School Board MemberSchool board members are elected for a four-year term by voters within the school district during the general election in even-numbered years. Qualifications include living in the district for at least one year, being a registered voter, and a candidate may not be an employee of the district when assuming office or have a spouse or dependent employed by the district.School board members are nonpartisan and are responsible for broad, forward-thinking, and decisive action in all areas that affect students and staff in their schools. School board members have no individual authority, but their authority rests in casting a vote at required governing board meetings.Responsibilities of the board include hiring and evaluating the superintendent, providing input in budget development to ensure funding is provided to meet goals and monitoring and approving the budget, setting salaries for employees, approving purchases, establishing and approving policies, approving curriculum materials, adopting the school calendar, reviewing regulations for compliance with policy, approving personnel actions based on superintendent recommendations, closing or constructing schools; assessing board effectiveness, monitoring progress toward goals.Why you should care:The school board’s role is to advocate for public education in the community and ensure the school district is well run. The board, as a whole, monitors performance to meet academic, financial, and operational goals. The collaborative decisions made by school board members will affect children and their parents, the livelihood of school district employees, and the economic well-being of an entire community. This position is unpaid and requires time, a willingness to learn about issues affecting the school district, and a passion for a positive culture and public education system committed to providing the best and most appropriate education for all children.For additional information:https://www.azk12.org/media/yjvlpkfo/district-school-board-duties.pdf Miembro de la junta escolarLos miembros de la junta escolar son elegidos por un período de cuatro años por los votantes del distrito escolar durante las elecciones generales en años pares. Los requisitos incluyen haber vivido en el distrito durante al menos un año, estar registrado para votar y un candidato no puede ser un empleado del distrito al asumir el cargo o tener un cónyuge o dependiente empleado por el distrito.Los miembros de la junta escolar no son partidistas. Estos son responsables de acciones amplias, progresistas y decisivas en todas las áreas que afectan a los estudiantes y al personal de sus escuelas. Los miembros de la junta escolar no tienen autoridad individual, mas bien, su autoridad se basa en emitir un voto en las reuniones requeridas de la junta directiva.Las responsabilidades de la junta incluyen contratar y evaluar al superintendente, brindar aportes en el desarrollo del presupuesto para garantizar que se proporcionen fondos para cumplir con las metas y monitorear y aprobar el presupuesto, establecer salarios para los empleados, aprobar compras, establecer y aprobar reglamentos, aprobar materiales curriculares, adoptar el calendario escolar, revisar los reglamentos para el cumplimiento de las políticas existentes, aprobar acciones de personal basadas en las recomendaciones del superintendente, cerrar o construir escuelas; evaluar la efectividad de la junta, monitorear el progreso en función de las metas.Por qué debería importarle:El papel de la junta escolar es interceder por la educación pública en la comunidad y garantizar que el distrito escolar esté bien administrado. La junta, como un todo, supervisa el desempeño para cumplir con las metas académicas, financieras y operativas. Las decisiones colaborativas tomadas por los miembros de la junta escolar afectarán a los niños y sus padres, el sustento de los empleados del distrito escolar y el bienestar económico de toda una comunidad. Este puesto no es remunerado y requiere tiempo, disposición para aprender acerca de los problemas que afectan al distrito escolar y pasión por una cultura positiva y un sistema de educación público comprometido con brindar la mejor educación posible y la más adecuada para todos los niños.Para información adicional:https://www.azk12.org/media/yjvlpkfo/district-school-board-duties.pdf
Public Policy Priorities
Equitable Education; Recruiting and Retention; Gun Safety in Schools; Anti-Bullying; Educating the Whole Child; Nutritional Lunches, Free Quality Education for All in lieu of vouchers.
Qualifications and Experience
My experience as a parent, grandparent, wife, public servant, and community leader has prepared me well for this role. I possess a Master's degree in Business Administration and still completing a Doctorate in Management/Organizational Leadership. I am a member of the Arizona Association for Lifelong Learning (AAALL), and Adult Basic Education (COABE) and a Certified Training of True Colors International for both adults and schools. I have been a Human Resources professional for over 15 years and I volunteer in various capacities in my community. As a public servant, I have experience working with diverse communities and understand the importance of collaboration, teamwork, and inclusion.
Organization Memberships and Affiliations
99-3278810
Endorsements
Flagstaff Education Association (FEA); Save Our Schools (SOS); and Arizona List
Community Service
➢ Arizona Association for Lifelong Learning (AALL) - Board Member ➢ Coalition of Adult Basic Education (COABE) - Member; Flagstaff Leadership Program - Board Member (Recruitment Chairperson); The National Society of Leadership and Success - Member; Commission of Diversity and Awareness (CODA) City of Flagstaff - Chairperson; Goodwill Business Advisory Council - Membe; The Green Team, Coconino County Sustainability - Member; Equity Advisory Group, City of Flagstaff, Office of Sustainability - Member; Business Advisory Group, City of Flagstaff, Office of Sustainability - Member; Northern Arizona Climate Change Alliance (NAZCCA) - Member; Friends of Flagstaff Future (F3) - Member; Operation Christmas Children - Community Outreach Co
Occupation
Adult Probation Officer, Coconino County
Education
Carolyn embraces lifelong learning, enhancing knowledge, understanding, and empathy. Carolyn, an MBA graduate, is completing a Management and Organization Leadership Doctorate.
My vision for our local school board is to encourage interconnectedness; difficult dialogue, and foster inclusion of all dispositions to realize awareness. To embrace holistic learning beyond test scores. I will advocate to cultivate a safe and respectful classroom environment. Foster a collaborative environment and group work encouraging team spirit. Use inclusive language and materials. Offer multiple pathways to learn. Advocate for more resources for these items and explain why they are important to shape the lives of our most valued treasure, our children. Ensure that the educators and ancillary staff are treated fairly, respectfully, equitable, and inclusive in a safe environment.
A district superintendent must be effective in overseeing the district, and supporting administrators who need guidance or assistance. They must be good financial managers, policy-makers, and public-facing. An Effective superintendent can harness their potential to improve the day-to-day lives of everyone in their school district. Four traits/expertise/qualities I will look for in a successful superintendent are:
1) Flexibility in Dynamic Environments
2) Emotional Intelligence and Empathy
3) Visionary, thinking and problem-solver
4) Strong in communication and relationship-building
Striking the right balance between allowing parental choice and being good stewards of public tax dollars can be difficult. I will ensure the costs of special education evaluations for ESA students match the costs of the public school, per child.
ESA students participating in sports do not count toward the school’s overall enrollment and therefore do not bring extra state dollars to the school. This disparity prompts critical questions about sustainability where the economics of sports participation are precariously balanced. I will match the ESA participant costs with public school costs, per child and also put a maximum cap on sports or extra-curricula services which should not be exceeded.
Recruitment and Retention (especially School Bus Drivers)
Affordable Housing for educators and ancillary services staff
Free Nutritious School Lunches
The school board should be a collaborative partner in curriculum and instruction development.
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Public Policy Priorities
Ensure teachers have the professional development they need. Ensure students graduating from FUSD are prepared for the path they want.
Qualifications and Experience
Mathematics Teacher at Coconino Community College for the last 30 years MS in Mathematics with emphasis in Statistics. Past President of the American Mathematical Association of Two-Year Colleges
Organization Memberships and Affiliations
Gun Safe Candidate
Endorsements
Arizona List, AZ NOW PAC, 3.14 Action Fund
Community Service
Former member of FUSD Governing Board. Member of the Arizona Mathematics Coalition. Member of the Mathematics Articulation Task Force
Occupation
Mathematics Instructor at Coconino Community College
Education
MS in Mathematics with and Emphasis in Statistics
I believe that listening to people is a great way to understand their perspective. This should be the same for teachers, staff, administration, community members, parents, and students. All perspectives should be listened to and if one disagrees with a person they need to still respect that person and their perspective. On a similar note, all parents have the right to be involved in their child's education, but no parent has the right to tell another parent's child what they can be exposed to.
I will look for a superintendent that listens to others, makes decisions based on data and input of those affected, explains the decision, and owns the decision. The superintendent also needs to admit if the decision wasn't the best decision and looks for ways to rectify a poor decision.
The superintendent should also strive to understand the culture of the organization and the community.
Special education evaluations are an important service for all families. This must continue. However, if a parent has elected to remove their child from a public school using the ESA program, then that parent may need to help support the evaluations and services provided. Since that child is not enrolled in FUSD for classes, they should be treated the same as any other student who is not enrolled in FUSD but attends another school. However, if the law says that FUSD must support these children, then this is something that FUSD will have to support. If there is not funding for this, then priorities will need to be made.
If a parent chooses to unenroll their child from a public school through the ESA program, I do not think it is right to have that child play sports in FUSD. Currently a student who is not attending a school cannot play for the school. So ESA students should be treated the same.
Keeping current programs is a priority. The dual enrollment program with Coconino Community College is a great option for students to earn college credit in high school. That program should be continued. Having the tuition paid for the students, make dual enrollment more equitable. The CTE programs including the CAVIAT program with the community college, gives student whose path is along the career and technology path gives support to those students. Both of these programs should continue. The art programs at the schools needs to be maintained since it gives students another path to explore. Transportation is an issue because of lack of personal, so a solution that may involve the budget needs to be researched.
Curriculum is set by the state standards. The teachers are the experts in the curriculum and should be given support to make changes to the curriculum. It is a great deal of work to rewrite the curriculum, and so teachers should be given training and time to write new changes in the curriculum. Board members are not experts in curriculum and should not be involved except to provide that support. As a teacher, I would not want my governing board telling me what my curriculum should look like.
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Qualifications and Experience
Public educator since 2004. I spent multiple years in a K-8 physical education and health classroom, I have taught 8th grade English and 6th grade all subjects. Additionally, I have worked at the Arizona State Department of Education in Educator Preparation Program Approval, certification and licensure exams. Currently train pre-service teachers at Northern Arizona University and also supervise candidates during their 16-week student teaching capstone experiences. I have dedicated my career to public education and have three children of my own that have or will go through Flagstaff Unified School District.
Endorsements
Flagstaff Education Association, AZ List, Save our Schools Arizona
Community Service
United Way Grant Reviewer for Educational Programs in Flagstaff, State Department of Education Program Reviewer for education programs leading to certification
Occupation
Assistant Clinical Professor at Northern Arizona University
Education
BA- Secondary Education in Health and Physical Education (NAU-2004), MA- Educational Leadership with K-12 Principal Endorsement (GCU-2008), ABD Curriculum and Instruction. Ph.D. anticipated May 2025 from Northern Arizona University
As a candidate for the Flagstaff Unified School District governing board, my vision is to create an environment where every student is supported and has the opportunity to succeed. I believe in fostering respect for our diverse student population by ensuring students have access to high-quality education that prepares them for the future. I will focus on creating practical solutions for equity by ensuring resources are allocated to meet the needs of all students, especially in critical areas like mental health and student support services. I also value the importance of listening to students and families, and I will advocate for regular communication between the board, schools, and the community. By prioritizing safety, inclusivity, and respect for all viewpoints, I will work to create a positive, productive learning environment that reflects the values of our community.
When recruiting or evaluating a district superintendent, I will prioritize qualities that align with our community’s values: integrity, transparency, and a strong commitment to student success. A superintendent must have proven leadership experience, the ability to manage resources effectively, and a track record of improving educational outcomes. I will also seek someone with strong communication skills, capable of fostering relationships with teachers, parents, and the broader community. The ability to make data-informed decisions and adapt to challenges is critical, as is a focus on maintaining fiscal responsibility while ensuring that student and staff needs are met. Additionally, I will look for someone who can unite the district around a shared vision, respects diverse perspectives, and is committed to creating a positive, safe, and inclusive learning environment for all students and staff.
To address the costs of special education evaluations and proportionate share services for ESA students, I would advocate for clear budgeting that allocates sufficient funds from both state and federal sources. This ensures the district can cover costs while maintaining quality services for all students. Transparent financial planning and collaboration with state education officials will be key to meeting these obligations without negatively impacting other district resources. Regarding ESA students participating in district sports, I believe they should have access, provided they meet the same eligibility requirements as other students. A reasonable fee structure could be set to cover the associated costs of participation while ensuring fairness and inclusion. This approach balances fiscal responsibility with opportunities for all students to engage in extracurricular activities.
The three most pressing issues in our district are teacher retention, resource equity, and school infrastructure. First, retaining quality teachers is critical. I would prioritize budget allocations for competitive salaries, look into alternative benefit packages, mentorship programs, and professional development to reduce turnover. Second, resource equity must be addressed to ensure all students, regardless of background, have access to a quality education. I would focus on allocating funds to the schools and programs that need the most support, especially those in underserved areas. Finally, maintaining and upgrading our school infrastructure is essential for student success and safety. I would ensure bond funds and other revenues are directed toward improving facilities and technology. By focusing on these key areas, we can better support our teachers, provide equitable resources for all students, and maintain safe and effective learning environments.
The school board’s role in curriculum development should focus on oversight and ensuring alignment with state standards, community values, and educational goals. While the board does not develop the curriculum itself, it plays a critical role in approving curriculum decisions made by educators and administrators who are experts in their fields. The board should ensure that the curriculum reflects a balance between academic rigor and the diverse needs of our student population. Additionally, it is important that the board facilitates community input, listening to parents, teachers, and students to ensure the curriculum is relevant and supportive of all learners. By maintaining a focus on transparency and accountability, the board can help ensure that curriculum decisions are both academically sound and reflective of the community's values while leaving the specifics of development to the professional educators tasked with day-to-day implementation.
