2026 Election: Inver Grove Heights School Board

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We talked with candidates for the Inver Grove Heights School Board. Our candidate questionnaire covers top priorities, the voter levy, hiring a new superintendent, and more.

• More: See our full voter’s guide for information on other local races.

Race profile: Inver Grove Heights School Board is a non-partisan position elected to a four-year term. There are three seats on the ballot so voters will choose three candidates. These are at-large seats representing all of the school district.

Who’s running:

• Shana Dukes – Incumbent first elected in 2023, Dukes works as a program director.
• Sarah Larsen – Incumbent first elected in 2021, Larsen works as a recreation programmer for the City of Eagan.
• Amy Reynertson – Is a stay-at-home parent.
• Michael Wakefield – Works as a supervisor with the State of Minnesota.

Candidate Questions

We asked the candidates a series of six questions and asked them to respond in 250 words or less. The questions cover priorities, what makes you unique, district strengths and weaknesses, the voter levy, immigration response, and hiring a new superintendent.

Priorities: What are the top two to three issues for the district to address in the next four years and how should the school board address those issues?

Shana Dukes: The top issues are safe schools, transparent decision-making, and making sure every family in our diverse community has a real voice.

Safety is not just a policy on paper. Students and staff need to feel secure every day, so we should keep investing in emergency planning, mental health support, and follow-through on safety commitments, and hold ourselves accountable for results, not just plans.

After this year’s superintendent search ended without full consensus among us, trust between us and the community needs rebuilding. We should explain our reasoning clearly at every major decision, document our process, and speak with one voice instead of leaving families to fill in gaps themselves. That consistency is how trust gets earned back.

Finally, ISD 199 serves a genuinely diverse student population, and every part of that community, not just families with the most time or comfort speaking up, deserves a direct line to us. Over the next four years, we should build real outreach channels, not just open meetings, so smaller and less-visible communities know their concerns actually reach decision-makers.

Underneath all three is fiscal stability: we need to keep our Capital Projects Levy funded responsibly so classroom tools, safety investments, and staff support don’t compete with each other for the same limited dollars. Addressing these issues together, through steady communication and real listening, is how we build a stronger, safer, more trusted district for the next four years.

Sarah Larsen: The top priority is to run a successful search for our next superintendent. We are fortunate that Superintendent Bernhardson continued on for an additional year.

We also need to keep an eye on finances and get voter approval to pass the upcoming levy. I have learned that school finances are very complicated! With so many moving pieces we need to continue to work through the changes that are both in and out of our control to make decisions that best support our students and staff.

Amy Reynertson: My top three priorities over the next four years are fiscal responsibility, teacher retention, and technology use in our schools. I believe the school board can work with district leaders to make progress in these areas because each directly impacts student success. Fiscal responsibility means understanding our budget, being transparent with our community, and being good stewards of taxpayer dollars so we can build trust and maintain support for our schools as needs arise. Keeping talented teachers starts with truly listening to them, celebrating their achievements, and understanding their concerns. When teachers feel supported and valued, students benefit most. Finally, we should evaluate how technology is being used in our schools and whether it is truly supporting learning, especially as schools nationwide are reevaluating screen time.

Michael Wakefield: I believe the most important issues facing the district over the next four years are budget stability, class size, and teacher retention. Addressing these priorities requires clear oversight, transparent communication, and policies that directly support students and staff.

Budget stability is essential. When adjusted for inflation, Minnesota schools receive less real per‑pupil funding today than they did in 2004, and districts have been asked to do more with less for years. Given these constraints, the school board can support the district by understanding how funds are allocated, asking informed questions, and ensuring resources directly benefit students and staff. The board can also work with district leadership to explore additional revenue opportunities and increase transparency around spending, goals, and outcomes. Demonstrating how community support strengthens the district—and highlighting what can be achieved even under financial pressure—can build trust and reinforce the support needed for future referendums or maintaining current funding.

Class size significantly affects learning. The school board can collaborate with district leadership to revisit what a “right‑sized classroom” looks like across grade levels and buildings. This includes exploring appropriate caps on class size and enrollment to ensure classrooms remain at levels that promote strong learning environments.

Teacher retention is critical to student success. The school board can support policies that improve working conditions, reduce unnecessary strain, and help teachers feel connected to the district. Reviewing retention data and understanding why educators leave can guide efforts to ensure teachers feel valued, supported, and committed to staying.

Unique: What sets you apart from other candidates? What do you bring to the table that no one else can?

Sarah Larsen: I have a strong connection with and investment to our community. I grew up in Inver Grove Heights and went to our schools. I have been very involved in the school district as my kids have moved through the different buildings. Before serving on the school board, I was involved with Early Learning Programs and their Advisory Council, as well as the Hilltop Elementary School PTSA. My daughters participate in many local sports and activities, giving me additional opportunities to connect with families throughout the community.

Serving in my fifth year as a school board member has taught me a great deal about how our schools function. At the board table I always put students and staff first. I listen to all viewpoints, ask questions and make decisions with integrity. I will also continue to listen and thoughtfully consider feedback from our community. These experiences have given me a strong sense of connection to and investment in the Inver Grove Heights community.

Amy Reynertson: I bring to the table a combination of experience, fiscal responsibility, and a willingness to listen. I believe our district deserves board members who are transparent, accountable and willing to do the work. I’m a lifelong Inver Grove Heights resident, proud graduate, and current parent with children at Hilltop Elementary. I bring a unique perspective on our school district, where we have been, and where we can go together. I have served our community for many years, including 7 years on the IGH Early Learning Advisory Council, and 3 years on the Hilltop PTSA. These experiences have taught me how to listen, work with others, and use limited resources responsibly. I care deeply about our schools, not just for my own children, but for all children in our district. I believe wholeheartedly in public education. I didn’t run because I have all the answers, I am running because I am open to listening to different points of view, asking questions, and working as a board to find the best solutions for our students, staff, families, and community.

Michael Wakefield: I bring a process‑driven approach shaped by experience in project management, policy work, and leading teams. Throughout my career, I’ve focused on asking clear questions, understanding systems, and ensuring decisions are transparent and accountable. These strengths help me break down complex issues, stay organized, and keep discussions centered on long‑term impact rather than short‑term reactions.

I also bring lived experience as someone deeply connected to this community. I live here, my children attend ISD 199 schools, and my spouse works in the district. I’ve seen both the strengths of our schools and the areas where we can continue to improve. I understand how board decisions show up in classrooms, in communication home, and in the daily experiences families and staff navigate. That perspective keeps me grounded in what matters most and helps me stay focused on the real‑world impact of board work.

What sets me apart is how my skillset and connection to this community position me to serve effectively. I want to use what I’ve learned to strengthen our schools, improve communication, and support steady, thoughtful decision making. Families shouldn’t have to track every meeting or report. Board members should handle that work and clearly communicate the outcomes.

Bringing a new voice with different experience is an opportunity for the district. I care deeply about ISD 199 and am committed to its continued success. My goal is to support strong, stable schools and strengthen the relationship between the district and the people it serves.

Shana Dukes: I bring a combination no other candidate has: current, hands-on board experience plus a professional and academic background built specifically around leadership, conflict, and organizational systems.

I’ve already served through one of the hardest decisions a board faces, a national superintendent search, weighing candidates’ qualifications, leadership philosophy, and fit with the seriousness it deserved. That isn’t theoretical for me; I’ve done it.

My master’s degree in Restorative Justice shapes how I approach board culture and conflict, favoring processes that repair trust and bring people into the conversation rather than shutting them out. I’m also currently in my second year of a doctoral program studying leadership theory and research practices, which I bring directly back to how I approach governance and decision-making.

Beyond the board table, my work as a Program Director has sharpened my ability to manage complex responsibilities, lead teams, and stay accountable under pressure, skills that translate directly to overseeing a multi-million dollar budget and staffing structure.

Serving on the Policy and Personnel Committees has also given me direct insight into how contracts, staffing decisions, and district policy actually get made, not just how they look from the outside.

No other candidate combines sitting board experience, a restorative justice lens, operational leadership training, and ongoing doctoral study of leadership. That combination is what I bring to the table.

Strengths & weaknesses: What do you think is the district’s greatest strength? How will you build on that? What is the district’s greatest weakness? How will you improve in that area?

Amy Reynertson: I think the district’s greatest strength is the people who care about our schools. We have dedicated teachers and staff, involved families, and community members who want what is best for our students. From the classroom to the lunchroom, the PTSA meeting to the school pickup line, there are so many people invested in our schools. I would build on this strength by listening to teachers and staff so they can stay and thrive in ISD 199, while continuing to offer opportunities for families and community members to be involved and support our schools.

I believe an area where the district can improve is communication. Our community deserves to understand what is happening in our district and feel that their voices have been heard. I would advocate for more open and transparent communication and encourage the board to seek input from teachers, families, and community members before making important decisions.

Michael Wakefield: Our greatest strength is the people who make up our schools and our community. The commitment, resilience, and care shown by students, staff, families, and community members is what drives strong learning environments. Even residents who do not currently have children in our schools contribute to the district’s success through their support and investment in the community. I want to build on that strength by supporting stable leadership, clear expectations, and a forward‑looking approach that keeps us focused on long‑term goals and helps us continue to grow rather than becoming stagnant.

One area that may be perceived as a weakness, but is really an opportunity to become a strength, is how we engage with the full community. A large share of ISD 199 residents do not currently have children in our schools, yet their voices matter and they deserve to feel informed, included, and connected to the work happening in our classrooms. I believe people genuinely want kids to succeed, and when we hear from everyone, we make better decisions for the district. Strengthening communication and expanding outreach can turn this potential weakness into something that brings the entire community together.

Shana Dukes: ISD 199’s greatest strength is our community: a genuinely diverse, close-knit district where families, staff, and neighbors care deeply about our schools. That showed clearly this year when 80% of surveyed residents said they support this district and its Capital Projects Levy. I’ll build on that by creating more direct channels for smaller and less-visible parts of our community to bring concerns straight to us, not just the loudest voices in open meetings.

Our greatest weakness is transparency and consistency in how we communicate, something this year’s superintendent search made painfully clear. When we voted 4-3 to extend an offer and then unanimously withdrew it, the community was left confused and, understandably, less trusting, even though the underlying reasoning was sound.

I will improve this by pushing us to explain our reasoning clearly at every major decision, document our process publicly, and speak with one voice rather than leaving families to guess. Trust is earned through consistency, not good intentions after the fact. I also want us to build community feedback into decisions earlier, through surveys and listening sessions like the ones used in the superintendent search, so major votes reflect real consensus rather than surprising the community afterward.

Sarah Larsen: ISD 199’s greatest strength is our committed staff. These are not only teachers, but paras, food service, maintenance, bus drivers and so many more. They work tirelessly to get to know students and create the best learning environments possible. Staff have worked through many new mandates and unforeseen obstacles over the last few years. I believe ISD 199 came out stronger as we worked together to support our students.

Something that I think can always be worked on is communication. ISD 199 has come a long way in improving communication with a complete website update and new tools like Parent Square for family communication. With many of these being technology based, they are ever changing and we need to continue to improve so families and the community have the most up to date information as possible.  

Voter levy: The district has a levy renewal on the ballot this fall. Do you support the levy? Why or why not?

Michael Wakefield: Yes, I support the levy renewal. This renewal maintains existing funding and prevents cuts to student services. It is not a tax increase; it simply continues the support our students and staff already rely on. The levy helps the district keep curriculum up to date, maintain classroom technology and learning tools, and avoid shifting these costs into the general fund where they could lead to larger class sizes or reduced services. Community feedback has shown strong support for renewing this levy, and continuing it helps keep our schools stable and focused on student learning.

I also support future referendums when they are needed to provide additional support to the district. Strong schools require long‑term planning, and continuing to invest in learning tools, curriculum, and classroom resources is essential to helping students succeed.

Shana Dukes: Yes, I support the levy renewal. This is a renewal, not a new tax, so approving it does not raise anyone’s property taxes. It simply continues funding the district already relies on for classroom technology, curriculum materials, career and technical tools, furniture, and instruments for our music programs.

Without this renewal, the district faces a real choice: cut back on the tools and materials students and teachers need, or make up the gap elsewhere, potentially through larger class sizes or reduced programming. Neither outcome serves our students well, especially while we’re also working to retain great teachers and keep classrooms strong.

I also want voters to know we didn’t put this on the ballot lightly. A community survey this spring showed 80% of residents support renewing the Capital Projects Levy, and that input mattered in our decision. That’s the kind of process I want to see more of: us listening to the community before asking something of it, and being upfront about exactly what a levy does and doesn’t do.

Supporting this renewal keeps ISD 199 financially stable with no new cost to families, and it protects the everyday tools that let our teachers teach and our students learn. I’m asking voters to support it for the same reason we did: it keeps our commitments to students without asking anyone to pay more.

Sarah Larsen: I do support the levy that is on the ballot this fall. ISD 199 is a small but mighty district. We do a lot with a little and the support of the community means so much. Since the levy is a renewal, it will not increase taxes but continue to provide updated learning equipment for students.

Amy Reynertson: Yes. I support the levy renewal because it allows our community to continue investing in our schools without introducing any new taxes. The Capital Projects Levy, first approved by voters in 2017, has provided essential funding to update and maintain classroom furnishings, curriculum materials, musical instruments, and technology and software. Renewing this levy ensures that the district can continue meeting these needs. Without renewal, the district faces a more than $1 million deficit, which would directly impact students and staff through program cuts and increased class sizes. 

Immigration: Minnesota saw significant impacts from the increased Immigration and Customs Enforcement (ICE) operations earlier this year, including closed businesses, students missing school, protests, and law enforcement conflicts. How do you rate the district’s response and what should the district do in future conflicts?

Shana Dukes: I’m proud of how our community responded this year. Teachers, staff, parents, and neighbors stepped up for kids and families who were scared, organizing meal deliveries for students staying home, checking in on neighbors, and keeping our schools focused on students amid real uncertainty. I saw that firsthand: I was out delivering food to families who couldn’t safely get to school or the store, and that experience showed me how much our community shows up for each other when it matters most.

The district also deserves credit for communicating with families and supporting staff through a genuinely difficult stretch. That said, no district was fully prepared for enforcement activity happening this close to school grounds, and I think we can build on the strength our community already showed.

Going forward, what we need most is the ability to move quickly to protect students the moment something like this happens. We already have the infrastructure to do that: strong communication systems, dedicated staff, and community partnerships. We can activate faster and more consistently next time, so every staff member knows what to do if agents appear near school property, and families get fast, accurate information in multiple languages. This isn’t a political question to me, it’s about every student’s access to education and every staff member’s safety. Our community already showed the compassion and resolve to get through this; our job is to match that speed so we’re ready, not reactive, next time.

Sarah Larsen: I feel that ISD 199 did the best they could when ICE was in our area. Many teachers, support staff and administrators took it upon themselves and went above and beyond to support families who were impacted. They kept in contact with families to provide them not only education materials, but food and household supplies. They also made sure kids who did go to school got home safely.

Amy Reynertson: I am proud of the work done within our schools by staff, volunteers, and students to support those affected. Though the district’s response felt somewhat behind other local districts, when I attended a listening session, I felt reassured that the response was carefully considered, with a focus on keeping students safe and ensuring they had what they needed to continue learning. In future conflicts, I believe the district should continue prioritizing student safety and learning while communicating clearly and consistently with families and staff.

Michael Wakefield: Considering this situation had not come up in the past, I think the district handled parts of it well. When concerns were raised, they held a listening session and shared what they could, and that helped families feel heard once communication began. Our experience, though, showed that there is room to improve. Early on, the district was quieter than families expected, and that left people unsure about what was happening or what support was available. That uncertainty made the situation more stressful for families who were trying to understand how the district planned to respond.

When we later spoke with the school board, they explained that they could not share full details of their plan, which makes sense. But voicing that from the start, simply acknowledging that a plan existed even without specifics, would have helped build trust and reassure families that the district was prepared.

In future conflicts, the district can do better by establishing early lines of communication and being upfront about what can and cannot be shared. Clear updates, designated points of contact, and partnerships with community organizations would help families know where to turn and feel supported right away. This experience showed that the district is capable of responding, and with a more proactive communication approach, they can handle situations like this even more effectively.

Superintendent: Earlier this year, the board voted 4-3 to extend an offer to a superintendent candidate, but then unanimously withdrew the offer for a lack of full support. What are you looking for in a superintendent candidate and how will you come to consensus?

Sarah Larsen: In our next superintendent, I am looking for someone who will continue to foster positive relationships with staff, students and the community. Someone who will be out in the buildings seeing firsthand how things are going.

Being a smaller school district, we also need someone who can balance many tasks with fewer layers of staff than other districts may have. There is a strong team in place and many great things are still taking place.

There will be different opinions in what we are looking for in our next superintendent, but we ultimately need to make the decision that will best benefit our kids.

Amy Reynertson: I’m looking for a superintendent who is approachable, has strong leadership and financial planning skills, and can build trust with our community. That trust comes from transparency, open communication, and genuinely listening to students, staff, and families. We also need someone who understands our community and can unite people around shared goals. Since most households here don’t have students in our schools, clear communication across the entire community is especially important.

After the withdrawn offer, the board has done meaningful reflection. I attended the meeting where we worked with an outside agency to look closely at our deliberations and identify what could be improved. Clearer expectations, defined timelines, and structured opportunities for discussion will help us have more productive conversations. For me, consensus comes from truly listening to each other, weighing community input, and focusing on the qualities that align with our district’s strategic plan.

Michael Wakefield: In selecting a future superintendent, I believe the board should look for someone who is honest, transparent, and willing to listen. I value leaders who approach challenges with a problem‑solving mindset and who work toward resolution when issues arise. I’m looking for someone who advocates for students, staff, and families and who builds trust through consistent, clear communication. I also believe it’s important to have a superintendent who is innovative and willing to explore ideas rather than starting from no. Decisions have a shelf life, and it’s healthy to revisit them to see whether change is necessary for future success. These qualities help create a strong partnership between the board, superintendent, and community.

Coming to a consensus will require the board to work together and make sure community feedback is gathered and included throughout the process. Selecting a superintendent is one of the most important responsibilities a board has, and it is a major opportunity to shape what the working relationship between the board and superintendent will look like for years to come. Shared criteria, early alignment, and a clear evaluation process help the board assess candidates consistently and move forward together. When the board is unified in its expectations and approach, it sets the foundation for a strong, collaborative partnership with the superintendent.

Shana Dukes: I’m looking for a superintendent with proven instructional leadership, financial discipline, and the ability to build genuine relationships with staff, students, and every part of our diverse community, someone who leads with clear communication, even when news is hard, and who treats us and the public as partners.

This year showed exactly why that matters. When it became clear we didn’t have full confidence behind an offer, we made the difficult call to pause rather than move forward on a split decision, because the role is too important to start on shaky ground. It wasn’t an easy process, but I believe the underlying principle was right: our next leader deserves to begin with real credibility and support, not just a bare majority.

Going forward, I want us to reach consensus by doing the relationship-building work early and often, not just at the finish line. That means agreeing up front on our shared priorities and criteria for the role, creating real structured space to work through differences of opinion as they arise, and grounding every step in the extensive community input we’ve already gathered through surveys and listening sessions.

My restorative justice background shapes how I lead through disagreement: creating room for honest conversation and rebuilding trust, not glossing over differences until a vote forces them into view. With Superintendent Bernhardson’s one-year extension, we have the runway to do this right, so our next superintendent starts with all of us, and the community, behind them.

Lightning Round

We asked candidates a series of 10 simple questions and asked them to respond briefly in 25 words or less.

1. Do you have a library card? When did you last use it?

• Amy Reynertson: Yes. It’s been a while; I read mostly on my kindle. 
• Michael Wakefield: Yes. I last used it this summer to check out books with my kids.
• Shana Dukes: Yes — I love going to the public library and visit at least once a week!
• Sarah Larsen: Yes, but I have not checked out a physical book in a while. I use the digital options to listed to audio books through Libby.

2. How many school board meetings have you attended in the past year?

• Michael Wakefield: I’ve only had the opportunity to attend a handful in person but listened to many on ISD199 vimeo. 
• Shana Dukes: I didn’t count exactly, but I’d estimate about 95% — as board clerk, I’m often the one taking roll.
• Sarah Larsen: I don’t think I missed any meetings in the last year!
• Amy Reynertson: About 8-10 meetings 

3. Have you volunteered in your community in the past year? Where?

• Shana Dukes: Yes — I serve as Vice President of the Inver Grove Heights BEST Foundation, supporting student scholarships districtwide.
• Sarah Larsen: I am a volunteer with my daughter’s girl scout troop as the cookie manager for 6 years and also supporting my kids sports programs.
• Amy Reynertson: Yes. I am the volunteer treasurer for the Hilltop PTSA, volunteer youth sports manager, and I volunteer regularly in our schools.
• Michael Wakefield: Yes. I volunteer at my children’s school for any events they offer and take part in the Hilltop PTSA.

4. If you have children, do they or did they attend public schools?

• Sarah Larsen: My 2 daughters both attend Simley High School.
• Amy Reynertson: Yes, my children are the 3rd generation in my family to attend ISD 199 Schools
• Michael Wakefield: I have two children and both attend District 199 public schools. One is in elementary and one just started middle school. 
• Shana Dukes: Nope, No kids

5. Have you attended school events in a non-campaign capacity in the past year? Which ones?

• Amy Reynertson: Yes, sporting events, family nights, track and field days.
• Michael Wakefield: Yes. I regularly attend Hilltop and broader district events as my schedule allows. Field trips, orientations, concerts, and football games, you name it. 
• Shana Dukes: Yes — favorites were the state wrestling match and Salt Day.
• Sarah Larsen: I have attended sporting events and band concerts, most of which my children are involved in, but not all.

6. Do you support curriculum that presents a variety of voices and perspectives?

• Michael Wakefield: Yes. Students benefit when curriculum includes many voices and perspectives, building critical thinking, empathy, and helping them see themselves reflected in their learning.
• Shana Dukes: Yes — students deserve curriculum reflecting diverse voices and perspectives; that breadth builds critical thinking for a diverse world.
• Sarah Larsen: I do support curriculum with a variety of voices and perspectives. This allows students to learn all viewpoints.
• Amy Reynertson: Yes. 

7. Who was your favorite teacher? 

• Shana Dukes: Coach Haynes — he taught me that service is the rent we pay for our place on this earth.
• Sarah Larsen: It’s a tie between my 2nd grade teacher, Mrs. Cowles and my high school career counselor and diversity specialist, Mr. Bell.
• Amy Reynertson: Ms. Camp at South Grove Elementary 
• Michael Wakefield: Mr. Felton from South Saint Paul. He made things fun, engaging and I will always remember music appreciation. 

8. Do you support social and emotional learning (SEL)?

• Sarah Larsen: Absolutely! There have been so many heavy things in our world that any support to help students manage mental health is important.  
• Amy Reynertson: Yes. 
• Michael Wakefield: Yes. Social and emotional learning helps students understand themselves and navigate challenges. These skills improve collaboration and support stronger, healthier classroom environments.
• Shana Dukes: Yes — SEL supports school safety, mental health, and academic success; it’s foundational, not optional, to good schooling.

9. What was your favorite class?

• Amy Reynertson: Math
• Michael Wakefield: Always history! I love learning about the past. 
• Shana Dukes: Any agricultural class — those classes shaped my path to a degree in Agricultural Business.
• Sarah Larsen: My favorite class was creative writing in high school.

10. Do you support student voice in district operations?

• Michael Wakefield: Yes. Student voice strengthens decision making and helps the district understand real student experiences. When students participate, policies and practices become more responsive and effective. 
• Shana Dukes: Yes — students are direct stakeholders, and their voice should shape decisions on safety, curriculum, and school culture.
• Sarah Larsen: Yes, student voice is very important! Many great things have come directly from students and it makes them feel more connected to the district.
• Amy Reynertson: Yes. I hope our next superintendent continues with the district student advisory council. 

More Information

• Inver Grove Heights Schools candidate info
• League of Women Voters Candidate Forum
• Pioneer Press Candidate Q&A

See our full local voter’s guide for information on more races and candidates.

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