Candidate Profiles

I want to serve on the Cedar Rapids School Board because I believe strong schools are the foundation of a thriving community. Every student deserves to feel a sense of belonging, every teacher deserves to be supported and valued, and every family deserves to have a voice in shaping education. I am running to ensure that our district reflects these values and prepares our young people to succeed in the future. My experience combines direct advocacy, nonprofit leadership, and community organizing. I most recently served as a Survivor Advocate at Riverview Center, where I support individuals navigating medical, legal, housing, and social systems. Previously, I was Director of Operations at Advocates for Social Justice, where I coordinated volunteers, fundraising, and campaigns like the Linn County Expungement Clinic. I am also a board member of Our Future, where I mentor fellows on community passion projects and lead fundraising efforts. In addition, I bring hands-on experience as an educator and mentor. At ICCR Sunday School and through the ICCR Youth Committee, I’ve worked directly with young people, helping them find belonging and confidence. It was there that I witnessed how essential it is for students to have their basic needs met before they can truly be present in school. As an educator myself, I also understand how much support from an institution impacts a teacher’s capacity to commit fully to their work. At the Eastern Iowa Arts Academy, I taught and mentored students through creative expression, seeing firsthand how opportunities outside the classroom can spark growth and resilience. These experiences have shown me the importance of equity, holistic support, and strong institutional backing for both students and educators.

My attendance at school board meetings has been occasional in the past, but it has become much more consistent as I’ve prepared to run for the board. I believe it’s important to be engaged, informed, and present in these spaces, and I’ve made a point to regularly attend and follow the discussions to better understand the issues facing our district.

Student Belonging and Success – Every child deserves to feel valued, safe, and supported. I will champion expanded academic and extracurricular opportunities, social-emotional learning, and restorative practices so students can thrive both inside and outside the classroom. Supporting and Retaining Educators – Teachers are the heart of our schools. I will advocate for competitive pay, manageable class sizes, and the resources teachers need without having to pay out-of-pocket. I also believe educators should have a meaningful voice in decision-making, and I will work to foster a culture of respect and collaboration. Responsible Investment in Our Schools – Our district must invest wisely in facilities and programs to prepare students for the future. I support responsible bonds to modernize schools and will ensure programs like Career Pathways expand opportunities for students while protecting existing classes and staff. I will prioritize transparency and community input so families know their tax dollars are being managed responsibly.

One of our district’s greatest strengths is our dedicated educators and staff, who consistently go above and beyond for students. Another is the diversity of our student population, which reflects the richness of our community and prepares students to engage in a diverse world. At the same time, weaknesses remain. Persistent inequities limit access to opportunities for some students, facilities are in need of long-term investment rather than temporary fixes, and communication between the district and families is often inconsistent. Addressing these challenges will require transparency, equity-driven policies, and responsible planning that prioritizes both student learning and educator support.

If budget cuts became unavoidable, I would look first at administrative overhead, outside contracts, and non-essential expenditures rather than classrooms or staff. Cuts should never come at the expense of students’ learning experiences, teacher pay and benefits, or the essential support services that help students thrive. Protecting the people who directly impact student success—educators, support staff, and families—must remain the top priority.

I support the vision of the College & Career Pathways plan and the Freshman Academy because they expand opportunities for students to connect their education to real-world skills and future goals. These programs can help students discover their passions, prepare for college or the workforce, and feel more engaged in their learning. That said, I believe implementation must be handled carefully. Pathways should expand opportunities—not come at the expense of core classes, electives, or staff positions that are already vital to student success. I will advocate for strong oversight, transparency, and collaboration with educators and families to ensure these initiatives are carried out responsibly and equitably.

Yes, I support the proposed bond referendum. Bonds are essential to maintaining and modernizing our schools, and I believe this one is a responsible investment. At the same time, I recognize that our district has not passed a bond in nearly two decades, largely because of a lack of community buy-in and misjudging what Cedar Rapids families actually need. Rather than focusing solely on new facilities, we must prioritize maintaining and restoring the historic schools we already have, while also maximizing walkability and accessibility for students. My support for this bond also reflects a broader vision: creating a new culture in Cedar Rapids where bonds are passed regularly to responsibly fund long-term maintenance and improvements. Families deserve transparency and consistent planning, not decades of delay followed by urgent fixes. This bond is an important step toward that healthier, more sustainable approach.

I support the intent behind the district’s facility master plan—students and educators deserve safe, modern, and accessible schools. However, I believe the plan must be more responsive to community needs and priorities. Too often, past plans have leaned toward building new facilities rather than maintaining and restoring the historic ones we already have, which are central to our neighborhoods and community identity. I agree with investing in long-term solutions instead of temporary fixes, but I want to see a stronger emphasis on walkability, sustainability, and equity when making decisions about facilities. Families should feel confident that the district is planning responsibly, engaging the community in the process, and prioritizing what will serve students best—not just now, but decades into the future.

If additional funds became available, I would prioritize investing directly in students and educators. That means reducing class sizes so teachers can give students more individualized attention, ensuring classrooms are fully supplied without teachers paying out-of-pocket, and expanding extracurricular and academic programs that help students discover their passions. I would also allocate funds toward equity-focused initiatives, such as mental health supports, restorative practices, and culturally responsive programming, so every child feels valued and has the resources they need to succeed. Investing in our teachers and students first builds the strongest foundation for the future of Cedar Rapids.

My main concern is ensuring that our curriculum is inclusive, culturally responsive, and aligned with preparing students for the future. Every student should see themselves reflected in what they are learning, while also gaining the skills and knowledge to succeed in a diverse and changing world. I also believe we must balance innovative programs like Career Pathways with protecting core classes, electives, and teacher positions that are essential to a well-rounded education. The school board should address these issues by making curriculum decisions transparently and with robust educator and family input. Teachers are the experts in the classroom, and their voices must guide the process, along with ongoing review to ensure equity and effectiveness.

I will prioritize open, transparent, and accessible communication with parents, teachers, staff, and the broader community. That means being present in schools and community spaces, listening actively, and responding to concerns in a timely and respectful way. Families should not have to fight to be heard—their perspectives should be welcomed and valued from the start. The public can expect me to use multiple communication methods—meetings, email, phone calls, social media, and community events—to ensure accessibility across different needs and schedules. My commitment is to meet people where they are, keep them informed, and create two-way communication that builds trust and accountability.

Yes. Safety must be addressed holistically—physical, emotional, and psychological. Students and teachers cannot thrive if they do not feel safe and supported in their schools. I believe the district can improve safety by expanding restorative practices that strengthen relationships, repair harm, and reduce conflicts; increasing access to mental health resources; and ensuring classrooms are adequately staffed so teachers are not overextended. I would also prioritize clear communication systems for emergencies and ongoing collaboration with staff and families to identify safety concerns proactively. A safe school is one where students feel a sense of belonging and teachers feel supported in doing their jobs effectively.