Jodi B. Kennedy, a candidate for the Weber School Board District 2 seat, is highlighting her 38 years of experience as an educator, with 33 of those years serving in the Weber School District. Kennedy emphasizes her deep community commitment and specific priorities aimed at improving financial management, academic outcomes, and staffing within the district. For residents across Weber County, the school board plays a vital role in shaping the educational experience and future of local children, serving as a direct link between the community and its public education system, Kennedy said.
Kennedy's connection to the Weber School District spans three generations; she graduated from the district, her children also graduated, and her grandchildren are currently enrolled. This long-term perspective helps her understand both the strengths and challenges facing the schools, she stated. Her professional background includes significant involvement on school community councils, serving six years as a parent representative on Sandridge Jr. High’s Community Council and eight years as a teacher representative on South Ogden Jr. High’s Community Council. Kennedy said these roles provided her with firsthand experience in school improvement planning, budgeting priorities, and the collaborative work essential for student success.
Kennedy identifies her main priorities for the district as fiscal stewardship and budget management, long-term academic growth, and workforce and talent strategy.
Regarding fiscal stewardship, Kennedy asserted that Weber School District needs to be more conscientious about its spending and budget constraints. She noted that the district currently faces a situation where it cannot provide teachers with step raises or lane-change monies, even after they have invested time and personal finances to earn advanced degrees. Her experience on community councils has given her firsthand insight into budgeting priorities, she added.
For long-term academic growth, Kennedy proposes a focus on evidence-based literacy and math instruction, coupled with targeted intervention for students who are struggling. She also advocates for system-level changes to enhance consistency, bolster teacher support, and improve program effectiveness across the district. Kennedy indicated that the district’s own data shows both achievement gaps and areas of strength, including strong growth among its lowest-performing students, suggesting that improvement is achievable with the right strategy.
On the front of workforce and talent strategy, Kennedy calls for the district to prioritize recruiting and retaining quality teachers, support staff, and school leaders. She suggests this goal involves a close examination of compensation, professional development opportunities, and the overall workplace culture within the district.
Kennedy also addressed her approach to governance, stating that compromise in local politics, particularly on school boards, rarely means sacrificing core values. Instead, she described it as "the practical art of finding common ground," focusing on shared objectives like student success and fiscal health, even when board members disagree on specific methods. She cited her experience as a classroom math teacher, where collaboration with colleagues required setting aside personal views and using data-driven strategies to achieve student success.
To balance public views that might contradict educational research or her own informed understanding, Kennedy advocates for transparency and engagement. She explained that communicating "the Why" by clearly explaining the data, legal constraints, and long-term strategy behind decisions helps the public understand the broader picture.