I have spent more than 20 years working in education, nonprofit organizations, and community leadership. In my current role at Detroit Cristo Rey High School, I oversee operations and technology, including facilities, budgets, vendors, capital projects, and systems that support students and staff. My experience has shown me that schools succeed when people come together and students have the resources and support they need. I am particularly concerned about ensuring students have access to social services and specialized educational support, while teachers have the resources and backing to meet the needs of their classrooms. I believe every student can succeed, but not every student needs the same support or follows the same path. I want to bring my experience in leadership, problem-solving, and responsible resource management to public education in my community.
I believe one of Ferndale's strengths is its community and the variety of opportunities a district can provide when educators, families, and community partners work together. Students need more than academics alone; they benefit from arts, music, athletics, technology, career opportunities, and supportive relationships.
Areas I want to understand better include student retention, academic outcomes, and whether students and educators have the resources they need. I am particularly concerned about social services and specialized student support. Students with IEPs and other learning needs deserve appropriate services, and teachers need to feel that the district sees the challenges they face and stands behind them. I would listen to students, families, teachers, and support staff and review district data to understand where resources are working well and where gaps may exist. I believe we should recognize our strengths while being honest about where we need to improve.
Schools are part of a larger community, and their success is connected to strong relationships with local government, businesses, nonprofits, colleges, universities, trades, and community organizations. I would look for opportunities to work together on student well-being, social services, after-school programs, career exploration, workforce development, and resources for families.
My professional experience has taught me that partnerships work best when people listen to one another, understand their shared goals, and recognize what each organization brings to the table. I would like to see stronger connections with local trades and unions so students can explore apprenticeships and other career pathways. I would also encourage partnerships that help connect students and families with appropriate support services. The Board's role is to set direction, oversee resources, and support the superintendent in building these relationships while respecting each organization's responsibilities.
I see the district as a connected educational community in which each school and program serves students at different stages and with different needs. The elementary, middle, and high school years should build on one another, helping students develop the academic, social, and practical skills they need for their next steps.
I would want to understand how well schools communicate during transitions and coordinate support for students. That is especially important for students who receive special education services, social services, or other individualized supports. Families should not feel they have to start over every time their child moves to another school, and teachers should have access to the information and collaboration they need to support students appropriately. I would listen to educators and families about what is working and where coordination could improve. My goal would be to help ensure students experience a connected system of support throughout their time in Ferndale.
The Oakland County Regional Enhancement Millage proposal was rejected by voters in August 2026. The proposal would have provided additional operating revenue to eligible public school districts, including Ferndale Public Schools, distributed on a per-pupil basis. Without that additional funding, FPS cannot count on the proposed revenue when planning its budget.
I bring practical experience managing budgets, vendors, grants, and capital projects. In my current role, I balance immediate operational needs with long-term investments and work to ensure resources are used responsibly. I understand that budgeting is not just about numbers; it is about the people and programs those decisions affect. I would want to understand the district's financial outlook, ask thoughtful questions about spending priorities, and ensure decisions account for student services, special education, teacher support, facilities, and academic opportunities. I would also support pursuing grants and partnerships where appropriate. The goal is to make informed decisions that protect student needs while maintaining long-term financial stability.
Technology can support learning, improve access to information, help educators identify student needs, and prepare students for future careers. Artificial intelligence presents opportunities, but also challenges involving privacy, accuracy, academic integrity, bias, and responsible use. Schools should help students learn to use these tools thoughtfully while protecting the human relationships that are central to education.
My professional background includes responsibility for school technology systems, devices, network infrastructure, and technology planning. I would support evaluating technology based on its educational value, accessibility, security, cost, and impact on students and teachers. I would also want to ensure educators receive appropriate training and that technology supports rather than adds unnecessary burdens to their work. As with other resources, we should ask whether a tool is genuinely helping students learn and whether teachers have the support they need to use it effectively.
I believe equity starts with recognizing that students come to school with different experiences, resources, strengths, and challenges. Providing every student with exactly the same thing does not always give every student a fair opportunity to succeed. Students may need different levels of academic assistance, social services, mental health support, or specialized educational services.
I would want to learn more about the district's current equity initiatives, student outcomes, access to services, and experiences reported by students and families. I would also listen to teachers and support staff about whether they have the resources, training, and collaboration needed to support students with a wide range of needs, including students with IEPs. Teachers should not feel they are left to navigate these challenges alone. I believe the district should be a partner to educators and families, while ensuring every student feels safe, respected, and supported. I would use district data and community input to help identify gaps and assess whether our policies and resources are meeting students' needs.
I see climate sustainability as both an environmental responsibility and a facilities-management issue. Energy efficiency, responsible water use, waste reduction, and durable building improvements can reduce environmental impact while potentially lowering operating costs over time.
My background in facilities, operations, and capital planning has taught me to consider both the upfront cost of an improvement and its long-term operating expenses. I would want to understand the district's current energy performance, maintenance needs, and plans for future improvements. I would also look for opportunities to incorporate sustainability into facilities decisions and student learning, including practical projects that help students understand energy use and environmental stewardship. Any investment should be evaluated for its expected benefits, cost, and long-term value to the district.
My experience has taught me that meaningful progress comes from listening, asking questions, bringing people together, and following through. I do not believe any one person has all the answers. A school district needs input from students, families, teachers, support staff, administrators, and community partners to understand its needs and make informed decisions.
I am particularly concerned about ensuring students have access to the social services, specialized supports, and educational resources they need to grow and thrive. At the same time, teachers need to know the district sees them, values their expertise, and stands behind them. Educators working with students who have a wide range of needs, including students with IEPs, should feel equipped and supported rather than left to manage those challenges alone. Supporting students and supporting teachers go hand in hand.
As a Board member, I would focus on listening, responsible stewardship, asking difficult questions when necessary, and making sure the superintendent has the resources and accountability structures needed to support students and educators. I want to help build a district where families feel connected, educators feel respected, and every student has the opportunity to find their path and SOAR.