Phone
231-882-6260
Occupation/Current Position
Child Care Provider
Education
Early childhood development and education
occupation
Early Childhood educator
I am a parent of five amazing kids, a licensed in-home childcare provider, and an early childhood professional with more than 25 years of experience working with children. My background includes working in schools from elementary through high school, supporting families in community settings, and participating on Benzie Central’s Parent Advisory Committee. I understand education from several sides: as a parent, as an educator, and as someone who has watched children with different strengths and needs succeed when adults truly understand them.
I am running because I know what it is like to be a parent watching a child struggle, and I believe families deserve clear communication, meaningful follow-through, and a voice in decisions affecting their children. I bring practical problem-solving, a willingness to ask difficult questions, and a commitment to making sure every student has a genuine opportunity to succeed.
My first priority is consistent, two-way communication between the district and families. Parents should know what is happening, what their child needs, who is responsible for follow-up, and when an issue has been resolved. I would support clear communication standards across buildings while allowing teachers to use tools that work for them.
My second priority is meeting students where they are. Children learn differently, and support should build skills and confidence rather than rely only on memorization, compliance, or retention. I would ask whether programs are producing meaningful growth and whether students and families understand the plan.
My third priority is responsible use of district resources. I would examine enrollment, staffing, facilities, transportation, and programs together, ask for evidence before supporting major spending, and protect the services that most directly affect student learning and safety.
One of the most important things the district can do for student mental health and safety is make sure every student has an adult at school they genuinely trust. That means more than having an office they can visit. Students need someone they would tell if something were wrong, whose advice they respect, and who notices changes in their behavior.
Staff also need proper training to recognize when a situation is escalating and respond in a way that calms it rather than makes it worse. This includes understanding what may be behind a student’s behavior and knowing how to intervene safely. When concerns arise, families should be included, next steps should be clearly communicated, and someone needs to follow through.
In the short term, the board should establish clear, age-appropriate rules for AI use, privacy, staff oversight, and academic integrity. Students and families should know when AI is allowed, when it must be disclosed, and when work must be completed independently. Teachers also need training so expectations are consistent. In the long term, students should learn to use AI responsibly, verify information, identify bias, protect personal information, and recognize when human judgment is necessary. Equity means providing all students with consistent instruction. Academic integrity requires clear expectations and assignments that ask students to explain their reasoning. AI should support learning, not replace thinking.
Schools should present college and career and technical education as equally valuable paths. Students need opportunities to explore their options before senior year through college visits, job shadowing, skilled-trades demonstrations, dual enrollment, internships, and conversations with people working in different fields. Counseling should help students connect their interests and strengths to realistic choices, including certificates, apprenticeships, degrees, and direct entry into the workforce. The district should build partnerships with the Career-Tech Center, colleges, businesses, and community organizations. Every graduate should leave school with useful skills, a realistic next step, and the confidence to pursue it.
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