Meet Lisa

My husband and I have lived in Medford for 12 years, and we’re raising our three kids in the Medford Public Schools. I’m trained as a district administrator, hold my superintendent license, and have had the chance to collaborate with school and system leaders across the country. That work has given me a deep understanding of how systems shape student experiences—and a strong belief in the power of local leadership. I’m running for School Committee to bring that perspective home and help ensure Medford’s schools meet the needs of all our students and families.

Experienced

I’ve spent over 20 years working in public education, including 10 years in district leadership. I began as a special education teacher and later led alternative and therapeutic programs for students returning from hospital or residential care. As principal of Curtis Tufts High School here in Medford and then as the district therapeutic program manager in Malden, I worked closely with students, families, and educators to envision a redesign of the program around their needs. I understand the day-to-day realities of schools, and I’ll bring that practical experience to School Committee decisions—especially those that impact student support services, program design, and staffing.

I hold a Doctorate in Education Leadership from Harvard and a superintendent license in Massachusetts. I’ve advised superintendents, school boards, and instructional teams across the country on how to build clear strategies and align resources to student learning. I’ve also published work on school design and led national conversations on inclusive, equitable practices. On the School Committee, I’ll use that knowledge to ask better questions, assess tradeoffs clearly, and help guide policy decisions that are grounded in research, responsive to community needs, and realistic for schools to implement.

Knowledgeable

Committed

This work is personal. I’ve spent my career advocating for inclusive, student-centered learning—and I want the same for my own kids and every child in Medford. I’ve served on the board of the Medford Family Network (including as Chair), served as co-leader of a Girls Scout troop for the last four year, coached Girls on the Run at Brooks, and volunteered across our schools. When Curtis Tufts needed someone to drive the school bus to restart our basketball program, I did it. On the School Committee, I’ll bring that same commitment—to show up, listen closely, and help ensure we have a public school system that works for everyone.

What I Bring 

  • Contextual Understanding

    As a former principal at Curtis Tufts here in Medford, I worked to support some of our most vulnerable students. I’ve also collaborated with Medford families and schools as part of a charter school. As Chair and member of the Medford Family Network board, I’ve stayed deeply connected to the needs and strengths of families across our city.

  • Credentials to Assess Leadership

    In addition to my cross-disciplinary leadership doctorate, I hold a Massachusetts superintendent license and have deep familiarity with the MA Superintendent, Principal, and Teacher Evaluation Rubrics. I’ve supported district and system leaders across the country and previously worked at the Massachusetts Department of Elementary and Secondary Education.

  • School Design Expertise

    As an administrator seeking to do things differently to align with student needs, I began my journey in school design, master scheduling, and strategic staffing. I have been published in a national magazine for practitioners, presented nationally, and trained system leaders to set policies that keep students at the center and allow for innovative instruction.

  • Special Education Expertise

    I have a Master’s in Special Education, experience as a paraeducator, teacher, school leader, district administrator, and trainer. I am special education surrogate parent and have navigated the system at all levels. I constructed the new IEP for Massachusetts alongside the Deputy Commissioner. I specialize in inclusive processes and ensuring the student—and their family—is at the center of all policies.

  • Community Orientation

    I’ve led a Girl Scout troop in Medford for the past five years, coached Girls on the Run at Brooks, and am a longtime volunteer at the Medford Family Network’s Clothing Swap. I’ve also spent many weekends on the sidelines as a soccer parent. These roles have given me a deep appreciation for the strength and diversity of our community, and a desire to represent all of Medford’s students.

  • Connection to Best Practices

    I’ve had the opportunity to work with educators and school systems across the country, learning what it takes to create strong, inclusive schools. From early literacy to student support systems to teacher development to the needs of turnaround leaders, I stay connected to research and best practices—and I’m committed to bringing that knowledge back to Medford.

Selected Speaking Biography

  • Facilitated a session exploring how school board members can distinguish between technical and adaptive challenges in district governance. Using real-world case studies and interactive protocols, participants practiced applying adaptive leadership principles to navigate complex issues like instructional coherence, equity, and stakeholder trust.

  • Delivered a talk on leading for coherence and capacity during times of rapid change. Shared lessons from a social venture navigating growth and instability, highlighting how small, strategic moves—anchored in clarity of mission and adaptive leadership—can create meaningful shifts in complex systems.

  • Selected as a featured mentor to support emerging education leaders at SXSW EDU 2025. Provided individualized guidance on systems leadership, career pathways, and designing for equity and innovation in schools and organizations.

  • Facilitated a session on how special education leaders can apply adaptive leadership principles within highly regulated environments. Explored strategies for navigating resistance, surfacing hidden conflicts, and leading system-level change while meeting technical requirements.

  • Co-led a session examining how personal and systemic biases influence special education identification. Engaged participants in reflective practices and systems analysis to disrupt disproportionality and strengthen equity-centered decision-making.

  • Presented strategies for fostering inclusive, collaborative special education practices by centering the experiences and expertise of families, using neutral facilitation and student-centered meetings as tools to build trust and strengthen special education as a lever for authentic family engagement.

  • Led an interactive session introducing the School Design Switchboard, a tool to help education leaders take strategic, values-aligned action within existing constraints. Participants explored how to identify high-leverage entry points and make design decisions that build coherence and momentum toward a long-term vision for equitable, learner-centered schools.