San Anselmo Chamber

4th Quarter 2015-16 • San Anselmo Network Success 11 elected. Greene took a particularly passionate stance on the issue, claiming that "democracy is supposed to work from the bottom up," and that these impositions by the state on local communities are "unconstitutional." After much anticipation, participants addressed the flood detention basin issue. Candidates explained their stance on Proposition E, which includes Memorial Park as a basin site, and discussed what sites they would use in place of Memorial. Matt Brown emphasized a need to "change the focus of flood control away from the Memorial Park area, and put the detention basins where they deliver meaningful flood control." He outlined his plan, which does not include using Memorial Park. "ose detention basins could be Loma Alta, county-owned land, Deer Park, school-owned land, and the (Sunnyside) nursery site, which is a willing seller. ose three detention basins, costing less than Memorial, will contain 204 acre-feet of water," he said. Greene's primary reason for opposing the flood detention basin in Memorial Park was his concern of the possibility of losing money on the deal. He said, "if we get through the environmental review process, and we get to the end of it and there is no part forthcoming, the grant is off the table. e present position of the county of Marin is that we're on our own. So the risk is potentially $1.5 million to the town of San Anselmo." Torme reinforced her position supporting the current proposal to build the basin at Memorial. She discussed the need to "work with the county" on the flood issue. "We do have a good plan, and now we have to deliver that plan," she said. Torme also discussed the benefits that this plan would bring for Memorial Park. "Memorial Park is in a sad state as playing fields (go). It's going to require millions to fix it. We get those millions when we get flood control. We get $8.7 million coming in to help pay for the flood control to put in brand new quality athletic facilities and a brand new playground, to daylight the creek, and to maintain our water quality," she said. Kelly seemed frustrated when addressing the flood basin issue. He argued that Greene and Brown's claims had not been grounded in fact. "ere is an unbelievable amount of misinformation. I don't have time to address that tonight," he said. He argued against Greene's claim that the proposal should not move forward because of the risk of losing the $1.5 million. Kelly said "is is kind of a red herring. It's not really a valid argument." He supported this by saying that similar environmental studies will need to be conducted on all potential basin sites, and the town will have to pay for them regardless of whether or not they end up using the site. Kelly ended by making himself available to clarify any misunderstanding. "I will come to your house and explain my understanding of this critical project," he told the audience. After his high school career, Mr. Davison attended Whitman College in Washington, where he again was inspired by the relationships that his professors were able to build with their students. Here, Mr. Davison recalls, students were often "in (the professors') houses for every lecture, where they're serving... tea and scones… A very magical experience." He recognizes his time at Whitman as being crucial in developing his holistic thinking and the ideals of the "liberal arts creed, thinking always about mind, body and spirit." With these developments and the belief in a strong work ethic, Mr. Davison went on to seek a job in technology, hoping to work either with computers or in telecommunications. In the end, he was offered a position with AT&T, which opened many doors for him in the corporate world. Although, being a humble man, he barely mentions it, his impact on AT&T was ground-breaking, and he became very successful during his career, handling enormous accounts and demands, and rising through the corporate ranks. e missing piece, then, was the connection between Mr. Davison's corporate career and his involvement in the Tam District as a career counselor. is piece was soon uncovered. Despite his business success, Davison had always had an interest in education, likely inspired by the influential teachers and professors of whom he speaks so gratefully. Mr. Davison was very attracted to the prospect of becoming a teacher after he retired from AT&T. At first, he was interested in teaching elementary school students, so he got his multiple subjects credential and began work as a teaching assistant in Tiburon. Soon, however, an opportunity to work with high school students arose, and he says, recalling his excitement at his opportunity "to combine my business background [and my] community connections just from being involved (Davison's sons have both attended Drake). I thought, 'I need to apply for this.'" Obviously, he got the job, and has since been working with students from every school within the district, helping them find internship opportunities. Working in a wide range of educational settings, Mr. Davison was also able to provide much insight into the differences between the schools in our district. He sees very obvious differences as he moves from school to school, and he attributes these differences mainly to the types of parents in the different communities. Drake, he speculates, seems to have the best balance. He cites the coming together of communities from Brookside and Wade omas with those from Manor and the Valley, which he says creates an equity that teaches more diversity. Still, he thinks that the Drake community is often too anti- establishment, a characteristic that is difficult for him to accept with his corporate background, and that is also an obvious trait that sets our school apart. Additionally, Mr. Davison discusses other ways in which Redwood and Tam differ from Drake, citing the parental presence that seems to be a bigger factor, primarily at Redwood. He shares a few stories of internships that he has handled where kids almost seemed forced into a certain work area because of their parents' wishes. At Tam, he says, a further distinction lies in the racial and socioeconomic diversity component that the other schools don't have; this creates a greater variety of students from polar opposite backgrounds. He says he's working with kids on both ends of the spectrum—those who are very privileged and "students who are one step away from the gang." Despite the differences between the students, schools and communities that Mr. Davison works with, he has one major insight into the importance of work experience for students. He states, "it's so critical to do, do, do … just getting out there and doing something is my biggest charge." is way, he hopes that all students will gain experience and an idea of what they enjoy and are good at. He wishes that all students, those who are already sure of their career path, and those who have absolutely no idea of the path they might take, would visit him and discuss their options and opportunities. Additionally, he stresses an important point that many kids are not yet thinking about: If a student works, he or she will gain confidence and valuable life skills. After my interview has concluded with Mr. Davison, the conversation continues, now focused on me. Already, he is offering me internships and opportunities that I might be interested in, attuned to my preferences and interests, as he makes a point to know and understand his students well. In the middle of a day full of tireless work and effort to benefit students, Mr. Davison's generosity and genuine interest in his students' futures is clear. Davison continued from page 9 Debate continued from page 10

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