(1) What are some of your priorities for Somerville Public Schools, if elected to the school committee?
As a career educator with nearly two decades in public schools, my top priority is ensuring that every student feels supported, connected, and loved. I believe that schools must be safe, inclusive spaces, for students and staff, where social-emotional learning is valued in addition to academics. I will ensure that the policies put forth by the school committee are practical, effective, and supportive for educators. This includes advocating for policies that help teachers meet the needs of our diverse student population by fostering positive school culture, promoting restorative justice, and ensuring equitable resources, staffing, and support in all our schools. Equity is not a one-time goal—it’s an ongoing, collaborative process that requires commitment, compassion, and the resources to meet every student’s unique needs. That includes investing in mental health services (including wrap-around services), ensuring adequate staffing in special education along with interventionists, and creating learning environments where all students can thrive.
When schools thrive, communities thrive. That’s why I’m deeply committed to strengthening connections between schools, families, and the wider community. I’ve seen how transformative it can be when families are engaged as true partners in education. My work leading Somerville’s Special Education Parent Advisory Council (SSEPAC) during the pandemic, organizing PTA-sponsored events like STEAM Night at Somerville High, supervising and piloting an elementary Coding Club through Cambridge School Volunteers, coordinating Family Math/ELA Game Nights in my professional role and launching an afterschool math program with the Young People’s Project has shown me what’s possible when we build those partnerships with intention and inclusivity. With this in mind, I will continue to push for inclusive, accessible afterschool programming and expanded community partnerships that reflect and celebrate our students’ diverse identities and dreams.
I believe that arts and music education should be a core part of every student’s school experience.These programs are more than “extras”, they are essential pathways to joy, self-expression, and belonging. For many students, the arts are where they feel most seen and successful. Supporting robust, accessible arts and music education is part of my commitment to ensuring every student has access to experiences that spark creativity, build confidence, and make school a place they want to be.
At the heart of this work is my unwavering belief that every student deserves to be seen, heard, and valued—and I’m ready to keep pushing for a school system that makes that a reality.
(2) Throughout the spring, the Somerville Educators Union was calling for a 10% increase to the SPS budget. How were you involved in the school budget conversations this spring?
As an active Cambridge Education Association Member and parent to three Somerville School children, I supported the actions of the SEU in advocating for the needs of our students, teachers and families. I showed up to SEU rallies, attended several SEU sponsored community engagement sessions, attended School Committee meetings and engaged in conversations with community members and fellow SPS parents. I want to ensure that every member of our community recognizes the relationship between fully funded schools and student success. One of my primary motivations to join the School Committee is my unwavering commitment to and passion for public education. The dismantling of the Department of Education has shaken me to my very core. Our democracy is at stake. I am proud that our School Committee led a lawsuit against this federal administration.
(3) What, in your view, is the recent history of the Winter Hill Community School?
In my view, the recent history of the Winter Hill Community School reflects a troubling pattern of neglect followed by a moment of crisis that could have and should have been prevented. For years, staff at Winter Hill raised valid concerns about the deteriorating condition of the building including leaky windows and doors, peeling paint, and broken windows. Unfortunately, their voices were largely ignored, and instead of meaningful investment, the city responded with temporary fixes and stop-gap measures that maintained the status quo rather than addressing root problems.
The ceiling collapse and sudden school closure were not isolated incidents; they were the result of long-standing disrepair and a lack of accountability. Families, educators and our students have carried the burden of that neglect. The students who began kindergarten during the COVID-19 pandemic have now endured multiple disrupted school years, interruptions that will continue to shape their academic and emotional trajectories for years to come.
Despite these challenges, the Winter Hill community has shown incredible resilience. After the ceiling collapse with only a few short weeks to go, students were bussed daily toTufts. The following year the school community were relocated to the Edgerly building where they continue to endure daily visits from mice and rats along with poor ventilation. Our educators have continued to show up, offering an unwavering commitment to their students and their caregivers. This is not a sustainable long-term solution.
When I speak with Winter Hill families, many express a strong desire for the school to remain in its current location. Winter Hill is uniquely positioned in the geographic center of Somerville as it’s the only school more than a mile from any city border, and plays a vital role in the accessibility and identity of the neighborhood.
Never before has the NEA mantra “Teacher Working Conditions are Student Learning Conditions” felt more relevant and pressing. We owe it to the students, families, and staff of Winter Hill to treat this moment as a turning point, not just in repairing a building, but in restoring trust. That means listening to the community, learning from past failures, and leading with a long-term vision that prioritizes equity, safety, and respect for all of our schools.
(4) Within SPS, there is a school ranked in the 90th percentile and a school ranked in the 9th percentile per statewide accountability data. To what do you attribute this local achievement gap?
The local achievement gap within Somerville Public Schools (SPS) cannot be explained by a single factor. Instead, it reflects a complex interplay of demographic shifts, systemic challenges, and uneven allocation of resources. These challenges are particularly evident when comparing student demographics between schools. These differences affect how each school is evaluated under the state’s accountability system. The accountability system does not consider the conditions under which students and teachers are expected to succeed.
Systemic issues within the district also play a role. The high concentration of high-needs students in a single building places significant strain on staff, resources, and support systems. These imbalances impede academic progress and create disparities that are not necessarily reflective of the effort or potential of students and educators.
Performance is judged relative to the state and is largely based on growth, as outlined by DESE. These differences underscore the importance of evaluating not just outcomes, but also the conditions under which students and teachers are expected to succeed. Current accountability ratings often fail to capture the full picture, such as the efforts of families and caregivers who, despite many challenges, create a vibrant school community. In many situations schools are educating not only the students but the caregivers as well. Attendance is not a priority for families who are trying daily to adjust to a new life and survive in our city. Attacks against Sanctuary Cities play a big part in the daily lives for many of our students. These realities can not be reflected in the data.
Ultimately, accountability data should not be used solely as a label. Instead, it should be used as a starting point for deeper inquiry. While some SPS schools are making moderate progress, others face significantly different circumstances that impact their ability to meet these “targets.” Performance must be considered in context. Behind each data point is a student with individual needs, goals, and dreams. As a district and as a School Committee, we must ask ourselves: Whose needs are being met? Are we creating the environments necessary for all students, especially our most vulnerable, to succeed?
As a district and as a School Committee, we have a shared responsibility to ensure that every child has equitable access to a high-quality education. That means addressing both the data and the conditions that influence it.
We can, and must, do better.
(5) Do you support the SEU goal of increasing paraprofessional staffing to all K-4 classrooms in order to dramatically reduce educator-to-student ratios, and improve educators’ ability to provide early intervention instruction targeted to the needs of individual students?
If yes, how would you advocate for the necessary city-side funding increases to make this staffing possible?
I strongly support the SEU’s goal of increasing paraprofessional staffing in all K–4 classrooms to significantly reduce educator-to-student ratios and enhance educators’ capacity to deliver early, targeted intervention. As an educator with direct experience providing individualized instruction to our most vulnerable students, I’ve seen firsthand the profound difference that timely support can make and sadly what happens when that support is missing. Early identification and intervention are not only beneficial, they are essential for addressing widening opportunity and achievement gaps.
During the 2026 budget process, I will advocate for aligning district funding priorities with this goal. Reducing educator-to-student ratios must be a central focus, especially in the early grades where foundational learning takes place. I also recognize that there are disparities across schools in current staffing levels, and I believe we must address those inequities directly. At the same time, I believe that school leadership and educators, those closest to students, should have meaningful input into staffing decisions to ensure solutions reflect the specific needs of each school community.
Securing city-side funding to support this goal will require strong, sustained advocacy. I am committed to working collaboratively with district leaders, the School Committee, the City Council, and the broader community to build a shared understanding of how this investment supports both equity and academic success. Supporting our youngest learners is not just a budgetary decision, it’s a reflection of our values and our commitment to every child’s future. As I said in a previous answer, when our schools thrive, so do our communities.
(6) Do you commit to funding and prioritizing a comprehensive planning process to decarbonize and modernize our school buildings, consistent with the city council resolution passed on May 9, 2024 and the school committee resolution passed on June 10, 2024?
Yes, I commit to funding and prioritizing a comprehensive planning process to decarbonize and modernize our school buildings, consistent with the city council resolution passed on May 9, 2024 and the school committee resolution passed on June 10, 2024.