TC: Having two currently enrolled students, I have a real-time understanding of where the district is thriving and where improvement is needed. I see firsthand the efforts teachers and staff are making to improve literacy, numeracy and STAAR scores, without sacrificing fine arts, P.E., or mental health. I understand the governance role of a trustee and will help guide GISD in closing the gaps and ensuring every student graduates college, career or military ready.

TC: With about 3/4 of students back in the classroom, my COVID concerns are now uncertain state funding, COVID-related expenses, learning loss from remote instruction and disengaged/MIA remote learners. Being conservative with spending, creative in finding budget cuts and prepared for the reality of tough decisions ahead. We also can't lose sight of student and staff mental health and support programs; many of our families are struggling as a result of both COVID and the storms.

TC: Continued focus on transparency around student performance. The board has recently adopted measurable, data driven targets for student learning, which are used to inform the superintendent’s evaluation. This is a good start, but I will continue to bring increased accountability to district leadership without overstepping the bounds of a trustee. There are clear challenges the district faces, and I will continue to drive the district forward towards improving these critical areas.

JM: I am the best candidate for this position because of the teaching and leadership positions I have held in the education trenches. My ability to understand the issues and ask pertinent questions regarding the instructional program, budget preparation and the importance of teacher compensation is imperative at this time. I have a “teacher’s heart,” and my vast experience as a principal demonstrates my commitment to all students to ensure that all students’ needs are met.

JM: It is my hope, as it is the hope of most GISD teachers, students and parents, that in-person learning will occur this fall for the majority of students. The recovery effort must include utilization of the end-of-year MAPS and STAAR results to celebrate each student’s successes and also to pinpoint gaps in each student’s learning so that laser-focused instruction can occur. Additional supports may be needed in the social/emotional area.

JM: While GISD has excellent career/technology programs and has made strides in the social/emotional area for students, the state/local accountability measures clearly show the decline in GISD students mastering the state curriculum as required for all Texas school districts. GISD teachers need a robust, aligned curriculum to use as the guiding document along with adequate resources to teach the curriculum. Student needs must drive the funding for these resources.