Prince George’s County Board of Education District 9

A: I do support reasonable restrictions on students’ personal devices, including cellphones, during the school day. Clear expectations and consistent adult supervision are essential. When not managed well, personal devices can be distracting and, at times, potentially unsafe. Schools are increasingly dealing with issues related to social media, cyberbullying, and students accessing inappropriate content, all of which take away from the learning environment. At the same time, I recognize that technology has a place in education. The focus should be on purposeful, structured use of devices that supports instruction—not replaces it. In terms of screen time, it should be intentional and aligned to learning goals. Students should not be on screens for the majority of the day. Strong instruction includes discussion, collaboration, problem-solving, and opportunities for students to think deeply—not just consume information. Ultimately, the goal is balance. We must create environments where students are focused, safe, and engaged in meaningful learning, while also preparing them to use technology responsibly.

A: Math achievement is a serious concern, and improving it requires a clear focus on how students think—not just what they get right or wrong. I believe we must strengthen instruction by prioritizing mathematical reasoning. Students need opportunities to explain their thinking, solve complex problems, and make connections—not just practice procedures. In a time where technology can calculate quickly, our students must be able to reason, analyze, and apply their learning. That means investing in high-quality, job-embedded professional development for teachers so they can effectively facilitate this kind of instruction. It also means protecting instructional time and ensuring that math blocks are structured to include direct instruction, small group, and meaningful problem-solving. We must also use data more effectively—not just to identify gaps, but to respond to them quickly with targeted support. Finally, consistency matters. When curriculum, instruction, and expectations are aligned across schools, students benefit. If we focus on strengthening instruction and building students’ reasoning skills, we will see meaningful improvement in math achievement.

A: Math achievement is a serious concern, and improving it requires a clear focus on how students think—not just what they get right or wrong. I believe we must strengthen instruction by prioritizing mathematical reasoning. Students need opportunities to explain their thinking, solve complex problems, and make connections—not just practice procedures. In a time where technology can calculate quickly, our students must be able to reason, analyze, and apply their learning. That means investing in high-quality, job-embedded professional development for teachers so they can effectively facilitate this kind of instruction. It also means protecting instructional time and ensuring that math blocks are structured to include direct instruction, guided practice, and meaningful problem-solving. We must also use data more effectively—not just to identify gaps, but to respond to them quickly with targeted support. Finally, consistency matters. When curriculum, instruction, and expectations are aligned across schools, students benefit. If we focus on strengthening instruction and building students’ reasoning skills, we will see meaningful improvement in math achievement.

A: Parents should have a voice in their child’s education, including access to information about instructional materials and library resources. At the same time, book selection must remain grounded in established, professional processes that ensure materials are age-appropriate, educationally relevant, and reflective of diverse perspectives. School systems already have review procedures in place that involve educators, media specialists, and established criteria for selecting materials. I believe the focus should be on strengthening transparency within that process so families understand how decisions are made and how to raise concerns when needed. That means clearly communicating selection guidelines, making book lists accessible, and ensuring there is a fair, structured review process for any challenged material. We also have to recognize that families have different perspectives, and one concern should not automatically remove access for all students. The goal is to maintain a balance—respecting parent voice while preserving access to a broad range of literature that supports learning and critical thinking. Ultimately, decisions should be thoughtful, consistent, and centered on what is educationally appropriate for students.

A: [No response provided]

A: I support full funding and monitoring of the Blueprint. I believe the Blueprint for Maryland’s future has the potential to significantly improve our school districts, but its effectiveness depends on how well it is implemented at the local level. In Prince George’s County, we must ensure that the funds allocated through the Blueprint are directed toward the specific needs of our district. This means actively monitoring the implementation and maintaining open partnerships with community stakeholders to ensure the benefits are fully realized across every school and for every student to address the specific needs of our district, such as increasing support for students with special needs, improving career readiness programs, and providing more resources for teachers and school staff. The partnership with the community stakeholders is important to strengthen programs. I support full funding and monitoring of the Blueprint but advocate for continued monitoring to ensure that its benefits are reaching every school and student in our district.

A: While I recognize that personal devices like cellphones can be useful educational tools, I believe there should be some restrictions in place to minimize distractions in the classroom. Schools should set clear guidelines for device usage that balance educational purposes with the need for focus during lessons. Regarding screen time, I support a balanced approach, where technology is integrated effectively into teaching and learning without overwhelming students or diminishing the core foundation of academic learning through traditional pen-and-paper methods. Ideally, students should spend screen time on interactive and enriching activities that support their learning goals, but we must also prioritize face-to-face engagement and hands-on experiences to ensure a well-rounded education.

A: Improving math achievement in our district will require targeted interventions and support for both students and teachers. We should focus on personalized learning that meets students where they are, offering additional support to those struggling with foundational skills while also challenging those who are excelling. Professional development for math teachers is key, as well as providing more resources for them to implement innovative teaching methods. Additionally, we should involve parents in the process by providing resources to help them support their children’s learning at home. Math is used every day all day. Support for parents in how to incorporate using math at home with their children is key to building confidence in students building math skills at school. A strong partnership between educators and families is essential in raising math achievement.

A: While we must be realistic about the financial and logistical challenges that come with declining enrollment, any decision regarding campus closures or redistricting should be made carefully and with extensive community input. It’s critical that we work together with families, teachers, and community leaders to ensure that these decisions are made with the best interests of our students in mind. To recruit families back, I believe we should focus on improving the overall quality of education by offering more specialized programs, enhancing school safety, and ensuring that our schools are truly student-centered and responsive to the needs of all families. Additionally, we should prioritize transparent communication and engagement to build trust and address any concerns parents may have.

A: I believe that parents should have a voice in the process of selecting books for school libraries, but this should be done in a balanced way that ensures students have access to diverse and high-quality materials. A review system, such as the one established by the Prince George’s County Literacy Commission, where I serve, should be in place. This system would allow parents, educators, and library professionals to collaborate in selecting age-appropriate books that support students’ academic growth and foster a love of reading. At the same time, we must respect the academic freedom of teachers and librarians to provide students with books that offer a broad range of perspectives. It’s important to create an inclusive process where parents can share their concerns, but also one that ensures students have the opportunity to engage with literature that challenges their thinking and helps them develop critical skills.

A: I believe the Blueprint for Maryland’s future is well-intentioned and strong on paper, but we must approach it with caution and balance. As a school psychologist who has practiced within the public school system for more than 35 years and a newly appointed school board member, I support the vision — but goals must be realistic, properly funded, and aligned with the realities our schools face. The key is disciplined implementation so we strengthen schools without overwhelming them.

A: I do support reasonable restrictions on student cellphone use during the school day. Research supports that personal devices can be a significant distraction, interfere with attention, and impact social development and mental health when not managed appropriately.

In terms of screen time, I believe it should be purpose-driven. Students should be engaged with devices when it enhances learning but it has to be balanced with direct teaching, discussion, and interpersonal interaction.

A: I have had the privilege to inquire directly from teachers as to the current status of our math curriculum and its effectiveness with our students. Over and over, I get these common responses when asked what do we need to do to increase math efficiency in our students.

It is widely believed that we need to invest more in the professioal development of our teachers. Continious professional development in math instruction is the first step. Teaching math well requires deep content knowledge and the ability to discern how students think and problem solve.Additionally, we must use data more effectively to not just identify who is struggling, but why. Targeted, small-group interventions and consistent progress monitoring is the path forward to address our weakest students.When students are found to need more assistance, we have to have the flexibility to increase instructional time and support. Connecting scholars with tutoring, extended learning opportunities, and dedicated math intervention blocks during the school day will promote academic growth.

A: In the face of serious budget cuts, I believe we must be intentional with our outreach and connections with our stakeholders. Families choose schools based on quality, safety, and opportunity. If we deliver consistently in those areas, enrollment will follow.

Declining enrollment requires careful, transparent decisions, not quick fixes. Any school closures or redistricting must be data-driven, equitable, and shaped by real community input. The way I see it, the strategy is twofold: be responsible and transparent, while aggressively improving the student and family experience in our schools. Schools are the natural connection within our communities. They have to be available and acessible for our parents and supporters.

A: Parents are essential partners, and their perspectives matter, however, book selection must remain grounded in professional standards, educational value, and students’ developmental needs. The goal is balance. Parental input must be respected and welcomed while protecting students’ access to a broad, educationally sound range of materials which based on state requirements, they become responsible for knowing.