My expanded responses to the League of Women Voters

Qualifications: What training, experience and characteristics qualify you for this position?

I am a Civil Engineer with a multicultural background and over two decades of international experience, having led infrastructure projects across more than 20 countries. My work has centered on solving complex problems, negotiating contracts, and bringing together diverse stakeholders to reach fair and effective solutions. These skills—collaboration, accountability, and strategic thinking—are exactly what our school board needs.

Beyond my professional background, I’ve always been committed to serving my community. I’ve been active in my neighborhood homeowner’s association, supported youth development through the Boy Scouts of America (now Scouting America), and volunteered with organizations that focus on educating the next generation of leaders through shared values.

What sets me apart is that I’m not backed by any political group, PAC, or special interest. I’m just a concerned parent and community member who has seen firsthand how important it is to bring transparency, common sense, and fairness back to SBISD.

Over the past few years, I’ve watched the school board make decisions that have not served all students—decisions like closing schools and cutting programs despite strong community support to keep them open. I’ve seen how public voices have been limited at meetings, how conflicts of interest have gone unchecked, and how board actions have reflected narrow interests instead of the needs of the broader SBISD community.

That’s why I’ve spoken directly before the board—to stand up for families, educators, and taxpayers. I believe in restoring checks and balances to the board’s decision-making process to ensure no single group dominates the conversation and every vote is free of conflicts of interest. Our schools deserve leadership that listens to the whole community, not just a select few.

I believe every child, regardless of background, deserves access to excellent public education. I believe our teachers are everyday heroes and must be supported with the right class sizes, technology, and resources. And I believe we must make smart, transparent financial decisions that prioritize student success over stadiums and special interests.

Opportunities: What opportunities for improvement do you identify in the District and how do you feel the Board should work towards those goals?

I believe the Board of Trustees needs to reconnect with the community—not just during election season, but consistently. That means holding regular town hall meetings, visiting campuses, and genuinely listening to students, parents, and teachers. We must create opportunities for broad, meaningful participation from all groups, not just a select few.

For me, the most important issue is closing the gaps in student achievement. Every child deserves the chance to reach their highest potential, regardless of background or starting point. My focus would be on identifying where the disparities are greatest—starting in our elementary schools, and continuing through middle and high school—so that we can invest early and effectively.

True equity means lifting up every student, not lowering expectations or settling for average. That’s the kind of leadership I want to bring to SBISD.

Funding: What actions can the Board take to secure the financial future of the District? Specifically, are there any expenditures you feel should be examined as a cost-saving measure?

Unfortunately, the current board appears to be driven more by political agendas than by the needs of all students. Many trustees are supported by groups and PACs whose priorities do not always align with the interests of our diverse student population. While they rightly criticize the state for underfunding our schools, they remain closely tied to the very politicians in Austin who continue to neglect our public education system.

We need to restore checks and balances within the board to ensure that decision-making is transparent, accountable, and truly student-centered. The public deserves to clearly understand how and why decisions are made—and to have visibility into the board’s relationships with local and state leaders.

One important area we must reevaluate is executive compensation for directors and above. While we want to attract and retain top talent, we must also ensure that district leadership salaries are fair and justified. At the same time, we need to prioritize directing more resources into the classroom, where they have the greatest impact on student learning and teacher support.

Supporting Teachers: What do you see as the most pressing issues facing teachers in the District? What actions can the Board take to better support and retain teachers?

One of the biggest challenges teachers face today is managing high student-teacher ratios. It's difficult to give students the attention and support they need when classrooms are overcrowded. I will work to ensure these ratios reflect the needs of the communities we serve—focusing on closing gaps and elevating all students, not just a few.

We also can't expect teachers to succeed when students are running on no sleep, haven’t had enough to eat, or don’t feel safe. I will advocate for the Board to partner with community organizations to reduce these barriers and make the most of available resources—so that when students are in school, they’re truly ready to learn and grow.

In addition, the Board should empower and encourage open, ongoing communication between Community Superintendents, teachers, and parents. Their role should not be limited to stepping in only when problems arise. If families and staff don’t even know who these leaders are or what they do, then it defeats the purpose of having them. Visibility, approachability, and consistent engagement are essential if Community Superintendents are to build trust and genuinely support our schools.

Future Voters: Assess how the District prepares students to participate in their country’s democracy and describe what the Board can do to support civic engagement efforts.

My understanding is that all students are required to take a Government class for half a semester in high school, and part of that course covers how to register to vote and how to participate in a democracy. However, I believe this is not enough.

The district should provide students with practical experience in the electoral process by requiring students aged 16 and older to serve as student election clerks during local elections. This hands-on role allows students to better understand the mechanics of elections and fosters a deeper sense of civic duty. In Texas, high school students who are at least 16 years old are eligible to participate in the electoral process by serving in this capacity.