A strong school district is built on a foundation of clear goals, actionable plans, and a commitment to every student, teacher, and family. My vision for ISD 728 focuses on practical, evidence-based solutions that put students, educators, and families at the center.
Smaller class sizes are fundamentally linked to better student outcomes, and I know from personal experience that there are very different approaches to a class of 38 versus a class of 12. We must prioritize manageable classrooms so every child receives the attention they deserve. Referencing John Hattie’s extensive research on visible learning, smaller classes enable stronger teacher-student relationships and more tailored instruction.
Clear communication builds trust, and I know as a former principal that it is critical for families to feel connected. Families should not have to search endlessly for basic information or navigate multiple systems to stay informed about their children’s education.
A 21st-century education requires 21st-century infrastructure. We need to invest in spaces that support all learners and help students attend school in their own communities whenever possible. Facilities planning should support that goal. As an instructional coach working with CTE and SPED teachers, I obtained a great deal of insight into their specific facilities needs. This includes dedicated, modern facilities for Level IV Special Education, ensuring inclusive and supportive environments, as well as expanding our Career and Technical Education (CTE) programs to prepare students for diverse career paths.
Fiscal responsibility is about maximizing the impact of every taxpayer dollar to benefit our students. As ISD 728 plans for future needs, families deserve clear information, responsible decision-making, and accountability for how district dollars are spent. The ISD 728 School Board is expected to decide on May 26 whether to place a referendum on the ballot, and I am watching that decision closely so families can understand what is being proposed and what it would mean for students, schools, and taxpayers.
As technology rapidly evolves, our district must proactively address the intersection of AI, student data privacy, and mental health. We need robust policies that protect our children’s digital footprints while teaching them to navigate technology responsibly. Crucially, as I see in my classroom every day, we must balance screen time with teaching the enduring skill of critical thinking.
The first year should be focused on understanding the district at a deeper level before rushing into large-scale changes. That means gathering data, listening to teachers, parents, students, and staff, and identifying where ISD 728 is succeeding and where gaps need attention.
A major focus will be teacher turnover and retention. Retaining high-quality educators is critical to long-term student success, and that requires looking beyond how many teachers are leaving to understand why they are leaving.
As an educator, I know that to attract and retain top talent, we must offer competitive pay that reflects teachers’ critical role in our community. That also means understanding workload, morale, support systems, school culture, professional development, and whether staff feel heard and respected. Strong schools are built on stable, supported teaching staff, and board leadership should understand the day-to-day environment teachers are working in.
I will also focus on how the district is implementing the READ Act. The question is not simply whether requirements are technically being met, but whether literacy strategies are being implemented in a meaningful, sustainable, and realistic way for teachers and students.
I want us to move beyond “checkbox compliance” and toward an integrated literacy framework that teachers can realistically use in the classroom while still meeting students’ individual needs. That means identifying what is working, where educators need more support or training, and how implementation can become more practical and effective across schools.
Communication across the district deserves close attention. Many parents and community members feel frustrated when trying to find information or understand district decisions, programs, or processes. In the first year, there should be a strong focus on evaluating how communication currently flows between schools, administrators, families, and the broader community.
As a former principal, I know it is critical for families to feel connected. Clear communication builds trust, and families should not have to search endlessly for basic information or navigate multiple systems to stay informed about their children’s education.
Long-term investment will also be an important issue during my first year. My focus will be on understanding the district’s needs, listening to families and staff, and communicating clearly about the choices in front of the community before major decisions are made.
I also believe there needs to be more public education around how school funding actually works. Many concerns about taxes or spending come from understandable frustration, but often without a full understanding of school funding streams, state limitations, and district financial structures. Part of leadership is communicating those realities honestly and clearly.
Long term, I believe attracting and retaining families in the district strengthens enrollment and broadens the property tax base, which benefits the district financially and helps maintain strong schools into the future. Investing in schools is ultimately an investment in community stability, economic strength, and future generations.
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