“I would say that first and foremost, I’m a teacher.”

Blau describes 41 years of classroom teaching, degrees in education and psychology, and experience as a parent, community volunteer and current board member.

“I’ve been in education for more than 20 years on both the administrative side and the teaching side.”

Felder describes her education and administrative work, three children who graduated from the district, and training in organizational management, communication and family engagement.

“Our family and many families in Farmington really value the public school system.”

Recinto describes his family’s experience in the district, his journalism and communications background, and the importance his parents placed on education.

“I’m a mother, I’m an advocate, I’m a wife, and I’m very active and involved here in Farmington Public Schools.”

Shepherd describes being a parent of two district students, a community advocate and a charter-school board president, with board-governance training.

“My relationship building and communication skills are quite strong.”

Blau distinguishes the teaching and communication skills she brought to the board from the finance, advocacy and governance skills she says she developed through committee work and training.

“I don’t lead with ego.”

Felder emphasizes balancing students’ needs with financial responsibility, listening to colleagues and the community, and making decisions collaboratively.

“I’m a communications professional.”

Recinto points to corporate communications work involving finance and human resources, board training and asking questions of the people with technical expertise.

“It is a board member fiduciary responsibility to ask Fact-Finding questions.”

Shepherd emphasizes the distinction between governance and daily operations, her board presidency and training, and questioning recommendations with students’ outcomes in mind.

“We have more eyes on each student.”

Blau connects safety to teams of teachers, engaging instruction, attention to social and emotional needs, and relationships with trusted adults.

“I would take a look at some of the safety measures that we already have in place.”

Felder proposes reviewing current policies and the security needs of individual schools before deciding, with the board, what additional measures are needed.

“I think safety is the biggest thing.”

Recinto emphasizes noticing students, belonging, trusted adults and communication among families, students and administrators. He includes emotional as well as physical safety.

“I’m a firm advocate of having more therapists in our schools”

Shepherd emphasizes restorative practices, social and emotional learning, and additional therapeutic support. She also describes showing up for families whose children feel unsafe.

“It would depend entirely on the particular circumstances”

Blau discusses updated conduct policies, consequences tailored to circumstances and student needs, and continuing instruction outside a school building when appropriate. In the follow-up, she distinguishes school authority over students from authority over parents.

“It would depend on the age of the child.”

Felder takes a case-by-case approach based on age, the conduct and its seriousness. In the parent follow-up she gives examples involving property damage and law enforcement.

“I think everybody has to be accountable in their part.”

Recinto emphasizes school conduct policies and a partnership with parents to address behavior, support the student and protect others. He says responsibility cannot simply be handed to the school.

“We have restorative practice because we understand that kids are going to make mistakes.”

In response to the combined student-and-parent accountability question, Shepherd emphasizes restorative practice, developmental support and social and emotional learning. She does not lay out a separate penalty for parents.

“I’m a strong supporter of the presence of the SROs in our buildings”

Blau describes officers as trusted adults who can provide support, create a sense of safety and participate in classroom programs.

“Opportunities for the officers and the students to engage”

Felder emphasizes explaining officers’ roles to families, opportunities for students and parents to meet them, and communication that builds trust.

“I think we have great student resource officers.”

Recinto describes everyday relationships, officers knowing students, and small interactions that can help adults notice concerns early.

“I think it’s important. That’s community. It’s important.”

Shepherd describes helping arrange a community conversation with police about the role of school resource officers. Asked directly about officers building relationships with students, she supports it.

“This is one set of data.”

Blau puts the test results in the context of preparation for adult life. She argues for updated standards and describes using curriculum flexibility, career pathways and more engaging instruction. She also says she wants scores to improve.

“There’s no one size fits all.”

Felder calls for a closer examination of trends by grade, subject, school and student group, followed by conversations with teachers about curriculum, training and interventions.

“I don’t think the answer is a quick fix.”

Recinto emphasizes culture, learning from work that is succeeding, data-informed decisions and continuity in board and district leadership.

“Let’s find a clear pathway for the parents to collaborate with the educators.”

Shepherd emphasizes family engagement, access to STEM and STEAM, effective use of technology, and identifying students who need additional support or challenge.

“Not as a lesser than as an equal to the college preparatory options”

Blau describes expanding career and technical education, credentials, partnerships and flexible graduation pathways. She presents career preparation and college preparation as equally valuable options.

“That’s where partnerships come in.”

Felder supports technological preparation and exploring college partnerships to give students access to equipment and instruction while considering the district’s costs.

“There’s nothing wrong with going right into the workforce.”

Recinto describes modern CTE, college credit and work-based learning. He also raises the possibility of more time during senior year for work, internships and other individual interests.

“Early exposure to CTE as early as middle school will help our children have more clear pathway when they’re in high school.”

Shepherd advocates earlier exposure to career and technical education and broader access to science, technology, engineering, arts and mathematics across the district.

“We have more work to do”

Blau describes work to align instructional materials and methods, support teachers with coaching and resources, and continue addressing different learning needs.

“I would pick academics, I would pick trust and I would pick enrollment.”

Felder identifies academic achievement, enrollment and public trust as major challenges. She calls for examining the reasons behind enrollment changes and listening to families.

“I don’t want to lose teachers to neighboring districts.”

In the related discussion, Recinto emphasizes attracting and retaining teachers, including compensation, a supportive environment and opportunities to grow the profession.

“The board needs to have transparency with honesty.”

Shepherd emphasizes a clearer route for families to work with educators, sharing information before decisions and evaluating programs against goals, then changing course when needed.

“Helping to bring our entire community along along this journey”

Blau hopes to help the community understand changes in teaching and learning, and why those changes are intended to benefit students and the broader community.

“My board membership helped to move students academically.”

Felder hopes to see academic progress and a board that families and teachers regard as trustworthy, responsive and proactive.

“I would love to see the numbers increase.”

Recinto hopes for a culture of safety, curiosity and lifelong learning, better achievement results and a board focused on the practical work of serving students.

“I want to see the academic growth increase.”

Shepherd hopes for stronger literacy and mathematics outcomes, supported by measurable goals and the resources educators need.

“I want our Farmington Public School students to absolutely thrive and flourish during their years here.”

Blau emphasizes her classroom experience and continuing work on instruction, student pathways and social, emotional and physical safety.

“I’m going to bring a fresh perspective.”

Felder emphasizes her education experience and adapting learning to the needs, technology and experiences of today’s students.

“I will continue to bring consistent, calm, curious questions to the board.”

Recinto emphasizes continuity, listening, communication, community involvement and the board training he has completed.

“I’m asking to expand the work that I’ve been doing as a stakeholder, as a parent advocate.”

Shepherd emphasizes community advocacy, connecting parents with district resources and bringing that work into board governance.