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Pennsauken schools shaped my life. I graduated from Pennsauken High School, taught science for more than 30 years, and now teach biology at Camden County College. I have worked in middle and alternative schools and earned a master’s degree in educational leadership. Mentoring, marching band, the Pennsauken Pool, 25 years in EMS, and foster parenting taught me that students need opportunity, relationships, and support beyond any single program. My students know me as tough but respectful and willing to listen. I will bring that same approach to the Board: hear from families and staff, ask difficult questions, and judge decisions by their effect on children. That is what “Put Children First” means to me.
First, listen to students, families, teachers, and staff, then use what we already know to set measurable priorities before buying another outside program. Second, expand opportunity: keep Roosevelt STEM a K–8 program, grow dual-credit and on-site college courses, and connect academics with career programs such as auto detailing, diesel engines, and medical arts. Third, strengthen tutoring, mentoring, mental health support, and a genuine alternative school with trained staff and strong instruction. Students also need guidance beyond graduation. One Board member cannot do this alone, but I can press for public timelines, responsible budgets, and progress reports.
State tests can reveal learning gaps, but one score is a warning light, not a diagnosis of a student, teacher, or school. I would examine results by grade and student group alongside growth, classroom work, attendance, course performance, language development, and test engagement. I would ask teachers which skills need attention and which local practices already work. Then we should provide targeted instruction and tutoring, set clear goals, and report whether students actually learn more before purchasing another outside program. Administrators should explain why testing matters and encourage students to show what they know, leaving teachers free to teach. Better scores should follow better learning.
Safety requires secure buildings and a school climate where students and staff feel welcome. I would review access, visitor procedures, vestibules, classroom doors, emergency plans, drills, and where staff are placed. Our security staff build relationships with students; administrators should also be visible, respond promptly to disruptions, and give teachers the support to teach. Students need fair consequences, behavioral and mental health help, and a path back to learning. I would examine incident patterns before approving new spending. A stronger alternative school should offer meaningful instruction, counseling, trained staff, and a plan for each student to move forward.
1. Meet different needs. Expand advanced courses, dual credit, career training, tutoring, special education, behavioral support, and a stronger alternative-school pathway; match choices to students’ goals.
2. Keep classrooms focused and students engaged. Teachers need visible administrative backup, while students need labs, electives, trips, band, clubs, athletics, and trusted adults who make school worth attending.
3. Reconnect schools and community. Listen to families and partner with alumni, colleges, businesses, tradespeople, and local groups. Projects with the Historical Society, work on local waterways, and supervised career services can make learning relevant beyond graduation.
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I am seeking reelection because I am proud of the progress Pennsauken has made and want to continue building on that momentum. As a lifelong Pennsauken resident, former Pennsauken student, parent, and current Board member, this community is deeply personal to me. I bring more than 20 years of insurance leadership experience, including managing people, complex operations, budgets, risk, and accountability. I believe my ability to analyze data, solve problems, collaborate and make thoughtful decisions allows me to provide strong governance and oversight while ensuring students remain at the forefront of every decision.
My top priorities would be continuing to strengthen student achievement, supporting and empowering our staff, and making responsible investments in our schools. We need to use data to identify academic gaps, strengthen literacy and math outcomesand ensure students receive targeted support that sets them up for success. I also want to continue fostering a positive work environment where teachers and staff feel supported and empowered to succeed. Finally, as we expand facilities, early childhood education , STEM programming in the high school, and other initiatives, we must make thoughtful, sustainable investments that directly benefit students.
Test scores are an important measure of student achievement, but they are not the only measure of success. We should look at assessment results along with academic growth year over year, classroom performance, attendance, and outcomes after high school. Where scores show gaps, we need to understand why and implement targeted interventions, strong curriculum and instruction, professional development for our teachers and early support. We need to use data to determine whether those interventions and curriculum are working and adjust when they are not.
School safety must remain a top priority because students cannot learn effectively unless they feel safe. Our staff cannot execute to their full potential if they do not feel safe and supported. I support a layered approach that includes strong building security, tight visitor procedures, emergency preparedness, communication systems, supervision, and coordination with our law enforcement. Safety also includes addressing bullying, harassment, intimidation, student conflict and mental health concerns. As a Board member, my role is to review policies, ensure appropriate resources are available, ask questions and provide oversight so we can continually evaluate whether our safety measures are effective or if they need to be adjusted.
I believe our three biggest priorities are academic achievement, supporting our staff and responsible investment in our schools. We must continue using data to identify academic gaps and improve our student outcomes. We also need to maintain a positive work environment, provide professional development, and ensure staff have the resources they need to be successful. Finally, as we invest in facilities, early childhood education, STEM, and other improvements, we must do it responsibly I believe continued collaboration, transparency, and keeping students at the center of every decision is critical.
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I am running for reelection to keep the ship going in the right direction. Over the last 3 years we have seen a change in superintendents, we have doubled our student capacity at the pre-k level and are opening a new STEM wing at the high school soon.
My biggest goal for the next 3 years are to support our superintendent and staff and raise student scores, while keeping the school tax low.
Test scores are essential in seeing where your district is, compared to other similar districts. Over the last 10 years our scores have struggled. The board has hired a new superintendent and he has put procedures in place that should raise our test scores across the board.
Our district has designed security vestibules at all of our schools. Procedures are in place for controlled access to our buildings. Even parents (and BOE members) have to show ID to get in the buildings.
Scores. Test scores must rise.
District safety. We must be vigilant in protecting our children and staff.
Taxes. The board is cognizant of the impact that taxes have on our residents.
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I graduated from Pennsauken High School, and I want students in the district to have the support and opportunities they need to succeed. I am running for the Board of Education because I believe students learn best when schools listen to families, support teachers, and respond early when a student is struggling.
My experience brings several perspectives to this work. As a human service technician assistant and former mental health technician, I have worked with people facing behavioral health challenges and learned the value of patience, clear communication, and coordinated support. I have also managed budgets and financial records in business roles. At Rutgers–Camden, I studied psychology and helped lead student organizations.
First, listen to the school community. I would hear from students, families, teachers, support staff, and administrators about what is working and where help is needed. I would pay particular attention to whether families know how to raise concerns and get a response.
Second, strengthen student support. I would review how students access academic help, counseling, and behavioral support, and whether staff have the resources to connect students with those services early. My behavioral health experience has taught me that listening and timely support can make a meaningful difference.
Third, review spending with student needs in mind. My financial work taught me to ask what a program costs, whom it serves, and whether it is producing results.
State test scores are useful because they can show where students need more help and whether progress is reaching all groups of students. They should be considered alongside classroom work, attendance, graduation outcomes, and what teachers and families are seeing. One score does not tell the whole story of a student or a school.
If results show a need for improvement, I would ask the district to identify the specific grades and skills where students are struggling. I would then review whether students can get timely tutoring or other academic support and ask educators which approaches are working. The Board should monitor results over time so it can support effective programs and reconsider those that are not helping students.
Students and staff need to feel safe at school. I support regular reviews of building access, visitor procedures, emergency plans, and staff training, with input from the people who use those procedures every day. The Board should identify specific needs before committing funds to new security measures.
Safety also includes how schools respond to conflict and distress. In behavioral health settings, I have seen the importance of recognizing warning signs, communicating clearly, and connecting people with appropriate help. Schools need consistent responses to harmful behavior, support for staff, and a way for students to seek help before problems escalate.
1. Helping students with different needs succeed. Students do not all face the same academic, social, or emotional challenges. Schools need to identify barriers early and make support accessible to students and families.
2. Keeping students engaged in learning. Students benefit from strong instruction and opportunities to explore their interests through courses, career preparation, arts, athletics, and activities. I would listen to students and educators about where opportunities could be strengthened.
3. Building trust between schools and families. Families should be able to understand school decisions, share concerns, and take part in their children’s education.
