I receive quite a few emails each day (who would have thought?!), and one that hit the inbox this week hit a heartstring:
I have taught in MPS for the last 18 years…I know that I need to vote on Tuesday and to be completely honest, I’m not excited about voting for school board.
This message, like many I’ve received from teachers, parents, and staff in Minneapolis Public Schools (MPS), reflects a widespread concern about our district’s direction. Some may wonder if my background and approach will bring the knowledge MPS needs. But with nearly one-third of Minneapolis’s school-age children attending schools outside MPS, it’s clear that historical knowledge and past strategies alone haven’t served our district's needs all too well (Star Tribune, MPR News).
I have a knack for approaching new situations without preconceived notions or entrenched assumptions—allowing me to truly listen to the community, ask the right questions, and also, research what has worked elsewhere to tailor successful solutions to our current crisis.
Within the realm of Governance, Risk and Compliance (GRC) consulting, I’ve built a career out of coming into industries and companies I've known little about—often when the stakes were high—and making actionable, impactful recommendations that were realistic enough to implement. This experience taught me the importance of listening, researching, and understanding unique community needs. Minneapolis needs leaders who don’t claim to have all the answers, but instead commit to learning from all voices—educators, families, students, and the greater community, alike. By drawing on proven examples from other districts, I believe we can bring lasting, community-centered solutions to MPS and create schools where teachers, students, and families feel supported and empowered. And, where everyday community members (just like myself) are engaged to play a role in the solution.
Proven Success Stories in Community-Driven School Transformation
Union City, New Jersey: Putting Community First
Union City’s story shows that transformation can happen when schools prioritize early learning, teacher support, and equity. From 2019 to 2022, Union City students demonstrated improvements in reading performance, experiencing minimal learning loss during the COVID-19 pandemic. This success has been attributed to consistent community involvement and strong support for teachers (Union City Public Schools). This transformation has impacted me so deeply that I’ve arranged to meet with one of the authors of Disrupting Disruption, a book that highlights Union City’s model, to explore how their community-centered strategies could inform our approach in MPS.
Austin Independent School District: Sustainable Partnerships for Teachers and Students
Austin ISD has developed sustainable partnerships through the Austin Ed Fund, directing resources into initiatives like classroom technology and professional development that support teachers and students without adding strain to the district budget. This approach has helped Austin retain teachers and improve outcomes for students (Austin Ed Fund). In MPS, I’m committed to advocating for similar partnerships and grants that provide teachers with necessary resources and support.
Union City, OK, and Roanoke City, VA: Local Solutions without Disruption
The book Disrupting Disruption shares examples of Union City, Oklahoma, and Roanoke, Virginia, as districts that made real changes by listening to their communities and avoiding short-lived “disruptions.” Roanoke, for example, involved teachers, families, and students in decisions on everything from training to wellness, creating a school culture focused on long-term growth over quick-fix trends.
Long-Term, Transparent Solutions
For MPS, I’m focused on bringing a transparent, trusted approach to leadership—one that’s rooted in realistic, research-driven solutions. Best practices like zero-based budgeting, used in districts such as Denver, have shown how a clear focus on classroom needs can make a meaningful difference in funding allocations (interesting resources to read via the Learning Policy Institute). I’m here to be a realistic partner to educators and families, offering solutions that serve us well into the future and advocating for the resources our students and teachers need to succeed.
Building a Strong Foundation for MPS with Community-Driven Transformation
Real change at MPS will come from addressing the needs of our educators, students, and community members. Here’s where we can start:
Community-Led Task Force for Real Impact in Minneapolis
If elected, I would advocate for establishing a Community-Led Task Force that brings together teachers, EAs, support staff, parents, and students from all backgrounds—reflecting the full diversity of our Minneapolis community. We need every voice represented, including families currently in MPS and those who have left the district but are open to returning. This isn’t just a “listening session” or a platform for the loudest voices; it’s a group dedicated to providing real, actionable insights on policies, budget priorities, and support that align with the true needs of our schools. This task force would support the board by offering a direct line to community needs and perspectives—without taking on the board’s responsibilities. Over time, this collaborative effort could serve as a valuable pipeline for developing future school board members and advocates who are well-prepared to lead and serve MPS.
Budgeting that Prioritizes Classroom Needs
Zero-based budgeting allows us to reexamine every dollar spent, ensuring resources are directed to where they’re needed most: classrooms. Denver Public Schools have used this model effectively to prioritize teacher and student support over administrative costs. This approach could enable MPS to allocate funding more strategically and transparently, with a focus on core classroom needs.
Sustainable Community Partnerships
Local Minneapolis businesses and organizations are ready to support our schools through well-structured community partnerships that align with MPS values. For example, Austin Independent School District (AISD) has engaged local businesses, foundations, and community donors through the Austin Ed Fund, raising over $46 million for initiatives like early childhood education and social-emotional learning. These partnerships have led to impactful programs such as expanded Pre-K, funded by the St. David’s Foundation. Collaborations like these provide direct benefits to students and teachers without compromising district independence and could serve as a model for MPS to engage local resources to support classrooms and staff needs (Austin Ed Fund, Austin Independent School District Partnerships, Austin Independent School District Support).
Grant Funding to Support Teacher Retention and Development
We can seek state and federal grants specifically designed for teacher support and compensation, as seen in successful teacher retention programs across other districts. Minneapolis deserves to offer competitive teacher compensation to retain quality educators, and targeted grants can help bridge this gap (Economic Policy Institute).
State and National Advocacy
To ensure MPS receives the support it deserves, we must advocate for dedicated funding at the state and federal levels, with a strong focus on our most underserved communities. By working closely with state and national leaders, we can push for equitable funding policies and resources that directly support student success. Research from the Learning Policy Institute shows that states with funding models focused on equity—such as Massachusetts and New Jersey—have reduced achievement gaps and improved outcomes in low-income districts through fair funding and strategic resource allocation. For MPS, this approach could mean not only increased funding but also impactful programs that address disparities across the district, providing every student with access to a high-quality education. Advocacy at these levels is a vital piece of building a sustainable, long-term foundation for our schools.
Further Reading for Those Interested in Supporting Community-Driven School Transformation in Minneapolis
If you’re curious about how other districts have made real, lasting change, here are some recommended stories to dig into:
The Story of Union City New Jersey: Union City’s story highlights the power of community-focused strategies to transform a struggling district. (Short and Sweet YouTube)
“Disrupting Disruption: Stories of Success Without Shortcuts” — Disrupting Disruption: A collection of case studies, including Union City, OK, and Roanoke, VA, showing how steady, community-focused approaches can outperform quick-fix “disruptions” (Disrupting Disruption).
Community Partnerships in Education: Lessons from Austin ISD — Austin Ed Fund: Learn more about how Austin ISD developed sustainable community partnerships through the Austin Ed Fund, directing resources into initiatives that support teachers and students without adding strain to the district budget (Austin Ed Fund).
Broader, Bolder Approach to Education — Economic Policy Institute: This initiative explores how comprehensive, community-driven support improved student outcomes in districts like Montgomery County, MD (Economic Policy Institute).
With a focus on consistent, community-centered transformation, MPS can become a model for real, lasting change. As your candidate, I’m committed to listening to our educators and community, and working together to build a school culture that values every teacher, student, and family. I firmly believe MPS has the potential to be a place where we can all succeed.
Until next time,
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