2025 SPF Board of Education Candidate Interview Answers
 

R.E.A.L. Parents x SPF (est. 2020) is a collective of parents, neighbors, alumni and allies united to bring more Representation, Equity, Anti-Racism and Literary diversity into every corner of our schools' lessons, libraries and leaders. 

We believe that the members of the Scotch Plains-Fanwood Board of Education have the responsibility to ensure that our district is responsive to the needs of our increasingly diverse community. 

Each election year, we send interview questions to all SPF Board of Education candidates to better understand each individual and how they align with our vision for inclusivity and equity in our schools.

On Tuesday, September 23rd, 2025 R.E.A.L. Parents x SPF emailed interview questions to all eight SPF Board of Education candidates.

Below are the complete responses, which we were given permission to publish.
 

Click here to read our 2025 SPF Board of Education Candidate Info and Election Resources.

Table of Contents:

FANWOOD

One open seat. Click here to view sample ballot.

• Dr. Nicole Zuber 

• Jorge A. Chauca Villar  

• Jason B. Benedict (Interim)

 

SCOTCH PLAINS

Two open seats. Click here to view sample ballot.

• Nancy Norris Bauer (Incumbent) 

• Stephanie Suriani (Incumbent) 

• Eric Fellen 

• Brad Herman 

• John Greenblatt

Dr. Nicole Zuber   

• SPF BOE Candidate

• Column #3 on Fanwood Ballots

A Child, Adolescent and Adult Psychiatrist by trade and mother of three students in the district, Dr. Zuber brings an effective communication skillset and deep understanding of child development to the table that are advantageous when it comes to the kind of decisions a Board member must make on behalf of our increasingly diverse student body. 

Her decades of community work resulted in crafting someone with scholarship in team building, problem solving, meeting people where they are, and collaboration in order to lift others closer to their best potential. She would be an asset to our school board. 

 

Learn more about this endorsed candidate here.

 

R.E.A.L. Parents x SPF 2025 INTERVIEW ANSWERS
 

1. What accomplishments in your current Board of Education role and/or in your personal/professional life demonstrate your commitment to the Scotch Plains-Fanwood school district’s diverse community? 

My passion for education began as a student in a public school district, continued as a parent, and has grown through my role as a Child, Adolescent and Adult Psychiatrist. I have always been committed to helping better the lives of children and their families as represented by awards and activities I participated in during my professional training (see my attached resume). I have witnessed firsthand the transformative power of dedicated teachers, strong leadership, and engaged families. But I have also seen the challenges: overcrowded buildings and classrooms, emotional difficulties in students, limited resources, and disparities in opportunity and achievement.

 

2. The SPF School District’s 2022-2025 Strategic Plan’s first goal is Diversity, Equity and Inclusion to “increase opportunities to develop a district committed to diversity, equity, and inclusion through hiring practices of educational and support staff, curriculum development and student empowerment.” 

How important is this goal to you? 

My vision is grounded in the belief that public education is a cornerstone of a thriving, equitable society. I believe that every child deserves an excellent education, regardless of their background or zip code. Serving on the school board will allow me to advocate for equitable funding, innovative programs, and policies that put students first and support staff. I am running to represent not only my own children, but all of our community’s children—to help build schools where curiosity is nurtured, mental wellness and balance are encouraged, creativity flourishes, and every student feels valued and supported by school staff who are knowledgeable and unbiased. 

What concrete actions will you take to actively help our district achieve these goals?

I would like to: 

-work collaboratively with community organizations to help with inclusion and diversity activities and programs for students and staff (eg. sororities/fraternities, cultural organizations, etc)

-look at staff composition at schools to consider how to promote diverse representation of adults

-work to enhance professional development activities for staff 

-consider adding school "stores" for students to get needed items: food, toiletries, clothes, etc. donated by the community  

 

3. This fall, planning sessions will begin for the next SPF School District three-year Strategic Plan. 

What is your vision for the future of the District, and how would you like to see this reflected in the next Strategic Plan?

My vision for our school district is an environment where every student thrives academically as well as social-emotionally where curiosity is nurtured, mental wellness and balance are encouraged, creativity flourishes, and every student feels valued and supported by school staff who are knowledgeable and unbiased. 

I would like to see an inclusive and innovative curriculum that represents diverse cultures, perspectives and experiences so all students feel seen, supported and valued. I would like to encourage a wide range of extracurricular activities - arts, STEAM, athletics and community engagement opportunities to help expose students to new experiences and nurture talents and strengths beyond academics. 

 

4. Which Representation, Equity, Anti-racism and Literary diversity issues do you think are most pressing for SPF students? 

I think schools have gender and racial discrepancies in staff representation. 

I think supporting differences and uniqueness is critical for students to feel supported. 

How do you think you could help improve those for our students as a member of the BOE?

I would like to educate students and staff on racial justice to promote empathy and understanding; build bridges through shared experiences by encouraging students to share their experiences and participate in conversations about race and diversity can help build bridges between different groups and create a more inclusive community; and review materials/curriculum for diversity to ensure and enhance literary representation.

 

5. How would you ensure district policies and decisions align with the mission of putting students’ needs first?

Students are at the root of the educational system and i know that the most effective solutions arise from collaboration and openness. My approach as a board member will be rooted in listening to the community by attending school events and seeking feedback from families, teachers, and students. I will be a visible and accessible advocate, always ready to hear concerns and celebrate successes. I am committed to making informed, thoughtful decisions and communicating openly about the reasoning behind board actions. Transparency builds trust, and I will work to ensure that everyone in our community has access to clear, timely information about our schools.

 

6. What do you bring to the table to help address the disparities in student outcomes across the district?

I am a good listener and observer always striving for collaboration and a team approach with others. I know that the most effective solutions arise from collaboration and openness. My approach as a board member will be rooted in listening to the community by attending school events and seeking feedback from families, teachers, and students. I will be a visible and accessible advocate, always ready to hear concerns and celebrate successes.

 

7. For transparency purposes, we may share quotes of your partial or complete responses. 

yes

 

Does R.E.A.L. Parents x SPF have your consent to publish your responses in the mediums we see fit? 

YES

Our schools are places of hope and possibility. In every classroom, a child’s potential is waiting to be discovered. With thoughtful stewardship and a commitment to excellence, we can ensure that every student receives the education they deserve. I am grateful for the opportunity to seek your support. This campaign is rooted in optimism, collaboration, and the unwavering belief that children are the priority and academic excellence and overall well-being are critical to growth.

EXPERIENCE

5/2020 – CURRENT
CHILD & ADOLESCENT PSYCHIATRIST, RWJ BARNABAS HEALTH – NEWARK BETH ISRAEL MEDICAL CENTER - OUTPATIENT CHILD PSYCHIATRIST
As the clinic psychiatrist, I evaluate and help with diagnosing, treating, and managing mental health conditions in children, adolescents and adults. This includes providing psychiatric evaluations, prescribing medications, conducting supportive therapy, and collaborating with other healthcare professionals, families, and schools to effectively help improve the functioning of my patients. I also assist with providing psychiatric care in the emergency room, inpatient psychiatric units and consultation-liaison service as needed.

9/2016 – 5/2020
PSYCHIATRIST, PENN MEDICINE-PRINCETON HOUSE BEHAVIORAL HEALTH – INPATIENT ADULT PSYCHIATRIST AND MEDICAL DIRECTOR OF NUVIEW ACADEMY & NUVIEW ACADEMY ANNEX
I was an Inpatient Adult Psychiatrist as well as the Medical Director of NuView Academy and NuView Academy Annex. As an inpatient  psychiatrist, I would work with adult patients on diagnosing, treating, and preventing mental disorders in a hospital setting. My key duties include psychiatric evaluations, treatment planning, medication management, crisis intervention, and risk assessment. I would also collaborate with other healthcare professionals to provide comprehensive care. As the Medical Director, I would work with the school principals on providing mental health services to the students at the alternative school. I would provide psychiatric evaluations, prescribe medications, conduct supportive therapy, and collaborate with other healthcare professionals, families, and schools to effectively help improve the functioning of the students.

EDUCATION

JUNE 2013
YALE CHILDE STUDY CENTER/ALBERT J. SOLNIT CHILDREN’S CENTER – SOUTH CAMPUS – CLINICAL FELLOW, CHILD AND ADOLESCENT PSYCHIATRY
YALE UNIVERSITY
Chief Resident for the Albert J. Solnit Children’s Psychiatric Center – South Campus Track at Yale Child Study Center – 2012-2013
Connecticut Health Foundation Health Leadership Fellowship Program – Class 2013
American Academy of Child and Adolescent Psychiatry Educational Outreach Program for Child and Adolescent Psychiatry Residents – supported by Life Members
Subcommittee Award Recipient Oct 2012

JUNE 2011
GENERAL PSYCHIATRY RESIDENCY TRAINING PROGRAM – ALBERT EINSTEIN COLLEGE OF MEDICINE-BETH ISRAEL MEDICAL CENTER
ALBERT EINSTEIN COLLEGE OF MEDICINE
American Psychiatric Association Minority Fellowship Program – APA/Substance Abuse and Mental Health Services Award Fellowship 2010-2011
American Psychiatric Association Minority Fellowship Program-APA/Substance Abuse and Mental Health Services Award Fellowship
Consultant 2011-2012

MAY 2008
MEDICAL DEGREE, UNIVERSITY OF MEDICINE & DENTISTRY
ROBERT WOOD JOHNSON MEDICAL SCHOOL

MAY 2000
BACHELOR OF SCIENCE
HOWARD UNIVERSITY
Cum Laude, Major in Biology and minor in Chemistry

SKILLS

• Open-minded and adaptability
• Organized and creative 
• Team Player
• Strong decision-making abilities
• Keen interest in community
• Passionate for learning and education
• Good communication skills
• Strategic thinking

ACTIVITIES

ORGANIZATIONS
Greater Union County Chapter of Jack and Jill of America, Inc.

Alpha Kappa Alpha Sorority, Inc.

American Academy of Child and Adolescent Psychiatry

CERTIFICATIONS    
Diplomate Board Certified, American Board of Psychiatry and Neurology, Inc. in Adult/General Psychiatry– Sept 2012

Diplomate Board Certified, American Board of Psychiatry and Neurology, Inc. in Child & Adolescent Psychiatry- Sept 2016

LICENSURE   
State of Connecticut Medical License – Inactive currently, Active from June 2011 to April 2014

State of Connecticut Controlled Substance License – Inactive currently, Active from June 2011 to April 2015

State of New York Medical License – currently inactive, Active from June 2013 to April 2017

State of New Jersey Medical License - Active from July 2015 to current

State of New Jersey Controlled Substance License – Active from July 2015 to current

Federal DEA License – Active from Aug 2011 to current 

PUBLICATIONS

Peer Reviewed Original Contributions 
Kaufman, K.R., Zuber, N., Mahalingam, R.S., Wollack, J.B.  Psychogenic non-epileptic seizures, anticipatory grief and limited access to medical care.  ACTA NEUOROLOGICA BELGICA. 2009 June; 109(2): 136-141.
 
Kaufman, K.R., Zuber, N., Rueda-Lara, M.A., Tobia, A.  MELAS with recurrent complex partial seizures, nonconvulsive status epilepticus, psychosis, and behavioral disturbances: case analysis with literature review.  EPILEPSY & BEHAVIOR. 2010 August; 18 (4), 494-497.

ABSTRACTS
Kaufman, K.R., Zuber, N., Pellino, L., Grimaldi, L., Mahalingam. R., Wollack, J.  Themes in cultural Competence: III. Pseudoseizures, anticipatory grief, and limited access to medical care.  EPILEPSIA. 48 (Supplement 7): 442, 2007.
 
Kaufman, Kenneth R., Zuber, N., Rueda-Lara, M.A., Tobia, A., Friedlander, D.S.  MELAS presenting with nonconvulsive status-epilepticus, confusion, aggression, and psychosis: case analysis with literature review.  EPILEPSIA. 49 (Supplement 7): 259, 2008.

Other Peer Reviewed Publications
Zuber, Nicole. Treatment in Childhood Trauma. The Residents’ Journal of the American Journal of Psychiatry. 6 (5): 13-14, May 2011. http://ajp.psychiatryonline.org
 
Zuber, Nicole. The Importance of Assessing Cultural Perspectives and Using the Cultural Formulation. The Residents’ Journal of the American Journal of Psychiatry. 7 (8): August 2012. http://ajp.psychiatryonline.org 

Zuber, Nicole. Immigration and Mental Health in Adolescents. The Residents’ Journal of the American Journal of Psychiatry. 7 (12): December 2012. http://ajp.psychiatryonline.org 

Madan, Pavan & Zuber, N. Dealing with Side Effects of SSRIs. The Carlat Report – Child Psychiatry. 5 (3): May 2014. 

INVITED LECTURES/PRESENTATIONS
Arzubi, E, Zuber N. Bullying in the Cyber-Age: What to do if your child is the target or the bully.
Presented March 2012 at local public library in Connecticut. 

VOLUNTARY  PRESENTATIONS 
Kaufman, K.R., Zuber, N., Pellino, L., Grimaldi, L., Mahalingam. R., Wollack, J.  Themes in Cultural Competence: III. Pseudoseizures, Anticipatory Grief, and Limited Access to Medical Care. 27th International Epilepsy Congress, Singapore, July 8-12, 2007. 

Kaufman, K.R., Zuber, N., Rueda-Lara, M.A., Tobia, A., Friedlander, D.S.  MELAS Presenting with Nonconvulsive Status-Epilepticus, Confusion, Aggression, and Psychosis: Case Analysis with literature review.  62nd Annual Meeting of the American Epilepsy Society, Seattle, USA, December 5-9, 2008.

Mrazek, D.A, Shaw, B.R., Zuber, N.A., Bailey, S., Charach, A., Shelton, P.G. Cross Cultural Issues in the Use of Psychotropic Medications in Children. 165 th Annual Meeting of the American Psychiatric Association, Philadelphia, USA, May 5, 2012.

Nemiary, D., Gordon, K., Zuber, N.A., Avasthi, R., Nerval, D., Starks, S., Bland, D.A., Sidor, M., Christian, N.V., Bougary, S.A. Barriers to Seeking Treatment Among Geriatric Minority Populations with Mental Illness: Examining Cultural Views Contributing to Disparities. 165 th Annual Meeting of the American Psychiatric Association, Philadelphia, USA, May 9, 2012. 

Durham, M., Zuber, N.A. Reactive Attachment Disorder: Effects and Limits on Treatment Options. 21st European Congress of Psychiatry, Nice, France, April 6-9, 2013.

__________

Watch her at the 2025 Meet the Candidates Night. 

See tips on how to do your own research on this endorsed candidate.

Visit her campaign page Dr. Nicole Zuber for Scotch Plains-Fanwood Board of Education on Facebook. 

Return to the 2025 SPF BOE Candidate Info and Election Resources page.

Jason B. Benedict (Interim)  

• Interim seat holder / SPF BOE Candidate

• Column #2 on Fanwood Ballots

 

R.E.A.L. Parents x SPF 2025 INTERVIEW ANSWERS

 

Note: Mr. Benedict did not submit answers to our questions. Five attempts were made to two email addresses and via his campaign Facebook Page. None were acknowledged.

__________

Watch him at the 2025 Meet the Candidates Night. 

See tips on how to do your own research on this candidate.

Visit his campaign page Jason Benedict for Scotch Plains-Fanwood Board of Education on Facebook. 

 

Return to the 2025 SPF BOE Candidate Info and Election Resources page.

Nancy Norris Bauer  

• Incumbent, up for SPF BOE re-election

• Column #5 on Scotch Plains Ballots

A multiple-award-winning educator of educators whose professional experience and personal efforts have improved the lives of NJ students and faculty throughout the state for years, Nancy Norris Bauer's unique value to the district is one that cannot be overstated.

Her countless collaborations, teacher development workshops, and professional presentations portray someone with an impressive breadth of knowledge who is passionate about sharing it with others.

Add that to her long-standing service on the Finance Committee, and she brings the tools, insight, and commitment needed to successfully address the challenges facing our district -- including increased enrollment and staffing shortages -- in collaboration with the rest of the Board.  

 

Learn more about this endorsed candidate here.

 

R.E.A.L. Parents x SPF 2025 INTERVIEW ANSWERS
 

1. What accomplishments in your current Board of Education role and/or in your personal/professional life, demonstrate your commitment to the Scotch Plains-Fanwood school district’s diverse community?

Over the years, as a parent, I was active in PTA; was a Girl Scout leader for 13 years; helped establish pay-to-play sports, which created the SPF ice hockey organization; and made connections for the district with programs/groups like the Met Opera, the Sankofa Collaborative, and, most recently, the Smithsonian.  I am also the longest-serving member of the current BOE and a recently retired educator (kindergarten teacher, day care trainer, Director of a Health Education Museum, preparer of teachers at the university level, and provider of teacher training), so I believe these experiences provide much-needed perspectives that are important on a BOE in a community with diverse interests and needs.
 

2. The SPF School District’s 2022-2025 Strategic Plan’s first goal is Diversity, Equity and Inclusion to “increase opportunities to develop a district committed to diversity, equity, and inclusion through hiring practices of educational and support staff, curriculum development and student empowerment.” 

How important is this goal to you? 

What concrete actions will you take to actively help our district achieve these goals?

It was gratifying to see the community recognize this as a priority during the strategic planning process.  Personally, and professionally, this is a very important area to me. Much of the concrete action takes place in BOE committee meetings where questions are asked about the diversity in extra-curricular activities or about curriculum decisions regarding materials, access to advanced placement courses, student input in textbook purchasing decisions, where candidate recruitment is occurring, etc.  Often, we ask staff for additional information and data.   Most recently, I wanted to know what input students had to the Student Code of Conduct.  This is crucial to BOE oversight of policy development and personnel and curriculum decisions.  And these are important questions that I will continue to ask if re-elected. 

In addition, I will continue to make connections with groups like the Sankofa Collaborative, which expands the connections and knowledge base for staff and provides resources and opportunities for professional development.  Another connection I made for the district was with the statewide “Diversifying the Teacher Workforce Convenings.”  

One important outcome of the Diversity, Equity, and Inclusion goal was the creation of the Wellness and Equity Committee, which has provided all of us with important input to consider in our decision making.

 

3. This fall, planning sessions will begin for the next SPF School district three-year Strategic Plan. What is your vision for the future of the Scotch Plains-Fanwood School District, and how would you like to see this reflected in the next Strategic Plan?

My vision has always been for a district that empowers students, staff, and parents with a shared vision of success. The key is to emphasize the whole child, including student voice and choice.  Students need to be heard and have opportunities to lead.  One visual demonstration was when our first student member was sworn in as a member of the BOE.  Students are also now an important part of the Strategic Planning process, and they provided important input during the recent referendum process.  Learning takes place when students are engaged, feel valued, and are respected.  We want students to leave SPF with the knowledge, skills, and confidence to be successful and engaged citizens.  I am hopeful that Diversity, Equity, and Inclusion will continue to be an area of focus in the next Strategic Plan.

 

4. Which Representation, Equity, Anti-racism and Literary diversity issues do you think are most pressing for SPF students? 

How do you think you could help improve those for our students as a member of the BOE?

It is hard to say that one area is more important than another.  I believe that we need to be committed to improvements in many areas.  Certainly, recruiting more diverse staff remains a priority.  These staff members serve as role models for our students as well as offer a variety of perspectives and experiences that students can learn from.  We also need to educate not only our students, but also our staff and community about racism and its everlasting impacts on today’s society.  I was instrumental in organizing a community viewing of the recent PBS film, “The Price of Silence,” about slavery in N.J. happen in our towns.  The filmmaker spoke at that viewing, as did a number of people featured in the documentary.  They spoke about the making of the film and the inspiration behind it.  Many, if not most, New Jerseyans do not know that there were slaves in N.J. and that N.J. was the last northern state to eliminate slavery.  And most do not consider the ongoing legacy of slavery today.  Of course, diversity includes more than race, and we must be aware of bias in other areas too, including religion, disabilities, and more.  Having access to age-appropriate books of interest to students that reflect multiple perspectives, experiences, and role models is essential.

5. How would you ensure district policies and decisions align with the mission of putting student’s needs first?

Working to ensure that decisions align with the mission of putting the needs of students first is an ongoing commitment, and I am committed to ensuring the children in our community receive the best educational experiences possible.  I serve on multiple committees including Curriculum, Personnel, Community Relations, and Finance.  In each of these committees, we address policies and make recommendations regarding many areas that affect this mission, for example, how our money is spent, what our curriculum is, staff recruitment outreach, extra-curricular offerings, and student community input.  We are one community of learners to whom, as our Alma Mater reminds us, “all to here belong.”  All students need to feel valued and respected for their individual gifts and talents, and it is our responsibility as BOE members to ensure this happens by putting the needs of students foremost in each decision.

 

6. What do you bring to the table to help address the disparities in student outcomes across the district?

This is a very important focus with which I have much experience because of my professional work.  One proven area to aid in increasing student performance is to integrate the arts across disciplines as much as possible.  Vocabulary and concepts like “lines and angles” are important not only in art but also in math and science.  And integrating these concepts across academic areas reinforces them in an engaging way.  We are doing our own in-district testing now because of the inconsistency and constant changing of state-level assessments, so teachers have data to support students.  We also have successfully applied for a number of grants that have enabled us to provide targeted support and tutoring for identified students.  I have been involved in all these decisions and have pushed very hard for arts integration in particular  You will soon hear more about another area for which I have been advocating: dual enrollment and the opportunity to obtain industry certifications. 

 

7. For transparency purposes, we may share quotes of your partial or complete responses. Does R.E.A.L. Parents x SPF have your consent to publish your responses in the mediums we see fit?

Yes.

 

Awards:

2019   Paterson Alliance 2019 Extra Mile Award

2016   New Jersey State Governor’s Jefferson Award for Education

2000   New Jersey Historical Commission Award of Recognition

 

Examples of Grants and Research Support/Collaborations

Smithsonian            

Arts Integration and Cultural Competency Professional Support for New Jersey Educators 

This work includes identification of relevant existing statewide and national repositories and resources (artworks, videos of artists interviews, etc.), the curation of a minimum of three digital thematic collections and the curation and implementation of four exemplary teaching collections paired with classroom observations and group reflections focused primarily on AAPI populations.

IES

Enhancing the applicability of an evidence-based intervention to reduce social anxiety and improve educational outcomes in Black and Latino high school students 

The proposed work will enhance the usability, acceptability, and cultural relevance of a school-based intervention of social anxiety in Black and Latino high school students in socioeconomically disadvantaged school contexts. 

National Park Service 

The focus of the Batter Up grant was to develop interdisciplinary lessons to teach across the curriculum in Science, Social Studies, Anatomy and Physiology, Math, etc. through the lens of the Negro League Baseball narrative.  The timing of this grant was especially exciting given that it is the 100th Anniversary of the Negro Leagues Baseball this year.

Geraldine R. Dodge Foundation

Focus - The Importance of Creative Thinking and Art to Student Academic Engagement and Achievement in Content Area Specializations. The grant was implemented in four Paterson Public Schools.

 

Examples of Teacher Professional Development Workshops provided to a large network of school districtsin northern New Jersey:

Film Maker Talk – The Price of Silence

Description: Public television film about Slavery in New Jersey. Watch the trailer and come with questions for the filmmaker. Trailer: https://www.truehartproductions.org. A link to the two-part documentary will be sent to those who register to view before the workshop. Also engage with the 2022 NJ Teacher of the Year about ways to incorporate this film into your curriculum. 

Presenters: Ridgeley Hutchingson, Filmmaker and Theresa Maughan, East Orange Public Schools, 2022 State Teacher of the Year and New Jersey History Day Teacher of the Year 

 

Teaching the Holocaust, Empowering Students

Description: How do we deliver impactful and thoughtful instruction about the Holocaust with our students? Through this signature professional development program, participants will explore and gain access to a range of classroom content and instructional enhancements that support students' study and reflection of the history of the Holocaust and its ongoing meaning in the world today. Participants will enhance their own knowledge about the Holocaust including the history of antisemitism, and, in the process, expand their confidence and capacity to teach this complex subject. See attached flyer for more details and information.

Presenters: A joint program of the Anti-Defamation League, USC Shoah Foundation, and Yad Vashem

 

Using Primary Sources to Explore the Legal Framework Supporting Slavery in Colonial New Jersey

Description: The William Trent House, now a museum, was built in 1719 by William Trent, a Philadelphia merchant whose wealth and power were based on slavery. This workshop explores how primary sources have been used at the Trent House to illuminate the role of slavery in Trent’s business and household, the life histories and experiences of the people he enslaved, and ways the legal system supported the institution of slavery in colonial New Jersey. Workshop participants are encouraged to consider how similar materials can be used to help students understand the ways in which institutional structures in colonial America both stimulated and reinforced individual and systemic racism and how this may continue to be reflected in today’s society.

Presenter: Sam Stephens, Sankofa Collaborative and Trustee, Trent House Association

 

Uncovering and Incorporating African American History                                                                                                                                                                                                                      

Description: Elaine Buck and Beverly Mills, co-authors of the book If These Stones Could Talk seek to bring awareness that there is more to American history than the single Anglo narrative. Because of the egregious omission of the African American narrative in our nation’s history books, Beverly and Elaine strive to see African American history built into K-12 curriculum throughout the State and not consigned to one month out of the year during Black History Month. Join them to discuss both the past and moving forward.

Presenters: Elaine Buck and Beverly Mills, Sankofa Collaborative and Co-founders of the Stoutsburg Sourland African American Museum 

 

Reflections on American Protests Movements and Their Impact on the  Insurrection of 2021                                                                                               

Description  Join a discussion of past protests movements:  The American Revolution, The Abolition Movement, Women’s Suffrage, Labor Movement, Civil Rights Movement (including information on various sub movements of the Civil Rights Movement (e.g. Grey Panthers, Women’s Movement,  Student Movements, Stonewall) and conclude with a discussion on the Insurrection of 2021 with a focus on its impact and facilitating conversations in the classroom. 

Presenter: Linda Caldwell-Epps, Sankofa Collaborative                                                                                               

 

Examples of Professional Presentations:

PDS Partnerships - Building Bridges and Pipelines
NAPDS Conference, Chicago, February, 2022 

Batter Up – Using Baseball History to Teach Social Justice
NAPDS Conference, Virtual, March 2021

Arts Integration to Foster Creative Thinking and Diversity
NAPDS Conference, Atlantic City, February 2020

Supporting High Needs Schools to Integrate Arts Across the Curriculum: Benefits and Challenges
NAPDS Conference, Atlanta, February 2019

What Next Gen Principals Want….and How Next Gen PDS Can Help
NAPDS Conference, Jacksonville, March 2018

The Continuum of Teaching – Building the Next Generation of Teachers in a PDS
NAPDS Conference, Jacksonville, March 2018

Theory to Reality: Organizational Theory to Functioning PDS
NAPDS Conference Washington, DC, March 2017

An International Investigation of Equity in Education Across Three Teacher
Education Programs, NAPDS Conference in Atlanta, GA., March 2015                  

INTASC Implications for Clinical Practice: Developing Professional Capital
ATE Conference in Atlanta, February 2013

21st Century PDSs: Effective Partners for Innovative Practice
NAPDS Conference in New Orleans, February 2013     

Forty Urban PDSs Later: Challenges, Changes, Collaborations and Concerns
NAPDS Conference in New Orleans, March 2011    

Advocating for Diversity: Inclusive Field Experiences, ATE, San Diego, 2006
Dispositions Conference, Kentucky, Nov. 2005

Cooperating teachers in #-D: Data, Demographics and Development
AACTE, New Orleans, Jan. 2003 and ATE, Jacksonville, Feb., 2003

 

Education

Florida State University, B.S. Elementary Education

Florida State University, M.S. Early Childhood Education

University of North Carolina at Chapel Hill, Curriculum & Instruction Doctoral credits

Rutgers University, Reading Doctoral credits

__________

Watch her at the 2025 Meet the Candidates Night. 

See tips on how to do your own research on this endorsed candidate.

 

Return to the 2025 SPF BOE Candidate Info and Election Resources page.

Eric Fellen  

• SPF BOE Candidate

• Column #1 on Scotch Plains Ballots

 

R.E.A.L. Parents x SPF 2025 INTERVIEW ANSWERS
 

1. What accomplishments in your current Board of Education role and/or in your personal/professional life demonstrate your commitment to the Scotch Plains-Fanwood school district’s diverse community? 

• Was a successful Den and Pack Leader of the McGinn Pack 277 Cub Scouts for about 6 years. Built up the pack growth and provided all the children fun and exciting opportunities to develop their skills, provide community service and build strong relationships with their peers.

• Active registered adult in the Fanwood BSA Scout Troop 33. Assisting our teenage scouts in continued development and advancement.

•  Working for one of the nation’s largest financial institutions, I have developed, managed and maintained knowledge and learning programs in technology for over 200,000 employees.  I have mentored several young adults from the Year-Up program for budding young professionals from low socioeconomic areas.

 

2. The SPF School District’s 2022-2025 Strategic Plan’s first goal is Diversity, Equity and Inclusion to “increase opportunities to develop a district committed to diversity, equity, and inclusion through hiring practices of educational and support staff, curriculum development and student empowerment.” 

How important is this goal to you? 

I believe regardless of race, color, gender, or economic background all people should have an opportunity to serve our community. I also am a huge advocate that a diverse staff can create a unilateral appreciation of everyone, and that transcends down to our students as they look up to the staff as role models.  

What concrete actions will you take to actively help our district achieve these goals?

I feel we need to start doing a better job at eliminating hate, bias, and discrimination.  The best way to do that is not by telling people to stop, but by creating team building events amongst the staff as well as amongst the students. The people in each event should be diversified and let them all get to know each other as people. By the end of the event, they will learn that they can work with, rely on and trust one another. They will have a better appreciation of each other, who they are and what they can offer.

 

3. This fall, planning sessions will begin for the next SPF School District three-year Strategic Plan. 

What is your vision for the future of the District, and how would you like to see this reflected in the next Strategic Plan?

• I feel a lot more needs to be continued in developing the current “Educating the Whole Child” plan, including Social Learning opportunities. I would also like to enhance programs to better build a child’s mental health.  And for “Facilities and Infrastructure” I don’t feel we have done near enough to fulfil Objective #3 on transportation.

• Stronger focus on education in the classrooms to lift up our dropping state rank.

• Improve the class requirements to better challenge students that feel unchallenged. If over half the school is on the honor roll receiving all A’s and B’s, then either the class is not challenging enough or the grading system is watered down.

• More resources to assist students with learning disabilities or testing challenges.

• More efficient use of staff and resources.

• Team building events and programs amongst students.

• Increased safety for travel of students to and from school.

 

4. Which Representation, Equity, Anti-racism and Literary diversity issues do you think are most pressing for SPF students? 

All three are issues, but it should all start with eliminating racism. If a child does not feel comfortable in their environment due to racism, then that child will naturally have a hard time focusing on building literary skills and equity. I feel we need to start by employing team building events and more diverse groups with interaction. And we need to foster the interaction, not just place them there and hope it happens naturally.

How do you think you could help improve those for our students as a member of the BOE?

see above.

 

5. How would you ensure district policies and decisions align with the mission of putting students’ needs first?

Full review needs to be performed on all policies created and enforcement of these policies need to be governed as well as ensure the appropriate people are held accountable.

 

6. What do you bring to the table to help address the disparities in student outcomes across the district?

• Team building skills.  We are all part of the same team and no child should be left on the bench. Everyone needs to be in the game and be counted on as a most valuable player.

 

7. For transparency purposes, we may share quotes of your partial or complete responses. 

• Yes, but only if the entire response (not partial) to each question you quote is included. Nothing in my responses should be left out. And nothing should be placed out of context.

Does R.E.A.L. Parents x SPF have your consent to publish your responses in the mediums we see fit?

• Yes, but only if the entire response (not partial) to each question you quote is included. Nothing in my responses should be left out. And nothing should be placed out of context.

__________

Watch him at the 2025 Meet the Candidates Night. 

See tips on how to do your own research on this candidate.

Visit his campaign page Do You Care? 

 

Return to the 2025 SPF BOE Candidate Info and Election Resources page.

Brad Herman  

• SPF BOE Candidate

• Column #4 on Scotch Plains Ballots

 

R.E.A.L. Parents x SPF 2025 INTERVIEW ANSWERS
 

1. What accomplishments in your current Board of Education role and/or in your personal/professional life demonstrate your commitment to the Scotch Plains-Fanwood school district’s diverse community?

I am a proud and involved father of 4 children in a diverse family of 6. I have been a room parent every academic year for almost two decades, since my oldest was in Kindergarten. Recently, I also served as PTA 1st Vice President at Evergreen Elementary School from 2019-2021, I was a co-chair of the Evergreen 4th grade committee from 2021-2022, and I was the grade representative for pre-K during the 2023-2024 school year.

I am also the son of a middle school teacher who taught Spanish in the New York City Public Schools for 30 years. My grandmother and godmother were also public-school teachers. I, myself, am a product of a Queens public school, which is the most ethnically diverse urban area on the planet, so I know well the value gained in growing up in a diverse learning community. 

I believe one of the keys to reducing the pay gap between men and women (which is almost 20,000 in Union County in 2025!), is providing a robust math education to everyone regardless of gender– with a focus given to instilling confidence in girls that may feel inadequate in STEM due to sexist stereotypes.

I want to use my expertise in mathematics to help our district’s diverse community. 57% of our high school graduates lack age appropriate mathematical reasoning skills and our high school rankings are continuing to decline. I am an actuary and I lead the Quantitative Analysis Group at a rating agency. I have taught SAT and MCAT test preparation for Kaplan and also was a math and science tutor for nearly a decade. As a tutor in New York City, one of the most diverse places in the world, I know more than anyone how to empower students to succeed in math and science in a diverse community.

 

2. The SPF School District’s 2022-2025 Strategic Plan’s first goal is Diversity, Equity and Inclusion to “increase opportunities to develop a district committed to diversity, equity, and inclusion through hiring practices of educational and support staff, curriculum development and student empowerment.”

How important is this goal to you?

I believe, when applied properly to achieve the best for our students, that this goal is of significant importance. All of my children currently in SPF schools have IEPs or 504s. I am disturbed by the fact that 56.1% of our disabled students are not meeting state graduation readiness standards in mathematics. 60% of underserved students were not found to be proficient in math, science, and reading on state assessments– compared to 40% of more advantaged students. Both of these percentages are shockingly high for a district with the resources and wonderful teachers we have. I will work simultaneously to bring the percentage of proficient students up, while also raising the percentage of proficient disadvantaged students up and closing the gap between the two groups.

What concrete actions will you take to actively help our district achieve these goals?

I will specifically look for the district to hire educators with broad backgrounds in their subject areas and who have experience working with a diverse population. When I say diverse, I not only am referring to race, ethnicity, national origin, sexual orientation, and gender identity– but diversity in terms of academic aptitudes, and of career goals. If you give our kids a strong math foundation, you open a myriad of opportunities for them.

 

3. This fall, planning sessions will begin for the next SPF School District three-year Strategic Plan.

What is your vision for the future of the District, and how would you like to see this reflected in the next Strategic Plan?

My vision for the future of the district is to improve math performance. Our kids are smart and our teachers are excellent. There is no excuse for our math scores to continue to diminish. We need to establish stronger peer tutoring programs in our schools where we determine ideal “pairings” of tutors and the students who need help. These “pairings” would serve multiple purposes: academic and social as true connections will be made between the students (example: my son being mentored by studious senior football players). I want to see more intramural and extramural math competitions. I also want to see expanded teaching methods and to establish a stronger math foundation in the elementary schools. My goal would be to try to introduce “math oriented” books to elementary school students. Math is a great equalizer. You can’t get better equity for our students than giving them all a strong foundation in mathematics.

 

4. Which Representation, Equity, Anti-racism and Literary diversity issues do you think are most pressing for SPF students?

The Short answer: The district isn’t doing enough to properly implement their ideals.

The Long answer: The district gives lip service to diversity, equity, and inclusion– but it is not being implemented evenly. Many groups of students are being left behind. For example, our disabled students struggled the most on the NJGPA exam administered to high school juniors last March. They had a 43.9% math readiness score. Being committed to true diversity involves making sure that students with IEPs have what they need to score well on the college readiness exam. As a parent of multiracial children with IEPs and a 504, who have experienced bias, bigotry, and racism in the schools based on their disabilities, ethnicities, and races, I know firsthand that not enough is being done for certain groups. For example, actively partaking in the #StopAsianHate movement during the early days of Covid when it was politically convenient but then not doing enough to prevent racial slurs being hurled at Asian students in the schools 4 years later shows a shallowness to the rhetoric in this district. When a swastika is drawn in the school bathroom, it shouldn’t be diluted by mentioning use of other racial slurs in emails to the community from the district. The focus should be on the swastika and its awful impact on SPF’s Jewish community. Let’s have a consistent diversity effort.

How do you think you could help improve those for our students as a member of the BOE?

If elected, I will be an advocate of looking at every situation objectively and not with preconceived notions whether due to race, ethnicity, disability, IEP status, etc. Historically, this district has also been dismissive towards some students with disabilities/IEPs when investigating HIB (Harassment, Intimidation, Bullying) reports. I will work to end this implicit and explicit bias if elected.

We can celebrate diversity in the district by showcasing different cultures, religions, and holidays observed, whether schools are closed for these holidays or not. Our library should have multicultural themed books within it. The district seriously failed in its diversity initiatives in 2024 when not only were schools open on the Seder days of Passover, but the district scheduled multiple school events such as trips, book fairs, and music concerts as though the holiday didn’t exist. To add insult to injury, there was no mention of Jewish and Asian heritage month in May of 2024. This alienated the Jewish and Asian student body. This also happened again in 2025 when multiple football and cheer practices were scheduled during Rosh Hashanah and Yom Kippur. This is unacceptable and needs to change.

 

5. How would you ensure district policies and decisions align with the mission of putting students’ needs first?

I would help ensure that the district policies and decisions center around students’ academic, social emotional, and post high school needs– not on benefiting the administration. There is no reason to spend 5 to 6 figures to renovate multiple administrative offices multiple times only to provide our Occupational Therapist with a “classroom” the size of a walk-in closet. We can best meet our students’ needs by allocating vital resources to them. We can find ways to avoid firing teachers/supervisors like what happened with Noel Baxter if we spend our dollars wisely. Dr. Baxter provided mentorship and content to a myriad of the district’s classroom teachers. It was quite compelling to listen to all of the teachers speak up for her. After listening to their testimonies at the Board of Education meeting, I realized that firing someone like Dr. Baxter significantly hurt teacher morale and has also jeopardized the mission of putting students’ needs first.

 

6. What do you bring to the table to help address the disparities in student outcomes across the district?

I am a credentialed actuary. I also have a PhD in Biomedical Science with postdoctoral experience and a myriad of publications, a Master’s Degree in Financial Engineering, as well as a Bachelor’s and Master’s Degree in Chemical Engineering. My expertise in math and science would be an essential asset to raise our declining math scores.

I also have extensive experience as a Teaching Assistant. As a former Academic with high educational credentials, I know what it takes to help every student to achieve their potential. I understand that every student learns differently. For the 56.1% of students with disabilities who are not reaching high school graduation readiness in mathematics, I would help evaluate each student’s needs and work to pair that student with appropriate student and teacher mentors. I would advocate for more “pre-tests” and “math drills/games” that can be tailored to students with varying abilities and disabilities.

I also think it is important that students are given proper career guidance. This has been a weakness in our district going all the way back to when my oldest child was at SPF high school. I believe with the multiple career paths that I have taken, that I can help provide guidance to our school advisors and I’d even be happy to help the district to have more senior career fairs throughout junior and senior years.

 

7. For transparency purposes, we may share quotes of your partial or complete responses.

Does R.E.A.L. Parents x SPF have your consent to publish your responses in the mediums we see fit? 

Yes. Thank you for interviewing me and giving me the opportunity to respond to your inquiries.

__________

Watch him at the 2025 Meet the Candidates Night. 

See tips on how to do your own research on this candidate.

Visit his campaign pages Brad Herman: Change for a Smarter SPF and on Facebook. 

• Note: He filed as a "joint candidate committee" with fellow candidate John Greenblatt called SPF STANDS UP, but they have separate campaign pages.

 

Return to the 2025 SPF BOE Candidate Info and Election Resources page.

John Greenblatt  

• SPF BOE Candidate

• Column #3 on Scotch Plains Ballots

 

R.E.A.L. Parents x SPF 2025 INTERVIEW ANSWERS
 

Note: Mr. Greenblatt sent his responses after the deadline. We chose to include them.
 

1. What accomplishments in your current Board of Education role and/or in your personal/professional life demonstrate your commitment to the Scotch Plains-Fanwood school district’s diverse community? 

In my professional life, I have consistently worked to build environments where people feel valued and supported. As an HR and Learning & Development leader, I have championed initiatives around employee engagement, career development, and leadership growth, all of which required listening to diverse voices and ensuring equitable opportunities. In my personal life as a parent and community member, I remain deeply invested in ensuring our district supports all students academically, socially, and emotionally, so they can reach their fullest potential.

 

2. The SPF School District’s 2022-2025 Strategic Plan’s first goal is Diversity, Equity and Inclusion to “increase opportunities to develop a district committed to diversity, equity, and inclusion through hiring practices of educational and support staff, curriculum development and student empowerment.” 

How important is this goal to you? 

I recognize that diversity, equity, and inclusion are important considerations in any organization or community. To me, DEI is about ensuring that people feel respected, that different perspectives are valued, and that opportunities are accessible to all. While I understand there are many viewpoints on how best to approach these topics, I believe the ultimate goal should be to foster an environment where everyone can contribute and succeed.  

What concrete actions will you take to actively help our district achieve these goals?

My goal is to make sure that every student feels represented, supported, and empowered.

Concrete actions I will take:

• Advocate for hiring practices free from bias and expanding the talent pool through strategic sourcing of educators.  

• Support curriculum reviews to ensure materials represent different voices, cultures, and perspectives.

• Promote programs that build student voice and leadership opportunities, while also keeping the promise of enabling them to become more competitive in a growingly tougher job market. 

 

3. This fall, planning sessions will begin for the next SPF School District three-year Strategic Plan. 

What is your vision for the future of the District, and how would you like to see this reflected in the next Strategic Plan?

My vision for the district centers on three pillars: academic excellence, high-performance focused learning, and future readiness. I would like the next plan to reflect:

• Stronger math and STEM outcomes, preparing students for a workforce shaped by technology and AI.

• A focus on high-quality teaching and learning practices that raise achievement and ensure consistency across schools.

• Greater community engagement, with transparent communication and opportunities for families to help shape decisions. Leverage our smart and diverse community to bring their real-life experience and knowledge into our classrooms to support enhanced career and college readiness programming. 

 

4. Which Representation, Equity, Anti-racism and Literary diversity issues do you think are most pressing for SPF students? 

How do you think you could help improve those for our students as a member of the BOE?

The most pressing issues include closing achievement gaps in math and literacy, and building a culture where we lift all students. As a BOE member, I would advocate for equitable resource allocation, curriculum materials that enhance the learning experience for all students, and professional development for staff to recognize and respond to bias.

 

5. How would you ensure district policies and decisions align with the mission of putting students’ needs first?

I would ensure policies are guided by one central question: How does this decision impact students? That means advocating for fiscal responsibility so resources reach the classroom, prioritizing academic and social-emotional supports, and ensuring that student well-being guides all strategic priorities.

 

6. What do you bring to the table to help address the disparities in student outcomes across the district?

I bring experience in data-driven problem solving, leadership development, and people-focused initiatives. I would use those skills to:

• Review student performance data disaggregated by subgroup to understand the impact of curriculum and operational decisions.

• Advocate for targeted supports for students in need, ensuring the proper resources are allocated where needed most.

• Ensure transparency and accountability in progress reporting to families and the community.

 

7. For transparency purposes, we may share quotes of your partial or complete responses. 

Does R.E.A.L. Parents x SPF have your consent to publish your responses in the mediums we see fit?

I consent to R.E.A.L. Parents x SPF sharing my complete responses in the mediums you see fit.

__________

Watch him at the 2025 Meet the Candidates Night. 

See tips on how to do your own research on this candidate.

Visit his campaign page John Greenblatt for Board of Ed on Facebook. 

• Note: He filed as a "joint candidate committee" with fellow candidate Brad Herman called SPF STANDS UP, but they have separate campaign pages.

 

Return to the 2025 SPF BOE Candidate Info and Election Resources page.