Over the past nine years I have developed strong working relationships with my board colleagues, and I dedicated to providing continuity and support for our district leadership team through the challenges ahead. Key priorities include maintaining a high-quality academic program despite rising costs; implementing a more intentional K-12 technology approach; enhancing outcomes for special education students; completing and optimally using new learning spaces; and advocating for state-level reforms to broken employee benefit and school funding mechanisms.
Together, with the administrative team, there are several priorities to address, including: fostering a school culture that truly supports diverse learning styles – recognizing that accessible learning, rooted in trust and high expectations, benefits all students. For example, like most adults, every child can benefit from improved executive function skills – like time management, planning and prioritization, cognitive flexibility and working memory. All our kids should be supported in developing these skills. Fine arts offerings should also reflect the diverse abilities and interests of our students, encouraging children to access the joy of art, music and dance, even if they first try at PHS. Vocational offerings should be reviewed and regularly updated to reflect the rapidly evolving job landscape.
Public school finances in NJ are currently unsustainable due to matters beyond the control of individual districts, such as the rising cost of healthcare. Last year, the PPS administration had to cut $750,000 in expenses to close a structural budget gap because of cost increases far greater than the 2% year-to-year tax levy cap that is mandated by NJ law. As an example of rising costs transportation costs have risen 82% over the past five years. PPS budgets must balance each year, so spending in other areas must be reduced. Given how fast costs beyond the control of PPS are increasing, the budget gap will be much larger next year.
I am hopeful that our new PPS administrators will find some savings through cost controls and staff attrition in areas that have less impact on students. What happens next – how public schools will continue to provide basic programming and student supports -- depends on whether the State legislature acts to rein in healthcare and other costs that are out-of-control or not subject to the 2% cap. For more information on the PPS budget, please see https://www.princetonk12.org/board/budget
Every school district has student groups facing distinct challenges. In our community, key groups who may be at risk for underperforming or disengaging from learning include: special education students, who represent approximately 15% of the student in the district; economically disadvantages students who represent approximately 14% of students; multi-language learners, meaning that English is not their first language and they require additional learning supports, represent approximately 8% of students; and students may be experiencing mental health challenges. PPS offers many supports, including community liaisons to bridge between school and home, courses for MLL, mental health supports, and summer programs. To build on this foundation, the Board must ensure these services are adequately funded, continuously evaluated, and accessible to every student that needs them.
PPS follows the sex education curriculum mandated by NJ State law, and I do not believe new policies are required.
Our six schools are responsible for the safety and security of students in their care. PPS trains staff in specific protocols to follow in the event of a law enforcement or other government agency presence on or near school property, including how to comply with legally legitimate directions from government officials.
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Sensible Leadership for Excellent Public Education
I hope to maintain and, if possible, improve the quality of education in Princeton schools despite the financial difficulties that are projected to increase in NJ districts in the coming years. I plan to support our excellent central office administrators who have professional expertise to these challenges, and to prioritize instruction and the best interests of all our community's children. I also support the development of thoughtful, evidence-based guidelines around the use of technology in the classroom and for homework, to make sure that technology is not used when screen-free methods are equivalent or better.
A tremendous amount of work has been done in recent years to establish better and stronger systems of support for struggling students, and to strengthen the curriculum in various key areas, math and elementary English language arts in particular. Going forward, one challenge I see is making sure that students interested in the humanities in the high school have the same rich opportunities as those focused on math, science, and the arts. Another is being cautious about the use of educational technology and protecting learning and human thinking in the age of AI.
This is a very difficult issue as the 2% cap tightly constrains school funding while certain elements of the budget (eg health insurance costs, transportation, tuition for special education schools) have been growing very rapidly and lie for the most part beyond the control of the district. Because of these very challenging pressures, I see protecting spending on instruction as the biggest priority. Otherwise the tendency is for spending on instruction to be reduced in order to fund legally required costs that the district does not control.
Our community does include at-risk students, including racial minorities, low-income students, students with mental health challenges, and students with disabilities, as well as students who belong to more than one of these categories. Academic supports are strongest at the elementary and middle school levels. Support for mental health exists at all levels, although it may still not meet all students' needs. I would like to see special education services enhanced in our district so that more students who might currently be sent out to special education schools can be kept with their peers in their home schools.
I think it is in students' interest to receive age-appropriate, accurate, and comprehensive sex education. That said, state law allows parents to opt out of sex education if they so desire. I do not see a pressing need for new policies on the district level.
Our community is diverse. I believe that schools should be welcoming to all children, regardless of immigration status, and that schools should protect their students as far as the law allows.
