State Board of Education, Ward 6 · District of Columbia

What top two issues motivate you to serve on the State Board of Education?

My top priorities are equitable opportunity for every student and strong schools supported by strong educators. A family's school choice should never determine whether their child has access to excellent programs, resources, or opportunities. I want greater transparency around disparities across schools and feeder patterns and stronger accountability for addressing them. I am equally committed to educator retention, wellness, and voice. My research focused on trauma-informed care, and I believe that when educators are supported, students are better positioned to thrive. Every child, in every school, deserves the opportunity to succeed.

How do you intend to hear from, respond to, and balance the needs of students, parents, and teachers?

My commitment is simple: listen early, engage often, and ensure people help shape decisions before they are made. I will hold regular Ward 6 listening sessions, visit schools, engage PTOs, LSATs, educators and student leaders, and provide virtual and multilingual opportunities for participation. Just as importantly, I will report back so residents know what I heard, what action was taken, and what remains unresolved. I do not see students, parents, and educators as competing interests. Strong schools require all three voices at the table, with decisions grounded in student needs, evidence, equity, and the realities of our classrooms.

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What top two issues motivate you to serve on the State Board of Education?

My top two priorities are expanding opportunity for every student and preparing students for what comes next. Every student deserves access to rigorous instruction, strong educators, and meaningful opportunities that allow them to succeed, regardless of their school or neighborhood. I also want to ensure our education system keeps pace with a changing world. That means strengthening academic achievement while ensuring students graduate prepared for college, careers, and life through career pathways, technology and AI literacy, and real world learning experiences. These priorities align directly with the State Board’s work on academic standards and graduation requirements.

How do you intend to hear from, respond to, and balance the needs of students, parents, and teachers?

I believe the best education policy is shaped with communities, not simply presented to them. I will regularly engage students, families, educators, and school communities through school visits, community meetings, office hours, surveys, and conversations throughout Ward 6. I will also intentionally seek out voices that are often missing from traditional public meetings. These groups will not always agree, so my responsibility is to listen, understand the impact of decisions from multiple perspectives, and communicate clearly about how community input informs my work. I want Ward 6 residents to know not only that I heard them, but what I did with what I heard.

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What specific experience or skills prepare you to serve as a Board member?

I have served education from nearly every seat at the table—as a Title I classroom teacher, school and nonprofit leader, federal education policy professional, parent, LSAT leader, and PTO President. I hold a Doctorate in Educational Leadership and Policy, and currently manage complex federal education programs, working across policy, compliance, data, and stakeholder engagement. At the school level, I have helped shape budgets, participated in principal selection, advocated before the DC Council, and worked alongside families and educators. I know how to connect policy with what students, families, and educators actually experience in schools.

What specific experience or skills prepare you to serve as a Board member?

I bring the perspective of an educator and school leader who works directly with students, families, and teachers every day. As an Assistant Principal, former instructional coach, and mathematics educator, I understand how education policy translates into classroom practice. My experience includes strengthening instruction, developing educators, analyzing student achievement, supporting students with diverse needs, and building strong school communities. I bring both a policy perspective and practical experience implementing change in schools, which will help me ask thoughtful questions and keep the impact on students and educators at the center of decisions.