Candidate Profiles

I’m running for reelection to the ICCSD Board to provide the type of stable, experienced leadership that is vital at a time when our public schools are under attack. Now more than ever, with policy changes at the state and federal levels, including the rapid expansion of school vouchers, we need thoughtful leaders who understand our district, engage the community, and have a proven record of getting things done.

I have maintained a consistent and committed presence.

My top three priorities are maintaining student enrollment, ensuring classroom safety, and improving student outcomes — all of which are deeply interconnected.
Maintaining enrollment means offering high-quality programs from early childhood through graduation. I support expanding access to preschool and providing a well-rounded K–12 education that includes literacy, STEM, the arts, athletics, and real-world learning. When families experience a strong start and a clear path to post-secondary success, they choose to stay.
Classroom safety is essential for both learning and staff retention, and it requires responsive leadership. I will continue advocating for consistent behavior expectations, mental health supports, professional development, and a strong commitment to staff voice — to ensure an environment where all educators can teach and all students can learn.
Improving student outcomes is our ultimate goal — and that work begins early. High-quality preschool not only prepares students for kindergarten but also builds a strong foundation for literacy and social-emotional development. Improving outcomes also means hiring and retaining excellent teachers, ensuring strong instruction, and closing opportunity gaps through targeted support.
Central to all of the above is addressing the discrepancies in class sizes across our district. Smaller, more balanced class sizes support individualized instruction, improve behavior and engagement, and help teachers educate students of all needs and abilities.
These priorities reinforce one another: safe schools support strong learning, strong outcomes build trust, and sustained enrollment allows us to invest in what matters — from preschool through graduation.

The greatest strength of our district is our community’s deep and enduring commitment to public education. That commitment is reflected in strong partnerships built with local organizations that provide critical supports — from mental health services to hands-on learning opportunities. It’s also seen in the work of our dedicated teaching staff, who create meaningful experiences for students, from rigorous coursework to real-world programs like our student-built house. These opportunities are possible because our community not only values education, but actively works together to support student success from the early years through graduation.
One area where we have room to grow is in strengthening transparency and creating more meaningful opportunities for engagement and feedback in decision-making processes. Parents, educators, and community members bring valuable perspectives, and we must do more to ensure their voices are heard early and often. By improving communication, increasing access to input, and responding thoughtfully to feedback, we can build trust and make more inclusive, informed decisions for our schools.

If cuts became necessary, I would advocate for a careful review of non-instructional expenditures, with a focus on operational efficiencies and the postponement of non-urgent purchases. Every effort should be made to preserve current class sizes at the elementary level and protect core academic programs at the secondary level. Strong student engagement and a diverse range of course offerings are essential to maintaining a high-quality classroom experience and preparing students for post-secondary success. Transparency, student outcomes, and a commitment to our district’s long-term vision and community's core values must guide every step of the decision-making process.

Yes, I support the district’s facility plan, but it must be closely monitored to ensure we stay on budget and schedule. The plan includes important upgrades across the district, including improvements to athletic facilities, which play a valuable role in promoting student wellness, engagement, and school pride. These investments help ensure all students have access to safe and inclusive extracurricular opportunities.
I specifically advocated for the inclusion of fine arts improvements after seeing the condition of our existing spaces and recognizing the growing need. Our students deserve facilities that match the caliber of instruction happening in our music, theater, and visual arts programs. A well-rounded education includes access to high-quality spaces for creative expression, and these upgrades send a clear message that we value all areas of student growth.
However, I do not support the addition of the Dream Accelerator. There is no clear data demonstrating its effectiveness, and it introduces more screen time at a time when many are already concerned about the impact of technology on learning. It also requires students to be bussed to the CFI, reducing valuable instructional time and increasing transportation costs—further draining general fund dollars that could be supporting classrooms.

If the district had additional funds available, they should be allocated to decreasing class sizes. Smaller class sizes have a direct and proven impact on student learning outcomes. With fewer students per classroom, teachers can provide more individualized attention, tailor instruction to meet diverse learning needs, and build stronger relationships with students. This is particularly important in the early grades and for students needing additional academic or behavioral support. Investing in additional teaching staff to reduce class sizes not only strengthens academic performance but also promotes teacher retention by minimizing burnout and stress.

One of my curriculum concerns centers on maintaining rigorous course offerings at all levels. Whether through advanced classes or foundational courses that build critical skills early on, providing a wide range of challenging opportunities ensures all students are prepared for college, careers, and lifelong learning—regardless of their background or goals.
At the same time, I have concerns about an overreliance on educational technology in the curriculum. While digital tools and online platforms can enhance learning, they should never replace the vital role of skilled teachers providing direct, high-quality instruction. Excessive screen time can affect students’ attention spans, and overuse of technology can hinder the development of critical thinking skills. We must promote the responsible use of technology—supporting personalized learning and engagement without replacing the hands-on, interactive classroom experiences that foster deep thinking and focus.

Constituents consistently describe me as highly responsive and accessible. I view open, timely communication as not just a strength, but a requirement for doing the job well.
Being accessible to families, staff, and community members allows me to stay closely connected to what’s happening in our schools. That connection directly informs my decision-making and helps ensure that district policies are grounded in real-world experiences.
I take that responsibility seriously and believe consistent, two-way engagement is key to leading with integrity.

Improving safety begins with strong, responsive leadership—and a commitment to transparency and accountability. We need clear, honest assessments of the challenges we face, and the will to address them directly.

Our educators and paraeducators must have the training and support they need to succeed. That includes manageable class sizes, access to mental health supports, and adequate planning time. Ongoing professional development is essential to ensure all staff are equipped to manage classroom behavior and foster trauma-informed learning environments.

Teachers must feel supported when managing student behavior and know that expectations for safety and respect are upheld across all campuses. That means consistent enforcement of district discipline policies, alongside the use of restorative practices that build accountability and community.
It also requires a comprehensive continuum of services to meet students’ academic, behavioral, and emotional needs. This includes a robust Multi-Tiered System of Supports (MTSS), early intervention programs, access to school counselors, mental health professionals, behavioral specialists, and coordinated support teams. These systems must be proactive and fully staffed across all schools.

Teachers must have a voice in shaping their work environment. I will advocate for regular, meaningful feedback channels—surveys, forums, and open dialogue—and for that feedback to be taken seriously. District leadership must provide regular updates on how teacher concerns are being addressed.

Families, local organizations, and community partners must be engaged as allies in supporting students and reinforcing expectations for behavior. I will work to strengthen school–community partnerships and ensure families are included in the conversations that shape school culture and climate.

Above all, I am committed to ensuring that our policies, practices, and leadership culture reflect a deep, ongoing commitment to safety, support, and rebuilding trust in every school.