Parents and teachers at Lakeside session urge superintendent with classroom experience and support for language immersion and arts

At a recent engagement session of the Lakeside Union Elementary Board of Trustees, parents and teachers told trustees they want the next superintendent to have public-school classroom experience, a commitment to the district’s language-immersion and arts programs, and a demonstrated record of kindness and collaboration.

Those requests came during public comment before the board moved into a closed session to discuss superintendent candidates. The comments echoed a recurring theme from multiple speakers that the next leader should preserve and build on the district’s existing programs rather than overhaul them.

Jess, identified in the session as a parent, said she wants a superintendent “who values our language academy, like, with Brookview and, like, Theo, and, like, possibly still have it as well, and the arts.” She also urged the district to keep promoting programs that attract students from other districts, saying, “We should absolutely be stealing students from other districts.”

Carrie Strong, identified herself as Lakeside Teachers Association president, told trustees that association members repeatedly listed three attributes they want in the next superintendent: classroom teaching experience in public schools, kindness and empathy, and strong people skills. “What they mean by that is a classroom teacher, have they had experience teaching in a public school? Have they had experience leading a public school?” Strong said. “Kindness, empathy, a really and a strong public school education background.”

Speakers emphasized continuity for the district’s signature programs: language immersion, arts, the agricultural program and other site-based offerings. One commenter asked the board to keep and promote existing strengths rather than “wipe everything clean,” saying the district’s current trajectory is positive if programs are maintained and better marketed countywide.

Several speakers raised special education as a priority. A parent said, “Definitely some experience in special education, please. We have a high number of special ed students in this district. They need a lot of support.” The comment did not include a numeric count; speakers described the condition qualitatively rather than citing a specific figure.

Trustees were told the superintendent must balance multiple constituencies — staff, students, parents, local businesses and the community — and not give preference to internal allegiances that could hinder districtwide decision-making. One commenter expressed concern that hiring strictly from within can preserve internal loyalties and limit bold school-to-school recruitment efforts.

Board staff and meeting support were present: Rachel Camararo was noted as taking notes and Robert Ballard as facilitator; a translator identified only as Fernet was available. After public comment, the board chair announced the meeting would move into a closed session to discuss superintendent matters.

The session offered the board direct community guidance on priorities for the superintendent search but recorded no public votes or personnel decisions; the board’s subsequent closed-session discussion and any outcomes were not disclosed in the public record during this meeting.