Leadership that listens.

I will ask for clear information about student growth, differences in outcomes across schools and student groups, and whether effective literacy practices are being implemented consistently. I will also monitor whether educators have the training, materials, and support they need and whether students who are falling behind are identified early, receive effective interventions, and make progress. When strategies are working, I will push to understand why and how we can build on that success. When results fall short, I will ask what is contributing to the challenge, what the district is doing differently, and how we will measure whether those changes are working. I will also advocate for sustainable investments so that effective academic strategies can continue as funding sources and district needs change. While literacy will be a particular focus, I will support a strong academic experience that prepares Detroit students for what comes next, including mathematics, career and technical education, STEM, the arts, dual enrollment, college preparation, and pathways to skilled careers.

For Exceptional Student Education, I will advocate for regular, understandable Board-level reporting that allows us to monitor staffing vacancies, caseloads, evaluation timelines, delivery of IEP services, compliance, and student outcomes. I want the Board to identify trends and persistent problems early, understand the district’s strategy for addressing them, and monitor whether conditions are actually improving. I will bring that same focus to mental health, school-based health, attendance, and other student supports. I will ask not only whether programs exist, but whether students can access them, whether they are being used, where gaps remain, and whether they are making a difference. I will also look closely at barriers that can interfere with learning, including chronic absenteeism, mental and physical health needs, disability, school climate, and family circumstances. I will support partnerships with families, healthcare providers, and community organizations that can help address those barriers. For me, equity means more than making a program available. I will ask whether students who need services can actually access and benefit from them and whether opportunities and outcomes differ across schools and student groups. When gaps persist, I will expect a clear strategy from the superintendent for addressing them and a way to measure progress.

I will use data to ask better questions and monitor results over time. When something is working, I want us to identify it, communicate that progress, and build on it. When something is not working, I will ask why, what strategy is being used to address it, how we will measure improvement, and when the Board should expect to see progress. I will bring this approach to academic achievement, Exceptional Student Education, attendance, staffing, facilities, student supports, and other major district priorities. Families should be able to understand the current conditions, what has been accomplished, what remains unresolved, and whether plans for improvement are on track. I will also take seriously the Board’s responsibility for financial stewardship. I will work to understand the district’s financial position, protect its long-term stability, and examine whether major investments are producing meaningful benefits for students. Finally, I will hold the Superintendent accountable for district performance, leadership, organizational culture, and progress toward Board-established goals. I will listen to families, educators, staff, students, and community members and pay attention when their experiences reveal larger or recurring concerns that require Board oversight. My approach: set clear expectations, measure results, identify what is working, be candid about what is not, understand the strategy for improvement, monitor progress, and communicate the results back to the public.