Rieke brings compassionate approach to service on board

Editor's Note: This is the first of a series of articles on candidates for the District 88 Board of Education.

By KREMENA TODOROVA

Journal Staff Writer

NEW ULM -- Sheldon Rieke brings a compassionate perspective to his service on the District 88 Board of Education -- a belief that education is not just about facts.

"It's about life, about human beings," Rieke says. "Children aren't little computers you punch facts into -- and teachers aren't programmers. ... We have to treat each other with caring and respect."

Another belief that comes into play as he serves is the "realization that no two kids are the same."

"Every kid has different needs," Rieke says. "There are so many different things that interest them, that drive them."

Some students have special gifts and need an extra challenge, while others bring along physical, mental or emotional issues -- "there is way too much that isn't real obvious."

"We need to make sure that the tools are there for the teachers to address the different needs," says Rieke. "We ought to provide the kids with as much background as we can (to function well after graduating)."

Rieke, who is completing his first term as board member, is among five candidates running for four open four-year seats.

Rieke's philosophy, which influences his approach to service, might be in part a product of his liberal arts background. A 1973 graduate of New Ulm Public Schools, he received a B.A. degree in art and theater at Coe College, Cedar Rapids, Iowa.

He worked "off Broadway" in New York City and later in the Twin Cities. About 15 years ago, he returned to New Ulm to open Rieke's Books, an independent bookstore.

After what Rieke describes as a "good run," the store closed a couple of years ago, affected by industry-wide consolidations and the boom of online retail.

Two classes away from an education degree, Rieke has since substitute-taught for District 88.

Rieke has volunteered for the school district for many years and in several capacities. More prominently, he has participated in the Art Adventure program and the district's Long-Range Planning Task Force.

Being closely involved with the schools, four years ago he saw a need for people to serve on the school board. He ran and got elected.

Rieke says he has enjoyed his service on the board.

"I can see some good for the kids," he says, referring to initiatives during his term, such as introducing elementary Spanish, for example. "I'd like to think that in some small way I've helped -- or at least haven't made it any worse."

Explaining his wish to serve a second term, Rieke notes that his first term has expanded his knowledge about, and made him "a lot more comfortable" with, the workings of the school system.

"I feel I could do better work with the additional knowledge and higher comfort level," he says.

Rieke is aware that with enrollment declines and funding cuts, the work of the next school board won't be easy.

"It isn't going to get any easier -- we have some tough decisions coming up," he says.

Like others, Rieke sees the need to cut budgets as the most distasteful part of a board member's job.

"The worst part is to have to cut something that you know is working -- to cut good people -- not because they've done a bad job, but because you can't afford them. You need them, but you can't afford them. There's a stupidity about that -- it's really frustrating.

"We try to do the least amount of harm, find some other (funding) source. ... We can't be defeatist about it, but it's tough."

Service on the school board has made Rieke more aware of "how interrelated everything is" in the school system.

"Obviously, you need good teachers -- but it won't work if you can't provide reasonable class sizes, textbooks, technology, a safe environment, activities for the kids. ... Cutting something is not as simple as some people think -- it all interconnects. You can only (cut) so much without also affecting something else."

Rieke points to several principles he follows in the course of his service -- trying to be as knowledgeable as possible, listening to people, not being afraid to ask questions or to ask school employees to provide extra information.

Obtaining "good information" is the basis for "intelligent decisions," he says.

When asked to describe his special "niche" on the board, Rieke indicates he sees himself as a proponent of non-athletic activity opportunities and programs that reflect student diversity -- such as the college-credit autotech program.