Position/philosophy statement
I believe deeply in public education and in its promise to every child. My philosophy is that excellent schools require both high expectations inside the schoolhouse and healthy conditions outside of it.
Current Occupation
Trainer/developer/organizer
Age (optional)
64
Campaign Phone
3364058774
I have served on the Guilford County Board of Education since 2002 and as Chair since 2017, giving me more than two decades of experience in public education governance and leadership. I know where we have and have not moved the needle, how and when to support our district, and how to hold ourselves accountable for what we are not getting right or doing well. I bring deep institutional knowledge and experience with budgets, policy, student achievement, school safety, facilities, and community engagement, while keeping students at the center. As a community organizer, I understand that systems-level change is collective work, and that it is critical to remain accountable and connected to the community.
I understand the traditional responsibilities of school board governance: policy, oversight, budgeting, superintendent accountability, and student outcomes. As an equity leader, I also understand that students experiencing the worst outcomes are often the canary in the mine, signaling conditions in our system that are not healthy for any student. Equity raises the bar for all students. At a time when equity, inclusion, and representation have become increasingly contested, I bring the experience, analysis, and leadership to help our district navigate these challenges while maintaining high expectations and opportunity for every student.
Our most critical funding need is competitive compensation for our employees. As one of Guilford County’s largest employers, how our workforce fares directly contributes to the economic health of our county. I would prioritize compensation while protecting resources that directly support students. I also believe strong schools and strong communities are interconnected. When property taxes are invested wisely in education, infrastructure and historically divested communities, everyone benefits. Addressing concentrated disadvantage strengthens our tax base, reduces demands on public resources and creates healthier conditions for students, families and our entire county.
Recruiting teachers matters, but keeping great teachers requires competitive compensation and conditions where educators and school leaders can succeed. In a district where so many schools serve concentrations of students and families facing economic barriers, we cannot expect schools to overcome those conditions alone. Teacher retention is also a community issue. GCS must work with the city, county, business, civic and philanthropic communities to strengthen the neighborhoods surrounding our schools. Our goal should be a district where excellent teachers and leaders feel supported, resourced and able to succeed in every school, not one where some schools are considered more desirable places to work than others.
I strongly support Pre-K and its ability to give children a strong start. But I also believe our responsibility extends beyond providing interventions after disparities appear. We must address the conditions that cause so many children to enter school already facing barriers to opportunity. Healthy neighborhoods, stable housing, family economic security, quality health care and strong early childhood experiences all contribute to school readiness. Pre-K should remain a strong resource for families who choose and need it, while we work collectively to reduce the inequitable conditions that make early intervention necessary for such a large share of our children.
I absolutely love public schools and public education. The system that serves the majority of our children should be among the very best in our state. I also believe we must broaden how we think about educational outcomes. Children do not leave their neighborhoods at the schoolhouse door. Concentrated poverty, income-restricted housing, unhealthy commercial and industrial development, vacant and abandoned properties, housing instability, health and other community conditions enter our schools with them. These are not simply “outside” issues. They affect learning, attendance, physical and mental health, and the demands placed on educators. Public education must have a seat at the table when decisions about housing, development and economic investment are made. I remain committed to excellent academics while bringing a structural lens that asks not only how we help children succeed within existing conditions, but how we help create conditions in which more children can thrive.
