Election season has long been one of the most engaging times for readers of this blog. Candidate profiles, election updates, and opportunities to hear directly from the people seeking to represent our community have consistently drawn strong interest. When former Mayor Erik Brooks passed stewardship of this publication to Strong Towns South Milwaukee, he did so with the understanding that this tradition of helping neighbors stay informed—and connected to local civic life—would continue.
Last week, we took another step in that tradition by hosting our second Spring Candidate Forum at the library. More than 40 neighbors joined us for a thoughtful and energetic conversation about the future of our schools and community. Four candidates for the South Milwaukee School Board participated (in alphabetical order): Tory Elliot, Melissa Ellis, incumbent Brian Genduso, and John Nuck. Two additional candidates—incumbent Patrick Hintz and Terrence Talley—were also invited to the forum but were unable to attend.
We also invited candidates to submit written responses so voters could hear more about their perspectives. Again, four of the six candidates did so, and their responses are included below. We will add responses if we receive them from the missing candidates. Responses are in the candidates’ own words, and are presented in alphabetical order, rotated per question.
Election Day is Tuesday, April 7. Voters will see a full ballot this spring, including races for Wisconsin Supreme Court Justice, Court of Appeals Judge (District 1), several Milwaukee County Circuit Court branches, Milwaukee County Supervisor District 8, South Milwaukee Mayor, a special election for Municipal Judge, South Milwaukee School Board, and a municipal library referendum. The information below is intended to help voters learn more about the school board candidates before heading to the polls.
— Bryce Ulmer, Strong Towns South Milwaukee
Note: For the sake of transparency, Tory Elliot is one of the editors of this blog s well as an active member of Strong Towns South Milwaukee. She played no role in planning the Spring Candidates Forum or producing this blog content.
1. What does good school board governance look like?
Tory Elliot: I believe that a good school board governance is a school board that can work together, trust each other as colleagues, and also hold the superintendent accountable for the work that is within the strategic plan and based on the constituents needs. I believe in order to govern any body or system, the elected official needs to be connected and informed of the issues they are standing for. For me this means that an awareness of what it looks like and feels like within our district is important. School board members should be open to hear from stakeholders within the district. To me this means that I should be having intentional conversations with teachers, students, staff, etc, in order to ensure our goals set are being met.
Melissa Ellis: Good school board governance involves school board members working as a team to set a district-wide vision, create and uphold policy, and to set goals to advance the district, while overseeing the superintendent, who manages day-to-day operations. Their job is ensuring student success and making sure that all children are prepared upon graduation for whatever direction life may take them whether it is college, the trades, the military, or other career paths. This is done through staff retention, being fiscally responsible with taxpayer dollars, and building community trust. Members are the connection between educators, administration and the community that elected them. They also need to be open to actively listening to the educators, administration and the community members to gain all the data needed to make informed decisions.
Brian Genduso: Above all else, listening. Listening to parents, listening to students, listening to teachers and staff and administration, listening to community members and other community leaders. Listening to those you tend to agree with, and those you don’t. Listening with empathy. Taking in all perspectives in order to make the best decisions you can.
Second, being as prepared as possible for meetings and votes. This means spending significant time reading, researching school policy and procedure, and reaching out to others who know more than you do on certain topics. There is a ton to learn, and I can tell you with complete confidence that there is no possible way you can fully understand all the issues you will need to evaluate without first doing your homework. In short, good board governance involves actively educating yourself.
Third, asking good questions. Again, no one can expect a board member to be an authority on all school and community related subjects, some of which are quite complex or contentious. Asking questions, sometimes hard or uncomfortable ones, is necessary to help truly understand the who, how and, most importantly, why. Questions can reveal mistakes, oversights, or poor intentions.
Finally, staying focused on what matters most, and consistently working toward our common goals at every meeting. I’ve found there are many opportunities to get sidetracked by insignificant details, or distracted by competing interests. Focusing on student success and well-being is a necessity.
John Nuck: For me, good governance starts with listening. A strong board earns people’s trust by being open, respectful, and focused on what’s best for kids—not politics or personalities. It means making decisions in public, explaining the “why” behind them, and working together even when we don’t all agree. The board’s job isn’t to run the schools day to day—it’s to set clear goals, monitor progress, and hold ourselves accountable. When we communicate honestly, support our staff, and keep students at the center, good things follow.
2. Where do you see inequities in the district, and how should they be addressed?
Melissa Ellis: An inequity I see in the district is that in every grade level we see a varying level of student performance. We have students that are performing at a very high level and those that are performing at a very low level. This puts strain on the educators in the classroom having to manage to teach curriculum to this vast difference in level by still maintaining interest of all students. We have seen the districts scores in math and reading decline.
Another inequity that I have heard a lot about in discussions with numerous parents in the district is the care that is received by our students who have health plans, 504 plans, or individual educational plans. This is caused by a lack of staffing, training on dealing with plans or behaviors., and a lack of support from administration. If what I am hearing is true, this not only affects the education of the student but also the other children in the classroom. It leads to educator burnout and increased staff turnover because they are not feeling supported. I have heard about teachers leaving in the middle of the year leading to long term substitutes which affects how the curriculum is taught putting children behind. I have also heard about parents removing their children from the district leading to declining enrollment and a stain on the district’s reputation.
Brian Genduso: The biggest inequity I see in our school district is how much support each student receives at home from their family. Students in our care come from diverse living situations of varying levels of financial and social stability. Some have had every basic need taken care of since birth. Others are currently homeless. Some encounter nothing but positive, caring adults in their lives. Others are subject to difficult family dynamics that border on neglect. Many experience support structures somewhere in between. I’m not trying to be dramatic or alarmist, but we need to be realistic about what students are up against before they even walk through a school door.
To be fair, I don’t believe a school district is solely responsible for addressing the root causes of these inequities. Our focus must remain on education, leaving that larger societal conversation to be debated elsewhere. However, I do strongly believe in our district’s moral imperative, which charges us to “remove barriers and care for all students so they feel accepted and will learn without exception”. This means that when kids are on our watch we must be extraordinarily intentional about meeting every student where they are, particularly those at high risk, and giving them every opportunity we can to succeed.
It’s a huge task. I think one way to accomplish our mission is to structure our schools to surround students with teams of teachers and staff who know them well enough to tailor an education and support system to remove barriers. This could happen by making sure they are signed up for free or reduced cost meals to remove the barrier of hunger, or by connecting them with a guidance counselor to care for their mental health, or by providing them with targeted learning opportunities to strengthen the learning they may have missed at home, or by giving them outlets to foster meaningful relationships with peer groups so they feel accepted. This requires coordinated planning and having systems in place, along with providing adequate staffing and a clear vision of our goals.
John Nuck: Some kids have more advantages—access to technology, extra help at home, or after-school opportunities. Others face challenges that make it harder to keep up. We’ve got to recognize those differences and respond. That might mean more tutoring, mental health support, or family outreach in the places that need it most. Equity doesn’t mean treating everyone exactly the same—it means making sure every student gets what they need to succeed.
Tory Elliot: In South Milwaukee, we have a wide socioeconomic spread. We have some individuals who live in a very low socioeconomic status who struggle to have their needs met. I believe these are more noticeable within our elementary schools. Children cannot learn when they are coming into the classroom dysregulated due to a variety of reasons. Some classrooms are having to play a more social worker role in order to get children ready to learn. This takes up time in the classroom and takes away from the district’s abilities to reach standards. These students need resources, outside of the classroom, in order to have a truly equitable education.
3. What unique skills, knowledge, and/or perspectives do you bring to this role?
Brian Genduso: We have a slate of really excellent candidates for school board this year, so I don’t know if any of my skills or knowledge base are in and of themselves unique. However, I do think I have a solid blend of strengths. I am:
- Experienced Current board member (7 months)
- Part owner of a local engineering firm (6 years)
- Governing board member at my church (8 years)
- Thorough
- Detail-oriented
- I do my homework and evaluate things from multiple angles
- Reasonable
- I am a structural engineer, seeking facts over opinions
- Logical in my decision making
- No agenda, just what is best for students and our community
- Compassionate
- I try to see myself in others
- Believe in the great potential of students and staff
- Accountable
- Responsive to feedback
- Not afraid to admit fault
- Flexible, adapting to changing needs
- Communicate well, semi-pro email writer 😉
- Dedicated
- Work hard
- Invested in our kids as a coach, youth leader, and mentor
John Nuck: I bring a mix of real-world experience and community perspective. My time in corporate management taught me how to listen, solve problems, and make smart use of limited resources. I’ve also stayed involved in civic life because I really believe strong communities depend on communication and respect. I like to combine common sense with curiosity—ask questions, listen before acting, and focus on what helps people. That’s how I’d approach my work on the board.
Tory Elliot: I believe I carry a variety of unique perspectives to this role. For one, I grew up also in a lower socioeconomic status. I was an ‘okay’ student, but often did not have an ability to focus in school. I am the first person in my family to go to college, meaning I do believe in knowledge accessibility, especially with post-highschool learning paths. I am a mental health provider who has focused on the treatment of trauma. I have worked with a variety of different people who have had a variety of different experienced traumas. What motivated me to run for board was due to the perspectives of both teachers and students that I see in my office. I believe my personal and professional experiences serve the board’s position well.
Melissa Ellis: One of the perspectives that I have that’s unique is that I have grown up here in South Milwaukee and was a product of this district. We were a school of excellence when I attended and my goal is to get us back to that level. I have knowledge about the history of the town as a third generation South Milwaukeean.
I am a nurse and have a passion for helping others. As a nurse I regularly advocate for my patients care and as a board member would advocate for children’s education. I am a mother to a middle school student, so the decisions made at the board directly affect my family.
I have experience working in government as a public health nurse for the City of South Milwaukee and have knowledge on how budget processes work. I know how government budgets work and that sometimes hard decisions need to be made. I have also been a member of a state advisory committee for emergency preparedness and have served on multiple commissions for the City of South Milwaukee. I have been a member of the civic grants committee and I was the chairperson of the 125th anniversary committee. I had to manage a budget, lead meetings and managed 6 events that honored this city’s history. This gives me perspective to understand how school board meetings are structured and operate. I understand Robert’s rules which are how these meetings are operated.
I am also very familiar with state statutes and administrative codes. I am extremely thorough and ask a lot of questions because I do not take making decisions lightly. I do research and need to have data. I do not jump into things or make emotional decisions. I make sure to look at both sides and all the options before making decisions.
4. How should the district support both advanced learners and students who are struggling—academically or emotionally?
John Nuck: Every student learns differently, so one-size-fits-all doesn’t work. Advanced learners need chances to go further—through advanced classes, creative projects, or enrichment programs. Struggling students need early, consistent support and adults who remind them they can do it. Academic help and emotional support go hand in hand, because confidence affects learning more than we sometimes realize. When kids feel supported and capable, the academics follow.
Tory Elliot: There needs to be spaces for both of these students. While there are resources for both exceptional learners and learners on IEP’s, there are no concrete spaces or experiences for those who may not qualify for an IEP but who are not doing well in classrooms. I believe there needs to be a physical space and plan to engage these types of learners so they are not left with the chronic sense of feeling behind or an inability to catch up.
Melissa Ellis: I think that we need to be sure that we are looking at all children equitably. Those who need additional help should receive interventions whether it be academically or emotionally. Also those advance learners should be pushed to achieve bigger and better things. We need to make sure we are not relying on a single teacher in the classroom to do this on their own. I like the ideas that the middle school has come up with regarding targeted instruction for those who need the extra help and for those who don’t, the ability to take extra electives that advance their education.
At the elementary level we need to give additional classroom support and form curriculum that can be advanced for those in the classroom but also be accessible to those that need additional intervention. Maybe this can be something like splitting up the teachers and having them do targeted instruction. Maybe even having some of the advance learners help with bringing partnering with the ones that that need more help to have them learn more skills.
Brian Genduso: Let’s start with those who are struggling emotionally. Whether a student is an advanced learner or one who is academically behind, I believe the types of supports are the same. First and foremost, the district needs a team of qualified, trained social workers and counselors in every school who can help identify social or emotional issues and intervene quickly before the situation worsens. They can then either provide individual support in the form of guidance or counseling or sharing basic health and well-being strategies for the student, or they can connect the student and their family to more targeted outside resources such as mental health professionals or behavior specialists. Like most public schools in this area, SDSM already has such a system of staff in place. For many students, including one of my own children, this level of school-based emotional support works well.
For students who are struggling academically, surrounding them with a team of teachers and staff who can provided layered or scaffolded support makes a lot of sense. The old proverb of “It takes a village” rings true. If there are multiple adults who are responsible for supporting a student, it is less likely that a kid will fall through the cracks. It is also easier to engage the student with targeted educational opportunities that meet them where they are, rather than a one-size fits all approach with a wing and a prayer.
As for advanced learners, I believe some of the same tools that can help a struggling student can help one that needs additional challenge or extension, but the methods will vary somewhat depending on grade level. In elementary schools, advanced learners will benefit from enrichment opportunities that are initiated by their classroom teacher or district advanced learning coordinator. In middle school they should be able to add extension activities directly in the classroom, similar to elementary, but also be allowed to take more advanced courses. In high school, advanced learners will benefit most from having a variety of advanced-level, rigorous course offerings. At each of the three stages, we need staff who can appropriately lead/teach.
5. What is the board’s role when parents disagree with curriculum or materials choices?
Tory Elliot: The board’s role is policy and holding the superintendent accountable to enacting these policies. While parent feedback is important, I believe this should be addressed in collaboration with the teachers as well as supporting administration.
Melissa Ellis: The boards role would be to take any and all complaints seriously and review the complaint to understand what the issue with the curriculum is. According to the districts curriculum and instructional program development and evaluation policy #330, the role of the board is to review, revise, and adopt the Wisconsin state or national standards aligned with the content area. The work on developing and selecting curriculum is done through research by the superintendent, curriculum and instruction director, and the educators in charge of implementing the curriculum and associated resources.
As a board member I would look to the superintendent and curriculum and instruction director to review the complaint and look to the Wisconsin and national standards to investigate if the curriculum is aligned or not. I would ask them to then bring that back to the board to review and make a formal response back to the complaint.
Brian Genduso: I assume you mean the situation where a single parent or small group of families disagree with a curriculum or resource. First, listen intently to the parent’s concern. Second, when appropriate, ask clarifying questions of the parent to make sure the board is understanding the parent’s position and intent. Third, take really good notes so their concerns are documented. Fourth, recommend that the parent speak with the Director of Instruction and/or the Superintendent so they can gain better insight on why a particular curriculum is in place or a particular resource is being used. Fifth, if/when the board has to make a decision on curricula or resources, take the parent’s perspective (and those of other parents or educators) into consideration. Finally, the board must be prepared to clearly explain the reasoning behind its decision.
John Nuck: Parents care deeply about their kids’ education, and that’s a good thing. When disagreements come up, the board’s role is to listen respectfully, look at the facts, and be sure our materials meet educational standards. We also have to trust our teachers—they’re trained professionals who choose materials for a reason. Not everyone will agree on every topic, but the goal is to give students a well-rounded, accurate, and age-appropriate education that equips them for the real world.
6. What are your thoughts about the role of the school board in determining what books are kept in school libraries?
Melissa Ellis: I think that the library at the school should have books that are age appropriate. I would look to the districts policies to see if the book aligns with the policy. If there is not a policy in place then I would look to the Wisconsin and national curriculum standards for guidance. If a parent thinks a book is inappropriate or has questions we would look to the librarian, teachers, the curriculum and instruction director to explain the reasoning behind the use of the text. If it didn’t align with these standards then I would look to the board to discuss and develop a policy.
If the text didn’t align with the standards then the book would need to be removed from the curriculum. If it did align with the curriculum I would ask the superintendent and curriculum and instruction director to meet with parents to explain the reasoning behind the use.
Brian Genduso: A school board’s primary duties are to set the shared vision and goals for the district through policy making, budgeting, and hiring and evaluating the Superintendent. Legally, the school board has the authority to manage the property and affairs of the school district related to education, including providing programs and resources. Therefore, the board has the ability and responsibility to oversee the library program and its content. That being said, the board also has the authority to delegate such oversight to competent professionals such as a librarian and school administration.
Practically speaking, the board’s role is not to micromanage the day-to-day operations of the district. The selection of which books are added to or removed from each school library should, in general, be left up to the librarian and/or the teachers at that school who can professionally evaluate the educational value of the literature or resources with regard to student needs. If an issue arises where the inclusion or exclusion of a book requires additional input, the board can consult with school leadership, district administration, parents, or other invested parties to discuss the merits of the book in light of the district’s educational vision and goals.
John Nuck: Books open doors—for knowledge, empathy, and understanding. The board should set overall policy, but it makes sense for librarians and educators to decide which titles fit different grade levels. Not every book is right for every student, but our libraries should reflect a range of perspectives. Removing books because they make someone uncomfortable doesn’t help kids grow—and growth is what education is all about.
Tory Elliot: I believe the board’s role is again creating policies for our district to follow. If a superintendent or library or staff member is focusing on a change regarding materials, this should be discussed in collaboration with administration and while upholding the strategic plan and standards.
7. What made you decide to run for an elected position?
Brian Genduso: The immense fame and fortune, and a burning desire to deprive myself of sleep by scrutinizing school board policies and writing emails to administrators at 1:00 in the morning!
In all seriousness, and in 50 words or less, it’s because I care deeply about public education and strongly believe I have the skills, experience and drive to serve in leadership and help SDSM fulfill its moral imperative and commitment to “remove barriers and care for all students so they feel accepted and will learn without exception”.
John Nuck: I’ve lived here for 17 years and care deeply about this community. Education touches everything—our kids, our neighborhoods, our local pride. After spending time at board meetings and talking with parents and teachers, I felt ready to step up and be part of the solution. For me, this isn’t about politics or ambition—it’s about service. I want to strengthen trust and communication and help keep our focus on what’s best for students.
Tory Elliot: While I have three children in the district, my goal for running has always been due to what I see in my office. I am a trauma psychologist and I have gotten many educators and students on my caseload. Many times we are not able to address the trauma the individual is coming in with due to the work being focused on balancing their love for students, administrative expectations, children’s behaviors, as well as grading. Many of the educators that I know or have spoken to are experiencing difficulties participating in self care therefore they experience burn out. I am running because I believe that the health of the teacher impacts our students and ultimately our community.
Melissa Ellis: I had been thinking about getting more involved with my community for some time. Then this year seeing our districts educational scores continue to decrease I wanted to do more to influence change. I was seeing continuous turnover of teachers and had my own issues with my student having multiple teachers in a semester. In speaking with other parents I realized that this is happening more frequently than I knew.
If you want to see change you need to be the change and so I decided that this meant being more involved and made the decision to run for school board.
I also saw how some of the current board was rushing through the rec center process. I realized during that process that we need a voice on the board who is going to think about all members of the community from the students in the classroom, to the families that live here, and the seniors that continue to support the community.
The scores directly affect property values because families look to this to make decisions about schools to determine if they want to live in the city. If our scores are bad it will decrease property values and families will move out leading to a decline in enrollment. I want to build our community back up and make sure it is a successful place and to make successful life like my husband and me did here in south Milwaukee.
8. What priorities would guide your decisions when allocating limited funds?
John Nuck: Budgets are always about choices, so my first question would be: how does this help students? That means putting resources into great teaching, safe schools, and the staff who make learning happen every day. I’m a big believer in transparency, data, and getting the most value for every dollar. Supporting teachers and keeping technology up to date both pay off long term—but so does making sure each student feels seen and supported. Students should always come first.
Tory Elliot: My priorities will always be the health and wellness of students. When prioritizing decisions allocating funds, I would like to evaluate and be provided evidence from the stakeholders (i.e., students, teachers, and administrators) that these are funds that are going to meaningful decisions. I am aware that the school board runs ACT 80 (community recreation), when allocating funds for this program, I’d like to hear from community members when making decisions when possible.
Melissa Ellis: I would have to look at all the things we are funding and look at where we can adjust things without affecting the education that is being provided.
Number one priority is the education of our youth and that should always be our first and foremost priority.
I would also look to neighboring districts to see if there were ways to combine some services and reduce duplications. I think we need to review the budget to see where we can find efficiencies. Once that is complete then we need to focus on the people who are doing the hardest job of educating our children and make sure that we are retaining talented educators and staff members. Sometimes we will need to make tough decisions but the biggest piece is being transparent to the community and explaining what is happening on a regular basis so they have buy in to support our schools. I would try everything to not raise taxes and still maintain services. If we did need to raise taxes it would be a last resort and I would be transparent to the community who would be impacted. If we needed to do a large increase we would need to get community input through a referendum and hopefully through transparency they would understand what is needed and be able to make a decision.
Brian Genduso: Academic/career achievement and student opportunity are priority number one. In other words, asking ourselves “Will this expense result in student success?” Number two is teacher and staff support, primarily in the form of fair compensation but also by providing them with the resources they need to effectively do their job. Number three is facility stewardship. Board members are entrusted with incredible community land and building assets and need to make sure they stay safe, clean and functional for decades to come.
As a broader goal, within each of these priority areas my guiding principle would be to find the highest value possible. This means not always going with the lowest cost, as cheapest doesn’t guarantee the best return on investment. Likewise, the most expensive option doesn’t mean it will outperform something more economical.
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