Why are you running?

The evolution of the School Committee in the last two elections provides an opportunity for my background to be of service to the members of the Committee and to the future of the Andover Public School System. 

What differentiates you from your opponent?

My professional experience, my commitment to public education, and my support of the current members of the School Committee.

What qualities and leadership approach do you believe APS most needs from its next long-term Superintendent, and how would you ensure transparency and community trust in major district decisions?

Qualities and Leadership

While most top-tier candidates for Superintendent of Schools possess the academic, financial, and organizational expertise required to lead a district into the next decade, few possess the essential qualities of gratitude and humility.

We are seeking a leader who is genuinely grateful for the opportunity to enhance a high-performing district and to make a meaningful impact on students, teachers, and families. This individual must be humble enough to maintain a steady, composed demeanor through both triumphs and challenges, remaining professional regardless of the situation or the personalities involved. Ultimately, we need a leader who is grateful to undertake what is often described as "the toughest job they will ever love." 

The selected individual must have a proven record as a bridge builder—someone who is inclusive by nature and prioritizes diverse perspectives to foster understanding and collaboration. 

Transparency and Community Trust

Throughout my career, I have been a steadfast advocate for participatory governance. As a principal, I actively empowered teachers, students, and parents by providing them with the agency to influence the decision-making process. This collaborative approach was essential for increasing transparency and cultivating deep-rooted trust within the educational community.

I am committed to scaling this culture of inclusivity to the district level. By proactively seeking input from divergent perspectives and fostering an environment where every stakeholder feels heard, I will ensure that our decisions are well-informed, equitable, and designed to produce the best possible outcomes for all.

Andover Public Schools is facing significant budget pressure, with difficult decisions around staffing levels, class sizes, and student supports. If elected, what two specific educational priorities would guide your budget decisions — and where do you believe APS should be willing to reduce or restrain spending if revenues fall short?

Priority One

Prioritizing elementary and middle school class sizes at the lower end of established ranges is essential. Reduced student-to-teacher ratios enable a more comprehensive exploration of the curriculum while facilitating personalized learning and differentiated instruction. Furthermore, smaller environments allow educators to deliver targeted tiered teaching and more effective Social Emotional Learning (SEL) support for all students. 

Priority Two

Maintaining student-facing positions with the appropriate supports are always an educational priority.  As a district, we must always seek to provide each child with the greatest opportunity for educational success and that begins in each classroom, with each teacher, and the appropriate supports to attain that success.      

Reduce or Restrain Spending

Having managed high school budget reductions during my career, I am confident in my ability to identify non-student-facing areas where Andover Public Schools could restrain spending should revenues fall short.  

Parents and residents expect strong academic outcomes while also calling for equitable access to programs and supports across the district. What metrics or indicators should the School Committee use to evaluate whether APS is succeeding academically and equitably — and what actions should follow if the district is not meeting those benchmarks?

During my career, I have observed the Massachusetts Department of Elementary and Secondary Education (DESE) develop a comprehensive system for monitoring academic outcomes. This framework is broad in scope and rigorous in its inquiry, ensuring that school districts are held to high standards. Furthermore, it establishes clear pathways for corrective action, providing necessary oversight and resources for districts requiring targeted improvement. Complementing this state level oversight, the New England Association of Schools and Colleges (NEASC) — an accrediting body — offers districts a comprehensive peer review process for both middle and high schools. Andover Public Schools (APS) has engaged with both of these institutions for many years to improve academic outcomes. Their findings, which are available in the public domain, include well deserved commendations as well as ongoing corrective actions. Moving forward, a primary objective in selecting a new superintendent must be identifying an individual capable of effectively communicating these results to the public, clearly articulating our current standing and the strategic roadmap for the future.