Meet the candidates: 2024 GRPS Board of Education candidates

There are eight Grand Rapids Public Schools (GRPS) Board of Education candidates on the ballot for the general election on Nov. 5—Amber Kilpatrick, Arick Davis, Tonya Williams, Eleanor Moreno, Ismalis Nuñez, Jordoun Eatman and Richard Williamson. Norma Lopez remains on the ballot, but informed us that they have suspended their campaign.

The Rapidian reached out all seven actively campaigning candidates and asked them to provide answers to six questions via an online questionnaire. Six responses were received. Their answers can be found below.

 

Q: Tell us more about yourself and your background. What makes you a good candidate for this role?

Kilpatrick: As the only GRPS parent running for school board, an entrepreneur, a community advocate, an educator and a community organizer, I will bring a unique blend of experience and perspective to the school board. My personal investment in Grand Rapids Public Schools, combined with my entrepreneurial skills, will serve to foster innovative solutions to the challenges our district faces. As a community, student and parent advocate, I will continue to prioritize the voices of diverse stakeholders, ensuring our district policies reflect the needs of our students and families. My experience in education equips me with insights into effective teaching practices and student support, while my organizing background demonstrates a commitment to collaboration and community engagement. This multifaceted and diverse background positions me as a uniquely strong candidate centered on student success and equitable educational opportunities.

Williams: I am a former GRPS student. My children were students and I have grandchildren currently attending GRPS. I am a good candidate for a seat on the GRPS Board because I am dedicated and invested in seeing my grandchildren prosper in their educational journey, as well as all children of GRPS and those to come, receive a quality education with respect and dignity within a safe environment.

Moreno: A long-time Grand Rapids resident and GRPS alumna. My personal experience in this district fuels my commitment to amplifying youth voices. As the strategy manager for the Kent County Food Policy Council, I focus on creating a sustainable food ecosystem and using food and storytelling to drive social impact.

My roles with the Latino Community Coalition, Grand Rapids Pride Center and Roosevelt Park Neighborhood Association underscore my dedication to equity and inclusion. I’m passionate about ensuring that young people are at the center of our community efforts, recognizing their vital perspectives and leadership.

I’ve been honored with awards like 40 Under 40 and Queer of the Year, and have shared my expertise in food justice and advocacy at national events. My involvement with the SW Collective in Roosevelt Park also reflects my commitment to youth empowerment and community unity.

Originally from Chicago, I now call Grand Rapids home, where I enjoy life with my family, friends and chickens. My goal is to continue fostering connections and amplifying the voices of young people to drive meaningful change.

Nuñez: I’m a proud GRPS graduate and a Black Puerto Rican and Cuban American deeply committed to our community and schools. I have extensive professional experience in education, equity and community engagement, including roles as a school social worker and director of equity and family and community engagement. I’ve focused on supporting students, families and staff, where I have focused on fostering inclusive practices, equitable policies and collaboration with the community. I’m running to ensure all students, staff and families have access to the tools and resources needed to succeed and create a GRPS where everyone belongs and thrives.

Eatman: As a current member of the Grand Rapids Public Schools Board of Education, I bring a deep commitment to equity, innovation and community engagement. My experience in advocating for equitable access to education, supporting teachers and fostering partnerships with local businesses has given me the skills needed to continue serving our district. I’m passionate about ensuring that every student, regardless of background, has the resources and opportunities they deserve. What makes me a strong candidate is my ability to listen, collaborate and lead with both heart and strategy. I am driven by a vision of educational excellence for all, and I’m ready to keep working for our community. I know the work that is needed and need courageous colleagues to bring the necessary change.

Williamson: I grew up in West Michigan and was raised by a single mother. In school, I struggled with reading, math and had a speech impairment. My public school provided me with speech therapy, special education classes and incredible educators. I became the first person in my family to graduate from college and went on to serve in the Peace Corps as a teacher trainer, working on early childhood literacy–the same things I struggled with as a child. I have also worked in the Michigan legislature, tackling challenges in our criminal justice system, writing part of Michigan's clean energy legislation, and doing my part to help pass universal student meals in school, safe storage legislation and record investment in our schools. I am running for [the] GRPS school board because I understand from my own experience our student’s challenges and dreams and have the experience to make our schools stronger and support our students.

 

Q: In your opinion, what do you believe GRPS’s biggest strengths are?

Kilpatrick: In my opinion, our GRPS educators, families and community partners serve as the biggest strengths of our school district. Each one [plays] a crucial role in fostering the type of supportive and effective learning environment that our students deserve. Our educators bring expertise and passion, directly impacting student achievement and well-being. Our involved families enhance this dynamic by advocating for their children and collaborating with teachers, creating a home-to-school connection. Community partners contribute resources, mentorship and real world connection[s] that enrich our curriculum and expand student opportunities. Together, these stakeholders create the strength of our Grand Rapids Public Schools.

Williams: The willingness to work as a whole, to reimagine GRPS for the better.

Moreno: The commitment and passion of GRPS educators, staff and parents are truly evident in their unwavering efforts to support and uplift students. Even through tough conversations, and conversations around accountability, their dedication is crucial in fostering a positive and effective learning environment. Despite these challenges, such as the need for stronger support systems and resources for teachers and staff, the collective commitment of our educators and parents remains steadfast.

Our educators and staff are deeply invested in the success of our students and families, often going above and beyond to provide exceptional support. Likewise, parents play a vital role, actively engaging in their children’s education and working closely with schools to ensure the best outcomes. This united effort, especially in the face of difficulties, speaks volumes about the resilience and value placed on student achievement and well-being. The combined dedication of educators, staff and parents is a cornerstone of GRPS, making a significant and positive impact on our school community.

Nuñez: One of GRPS's biggest strengths is its deeply committed educators, staff and community members who believe in the district's potential and continually show up for the betterment of our students. Their dedication to nurturing and supporting students, often going above and beyond, creates a strong foundation for student success. Additionally, GRPS has … recently created opportunities for open communication through initiatives like Coffee with the Board,  community outreach during school closure discussions and the Dean Transportation Committee. These channels have started to help build trust and collaboration, ensuring that community voices are heard and included in decision-making processes.

Eatman: One of GRPS’s greatest strengths is its diversity and commitment to inclusivity. Our schools serve students from all backgrounds, bringing together different perspectives and cultures that enrich the learning experience for everyone. Another strength is our passionate educators and staff who are dedicated to fostering an environment where students can thrive both academically and personally. Finally, the GRPS Community is a strength - our families, students and community members are deeply involved and invested in the success of our schools, regardless of how it is expressed.

Williamson: GRPS has incredibly dedicated educators and support staff who stay focused on the purpose of public education: preparing young people to be good people and good community members with the skills they need to succeed. We are a very diverse school district across race and socio-economic status. To create an egalitarian, democratic society we need young people to be surrounded by people different from themselves. I am committed to ensuring space for all our students and eliminating barriers to quality education, regardless of how much money a student's family makes or what neighborhood they live in. We also have many neighborhoods across the city that are deeply invested and bought-in to their neighborhood schools. I am committed to doing more to support our educators and strengthening the ties between GRPS and the community.

 

Q: In your opinion, what do you believe the biggest challenges facing GRPS are?

Kilpatrick: In my opinion, the biggest challenges facing GRPS are reduced enrollment numbers, a perception of retaliation and [an] unhealthy workplace within our administration and poor communication and follow through when issues are brought to the attention of our administration.

Williams: The budget, and the purpose in the allotment, given by the state (where the money goes).

Moreno: One of the biggest challenges facing GRPS is ensuring that every student feels a true sense of belonging and safety within their school environment.

Creating a nurturing school culture where every student feels valued and secure is essential for their success. This challenge involves not only implementing comprehensive safety measures, but also fostering an inclusive atmosphere where respect and understanding are paramount.

To address this, GRPS must focus on initiatives that promote both physical and emotional safety. This includes enhancing support systems for students who may face discrimination or bullying and ensuring that every student has access to resources that help them thrive. By prioritizing a school culture where every student feels they belong and [are] safe, GRPS can create a more positive and productive learning experience for all students.

Nuñez: In my opinion, one of the biggest challenges facing GRPS is the growing number of teacher vacancies, which affects students' learning and continuity in the classroom. The lack of competitive pay and an unhealthy work environment make attracting and retaining educators and staff difficult. Since they are the pillars of our schools, addressing these challenges is critical to ensuring that students receive the support and education they need.

Eatman: One of the biggest challenges GRPS faces is addressing disparities in resources and opportunities among schools, particularly for students from underserved communities. Ensuring that every student, regardless of background, has access to the same high-quality education is critical. Another challenge is supporting our educators and staff, who work tirelessly but often need more resources and professional development to thrive. Additionally, the district must continue to strengthen communication and trust between schools, families and the broader community to foster greater collaboration. Tackling these challenges requires a commitment to equity, innovation and community engagement—values I am deeply committed to advancing.

Williamson: GRPS educators are among the lowest paid in West Michigan, resulting in our district’s major teacher shortage as educators leave for surrounding districts which pay more. GRPS also has a top-down and top-heavy approach to administration, limiting the agency and ability of building-level educators and principals to serve their students.

 

Q: If you are elected to the GRPS Board of Education, how do you plan to address these challenges?

Kilpatrick: As school board members, we only have governance over the superintendent. So, it will be imperative that the challenges mentioned above (and others as identified by our stakeholders and community) are associated with priority policies and measurable outcomes. Then, these priorities need to be linked to evaluation measures, which the Board can use when working with and evaluating our superintendent. All in an effort to meet the needs of our students, staff and community.

Williams: I would like to work as a whole with the Board to strategically develop a budget that looks at every need, and see[s] where and how that need fit[s] into the budget. To possibly look at creating programs that essentially help add revenue to the budget, help meet an increase.

Moreno: I will address these challenges by enhancing safety measures through comprehensive anti-bullying policies and mental health support, and by integrating restorative justice practices to address conflicts constructively. Expanding resources for counseling, professional development for staff and incorporating social and emotional learning will further support students’ well-being. I will establish regular feedback channels for students, parents and staff to ensure their voices are heard. Strengthening community partnerships will provide additional resources, while regularly reviewing and adapting policies will ensure they effectively meet our school community’s needs. These steps will foster a nurturing environment where every student feels valued, secure and supported.

Nuñez: If elected to the GRPS Board of Education, I plan to address these challenges by advocating for competitive pay and improved working conditions for educators and staff. I will prioritize collaboration with the district and unions to create a healthier work environment that values the contributions of teachers and support staff. Additionally, I will focus on strategies to reduce teacher vacancies, such as recruitment efforts, retention programs and investing in professional development to ensure our schools are fully staffed with qualified, committed educators.

Eatman: To address the challenges GRPS faces, I plan to focus on three key areas. First, I will advocate for equitable resource allocation, ensuring that schools serving underserved communities receive the funding and support needed to level the playing field for all students. This includes access to technology, tutoring and enrichment programs. Second, I will prioritize support for our educators by pushing for professional development opportunities, fair compensation and the resources they need to succeed in the classroom. Lastly, I will work to strengthen communication between the district, families and the community, creating more opportunities for input and collaboration to build trust and engagement. By focusing on these areas, we can create a stronger, more equitable future for all students.

Williamson: I will collaborate with my colleagues and other district leaders to recalibrate our budget and invest in our classrooms and increase educator salaries to attract and retain our excellent educators. I also want to work towards giving more power to our building-level educators and principals so they can develop and adopt the practices and curriculum that support our student's varied needs.

 

Q: How do you plan to help GRPS serve its scholars, parents, staff and community?

Kilpatrick: I intend to serve our scholars, parents and community through advocacy, engagement, collaboration, transparency and continued policy development. I will act as a voice for parents, students and staff—advocating for their needs in policy discussions. I will foster open communication by participating in regular forums and opportunities for community conversation. I will seek partnership[s] (and strengthen current ones) with local organizations and stakeholders to create opportunities that bring benefit to our students, families and staff. I will play my part in keeping parents and [the] community informed about policies and changes. And I will advocate for policies that address issues of equity, inclusion, mental health and well-being for students, staff and families.

Williams: I would like to be a part of a plan that would open up a two-way line of communication with parents, caregivers, teachers and [the] Board, keeping each other informed on issues directly concerning their child or children, as well as those things that indirectly [affects] them. Keeping everyone involved in the child, children's education and beyond.

Moreno: I plan to foster strong relationships with all stakeholders through regular town halls and forums. Engaging parents, local organizations and community leaders will ensure their input and support in decision-making processes, keeping everyone involved and informed. I will advocate for enhanced support systems, including expanded counseling services and professional development for staff, to address diverse student needs and improve overall school performance.

Additionally, I will promote restorative justice practices to build a positive school culture and resolve conflicts constructively. Integrating social and emotional learning into the curriculum will help students develop essential life skills and resilience, contributing to their overall success and well-being. Maintaining transparency and accountability in all decisions will ensure that we act in the best interests of the entire school community, fostering an environment where scholars, parents, staff and the broader community thrive.

Nuñez: I plan to help GRPS serve its students, families, staff and community by making sure everyone has what they need to succeed and feel supported. As a GRPS graduate, I know firsthand how important it is for students to see themselves in the curriculum and feel like their voices are heard. I want to ensure that teachers, staff and families have the resources and support they need to help our students thrive. I also want to ensure we’re building strong connections with the community so their input is a part of our decisions. It’s about creating a district where everyone feels like they belong and where we’re all working together for the success of our students.

Eatman: As a member of the GRPS Board of Education, my priority is to ensure that every scholar, parent, staff member and community partner feels supported and heard. For our scholars, I will push for equitable access to resources and innovative programs that help every student reach their full potential, much like I have done with bringing new CTE programs to the district. For parents, I will work to strengthen communication channels and feel confident their voices are valued. I will advocate for fair compensation and professional development opportunities for our dedicated staff to help them thrive. By building strong partnerships within our community, I believe we can create more opportunities and a shared vision for educational excellence. Together, we can ensure that GRPS serves everyone to the best of its ability, setting the standard, not following the trends.

Williamson: I believe we need to refocus on and reinvest in where our students are learning and growing—our classrooms and school buildings. I want to bring my public service experience and record of success collaborating and building coalitions to help GRPS develop a vision oriented around student outcomes and a supportive learning culture for students, families and educators. Our students have diverse needs and dreams–they deserve a Board member with the lived experience to advocate for them and build support for the education they deserve, whether they struggle in school or excel and whether they are college-bound or want to pursue a career in the trades.

 

Q: Members of the community have expressed concerns about school safety and district leadership. How would you respond to these concerns?

Kilpatrick: These concerns can only be addressed with vulnerable dialogue, honesty and community engagement. Accusations, blame and unsavory headlines only harm our district and the students who currently attend. We need to address concerns of school safety and district leadership as an act of love, not division. I believe a third party moderator may be required. As well as a guiding organization to assist in strategy and next steps for bringing true healing to our district.

Williams: Safety is an issue, as safety is one of my … leading concern[s] for the students and their families. As for safety, I would like to educate and put into policy a point of contact for safety issues, addressing the concern head on versus allowing the situation to fester and become destructive. To help design a safety plan for all staff an[d] children, but not at the expense of making a pipeline for Michigan's prison[s] through our educational institutions.

As for district leadership, this shows the importance of everyone in the community and their involvement. To learn [about] those in the district leadership and their role, to learn [about] whom they have a right to vote for and when other measure[s] must be taken, to assure that those in district leadership are upholding the vision laid out for our students.

Moreno: I understand that concerns about school safety and district leadership are deeply important to our community. Here’s how I would address these issues:

First, I would prioritize enhancing school safety by working alongside our superintendent to implement and expand comprehensive safety measures. This includes not only physical security protocols, but also fostering a safe and inclusive environment through anti-bullying policies and mental health support. I would advocate for regular safety audits and ensure that feedback from students, parents and staff is actively used to address any gaps or concerns.

Regarding district leadership, I would focus on transparency and accountability. Open communication is crucial, so I would establish regular channels for community input and updates, such as town halls and surveys. Ensuring that leadership decisions are made with clear rationale and in the best interests of students and staff will help rebuild trust. I would also support professional development for leaders to ensure they are equipped to address the evolving needs of our schools effectively.

Nuñez: I understand concerns about school safety and district leadership are significant to our community. Safety must be approached through a culturally responsive, trauma-informed lens that prioritizes the well-being of all students and staff, ensuring they feel supported and secure. This involves fostering environments where relationships, trust and care are at the forefront while implementing clear, transparent safety protocols. Regarding district leadership, I would advocate for open communication and greater accountability, ensuring that leadership is responsive to the community's concerns and committed to continuous improvement.

Eatman: I understand the concerns about school safety and district leadership, and I want to assure the community that these are top priorities for me. When it comes to safety, I believe we need a comprehensive approach that includes both physical security measures and a strong focus on mental health resources. This means investing in updated safety protocols, training for staff and ensuring that students have access to counselors and support. Regarding district leadership, transparency and accountability are essential. I will work to foster open communication between the Board, staff and families, making sure that decisions are made collaboratively and with the best interests of students in mind. Creating a safe, supportive environment where everyone feels valued and heard is the standard we must adhere to.

Williamson: Concern over protecting our students is one of the major reasons I decided to run for [the] GRPS school board. As someone who remembers sitting in class during Sandy Hook, I understand the anxiety our students face every day walking into a school building, and the fear parents feel when they send their children out the door in the morning. The incidents at Burton Middle School were a policy failure–we need school board members with the empathy to understand students and the experience to turn that into policy. We must adopt trauma-informed crisis intervention practices to respond when situations do occur, and create an environment that is welcoming and trusting through greater investment in restorative practices and Multi-Tiered Systems of Support (MTSS) to recognize and support students going through crisis.

 

 

Updated, 10/8/24, 9:30 a.m., formatting changes and a spelling correction.