At-Large Zone 8
Where and what do you teach?
Saint Paul Harding High School/Mathematics
What issue are you most looking forward to working on as a Governing Board member?
I’m most excited to advocate for equitable school funding so that every student has access to the resources they deserve. I’m also committed to pursuing pension reform that ensures a fair and secure retirement for all educators—both current and future—and championing policies that strengthen teacher retention and directly address the ongoing educator shortage.
What is your favorite thing about being an educator?
As cliché as it may sound, I love being an educator because of the profound impact I can have on students—both in the classroom and in the trajectory of their lives. Growing up, I had a love-hate relationship with school. But it was one educator who changed everything: they made me feel seen, valued, and part of a classroom community. They believed in me, encouraged me to be myself, and pushed me to grow. That experience continues to shape how I show up for my students every day.
Outside of the classroom, what’s something you like to do?
Outside of the classroom, I like to travel and try new restaurants.
How have you worked in union to overcome a professional challenge?
During the COVID years, serious inequities arose between our support staff of color and building administration, particularly as roles were assigned unevenly—Black support staff were disproportionately expected to handle physical student confrontations, while non-Black staff were assigned less intensive tasks. This led to several grievances being filed by Black support staff, who also lacked trusted union representation in the building. In response, I stepped up to serve as our building’s union steward, becoming someone whom educators, support staff, and students—especially those from marginalized groups—could rely on to address issues of inequity. I’ve advocated in numerous meetings and later became one of three point-people for a partnership with the outside agency participating in restorative circle conversations to help repair strained relationships between staff and administration and address broader concerns such as safety. While these conversations did not yield the systemic change we had hoped for, they were pivotal in helping me realize my leadership potential and find my voice. That confidence led me to speak at the Education Minnesota Political Conference and publish an op-ed, both opportunities to elevate the teaching profession and spotlight the challenges educators face—actions I wouldn’t have considered had I not first stepped into union work.
