An interview with school board member David Wyman

David Wyman

Last November, David Wyman beat out four other candidates in the Dale District to serve out the remainder of Beth Davis' term on the Chesterfield County School Board after she passed away from cancer. On Election Day this year, the retired businessman ran uncontested when he decided to seek a full four-year term on the board - a situation some might interpret as a vote of confidence from the constituents in his district.

The Chesterfield Observer recently asked Wyman to reflect on his first year as a school board member. Here's what he had to say:

What lessons have you learned during your first year on the school board?

As an education "outsider" for most of my professional career, my perspective has changed substantially over this past year. Like many concerned citizens that I talked with at the polls on Nov. 6, my perspective was limited to growth, school spending and social issues - all important areas of focus. As a new school board member, I have had to re-learn schools from the inside out. Through meetings with the various school constituent groups - students, teachers, principals, PTA leaders and central office administration - I have gained better perspective on the challenges of the individual classroom, as well as the needs of the entire school system. Each of these three perspectives - citizen, teacher/student and administration - is important to understand and assess.

School board authority does not rest with one individual board member, but with the entire board. For someone coming out of a business environment who routinely made decisions, it has taken time to work through the dynamics of contacting board members and gaining consensus. Given that only two board members may meet to discuss school board matters unless a public session is called, the speed with which one can address issues is relatively slow. Concerns that might be decided in a matter of days and weeks in a private business environment may take months in this public setting. Though cumbersome at times, the system rightfully places value on public engagement and discourse, which ultimately fosters community trust and goodwill.

You seem to be a strong supporter of the Chesterfield Technical Center. Do you have any future initiatives related to vocational education?

I am an avid supporter of the tech center. I see two great needs which meet in the middle in technical and career education. There is a great need in the marketplace for skilled workers. A generation of employees with technical training is retiring, leaving significant employment gaps and significant opportunities for trained individuals. On the other side of the equation, there are significant numbers of students who may or may not enter college who can become very marketable with the right skills.

Today, with our current vocational training facilities, we address only a small portion of the employer and student needs in the county. In many courses we have to turn students away for the lack of infrastructure. I have talked with the other board members and tech center leaders about developing a plan to double the capacity of the tech center in the next six years. Already there are plans circulating to develop a second shift at the tech center which would serve an additional 300 students. Career education is one of the potential alternative uses for Clover Hill High School [after the new high school on Genito Road opens]. In any case, we will need the active participation of businesses throughout Chesterfield County to both identify specific curriculum needs and provide technical resources and leadership.

How do you think the Clover Hill High School building should be used after the new high school on Genito Road is completed?

I believe that there are several viable uses for the current Clover Hill school. Given the overcrowding situation within the school system, we will likely need the capacity at this school either on a temporary or permanent basis. However, in order to be able to use the building, we will need to work with the planning commission on substantial accord for the Clover Hill site. Assuming this matter is resolved, as mentioned earlier, we have the potential to use this facility as a "Tech Center - North." We have also had discussions about using the facility for programs such as those at Community High. As we review the capacity plan for the school system, we will have a better idea whether the facility should be used for middle school students or other needs.

What strategies do you think the school system could use to combat overcrowding?

During this past year, we began to review various non-capital options to deal with the overcrowding situation in county schools. The tech center second shift concept that was mentioned earlier should provide some relief to feeder high schools. In addition, we are reviewing options to add periods to the current school day at Thomas Dale High School. Though a viable solution, there are many obstacles that need to be worked out - teaching contracts, busing, etc. - in addition to attracting parents and students to the program.

In the mid-term, I believe the use of online education can provide substantial relief to our schools. Online courses are becoming much more robust, the cost of technology to support online learning is decreasing, the faculty support structure is more flexible and there's a lower cost on a per pupil basis. I would like for CCPS to invest in a pilot program as soon as the next school year.

As we review the future needs of the county, we will need to develop a multifaceted plan to deal with the current and projected overcrowding. I have petitioned the other board members to lay in place a comprehensive planning process to address these and other concepts. This process, similar to that associated with the 2004 bond referendum, would include all constituents of the school system - teachers, administration, parents and community leaders - and would include representation from the planning commission and board of supervisors. It has been five years since the last comprehensive review of the school system's capacity and capital needs. It is time to update our plans and re-engage the community in creative solutions to remedy this complex problem.

The majority of the current planning commission supports a provision that allows the board of supervisors to deny a residential rezoning if the development would cause the area's schools to operate at more than 20 percent overcapacity. Do you support such a provision as a way of stemming more school overcrowding?

Much of the dialogue over the past year has been focused on the transportation needs of the county. As we look out over the next 10-15 years, we are facing similar shortfalls in funding for school construction. At growth rates of 1,000 students per year, we will require a new school each year for the foreseeable future. It has become clearer in these past several years that the current proffer system in combination with the debt ceiling required to maintain an AAA bond rating cannot keep pace with the growth in the county and the rising cost of constructing new schools. Among many options that we should review, one is reducing the cost of schools (which is mostly under the control of the school board). Another is increasing the value of the proffers, and a third is controlling the amount of growth. It is likely that a combination of all these options - including managing new growth - would be required to manage the needs of our schools in the years ahead.

What do you feel are the top challenges facing county schools, and specifically those in the Dale District?

Many of the challenges that we face in the Dale District are discussed in the Design for Excellence six-year strategic plan - closure of achievement gaps, teacher retention and managing growth. The performance of minority students has historically lagged behind their white counterparts. Though the gap is less than in national results, there remains a 10-15 percent difference in performance in CCPS. Thirty-five percent of the student population of the Dale District is classified as disadvantaged (receiving reduced or free lunches). Sixty percent of students are non-white. The gap in performance on ACT and SAT tests for Dale District high schools versus other schools in the county needs to be reduced. Over these last 12 months, I have witnessed extraordinary efforts at each Dale District school and the central office staff to raise the level of student achievement. Many of the actions contemplated in the Design for Excellence are designed to lift up these students with higher expectations and additional supports. I believe the future is bright for our schools.

Teacher retention is a critical area for CCPS. With a wave of "baby-boomers" ready to retire and a university system which is turning out fewer teachers, there will be more competition for faculty in the future. We are fortunate that Chesterfield County is viewed as an attractive place to work and live. In the future, we must continue to provide competitive wages and benefits, while supporting our teachers via professional improvement plans. In the Dale District, teacher turnover tends to be higher than in some of the other areas of the county. There is direct correlation between the higher percentage of disadvantaged youth and teacher turnover. We will need to look at alternatives to attract and retain new and experienced teachers for our more challenging schools.

What do you feel are the top strengths of the county's schools and specifically those in the Dale District?

The core strength of the school system is its teachers. We have been successful in hiring the best teachers not only from the surrounding regions, but from many states from around the country. Over 600 teachers were added in this past school year. Nine of the last 10 regional Teachers of the Year have been Chesterfield County teachers. We have 53 teachers who have achieved National Board Certification.

The school system provides opportunities to a vast array of students. Specialty centers and the tech center allow our students to focus their energy in their field of interest. Gifted programs challenge our students to achieve beyond their expectations. Special education programs serve 15 percent of our student population. Extracurricular and club activities provide our students with sports, music and cultural activities to provide students with a balanced life perspective.

The Core Values are main foundational elements of CCPS. First published in 1999, the Core Values of respect, honesty, responsibility and accountability have been a strong rallying point for our students in the face of rising societal problems, such as peer cruelty, substance abuse and disrespect for authority. Now more than ever we need to promote Core Values within our schools.