Q: Currently, nearly half of the dollars spent at a school building are allocated centrally and not accounted for at the building level, making it difficult to know whether resources are being distributed equitably to meet student needs. How will you make Pittsburgh Public Schools budgeting process more transparent?
A: The allocation of resources spent at each building must be transparent, building by building, so that it is clear to the public that resources are distributed equitably.

Q: Under what circumstances would you support increasing or decreasing property taxes in the district? What research or evidence would you use to help you make that decision?
A: I would support increasing property taxes only after I was satisfied by an audit, that current resources are being spent effectively, equitably and efficiently. I would also attempt to take the pulse of the tax-paying public to determine if there is public support for such an increase.

Q: Over the last several years Pittsburgh Public Schools has seen a decline in student enrollment. How will you reverse this trend to keep families in the district?
A: The decline in student enrollment does not necessarily mean the families are relocating from the district. They may be leaving the Pittsburgh Public School district, while still residing in Pittsburgh. The family's obligation to provide the best possible educational foundation for the children is one the most sacred obligation they have. They are leaving PPS in search of high quality education. My entire purpose in running for this seat is to raise the quality of education and close the racial and demographic achievement gaps. That's what will keep families in our school system.

Q: How will you, as a board member, improve the district’s transportation system?
A: I think the transportation system requires a thorough 3-5 year Strategic Plan, which should be reviewed and tweaked annually. One of the reasons PPS leadership gives for these problems has to do with a shortage of drivers. But the reasons for that shortage must be discovered and resolved. The PPS transportation system competes with other transportation systems in the region and must become more competitive and more efficient. I would push for such a Strategic Plan.

Q: Do you support the universal screening of all students for Gifted and Talented education supports?
A: Yes. All students should be screened, because all students are gifted in differentiated ways. The task of excellent teaching is to help each student find their particular gifted talents and learning styles and maximize their gifts. It is not the student body that lacks the gifts and talents. It is the shortcoming of the adults in their lives who fail to draw their gifts and talents to the surface.

Q: Do you agree with the board’s decision to create another tier of disciplinary infractions? Would you be in favor of creating more tiers to better address behavior problems?
A: Yes,but just creating disciplinary tiers is insufficient to get at the core of difficult behavior. Schools need more training and resources respond with more creativity and compassion. Restorative Justice is an example of such creative response that the district should be trying to disseminate throughout the school system. Also, understanding children who present with trauma disorders is important to helping families respond to challenging environments.

Q: Suspensions and expulsions are rarely an effective means for improving school climate. What alternatives will you support (eg. Restorative Justice, Positive Behavioral Intervention Systems, others) through policy to reduce school pushout and improve school climate? (Please cite the research or evidence you will use to back up your policy position).
A: The writer who has informed me best in this area is Dr. Monique Morris, author of "Pushout." She has examined, not only the culture of Black and Brown students, but the challenges for professionals of color and whites alike. Restorative Justice and Positive Behavioral Intervention Systems are proven to be far superior to suspensions and expulsions. But our challenge is not just to show the superiority of these intervention through research and data. We must, through professional development, equip our staff with these theories and tools.

Q: If elected, your main job will be to serve over 26,000 students in Pittsburgh’s district and charter schools. How will you ensure student voice is taken into account by the school board?
A: I believe that student voice is a very important ingredient in policy making discussions. However, we also have to consider the schedule and availability of students to participate in policy discussions given their school schedules, after-school activities, after-school jobs, etc. I would also support the re-building of Teen Bloc and 9th Grade Nation and other student leadership programs. Their voices MUST be included.

Q: Pittsburgh Public Schools hiring process often does not conclude until August for many new teachers, later than most surrounding districts. What policies will you enact to improve the hiring timeline for new teachers and to attract a more diverse pool of candidates?
A: The August hiring conclusion exists because the process begins too late. The whole hiring process needs to be reviewed, not only in terms of when it starts, but also what measures are being taken to ensure a diverse pool of candidates and to attract the most talented teachers available. We need an aggressive outreach and recruitment plan that provides incentives for talented teachers to want to work in PPS.

Q: PPS is currently in the planning stages of creating community schools. What research or evidence will you use to monitor the successful implementation of a community schools model?
A: I strongly support Community Schools, but since it is new to PPS I think it is necessary to either fully support it, or exclude it from our programs. A half-hearted, or partially-funded Community Schools program will not yield success. If we really believe in Community Schools it should be funded from the central budget, rather than from soft funds. Also, an outside evaluation contractor should be considered, perhaps with the School of Social Work at the University of Pittsburgh.

Q: Reading at grade level by third grade has been shown to be a strong predictor of future academic success, and in 2016 only 47% of Pittsburgh’s third graders met that bar. What will you do as a Board member to ensure that students benefit from systematic, comprehensive and evidence-based reading interventions so that more of our students are reading at grade level by third grade?
A: In order for students to be reading at grade level by 3rd grade, the foundation must have been started at home and continued through pre-school and Kindergarten, and then strongly supported in 1st and 2nd grade. There is strong political and community support for Early Education, but there is insufficient leadership and coordination. This leadership must come from PPS, which will require greater partnership among the District, Political Leaders, Foundations and parents and community groups. Leadership is the key.

Q: How will you as a board member identify gaps in opportunities for students and work to address them so as to close gaps in student achievement?
A: Opportunity gaps lead to academic achievement gaps. The Community Schools model is an excellent opportunity to begin to identify opportunity gaps and initiate interventions to help close those gaps. Just the recognition and open acknowledgement that opportunity gaps are related to achievement gaps is a large step toward their solutions.

Q: How will you ensure that students receive a well-balanced and healthy lunch that students will want to eat?
A: There must be respectful engagement among PPS nutritionists, students and their parents/guardians. Students must have a determination in the selection and preparation of foods if we expect them to consume the food. In addition, healthy eating habits at school must be reinforced with healthy eating habits at home. Students must be surveyed and their opinions must be taken seriously.

Q: How will you make sure students have up to date materials especially in history and literature classes?
A: The Superintendent and the Chief Academic Officer in the PPS Administration must be held accountable for assuring the quality and cultural relevance of books and other materials available to schools, especially in history and literature. The Superintendent and CAO should be required to make periodic reports to the Board's Education Committee, specifically on the question of currency and relavance of materials, prior to acquisition of books and materials. The Education Committee should also report annually to the full Board and the Community.

Q: What is your vision for the expansion of Pre-K in Pittsburgh? What do you see as the role of Pre-K in a child's learning progression through the PPS system?
A: My answer is the same as a similar question above. In order for students to be reading at grade level by 3rd grade, the foundation must have been started at home and continued through pre-school and Kindergarten, and then strongly supported in 1st and 2nd grade. There is strong political and community support for Early Education, but there is insufficient leadership and coordination. This leadership must come from PPS, which will require greater partnership among the District, Political Leaders, Foundations and parents and community groups. Leadership is the key.

Q: How will you work constructively with the eight other board members to ensure all Pittsburgh students receive a quality education?
A: I have 11 years of experience in working with 8 fellow legislators from my time on Pittsburgh City Council, 1995-2006. The keys to success are respecting and LISTENING to the concerns of fellow board members. It is my intention to work hard to cement relationship among board members, just as much as to devote time to reading and staying current with state-of-the-art in pedagogical theory and practice. They work together.

Q: How will you effectively advocate for Pittsburgh’s students with other elected officials, both local and state?
A: I look forward to bringing to PPS bridge-building experience, to improve relationships with local elected officials, the corporate leaders of Pittsburgh, and the local foundation leadership. I have already begun conversations with these leaders and find them open and anxious to contribute to creating a successful school district in Pittsburgh. It is in their botton-line interest to do so. But currently, relationships are not good and will require a considerable amount of healing. I
believe I am uniquely positioned to facilitate such healing.

Q: How will you communicate the board’s work with your constituents, parents and non-parents alike?
A: This is a very important question. PPS must effectively communicate with a diverse constituency, composed of groups who communicate in different ways. Students communicate differently than their parents, who communicate differently than political leaders, etc. I will work to make sure we understand the preferred communication styles of the constituent groups we need to convey information to and continually survey the groups to determine if our communication attempts are hitting the mark, or need adjustment.

Q: How will you support best practices in early education (Pre-K- Grade 4), including play based learning and a focus on social and emotional skills?
A: Play based learning and social and emotional skills has proven to be important ingredients in early education. I will support efforts to identify expert practitioners who can provide effective professional development to our teachers and related personnel. So the challenge is not just in knowing the importance of plan based learning and social and emotional skills, but providing our workforce with the requisite skills to implement them.