Superintendent candidate Becky Bordier outlines four‑phase transition plan for ISD 191

Becky Bordier, a superintendent candidate for Burnsville‑Eagan‑Savage Schools (ISD 191), told school board members during a scheduled interview that she would pursue a four‑phase transition if selected: prepare, connect, launch and strengthen, beginning immediately and extending through July 1 and into the fall.

The plan is “a draft for 2 reasons,” Bordier said, adding that she had not yet had board feedback and intended the plan to be “nimble” and revised as the board and community offer input. “I want this plan and all plans truly to be nimble. I want to be able to modify and change as we learn more and know more,” she said.

Bordier said the phases are rooted in listening, learning, leading and acting. In the preparation phase she described goals to build relationships with the board and district leadership, gather district documents and data, and hold one‑on‑one meetings with board members. During the connection phase she proposed listening tours of schools and community partners, including mayors and recent graduates, and regular reporting back to the board.

For the launch phase, timed around August when staff prepare for the school year, Bordier said she would focus on inspirational leadership and clear messaging: “I would like to host a back to school gathering of all staff … to effectively communicate the district's vision and goals and build enthusiasm for the new year.” The strengthening phase would extend beyond the transition and include regular school visits, structured observations with leadership and board members, deep data reviews, and continuing community listening sessions.

Bordier described key priorities she would press from the start: building trust with the board, advancing equity through a shared definition and decision‑making protocol, addressing fluctuating enrollment with outreach and storytelling about district programs, and recruiting and retaining staff by improving workplace efficacy and wellness. She said she would rely on the district’s mission — “Each student future ready, community strong” — to guide decisions.

On facilities and potential future bond work, Bordier recommended early, transparent community engagement, tours of existing spaces, frequent communication about needs and progress, and responsiveness to feedback before any vote: “Engaging them early and often … get them in the space, let them see the space, let them understand why that space was great at 1 point, but it needs to evolve.” She emphasized continuing communication if voters approve projects so the community sees project milestones and understands schedule or budget changes.

For student mental health and behavior supports, Bordier said hiring additional clinicians is difficult to do alone and recommended equipping current staff, strengthening MTSS (multi‑tiered systems of support), and partnering with county and community resources: “Even though we may not be able to hire more staff, how are we clear about our MTSS process?” she asked.

Bordier cited prior experience: she said she currently oversees six middle schools and systemwide student services in her present district and described having responsibility for birth‑to‑22 special education and social‑emotional supports. She characterized this presentation as a summary of transition steps she has used previously.

The interview included board discussion of cultural proficiency and internal, ongoing work to support culturally responsive instruction; Bordier asked how the board would work with a superintendent to advance that work and said she expects the board to model learning as well. The candidate closed by saying she is committed to ethical leadership, collaboration and continuous improvement and that it would be “an honor to work with all of you and serve as your next superintendent.”

Next steps were not discussed on the record during this interview; the meeting segment was an interview, not a hiring vote.