What are you thoughts on policing in school?
As a public school teacher, a candidate for School Committee, and a member of this community, I want to be clear about my position regarding police presence in our schools.
I fully support the current policy passed by the School Committee: no permanent police presence in our school buildings. Our district has been fortunate to have responsive local law enforcement available when needed without requiring officers to be stationed in our schools.
Just as important as the policy itself is how we arrived at it. This decision was shaped by the needs, voices, and lived experiences of our community, especially those most impacted by policing in schools. We cannot claim to be making equitable decisions if we are not directly engaging with the students, families, and educators who are most affected. Speaking about communities without listening to them is not equity.
I believe equity begins with listening. We can’t say we’re being responsive if we don’t center the voices of those who’ve historically been marginalized or ignored. That’s why I’m committed to continuing to listen and learn, from our students, from our families, from our educators, and from our community.
This issue, like so many others, calls for empathy, transparency, and true collaboration. Let’s keep the conversation going! Respectfully including our community at the center of every decision we make.
What experience do you bring to the school committee?
I’m a 20-year public school teacher, a proud union member, and a Somerville public school parent. I have three children – one in elementary and one in middle school at Kennedy, and a freshman at Somerville High. Two of my kids are neurodiverse, so I understand deeply the joys and the challenges that come with navigating school systems to ensure every child gets what they need.
I hold a Masters Degree in Education with a dual licensure in Elementary Education (1-5) and Moderate Disabilities (prek-8), plus SEI endorsement and an Elementary Math Teacher license.
I’ve served on School Improvement Councils at both the Capuano and the Kennedy, and in my current role as an instructional leader, I help write school improvement plans that are grounded in data, equity, and best practices. I taught special education for 15 years before moving into my current role of an instructional math leader. I’ve also worked as an adjunct professor at Lesley University, preparing the next generation of teachers. I’m an active union member and was a past participant in the NEA Teacher Leadership Initiative, because I believe educators’ voices belong at the decision-making table. I’m running because I’m passionate about public education, and I care deeply about listening to our community and advocating for students and their families, especially those navigating the complex process of getting services for their children.
What is inclusion and why does it matter?
Inclusion is more than placing students with disabilities in the general education classroom. It’s about designing learning environments where all students feel connected, supported and loved. A classroom where all students grow together and thrive because their unique needs are being met.
A true inclusion model means a general education teacher and a special educator are co-teaching, side by side. They collaborate to deliver the curriculum, differentiate instruction, and create a space where all students, regardless of ability, are challenged, supported, and valued.
This model doesn’t just benefit students with IEPs. When we build in scaffolds for those who need support (and extensions for those who need enrichment) we create flexible instruction that lifts everyone. Inclusion helps close achievement gaps, especially for our most vulnerable learners, by ensuring they have access to grade-level content, peers, and expert teaching.
And here’s the most important part: when we raise up our most vulnerable students, we raise the bar for everyone. We build classrooms rooted in equity, empathy, and excellence, where all students grow, not just academically, but as human beings.
Inclusion isn’t just good practice, it’s the right thing to do. And when we do it well, everyone wins.
How do we keep schools safe from ICE?
Every school should be a sanctuary school. I fully support Somerville’s current policy that bars ICE agents from entering schools without a federal judicial warrant, and I’m proud to live in a community that’s leading the way on this issue. But we can’t stop here, if there are ways to make this policy stronger, I will fight to make it happen.
As a School Committee member, I will also do everything in my power to support and protect our teachers who take a stand against ICE. They are doing their job: protecting all students. In a true sanctuary city, our schools must be places of safety, not fear — and that starts with policies rooted in justice, compassion, and action.
I’ve attended the LUCE training and understand the urgency of what’s at stake.
What are your thoughts on interventions for students who don’t qualify for special education?
Intervention is one of the most important tools we have to support student success. Interventionists make a huge difference—not just by helping students who are falling behind, but by working with educators to identify learning challenges early. We need to ensure policies prioritize early, consistent intervention and provide schools with the staffing, resources, and structures to make that happen.
We also need to use data effectively, not just to determine which students need support, but to evaluate what’s working and where we need to improve. If we find ourselves in a place where most of our students require intervention, that’s a sign we need to look at the bigger picture. It’s not just about individual support—it’s about identifying root causes.
Intervention should not be a last resort! It should be an integrated, well-supported part of how we deliver education. That requires commitment, funding, and a belief that every student deserves the support they need to thrive.
Why did you become a teacher?
From a young age, I knew I wanted to teach. Growing up with an older brother who has Tourette Syndrome and ADHD shaped my understanding of difference, resilience, and the importance of inclusive education. He was (and still is) brilliant, but school wasn’t always easy. I watched as he was bullied for his tics and differences. I remember crying while others laughed. Yet he developed a strength I admire. My mother was a fierce advocate, and I’ll never forget the teachers and administrators who supported him. They made a lasting impact on our family.
I attended the University of Massachusetts at Amherst and studied Natural Resources Studies & Sociology (with a minor in Fish and Wildlife Studies) because I loved nature and people. I took two classes about science education and decided this was the career path I wanted. When I began my graduate program at Lesley University, I chose a dual-licensure track in Elementary Education and Teaching Students with Moderate Disabilities. I knew then that to be an effective teacher, I needed to be equipped to reach students of ALL abilities. 20 years later I still love my job.