, as I talk to students who seem turned off by school and get very engaged in life once they have a job that means something to them.
But Peter and others -- I would be very interested to hear what your ideas are on this subject. I am sure it is something we will be talking about in the legislature for years to come and hearing your thoughts and experiences would be most enlightening.
David,
Thank you for your response. It is good to see that some consideration is given to this issue.
Referring back to my own education in Germany I think that a change to the concept might be too radical for the USA.
In Germany the minimum school requirement is 9 years, after which you have the choice to continue to high school up to the 12th grade.
If Academia is not your desire you can chose at that point to learn a trade. The apprenticeship takes three years. During that time you are required to go to a vocational type school, either once a week or in a 9 week block.
The rest of the time you spend working at your chosen trade. Their are some regulation in place for the employer that define your hours of work, wages and areas of knowledge you need to require.
This might be to radical of a change for us, but maybe we could adept some of it to fit our needs.
If we stay within the current high school format, we have to make sure to establish a minimum requirement. This would give those , that don’t want to go the academic route, a chance to go to college later if they change their mind.
Canada unfortunately has decided to keep those two very separated. Which means that those who have chosen the “industrial path” are now forced to go back to high school if they want to go to college.
Ellen Iverson emailed about her new website. I’ve added her photo and link to the blog post.
I have a basic question:
What is the structure of the school board election? I can’t seem to find an answer on any of the appropriate web sites.
Good question, Patrick. It would seem that both the School District and the LWV web sites would have this info but I can’t find it either.
Vote for one? Vote for four? Beats me!
I’ve looked for this information online, too. I called Donita Delzer at the school district office, and she said that the ballot will allow you to vote for four candidates.
Thanks!
Griff, I don’t have a website, but folks can leave a message on my email with questions or comments.
Thanks
Katy
Hi Katy, welcome aboard.
Actually we’re not going to ask people to email you questions. The discussion is going to happen right here in this thread. Watch for questions from me, Ross and Tracy first.
School board candidates, I’d like to have you give us some of your thinking about charter schools.
The Northfield School District currently is the sponsor for two charter schools, Prairie Creek and ARTech. It axed its sponsorship of the Village School a couple years ago. The Cannon River STEM School (CRSS) was recently approved for a charter but the Northfield School District is NOT the sponsor.
No need to answer any or all of these questions. Chime in as you see fit. See the Guidelines for more or contact me if you have questions.
First of all, Griff and Tracy and Ross, thanks for setting up this discussion forum.
In general, I am a firm supporter of charter schools, and I think Northfield has two excellent examples. Prairie Creek has a long tradition of excellence, and after five years in existence ARTech continues to build on a solid foundation and fill an important role in the community. Not all students are alike, and not all thrive in the more traditional learning environment of the public schools. ARTech’s project-based learning approach is well-suited to the educational needs of certain students.
As folks might or might not know, I am a very strong believer in charter schools in general and their ability to respond to students needs more quickly than the public schools. However, I believe that we have a responsibility to the district as well and most importantly to the children to see that the schools are fiscally fit, safe and are educating our children. School districts can and should not be afraid to learn from our charter schools and vice a versa. In terms of the Village School, I feel we as a board made the right decision and I have no regrets about terminating our sponsorship with them. Just because it is a charter school-it is also not carte blanche sponsorship-it comes with responsibilities.
I should say that my youngest children go to Prairie Creek and we love it. My boys went to Greenvale and my daughter went to St. Dominics. They al have flaws and they all are great schools--we have a great opportunity in Northfield to have choice.
The deciding factor on charter schools should be their ability in producing results.A clear cut measurement of this depends on which publications you read.
Opinions and results vary widely on their ability to provide better or equal results when compared to public schools. I think a lot depends of it depends more on the individual teacher then necessarily on the type of school.
I also believe that not every child learns the same way and not every child will do well in a strict academic setting.
We should acknowledge this and provide alternatives to those students and maybe charter schools could fill that role.
In short I will support all options that further our cause of providing a good education and make us more competitive in a global market.
Thanks, everyone, for participating. I’ll follow up Griff’s question with an additional inquiry about educational alternatives.
1. How do you think the school district is doing in its relationship with students and families who homeschool?
2. How easy or difficult is it for homeschooling families to access district programs?
3. Do you identify any weaknesses or problem areas that should be addressed in the district’s approach to homeschooling?
Thank you!
Hi, Tracy! I’m quite interested in homeschooling. My own children are not homeschooled, but I’ve worked as a tutor for homeschoolers, and have come away from the experience very supportive of homeschooling as an option for some highly-motivated and self-directed students and their families. My favorite homeschooler, who is like a daughter to me, is now a National Merit Scholar at Macalester.
The district website has homeschooling information available here. Families are able, for example, to borrow textbooks for use in homeschooling. But I know that one of the difficulties that some homeschoolers have faced is access to proper lab equipment and space for sciences like biology and chemistry.
In the Twin Cities, I worked with a homeschooling cooperative that pooled resources to hire teachers in subjects like chemistry (I taught writing and ancient history for the cooperative), and perhaps in Northfield there are resources available through the colleges. In the Cities, homeschoolers have also formed homeschool theater companies, and have sent large groups each summer to NBTSC (Not Back to School Camp), an end-of-summer camp for “unschoolers.” There seems to be a thriving culture of homeschooling in Minnesota. There is also a state-wide organization, the Minnesota Homeschoolers’ Alliance to support homeschoolers.
I would, of course, love to hear from Northfielders involved in homeschooling to learn what concerns they have, and what support they feel they need. And I’m still available if anyone wants to learn Latin!
Can’t say that I know much about home schooling. If it produces competitive students that can function well in society I am all for it.
I have mixed feelings about Charter Schools. In some instances I feel they are beneficial to students whom may struggle in a “traditional” setting. But I also feel there needs to be measurable results and accountability from Charter Schools particularly when sponsored by the public school system.
I support the decision to “not” sponsor the Village School.
The Prairie Creek School seems to function well and friends whom had children there have good things to day about it.
I see ARTech as a school that is pretty narrow in it’s focus. That maybe the wrong viewpoint but from discussions with parents and students whom attend that is the impression I get. Is that a good thing? Does it provide a comprehensive education? It maybe the place for some kids as I believe we often try to fit the “round” peg in the “square” hole in Public Education. Kids learn differently, some need alternative methods and we need to make sure these methods are available.
As for Homeschooling, I will state that I often wish we had done that or should I say, had the ability to do so with our children. I know a number of families that home school their kids and for the most part they are well educated and well rounded. The opportunities are available for these students to be involved and participate in Public School activities as they should be able to as they pay taxes also.
I think one of the real strengths of Northfield are the many options for educational settings for our children. I believe the district’s relationship with both Prairie Creek and Artech have been positive. Autonomy is one of the opportunities and challenges of charter schools. I think Diane Cirksena’s comments on Northfield.org about the role of the school board in being vigilant to see that the mission of the charter is being implemented is well put. Minnesota’s history of charter schools supports these conclusions.
I think home schooling is another option that Northfield supports. I firmly believe that all parents home school…for my kids it starts at 3pm. I have several close friends in Northfield that have chosen at different points in the children’s education to home school all day and found the community supportive and the experience rewarding. It is my understanding from talking with current board members that the district has allowed home schooled students to participate as partial days in the schools for classes such as lab science and the music program. However, I am not sure how many students have had this arrangement. The local community also provides great opportunities for students through organizations such as the Northfield Arts Guild.
The tone of Griff’s messages prodding us to ask questions of the School Board candidates has gotten increasingly harsh.
Well okeh then, here is my (rather predictable) question:
Will you do the arithmetic on the impact of a referendum not only on a per $100,000 value of a residential property calculation but also on the per $100,000 value of a commercial property calculation before making your decision to initiate a referendum and then acknowledge, through your public statement, that impact?
Ross: I would, of course, want to be absolutely clear and up front about the tax impact of a referendum on all classes of taxpayer. My understanding is that a school operating levy referendum is calculated on “referendum market value” (RMV), which doesn’t distinguish between residential and commercial properties. But, yes, it should be absolutely clear to both business owners and homeowners what the total tax implications of a levy referendum will be. If I’m elected, this is something I will study very carefully, so that in the event of a referendum I will be able to explain it fully and clearly to all interested parties.
Peter #38 -- I’m not clear on your position regarding charter schools. Can you clarify? Thanks.
Felicity,
Sorry for the confusion.
If charter schools further the cause of moving our children to a better education I am all for them.
From what I read their was a few studies done to determine if there is a difference between charter and public schools. The results of those studies are mixed.
In my opinion there is not much of a case for them or against them.
From a purely result oriented point of view I don’t see much of a value in them. However I do believe that not all children learn the same.
My youngest son is a perfect example. He can’t do much with theoretical concepts, but if he can put his hands on something he understands much quicker.
So I was contemplating if charter schools might be a better choice for him and others like him.
Did I clear up my position?
If not, please feel free to ask further questions.
The Northfield News thus far has these School Board Candidate profiles/videos:
Kevin Budig
Diane Cirksena
Rob Hardy
Katy Hargis
Ellen Iverson
Northfield.org has these School Board candidate profiles posted to their Election page:
Kevin Budig
Diane Cirksena
Rob Hardy
Katy Hargis
Ellen Iverson
Anne Maple
Peter Millin
Jeff Quinnell