UNDERSTANDS THE RANGE OF FUNCTIONS A SCHOOL BOARD PERFORMS

Supports public schools and names concrete examples of how, as a board member, they would do so, such as advocating for equitable funding, and encouraging innovation and academic rigor, teacher retention, and student engagement.

Question 1: Please define what you understand “parental rights” to mean regarding public school districts, what you know about mechanisms LAS has in place to support parental rights, if you see those as inadequate or lacking, and if so, what you would propose as a board member to address concerns.

"Parental rights" in the context of public-school districts refer to the legal and ethical rights that parents or guardians have concerning their children's education and well-being while attending public schools. The scope and specifics of parental rights are often subject to balancing with the rights and responsibilities of the school district, as well as the rights of other students.
LAS has numerous mechanisms to support and protect parental rights, ensuring that parents or guardians can actively participate in and influence their children’s education. Some of these mechanisms include parents' access to their children's grades, attendance records, assignments, and other relevant information via the online portal Infinite Campus. They can also formally request copies of their children's educational records, including transcripts, disciplinary reports, and Individualized Education Programs (IEPs).
LAS schedules conferences where parents can discuss their child's academic progress, behavior, and concerns with teachers. LAS regularly sends parents emails and other communications to inform them about school events, school policies, and their child’s progress. LAS hosts open houses and orientation events where parents can meet teachers, learn about the curriculum, and ask questions.
Parents can attend our school board meetings, join parent-teacher organizations (PTO), and serve on advisory committees that influence school policies and decisions. LAS regularly conducts surveys to gather parental input on various issues, such as feedback on parent-teacher conferences.
LAS requires parental consent for specific activities, such as field trips, extracurricular activities, and the use of technology. Parents can also opt their children out of certain instructional content, such as reproductive health.
Parents of LAS students with disabilities can participate in meetings to develop and review their child’s IEP or 504 Plan.
These mechanisms at LAS are designed to foster collaboration between parents and the school district, ensuring that parents have a voice in their children’s education and that their rights are respected within the public school system.
- Parental Rights are the ability to direct the education and care of THEIR children thru their upbringing. Parent have the right to choose the education they desire for their children (both public and private) and they have the right to be involved with the community and schools system that their children are engaged in.
- Lowell Schools have policy, procedure and operating mechanisms to ensure that parental Rights are honored for their children.
To me, the issue of “parental rights” has come into being since COVID as a mechanism for injecting political beliefs into an apolitical institution. Parents have always had the right to advocate for their student(s)’ education, and that hasn’t changed. However, the perception of a certain segment of society regarding the scope of those rights has.
Parents have access to every aspect of their child’s education, and it is their right and responsibility to advocate for their child. The district communicates to parents via newsletters, social media, the district’s website, individual schools’ newsletters and open houses, course syllabi, class reading lists, the grading portal, parent-teacher conferences, emails, phone calls and in-person meetings. The Lowell High School student handbook is available for parents of high school students. Parents may request a meeting with their child’s counselor or teacher(s) outside of regular parent-teacher conferences and have virtual or in-person options for those meetings.
The media center has a list of Frequently Asked Questions posted on the district website and contact information for parents who need more clarification on these policies and procedures. Parents can see what types of materials their student checks out of the media center and can restrict access to any materials they don’t feel fit their family’s philosophy. They can also request alternate classroom materials for certain lessons or units.
School board meetings are open to the public and meeting times and locations are posted. At those meetings, parents have the opportunity to make public comments on subjects that may concern them. If they can’t attend these meetings in person, they can watch the video stream through the website. They may contact the Board of Education directly via email and call or email district and building administrators.
While parents have the right to advocate for their own children, they don’t have the right to determine what other students get to read, listen to or watch. And their individual concerns don’t take precedence over the goals and mandates of the district as a whole.
The mandated responsibility of public-schools is to educate to the best of their ability every child that comes through the doors, regardless of factors like race, creed, gender, sexual orientation, socio-economic status or cognitive ability. To that end, it falls to the district to provide the resources, instruction and support students need to become well-rounded individuals whose scope of knowledge will prepare them for life in the multi-faceted society that exists in this country.
Districts also must follow state and federal laws regarding public education, civil rights, funding sources and curriculum, to name a few, and they must stay within their budgets.
Many of the mechanisms LAS has to facilitate parental rights have been in place for the 43 years I’ve been associated with this district, and the advent of more sophisticated technology has resulted in even more sophisticated avenues for parents to utilize. I don’t see these as inadequate or lacking. LAS does a very good job of addressing individual parents’ concerns for their student’s education and works with parents to assure their children are succeeding. Just because a parent disagrees with the scope of their rights doesn’t mean their rights are being violated.
To me, “parental rights” means that parents should have the opportunity to develop a collaborative partnership with their child’s teacher and school to ensure children get the best education possible. When done well, this partnership can be very beneficial for students-- educators have expertise on what children need in general to learn best, and parents have expertise on their individual children to know what they need best. When both groups combine their expertise and have mutual trust, children can really succeed. I believe LAS values this relationship system-wide and building leaders stress the importance of parent communication.
1. Enhanced Communication: Create more effective ways for parents to get information and share their concerns, including regular virtual meetings and surveys to gather their feedback.
2. Increased Parental Involvement: Provide more chances for parents to participate in decision-making processes, such as forming advisory committees to offer input on school policies and initiatives.
3. Transparency: Offer clear and timely updates on any changes affecting students and seek input from parents before implementing new policies.
4. Support for Special Needs: Provide additional resources and training sessions to help parents of students with special needs advocate effectively for their children.
5. Fair Access and Participation: Ensure all parents, regardless of their background or circumstances, have equal access to information and opportunities to participate. This may include providing materials in multiple languages and offering assistance for parents with disabilities.
By implementing these measures, we can create a more inclusive and supportive environment for all parents, ensuring their rights are upheld and their voices are heard. As a board member, I aim to work collaboratively with parents, educators, and the community to benefit all students in the Lowell Area School District.

Question 2: In recent years, LAS has added an elementary math coordinator, literacy coordinator, after-school tutoring programs, summer school, and middle and high school mental health support. Work is underway to determine how successful the programs and projects initiated with Covid-era ESSER funds have been, and whether they can be maintained when those run out this school year. Some may continue by using the district’s general fund, and others only if there are new grants available.

If there are not adequate funds or grants, some tough decisions will have to be made that may not be unanimously popular. What sources might the BoE explore to help make those decisions?

Here are some sources the LAS BOE may consider exploring to continue the district's various programs funded via ESSER money.
The BOE can consult with the school district's CFO to explore reallocating existing funds, making budget adjustments, and determining whether cost-saving measures are available.
The BOE may seek community and stakeholder input to gather input from parents, teachers, and community members on which programs they value most and where cuts could be least impactful to our students at LAS and ensure that decisions reflect our community's needs and priorities.
Reviewing data on the effectiveness of ESSER-funded programs, such as after-school tutoring programs and summer school, can help the BOE prioritize those that have shown the most significant impact on our student outcomes.
The BOE can collaborate with community organizations to share resources or secure additional support for critical programs, such as mental health support for our students at LAS. Exploring partnerships with local businesses, foundations, and non-profits may yield grants to support some of these essential programs for the well-being of our students. Some of our current teachers and administrators may also be able to implement some of the resources that LAS has already used in our district with previously provided ESSER funds.
A key goal for the district is to provide an education that will enable every child to succeed in school and life. To realize this promise, every child must be given resources, support, and interventions based on their needs.
By exploring these various sources, the BOE can gather the information and resources necessary to make informed, strategic decisions that balance financial constraints with the district's needs still being met. Our district has done a great job of being fiscally responsible and planning in case of unprecedented times, so the items cut hopefully wouldn’t have to be drastic measures.
I feel it is essential to explore all possibilities to support our students and staff.
The situation that you’ve described is the current state of schools across the state. At Lowell, the school board has closely monitored the ESSR dollars granted along with the programs that they have supported. We’ve challenged the administrative team continuously thru these grants and subsequent programming that they must be prepared to keep our budget balanced as the funding is eliminated. We were very fortunate to have an administrative team and teachers that leaned into the available funding and build temporary programs that allowed Lowell Schools to emerge after the pandemic as one of the leading school systems quickly regaining our test score positive trajectory that we had pre-pandemic. The benefit of the ESSR funding allowed educational teams the ability to “take care of students” in creative new ways. This opportunity was only possible due to the “one time funding”. As with nearly all “pilot” programs that I have been associated with throughout MY career, one must look to the results and data in order to decide if the program should move into an operational state (ie. continue). This is currently happening throughout our district. Funding is finite and fixed. Programs need to be evaluated on their own merit – did they produce the desired results that they were intended to produce. Once this is verified thru results/data, these programs are evaluated against existing programs – does one program deliver better results than another program – can it replace it. It the answer is that the program has additive value rather than replacement value, the program must be evaluated against other programming across the district and needs to be evaluated against the goals set forth by the administrating and school board. Keeping in mind that the school systems mission is that “Lowell Area Schools, in the spirit of high expectations, ensures all students will master essential skills, empowering them to become lifelong learners and contributing, responsible members of our global community “ Learners today, leaders tomorrow, Red Arrows for Life. This means we must take into account all aspects of the programs impact on our students during the evaluation process of the program. This may include adding program best practices to an existing program, stopping one program and replacing it with another, placing a program on pause or continuing the Pilot leveraging balance fund dollars as evaluation continues or exploration of new funding bear fruit.
The programs added with ESSER funds were designed to help our students recover from learning loss during COVID, and data suggests that they were successful in doing so. The employees hired with those funds knew up front that they were not guaranteed a job with LAS when that money went away. However, the district has managed mostly through attrition to employ many of them. Experienced, quality staff are at a premium, so it’s to the district’s advantage to retain these people whenever possible. And while staffing needs are often determined by student count—especially at the elementary levels—making this somewhat of a moving target, LAS administrators do a good job of hiring positions to fit students’ curricular needs while maintaining a healthy fund equity balance to keep the district fiscally strong.
The BoE and central office administration look at student data on a broad range of standardized tests, surveys and grade reports to help determine whether to keep, add or cut programs. Our administrators study research on learning acquisition, student social and emotional needs, and child development, to name a just few aspects of education, and examine our existing programs to see if we’re meeting those needs in the best and most cost-effective way. They also examine our programs for compliance with state educational standards. The district’s goal is to help each LAS student achieve their full potential and become a self-sufficient, well-rounded contributor to society. To that end, we use as many tools as are at our disposal.
Our CFO, superintendent and curriculum director apply for as many grants as are available to fund a wide range of district needs. For example, local grant monies were acquired to purchase the new LPAC sound system, keeping general fund money available for classroom needs while upgrading a sound system that is as old as the high school. The Lowell Education Foundation provides grants directly to classroom teachers for innovative programs/materials that are outside the district’s or individual building’s budget. This is another example of teachers obtaining useful materials for their students from monies that don’t come from the general fund (or their own pockets). Often, teachers share these materials with other staff, resulting in more grant applications to acquire more of this resource to benefit more students.
Education is people-centered, so data can’t tell the entire story. While data helps us determine student academic needs and how well our programs are meeting those needs, every district employee—from bus drivers to custodians to secretaries to para-pros to support staff to counselors to teachers to administrators—help round out the picture of individual students. Our staff members are best positioned to fill in the blanks that data can’t and thus help the district achieve its goal of helping students reach their full potential. Often, teachers make referrals to appropriate staff members for individual student assessments or alert a counselor to a student’s non-academic needs. The district partners with an outside counseling group to assist students in ways that are beyond our capacity to provide. To my knowledge, there is no way to quantify this aspect of education, so when talk of cutting programs to save money starts, my instinct is to look at ways to reduce costs or increase revenue streams that don’t directly affect students. I’m happy to say that this philosophy is shared by my fellow board members.
If and when it becomes necessary to cut a program or programs, I’m confident that the people the district has in place to make those decisions will do what’s best for the district while providing a high-quality education to our students.
When forced to make difficult decisions, I found that it’s important to get as many perspectives on the issue as possible. My approach to understanding perspectives is to give people the opportunity to be heard and truly listened to. As a board member, I would hold regular interviews or focus groups to hear from those who may not be able to attend a board meeting or don’t feel comfortable doing so. I will make myself available for informal conversations, such as setting up in a local coffee shop, visiting parent groups, and listening to student representatives. It is also important to consult data through surveys or test scores to include more measures of effectiveness to aid in decision-making.
With the recent 30% drop in student enrollment at Lowell schools, we need to consider how to repurpose the roles of affected staff members. At the same time, it’s important to gather feedback and assess the community’s perception of these positions.
To make well-informed decisions, the Board of Education (BoE) should focus on:
1. Community Feedback: Reach out to parents, teachers, students, and other community members through surveys and meetings to understand which programs and positions they value most and should be prioritized.
2. Program Impact Data: Review the data from the Covid-era ESSER-funded programs to evaluate their effectiveness. Programs that have shown positive results should be given priority in our decision-making.
3. Cost-Benefit Analysis: Analyze the financial aspects and benefits of each program to determine which ones offer the most value. This will help us make decisions that maximize our resources.
6. Budget Reallocation: Look at the district’s current budget to see if funds can be shifted to support the most essential programs. This might involve cutting less critical areas or finding cost-saving measures.
7. Advocacy for Additional Funding: Work with local legislators and engage in advocacy efforts to secure more state or federal funding. Making a strong case for the importance of these programs can help us get the financial support we need.
8. Grants and Fundraising: Invest in grant writing and explore new funding opportunities. Organizing fundraising events and seeking community support can also help us maintain critical programs.
By using these strategies, we can make informed decisions that reflect the needs and priorities of our community while finding meaningful roles for staff members and addressing the challenges posed by declining enrollment.

Question 3: How would you assist a parent or community member in addressing an issue when they are asking you to solve a problem or make a change that is outside your scope as a board member?

If a parent or community member asks me, as a board member, to solve a problem or make a change outside our scope, it's essential to handle the situation with respect and transparency and guide them toward the appropriate resources.
After listening to their concern, I may direct the parent or community member to the appropriate person, such as the school principal, the superintendent, or a specific department head that could best address their concern. Explain the steps involved if their concern involves a formal process (such as filing a complaint or requesting a meeting). I would also provide any resources that might help them, such as links to the LAS website that provides our district policies, procedural guides, or upcoming BOE meeting schedules where their concern might be addressed. The LAS website even has a section that outlines how to communicate effectively with school officials where our parents can become informed about the "chain of command" or where to begin the communication sequence regarding their problem or concern. I would also encourage them to stay engaged with the district, whether through attending board meetings, participating in school events, or joining parent or community groups.
By following these steps, I hope I can effectively assist the parents or community members in a way that respects the role of a school board member while still helping them address their concerns.
At this point, if I choose to accept it, I become a community member, parent, or friend – not an elected school board member. I have assisted many parents and friends over the years navigating complex businesses and organization. In most cases, I help inform those that ask the question how to engage the system to get their questions answered or to help them make decisions for their family. There are processes in place to address issues that arise at all levels of our school system starting with the direct – Have dialog with your child’s teacher and school administration.
There are times that decisions are made by other governmental institutions and elected officials that impact our children and our community. As a tax payer and citizen, I have the access and ability to have discussions with these institutions and officials to express my concerns, my position on the issue and even my thoughts on what I believe would be best.
When approached by a parent or community member on issues that are outside my board member scope, I try to be completely honest in what I can or cannot as an individual board member do to solve that problem. I also thank them for trusting me enough to feel comfortable to approach me. If the issue is with a classroom teacher, I explain that there’s a proper chain of command that needs to be followed, starting with the teacher. If they feel they can’t address the issue with the teacher, then I recommend the next step in that chain is to go to the building principal. If the issue isn’t with staff but with policy, I direct them to the district website and any and all FAQ documents it contains. Or to call Central Office and ask for help. And I encourage them to bring it up at a board meeting. Several years ago, I was approached about an issue and recommended the person attend a board meeting and broach the subject during public comment. I explained that the Board can’t act on an issue they don’t know about. The person took my advice and attended the next board meeting to voice his concern. It turned out that once the whole Board learned about the issue, we moved to address it. The fix was actually quite simple. Still, it needed to be done.
As an elected official, I believe I have a duty to be responsive to constituents. I would attempt to direct parents and community members to the correct people in the district who can help them, which is often someone much closer to the issue than a board member. I also think it is important to note when there is a pattern of similar issues, which may or may not elevate to something I would discuss with other board members and Superintendent Fowler.
If a parent or community member approached me with an issue outside my scope as a board member, I would do my best to assist them. I pride myself on being a great networker, so I would connect them with the appropriate resources and individuals who can help.
While listening to their concerns, I would ensure that they feel encouraged, empathized with, and validated. By providing support and guidance, I aim to help them navigate their challenges and find effective solutions.

FOCUSES ON EFFORTS THAT IMPROVE OUTCOMES FOR ALL STUDENTS

Not all students can always come to school healthy, well fed and ready to learn. The candidate recognizes and can articulate the value of mental health supports, social-emotional learning, school meals, and other non-academic support for student well-being and for maximizing success.

Question 4: Besides core subjects, students learn teamwork, initiative, respectful debate, informed decision-making, and critical and independent thinking. Please articulate the value of learning these skills in school.

Learning teamwork, initiative, respectful debate, informed decision-making, and critical and independent thinking in school is essential for fostering well-rounded students who thrive in a diverse and complex society. These skills go beyond academic achievement and are crucial for improving student outcomes by preparing them for lifelong success after graduating from LAS.
LAS works collectively to prepare students to be learners today and leaders tomorrow. These skills are foundational for lifelong learning, which is crucial in a world where continuous education and adaptation are almost always necessary. Students who master these skills are better prepared to continue learning and growing, leading to sustained success.
Our district's success can be directly tied to individuals learning these essential life skills. Working together in teams helps students appreciate diversity, develop empathy, and develop the ability to collaborate effectively with others, a skill essential in almost every career and social setting. Encouraging initiative in students helps them take charge of their learning and future. When students are motivated to explore, ask questions, and seek solutions, they develop leadership skills and a positive mindset that will drive personal and academic growth. Students learning to engage in respectful debate teach the importance of considering multiple viewpoints and engaging in constructive dialogue and discussions. Teaching students to make informed decisions involves helping them analyze information, weigh evidence, and consider consequences. This process will strengthen their critical and independent thinking abilities, allowing them to form their opinions and be empowered to decide for their future after graduating from LAS.
While these skills are not directly tied to core academic subjects, they enhance students’ ability to learn and perform well in those areas. A well-rounded education with these skills contributes to happier, healthier, and even more successful students. Continuing to focus on developing these essential life skills, LAS can improve outcomes for all students, ensuring they are academically proficient and equipped to navigate the world's complexities confidently.
The skills you’ve described above are essential to the continued maturity of youth and young adults to be productive members of society. The skills you mentioned are needed in your current and future personal and professional lives. I can tell you that I myself was blessed to be part of family and school systems that held these attributes and skills as foundational. These skills lead to healthier and more productive members or society.
While experience can be the best teacher, it’s better to learn certain skills in a school’s controlled environment rather than first-hand in the real world. Individuals who don’t learn to make informed decisions, think critically and independently or work as a team while in school will be at a distinct disadvantage after they leave. And often, acquiring that knowledge first hand comes at a steep price. If they don’t have initiative and can’t debate respectfully, their ability to provide for themselves or a family will be severely restricted and their contribution to a vibrant society curtailed. Success is defined in many ways and is often unique to the individual, but I believe in no case is it defined as lacking the above-listed skills.
Schools are a microcosm of society and provide students with opportunities to practice life skills, but making a mistake in school won’t have the potentially devastating effect on a student’s life that making it as an adult could have. For example, if a student gets into a fight at school or steals something or is disrespectful, the maximum penalty is expulsion and perhaps reparation for property damage. Doing any of these in the real world can lead to incarceration, bodily injury or, in the worst case, death.
Students also have the chance to learn from mistakes and correct them before the consequences of their actions result in severe penalties. They have caring, trained adults to help them deal with frustration, anger and hurt, give them guidance toward becoming self-reliant and empathetic and move them toward becoming successful adults. They can learn how to be better friends and how to respectfully disagree with others. And the latter skill also leads to developing negotiating skills which are invaluable, especially if they become parents.
I don’t think you can overestimate the value of acquiring these life-skills. The fact that students have the opportunity to do so while the stakes are far lower than they will be after they leave school only makes it more critical that schools provide them with those opportunities.
Skills like teamwork, informed decision-making, and critical thinking are important skills for life and to be productive citizens of society. Students can certainly learn these skills in other places besides school, but school is the unique place where students can develop these skills while learning content in the core subjects. For example, solving a difficult math problem in a group, debating different sides of an issue in social studies, or analyzing the meaning of a novel in language arts. There is a lot of value in learning these skills intertwined with content.
Beyond core subjects, schools play a crucial role in teaching skills that are essential for success in work and adult life. These include teamwork, initiative, respectful debate, informed decision-making, and critical and independent thinking.
Teamwork teaches students how to collaborate effectively with others, a skill that is vital in almost every workplace. Initiative encourages students to take charge and show leadership, which is highly valued in any career. Respectful debate helps students learn to communicate their ideas and opinions while considering others’ perspectives, fostering a respectful and productive work environment.
Informed decision-making equips students with the ability to analyze information, weigh options, and make sound choices. Critical and independent thinking encourages them to question assumptions, solve problems creatively, and think for themselves.
I strongly encourage the development of these skills as they provide a valuable foundation for adult life. They prepare students to navigate complex situations, contribute meaningfully to their communities, and achieve their personal and professional goals. By promoting these skills in school, we are equipping students with the tools they need to succeed for many years to come.

Question 5: ‘Feeling safe’ in school varies given learning styles, peer group/social dynamics, and home situations for the more than 4,000-plus members of LAS staff; administrators; parents; elementary, middle, and high school students; as well as for those with special needs. What is the BoE’s role in striving to meet and simultaneously balance all of these?

The BOE plays a critical role in ensuring that all members of the school community—including staff, administrators, parents, and students—feel safe and supported in school. Given the diversity of learning styles, social dynamics, home situations, and individual needs, particularly for those with special needs, the BOE must strive to create and maintain an environment where safety is both a priority and a shared responsibility. School safety is an ever-changing learning process. Students need to feel safe to learn, and staff members need to feel safe so they can focus on teaching. Focusing on communication with students and families will help them be wellinformed about safety concerns and how they are being addressed within our schools. To provide additional support staff for the mental and emotional health of our students and staff. Implementing and enforcing policies ensures that all students, regardless of their background or learning style, feel safe from discrimination and harm. These policies should be regularly reviewed and updated to reflect the changing needs of our community. Ensure that our district has emergency preparedness plans that include training for staff and students, communication strategies for parents, and protocols for addressing a wide range of potential safety threats. To continue to optimize security at each one of our schools includes secured entrances for visitors during school hours and Security Resource officers at the Middle and High Schools. Continue building relationships with local law enforcement. Continue to advocate and accommodate those with different learning styles and special needs. The BOE should maintain transparency in its decision-making for all safety processes and be accountable to the community for ensuring that all students and staff feel safe. This includes providing regular updates on safety initiatives and being responsive to concerns raised by stakeholders.
The Board of education role is to keep student and staff physically safe - #1 priority.
Safety, in my opinion is reflected in Maslow’s hierarchy of needs along with the increase of safety as one moves up pyramid of hierarchy.
The foundation is physiological needs (Shelter, food, water, clothing) followed by Safety and security (health, employment, social ability, family).
The board of education’s role, that I have been a part of is providing safety, security and shelter for our students and staff. I also believe that the school system is an integral part of OUR community that can provide parents, guardians and family members access and information on other avenues of support to help ensure that the 2 foundational elements of “Maslow’s needs” are met.
The top 3 sections of Maslow’s hierarchy are “Love and belonging”, “Self-esteem” and “Actualization”. These cannot be met unless the first 2 are covered in some form of varying degree. These top 3 move from Physical to Psychological needs and are the foundation that parents strive to meet. As a healthy society, we should all work together to provide resources to our most vulnerable along with the caregivers supporting them.
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I believe that the primary function of a Board of Education is to ensure the school system is a place for learning, and “feeling safe” at school is essential for learning. There has been a tremendous amount of research that shows that students need to feel safe to be able to learn, parents need to be confident that their children are safe at school, and educators need a safe place to work so they can do their jobs effectively. I also believe the board has a responsibility to the community at large. It’s important for a district to acknowledge, understand, and attempt to address systemic issues in the community that impact physical and emotional safety, such as poverty, homelessness, etc. The Board should be striving toward inclusion, even if it is difficult.
Making sure everyone feels safe at school is a big job, especially with over 4,000 people including staff, students, parents, and those with special needs. The Board of Education (BoE) has an important role in this.
Here’s how the BoE can help:
1. Create Good Policies: Set up rules that promote safety, respect, and inclusion for everyone. This includes anti-bullying policies and support for mental health.
2. Provide Resources: Make sure schools have what they need to keep everyone safe, like counselors, special education services, security measures, and training for staff.
3. Listen to the Community: Get input from students, parents, teachers, and others to understand their needs and concerns. This helps make policies that work for everyone.
4. Support Diverse Needs: Recognize that different people have different needs. Provide personalized learning plans, social-emotional learning programs, and targeted support services.
5. Check and Improve: Regularly check how well the safety measures are working. Use data to find out what’s going well and what needs to be improved.
6. Training for Staff: Give teachers, administrators, and staff ongoing training on how to create a safe and inclusive environment. This includes cultural competency, conflict resolution, and mental health awareness.
By focusing on these areas, the BoE can help make sure everyone in the school community feels safe and supported. It takes a team effort and ongoing work to balance the needs of all students, staff, and parents.

Question 6: Lowell Area Schools has implemented policies and programs supportive of Diversity, Equity, and Inclusion; social-emotional learning and Positive Intervention Behaviors and Support. Are you supportive of each of those items? Why or why not? Is there anything you would advocate as a board member to affect or improve upon those areas?

I support Diversity, Equity, and Inclusion (DEI) initiatives, socialemotional learning (SEL), and Positive Intervention Behaviors and Support (PBIS) programs at LAS. Each of these initiatives contributes to fostering a positive and supportive school environment that benefits all students.
LAS values diversity, equity, and inclusion and strives to make all students feel welcomed and valued. Efforts to increase staff and student knowledge, analyze systems, and recognize potential areas for improvement around DEI are not new. Board of Education Policy #2105 details the district’s mission for all students. “Lowell Area Schools, in the spirit of high expectations, ensures all students will master essential skills, empowering them to become lifelong learners and contributing, responsible members of our global community. “
It is important to realize that not everyone has the same background and life experiences. When we learn about life experiences different from ours, we can be empathetic, open-minded, and more effective in understanding one another. Students who are allowed to see different perspectives will better understand their classmates and future coworkers.
SEL programs are crucial for helping students develop the emotional and social skills they need to navigate life’s challenges. These skills include self-awareness, emotional regulation, empathy, and effective communication, all essential for personal well-being and success. SEL equips students with the skills to build healthy relationships, make responsible decisions, and contribute positively to their communities and society. These skills are critical not only for success in school but also for long-term success in life. I am aware that LAS uses a Multi-Tiered Systems of Support (MTSS) model to reflect on behavior, academics, and social/emotional learning.
PBIS is a proactive approach to behavior management that focuses on teaching and reinforcing positive behaviors rather than simply punishing negative ones. This approach helps create a more positive and supportive school environment where students feel encouraged to make good choices rather than negative ones.
As a current board member, I have supported each of these programs as they have and continue to evolve. I have been part of the monitoring of these programs as a BOE member and I have provided my input and perspectives that I have gained thru my experiences in various industries and environments
To go into more detail, I want to provide my definition of each in order to not be misunderstood given that there are many opinions of what each is.
Diversity, Equity and Inclusion – This is a framework which seek to promote the fair treatment and full participation of all people, particularly groups who have historically been underrepresented
Social Emotional Learning – The development of social and emotional skills that emphasize importance of preparing students to become knowledgeable, responsible, and caring members of society when they reach adulthood.
Positive Behavioral Interventions and Supports – A program that is focused on improving and integrating all of the data, systems, and practices affecting student outcomes every day.
Throughout my entire life I have always believed that you must “seek first to understand”. This to me means that we must understand people as individuals and that have had THEIR life and historical experiences affect and shape their lives. Without understanding this, we react from a point of ignorance versus compassionate intelligence.
I have always believed that leveraging data to make informed decisions is paramount to success. If you can leverage data to be proactive and prevent failure than you have move forward and matured into building a system that prevents issues vs finding issues (PBIS)
Social and emotional learning is a key component of our mission and tag line. It has been part of the fabric of our school system well before it became an acronym.
When you look at these 3 programs by which they are being deployed as part of our school system you can see how they continue to maintain the fabric by which our Lowell Community was built. You need to look and listen to the details of the program versus the descriptions that are broadcast in media and other social platforms
In order to reach our district’s goal of preparing students to enter society with the skills necessary to thrive, the BoE has approved of the district’s policies regarding DEI, SEL and PIBS. I support each of these initiatives.
DEI helps foster a feeling of belonging among students and dispels the idea of “other.” We all want to belong, to fit in, and it’s through DEI programs that we can help our children realize that “different” isn’t bad. That it’s perfectly fine to not be exactly like anyone else. That diversity, in fact, makes our society not just good but great, not just strong, but super-powered. When our students leave Lowell—for college, the military, work, etc.—their chances of moving to a place exactly like Lowell are almost nil. If we don’t prepare them to be open-minded and accepting of those different from them—in whatever way—we’ve set them up to struggle and quite often to fail.
Inclusion, to me, dovetails off diversity because it teaches our students that they belong, regardless of their physical attributes, different family values, or other differences. It empowers children to become their best selves through helping them see their value and the value of their classmates. Inclusion goes a very long way toward helping students be resilient and comfortable in their own skin. Representation is also invaluable to the mental health and wellbeing of our students. If they don’t see themselves in the books they read or the videos they watch or in the professionals they interact with, they don’t see themselves in those roles.
The term “equity” is badly misunderstood, and that’s why DEI programs are so important in our schools. Back in 1999, I was part of a lawsuit against the Michigan High School Athletic Association. At the time, girls’ basketball was a fall sport, and volleyball a winter sport, and Michigan was one of only four states in the Union that had that alignment. It was during this lawsuit that I learned that “equity” means comparable, not “equal.”
Basketball is the easiest example because at the time boys’ volleyball wasn’t played in Michigan high schools.
So, if high school girls’ and boys’ basketball programs were comparable—or equitable--back in ’99 with girls playing in the fall and boys in the winter, then boys’ coaches would be willing to switch their programs to the fall and let the girls play in the winter. Obviously, that didn’t happen because the programs were light years from equity. In order to comply with Title IX and Michigan’s Elliot-Larson Civil Rights Act, the MHSAA switched volleyball to the fall and girls’ basketball to the winter, among other scheduling adjustments for boys’ and girls’ sports.
This generation of students has enjoyed equity on the courts and playing fields for years because of that switch, and I can’t help thinking that if DEI had been something schools were teaching back then, a lawsuit like the one that forced the MHSAA to comply with Title IX and Elliot-Larson would never have been needed.
Because society is diverse, it’s the district’s obligation to help students realize that not everyone is like them, and that this isn’t a bad thing. It’s through our diversity that we are strong as a nation. Every team needs the different skills of its members to be successful, and it’s through the ability to recognize that diversity makes us more able to weather adversity and disaster that we find true success as a group.
Social Emotional Learning is critical to students growing up to become resilient adults. Children, obviously, mature at different rates, and it’s through our SEL programs that we can meet them where they are in the moment and give them the skills necessary to deal effectively with whatever life throws at them. It helps them understand themselves in ways that will benefit them not only at that time but throughout their lives. Again, learning these skills in a controlled environment with the help of professional and caring adults is far safer than learning them through personal experience.
In the same vein, Positive Intervention Behaviors and Support (PBIS) meets students where they are and teaches them how to act in a manner that reduces personal conflict and increases their chances of success in the world. Not every child is taught at home about appropriate behaviors outside the home. It’s through programs like PIBS that LAS can help students gain the skills and self-awareness necessary to successfully navigate the rules and norms of their environment. These skills increase their chances of being contributors to society and reduce the chance that they will run afoul of social norms and even laws.
A commitment to diversity, equity, inclusion, kindness, and justice is essential to ensure that students feel like they belong at school. Students who feel safe and welcomed at school are able to learn better. Social emotional learning can also make a difference in students’ mental health. When districts make social-emotional learning (integrated with all school subjects) a priority, as well as ensure that there are social workers and counselors in every building who are affirming of racial and gender identities, it adds to the feeling of belonging and safety. I am less supportive of Positive Intervention Behaviors and Support (PBIS), as it focuses on rewards and depriving students of rewards as motivation for behavior, which has potential to be less inclusive and harmful, particularly students of color and students with special needs. However, I have seen elements of PBIS be successful if done in a district that also values diversity, equity, and inclusion and supports social-emotional learning. I would like to see LAS implement restorative justice practices to address behavior. These practices require an immense amount of training and supporting district-wide, not just from the schools but from families and the community as well. I would like to see this implemented at LAS, but this is not a “quick” or easy undertaking--it’s a massive culture shift. Nonetheless, attention to DEI and SEL are good first steps to be ready to take on restorative justice.
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DEMONSTRATES AN INVESTMENT IN UNDERSTANDING THE WORKINGS OF THE LAS BoE

Has shown initiative to learn about current LAS issues, such as via attending BoE meetings or meeting with members of the current administration and board. Can speak in terms beyond “willing to learn” about main areas such as public-school financing, and/or has taken or is enrolled in public service courses.

Question 7: What steps have you taken so far to learn the main issues that face this district and/or the current board? What are the top three areas of focus for the district as you see it?

I have taken steps to learn the main issues facing the BOE by filling the open seat for the past four years and seeing how the board operates firsthand. I am also active in the community.
The top three areas of focus for the district, as I see it, are:
1. Academic Achievement. LAS ensures that students receive a highquality education that prepares them for future success in society. This includes maintaining rigorous academic standards, providing effective instruction, and offering a well-rounded curriculum for all students.
2. School Funding and Resources. Our district has done a great job of being fiscally responsible and prepared for the unexpected. However, this area needs to be at the top of our focus. Our school's top spending priorities should be hiring and retaining teachers and staff to best support our students. They are our district's greatest asset. While we are currently making upgrades to CCE,
3. Student Safety and Well-Being. Ensuring students feel safe at school, providing mental health support, and fostering a positive school climate.
As a long-standing board member, I am aware of the issues facing us today as well as the issues that we have overcome in the past. Combining what we have done and why with what we are doing now with an eye on where we want to be in the future is key to continued Lowell School system success;
Issues facing us today
- Continued programming that supports Academics, Arts, Athletics and life skills providing all students the best opportunity for a life full of successes along with the emotional support and tools to navigate life when unforeseen obstacles present themselves
- Leveraging facility bond dollars to maintain and enhance properties in the most fiscally responsible way providing long term use and community pride.
- The continued to decline in overall census population which translates into lower enrollment and funding. Impact is less dollars to do what we do today and what we want to do in the future. We must think creatively on how to solve this problem from both revenue and delivery perspective.
Having been on the board since 2012, I’ve had the opportunity to see firsthand what issues LAS faces. I’ve also had many opportunities to attend state and national school board events and training sessions, giving me a broader perspective on the issues facing all of America’s public schools.
The top 3 areas of focus, for me are:
1. Fiscal Responsibility—It is the duty of the Board of Education to steer the district toward delivering an exceptional education for students while maintaining a fund balance that keeps us safe from deep budget cuts and staff/program reduction. We’re a financially conservative board, and while that sometimes goes against my personal philosophy of putting as many resources as possible into the classrooms via staff and materials, I know we have a duty to district taxpayers to make sure the doors stay open, and the lights stay on.
The Board has done an outstanding job of this. For example, LAS is the 3rd biggest busing district in Michigan. Our bus fleet drives 2700 miles per day—the equivalent of a round-trip drive to Florida—resulting in approximately 486,000 total miles on the fleet per school year. Buses now cost around $150,000 each, which doesn’t include the cost of fuel, insurance, maintenance or staff pay. We annually purchase 3-4 buses to keep our fleet safe to operate. By taking steps to increase the longevity of our fleet—we’re close to completing a bus wash which will decrease road wear on the buses’ undercarriages—we can reduce operational costs and still provide safe transportation for our students.
2. Safety.
We must continue to provide learning spaces where students feel safe from verbal, emotional or physical threats, whether that be from fellow students, staff or other adults. Among the initiatives in place in LAS, the PBIS program helps ensure that our students learn in a safe environment by giving them the skills, as stated above, to work together with their classmates, teachers and staff members in a positive way. Continuing to support our students through such programs as PBIS is essential to their overall well-being.
Over the past several years, the district has redone the entrances to all of its buildings to better protect students and staff from intruders. Much of this necessary upgrade has been done through various grants and the sinking fund, but some has come from the general fund. Fortunately, infrastructure upgrades need to be done once every twenty years or so, meaning we’re saving money over the long haul by making the upgrades now.
Soon after I came onto the Board of Education, LAS began using a School Resource Officer (SRO). The program has proven so successful that we now have two officers working for the district. They are invaluable as support to our administration and staff. They coordinate with city and state police when a situation warrants. Also, they often work directly with students by helping counselors and teachers educate on such dangers as on-line and social media safety. They also are a presence at athletic contests, meetings and many other district events.
3. Continued academic improvement. LAS does a very good job of preparing our students to become contributing members of society. There is always room for improvement, however, and I believe that we’re on the right path when it comes to developing/implementing programs that meet our students’ emotional, physical and intellectual needs. As a board member, it’s my personal commitment to the shareholders of our district that LAS will continue to improve on meeting every student’s need.
I have been attending Board meetings when I can, including the “Truth in Taxation” meeting in June, which was very enlightening to understand financial opportunities and challenges for the district. Attending parent advisory meetings this past year has also been a great way to understand issues from the perspective of other parents. I also met with Superintendent Fowler to get his perspective on district challenges. Based on this, I think the following should be the biggest focus for LAS:
- Addressing the teacher and staff shortage. At the moment, LAS has been blessed with minimal teacher turnover. However, this could lead to a sudden influx of retirements at the same time. With fewer applicants nationwide and statewide, the teacher shortage could impact LAS in the near future.
- Declining student enrollment. This is a challenge for all schools in the area, but that means we need to celebrate what we do well in academics, athletics, and the arts and also invest in the community of Lowell. When the community grows, LAS grows.
- Cultivating a sense of belonging. As I wrote in my other responses, focusing on welcoming all students, recruiting teachers and staff of color, and being a partner in the community will help us address the other two issues.
To learn about the main issues facing our district and the current Board of Education, I’ve taken a few key steps. I’ve been out in the community, listening to people’s concerns and experiences with the BoE. Additionally, I’ve been studying the meeting minutes to understand the board’s decisions and feel confident in my knowledge.
As I see it, the top three areas of focus for the district should be:
1. Higher Education Standards: We need to raise the bar for our students’ academic achievements.
2. Transparency: It’s important to make sure the board’s actions and decisions are clear and open to the public.
3. Future Funding: We must secure and manage funds effectively to support our schools now and in the future.

Question 8: Do you think the current process at LAS for receiving, investigating, and resolving a request to remove a book from the district libraries is thorough, fair, and respectful of all parents’ rights?

I feel the current process of reviewing books at LAS for receiving, investigating, and resolving a request to remove a book from the district libraries is thorough, fair, and respectful of all parents’ rights. The LAS School Board policies guide the purchasing of all classroom materials. The library is a classroom within each school and follows all LAS School Board policies. Parents can view concerns via the Libraries Frequently Asked Questions on the LAS website. It is indeed a parent’s right to revoke their child’s access to a title(s). Ultimately leaving it up to the parent to choose what is best for their child.
Yes I believe it is currently fair, and as all process should be, continually evaluated and improved if, where and when needed based on data. I also continue to support that each parent or guardian has the ability to remove any and all materials they feel do not support the values that they believe in. The processes that are in place today provide individual rights to restrict/limit what is appropriate for their son or daughter.
Yes. The book review policy is clearly stated in the LAS Media Center’s Frequently Asked Questions and outlines the procedure to be followed for a book challenge.
Any LAS stakeholder can challenge a book and must follow the outlined procedure in order to do so.
The panel reviewing the book consists of seven people—three from administration (including the building principal whose library the book is in) a parent, a student and two teachers.
They read the challenged book and then evaluate it using the Miller Test for Obscenity, the Federal standard set in the 1973 Supreme Court ruling Miller v California. In that case, the USSC established the guidelines for determining whether a work is obscene and thus violates the law. (Notice that the word “pornography” doesn’t appear in the ruling. Pornography is protected speech. Only obscenity and child pornography are not protected by the 1st Amendment.)
The panel then follows a standard set of questions which coincide with the requirements of the Miller Test and after discussion of those questions vote to either remove the book from the district’s collection or keep it.
It’s not required of the Board of Education to vote to accept or reject the panel’s ruling, but in the case of the two book challenges that took place early in 2023, the board voted to uphold the panel’s recommendation to keep both books.
To me, the procedure in respectful of parents’ rights because every parent has the right to go through the challenge procedure. Their rights aren’t violated just because the outcome they sought wasn’t reached by the panel or the BoE.
There is a policy in place for parents to control what their individual child checks out from libraries. I believe this policy is important to have in order to be respectful of individual families’ decisions. The policy is fair, reasonable, and transparent. However, this question asks about processes for removing books from district libraries, and I don’t believe that any books should be outright “banned” from district libraries. In fact, LAS should have a policy that doesn’t allow community members to request to remove books. The policy now is that anyone can challenge any book for any reason. Every time this is done, committees of board members, teachers, administrators, and students must convene to read a book and discuss it for a recommendation. I don’t believe this is the best use of district time and resources, when we have hired professional librarians for their expertise to select books for our libraries and when we have a policy for individual families to exempt their children from certain books.
I believe there’s always room for improvement in the current process at LAS for handling requests to remove books from district libraries. I’m open to continuing to develop this process and being sensitive to parents’ concerns.
I truly value parents who feel it’s their duty to watch out for our kids, and their concerns should be taken seriously. From what I understand, parents are mainly worried about their children accessing books that may not be appropriate for them. We need to make sure the process is thorough, fair, and respectful of all parents’ rights.

Question 9: How can or should LAS set itself apart from other area districts to attract and retain qualified staff and support positions, given budget constraints and talent shortages?

Attracting and retaining qualified staff in a competitive job market, especially with budget constraints and talent shortages, requires a strategic approach emphasizing LAS's unique strengths and opportunities. While budget constraints limit salary increases, LAS can still offer competitive compensation by comparing regular salaries with other districts. Additionally, enhancing benefits such as health insurance, retirement plans, and professional development opportunities can make positions more attractive within our district. Highlighting the strong community ties and support for LAS is also another approach that can be emphasized. Regularly seeking and acting on feedback from staff to improve working conditions and address concerns demonstrates that the district values and listens to its employees.
In order to attract and retain talent we must first be competitive in the market place. We must have a desirable work environment and we must have a culture that people want to lean into, continuously improve and be a part of.
If compensation is equitable, what differentiates us from other school systems. This is the question we must all ask and answer. Do teachers feel supported to be highly successful in the profession they chose? Are they held accountable to deliver and compared equitably across their peers - both in district and abroad? Are members of our entire school system able to continue to grow, learn and provide their personal fingerprint on the process and outcomes of our district.
As a board member, I continually look to our administrative and union leadership to continue to build and support an environment that attracts the best talent for our schools and support for our greater community
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LAS can be a top-choice destination for teachers and support staff by continuing to strive to be a place where teachers and staff want to work. This includes developing a supportive environment where teachers are treated as the professionals they are and encouraged to grow their craft through professional development. LAS could participate in university “grow your own” programs that encourage support staff who are interested to obtain their teaching certificates if they commit to working in the district. Of course, raising salaries overall for teachers and staff will send a statement that LAS values the education profession.
To attract and retain qualified staff despite budget constraints and talent shortages, LAS should:
1. Engage with the Community: The superintendent should network and continue to find innovative way to reach our community. Through the upcoming expo with the Chamber of Commerce and continue exposure at our local expos and community gatherings.
2. Use Social Media: Promote job openings and the benefits of working at LAS on various platforms.
3. Partner with Higher Education: Work with colleges to find and recruit talented graduates.
4. Offer Incentives: Provide incentives such as professional development opportunities and competitive benefits to make LAS an attractive place to work.

MODELS BEHAVIOR THAT SUPPORTS LOCAL, ACCURATE AND HONEST EDUCATION

The candidate has existing ties to the LAS community and/or specific skills, expertise or perspectives that may elevate or complement the current board and participates in activities that contribute to the community.

Question 10: How many school board meetings have you been to or watched recordings of, and do you see the current board as lacking in any area?

I have attended well over 44 school board meetings. I feel that the current BOE members are committed, devoted, and invested in what is best for all students at LAS.
I have been a consistent participant in the School board meetings for nearly 14 yrs supporting todays calendar schedule of Board meetings and workshops in addition to disciplinary meetings, end of fiscal year financial meetings and training / all day weekend workshops.
Our school board is there to review direction, approve goals, hold our Superintendent accountable to those goals, provide our industry and experience perspective to our school administration while representing our constituents.
I feel our board continues to be balanced in respect to diverse industry and leadership insights / perspective that each bring to the board.
Over my 11+ years on the BoE, I’ve attended all but probably seven of the 246 board meetings available to me to date. And three of those I watched via live- streams. Although sometimes illness or personal situations occur to keep Board members from attending meetings, I’ve never seen a member that has missed an inordinate number of meetings. And, since we’re provided with a weekly superintendent update and the appropriate documents prior to each meeting, it’s a simple matter of reading the materials to know what will be discussed at each meeting. We’re also free to contact Nate or anyone else in Central Office for more information on aspects of the meeting we might have missed and the issues discussed.
I have read the recaps or listened to recordings of most of the Board meetings since I moved back to Lowell in 2022. I was able to attend four meetings in person in the last year, and I gave public comment at two of them. The current Board is doing a great job with a difficult task. However, I do think the Board needs another person with expertise in the field of education, as well as a perspective from a parent of children at Cherry Creek and Bushnell area, and a perspective of a parent with special needs. I have all of these perspectives.
I've watched many recordings to stay informed. While I appreciate the efforts of the current board, I believe there is room for improvement in terms of representation and diversity of thought. It seems that the board often votes unanimously, which can sometimes indicate a lack of diverse perspectives.
I strongly feel that we need equal representation for all families in our district. It's essential to have different viewpoints to ensure that all voices are heard and considered. I am committed to stepping out of the "group think" mentality and bringing fresh perspectives to the board, advocating for the needs and concerns of every family in our community. By doing so, we can make more balanced and inclusive decisions that benefit everyone.

Question 11: School boards are multi-faceted and dynamic, and serving can be challenging, time consuming, and complex. How would your personal and professional strengths and skills complement the Board? How would you handle differences of opinion to stay focused on the goal of improved student learning?

A career in sales has provided me with several key skills and experiences that are highly valuable for serving on the BOE. Successfully building and maintaining relationships, this ability translates into fostering strong relationships with fellow board members, school administrators, teachers, and stakeholders, which is essential for effective governance. My experience in understanding client’s needs and aligning solutions with those needs equips me to engage effectively with stakeholders, ensuring that their concerns and interests are heard and addressed in board decisions. Using strategic thinking to analyze market trends, identify opportunities, and develop strategies to capitalize on them directly applies to a board role, where I can help identify areas for improvement in the district and develop plans to enhance educational outcomes. Sales professionals are skilled at overcoming objections and finding creative solutions to many challenges. This problem-solving ability is valuable when addressing the complex issues that school boards often face, such as budget constraints, policy development, and community concerns.
I always approach any board with an open mind, willing to listen and respect others' opinions. I feel that having a board that has members with differing views is important. Different opinions can offer other perspectives and bring fresh ideas. The pushback from other points of view will press me to dig deeper, look for more information, and compare the varying options. Different opinions may lead to deeper discussions on hot topics. Sometimes, it may be best to bring in outside experts when dealing with policies and procedures to get their viewpoints and come up with a better solution. I also feel that providing other members with constant reminders of why we are all serving is the best way to provide education and opportunities for all students at Lowell. I firmly believe a board that works well together can accomplish much more than one that doesn't. Conflict isn't going to solve anything but create more tension. We must be better than that and show our community that we can do better together!
I feel that during my tenure on the board I have brought my authentic self to serve the Lowell School district and my constituents. I bring and understanding of various business and leadership perspective to the board and ask challenging questions to our administrative team and our Superintendent similar to those that are asked if executive leadership teams and CEO’s prevalent in other industries.
I am grateful for the time I have been on the board and if the constituents of the Lowell School system so wish, I would be honored to continue to serve them.
Our board is strong because the people who serve on it aren’t necessarily in lock step with the district’s policies and procedures or with each other’s personal philosophies. And we each bring a different perspective and differing skill sets to the board, so we’ve got “experts” in many different aspects of the board’s scope of governance. It’s through respectful questioning and discussion that we move the district forward toward the goals we’ve set for delivering the best education possible for each of our students.
I think my personal strengths and skills developed over years of teaching and coaching add to the skills and strengths of my fellow board members. I’m an excellent communicator and problem solver, but I’m not a numbers person. Fortunately, I don’t need to be, as we have an excellent CFO in Sonja Hodge and Board members who deal with numbers who can explain the nuances to me. I ask for clarification when I don’t understand something, and I believe this serves to help each board member better understand the issue at hand. I’m a team player and put my own personal views behind the needs of the district and the Board’s majority opinion.
Even if I’m right, I won’t fight to the death to make a point if it compromises the overall goals of the district. That type of behavior is better left to arguments over sports teams and politic and has no place in the Board of Education room.
I have over 20 years’ experience in education as a classroom teacher, curriculum director, professor, and researcher. I think my range of experience in education shortens the learning curve for me on the Board and allows me to contribute knowledge from my professional life. I have also had experience leading organizations, such as the Michigan Council for the Social Studies. In those experiences as a leader, I have learned how to listen, recognize when I need a different perspective or insight, and think on my feet. I am also not afraid to speak up for what I believe is right, especially when it concerns students’ learning and well-being at school. I believe every student should have the opportunity to achieve their full potential, and my commitment to this is unwavering regardless of the role I am in.
Serving on a school board is indeed challenging, time-consuming, and complex. My personal and professional strengths will be a great asset to the Board. I am a fighter and will work tirelessly to ensure I am fully equipped and knowledgeable about all the topics I am voting on. My natural ability to work well with others and my commitment to educational standards will be at the core of each decision I make.
In my professional experience, I have had the opportunity to work with a board to drive innovation and make impactful changes. This has taught me the importance of collaboration, open communication, and staying focused on our shared goals.
When differences of opinion arise, I will handle them with compassion and empathy. I believe in listening to all perspectives and finding common ground to ensure our decisions are in the best interest of improved student learning. My approach is always to validate others’ viewpoints and work together towards a brighter future for our students and community.
With hope and determination, I am committed to making a positive impact on the Board and ensuring that we provide the best educational opportunities for all students.

SupportLAS announces its candidate endorsements for the Nov. 5, 2024 Lowell Area Schools Board of Education election.