Dallas ISD District 5 Scorecard from Dallas Kids First
Content
LEW BLACKBURN (District 5) Information Source Background Voting Record Interviews Questionnaire Critical Trait Experience Knowledge Awareness DKF Grade A B+ B B Grade A BB
Independence Urgency Overall
Key Questions Does the candidate have experience making difficult, strategic decisions? Does the candidate bring a valuable perspective to the board? Does
the
candidate
fundamentally
understand
Dallas
ISD’s
student
achievement challenges? Is candidate knowledgeable about potential solutions and related arguments? Does
the
candidate
appreciate
the
gravity
of
Dallas
ISD’s
student
achievement
failures?
Does
the
candidate
understand
the
board’s
job
relative
to
the
work
of
others
and
know
the
tools
at
the
board’s
disposal? Will student
achievement
unequivocally
drive
the
candidate’s
decision
making, or will non-student factors play a disproportionate role in the candidate’s
decisions? Does
the
candidate
approach
Dallas
ISD’s
student
achievement
challenges with a sense of urgency?
C B B
Strengths Blackburn has a very strong voting history in key areas: supporting high quality staff, supporting performance-based staffing, banning forcedplacement on campuses, supporting enhanced teacher recruitment. Blackburn has been an effective board president, and has improved board meeting effectiveness. Blackburn’s
experience
as
a
career
educator
brings
valuable perspective to the board. Blackburn has been a Dallas ISD Trustee since 2001 (historical perspective).
Concerns It is unclear whether Blackburn addresses systemic issues with evidence-based solutions.
Blackburn is not averse to micromanaging staff, which is a common governance pitfall. DKF challenges Blackburn to use his unique tenure and knowledge to promote more aggressive change for Dallas ISD students.
Pol. Adv., Kids First PAC
LINDA M. WILKERSON-WYNN (District 5) Information Source Background Voting Record Interviews Questionnaire Critical Trait Experience Knowledge Awareness DKF Grade B C C Description Does the candidate have experience making difficult, strategic decisions? Does the candidate bring a valuable perspective to the board? Does
the
candidate
fundamentally
understand
Dallas
ISD’s
student
achievement challenges? Is candidate knowledgeable about potential solutions and related arguments? Does
the
candidate
appreciate
the
gravity
of
Dallas
ISD’s
student
achievement
failures?
Does
the
candidate
understand
the
board’s
job relative to the work of others and know the tools at the board’s
disposal? Will
student
achievement
unequivocally
drive
the
candidate’s
decision making, or will non-student factors play a disproportionate
role
in
the
candidate’s
decisions? Does
the
candidate
approach
Dallas
ISD’s
student achievement challenges with a sense of urgency? Grade B C C
Independence Urgency Overall
D C C
Strengths Wilkerson-Wynn has valuable experience as an education community leader (e.g., PTA/SBDM) and as a substitute teacher. Wilkerson-Wynn is urgent about improving class size and district communications.
Concerns Wilkerson-Wynn’s
characterization
of
the
district’s
challenges does not fit with empirical evidence (e.g., professional development is widely criticized but Wilkerson-Wynn cited it as a district strength). Wilkerson-Wynn does not
believe
that
the
district’s
failures
are
the
board’s
responsibility. Wilkerson-Wynn’s
opinion
of
teachers
is
tied
strictly to seniority. Wilkerson-Wynn
indicated
that
the
district’s
teacher evaluation system (which fails to differentiate performance) is not a critical problem. Wilkerson-Wynn’s
knowledge
of
issues
and
challenges is tied to southern Dallas schools. Wilkerson-Wynn’s
policy goals seem to be based on first-hand personal experiences without reference to systemic outcomes.
Pol. Adv., Kids First PAC
Independence Urgency Overall
Key Questions Does the candidate have experience making difficult, strategic decisions? Does the candidate bring a valuable perspective to the board? Does
the
candidate
fundamentally
understand
Dallas
ISD’s
student
achievement challenges? Is candidate knowledgeable about potential solutions and related arguments? Does
the
candidate
appreciate
the
gravity
of
Dallas
ISD’s
student
achievement
failures?
Does
the
candidate
understand
the
board’s
job
relative
to
the
work
of
others
and
know
the
tools
at
the
board’s
disposal? Will student
achievement
unequivocally
drive
the
candidate’s
decision
making, or will non-student factors play a disproportionate role in the candidate’s
decisions? Does
the
candidate
approach
Dallas
ISD’s
student
achievement
challenges with a sense of urgency?
C B B
Strengths Blackburn has a very strong voting history in key areas: supporting high quality staff, supporting performance-based staffing, banning forcedplacement on campuses, supporting enhanced teacher recruitment. Blackburn has been an effective board president, and has improved board meeting effectiveness. Blackburn’s
experience
as
a
career
educator
brings
valuable perspective to the board. Blackburn has been a Dallas ISD Trustee since 2001 (historical perspective).
Concerns It is unclear whether Blackburn addresses systemic issues with evidence-based solutions.
Blackburn is not averse to micromanaging staff, which is a common governance pitfall. DKF challenges Blackburn to use his unique tenure and knowledge to promote more aggressive change for Dallas ISD students.
Pol. Adv., Kids First PAC
LINDA M. WILKERSON-WYNN (District 5) Information Source Background Voting Record Interviews Questionnaire Critical Trait Experience Knowledge Awareness DKF Grade B C C Description Does the candidate have experience making difficult, strategic decisions? Does the candidate bring a valuable perspective to the board? Does
the
candidate
fundamentally
understand
Dallas
ISD’s
student
achievement challenges? Is candidate knowledgeable about potential solutions and related arguments? Does
the
candidate
appreciate
the
gravity
of
Dallas
ISD’s
student
achievement
failures?
Does
the
candidate
understand
the
board’s
job relative to the work of others and know the tools at the board’s
disposal? Will
student
achievement
unequivocally
drive
the
candidate’s
decision making, or will non-student factors play a disproportionate
role
in
the
candidate’s
decisions? Does
the
candidate
approach
Dallas
ISD’s
student achievement challenges with a sense of urgency? Grade B C C
Independence Urgency Overall
D C C
Strengths Wilkerson-Wynn has valuable experience as an education community leader (e.g., PTA/SBDM) and as a substitute teacher. Wilkerson-Wynn is urgent about improving class size and district communications.
Concerns Wilkerson-Wynn’s
characterization
of
the
district’s
challenges does not fit with empirical evidence (e.g., professional development is widely criticized but Wilkerson-Wynn cited it as a district strength). Wilkerson-Wynn does not
believe
that
the
district’s
failures
are
the
board’s
responsibility. Wilkerson-Wynn’s
opinion
of
teachers
is
tied
strictly to seniority. Wilkerson-Wynn
indicated
that
the
district’s
teacher evaluation system (which fails to differentiate performance) is not a critical problem. Wilkerson-Wynn’s
knowledge
of
issues
and
challenges is tied to southern Dallas schools. Wilkerson-Wynn’s
policy goals seem to be based on first-hand personal experiences without reference to systemic outcomes.
Pol. Adv., Kids First PAC
