ASBO ELECTION SPECIAL
Meet the 2021 ASBO International Board of Directors Candidates
T
he candidates for positions on the ASBO Inter- national Board of Directors are presented here via their biographies, vision statements, and unedited answers to three questions posed by
the board. The following members have met the require- ments/qualifications and will be on the slate of candidates for the ASBO International 2021 Board election. The suc- cessful candidates will take office on January 1, 2022.
Candidates for Vice President (1 position to fill)
Susan Harkin, SFO Superintendent Community Unit School District 300 Algonquin, Illinois
Susan Harkin’s first exposure to pub- lic education was as a passenger on her mom’s school bus. When she was older, her mother was a school secre-
tary and her father was a school board member. Because of her parents’ roles in public education, the family took on the charge to fight for access to high-quality educa- tion for all. Currently the superintendent for Community Unit School District 300, Harkin served as the COO for the district for nine years and has worked for school dis- tricts of various sizes around the Chicago metropolitan area for 20+ years. She is a past-president of the Illinois Association of School Business Officials, vice-chair of the Illinois State Board of Education Professional Review Panel, and chair of the Illinois School Liquid Asset Fund. She serves on the ASBO International Board of Directors and is a member of the Meritorious Budget Award Advi- sory Committee, the Audit & FInance Committee, and the Policy Committee.
VISION STATEMENT
The Association of School Business Official International provides the forum for school business officials (SBOs) to receive high-quality professional development and collaborate with school business professionals world- wide. ASBO delivers quality programs and services that promote the highest standards of school business man- agement, professional growth, and the effective use of
30 JULY/AUGUST 2021 | SCHOOL BUSINESS AFFAIRS
educational resources. ASBO looks to develop its SBOs to be champions for school business professionals and is an invaluable resource to all SBOs to uphold the vitality of our profession.
RESPONSES TO BOARD QUESTIONS
Question 1: The vast inequities in education were high- lighted during the pandemic as many students in under- served areas did not have the resources to learn remotely. How can ASBO International help close the learning gap and support accelerated learning recovery? ASBO International (ASBO) can help close the student learning gap and support accelerated learning through targeted professional development, peer-to-peer engage- ment, and legislative priorities.
As school business officials (SBOs) work with their administrative team to tackle the impact of COVID on student learning, we could benefit from professional development geared towards understanding evidence- based practices to support students post-COVID. Professional development could also provide guidance on a multi-year plan to spend ESSER dollars to support these activities.
It will be necessary for members to share how they will develop financial projections to navigate resource allocations once ESSER dollars are no longer available. SBOs derive great benefit through the collective sharing of ideas. Peer-to-peer conversations sponsored by ASBO International could significantly assist an SBO in work- ing with their district team to develop ideas to close the learning gap.
The voice of the SBO will be more critical than ever to the district leadership team post-COVID as we navigate utilizing resources in new ways. If the SBO understands best practices for addressing learning gaps and sup- porting accelerated learning, we can participate in the conversation with our administrative teams to develop and fund those plans. If we understand how ESSER funds can support these initiatives, we can ensure there is adequate funding to do so. Once ESSER funds are no longer available, we will need to navigate post-ESSER budgeting discussions with a mindset to prioritize lim- ited resources for initiatives that have become critical to our students’ long-term success.
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