School Board members should make decisions based on the needs of students and our community—not partisan political agendas.

I do not approach School Board service through a partisan lens. I approach each issue on its merits by asking questions, examining data and research, listening to professional expertise, considering community input, and evaluating both the intended and unintended consequences of a decision.

Nearly 20 years working in education, workforce policy, government affairs, and public policy have taught me that complicated issues rarely have simple answers. Good decision-making requires curiosity, preparation, and a willingness to change your mind when better evidence becomes available.

I will not always reach the conclusion every person wants. But voters should expect me to explain how I arrived there.

One of the most important responsibilities of an elected official is to listen.

Students, parents, educators, staff members, taxpayers, employers, and other community members all see our schools from different perspectives. Those perspectives matter, and good decisions are stronger when we understand them.

Listening, however, does not mean simply adopting the position of the loudest voice in the room.

My responsibility is to gather information, ask difficult questions, weigh competing considerations, and ultimately exercise independent judgment about what I believe is best for the district and its students.

I have spent my professional career working in nonpartisan organizations alongside people who often disagree. I have learned that collaboration does not require abandoning principles and disagreement does not require disrespect.

A strong School Board should demonstrate that adults can disagree thoughtfully, make decisions, and continue working together toward a common purpose.

I believe deeply in the ability of education to transform lives and create opportunity.

That is why my support for high expectations for every student and providing a school environment that enables educational success and belonging for ALL students is absolute.

We cannot call ourselves an excellent school district unless every student has the opportunity to reach their potential. That’s why I believe so strongly in the new district mission I helped adopt in my first term: “Excellence, Equity, and Empowerment: Every Student, Every Day”

To me it means helping every student access the people, experiences, support, and opportunities necessary to meet high expectations and is the standard I believe we should hold ourselves to.

Schools succeed because of people.

Teachers are central to student success, but they are not alone. Paraprofessionals, counselors, social workers, nurses, bus drivers, custodians, food-service employees, technology professionals, administrative staff, principals, and many others contribute every day to educating and caring for students.

As the spouse of a teacher, I have long appreciated the demands placed on educators. Four years of School Board service have deepened my respect for the extraordinary range of professionals required to operate a successful school district.

Board members should listen seriously to the people doing the work, respect their professional expertise, establish clear expectations, and ensure that district systems allow excellent employees to succeed.

Supporting staff and holding an organization accountable are not conflicting responsibilities. Strong organizations do both.

Every dollar entrusted to Mankato Area Public Schools belongs to the public, and every major decision we make today can shape the district for years to come.

As Board Treasurer, I take seriously our responsibility to use public resources wisely, transparently, and with a long-term perspective. A school district budget is more than a financial document—it is a statement of priorities. The Board should ensure that resources are aligned with our mission, that investments are sustainable, and that we understand both the immediate and future consequences of the commitments we make.

Responsible stewardship does not simply mean spending less. Sometimes it requires investing in facilities, programs, people, or new approaches that will strengthen the district for the future. At other times, it means making difficult choices, changing longstanding practices, or saying no to worthwhile ideas because they cannot be sustained.

I believe we should consistently ask: Does this advance our mission? Is it sustainable? What value does it create for students? And will this decision leave the district stronger for the students and families who come after us?

That long-term perspective also means paying attention to the forces that will shape our future—enrollment, workforce challenges, facilities, technology, changing family expectations, and the competitive education environment. Strong governance requires us to address today’s needs without creating tomorrow’s problems.

My professional experience with organizational budgeting, strategic planning, public funding, and policy helps me bring that perspective to the Board. My goal is not simply to help balance the next budget. It is to help ensure that Mankato Area Public Schools remains educationally strong, financially sustainable, and positioned to serve students well for generations.

Mankato Area Public Schools exists to serve students and families—but I do not believe we are automatically entitled to their trust or enrollment simply because they live within our district boundaries.

Families have more educational choices than ever before. They can consider neighboring districts, charter schools, private schools, online programs, homeschooling, and other options. That reality should challenge us to continually improve.

I believe our district must earn the right to serve every student who lives within our boundaries.

That means providing schools where students are safe, known, challenged, supported, and excited to learn. It means offering outstanding teachers, strong academic programs, meaningful career and college pathways, high-quality extracurricular opportunities, responsive student services, and learning environments that meet the needs of different students.

It also means listening to families and treating them as partners. When families have concerns, our first response should not be to assume they misunderstand the district or simply need better messaging. We should listen carefully, ask what we can learn, and be willing to improve.

Our aspiration should be clear: when families consider all of the educational options available to their children, Mankato Area Public Schools should be their first choice.

We will not achieve that through marketing alone. We earn it through the quality of the experience we provide every day—in classrooms, in activities, in our communication, and in every interaction a family has with the district.

Becoming the first choice of families is also directly connected to the district’s long-term strength. Strong enrollment supports financial sustainability, vibrant programs, and the ability to invest in excellent educators and opportunities for students.

For me, earning families’ trust is not simply a communications goal. It is a measure of whether we are fulfilling our mission.

The purpose of education is not simply to help students succeed in school. It is to prepare them to succeed in life. The world our students will graduate into is changing rapidly. Artificial intelligence, automation, demographic change, and evolving workforce needs are transforming how people learn and work.

I believe schools must evolve as the world around our students changes.

But innovation should never mean chasing the newest idea simply because it is new.

Whether we are considering artificial intelligence, educational technology, new instructional models, career-connected learning, or changes in how teachers work, I believe we should ask:

What problem are we trying to solve? What evidence supports this approach? How will it improve the experience or outcomes of students? And how will we know whether it worked?

My professional work in education policy, technology, artificial intelligence, workforce development, and work-based learning gives me useful perspective on these rapidly changing issues.

I want Mankato Area Public Schools to be innovative—but thoughtfully innovative.

Technology should serve learning. Programs should serve students. Change should have a purpose.

Many of the decisions that shape our schools are not made in Mankato.

Funding, special education requirements, teacher licensure, school safety, technology, accountability, transportation, workforce development, and countless other issues are influenced by decisions made at the state and federal levels. Those decisions have a direct impact on our students, educators, taxpayers, and the district’s ability to fulfill its mission.

I believe one of the responsibilities of a School Board member is to be an effective advocate for our students and community.

That means building constructive relationships with legislators, state agencies, education organizations, business leaders, and community partners. It means clearly communicating the needs of our district, helping policymakers understand the real-world impact of their decisions, and working collaboratively to advance policies that create better opportunities for students.

My nearly twenty years of experience in education and workforce policy have given me the opportunity to work with governors, legislators, state education agencies, national organizations, and local leaders across the political spectrum. Those experiences have taught me that effective advocacy is built on credibility, preparation, relationships, and a willingness to work with people who may see issues differently than you do.

Advocacy is not simply asking for more resources. It is helping ensure that the voices of our students, educators, families, and community are heard whenever decisions affecting our schools are being made.