GOALS

    • To improve school safety and support programs that decrease bullying and promote positive school cultures for students, teachers, parents and administrators.

 

        • As a current and practicing educator, I am aware of the safety precautions taken and wish to support more training for staff, especially in the way of preventing violence. Working with law enforcement to ensure that our schools are protected is of the utmost importance to me, and our community is ideal place for all agencies to work together on behalf of community safety.

       

        • As a Masters Institute attendee, as well as a trainer for Kids at Hope and the principal of the first Kids at Hope school in Florida that was named a National Kids at Hope Model School in 2011, I am a huge proponent of this belief system. Kids at Hope has a vision that believes that adults provide and support students with a sense of hope. It helps provide a positive climate where students feel safe and inspired. All students should feel physically, emotionally and intellectually safe. I believe that all students are capable of success, NO Exceptions!

       

      • Faculties and staff should feel physically, emotionally and intellectually safe in their workplace. Faculty and staff should also feel economically safe as well. They should have a livable wage and access to affordable health care for their family. Adults that feel hope are able to impart that same culture for their students.

 

    • To support parents in their desire for school choice so that the school that their child attends is also supported by the parents.

 

        • As a parent, I understand the importance of the home and school connection. Parents that become frustrated with their assigned school must have an opportunity to have a choice when all attempts to remedy a situation have been exhausted.

       

      • As an educator, it is important that parents are content and supportive of the school. Teachers and administrators want to and need to partner with parents in providing both academic and behavioral reinforcement so that students are successful in all areas.

 

    • To support Early Learning Literacy programs within our schools and supporting programs such as The Learning Alliance, The Moonshot Moment, and Big Brothers Big Sisters.

 

        • The Learning Alliance has gathered many gifted and caring adults in our community together to support all children with literacy skills. This is a valuable asset unique to our area because we have a community that cares. The Moonshot Moment needs to be forever supported by our school district and I will endeavor to help it see the growth that it so richly deserves.

       

      • As a practicing Big Sister/Mentor to a fourth grade student, I have witnessed the positive connection we have both gained by spending time together practicing reading skills. My husband was a Big Brother before we were married and continued to mentor his little throughout his school years. We value this program immensely and believe it provides an importance because students see other caring adults in their life that support them.

 

    • To support S.T.E.A.M., Career and Vocational programs and the Arts to ensure that these program opportunities continue to grow and thrive for our students.

 

      • As a S.T.E.A.M. educator, I care deeply about providing opportunities for our students in math, science, and technology fields as well as supporting the arts. Schools need to prepare students for a future that includes jobs that haven’t even been designed yet. In order to do that, we need to have the right educators with the right training and tools in which to give our students the basic knowledge and beyond to ensure that they are prepared and competitive in their future endeavors.

 

      • This includes offering high quality career and vocational programs. Not all students need to be prepared for a traditional college experience. Some students need to find their passion in other ways such as in the areas of nursing, welding, auto mechanics, dance, music, digital arts, along with many other opportunities.

 

    • To work with district staff, local union officials and state legislators in addressing the abundance of testing that is overloading our students and teachers.

 

      • I understand the need to determine student readiness and teacher effectiveness, but I have also witnessed third graders shaking or crying over a reading test. I have seen inappropriate tests given to kindergarteners all in the name of teacher evaluation. There needs to be a review of all of the assessments given to students and a determination of what is important and what is more important.

 

      • As a teacher, I have myself been frustrated over the lack of direct instruction time due to the need to prepare students for another test. Progress monitoring needs to ensure that teachers have a fair schedule in order for the assessment to show accurate results. Educators also want to make sure that the curriculum and programs that they are using are effective and align to actual state testing results. Too many times teachers are asked to squeeze more requirements into their schedules with nothing being removed and publishers make claims that their platforms will show results, however, the time constraints needed by those platforms require teachers to work their own direct instruction time around these requirements. We need to take a serious look at the precious instructional times and how they are being utilized.

 

      • As an administrator, I have been frustrated with organizing an assessment calendar that allows teachers enough time to actually prepare students with the standards content knowledge they need to determine the effectiveness of the instruction.

 

      • As a parent, I have been concerned about the value of all of the assessments. Have my children been seeking and gaining knowledge or are they being prepared as test takers?

 

    • To improve the goals and how they are assessed to help the superintendent better understand the school board’s expectations.

 

      • The goals need to be attainable as well as continuously monitored so that the board is transparent with its expectations. A report card of the goals’ proficiencies should be shared quarterly so that the public is aware of the progress of the district’s goals. Students have quarterly report cards so that parents are made aware of their progress, therefore the district should maintain the same standard so that the community is aware of the progress towards the set goals.

 

      • It is only fair to ensure that are goals are S.M.A.R.T. (Specific, Measurable, Achievable, Relevant and Time-Bound). Visiting the goals quarterly allows for everyone to witness progress as well as celebrate successes.