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Slogan
Putting Kids First
Piscataway has been my home for 20 years, and it is where my husband and I raised our two children through the public schools. I would bring to the Board both the perspective of a longtime parent and nearly three decades as an educator. I hold an Ed.D. in Teacher Leadership, am a National Board Certified Teacher, and received the Presidential Award for Excellence in Mathematics and Science Teaching.
My priorities are strong academics, multiple pathways to student success, support for the whole child, opportunities in the arts, athletics and career education, and responsible stewardship of taxpayer resources.
I do not believe a Board member should arrive with a list of programs to impose on educators. Good governance begins with asking questions, listening, examining evidence, and setting clear goals. My doctoral work was in program evaluation, and that mindset has remained important throughout my career. I want us to know not only what programs we provide, but whether they are working, who is benefiting from them, and who may still be missing from those opportunities.
Piscataway already offers many strong academic, arts, athletic and career-related opportunities. My priority would be to build on those strengths while making sure students understand the many pathways available to them.
As both an educator and a parent, I have seen students find belonging in very different places. My son found it through orchestra and varsity bowling and is now studying architecture at Mercer County Community College. My daughter has thrived through visual art, choir, and varsity bowling. Their experiences reinforced for me that there is no single definition of student success.
I would like stronger connections among middle- and high-school exploration, community colleges, universities, skilled trades, apprenticeships and employers. I would also protect the fine and performing arts and examine who has access to advanced courses, academies, career programs and extracurriculars. A program is only truly successful if students know it exists and can participate in it. Our students should also understand that a four-year college is an excellent option for their future, but not the only one.
I would protect the fine and performing arts and examine access to advanced courses, career programs, mentorship programs, and extracurriculars. A strong district should help every student discover a pathway that matches their interests, strengths, and personal goals.
I would protect the people and programs that most directly affect students: classroom instruction, teachers and support professionals, special education, academic intervention, counseling and student wellness, career education, the arts, libraries, athletics and extracurricular opportunities. Supporting students also means investing in educators through sustained professional development that reflects the changing needs of our students and community.
My experience as both an educator and a parent has shown me that programs sometimes labeled “extras” can be where students develop confidence, leadership, friendships and a sense of belonging.
At the same time, supporting public education does not mean every expenditure should automatically continue. I would carefully review contracts, consulting costs, technology subscriptions, purchasing practices, administrative processes and programs whose effectiveness should be reevaluated.
My doctoral work was in program evaluation, so I would consistently ask: Is this necessary? Is it effective? Who benefits? Is there a more efficient way to achieve the same result? Fiscal responsibility means protecting student opportunities while using public resources wisely.
I am careful about labeling children themselves as “at risk.” Often, circumstances create barriers to success. Those barriers may include economic hardship, disability, language, attendance, mental health, family circumstances, or simply not yet finding a place in school where a student feels connected.
My experience as an educator and as a parent navigating school supports has taught me the value of early intervention, clear communication, and genuine partnership with families.
I would support strong academic intervention, special education and 504 services, counseling and mental-health supports, attendance outreach, family communication and opportunities for students to connect through academics, arts, athletics, and extracurriculars. I am also interested in students whose needs may not be immediately visible. A student can be achieving academically and still be struggling.
Every family should be able to access the opportunities and support their child needs without having to become an expert at navigating the school system.
As a middle school educator, I work with students who are already encountering complex social issues and trying to make sense of what they hear from friends, social media, families and the wider world. I believe our responsibility is to give them accurate, age-appropriate information so they can stay safe, make informed decisions, and learn how to treat others with respect.
Students should also understand that families do not all look the same. Our schools serve children from many different kinds of families, and students should be able to see their own lives reflected while learning to understand the experiences of others.
I also think an important distinction is often lost in public discussion: standards are not lesson plans. The state sets learning standards, while local districts develop curriculum and select instructional materials. Unfortunately, misinformation can spread quickly.
That is why communication matters. Families deserve to know what is being taught, why it is being taught, and how it is appropriate for the age group. Clear communication and thoughtful implementation build trust and help keep the focus where it belongs: on helping students grow into safe, informed, and respectful young adults.
I believe schools should be places where every student feels safe, valued and able to learn. That responsibility does not change because of a child’s immigration status or the national debate surrounding immigration.
New Jersey requires public schools to provide eligible students access to education regardless of immigration status, and state guidance directs districts to have clear procedures for responding to immigration enforcement while protecting student safety and privacy.
For me, the larger issue is belonging. Students are very aware of what is happening in the world around them. Fear about a parent, family member, or friend can enter the classroom with them and affect their ability to learn. Schools should not create additional fear. They should provide stability, trusted adults, clear communication and appropriate support for students and families.
I would want our district to follow the law, train staff on established procedures, protect confidential student information and ensure that no employee is left to navigate a complicated enforcement situation alone. Most importantly, every child who walks through our doors should know that school is a place where they belong and where their education, safety, and dignity matter.
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