Election 2022: Debbie Bronfeld For Princeton Board Of Education

PRINCETON, NJ — Incumbent Debbie Bronfeld is seeking a third term on the Princeton Board of Education.

A graduate of the University of Massachusetts and Babson College, Bronfeld believes education is an equalizer for students. With COVID-19 disrupting learning, the candidate is of the view that "continuity on the school board is very important."

Below is Bronfeld's candidate profile.

(All candidates were given the same questions)

Editor's Note: Patch sent out emails to all candidates to the email addresses provided by the County clerk's office. All responses received will be published between now and Nov. 8 general election. Local candidates who did not receive the questionnaire from Patch can contact sarah.salvadore@patch.com.

Name: Debbie Bronfeld

Town of residence: Princeton

Position sought: School Board

Education: University of Massachusetts, BBA 1983, Babson College MBA 1990

Previous or current elected appointed office: School Board

Why are you seeking to run for School Board?

I am running for re-election for a third term to continue working to make PPS a supportive and welcoming and academically excellent district for ALL our students. After three years of covid, PPS needs more than ever to have strong leadership who can balance the budget, educate our students and ensure safe and secure facilities for our students and staff. I have the background and knowledge of our schools and know what it takes to be a successful board member. I will continue to speak my mind in support of all students, and I will always support a budget that is balanced based on smart decisions. I know how important communication is internally and externally and will continue pushing the board to be proactive versus reactive. Continuity on the school board is very important due to the high turnover we’ve had in administration. As an incumbent, I have historical experience and know who the players are and what board members can and cannot do. I am also the parent of 2 PHS graduates (2015 & 2018) and I use their experience in supporting curriculum, guidance, and schedules for students. As a product of public education, I know that education is the equalizer for each of our students and that each one deserves a free and equitable education.

COVID-19 resulted in learning loss for many students. What will you do to ensure students bounce back?

First, we need to switch from calling it “learning loss”, and to look at the learning trajectories that shifted over the last few years and understand the gap between where students are right now and where they likely would be if not for the pandemic. I’m so grateful that PPS was able to bring students back to in-person learning with no constraints for this school year, everything I have read says being in school is best for all students’ education. The pandemic had a huge impact on our children’s social development and mental well-being. PPS must address these issues first, then our students can focus on their learning. To address more mental health services the district has partnered with a social service group that will include bilingual counseling too. To support elementary education the district hired a Supervisor of Elementary Education K-5 to work directly on improving elementary education in the achievement of language arts, literacy, and mathematics and to coordinate the curriculum, instruction, and professional development. This direct focus to support K-5 teachers and aids was needed, and it was done without adding headcount. This will support more multi-tier learning, as pointed out in the special ed audit. For 6-12 more tutoring and counseling has been offered and this past summer the board pushed for more summer classes to support any gaps students had. The PHS schedule was modified to better support our students with a 6-day rotating schedule which supports 1) better planning for the year, 2) more free periods to catch up with teachers and on homework, 3) block days for more in-depth learning, 4) more passing time, to reduce the stress in getting to class on time, 5) built-in collaboration time for staff, 7) earlier lunch period and removal of morning break. The PMS schedule includes increased passing time (again so students are not rushing), and PAWS block which is a time set for students to meet with teachers, catch up on homework, and for students who need extra support, so they don’t miss specials.

During the last school year, students and parents expressed concern over equity in the school district. What will you do to address the issue?

The board needs to have more open conversations with the students and families and really understand what their concerns are. There are many programs in PPS addressing equity. Maybe these are the right programs but maybe after talking with our PPS community we hear of different programs. At our monthly equity meetings community members from “not in our Town” attend and share work they are doing. Our superintendent brought the Bell Network to PPS to facilitate equity work. After the 2017 equity audit, there was a lot of focus on equity. New classes, racial literacy and groups came from the equity audit. There is so much more work to be done at PPS. Equity is a board and district goal and is part of every strategic planning discussion. Working and communicating together will help PPS address the issue. We also need to make sure people feel safe talking about equity and that we have the right people talking and listening.

What is your view on the sex education curriculum that Gov. Murphy put forth earlier this year?

Princeton is a public school district, and as a public school we are required to implement the state’s learning standards for comprehensive health and physical education approved by Gov. Murphy. That said, I have 100 percent confidence in our Health and Physical Ed (HPE) teachers that they will prepare and present age-appropriate guidelines and curriculum to all our students. I am not an educator, but I know that PPS has amazing HPE educators who have taught health in our district for many years. Families are allowed to “opt-out” of portions of the curriculum, and the HPE educators have created other activities for students that opted out, and the students will not be graded on what they don’t attend. Our HPE teachers shared a presentation with the board on “age” appropriate standards that they will be teaching. I was very impressed with the focus and discussion on tolerance, and gender stereotypes. Our HPE teachers will also be able to answer any questions or concerns students have about the curriculum. I think it is better for our educators to be able to present, support and answer any student questions, versus our students learning their sex education from friends, YouTube, TikTok or TV.

What according to you is the biggest issue facing the school district currently? How do you plan to tackle it?

The biggest issue is the post covid mental health and wellness of our students and staff. Again, I’m so grateful that PPS was able to bring students back to in-person learning with no constraints for this school year, this is a huge start. However, we all know that the pandemic had a major impact on our children’s education, social development, and mental well-being. The board is very aware of this and has focused extra time, funding and space to address the rise in mental health in our district. The board has approved partnering with outside social service groups that also include bilingual services for our students. This is not a one-and-done, and no one knows the long-term effects of covid on our student body. I will continue watching and asking, “how are our students” so we can ensure we are supporting their mental health and wellness needs.

What sets you apart from the other candidates?

Every decision I make as a board member is for our students. And students first is why I am running for a third term. I will always speak my mind, even if I disagree with others. Everything I say, suggest and support is always for our students' benefit. I’ve lived in Princeton for over 20 years, and bring my prior work experience (in accounting, manufacturing, and non-profit organizations), six years of hands-on board experience and historical perspective to the table. I’ve served on Operations, Student Achievement, Personnel (chair) and Equity committees (co-chair) so I understand how the district functions. I know PPS must have a budget where families can retire, versus moving out of Princeton after their child graduates, due to high taxes. I no longer have students in the district (PHS graduates 15 and 18), this allows me to be truthful and direct if I see or hear of something that is not right for our district. Using my experience as a parent helps me see what did and did not work for my children, and how to improve our district for all students.

What else would you like to share about yourself or your campaign?

The first time I ran for the board was after the 2014-15 contract negotiations standoff between the teacher’s union and board. I learned how passionate our teachers were, and how much they cared for our children, and all they wanted to do is teach our children. They went into teaching to teach. PPS’s biggest commodity is our people; our teachers, aids, administrators, nurses, bus drivers and even our custodians who care every day for our children. School is a home away from home for many students and we need to ensure it is a safe place for each student and that each student is known for who they are. I promise to never forget why I am a school board member; it is not for power and certainly not for money, it is for all our students. Again, every decision I make is for our students. I will continue speaking up for our black, brown, queer, Asian and special ed students because sometimes their families cannot. We all know education is the equalizer in this country, and I promise to support every student that walks into a Princeton school by ensuring they receive the best education they can.

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