Abby Buckerfield (Delaware City School District, At-large, Ohio, candidate 2025)
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Abby Buckerfield ran for election to the Delaware City School District, At-large. She was on the ballot in the general election on November 4, 2025.[source]
Buckerfield completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.
[1]Biography
Abby Buckerfield provided the following biographical information via Ballotpedia's Candidate Connection survey on October 13, 2025:
- Birth date: June 28, 1975
- Birth place: Defiance, Ohio
- High school: Defiance High School
- Bachelor's: University of Toledo, 1997
- Graduate: Nova Southeastern University, 2001
- Gender: Female
- Religion: Missouri Synod
- Profession: Teacher
- Incumbent officeholder: No
- Campaign slogan: Strong Schools. Informed Leadership. A Connected Community.
- Campaign website
- Campaign endorsements
- Campaign Facebook
Elections
General election
General election for Delaware City School District, At-large (3 seats)
Abby Buckerfield, Melissa Harris, and Michael J. Wiener ran in the general election for Delaware City School District, At-large on November 4, 2025.
Candidate | ||
 | Abby Buckerfield (Nonpartisan)  | |
| Melissa Harris (Nonpartisan) | ||
| Michael J. Wiener (Nonpartisan) | ||
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| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
| If you are a candidate and would like to tell readers and voters more about why they should vote for you, complete the Ballotpedia Candidate Connection Survey. | ||||
Election results
Endorsements
Buckerfield received the following endorsements. To view a full list of Buckerfield's endorsements as published by their campaign, click here.
Campaign themes
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Abby Buckerfield completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Buckerfield's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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As a parent of three who attended Delaware City Schools, I have experienced our schools from multiple perspectives—teacher, parent, and volunteer. These experiences have given me a deep appreciation for the commitment of our staff and the importance of maintaining strong partnerships between schools, families, and the community.
My background has also given me a unique understanding of how policy decisions affect classrooms, student learning, and teacher support. I value transparency, collaboration, and thoughtful planning, and I believe in listening first and working together to find practical, student-centered solutions.
Delaware is a growing and diverse community with a proud history of supporting its schools. I am grateful for the opportunity to continue serving our community and to contribute my experience as a parent and educator to advocate for the ongoing success of Delaware City Schools.- Students First, Always Every decision should begin and end with what’s best for students. As an educator and parent, I know that strong public schools change lives. My focus is on ensuring every student, regardless of background or ability, has access to high-quality instruction, safe learning environments, and the support needed to thrive academically, socially, and emotionally.
- Transparency and Trust Our schools belong to the community. I believe in open communication, clear financial reporting, and accessible decision-making so families and taxpayers can see where their dollars go and how choices are made. Building trust means sharing information before it’s asked for and creating opportunities for honest, two-way dialogue.
- Planning for Growth and Sustainability Delaware is a growing district with changing needs. Thoughtful, long-term planning ensures we can maintain excellent schools without placing undue burden on taxpayers. I will support data-informed decisions that prioritize responsible spending, facility maintenance, and future capacity, so our district remains strong for the next generation.
Professionally, I’ve been fortunate to work in a district with strong, student-centered school board members who model the kind of leadership I aspire to. They maintain positive relationships with administrators, staff, and bargaining units, keeping students at the center of their decisions while ensuring employees feel valued and empowered. Their approach reminds me that effective governance depends on collaboration, respect, and trust.
Board members are responsible for establishing clear expectations, monitoring progress toward those goals, and aligning resources to support continuous improvement. This includes making data-informed decisions, maintaining financial transparency, and ensuring that district priorities reflect both student needs and community values.
A key responsibility of the board is hiring, evaluating, and supporting both the superintendent and the treasurer. Together, these leaders form the foundation of effective governance, balancing instructional leadership with sound fiscal management. The board must work collaboratively with the treasurer to understand and communicate financial information clearly, helping the community see how each decision connects to long-term sustainability and student success.
Equally important is engaging the community. School board members must listen to diverse voices, encourage collaboration with parents and staff, and communicate decisions openly so residents understand how and why choices are made.
I hope my legacy reflects a lifetime of helping students, families, and colleagues see their own potential and feel valued for who they are. In my classroom and throughout my career, I’ve worked to build confidence, curiosity, and compassion. These are qualities that last far beyond a single school year.
As a school board member, I would want my legacy to be one of trust, transparency, and positive change. I hope people will look back and say I helped strengthen communication, built bridges between the district and community, and kept students at the center of every decision.
That moment left a lasting impression on me—not just because of the tragedy, but because of how our teachers helped us process it. They guided us with compassion and honesty, helping us understand and cope with something so unexpected.
Years later, during my early teaching career, I found myself on the other side of that experience during the events of September 11, 2001. This time, I was the teacher, helping students manage fear and confusion as the day unfolded. I drew on what I had learned as a child, the importance of calm, reassurance, and empathy. I was also deeply grateful that by then, classrooms no longer watched live current events on television.
During high school, I balanced academics, athletics, and extracurricular activities—an experience that I believe deserves more recognition. Managing the responsibilities of being both a student and an athlete taught me time management, perseverance, and teamwork. Those same skills became the foundation for how I approach challenges and commitments as an adult.
While attending The University of Toledo, I worked as an assistant unit controller for Marriott/Sodexho. Balancing full-time coursework with professional responsibilities taught me time management, teamwork, and how to handle the details of operations and customer service. Skills that continue to serve me well in education.
My first teaching position was with Delaware City Schools at Willis Intermediate School, where I helped plan for the opening of Dempsey Middle School. That experience deepened my understanding of curriculum development, collaboration, and how schools grow and adapt to meet student needs. I taught in Delaware for eight years before transferring to my current district and position, where I’ve now served for 20 years.
The story resonates deeply with me both personally and professionally. As an educator, I see the value in celebrating every individual’s strengths and perspectives. The book reminds me that compassion, patience, and understanding often teach us more than efficiency ever could. It captures the power of slowing down, listening, and meeting people where they are—skills that are essential in education and leadership.
As a board member, I believe these lessons translate directly to service. Effective governance requires listening with empathy, considering multiple perspectives, and making space for every voice at the table. This book reinforces the importance of relationships and respect, the understanding that progress isn’t only about moving faster, but about moving forward together.
Beyond the magic, I admire Hermione’s curiosity, compassion, and sense of justice. She believes in doing what’s right, even when it’s difficult, and uses her knowledge to help others. She’s the kind of character who reminds us that learning and empathy are powerful tools for change.
Like many educators, I’ve had to learn that caring deeply about your work can’t come at the expense of your own well-being or family time. Finding that balance has been an ongoing process—learning when to step back, when to recharge, and how to give myself permission to rest without feeling guilty.
Over time, I’ve come to see balance not as a perfect divide but as a rhythm, an awareness of when to give more to work and when to give more to family, self, and community. It’s something I continue to work on and something I talk about openly with colleagues and students, because I know so many people share that same struggle.
Effective governance depends on clarity of purpose. Board members are responsible for setting clear goals for student learning, establishing guardrails to guide decision-making, and monitoring progress through meaningful data that is shared openly with the community. When residents can see how goals are defined, measured, and adjusted, transparency becomes a living practice rather than a checklist item.
School board members should ask questions in public, explain the reasoning behind votes, and make district information accessible and understandable. Transparency is not about having every answer; it is about demonstrating accountability and inviting discussion so residents can see how choices connect to student learning and community priorities.
Public education is strongest when people feel included in the process. Whether the topic is budgeting, curriculum, or growth planning, board members must foster two-way dialogue with families, staff, and community members, approaching even difficult discussions with honesty and respect.
True transparency also requires the courage to address topics of opportunity and access that may be uncomfortable but necessary for progress. When handled with empathy and professionalism, these moments deepen community trust and strengthen support for our schools.
Students are at the heart of every decision, but serving them well means also supporting the adults who guide their learning and the taxpayers who invest in their future. Families deserve clear communication and meaningful engagement. Staff members deserve respect, support, and strong leadership. Residents deserve transparency in how their resources are used.
As Delaware continues to grow, the district serves an increasingly diverse community with a wide range of perspectives and needs. My role is to listen, seek understanding, and balance those voices while keeping student learning and well-being at the center. That includes considering the impact of every decision on future families, educators, and residents who will call Delaware home in the years to come.
Board members are stewards of a public institution that belongs to the entire community—past, present, and future. Our work shapes not only today’s classrooms but also the long-term strength of our neighborhoods, workforce, and local economy. Representing all constituents means fostering transparency, collaboration, and trust so that every stakeholder can see how the district’s goals, policies, and resources support student success and community vitality.
For students, that means ensuring access to high-quality instruction, safe and inclusive learning environments, and programs that meet a variety of academic, social, and emotional needs. I believe in supporting educators with the time, tools, and professional development they need to personalize learning and help all students reach their potential.
For faculty and staff, support includes fair compensation, opportunities for professional growth, and policies that foster collaboration, respect, and work-life balance. Our teachers and support professionals are the foundation of our district’s success; when they are supported, students thrive.
For the broader community, it’s about clear communication, transparency in decisions, and meaningful opportunities for engagement. Residents should understand how district priorities are set and how resources are used to achieve measurable goals.
I would also prioritize data-informed decision-making—using information to identify gaps, measure progress, and ensure accountability—while maintaining compassion and flexibility for the human side of education.
I would actively connect with parent and caregiver groups, civic and neighborhood associations, faith-based and service organizations, and local business leaders. These partnerships help bridge the district with the community’s daily life and provide valuable insight into how decisions affect families and the local economy. I would also strengthen connections with higher education institutions, city and county officials, and youth-serving organizations such as the Unity Community Center and United Way.
As someone who no longer has students in the district, I represent residents like me who care deeply about public education and what happens in our schools but no longer have children in the classrooms every day. Keeping all community members engaged in our schools, whether through volunteering, mentorship, or internship opportunities, strengthens the experience for both students and the broader community.
Beyond meetings, I believe visibility matters, which includes attending school and community events, engaging with residents at local gatherings, and creating welcoming spaces for discussion both in person and online. My goal is to make engagement part of how the district operates, not a one-time effort.
Measuring good teaching is complex because quality instruction shows up in many ways. Student engagement, critical thinking, collaboration, creativity, and growth over time are a few ways. State assessments provide one snapshot, but they cannot capture the full picture. Within the framework of Ohio’s teacher evaluation system, building administrators observe, provide feedback, and assess performance based on multiple measures. The school board’s role is to ensure that this process is fair, supportive, and aligned with district goals for continuous improvement.
The board also plays an essential role in supporting teachers by ensuring access to updated curriculum materials, relevant professional development, and classroom resources that allow them to meet the diverse needs of their students. When educators have the tools and time to plan meaningful lessons, they can focus on what matters most, teaching and learning.
To support advanced teaching approaches, I believe in fostering a culture of innovation that encourages collaboration, experimentation, and reflection. Teachers should feel empowered to integrate technology, design interdisciplinary projects, and use data to personalize learning without fear of punitive consequences for trying new ideas.
Property taxes, state funding formulas, and federal mandates all interact in ways that are not always clear to the public. I believe one of the most important responsibilities of a school board member is to help the community understand these realities through clear, accessible data-based communication. That includes sharing information about the district’s five-year forecast, explaining how local levies work, and clarifying what the state does, and does not, fund.
Transparency builds trust. When residents understand where dollars come from, how they are spent, and what challenges the district faces, they can make informed decisions and engage more meaningfully in public discussions.
While the board cannot control state or federal funding levels, it can advocate for fair and sustainable funding policies. Leading by example means using facts, not fear, to help the public see how fiscal responsibility and student success are connected.
I would support ongoing community education efforts, such as public forums, infographics, and financial dashboards, that make complex information easy to understand.
The principles that guide my approach to school safety are prevention, connection, and collaboration. Prevention means establishing structures that promote consistency with clear processes, communication systems, and proactive supports that identify concerns early. Connection comes from building trust and mutual respect in every classroom, cafeteria, hallway, and bus. Collaboration happens when the district works hand in hand with families, local law enforcement, and community partners to provide the resources and wraparound services students and families need.
I also support the use of restorative practices whenever possible. When students make mistakes, we should view those moments as opportunities to learn and rebuild relationships, not simply to punish. A restorative approach helps students develop accountability, empathy, and the social skills needed for lifelong success.
Consequences are an important part of that process, but they should be reasonable, consistent, and designed to help students understand and change their behavior. The goal is not just compliance, but growth, helping young people take responsibility for their actions and learn strategies to make better choices in the future.
For students, this means ensuring access to school counselors, psychologists, and social workers who can provide timely support. It also means maintaining strong partnerships with community mental health organizations to expand services for students and families who may need additional help. Preventive education such as teaching coping skills, stress management, and positive peer relationships can make a lasting difference.
For faculty and staff, mental health support begins with feeling valued, respected, and heard. When educators have the resources and encouragement to care for their own well-being, they are better able to support their students. I believe in fostering a professional culture that promotes work-life balance, recognizes effort, and encourages collaboration instead of isolation.
The board’s role is to ensure that the district prioritizes mental health through clear policies, adequate staffing, and a supportive, collaborative culture. This includes making sure that time, training, and communication systems are in place to address concerns before they become crises.
One of the most important responsibilities of a school board member is to make sure that policy updates are not only accurate but also understood by the people they affect, the teachers, staff, students, and families. Policies only work when they are communicated clearly and applied consistently. That means explaining why a change is happening, what it means in practice, and how it will be implemented.
When policy language is confusing or overly technical, it can create unnecessary frustration or misinterpretation. I believe in using plain, accessible language whenever possible so that everyone in the school community can understand the expectations and processes that guide their daily work.
Equally important is ensuring smooth implementation. Even well-written policies can fall short without the right structures in place—training, communication, and feedback loops that help identify what’s working and where adjustments are needed.
The board’s role is to monitor whether policies are having their intended impact, not just to approve them and move on. That means asking questions, reviewing data, and ensuring that updates reflect the district’s goals for student learning, safety, and fiscal responsibility.
An effective learning environment is age-appropriate, responsive to individual needs, and grounded in respect and curiosity. Students should be encouraged to think critically, ask questions, and explore ideas that connect classroom learning to the world around them. When students have opportunities for choice, such as selecting project topics, demonstrating learning in different ways, or contributing to classroom decisions, they develop ownership, confidence, and deeper understanding.
Equally important is providing a rigorous and robust curriculum that challenges students while supporting them at every level. Curriculum should prepare each student for a successful future, whether that means college, career, military service, or any other path they choose, by developing critical thinking, problem-solving, and communication skills.
A positive school culture depends on collaboration among teachers, staff, and families. When adults model kindness, consistency, and respect, students learn not just academics but the social and emotional skills needed to thrive in school and life.
I will work to create more two-way communication between the district and parents by promoting opportunities for dialogue rather than one-directional updates. This includes listening sessions, surveys, and open forums that encourage constructive conversation about priorities such as curriculum, facilities, finances, enrollment, and student well-being.
I will continue to advocate for clear, easy-to-navigate information on the district’s website and communication channels so families can readily find what they need, from academic calendars and policies to opportunities for involvement. Transparency helps parents understand the “why” behind decisions, not just the outcomes.
Collaboration also extends beyond formal meetings. Attending events, visiting schools, and engaging informally with families at sports, concerts, or community gatherings helps build authentic relationships rooted in shared purpose.
As someone who no longer has children in the district, I bring the perspective of community members who continue to care deeply about our schools. I believe in connecting parents with these broader networks—businesses, volunteers, and civic partners—to strengthen opportunities for students through mentoring, internships, and service learning.
My preferred strategy is to focus on retention by promoting policies and goals that foster a welcoming, respectful, and positive culture. When staff feel valued, supported, and heard, they are far more likely to stay and grow with the district. This includes ensuring the district provides competitive compensation, professional learning opportunities, clear communication, and a shared sense of purpose around student success.
The board can also support recruitment indirectly by removing barriers that discourage candidates, such as unclear expectations, limited career pathways, or inconsistent communication. Our policies should reinforce the message that Delaware City Schools is a collaborative, student-centered place to work and learn.
Equally important is ensuring that the superintendent and treasurer have the trust, resources, and flexibility to make day-to-day staffing decisions efficiently. The board’s role is not to manage hiring, but to monitor progress toward district goals and hold leadership accountable for maintaining a strong, inclusive workplace.
Priorities should include strengthening early literacy, expanding career and technical education pathways, and inspiring students to become lifelong learners. Every student deserves access to a rigorous, age-appropriate education that promotes personal growth and helps them discover their interests and talents. That means offering both strong academic programs and hands-on opportunities that connect learning to real-world applications.
As a board member, I will support collaborative practices as new curriculum materials are reviewed and selected by the staff who work most closely with students and the content each day. Empowering teachers and specialists, who are experts in their fields, ensures that decisions are informed by classroom experience and guided by student needs.
Equally important is maintaining vertical alignment throughout the district so instruction builds intentionally from one grade level to the next. Collaboration between elementary buildings is essential, since students often move within the district and ultimately come together at Dempsey Middle School and Hayes High School. Shared expectations, aligned curriculum, and consistent instructional practices help create a smoother, more equitable learning experience for all students.
AI is, in many ways, the “calculator” of our time. Like past technological advances, it can be used to enhance learning or undermine it, depending on how it is introduced and supported. Ignoring it isn’t an option; instead, schools should focus on helping students and staff learn how to use AI as a tool for inquiry, creativity, and problem-solving, while also understanding its limitations and risks.
The district’s role is to approach AI proactively and thoughtfully. That means providing clear guidance for teachers and students, offering professional development to help educators integrate AI responsibly, and ensuring safeguards are in place to protect student data and privacy.
Equally important is teaching students to think critically about AI-generated content by verifying facts, recognizing bias, and understanding the difference between human reasoning and machine output. These skills are essential not just for academic success but for informed citizenship in a rapidly changing world.
Some of the most touching conversations have been with former students, many of whom now have children in our schools or serve as teachers and coaches themselves. Hearing their pride in giving back to the same district that helped shape them reminds me of the lasting impact strong public schools can have.
I’ve also talked with first-time parents whose children just started kindergarten and who are experiencing our schools through fresh eyes, as well as with long-time residents, like myself, whose children have all graduated but who continue to care deeply about the district’s future. And there are those who never had children in the schools yet still see public education as vital to a thriving, connected community.
Reflecting on these conversations reminds me that being a board member means representing everyone—students, families, staff, and residents alike. It’s about listening to different perspectives, recognizing shared values, and working together toward the common goal of supporting student success.
At the same time, I consider it an accomplishment every day when my students leave my classroom smiling and feeling successful, supported, and proud of themselves. That’s the kind of reward that keeps me grounded in why I became a teacher in the first place.
On a personal level, my greatest pride is my three children. My oldest is now a first-grade intervention specialist, following in the path of education; my middle child will complete his degree and student teaching this spring; and my youngest is beginning her college experience, double-majoring and playing soccer. They are each pursuing their own interests and goals while growing into confident, kind, and well-rounded adults.
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See also
2025 Elections
External links
Footnotes
