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Chemeketa Community College District Zone 4

Special districts in Oregon are formed to govern specific resources. Examples are people’s utility districts, library districts, sewer districts, irrigation districts, ports and cemetery districts. Some districts get revenue only from taxes. Others, such as water districts, get revenue from ratepayers. Others may combine the two sources. Each district is governed by a board of directors which is responsible for the operation of the district and its financial accountability. ( https://www.oregonlaws.org/ors/198.010 )Qualifications: Candidate must be a registered voter in the district. Employees of the district are not eligible. ORS 341.326(2), 341.275(2)Salary: A member of the governing body of a district may receive an amount not to exceed $50 for each day or portion thereof as compensation for services performed as a member of the governing body. Such compensation shall not be deemed lucrative. The governing body may provide for reimbursement of a member for actual and reasonable traveling and other expenses necessarily incurred by a member in performing official duties. [1971 c.403 §2; 1983 c.327 §2; 1983 c.740 §53a; 1989 c.517 §1; 1995 c.79 §74]In Event of Vacancy: Except as otherwise provided by law, a vacancy in an elected office in the membership of the governing body of a district shall be filled by appointment by a majority of the remaining members of the governing body. If a majority of the membership of the governing body is vacant or if a majority cannot agree, the vacancies shall be filled promptly by the county court of the county in which the administrative office of the district is located. [ORS 198.320]

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  • Ken Hector

Información Biográfica

Community college enrollment fluctuates widely due to economic and other factors, requiring fluctuations in the pool of adjunct professors. How will you work with faculty unions and college administration to assure educational excellence is not impacted by changes in enrollment?

What initiatives would you take or support to improve graduation and transfer rates for low-income students and students of color?

A 2019 Hope Center Survey of approximately 8,100 Oregon community college students indicated a significant number of students experienced basic needs insecurity (41% were food insecure, 52% housing insecure, 20% homeless). What steps can community colleges take to help these students achieve their educational goals in the face of such challenges?

Las inscripciones en los colegios comunitarios fluctúan ampliamente por factores económicos y de otra índole, los cuales requieren también cambios en el grupo del profesorado adjunto. ¿Cómo trabajará usted con los sindicatos de docentes y con la administración de estos colegios para garantizar que la excelencia educativa no se vea afectada por los cambios en las inscripciones?

¿Qué iniciativas tomaría o apoyaría usted para mejorar los índices de graduación y transferencia para estudiantes de bajos ingresos y estudiantes de color?

Una encuesta del Centro Hope 2019 Hope Center Survey con aproximadamente 8100 estudiantes de colegios comunitarios de Oregón indicó que una gran cantidad de estudiantes sufrió inseguridad de sus necesidades básicas (41% de inseguridad en la alimentación, 52% de inseguridad en la vivienda, y 20% de indigencia). ¿Qué pueden hacer los colegios comunitarios para ayudar a este sector estudiantil a alcanzar sus objetivos educativos frente a tales dificultades?

Campaign Phone (public) (503) 551-3577
Town Where You Live Silverton
Your Experience/Qualificatons 8 years Chemeketa Board of Education. 5 years Willamette Education Service District Board. 28 years Silverton City Council, 16 as Mayor.
County Marion
Term 4 years
With the Board setting policy, Administration works closely with the Faculty Association, which represents both full and part-time faculty, to ensure that ALL faculty are are actively engaged in academic programs. The assumption that adjunct or part-time faculty provide a lower quality of instruction than full-time faculty is without merit. Our full-time faculty works closely with them to ensure quality and consistency in curriculum and assessment. We have expanded support of the part-time faculty by enabling them to hold regular office hours for students. As part of our budget setting responsibilities, the Board is dedicated to provide funding levels for programs and services that assures that Chemeketa continues best practices for serving our students.
Chemeketa's programs and operations reflect and are guided by our values, and include critical principles such as diversity, equity and inclusion. Among the specific initiatives are Guided Pathways, an equity-focused redesign of the academic experience to encourage credential completion; TRIO, CAMP (College Assistance Migrant Program), CCP (Chemeketa Completion Program). These are designed to serve low-income and students of color, and the data has shown them to be very successful. Chemeketa is also a federally designated Hispanic Serving Institution, focusing on best practices in onboarding students, including a strong summer bridge program for students coming directing from high school.
At Chemeketa, we address student basic needs insecurity in a variety of ways. Examples include an on-campus food pantry, and partnering with Marion-Polk Food Share, emergency grants to students from the Chemeketa Foundation, and CARES-funded direct to student aid. We also work closely with SNAP recipients to identify federal funding streams and provide multiple supports so that students can attend college and succeed in career pathways that lead them to family-wage jobs.
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