What knowledge, skills and experiences have prepared you to serve as an Pearland ISD Board Trustee?
I bring both professional and personal experience within Pearland ISD. As a current substitute and former full-time special education educator in the district, I have direct classroom experience and understand the challenges our teachers and students face every day. I’ve worked with diverse learners and have seen firsthand what support systems are effective and where gaps exist.
As a parent of three children in Pearland ISD, including a child in special education, I have spent over a decade navigating the ARD process and advocating for appropriate services and resources. That experience has given me a deep understanding of how district decisions impact students and families, especially those who need additional support.
I am also involved in our schools as a PTA member, which keeps me connected to our campuses and community. I listen to parents, educators, and students, and I understand the importance of collaboration and communication.
These combined experiences allow me to approach this role with empathy, practical knowledge, and a strong commitment to student success. I am prepared to make informed, thoughtful decisions that prioritize educational outcomes, support educators, and ensure that every student has access to the opportunities they deserve.
As a candidate for the school board, how will you ensure every student feels included, respected, represented, and protected—regardless of religion, sex, or disability—and how will you keep classroom instruction focused on academic learning and critical thinking rather than religious instruction?
Every student deserves to feel safe, respected, and valued in our schools. I support clear policies that protect students from discrimination and ensure equal access to opportunities regardless of religion, sex, or disability. This includes strong anti-bullying measures, inclusive practices for students with disabilities, and ongoing training, so staff are equipped to meet the needs of all learners.
Creating inclusive environments does not conflict with academic focus; it strengthens it. When students feel safe and supported, they are better able to learn, participate, and succeed.
At the same time, I firmly believe public school classrooms must remain focused on academic learning and critical thinking. Instruction should be evidence-based, aligned to state standards, and designed to prepare students for college, careers, and civic life. Public education is not the place for religious instruction and maintaining that boundary is essential to respecting all students and families.
We can and must do both: create schools where every student feels they belong, while ensuring classrooms remain centered on high-quality instruction that builds knowledge, analytical skills, and independent thinking.
Schools face competing pressures — retaining teachers, sustaining extracurricular programs (athletics and the arts), educational excellence, and keeping class sizes manageable — all within constrained budgets. As a school board candidate, what specific approach would you take to balance these priorities so students receive high quality instruction and teachers are supported and retained?
Balancing these priorities requires a student-centered and transparent approach to budgeting. First and foremost, we must prioritize teacher retention. Supporting educators through competitive compensation, manageable workloads, and a positive work environment is essential because great teachers are the foundation of student success.
At the same time, we must recognize that athletics, fine arts, and extracurricular programs are not optional; they play a critical role in student engagement, development, and overall achievement. A well-rounded education helps students stay connected to school and supports both academic and social growth.
Class size is another key factor. Smaller class sizes, when possible, allow for more individualized attention and better learning outcomes, while also supporting teacher effectiveness.
My approach would be to prioritize spending that directly impacts classrooms and students, carefully evaluate inefficiencies, and ensure transparency so the community understands how decisions are made. It’s not about choosing one priority over another; it’s about making thoughtful, strategic decisions that support students and educators while being responsible for taxpayer resources.
Recently, several books have been challenged or removed in our district and elsewhere. Parents already have the ability to opt their child out of individual books. As a school board candidate, what is your view on which types of books should be subject to removal from school libraries, and under what circumstances — if any — should the board override a library review committee decision to remove a title for all students? Titles often cited include: The Catcher in the Rye; Brave New World; Lonesome Dove; 1984; The Color Purple; To Kill a Mockingbird; Of Mice and Men; Beloved; The Bluest Eye; The Handmaid’s Tale; The Kite Runner; Maus; All Boys Aren’t Blue.
I believe strongly that reading opens doors for knowledge, critical thinking, empathy, and opportunity. Because of that, I do not support broad book bans that limit students’ access to diverse ideas and perspectives.
I support a balanced approach that respects both parental rights and students’ access to literature. Parents already have the ability to opt their child out of specific books, and that choice should be protected. That approach allows families to make decisions for their own children without restricting access for others.
Books should only be considered removal if they clearly fail to meet established educational standards or are not age-appropriate, not simply because they address complex, uncomfortable, or thought-provoking topics. Many frequently challenged titles are important works that help students better understand history, society, and different lived experiences.
Decisions about materials are guided by our current professional review committees made up of educators and librarians who are trained to evaluate educational value and age appropriateness. The school board should respect that expertise.
Our responsibility is not to limit learning, but to support it. We should encourage students to read, think critically, and engage with a wide range of ideas. Protecting access to high-quality literature ensures that all students have the opportunity to grow, learn, and prepare for the world beyond the classroom.
Artificial intelligence tools are becoming more common in education, offering potential benefits and raising new concerns. As a school board candidate, what do you see as the productive uses of AI in our schools, and what risks or limits should the district address as the technology becomes more prevalent?
Artificial intelligence has the potential to enhance education when used thoughtfully. It can support personalized learning, help teachers streamline lesson planning and administrative tasks, and provide students with additional academic support tailored to their needs.
However, it also presents real challenges. Concerns around academic integrity, data privacy, and over-reliance on technology must be addressed. Students still need to develop critical thinking, problem-solving, and independent learning skills. AI should support those goals, not replace them.
As a district, we need clear guidelines for both students and staff on appropriate AI use. This includes setting expectations around academic honesty, ensuring student data is protected, and providing training so educators can use these tools effectively and responsibly.
The goal is not to avoid AI, but to use it in a way that strengthens instruction, supports teachers, and prepares students for a future where these tools will be part of everyday life while maintaining strong educational standards and ethical boundaries.
Many students plan to enter the workforce directly after high school. Do you believe the district should expand vocational and career technical opportunities—including practical areas like personal finance—so students can graduate with strong, job ready skills? What role should the school board play in ensuring these pathways are accessible to all students?
Yes, expanding career and technical education (CTE) is essential to meeting the needs of all students. Not every student will follow the same path after graduation, and our schools should provide meaningful opportunities whether students choose college, the workforce, or technical training.
Strong CTE programs allow students to gain real-world skills, earn certifications, and explore career pathways while still in high school. This includes opportunities in skilled trades, technology, healthcare, and other high-demand fields, as well as practical life skills like personal finance.
The school board plays an important role in ensuring these programs are accessible, well-funded, and aligned with workforce needs. That means investing in resources, building partnerships with local industries, and removing barriers so all students regardless of background can participate.
Preparing students for life after graduation means giving them both academic knowledge and practical skills. Expanding these opportunities strengthens our workforce, supports our community, and helps ensure every student can graduate with a clear and confident path forward.
What do you feel are the top priorities for the Pearland ISD School Board within the next 3 years?
Over the next three years, Pearland ISD must stay focused on priorities that directly impact student success and the long-term strength of our district.
First, we must recruit and retain high-quality teachers and staff. That means competitive compensation, supportive working conditions, and a culture that values and respects educators. Strong teachers are the foundation of student achievement.
Second, we must ensure equitable access to resources and support for all students, including those in special education. Every student deserves the tools and services they need to succeed.
Third, we must maintain academic excellence while continuing to invest in fine arts, athletics, and extracurricular programs that keep students engaged and connected to their schools.
Equally important, Pearland ISD must remain a district of choice—one where families choose to be because of our commitment to inclusion, respect, and opportunity for every student. Creating a culture where all students and families feel welcomed, represented, and supported strengthens our schools and our community.
Transparency and communication must also be a priority. Building trust requires clear, consistent, and open engagement with families, educators, and the community.
Finally, we must prepare students for life after graduation by strengthening both academic pathways and career and technical education opportunities.
By focusing on these priorities, Pearland ISD can continue to deliver a high-quality, inclusive education that supports every student and keeps our district strong for years to come.
