Meet the School Board Candidates
On November 3rd, residents within the Portland school district will have the opportunity to cast their vote for three of five candidates for the Portland Public schools Board of Education.
The five candidates are Angela Shinaver, Douglas A. Logel, Jr., Roy Atherton, Greg Smith, and Nathan Smith.
In the last few weeks, The Portland Beacon has put out multiple calls to our readers to submit their questions for the candidates. On September 17th, the Beacon sent the final 16 questions selected by our staff to each of the candidates, and requested a reply by September 24th.
Below you will find these questions and the responses received from each candidate. The instructions to the candidates included a statement saying, “Please be sure to make it clear which response corresponds with which question.” If a question was not answered by the candidate, or if their response did not identify which question they were responding to, you will see red text indicating no response received/identified.
Angela Shinaver
1. Can you please tell us about your employment and professional experience?
I have worked for a nonpartisan audit office for the State of Michigan since 1999 and currently serve as a Principal Audit Supervisor. My career in a nonpartisan office has taught me the importance of approaching issues objectively, following the facts, and making decisions based on evidence rather than politics. These are values I believe are essential to serving on a nonpartisan school board and keeping the focus on what matters most to our students and their education. Throughout my career, I have been responsible for overseeing audits, analyzing financial and operational information, evaluating internal controls and ensuring that public resources are managed responsibly and in accordance with applicable laws and requirements. Specifically, I have led multiple audits related to education, which helped develop my understanding of the regulations imposed on schools and led to my desire to serve on the board.
2. What is your educational background? Please include high school, college, graduate schools and/or technical schools attended and degrees/certificates received.
I attended Portland Public Schools and have been a Raider since kindergarten. After graduating from PHS in 1994, I attended Grand Valley State University, where I earned my Bachelor of Business Administration in accounting in 1998. Specific to my role on the Board of Education, I have achieved Level 3 of the MASB Certified Board Member program, earning the Award of Distinction and the Data Skills Specialty Certification.
3. Have you served on the board of any other companies or nonprofit organizations? If so, what were those companies/organizations and when were you in those roles?
Since 2023, I have been serving as a trustee for the Portland Foundation for Public Education, which supports PPS teachers and classrooms.
4. Why are you running for the school board?
I am running for re-election for the school board because I believe in our students, our teachers, and the future of our district. After six years of serving on the board, I have seen firsthand the difference strong leadership, responsible decision-making, and collaboration can make. As a parent, I want every student to have the opportunity to succeed in a safe and supportive environment. Another unique viewpoint I bring is I am a parent of an educator. I see the hard work that teachers put into their day to day and the commitment that goes into the job. I want to be able to provide them support wherever is needed and be a listening ear. As an auditor, I bring a strong focus on accountability, transparency, data, and making sure we are good stewards of the community’s resources. I want to continue working with our teachers, staff, families, administration, and community to focus on student achievement, student safety, and mental health while ensuring our district remains financially responsible. I am proud of what we have accomplished over the past six years, and I am running because I believe there is still important work to do. I’m committed to keeping students at the center of our decisions, supporting the people who work with them every day, and helping build a strong future for PPS.
5. How will you plan to support effect positive change to the educational framework for teachers and students at PPS?
The board has a responsibility to approve, fund, and oversee the educational framework, and ensure it aligns with state standards and community values. In making our decisions, it is important that we listen to our teachers, staff, students, and families. Over the last six years, I have seen the importance of making data-driven decisions while actively considering the staff’s input. One of our previous administrators shared that I “demonstrated a genuine commitment to understanding classroom needs and supporting educators in delivering quality outcomes for students.” If reelected, my approach will remain the same: keeping students and staff at the heart of every discussion and ensuring my decisions directly reflect what is best for the students and their daily classroom experience.
6. What are two critical areas of district operations that you feel deserve intense focus?
I believe the two areas that most deserve our focus are improving student achievement and addressing mental health and school safety, which go hand in hand. Over the last six years, the board has approved the purchase of several new curriculums and allocated resources to hire additional interventionists to support struggling students with math and/or reading. Improving academic performance does not happen overnight, but the district’s administration and teachers, with the board’s support, has been and is continuing to take steps to help students be successful. To measure if the interventions and support are making a difference, we need to use data to understand where our students are succeeding, where more support is needed, and to determine if the interventions are producing the desired results. This year, I led the board’s efforts to develop a measurable literacy goal for our Superintendent’s evaluation, marking the first time the board has created a measurable academic goal focused specifically on 1st grade reading interventions.
Mental health and school safety are equally important because students cannot learn effectively if they do not feel safe, supported, and connected. The board will need to continue allocating financial resources to make needed improvements to physical safety measures across our facilities, as well as continuing to build upon the district’s anti-bullying and mental health programs. I am proud to have been a driving force behind the district’s participation in the School Assistance Program, which provides free, confidential mental health support and resources to students, staff, and their households. Additionally, I am proud of my role in establishing the Mental Health Advisory Board (MHAB), which brings professionals, parents, students, and staff together to ensure our district’s mental health decisions are guided by research and expertise. I, like many others, in the community have seen the first hand impact of mental health and want to do the best I can to help it.
7. What role, if any, should religion play in public school education?
As a board member, I believe our responsibility is to uphold religious freedom while ensuring every student feels welcome, valued, and respected regardless of their religious beliefs or whether they hold religious beliefs at all. Students should be free to practice their own faith, or choose not to practice any faith, without discrimination. Public schools can teach about religion including its role in history, government, literature, and different cultures; public schools can not promote any specific belief system. PPS permits students to organize peer groups and use school facilities for meetings, for any purpose, including religious studies. Michigan allows students to be released from public schools for two hours per week to attend religious instruction. I believe that students should be able to utilize this resource.
8. School boards govern through policy, budgets, and evaluating the superintendent, not managing day-to-day operations. Can you give an example of an issue where a board member should step back and defer to professional educators?
As a board member, it is important that we stay in our lane and respect the roles within the district. When the board makes decisions, our responsibility is to consider all information shared and listen to the administrators, teachers, and staff who are trained in education and know what is best for our students. For example, when the board reviews curriculum purchases, we rely on the team of teachers who reviewed the options, piloted the curriculum, evaluated the programs, and made a recommendation to the board as to what would be best. The board has a responsibility to approve and allocate funding for these resources, but board members are not classroom experts.
9. How would you plan to evaluate whether district resources are being distributed equitably to serve struggling students, including special education and at-risks populations, alongside high achievers?
An equitable education means students have the resources they need to be successful rather than giving every student the exact same resources. Providing equitable resources to support struggling students does not mean we are taking resources or opportunities away from high achieving students. This is an example where board members, who typically do not have a career in education, must rely on the district’s educators and administrators to determine how the resources should be allocated.
The board’s responsibility is to ensure the district has the resources they need, ask the right questions, monitor results, and ensure resources are being used to support success for all students. Specifically, with my auditor background, I would approach this by looking at data to determine where resources are going, which students are being served, whether staff are regularly evaluating data to determine if outcomes are being achieved, and how to help develop district goals that support student success.
10. If a constituent approaches you with a personal complaint about a specific teacher or administrator, what step by step process would you follow?
The district developed a “Point of Contact Progression Chart” for parents and community members to use to easily identify who they should contact when they have a question or concern. As a board member it is important to listen to the community, but our role does not involve managing the day-to-day operations of the district. When parents or community members reach out to me, I listen to their concern, and then help them identify the appropriate person to contact.
11. When a group of passionate community members demands a policy change that directly conflicts with educational research or legal requirements, how will you handle the conflict?
During my time on the board, we have already faced situations where passionate community members have strongly made demands for policy changes that did not always align with research, district policy, or legal requirements. Board members have a responsibility to always listen to community members, and my experiences have reinforced the importance of listening respectfully while ultimately making decisions based on facts, research, the law, and what is in the best interest of all students. The board must make decisions that are legally sound, fiscally responsible, and support the educational needs of all students.
12. In addition to the high school, middle school, Westwood and Oakwood, the board of education also oversees the operations of PACE. PACE is an often-overlooked part of the district. If elected/reelected to the board, what would you do to promote community awareness of PACE offerings?
Since joining the board, I have realized what an important role PACE serves for our students and families and I promote and praise the work of the staff at PACE every chance I get. I share my thoughts about this program with parents and regularly share PACE Facebook posts to surrounding communities because I know what an outstanding program we have in Portland and students in other areas may not have the same opportunities.
One of the most meaningful events I attend every year as a board member is the PACE graduation. Hearing students share with the audience how the PACE staff impacted their lives and expressing their appreciation for the program is amazing. If reelected, my support for PACE will only continue to grow.
13. What is your understanding of current bullying policies in the Portland Public Schools, and what if anything would you do to change those policies?
I believe PPS has clear policy addressing bullying and harassment, including expectations for reporting, investigating, and responding to incidents. Policy is focused on student safety, intervention, appropriate consequences, and support for students involved. I understand addressing bullying is about more than having a policy in place. It requires consistent implementation, communication with families, appropriate follow-up, and making sure students feel safe reporting instances. We need to continue reviewing whether our policies and practices are working as intended, using information and feedback from students, families, teachers and administrators. This is exactly why I helped establish the Mental Health Advisory Board. We have asked for MHAB’s first project to focus on reviewing the current bullying policies, practices, consequences and much more. MHAB is composed of trained experts who will be advising and making recommendations to the board and district on where improvements are needed.
14. Twenty years ago, Portland High School presented two plays per school year. A decision was made to cut the plays to one per year and they would move back to two once the funding was more balanced. This hasn’t happened. The arts are always first to be cut when budgets are reduced. What are your thoughts on that thinking?
When reviewing this question, I reached out to the Director of the Drama Department to learn more about this topic. This is correct, originally the 2nd play was eliminated from the budget due to funding cuts, however, this is not the reason we do not have two plays currently. The choice by the Drama Department to only produce one play per year allows our students to be well-rounded and participate in a variety of extracurricular activities, including band, choir, clubs, and various sports. In addition to the spring play, our students can participate in the annual Arts Fest, audition for colleges, and perform in marching and concert band competitions. For several years, students also have had the opportunity to participate in the state competition in May. This is a perfect example for question #8. The educators know what is best for PPS students and have designed their program to meet the needs of what works for them rather than trying to produce 2 plays and requiring students to make choices between their extracurricular activities; as a board member we could have worked to try and find funding for 2 plays but that is not what is best for our students.
15. What are your thoughts regarding censorship of books in the school libraries? Should parents have a say in this or should it be entrusted to the school librarian and educators based on curriculum and changing times?
Parents, school librarians, and educators know what is best for our students and children. The board is responsible for establishing and ensuring compliance with district policies regarding library materials; board members do not select or purchase library books. The board relies on the educated district staff who know what is needed to supplement the curriculum and meet the educational needs of our students.
PPS has many resources and options available to parents related to library books. On the district website, the “Destiny Library Collection” link allows parents to view the titles of all books within our collections. Additionally, PPS provides parents with the ability to request to be notified if or when their students check out a specific book or can request their children be restricted from checking out specific books. Our board policy 9130 outlines a process for instructional matters, addressing how parents can file a complaint about specific library books and how to request reviews of specific books. I think it is important to remember Portland is a diverse community and we need to recognize what may be considered a controversial book to one parent may not be to another and the board has adopted policies to support all parents.
16. Is there anything else you would like to share about your qualifications for this elected position?
I believe my qualifications come from a combination of my professional experience, my six years serving on the board, and my lifelong connection to this community. My career has taught me to look at the facts, ask questions, pay attention to the details, and be accountable for the decisions I make. I have been able to bring those same skills to my work on the school board, particularly when it comes to budgeting, financial oversight, and making sure we are getting the results our students deserve. Over the past six years on the board, including serving as board president, I have learned a great deal about what it takes to govern a school district, including continuing my own education through MASB. I’ve been involved in difficult decisions, budgeting, negotiations, strategic planning, superintendent evaluation, and working through issues that affect our students, staff and families. Beyond my professional experience, I think what makes me qualified is how much I genuinely care about this community. I’m a lifelong resident, a PHS graduate, a parent and a grandparent of PPS students. Being a Raider has been part of my life for as long as I can remember, and I want to see our schools continue to be a place where students are supported, teachers have the tools they need, and families feel confident in their schools. I bring experience, accountability and a personal connection to the community I serve. Most importantly, I care about getting this right for our students and making decisions that keep PPS moving forward.
Douglas A. Logel, Jr.
1. Can you please tell us about your employment and professional experience?
I am a Board Certified Audiologist with 25 years of experience. I have owned Grand Hearing Center, in Portland, for over 15 years. In addition to GHC, I also own 7 rental properties in the city of Portland. I also work on-call for Lehman Funeral Homes.
2. What is your educational background? Please include high school, college, graduate schools and/or technical schools attended and degrees/certificates received.
I graduated high school from Portland St. Patrick’s in 1996. I attended Central Michigan University where I received my bachelor’s degree in Communication Disorders. I then attended Michigan State University to complete my master’s degree in Audiology.
3. Have you served on the board of any other companies or nonprofit organizations? If so, what were those companies/organizations and when were you in those roles?
I am a very community focused, volunteer driven person:
I am currently a Trustee on the Board of Education with over five years of combined service.
I am the secretary of the Portland Community Fund - 9/2021-Present
I am the secretary for the Portland Foundation for Public Education – 6/2023- Present
I am the co-treasurer of L.O.V.E. – 12/2024-Present
I am the social media guy on the Portland Athletic Association. – 2020-Present
I am on the Danby Township Tax Board of Review – 2/2025 - Present
I was on the Portland Fire Department from 2003-2021
I was a board member of the Portland Area Chamber of Commerce before they disbanded.
I am a regular volunteer with Portland Backpacks for Bellies; The Soup Project; The Friends of the Red Mill and I have been donating blood through the ARC for over 13 years with over 8 gallons donated.
4. Why are you running for the school board?
I am a lifelong resident of the Portland community. I have a great deal of PRIDE in our community. I have 3 children who are currently enrolled or have graduated from PPS. I believe in leaving this community better than I found it and I would like to take an active approach to effect change and not sit back and complain. I have no agenda, as stated in the previous answer, I just want to give back to the community that has done so much for me.
5. How will you plan to support effect positive change to the educational framework for teachers and students at PPS?
I plan to continue working collaboratively with other board members and administrators as well as listening to staff about positive changes for the district. I always welcome ideas to solve an identified area of improvement. If there is something that I have learned in all of my years of leadership, it is hard to listen if you are always the one talking.
6. What are two critical areas of district operations that you feel deserve intense focus?
Infrastructure/Facilities. The district, along with a third-party contractor, have identified nearly $40 million in repairs/maintenance that needs to be addressed at each of our 6 buildings. Our facilities are an investment in how we deliver the best service/education to our community and we need to take care of them.
Recruitment/Retention of all staff. I would like to see us continue the momentum of providing a fair living wage for our employees no matter what position they hold. We have done a good job of filling vacancies using creative solutions. One example is finding bus drivers, so that we can run all of our routes, by offering signing bonuses and referral bonuses. We need to make Portland an attractive place to work and keep good people and not lose them to neighboring districts because of pay.
7. What role, if any, should religion play in public school education?
Portland is blessed with two wonderful schools. As a graduate of St. Patrick’s, I can tell you they provide a first-class educational experience where religion is the cornerstone. Portland Public Schools are just that, public institutions. We receive roughly 85% of our $29 million budget from the State of Michigan. The SoM sets law about religion in public schools. We are required to let students, with parental consent, have release during the school day for religious reasons. We are also allowed to let students pray/worship freely on their own. The separation of church and state is still in full effect, as dictated by law, and we are required to follow the law or lose funding. Therefore, there will be no curriculum or support from the district as it pertains to religion.
8. School boards govern through policy, budgets, and evaluating the superintendent, not managing day-to-day operations. Can you give an example of an issue where a board member should step back and defer to professional educators?
Curriculum. Our educators are second to none. They are passionate about teaching. They have invested a good deal of their lives into understanding how students learn, alternative methods to traditional pathways, State standards and what gets kids excited about learning. I have seen first-hand many times when several of our teachers collaborate in small groups to evaluate and ultimately recommend curriculum that is both horizontally aligned and vertically aligned. When their recommendation comes to the board, I know it is the right fit for our students and staff. We as board members don’t possess the knowledge base to make informed decisions about curriculum. So we should step back and let the pros go to work.
9. How would you plan to evaluate whether district resources are being distributed equitably to serve struggling students, including special education and at-risks populations, alongside high achievers?
Our tiered system of supports allows us to meet students where they are at. A student that is a high achiever can excel in the classroom (elementary) or select a more advanced course (MS/HS) and those students would receive a tier 1 approach to instruction. Students that need a little extra help with certain subject matter get tier 2 instruction from an interventional teacher in small groups. Our special education students many times, but not always, receive tier 3 one-on-one instruction to achieve proficiency in the area of study. With the integration of special ed students into mainstream classrooms, test scores don’t always tell the whole story.
10. If a constituent approaches you with a personal complaint about a specific teacher or administrator, what step by step process would you follow?
The PPS Board has adopted a “flow chart” of the chain to bring concerns to. For example, if a student or parent is having an issue on a sports team, the appropriate course of action would be to take the matter up with the coach first, if there is no resolution, then the Athletic Director, if still no satisfactory resolution, the Superintendent. Lastly, if there is no resolution, the matter can be brought to the Board as a whole, but not an individual board member. I would encourage the student/parent to follow this established protocol.
11. When a group of passionate community members demands a policy change that directly conflicts with educational research or legal requirements, how will you handle the conflict?
Law and research will always guide my decisions. Much of what the board does is guided by law and there is no real opinion on the matter. We have Thurn Law on contract to guide us on what legally we can do policy-wise. We expect our students to do research for their science project, right? History report. They better cite their references. Future career path assignment? Better find out job duties and pay. Research. Why would we make any decisions that shape future generations without following the educational research? I would give them these examples and explain process that the PPS board follows to change/evaluate policy.
12. In addition to the high school, middle school, Westwood and Oakwood, the board of education also oversees the operations of PACE. PACE is an often-overlooked part of the district. If elected/reelected to the board, what would you do to promote community awareness of PACE offerings?
I have attended several graduation ceremonies of our PACE students. If you have not taken the opportunity to do so, I highly recommend you do. I have been a voice for our PACE curriculum since the beginning of my time on the board. Currently, you will see a sign at my business for our PACE offerings. Not everyone’s journey through education looks the same and our PACE program allows flexibility for those that learn in a non-traditional way. When you see those students who struggle in a typical classroom thrive and ultimately graduate when they may not have otherwise, you really start to see the value of what we have in our community.
13. What is your understanding of current bullying policies in the Portland Public Schools, and what if anything would you do to change those policies?
This is a hot topic as of late. We have established protocols that we follow to determine if a student was simply having a disagreement with another student (as kids often do) or if it was truly a case of bullying. As part of the protocols there are established consequences based on severity and frequency. Our policies are designed with restorative consequences and not simply punitive consequences, as required. These policies, along with all PPS policies, are revisited annually for consistency and improvements.
14. Twenty years ago, Portland High School presented two plays per school year. A decision was made to cut the plays to one per year and they would move back to two once the funding was more balanced. This hasn’t happened. The arts are always first to be cut when budgets are reduced. What are your thoughts on that thinking?
Currently, the auditorium is undergoing a facelift of every surface. It would be a shame to not utilize the space for its main intended purpose. Now that the auditorium will be safe to use (as it was not previously due to curtains, etc being used beyond their life expectancy), I would like to see the space be utilized to its maximum potential, including bringing back two plays a year.
15. What are your thoughts regarding censorship of books in the school libraries? Should parents have a say in this or should it be entrusted to the school librarian and educators based on curriculum and changing times?
The librarian and/or educators have selected the books because they provide educational supplement, historical reference or age-appropriate reading enjoyment. Our world is filled with lots of things that we don’t understand or agree with, but it is our job as adults to prepare our children for a world that will not shelter them. Parents are not involved in our curriculum selection process so why would they be involved in our library offerings? Again, let the pros go to work doing what they do best.
16. Is there anything else you would like to share about your qualifications for this elected position?
GO RAIDERS!! Beat LCC!!!!
Roy Atherton
1. Can you please tell us about your employment and professional experience?
No response received/identified.
2. What is your educational background? Please include high school, college, graduate schools and/or technical schools attended and degrees/certificates received.
No response received/identified.
3. Have you served on the board of any other companies or nonprofit organizations? If so, what were those companies/organizations and when were you in those roles?
No response received/identified.
4. Why are you running for the school board?
No response received/identified.
5. How will you plan to support effect positive change to the educational framework for teachers and students at PPS?
No response received/identified.
6. What are two critical areas of district operations that you feel deserve intense focus?
No response received/identified.
7. What role, if any, should religion play in public school education?
No response received/identified.
8. School boards govern through policy, budgets, and evaluating the superintendent, not managing day-to-day operations. Can you give an example of an issue where a board member should step back and defer to professional educators?
No response received/identified.
9. How would you plan to evaluate whether district resources are being distributed equitably to serve struggling students, including special education and at-risks populations, alongside high achievers?
No response received/identified.
10. If a constituent approaches you with a personal complaint about a specific teacher or administrator, what step by step process would you follow?
No response received/identified.
11. When a group of passionate community members demands a policy change that directly conflicts with educational research or legal requirements, how will you handle the conflict?
No response received/identified.
12. In addition to the high school, middle school, Westwood and Oakwood, the board of education also oversees the operations of PACE. PACE is an often-overlooked part of the district. If elected/reelected to the board, what would you do to promote community awareness of PACE offerings?
No response received/identified.
13. What is your understanding of current bullying policies in the Portland Public Schools, and what if anything would you do to change those policies?
No response received/identified.
14. Twenty years ago, Portland High School presented two plays per school year. A decision was made to cut the plays to one per year and they would move back to two once the funding was more balanced. This hasn’t happened. The arts are always first to be cut when budgets are reduced. What are your thoughts on that thinking?
No response received/identified.
15. What are your thoughts regarding censorship of books in the school libraries? Should parents have a say in this or should it be entrusted to the school librarian and educators based on curriculum and changing times?
No response received/identified.
16. Is there anything else you would like to share about your qualifications for this elected position?
I would like to say that I am thankful that we live in a country that allows community
members to run for office. I have chosen to answer what I feel are the most relevant and
pertinent questions for me as a school board candidate. I also have a question of my own.
1. What skills or education do you have that might help you as a school board
member?
Answer: My mother was a teacher in the Portland district. I have a B.A. degree in
Education, and over 50 years of experience working with people on various boards. I
am currently a chaplain in a local fire department, and I help to man a hot line for
those struggling with mental health issues.
2. What will be your priorities?
Answer: Safety for the students, teachers, and all the staff. Getting back to teaching
skilled trades, hands on learning, practical skills, and good work ethics. There are
other schools in our district that are going back to this, and it is setting the graduates
up for success in the real world.
I have attended some of the Portland board meetings and observed a lack of communication between the school, administration, and the parents. Honest and transparent communication is critical to having a successful school system.
3. What should be done to improve student achievement? Answer: Graduation diplomas should be tied to individual proficiency rates. The school needs to stop lowering the standards to get graduation numbers up. Preparation and solid standards are crucial for the success of the students.
4. What are the most important issues facing Portland Public Schools? Answer: Safety and improving the overall atmosphere of our educational system. The number of student suicides is an indicator of the lack of safety and overall wellbeing. This is not acceptable and shows that a lot of improvements need to be made to our Portland educational system.
It seems the proof of the ability to make a difference should weigh heavily on those who have been in this position of leadership for years. We are living in challenging times, but there is a reason term limits should be placed on leaders in the political elections.
I appreciate the opportunity to answer the Beacon questions. My question as a school board candidate to the current board is this: How many terms does it take to be on the school board to say, “this isn’t working”?
I would like to finish my response with this. We are living in challenging times. Some politicians are promising things that they can never deliver on. I do not think any one school board member can promise to fix all problems, but we can be a part in working towards that. The decision is up to the voters, if you like what is going on in the Portland schools, you have an opportunity to vote in that direction. On the other hand, if you don’t feel safe when you send your children off to school, or if your child is frustrated in trying to learn in the school environment, then as a parent, grand parent, or community member, you have an option to vote for something different.
Greg Smith
1. Can you please tell us about your employment and professional experience?
No response received/identified.
2. What is your educational background? Please include high school, college, graduate schools and/or technical schools attended and degrees/certificates received.
No response received/identified.
3. Have you served on the board of any other companies or nonprofit organizations? If so, what were those companies/organizations and when were you in those roles?
No response received/identified.
4. Why are you running for the school board?
No response received/identified.
5. How will you plan to support effect positive change to the educational framework for teachers and students at PPS?
No response received/identified.
6. What are two critical areas of district operations that you feel deserve intense focus?
No response received/identified.
7. What role, if any, should religion play in public school education?
No response received/identified.
8. School boards govern through policy, budgets, and evaluating the superintendent, not managing day-to-day operations. Can you give an example of an issue where a board member should step back and defer to professional educators?
No response received/identified.
9. How would you plan to evaluate whether district resources are being distributed equitably to serve struggling students, including special education and at-risks populations, alongside high achievers?
No response received/identified.
10. If a constituent approaches you with a personal complaint about a specific teacher or administrator, what step by step process would you follow?
No response received/identified.
11. When a group of passionate community members demands a policy change that directly conflicts with educational research or legal requirements, how will you handle the conflict?
No response received/identified.
12. In addition to the high school, middle school, Westwood and Oakwood, the board of education also oversees the operations of PACE. PACE is an often-overlooked part of the district. If elected/reelected to the board, what would you do to promote community awareness of PACE offerings?
No response received/identified.
13. What is your understanding of current bullying policies in the Portland Public Schools, and what if anything would you do to change those policies?
No response received/identified.
14. Twenty years ago, Portland High School presented two plays per school year. A decision was made to cut the plays to one per year and they would move back to two once the funding was more balanced. This hasn’t happened. The arts are always first to be cut when budgets are reduced. What are your thoughts on that thinking?
No response received/identified.
15. What are your thoughts regarding censorship of books in the school libraries? Should parents have a say in this or should it be entrusted to the school librarian and educators based on curriculum and changing times?
No response received/identified.
16. Is there anything else you would like to share about your qualifications for this elected position?
While I appreciate the topics covered in the Beacon questionnaire, our community needs a sharper focus on the critical issues affecting our classrooms today. With the ongoing concerns about bullying and failing academic proficiency, we must draw the line. These challenges shouldn't be accepted as routine. It is time for change.
Safety and academic excellence must go hand in hand. A student cannot learn if they don't feel safe, and they cannot thrive after graduation if they aren't reaching true academic proficiency. While graduation rates may look good on paper, state assessment scores show that many of our children are being left behind. Pointing this out isn't about blaming our hardworking teachers or our kids, it's about holding the entire educational system accountable.
I would like to encourage the restoration of the skilled trades programs. For too long, many young people have been told there is only one path to success. We know that is not true. Careers in the skilled trades-such as construction, welding, electrical work, automotive technology, and healthcare support – offer competitive wages, job security, and the satisfaction of creating something tangible and lasting.
I am running for the Board of Education because our kids deserve better. I am committed to asking the hard questions, supporting our school staff, and working alongside parents to create a safe, rigorous learning environment for every child.
Nathan Smith
1. Can you please tell us about your employment and professional experience?
I am a Journeyman Lineworker In-Charge, where I lead crews, train apprentices, solve complex field problems, and prioritize safety and accountability. I also served as a union steward and trustee for Local 107 AFL-CIO, representing employees, resolving workplace concerns, and overseeing organizational finances. In addition, I am a licensed Michigan real estate salesperson and real estate entrepreneur, managing short-term rentals, major renovations, contractors, budgets, and day-to-day business operations.
2. What is your educational background? Please include high school, college, graduate schools and/or technical schools attended and degrees/certificates received.
Eaton Rapids Senior High School; Lansing Community College Electrical Lineman Program; General Associate Degree, earning Highest Honors.
3. Have you served on the board of any other companies or nonprofit organizations? If so, what were those companies/organizations and when were you in those roles?
No response received/identified.
4. Why are you running for the school board?
No response received/identified.
5. How will you plan to support effect positive change to the educational framework for teachers and students at PPS?
No response received/identified.
6. What are two critical areas of district operations that you feel deserve intense focus?
No response received/identified.
7. What role, if any, should religion play in public school education?
No response received/identified.
8. School boards govern through policy, budgets, and evaluating the superintendent, not managing day-to-day operations. Can you give an example of an issue where a board member should step back and defer to professional educators?
No response received/identified.
9. How would you plan to evaluate whether district resources are being distributed equitably to serve struggling students, including special education and at-risks populations, alongside high achievers?
No response received/identified.
10. If a constituent approaches you with a personal complaint about a specific teacher or administrator, what step by step process would you follow?
No response received/identified.
11. When a group of passionate community members demands a policy change that directly conflicts with educational research or legal requirements, how will you handle the conflict?
No response received/identified.
12. In addition to the high school, middle school, Westwood and Oakwood, the board of education also oversees the operations of PACE. PACE is an often-overlooked part of the district. If elected/reelected to the board, what would you do to promote community awareness of PACE offerings?
No response received/identified.
13. What is your understanding of current bullying policies in the Portland Public Schools, and what if anything would you do to change those policies?
No response received/identified.
14. Twenty years ago, Portland High School presented two plays per school year. A decision was made to cut the plays to one per year and they would move back to two once the funding was more balanced. This hasn’t happened. The arts are always first to be cut when budgets are reduced. What are your thoughts on that thinking?
No response received/identified.
15. What are your thoughts regarding censorship of books in the school libraries? Should parents have a say in this or should it be entrusted to the school librarian and educators based on curriculum and changing times?
No response received/identified.
16. Is there anything else you would like to share about your qualifications for this elected position?
While this questionnaire addresses many important topics, I believe some of the most pressing issues facing our schools deserve greater attention.
We have already experienced two threats of violence this school year. Academic proficiency remains an area of serious concern, and bullying continues to be an issue raised by students and families. Almost every person I spoke with brought up bullying and most had stories to back up their statements.
These are not issues I am willing to simply accept as normal.
Student safety must be a top priority. Every student deserves to walk into school feeling safe, supported, and able to focus on learning. At the same time, I believe we need to take an honest look at academic performance and ask difficult questions about whether our students are truly being prepared for life after graduation.
Graduation rates and proficiency rates measure different things, and we should be careful not to confuse the two. But when a significant percentage of students are not demonstrating proficiency on state assessments, I believe it is fair to ask: Are our academic standards where they need to be? Are we identifying struggling students early enough? Are we providing them with the support they need to succeed? And most importantly, when we hand a student a diploma, are we confident that diploma represents the level of preparation our community expects?
These questions are not about blaming our teachers or our students. They are about accountability throughout the entire system and making sure every student has both the opportunity and the expectation to succeed.
I am running for the Portland Board of Education because I believe we can do better. I will bring a willingness to ask difficult questions, demand accountability, support our teachers and staff, listen to parents and students, and keep student safety and academic achievement at the center of the decisions I make.
I believe strong leadership means being willing to address difficult issues directly while working with others to find solutions. Our students deserve schools where they are safe, challenged academically, supported when they struggle, and prepared for what comes next. That is what I will work toward as a member of the Board of Education.
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