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My Vision
Educational equity is at the heart of Tomara’s work as a special education teacher and community advocate. To her, equity means every student gets what they need to succeed, not the same thing for every child, but the right thing for each child. That includes students with disabilities, multilingual learners, students in foster care, students experiencing homelessness, and those facing systemic barriers because of race, income, or immigration status.
Tomara will fight for fair funding and resources so that schools serving students with the highest needs are not asked to do more with less. She supports expanding access to inclusive classrooms, culturally responsive curriculum, and restorative practices that keep students learning instead of pushing them out of school.
She also knows equity requires listening to the people most affected by decisions. Tomara will work to elevate student and family voices in district level decision making, especially those who are often left out, including families of students with IEPs, working class families, and communities of color.
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Community Trust
Tomara understands that public schools cannot succeed without trust between families, educators, and the systems that serve them. As someone who regularly meets with parents, caregivers, and community partners, she knows how frustrating it is when decisions feel distant, opaque, or predetermined.
On the school board, she will push for transparent decision making, clear communication, and genuine opportunities for community input before major policies or budget decisions are made. Tomara believes families deserve straightforward information about how resources are being used and how decisions will impact their children.
Building trust also means showing up and following through. Tomara is committed to being visible in schools and communities, listening to concerns, and bringing those perspectives into county discussions. She will work to strengthen partnerships with local districts, community organizations, and youth leaders so that the county office of education is seen not as a bureaucracy, but as a responsive partner that shares responsibility for student success.
Tomara believes that student success means more than test scores; it means every child is supported to grow academically, socially, and emotionally, and to leave school prepared for the future that fits them, whether that’s college or a career. She believes in offering rigorous coursework, relevant learning experiences, and strong support so students can discover their strengths and pursue their goals.
As a classroom teacher, she has seen how early intervention, small group instruction, and access to counselors and mental health services can change the trajectory of a student’s life. Tomara will champion policies and funding that expand these supports, strengthen literacy, and ensure students who are struggling are not left to fall behind.
Tomara also believes success should be measured by whether schools are closing opportunity gaps, not widening them. She will work to make sure data on achievement, graduation, and discipline are used to improve teaching and student support, not to label or punish schools, educators, and students.
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Student Success
