She has a BA in French art history from Agnes Scott College; and a certification in language/literature from the Instituto Internazionale, Rome.
She has served as vice chairman of the Howard County Board of Education, from 2006-present; on the Board of Education Liaison, Community Advisory Council; on the Advisory committee, PCs 4 Kids; as a member of the League of Women Voters, Women's Giving Circle; as eight-term chairwoman, Citizen's Advisory Committee, 1998-2006; one the Executive board, Howard County School Health Council, 2004-06; as a trustee of Vision Howard County, 2004-06; on the PTA Executive Board and School Improvement teams, 1984-2002. She has National PTA lifetime awards.
- Although Howard County ranks at the top of the state in student performance, the system faces a significant challenge in meeting rigorous federal and state mandates for the academic achievement of every school, student group and individual student. Our enrollment continues to increase in size and diversity while the state and county are projecting significant budget reductions. We must employ strategies that maximize our available resources in order to address program needs at aging facilities and maintain instructional staffing and targeted supports that will prepare every child to meet or exceed these mandated standards and succeed in a global economy.
- I hope to improve long-term planning to address the infrastructure and technology required to support ongoing program development and evaluation, design and operation of efficient and effective facilities, implementation of critical staffing models, and the delivery of the quality instruction and assessment critical to graduating students.
- The greatest need facing the school system is overcoming the obstacles to student achievement that lie in economics, culture, experience or race and connect each student to their future. Every student must be prepared not only to meet the state requirements for graduation, but to be productive in their lives after high school. Whether they enter the work force, apprentice in industry or attend college or university, each graduate will need a strong base of communications, mathematics and critical-thinking skills to be competitive.
- Allocation of needs-based resources, including staffing, technology, and related supports, must continue for programs that provide for critical assessment, evaluation and continuous improvement of targeted instruction and interventions for individual students. These include tutorials, double-booked classes, co-teaching models, and after-school programs.
- Funding is critical to providing highly qualified instructors and professional services, allocating needs-based resources to support individual evaluations and delivering differentiated instruction, targeted assessments and interventions. Finally, we must reach out into our communities and families to reinforce these connections and provide access to ongoing supports. Through the environmental curriculum and long-term partnerships with MDE, the Conservancy and local groups, students have made a positive impact on local ecosystems and should be supported in taking ownership of additional Green School projects. System-wide, we should expand implementation of energy management, green O&M, and LEED standards in renovations.
- I have spent more than 20 years advocating for children and public education through service on hundreds of budget, curriculum, planning and policy committees at the local, county and state levels. To this experience base, I also bring an analyst's perspective in assessing critical detail, understanding the big picture, and formulating long-term plans and a mother's commitment to the success of every child.
- My analytical perspective, coupled with 20 years on planning, curriculum and budget committees allow me to put together the pieces that make sound public policy.
Compiled from reports published by the Washington Post, the Baltimore Sun and the League of Women Voters.
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