A morning of coffee and conversation December 6th led community members to better understand how Newark Central School District schools operate and what the Newark Board of Education is doing to support student success.
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Additionally, Superintendent Susan Hasenauer and Julia Solan, Director of Family and Community Engagement shared how local businesses can support Newark Central School District students through mentorship opportunities, how the school district utilizes restorative practices to repair relationships both inside and outside of school to support families and how the newly developed Parent Advisory Council can aid the district in shared decision making through a collective effort.
Held at the Alex Eligh Community Center, attendees were encouraged to ask questions and provide suggestions, and it was a very useful and upbeat give and take session between them and BOE members.
BOE President Russ Harris opened the relaxed, 90-minute program.
“Greetings and thank you for being here. I appreciate any time our community takes to understand how our schools operate and what the Newark Board of Education is doing to support student success,” he said.
“I want to begin by addressing a question many people understandably ask:
How can a school board affect student achievement if we don’t manage the day-to-day operations of the district? The answer is straightforward:
“Strong governance sets the conditions for student success, and strong conditions lead to strong outcomes.
“The board does not supervise teachers, run buildings, or design curriculum. That is the responsibility of our superintendent and administrative team. But we directly shape the long-term success of the district through expectations, accountability, and alignment.
“First, we work with administration, staff, families, students, and the community to develop a District Strategic Plan. This plan outlines a three- to five-year vision for academics, culture and climate, facilities, and organizational priorities. Each year, we revisit the plan, refine priorities, and expand the work so we stay aligned with what our students need most. The Strategic Plan is the backbone of all district decision-making and keeps the community’s voice at the center.
Now in its Fourth year, the plan is built around three foundational priorities — our “Big Rocks”:
Academic Programs: Delivering rigorous, relevant, and engaging instruction aligned with NYS Learning Standards, tailored to meet the diverse needs of all learners.
Culture & Climate: Fostering a safe, supportive, and inclusive environment that promotes social-emotional growth, belonging, and high expectations.
School/Community/Family Partnerships: Strengthening collaboration among families, staff, and community members to support student success both in and out of the classroom.
“The plan includes measurable goals, such as improved academic performance, reduced chronic absenteeism, and increased family engagement. It also emphasizes equity, restorative practices, and professional development to ensure all students thrive.
“Second, the board—working with the superintendent—sets a small number of clear, measurable district goals tied to the Strategic Plan. These goals often stay in place for multiple years and focus on areas like academic growth, attendance, student well-being, and equitable opportunities. Consistency in goals provides stability for teachers, principals, and students. When a district is aligned, student achievement improves.
“Third, we ensure the district invests in high-quality teacher training and support. While we do not conduct the training ourselves, we approve the budget, staffing structures, and professional development models. Teacher burnout is real in every district, and research continually shows that teacher well-being has a direct impact on student outcomes. When teachers have the time, tools, and support they need, students perform better.
“Fourth, we oversee facilities to ensure safe, modern, well-maintained learning environments. Air quality, lighting, temperature, classroom layout, and building safety influence student focus and readiness to learn. Good governance means long-term planning—anticipating rather than reacting. Students learn better in spaces that are clean, safe, and welcoming.
“Fifth, we prioritize parent and family engagement. A family-friendly district is a student-friendly district. When parents feel informed, respected, and included, students thrive. Our policies, communication systems, and cultural expectations help strengthen relationships between families and schools.
“Sixth, we hire, evaluate, and support the Superintendent. This is one of the most important responsibilities of any Board. A strong superintendent provides stability, clarity, and direction. Constant turnover, unclear goals, or micromanagement disrupts progress. Newark succeeds when leadership is aligned and supported.
“And finally, governance extends beyond the school walls. A successful district needs a supportive, informed community. Part of our role is to communicate openly, listen respectfully, share accurate information, and ensure district priorities reflect community values. When the school and community are aligned, students feel that sense of pride, belonging, and collective support.
“So, while the Board does not manage classrooms, we absolutely shape the environment in which teachers teach and students learn. Those conditions—and the long-term stability they create—are what drive sustained improvement in student performance.
“In short: Strong governance builds strong conditions, and strong conditions lift student achievement. “Now that I’ve shared how strong governance sets the conditions for student success, I’d like to turn things over to Superintendent Hasenauer and Julia Solan who will highlight some of the ways we are putting these conditions into action.
“Our focus moving forward is to develop and expand meaningful connections with families through partnership—working together to prepare every student for success in school, in careers, and in life.”
Hasenauer then explained the Parent Advisory Council (PAC) is being formed to help guide the school district to continuous improvement in three areas:
• Academic programs and instructional practices
• Culture and Climate
• Parent and Community Engagement.
She said PAC members will be volunteer parents and or guardians who will serve as a vital link between parents and school administration. It will advocate for parents’ needs and provide input on school policies and programs. PAC’s role will also include helping to improve communication, foster parent engagement and collaboration with administrators to enhance educational outcomes for all students using the strategic plan as a guide for shared decision making.
The PAC will also help schools create a more inclusive environment, help organize events, share resources and offer feedback on issues like curriculum, safety and school improvement plans.
“We want parents to be actively involved and a part of everything we are doing,’’ Hasenauer said, noting the PAC would include 2 parent representatives for each of the district’s five schools and will likely begin functioning in mid-January.
More information about the PAC and how to apply to become a member is going to be forthcoming through ParentSquare.
Next, Solan explained how the district’s restorative practices work through:
• Relationship centered approach focused on building trust, communication and community.
• A supportive space to talk through conflict, with all voices heard and respected.
• A process for repairing harm, understanding impact, and rebuilding relationships.
• A proactive approach to strengthen connections before issues arise.
• A collaborative problem-solving process, involving students, families and staff.
Solan also explained families can participate in guided restorative conversations and preventative “Check-in Circles designed to strengthen relationships, build trust and needs before they escalate.
“Newark CSD has implemented various restorative practices with our students and staff over the past few years. As a district, we are looking to provide an opportunity for families to participate in restorative work,” she said. “We are looking to create opportunities for families and school staff to come together in restorative conversations that promote understanding, healing, and shared problem-solving. Families who are interested in participating in a restorative conversation with school staff would reach out to me.”
Solan also shared information about the Newark Work Mentorship Initiative underway that will connect high school students with local professionals and business owners who are eager to share their time, knowledge and career experiences.
She said students will gain valuable insight into real-world jobs while mentors will be able to potentially help shape Newark’s future workforce.
“We are seeking businesses, agencies, companies, and individual professionals willing to mentor students whose career goals match their area of work. Designed to be flexible, this program gives students valuable opportunities to explore potential career paths and discover what they may want to pursue after high school.
“Currently we are in the first phase _ looking for interested professionals who would like to be career mentors,” she continued. “Those interested would fill out a simple application and send it back to me. After mentors are identified, they will attend a brief training session to set them up for success once a student has been matched! We will then work with the HS staff to identify students to be placed with employers based on interest and availability.
Persons with questions or interested in restorative conversations or mentoring an NHS student at their business should contact Solan at 315-332-3238.
When the Fireside Coffee Chat attendees were asked about what they felt the district’s strengths were, one individual said Newark Central School District staffers are “so dedicated to students . . . I’ve never seen staff so dedicated to kids as they are in Newark . . . teachers, administrators, the counseling office. They are all absolutely amazing.”
Another said how much she appreciated the “positivity, strong sense of community and school spirit in Newark.”
Concerning areas of improvement, a mother of a younger student she’d like to see more “enrichment resources for younger students.”
Another individual said she’d like to greater emphasis on agricultural career awareness since Wayne County is second in the state in terms of the number of farms and there are so many jobs to be had here.
At the end of the upbeat give and take session, Hasenauer thanked those attending saying:
“Your voices matter _ by connecting with the district, you can learn how you can be an integral part of supporting our students and families and better understand how decisions are made by many voices.”
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