Candidate Insights: Questions and Answers

We posed several questions to both Mita Havlick and Dustin Marshall to understand their priorities and strategies for Dallas ISD District 2.

Question: How many DISD campuses have you visited in the past two years?

Mita Havlick: I have visited 21 DISD campuses in the past two years. My visits are crucial for understanding the diverse environments and specific needs of our schools.

Dustin Marshall: I would estimate that I’ve been in over 50 public schools in the last two years – and over half of those were DISD schools. I’ve always felt that it is important for community leaders to spend time in the schools to celebrate our successes and to recognize the efforts and contributions of our teachers and administrators. I also think it is important to see how policy changes play out on individual campuses, and I enjoy looking for best practices at each school that can help inform macro level policy.

Question: What do you think is the biggest obstacle to successful schools in Dallas?

Mita Havlick: Well, if it was just one obstacle, it would probably be easier to address. Unfortunately, there are a few significant challenges:

1. The dissension that has existed on the board for the last several years has proven to be an obstacle in the district moving ahead with a cohesive strategy.
2. Not having a solid, cohesive three-, five- and seven-year overarching strategy has been a hindrance, which is exacerbated by not having consistent leadership in the superintendent position.
3. Not being able to create an equitable teacher and principal evaluation system. Our educators need to be measured, but the current system has resulted in not only some of our poor teachers leaving, but a number of experienced, effective teachers choosing not to return. This has resulted in challenges in recruiting effective teachers into our school district.

Dustin Marshall: I think it is incumbent on DISD to recognize that a litany of issues impact our kids before they arrive at school. Whether due to poverty or hunger or toxic stress, our kids come to us with many challenges, and if we are going to be effective as educators, then we have to tackle these challenges by devoting resources to our worst performing schools. The ACE program is a great start in this regard and the results have been outstanding. By identifying our strongest teachers and putting them in our poorest performing schools, we’ve seen stronger academic gains, much better climate scores, substantially decreased disciplinary issues, higher attendance, etc. This is great progress by the district impacting over 4,000 students at seven IR campuses. It’s worth noting that before you can send your best teachers to these schools, you need to be able to identify your best teachers – which is why TEI is such a critical component of the ACE program.

Marshall highlights a holistic view of student challenges, emphasizing socio-economic factors that impact learning. His support for the ACE program (Accelerating Campus Excellence), which places high-performing educators in struggling schools, and the Teacher Excellence Initiative (TEI), a performance-based compensation system, underscores a strategic, data-driven approach to improving academic outcomes. Havlick, on the other hand, focuses on internal governance and systemic issues, suggesting that board unity, consistent leadership, and a fair evaluation system are foundational for district-wide improvement.

Question: Your district is large and varied, containing arguably the most affluent school in the district and some of the poorest. How will you make sure you can address the needs of every student in your district, and effectively advocate for them?

Mita Havlick: The role of a trustee is to represent each of the schools in District 2 and the district as a whole, and not only those that are the highest or lowest performing. It’s important to continuously visit each campus and speak to administrators, the Executive Directors and community to understand their concerns and issues, and hear what’s working and not working on their campuses. Only then can we advocate for what needs to be done. We cannot continue to have blanket policies that dilute our programs and schools that are functioning well, while not addressing the specific challenges at our underperforming schools. Additionally, our policies need to positively affect those campuses that are on the “cusp” of being on the upper end of the successful-school spectrum.

Dustin Marshall: I believe that ALL kids deserve a great education – not just those who attend affluent schools. Some schools in District 2 have strong parent advocates who will speak up on behalf of their kids and will mobilize to improve outcomes. For these schools, I intend to make myself available via periodic “office hours” at local coffee shops so that I can hear from concerned parents. For schools where the parents may not know how to advocate on behalf of their kids, I will work to meet those parents in their communities (and in their language where possible). Principal Jackson at Sudie Williams, as an example, hosts “Meet the Principal” events in the community rooms of the apartment complexes where most of his students live. He brings a translator to ensure he can communicate with these parents. I’d like to do something similar to reach out to these communities. I also intend to hold focus group sessions with teachers and administrators and to frequently tour schools in order to make sure I have a thorough understanding of the issues at all District 2 schools so I can be an effective advocate for our kids.

Both candidates acknowledge the vast socio-economic diversity within District 2. Havlick stresses the need for tailored policies that avoid a “one-size-fits-all” approach, advocating for direct engagement with each campus. Marshall outlines specific, proactive strategies for community outreach, particularly for underserved communities where parents may face barriers to advocacy. His plan for “office hours” and community-based meetings, including translation services, demonstrates a practical commitment to ensuring all voices are heard and all students are represented.

Question: How would you attempt to pitch Dallas ISD to a prospective parent who has a negative perception of the district?

Mita Havlick: And as a parent-representative responsible for tours at my children’s DISD schools, I have had to do this on more than one occasion. I have even had a prospective parent ask, “Convince me why I shouldn’t go to private school.” I can’t convince anyone, but I do explain that if a family is fortunate to be in a position to have options, the best choice is what works for the family. (For our family, it’s public schools.) I respect the decisions parents make on behalf of what they feel is best for their children. My goal, however, as a trustee is to have our public schools be the top choice for our families.

I’ve adopted a phrase that a parent relayed to me some time ago: “Let the system fail you before you fail the system”. One can listen to all the negative talk about DISD and our public schools, but our district has many bright spots, and I encourage parents to be a part of that success. There are numerous benefits to being in an urban public education environment and DISD, including:

1. Choice: We have great neighborhood and choice schools, some of the best in the state and country.
2. Diversity: Public schools offer a diversity not often found in most private school environments – ethnically, racially and socioeconomically. Also, with inclusion of our deaf-ed students, English Language Learners and general learning disability students, there are even more opportunities for a diverse student environment in which to learn. This affords children to understand and accept the differences that exist throughout our neighborhoods and city and across the country and globe.
3. Creating a sense of community: We, together, make our schools great. There are a number examples in our district whereby a group of parents banded early, while their children were infants, and made the commitment to send all of their kids to their neighborhood public school. For example, this is happening right now at Dan D. Rogers Elementary School (a Personalized Learning Center). These parents are engaged at the school – volunteering and having conversation with current parents, teachers and administrators. By the time their kids start Kinder, these parents will not have the concern or fear of the “unknown”. And they are partaking and being active in their community.

Dustin Marshall: Negative impressions of the DISD are often rooted in biased or inaccurate data shared in the local media or by uninformed community members. I think it’s important for prospective parents to review accurate data when assessing DISD schools. While some parents may think that a local private, parochial, or charter school has better results than the DISD alternative that is often not the case. I would also encourage parents to investigate magnet programs and the new schools of choice to make sure they are aware of the wide variety of options available in the Dallas ISD.

Both candidates aim to counter negative perceptions of Dallas ISD by highlighting its strengths. Havlick emphasizes the benefits of public education, such as diverse learning environments, a wide array of choices, and the power of community building, drawing on her personal experience as a DISD parent. Marshall focuses on correcting misinformation, urging parents to consult accurate data and explore the extensive options within DISD, including acclaimed magnet and choice schools, which often outperform private alternatives.

Question: What do you see as being the biggest strengths of your opponents – both runoff and prior?

Mita Havlick: From a campaign perspective and prior to the general election, my opponent started his campaign first and early. Therefore, he was able to gain endorsements and start his fundraising efforts sooner, especially being well-connected in the political sphere in Dallas. This continues to be the case in the run-off. I have gotten to know my opponent throughout this campaign cycle, and have a great deal of respect for him, both as an individual and as community volunteer. And I believe the feeling is mutual.

Dustin Marshall: I believe Carlos Marroquin’s biggest strength is his interpersonal demeanor. He has a kind-hearted and gentle persona that makes it easy to relate to him – and I admire his ability to disagree in a polite and respectful manner. I believe Suzanne Smith’s biggest strength is her breadth of experience confronting city issues ranging from homelessness to poverty to healthcare. I believe Mita Havlick’s biggest strength is her deep community relationships in East Dallas and the M Streets.

It’s insightful to see how both candidates acknowledge the strengths of their competitors, past and present. Havlick notes Marshall’s early campaign start and strong political connections as tactical advantages. Marshall provides specific, positive attributes for each of his primary opponents: Carlos Marroquin’s demeanor, Suzanne Smith’s extensive civic experience, and Mita Havlick’s strong community ties, particularly in East Dallas. This mutual respect indicates a shared commitment to the district, regardless of the election’s outcome.

Question: And if elected, would you reach out to those candidates to avail yourself of those strengths if the occasion arose?

Mita Havlick: My opponent and I have discussed this, and we both agree that no matter who represents District 2 on the School Board, we will continue to engage each other in conversation and listen to each other’s data points, thoughts and opinions.

Dustin Marshall: I would certainly reach out to my opponents (and to all interested community members) to gather a wide array of opinions and to leverage their skills for the betterment of the district.

Both candidates express a willingness to collaborate, underscoring a commitment to the greater good of Dallas ISD. Havlick reveals a pre-election agreement for continued dialogue, suggesting a desire for unity beyond the campaign. Marshall extends this sentiment, promising to actively seek input from all former opponents and community members, highlighting a leadership style focused on broad engagement and leveraging diverse expertise.

Question: If not elected, what will you do to help both your district, and the district as a whole? Be specific.

Mita Havlick: This campaign has given me the opportunity to meet, get to know and have detailed conversations with a great number of educational, community and civic leaders in Dallas. I want to continue to grow those relationships – whether I am the trustee or not. If, it turns out on the evening of June 18, I am not elected to be District 2 trustee, I will continue to do what I have done for the last 10 years, which is to advocate for our public schools, but, hopefully, I will be able to do so from a varied plane than before – and throughout the district. One of my stated goals has been to create more parent and community engagement throughout our district. Family and neighborhood involvement will result in a successful school. I will continue to move forward with this intention no matter what the election results. And not surprising to anyone, I will continue to advocate for our students, parents, teachers and schools to ensure that every child has access to a quality public education.

Dustin Marshall: Prior to running for Trustee, I played an active leadership role in a number of educational non-profit organizations serving DISD children. When I decided to run for Trustee, I resigned from those positions. If I am not elected, I would likely return to leadership roles in several of those organizations including Reading Partners and Dallas Afterschool. I would also look for other high-performing non-profit organizations serving DISD which I could help to scale. I would also spend time volunteering in DISD schools (across the district) as a tutor and a mentor.

Their responses to this final question demonstrate their deep commitment to Dallas public education beyond the trustee role. Havlick pledges to continue her decade-long advocacy, leveraging new relationships forged during the campaign to champion parent and community engagement district-wide. Marshall indicates a return to his previous leadership roles in educational non-profits like Reading Partners and Dallas Afterschool, with a focus on scaling successful initiatives and directly volunteering as a tutor and mentor. Both visions highlight a dedication to improving outcomes for DISD students, regardless of election results.