Candidate Profiles

I believe public education is a crucial community asset. Being a public servant on the Linn-Mar School Board allows me to use my skills and passion for learning to provide a high-quality education for our students.

Growing up, education was a core component of my family, with both my parents working for the Area Education Association (AEA) in northeast Iowa. At first I thought I wanted to be a teacher, but during a first-year practicum sitting in a 2nd grade classroom in Des Moines, I quickly realized that I didn’t have the patience to be a really good teacher, and I didn’t want to be a really bad teacher.

I pivoted to political science and saw policy as a way I could support public education. I then went on to earn a graduate degree from a public policy school with a specialization in workforce development. I spent my career using my nerdy data analysis skills to translate complex datasets about industries and occupations into useful information for economic and community development experts.

Now I use that same analytical lens to wade through the complexities of school budgets, policy changes, and student achievement data in order to make the best decisions I can while putting it in proper context and straight-forward explanations at the board table. It’s a labor of love and I would be honored to continue serving the Linn-Mar district.

I first started watching the livestreamed Linn-Mar School Board meetings 3 years ago while making dinner for my kids with my phone propped up in the kitchen cabinet. Thanks to that level of access and communication, I was able to stay up to date on school board meetings even though my commitments at home made it difficult to attend in person. As my kids got older, I was able to start attending meetings in person and now, with the support of my kids’ dad and my village of support, I attend nearly all of our regular meetings, board events, and committee meetings.

1) Paths to success for every type of learner. - Some students are naturally academically-driven - they are innately motivated by high grades and educational achievement. Doing well in school is an organic driver of their journey. However, many students are not intrinsically motivated to want to excel in a traditional classroom “butts in seats” setting. They thrive when learning is hands-on, project-based, or connected to real-world applications. I think that’s natural and innate not just in the school setting but in our world. That’s why districts need to offer multiple pathways to student success. Linn-Mar has already made progress in supporting these students through the Venture Academics, COMPASS, and ATLAS programs offered at the high school level. I have been a vocal advocate for these programs during my time on the board and will continue to do so in addition to encouraging their expansion to lower grade levels as well. I believe there is opportunity to go further and develop other alternative programming such as entrepreneurial tracks, expanded agricultural and environmental opportunities, and advanced computer programming, technology, and AI classes. Linn-Mar already has faculty and students working on these topics in our existing classes and I will champion their efforts and advocate for further expanding these programs for our students.
2) Accessible, well-maintained attendance centers. - Prior to the pandemic, Linn-Mar grew by over 1,000 students in the span of a decade. Along with that growth came several capital projects such as the aquatics facility, two new intermediate buildings, the administration building, and now under construction, the performing arts center. Nation-wide, public schools, including Linn-Mar, are seeing a slow decrease in enrollment, but it doesn’t erase the previous significant growth to our student body. There are still existing facilities that need maintenance and improvement to effectively serve our enrolled students in safe and modern facilities. I will prioritize funding the updating of our current buildings to be safe, accessible, and meet the needs of all our students.
3) Sustainable and sufficient funding. - Every year, we’re forced to plan our district budget without knowing what amount of funding we’ll receive from the state. The district budgeting process is a balancing act in meeting our students’ educational needs while using our best guess on what funding we will receive from the state. We are required by law to submit our budget on time, but the state legislature consistently misses its own deadline to pass the bill informing Iowa public schools what percent increase in funding they will be receiving. Since that state funding goes into the general fund that in turn pays out our largest expense, faculty and staff salaries, it would be beneficial to consistently know our income so we can budget accordingly. Additionally, when looking specifically at special education funding, the weightings used by the state to calculate funding specifically to support special education students has not changed in decades. Meanwhile, the district continues to provide necessary services to these students per their Individual Education Plan (IEP); the cost of which far exceeds the prescribed state funding available to support these services. When looking solely at the income and expenses for special education, most districts in Iowa - including Linn-Mar - face a special education deficit due to inadequate state funding (last year, Linn-Mar’s was $6 million). I served as one of the board’s legislative liaisons during the previous legislative session, and I will continue to build relationships with our state and federal representatives to raise awareness about the direct impact and consequences of their policies on our students. I will also communicate these issues at the board table, keeping the board and community informed as well as sharing ways they can advocate for policy initiatives that support the Linn-Mar district.

One huge strength of the Linn-Mar district is the incredible team of community volunteers and supporters. Whether you’re at a show choir event, football game, or homecoming parade, our community shows up in droves to pitch in, cheer, and stand up for our kids. One of my favorite annual Linn-Mar events is the LIONS Awards. Faculty, staff, and volunteers are nominated and chosen by their colleagues to be celebrated for their incredible dedication to the district and going above and beyond the call of duty. We are also lucky to have an amazing Booster Club run by volunteers that supports our district events through concessions and financial support. The Linn-Mar Foundation also provides essential funding for district programming. Each of these efforts (and more I didn’t name!) are supported by the devotion and commitment of community members volunteering their valuable time to make our district a better place. Their impact not only directly impacts our kids’ school experience, but is a reminder of the vast number of families who love Linn-Mar and live out “We are Linn-Mar” through their supportive words and actions.

Relative to most of the schools in Iowa, Linn-Mar is a large district and comes with inherent challenges. Having come from a smaller Iowa school district, I initially felt very overwhelmed by the sheer size of the high school. As my kids worked their way through a Linn-Mar elementary school, I realized that while Linn-Mar employs over a thousand people and serves thousands of students, it's really a network of smaller, close-knit communities. While this makes the size of the district more approachable as a family, like any large organization, it comes with its share of unique challenges. Communication channels can be difficult with multiple levels of management across 12 different attendance centers and thousands of families served. In the last year, Linn-Mar has made improvements in communication and outreach to staff, faculty, and families both internally via newsletters and learning sessions as well as collaborating externally with Marion Independence School District in the Marion Messenger. The school board and administration continue working to bridge these gaps and make sure we have robust avenues for two-way communication along appropriate channels, and I’m committed to keeping this a priority.

When I was appointed to the Linn-Mar School Board, the district was in the middle of a significant budget cutting process. It came after over a decade of state funding not keeping up with cost of living and adjusting to the new normal after the upheaval during the COVID-19. pandemic. It was a painful but comprehensive review that included in the decision-making not only the superintendent’s cabinet but individual building leadership as well. The result was a balanced budget and both internal and external evaluators agree that Linn-Mar is now on sound financial footing. The fact is that staff and faculty salaries is the largest line item in the budget funded by state supplemental aid (SSA). If state funding continues at current rates (less than 3%), that income will be less than our personnel expenses as they grow along with the cost of living in our community. This will mean difficult choices and subsequent consequences that will be immediately detrimental to our district. If public schools are forced to make further cuts, I would prioritize protecting our student-facing services and look for cost savings in operations before reducing our instructional staff or increasing class sizes.

Linn-Mar’s facilities advisory committee is currently revising the facility master plan and will bring it to the full board for review later this year. I’m encouraged by the thoughtful research that is going into the assessment of our current facilities and the desire to understand the demographic trends of our district better. Although I am not currently sitting on the facilities advisory committee, if elected, I will be nominating myself to join this committee at the board’s organizational meeting in order to better support this process. When I am able to review the master plan, I will be looking for the prioritization of existing facilities, enhancements to accessibility throughout our buildings and grounds, and projects that support multiple pathways to student success. These initiatives align with my priority to ensure every student has safe and inclusive facilities that support all types of learners.

I trust that our administration and faculty are the experts in curriculum. They're the ones in classrooms every day, they understand educational research, and they know what our students need to be successful. My role as a board member is to ensure they have the resources and support to do that work well, including adequate professional development, prep time, and materials.

I also believe that while technology is an important tool, there's still tremendous value in tangible learning - reading physical books, writing on paper, working through mathematics by hand. These fundamental skills build different cognitive connections, and I'll continue to advocate for funding and resources that support both traditional and modern approaches to learning.

One thing I appreciate about our district is that we are responsive when the community or staff identify gaps or concerns. For example, when it was brought to our attention that our health curriculum was outdated, the board empowered the administration to acquire and implement updated curriculum for the 2025-2026 school year. That's the kind of responsiveness I want to continue.

I also understand that curriculum implementation takes time. When we adopt something new, teachers need ongoing professional development and support. We need to be patient, give it time to work, and be willing to adapt if we're not seeing the results we expect. Change is hard, and we owe it to our teachers and students to see changes through thoughtfully rather than constantly shifting direction.

Being responsive starts with being present and approachable. I'm at school events - music programs, sporting events, theater shows, open houses. I volunteer in buildings when I can. When someone shares a frustration or celebration with me in those everyday moments, I listen and ask questions to understand their experience. I know not everyone feels comfortable reaching out to a board member formally, so I try to be accessible in the informal spaces where parents, teachers, and staff actually spend their time. I want people to know that reaching out to me or having a conversation with me isn't formal or intimidating - I'm just another parent and community member who happens to have a seat at the board table. If you see me at an event or around town, please say hello. I'm always happy to chat and hear what's on your mind.


I'm also accessible through my school district email, and anyone is welcome to reach out. That said, I want to be clear about what to expect when you contact a board member.


First, I can only speak for myself - I'm one voice at the board table. The board president is the spokesperson for the board, and the superintendent is the spokesperson for the district. So while I'm happy to listen and discuss concerns, I can't make promises or decisions on behalf of the board or administration.

Second, I will always direct people to the proper communication channels first. If you have a concern about a classroom issue, a building policy, or a specific program, there are administrators and staff whose job it is to address those concerns, and they're often better positioned to resolve them quickly. I'm also working behind the scenes to make sure those communication channels flow smoothly in both directions. If you don't know where to go or how to get your problem resolved, I'm happy to help point you in the right direction - I might not be able to fix it myself, but I can connect you with someone who can.

Third, the most important place I communicate is at the board table. Our board meetings and committee meetings are public meetings. Board meetings are viewable on YouTube, and all agendas, minutes, and meeting packets are available online. When I'm preparing for decisions, asking questions, and casting votes, I work to communicate transparently and clearly so that anyone watching - whether you've been following the district for years or this is your first meeting - can understand what we're discussing and why it matters.

Students learn best and teachers teach best when their physical and mental needs are met, and safety is paramount to both. Safety means different things: physical security, well-maintained facilities, and ensuring every student feels safe among their peers.

Linn-Mar has made significant safety upgrades recently, and we'll be making more due to funding from the Iowa School Safety Improvement Fund. I'm optimistic about the new digital visitor check-in process, upgraded security cameras, and classroom door locks. Parents should feel confident that buildings are secure, protocols are in place, and they'll receive clear communication if something goes wrong.

Safety also means maintaining the facilities our students and staff use every day. I've been stressing at the board table that our 10-year facilities plan should prioritize maintaining our current buildings first and foremost - this includes HVAC systems, roofs, walls, floors, and furniture. A classroom that's too hot or too cold, equipment that isn't working properly, furniture that's falling apart - these issues affect both safety and learning. We need to take care of what we have.

Finally, every student has a right to exist and learn in our schools without fear of harassment or physical threats. Feeling safe among peers matters just as much as secure buildings. Every student deserves to feel safe and welcome at school, and we have a responsibility to create that environment.