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I’m a strong candidate for school board because I bring both analytical expertise and the ability to work constructively with people. As a Senior Business Analyst, I turn complex technical requirements into information stakeholders can understand and use. School budgets and policies require those same skills: curiosity, critical thinking, attention to detail, and thoughtful questions. I’m also often called upon when stakeholders are frustrated. I lead with curiosity rather than blame, listen to understand, and work collaboratively toward solutions. I’ll bring that same approach to the board—doing the homework, seeking common ground, communicating clearly, and keeping the focus on strong schools and student success.
Academic success: Use MCA results, FastBridge assessments, and other data points to identify needs, evaluate interventions, and improve outcomes.
Proactive communication: Create opportunities like listening sessions for community members to share concerns/ideas directly with the board.
Accessible transparency: Explain budgets and decisions clearly, including what they mean for the average taxpayer. Financial reports that require specialized knowledge to understand are transparent in theory.
If cuts are necessary, my first priority would be protecting student success by minimizing impacts on classroom learning, essential services, and the supports students need to thrive. I would carefully evaluate programs and services based on their impact on students, while protecting the professional benefits that help us attract and retain excellent teachers and staff. I would communicate decisions with the community as early, clearly, and transparently as possible.
We would start with the data to identify where disparities exist. Then, we should listen to students, families, and staff closest to those disparities to understand them. After, we should evaluate whether there are existing resources/programs attempting to address those barriers and if they are or are not working. If a resource is working, we should seek ways to improve access to that resource. If a resource is not working, we should re-evaluate that resource, making changes or replacing it.
I believe communication should be proactive and two-way. I’d explore opportunities like board listening sessions, where teachers, families, and community members can share concerns and ideas directly with board members. I’d also use plain-language summaries and graphics to make decisions accessible. Decision-making doesn’t end with a vote. It continues by explaining why decisions were made, monitoring outcomes, and re-evaluating when results aren’t as expected.
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I would not presume to be the all-time best person for this role. I am running because I care deeply about White Bear Lake and want to invest my time and skills in the community that has invested in my family. My nonprofit, PTO and volunteer experience has taught me to listen, build relationships and work with people who bring different perspectives. As a financial operations analyst, I can also offer thoughtful financial oversight and help make complex information understandable. I will ask good questions and listen to the answers, remain open to learning, and keep students at the center of every decision.
My top priorities are: 1) student success and belonging, because students learn best when they feel safe, supported and valued; 2) supporting and retaining educators, so staff can focus on students; and 3) trust, communication and long-term financial sustainability, so our community understands decisions and the district can protect what matters most beyond the next budget cycle.
I would begin with the outcomes we must protect for students, then carefully review spending, trends and long-term impacts. I would ask what each expense accomplishes, seek efficiencies away from the classroom first and consider the consequences of both acting and doing nothing. Cuts should be transparent, evidence-based and made with community input. The goal is not to find the biggest number to cut, but to use limited resources responsibly.
I would look beyond the gaps themselves to understand the barriers creating them. That means listening directly to affected students, families and staff, reviewing outcomes across student groups and ensuring policies, programs and resources reach those who need them. Equity is not lowering expectations. It is removing barriers so every student can meet high expectations, feel they belong and have a meaningful pathway to success.
I would engage teachers and families before decisions are made, not only after concerns arise. I support structured listening sessions, surveys, advisory groups and multiple ways to participate, including options for people who may not speak at board meetings. I would then close the loop in plain language: what we heard, what we are doing and why. Listening does not always mean agreeing, but everyone should know their perspective was genuinely considered.
I bring over a decade of government, nonprofit, and audit experience, supported by a Master’s in Finance. As a parent with two children in the district, I understand the needs of families, teachers, support team members, and classrooms. I have a strong passion for advocating for students and teachers through PACER and consistently support teachers and support staff. My background in financial stewardship, policy implementation, and community engagement positions me to make responsible, transparent decisions that strengthen our school and reflect community priorities.
My priorities are safety, fiscal responsibility, and policies that support students, teachers, and families. Safety ensures students and staff can thrive. Fiscal responsibility protects resources and maintains trust. Clear, consistent policies, shaped with input from families, teachers, students, and support staff ensure decisions reflect real classroom needs and support student success.
I would prioritize fiscal transparency and protecting classroom learning. My strategy includes reviewing nonessential spending, evaluating long term efficiencies, and engaging teachers, support staff, and families to understand impacts. Cuts must be strategic, equitable, and focused on preserving core academic, student‑support services, and teacher supplies.
I would expand access to academic supports, strengthen early intervention programs, and ensure policies are equitable and consistently applied. Data must guide decisions, and resources should be directed where gaps are greatest. Partnering with families, PACER, teachers, and support staff is essential to removing barriers and supporting every student’s success.
I will prioritize open communication, regular listening sessions, and clear, accessible information. Teachers, support staff, and families deserve meaningful opportunities to provide input before decisions are made. By building transparent processes and actively seeking feedback, policies will reflect real classroom needs and the experiences of the families we serve.
I bring a unique combination of experience and perspective to the school board. For 25 years, I have served public education as a teacher, Minnesota Teacher of the Year, education policy leader, and principal. I have experienced firsthand what it takes to teach and learn, lead schools, support educators, shape policy, and make difficult decisions that impact students and families. I also know personally the life-changing power of public education. That experience gives me both a deep understanding of the system and an unshakable belief in its promise. I am a listener, a thoughtful problem-solver, and a fierce advocate for every child—and I will bring those qualities to every decision.
My top three priorities are literacy, inclusion, and transparency because each is essential to student success. Strong literacy is the foundation for learning across every subject and for lifelong opportunity. Inclusion ensures every student feels safe, valued, heard, and able to reach their potential, especially those with learning challenges. Transparency builds trust, strengthens partnerships with families and staff, and helps our community understand how and why decisions are made.
If budget cuts are necessary, I will prioritize funding closest to the classroom and protect programs that have the greatest impact on students. We will analyze the effectiveness and outcomes of programs before making reductions, while looking for ways to reduce costs without limiting student accessibility and opportunity. Just as importantly, we must listen to students, families, and staff and ensure their feedback meaningfully informs difficult decisions.
We must first understand the root causes of racial and economic disparities rather than simply addressing the symptoms. That means listening to students, families, and staff and examining where systems and practices may create barriers. From there, we can build targeted support plans that address those causes, remove barriers, and ensure every student has equitable access to the resources, opportunities, and support they need to thrive.
I will establish a clear, predictable process for engaging teachers and families. Those most impacted by decisions must have meaningful opportunities to provide feedback before decisions are made. Listening sessions, surveys, and gatherings should use plain language and be accessible to all, including providing interpretation and translation services. Most importantly, we must close the feedback loop—clearly sharing how input shaped the final decision, or why it was not incorporated.
