
Issues
Whole-Child Education
Every student is a unique individual with their own strengths, interests, and needs—and our schools should reflect that. A whole-child approach means we don’t just teach to a test; we build environments where students feel safe, supported, and inspired to grow. That includes strong arts programs, time to move and play, welcoming, well-staffed libraries, and opportunities to build critical thinking and problem-solving skills. And it also means ensuring students have access to genuine support. When I was a principal, I made sure our school had more counselors and social workers than any other campus in HISD—because I knew how much our kids needed them. For many students, school is the one place where they feel safe, seen, and supported. I will fight to bring back wraparound services and support staff, so every child—no matter their background—has what they need to succeed. Our students deserve more than just a good education. They deserve care, stability, and a real chance to thrive.
Teacher Support and Retention
After decades in HISD classrooms and hallways, I know that while pay matters, culture matters more. Teachers stay when they feel trusted and connected to meaningful work. The best leaders help teachers see the value in what they do and that their efforts make a difference. We all want to be significant. When teachers feel a sense of purpose, they rise to the occasion.
Creating a high-performance culture starts with trust. Teachers thrive when they’re supported, not micromanaged—when they have the space to build safe, inclusive classrooms and the freedom to experiment, innovate, and reflect on their practice as they continue to develop. To get there, we need a Board of Trustees and HISD Administration that prioritizes feedback from teachers, school leaders, and the community. We need leaders who respect and understand the in-the-moment pedagogical decision-making that is happening in classrooms across the district. And we need leaders who can build a vision for student learning that is beyond test scores. This isn’t just about morale, it’s about outcomes. Supportive environments lead to better teaching and better learning.
Public Accountability and Local Control
Strong public schools are built on local voices, local leadership, and local responsibility. I support a swift return to a fully-elected board that reflects the will of the voters and is accountable to the people of Houston. I oppose vouchers and any other legislation that diverts public dollars to private institutions or strips decision-making from campuses and communities. True accountability means restoring meaningful input from families, educators, and students—through open meetings, transparent budgeting, and policies that reflect the realities of our schools.
Planning for What’s Next
We can’t wait for the takeover to end before we start rebuilding. The HISD we want—one that reflects the strengths and needs of its students, families, and educators—takes leadership with clear priorities. For me, those priorities are simple. We repair the relationship between the district and the people it serves. We replace one-size-fits-all mandates with student-centered systems grounded in campus knowledge. And we restore the pride and sense of belonging every neighborhood should feel for its public schools.