As a mother of three children currently enrolled in Stamford Public Schools at the elementary, middle, and high school levels, I believe it is essential to have a parent’s perspective on the Board of Education. Parents experience firsthand the impact of policies, such as the new 4x4 schedule, and their voices must be included in the decision-making process. During my time as PTO President at TOR Middle School in 2024, I saw how collaboration between parents and the administration successfully addressed serious challenges that were adversely affecting the school.

Professionally, I bring the expertise of a neurologist, where I am trained to analyze complex situations, weigh data against real-world experience, and make sound decisions that impact people’s lives. I approach challenges with empathy and thoughtfulness while maintaining the discipline and accountability required in medicine. These qualities, combined with my professional background and my personal investment as a parent of three children in Stamford Public Schools, uniquely position me to serve as a strong, effective voice for our community on the Board of Education.

I would like to see a superintendent who is a true collaborator with a track-record of managing large school districts, who will lead with a commitment to both academic excellence and equity across a diverse student body. A strong superintendent must also be able to withstand political pressures and make decisions that directly enhance student learning in a safe and inclusive manner.

Our Stamford schools must support our students in overcoming obstacles while challenging them to reach their highest potential. That means holding both staff and students accountable in a culture of high expectations.

Most importantly, every decision must be centered on students, placing their growth, success, and well-being at the core of our District’s mission.

Teacher attrition and recruitment are challenges faced by districts across the country, and Stamford is no exception. In the past, partnerships with Connecticut universities and colleges provided graduate students valuable experience while creating a pipeline of new educators for our schools. Since these partnerships are no longer as active, re-engaging with higher education institutions could be a valuable opportunity to attract and support future teachers who will thrive in the Stamford Public Schools system.

In addition to strategic teacher recruitment, it is equally critical to provide our educators with the resources, support, and professional development necessary to effectively meet the diverse academic, social, and emotional needs of our students. By actively involving teachers in policy development and decision-making processes, while also maintaining clear standards of accountability, we create a professional environment where teachers feel valued, empowered, and invested in their own growth. This approach not only strengthens staff morale and retention but also directly translates to improved student outcomes, as educators are more engaged and equipped to deliver high-quality, inclusive instruction.