Q & A

In 2025, I would be the longest-serving board member and my experience equips me to continue leading our district effectively—much has happened over the last six years! While the challenges of recent years have made board work anything but boring, I am committed to continue advocating for our children and community.

Having a range of experience on a board is crucial. In January, I would be the most senior member— the only one who was on the Board prior to the pandemic. This perspective is valuable, and I can support new board members effectively. When I joined the Board, I appreciated the guidance from members with 15-20+ years of service. While I’ve also learned about board work from Michigan Association of School Boards (MASB) classes and workshops, the history of our Forest Hills Board of Education is carried by its experienced members. 

Additionally, growing up as an At-Risk student motivated me to become a teacher and support vulnerable students from an insider perspective. As a currently active educator with 22 total years of teaching, I have my finger on the pulse of classroom concerns, benefiting . For me, it is deeply personal to ensure our district offers innovative programming and diverse opportunities, shaping my contributions on the Board.

     Public education in Michigan grapples with issues like widening achievement gaps, teacher shortages, and inadequate funding. These challenges are felt locally in Forest Hills as we work to foster a safe environment where all learners can meet their individual potentials and special needs can be met, and retain experienced teachers while developing recruits.

     Furthermore, we are dealing with declining enrollment, staff shortages beyond teaching positions, and the need to make difficult programming decisions. These factors strain resources and demand strategic solutions to maintain our district's high standards.

      As an experienced board member, I have a proven track record of working collaboratively with my colleagues and three superintendents to address these challenges while enhancing programs that attract and retain families. Balancing the budget while preserving core programs aligned with our district vision is crucial. Seeking Board consensus is vital because a divided board sends ripples of insecurity into classrooms—I know this firsthand as a teacher. Even when my position differs, I support the Board's final decisions and move forward with unity. To address our challenges and remain a destination district full of opportunity, my experience shows that we must work as a united Board.

Every decision I make is guided by the question, "What is in the best interest of our students?" As such, I aim to ensure that FHPS remains a model of excellence and innovation in education. My ultimate vision for FHPS is to ensure that every learner reaches their individual potential, and I believe that is through innovative programming. I am dedicated to driving our growth through a strategic plan that will establish FHPS as a beacon of forward-thinking education and excellence.

 Virtually everything has changed in our country over the past century, yet the common education model remains largely the same. Conventional methods no longer meet the demands of today’s world. Our district has taken significant steps toward implementing research-based 21st-century learning opportunities that empower our students to think critically, pursue goals with confidence, and engage meaningfully with the greater community. We do this now with STEM Academy, Project Next, Goodwillie, immersion programs and project-based learning, and through supporting extracurricular activities that focus on problem solving and innovation. Increasing CTE (Career and Technical Education) connections throughout the district would serve our varied students’ interests and educational opportunities. Establishing an International Baccalaureate program would as well. 

     This, for me, is the most challenging of these questions. I did not become a Board member over a single issue that upset me or as a political springboard. I love this district because there is so much to be proud of, and I want to offer my relevant skills and experience to contribute to that destination district vibe. How can I narrow that down to a single source? 

     While laid off for a year in 2005, I subbed in all of the secondary FHPS buildings; it was my first experience inside these schools. My jaw dropped. Each attendance area had its own flavor, but it was clear the entire district held high expectations, offered learning opportunities I’d never seen before, and buzzed with excitement from staff and students alike. When I learned of Spanish immersion and Goodwillie Environmental School, I knew where I would be sending my future children. And so my husband and moved into the district and connected with our community. 

     I came for the schools, but I stay for that overall community, because it is really is everyone around here who contributes to this amazing district… it takes a whole village to raise a child. 

     Our district has multiple advisory councils attended by BOE members, holds open board meetings, maintains a social media presence, and holds surveys, such as Culture & Climate, to help inform myself and all Board members of stakeholder perspectives. 

     During my term on the FHPS Board of Education, the Board recognized the need to hire a Communications Director position to increase the efficacy of communications within the district and to the community. 

     Furthermore, I am a highly social and curious person who is genuinely eager to listen to a full range of people's perspectives. As a teacher, coach, Girl Scouts troop leader, parent, community volunteer, event attendee and avid walker, I am all over the place conversing with anyone willing to share their thoughts. This is how I individually engage parents, caregivers, students and community members -- learning from them and keeping them informed. It's also how I learn from and include faculty, staff, administration and students. 

     This is always a concern for all students. I strongly support social-emotional learning in the classroom, culture of each building, and throughout the entire district (consideration for staff as well as students). Currently, the district offers on sight mental health providers and partnerships with local community providers as well as opportunities/events to build inclusion and a sense of belonging. 

     Professional development -- such as Mental Health First Aid -- *with follow-up* is necessary for faculty and staff who may not have experienced situations students are struggling through in order to build empathy, increase accuracy of identifying student who need help, and strengthen skills for assistance on the spot. As an educator who earned her Mental Health First Aid certificate through a training held in her school, I believe it is vitally important to refresh staff on this topic every year to ensure they all truly understand the significance. Staff who work directly with students must be the change they wish to see to consistently model school culture that is supportive and safe. 

     Multi-tiered systems of support are implemented by staff, faculty and administration to not only assist students with academics, but also with general well-being. Genuine and intentional connections by staff with every student, every day is critically important for positive and supportive culture and for the healthy development of individuals. 

     Lastly, community/caregiver workshops and events focused on this topic are currently offered by the district every year and should continue to be offered and promoted. Good mental health starts in the home.