2026 Election: St. Paul School Board

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We talked with candidates for the St. Paul School Board. Our candidate questionnaire covers top priorities, the budget, what makes a candidate unique, and more.

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

Race profile: St. Paul 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 St. Paul.

Who’s running:

• Stephanie Anderson – Currently a grad student at the University of Minnesota pursuing literacy education, and previously taught Spanish and Portuguese at the University of Minnesota.
• Teresa Glass – Temporarily retired after 18 years with St. Paul Schools as an occupational therapist and assistive technology lead.
• Tamara Mattison – Retired and self-employed.
• Michael Schell – Special education paraprofessional at Simley High School, architectural and interior designer, and design build business owner and operator.
• Omar Syed – Small business owner of Chilly Time.
• Kris Taylor – Currently self-employed and working on a start-up.
• Uriah Ward – Incumbent first elected in 2021, Ward works as a union organizer.

Editor’s note: Schell and Syed missed our deadline for candidate responses, but we’re including them anyway to be helpful to voters. Additionally, Schell had two responses that were over the word limit. We gave him ample opportunity to rewrite his responses to be within the word limit, but by press time he did not, so those responses are cut off at the word limit and noted as such.

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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, how you’ve grown from mistakes, what makes you unique, district strengths and weaknesses, immigration response, and the budget.

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?

Stephanie Anderson: We need to address declining enrollment in our district. As a board member, I’ll be out in the community, talking to families asking them why they chose SPPS and why they stay. I will advocate for funding for SPPS’ Enrollment and Retention Committee. For families that leave, we should conduct individual exit interviews. For issues beyond the direct purview of the school board, like unchecked charter school growth and reduced funding for education, we must work closely with our partners at the city, county and state to fully understand the challenges and ways that each government entity can work to address them.

While there are inequities and abundance at every SPPS school, there are pockets of our city that experience greater inequity than others. One way schools can work to address inequity is through a Full-Service Community School (FSCS) model. A FSCS offers wrap-around services that support the whole student, their family and the community. SPPS already has full-service aspects, like clinics in all our high schools, food pantries, clothing closets and immigration support services. Fulfilling non-academic needs through the support of a FSCS allows educators to focus on students’ academic needs. An impetus for my decision to run for school board was my experience as a leader in our community’s response to Operation Metro Surge. As a city and school district, we are activated and more invested than ever in schools as public goods, and I believe now is the time to bring conversations around FSCS to the forefront.

Teresa Glass:

1. Increase academic expectations and outcomes for ALL students:
2. Improve use of resources.
3. Strengthen fiscal responsibility.

Before I elaborate on how I believe the school board should address the issues I mention, I need to acknowledge that, although I learned an enormous amount about internal systems by working within SPPS for 18 years, I know that once on the School Board, I would learn of issues and current realities that I was not aware of, and would further inform my decisionmaking. I would meet with various stakeholders and LISTEN to their concerns, hopes and dreams for SPPS. All of the goals I mention are interrelated, with attention paid to all of them simultaneously. The first thing that all 7 board members would need to do is gather information from staff, community and internal data and listen to each other’s unique experiences and perspectives regarding SPPS. In my past position, I reviewed current  SPPS data regarding suspensions/expulsions, student literacy proficiency and race. I know that SPPS must do better to increase student access and achievement for Native, Black and Latino students. The data I reviewed on a regular basis helped inform my initiatives and what areas to place emphasis. I would want the board to review current student data together to develop districtwide expectations for all staff regarding student achievement, responsible use of SPPS resources and ensuring expenditures that are fiscally necessary and responsible. And there should not be discrepancies in resources and/or curriculum offerings from schools to school.

Tamara Mattison:

We need Leadership that runs D.E.E.P.

• Deliver academic excellence
• Engage families as partners
• Empower Student Voices
• Prioritize well-being and psychological safety for all

Strengthening literacy, math, and career readiness. Investing in mental health safety, and supportive school environments.  Closing opportunity gaps with measurable, results-driven action. Ensuring families are heard, informed, and actively involved.

Michael Schell: My top priorities are student and staff retention, responsible budgeting, and making sure resources reach classrooms. Enrollment is directly tied to district funding, so SPPS cannot treat retention as separate from its financial challenges. We need schools where families want to stay and where educators and support staff want to build careers.

The board should examine why students leave, strengthen programs families value, improve communication, and make staff retention a measurable priority. Budget decisions should begin with transparent review of programs, contracts, administrative spending, facilities, and outside services before reducing direct student support.

Finally, we need to focus on excellence in the classroom. That means manageable class sizes, strong special education and intervention services, career and college pathways, and giving educators the tools to meet students where they are. My approach comes back to three values: Educator, Equity, and Excellence.

Omar Syed: First, we must put students first by closing achievement gaps; the district should address this by targeting resources to those who need them most and expanding after-school tutoring and enrichment programs to provide essential academic support.

Second, we must strengthen parent and community engagement; the school board should achieve this by improving communication channels and expanding language access so the administration is truly responsive to all families.

Third, we must ensure safe and supportive schools; the district should implement a safety model combining restorative discipline and early intervention to keep campuses secure, welcoming, and equipped to help students learn and thrive.

Kris Taylor: Broadly speaking, I see two overarching themes in which district issues can be grouped or addressed. First, dealing with the immediate, continuing and foreseeable turmoil at the federal policy level. Issues such as federal funding, erratic decision making and vague guidance, as well as the lag times associated with legally contested policy moves create an environment in which the school board and district must navigate in uncharted waters. Second, addressing technology use, specifically Artificial Intelligence in a robust and meaningful way that prepares students for the future, is financially sustainable for the community, and identifies potential issues as well as viable solutions. In both cases, the school board must resist the urge to be rushed at the expense of having a solid working plan.

Uriah Ward: Our top priority is student achievement, particularly literacy. We’ve set Board-Initiated Goals (BIGG Goals) with concrete, measurable targets so the district and community can track progress year over year instead of relying on vague aspirations. The board’s job is to hold the superintendent accountable to those goals while giving the flexibility to determine the best path to reach them.

Second, we need effective implementation of our new strategic plan. A strategic plan is only as good as its execution. The board must ensure resources, staff time, and district priorities actually align with what we said we’d do, and that we’re checking in regularly on progress rather than letting it sit on a shelf.

Third, as our student population declines due to falling birth rates, we need a community-led facilities portfolio review. The initial review will be completed shortly after the election. From there, we’ll need to work with the community to shape the future of our facilities portfolio based on that review, organizing ourselves to meet the needs of our students while making sure those decisions are made equitably. Enrollment decline means hard conversations about building usage, and those conversations need to include the families and neighborhoods most affected by them.

Growth: What past mistakes have you made and what did you learn from those mistakes?

Teresa Glass: I am often quick to see an opportunity to tackle an issue and I begin working on solutions, sometimes too quickly before I have worked with colleagues to gain their support. At times I have taken on too many projects at the same time and have learned that I need to prioritize the most important area for maximum success. If I believe something needs change and I have ideas on how to change them, I often do not accept the answer No, instead I keep reworking the idea to make change. I have learned that sometimes I need to step back, talk and listen to stakeholders more in order to gain a fresh perspective on the issue. I have been told I am too optimistic at times, and although some see that as a weakness, I know that although at times, it may create disappointment, my optimism allows me to get more done.

Tamara Mattison: My past mistakes involve me making emotional decisions, and what I learned was how to take my emotions out so I can make better decisions that last beyond my emotions.

Michael Schell: One lesson I have learned is that being capable in many areas does not mean I should try to solve every problem by myself. Earlier in my career, I sometimes focused too much on finding the solution before bringing other people into the process. Experience in design, business, and education has taught me that better decisions come from listening early, asking better questions, and being willing to change direction when new information shows you should.

I have also learned not to define myself by one career path. Career changes and setbacks forced me to recognize how transferable skills in design, budgeting, project management, communication, and problem solving can be. Growth, to me, means being willing to admit when something is not working, learn from it, and move forward with a better approach.

Omar Syed: As an immigrant, entrepreneur, and community organizer, I’ve sometimes moved too fast trying to problem solve without building broader consensus first. I learned that lasting change requires patience and collaboration with others.

Kris Taylor: I was not a good student in high school. I enlisted in the Army shortly after high school, so I have made a great deal of mistakes. I continue to make mistakes albeit less frequently than I did as a teenager. Reflecting on my mistakes and considering options for improvement is why I joined the Army. I lacked discipline, the military instills discipline. Roughly 5 and a half years as an infantryman and 2 tours in Iraq did a great deal to reshape me. I was a very strong college student. Now, when I make a mistake I address it. If I feel like I made a mistake, or a faux pas, I reflect on the incident and either address it, apologize, or both. Mistakes after all or simply learning experiences.

Uriah Ward: When I first ran for the board, I was frustrated with the role the board had chosen for itself. I thought we were too hands-off and too deferential to the superintendent. When constituents came to us with concerns, the board didn’t believe it was our place to address them. I worked to shift our governance role, make our work more transparent, and build pathways for the community to shape our decision-making.

Over time I gained a better understanding of how the administration operates, and a better understanding of the skepticism some colleagues had toward a more democratic approach to governance. We still made the shift we needed to make, but we did it collaboratively rather than trying to impose a new way of operating on a body that didn’t yet know how to implement it.

My doctoral studies in public administration have also sharpened my understanding of the administration and given me a clearer sense of the difference between impossible and difficult. That combination, more patience with process and a deeper grasp of how the district actually works, has made me a more effective board member. I’ve become more effective at taking ideas and turning them into concrete actions that serve our students.

Stephanie Anderson: My most important identity and the best job I have ever had is: Mom. And I make mistakes every day in this job. I address these mistakes in much the same way that I address mistakes in other aspects of my life. Communication is key, and I believe it’s often more important to listen than talk. I have learned from my children that they need to feel heard, even if in the end, they don’t get what they want. They need to feel that we are in this together, that they can count on me. They also need boundaries and to understand what each of our roles are in our relationship. As a mom, I have learned humility and patience and that it’s okay – and necessary – to say “I’m sorry. I messed up and I want to do better”. I’ve learned that sometimes none of us have the right answer but, if we’re committed to being in this together, we can move forward. I apply these lessons to all relationships in my life.

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

Tamara Mattison: I bring lived experience from private, charter, and public school’s systems with my daughter and granddaughter. My 30 years of restorative practices qualified me to teach RP for Minnesota Department of Education to school administration for the past 10 years. I am a community business partner that provides culturally responsive youth programming for girls in school districts 621, 622, 623, and 625!

Michael Schell: I bring a combination of experiences that is unusual for a school board candidate. I work directly with students as a special education paraprofessional at Simley High School, so I understand schools from inside the classroom and from the perspective of support staff. I also have a professional background in architectural and interior design and operate a design build business.

That means I approach problems through several lenses at once. I think about the student experience, the people doing the work, the budget, the physical environment, and how a plan actually gets implemented. Design taught me to listen to the people using a space before designing it. I believe governance should work the same way.

I am also comfortable saying when I do not know something. A board member does not need to be the expert on every subject. They need to ask good questions, listen to professionals and the community, understand the information in front of them, and make accountable decisions.

Omar Syed: My life experience as a refugee who came to Saint Paul with nothing, put himself through Century College, built a small business, and served on the Planning Commission sets me apart. I bring a lived understanding of our immigrant communities coupled with practical small-business fiscal management and grassroots organizing depth.

Kris Taylor: In addition to having a Masters in Counselor Education with a focus in student affairs, I have roughly 15 years experience in and around education. For the better half of my service time (2003-2008) I was a Sergeant which involves training soldiers to do their jobs under duress. While earning my Masters I worked for Clemson University’s College of Education (2013-2018) first organizing field experiences for education students and teacher-preparation candidates, and later as Director of Assessment and Analytics. I had entered Clemson’s PhD program in Learning Sciences, when my wife’s career brought us to Saint Paul in 2018. From 2018-2022 I worked with preschool children, toddlers and infants at MacDonald Montessori School where I learned to apply the Reggio Emilia philosophy to the education process. I spent the better part of the 2022-23 school year as teacher’s assistant at Washington Tech before briefly teaching at Chelsea Heights on a tier 2 license. I stepped away from the district to address burn pit related issues and returned to work as a job coach at Focus Beyond Transition Services from Fall 2024 – Spring 2026. 

Uriah Ward: I’m the only incumbent in this race. I currently serve as Chair of the board and can continue to be a source of institutional knowledge for other board members. We often get asked when or why the board took a particular action or discussed a particular item. I’m able to answer those questions and provide context for our decisions moving forward.

I’ve studied school boards closely and have a strong sense of how they work and how they can be most effective. I’m nearly done with my dissertation on school board governance! I’m regularly able to help our board move through procedural questions. I created the governance model and budgeting process our board uses today, and I can make sure those initiatives are implemented with fidelity.

I also helped shift our district’s relationship with organized labor. We’re far more collaborative than we used to be, and the whole district has benefited from that improved relationship. I served on the district’s bargaining team during last year’s negotiations with our educators’ union, and we resolved the contract for the first time in nearly two decades. I can continue to serve in this capacity and make sure we’re bargaining in good faith.

Stephanie Anderson: I have a 9th grader and a 6th grader; the success of SPPS directly affects my family. In addition, I was a leader in the St. Paul Public Schools Parent Solidarity Network providing mutual aid support across our district. I was a parent lead at Highland Park Middle School and a region lead on the West Side. In addition to delivering groceries and getting a food and basic needs pantry started at the middle school, I was responsible for setting up the district-wide fundraiser that raised over $400,000 and helped more than 300 St. Paul families with mortgage and rental support so that they could stay in their homes. Finally, my experience in 2021 with SPPS’ Envision plan firmly sets me apart from other candidates. As part of Envision, SPPS administration proposed the closure of my kids’ school, Wellstone Elementary, in St. Paul’s North End. The plan was haphazard, ill-conceived and done without transparency or community input. Right now SPPS is conducting a facilities review that likely will conclude with a recommendation to close and/or consolidate schools. Having gone through this painful process, I know how to NOT approach such a sensitive issue as the closure of someone’s school. Any decisions I make around school closure and consolidation will be done methodically, transparently, with community input and will hold issues of (in)equity at the forefront.

Teresa Glass: The fact that I just completed 18 years of service to the St. Paul School district sets me apart from other school board candidates. I have had the privilege of working with many different SPPS employees, departments and systems within our large district. I have a comfort and understanding of how many systems currency function. I also know that my experience and perspective as an Occupational Therapist and Assistive Technology Professional provide me with invaluable insight, as I believe that when a district does a good job serving the students with the most significant cognitive, physical, and/or emotional needs, all students will be better served. I enjoy teaming and collaborating with individuals and groups with diverse perspectives and experiences. I am able to see the big picture while at the same time breaking down the issues into manageable strategies. I am an optimist and see possibilities in collaboration with staff in all departments. I know that all 6.000+ employees have an important role in the academic achievement of SPPS students. I lived and worked a decade in cultures where English was not spoken and communities were economically disadvantaged. I personally witnessed how, when a community comes together to recognise, honor and utilize the gifts and talents of individuals big things happen, despite lack of money.  I have deep respect for different ways of being and speaking. I speak, read and write Spanish fluently which will allow me to engage at a deeper level with Spanish-speaking parents.

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?

Michael Schell: SPPS greatest strength is its people and the range of experiences, cultures, languages, programs, and perspectives represented across the district. That gives Saint Paul students opportunities to learn with and from people whose experiences may be different from their own. The board should build on that strength by supporting the educators and staff who create those opportunities and by protecting programs that give families a reason to choose SPPS.

The weakness I am most concerned about is retention. Declining enrollment reduces district revenue. When experienced educators and support staff leave, schools also lose relationships, knowledge, and stability. Those problems can reinforce each other.

Improving retention requires more than marketing. The district needs to ask families and employees why they stay and why they leave, publish what it learns, and act on it. Strong schools, responsive leadership, safe and welcoming environments, reliable student supports, and employees who feel valued are all part of enrollment recovery.

Omar Syed: Our greatest strength is the incredible diversity and resilience of Saint Paul’s students and families, which we must build through inclusive, culturally responsive education. Our greatest weakness is systemic underfunding and detachment from everyday families; I will improve this through transparent budgeting and advocacy for equity.

Kris Taylor: The district’s greatest strength is the people. The diversity of students, staff and faculty are what makes this district amazing. I will not build on it, but work to remind the community and district about what is possible when working together. The district’s greatest weakness is articulating its value to the broader community. This weakness is due in great part to a constant need to justify the basic existence of a school district in the first place. Education is first and foremost an endeavor for people. Adequately supporting the people who make the schools possible is necessary. I am not endorsing a blank check. I am endorsing creative solutions. This district is populated with extremely bright students and families and passionate professionals. We can work through the issues together.

Uriah Ward: The district’s greatest strength is its people. We have amazing educators and an amazing community. We saw that during Operation Metro Surge, when everyone came together to protect our students and families. We see it every day when our educators serve our students. We’re a community of people who believe in public schools and care deeply about kids, and I’m honored to be their school board chair. I’ll keep building on that strength by making sure our decisions are shaped by the community and by continuing to support the educators who do this work every day.

Our greatest weakness is funding. We’ve had to make budget cuts year after year since I’ve been on the board. It’s remarkable what we’ve been able to do despite those cuts, but the real fix isn’t something the district can do alone. We need our state legislature to fully fund our public schools. In the meantime, I’ll keep pushing for a budget process that’s transparent and makes the most of every dollar we do have.

Stephanie Anderson: The educators and staff of St. Paul Public Schools are its greatest strength. I believe that not just anyone can be a successful educator in SPPS. I am amazed at the support and care that my children receive every day at their school, and I know I can’t be the only one! Our educators show up every day to a wide range of student strengths and challenges and they do their job with less and less funding and support each year. I believe in our unions – SPFE Local 28, AFSCME Council 5 and those that represent our building trades workers – and I am committed to working alongside them to make sure we are doing all that we can to support our front line folks.

A big challenge for SPPS has been its lack of transparency over many years that has led to confusion and distrust among families. I have been so pleased to watch, over the last few years, the culture of our school board in particular, shift from being a rubber stamp for district administration to one that sets goals for the district and then holds administration accountable for reaching those goals. I support the Board Initiated Goals Governance model and am excited about the progress that’s been made in math and reading proficiency, graduation rates and restorative practice models. Setting expectations around engagement, transparency and accountability helps us navigate the other challenges we face in SPPS, like enrollment and budget cuts.

Teresa Glass: Saint Paul School district’s greatest strengths are the 6,000+ employees, community members of St. Paul that lend their skills and talents and the local St Paul businesses big and small that either support the district as a whole or individual schools. Coming from my extensive experiences in community organizing, I know that large public entities need to engage community members for success. SPPS was able to harness the skills and talents of many community members during ICE activities. I would work to build on that and engage community members, allow them easy ways to voice concerns, ideas and successes. We need to celebrate successes more, in a way that residents of St. Paul are aware of them. I would work to ensure that ALL St. Paul Schools have the same access to resources and opportunities.

I see a couple of weaknesses that need to be strengthened: 1. The inefficient use of existing resources (human and physical). I would work to create efficient use and tracking of physical resources districtwide. Simply ensuring that curriculums and other items purchased for staff use with students are cared for and not lost would save dollars. I want a districtwide clear expectation of all staff  to be good stewards of St. Paul taxpayer’s money. SPPS could do better in the retention of new staff by providing the just right training and mentoring to support them in their jobs. This includes ensuring that districtwide there is a cultural expectation of kindness and support of staff.

Tamara Mattison:

• Strength is our Diversity – Saint Paul Public Schools’ greatest strength as the extraordinary diversity of its students, families, educators, and communities—and the opportunity that diversity creates for academic excellence. We must turn diversity into opportunity and opportunity into achievement.
• Weaknesses is our Inconsistency in outcomes – We have incredible students, talented educators, committed families, and some schools that are producing strong results. But we have not yet created a system where a child’s opportunity for academic success is consistent across every school and every community. The question I would ask as a school board member is: What do we need to change about the system so that more of our children succeed?
  I would focus on four things:
  • First, get the fundamentals right. Reading and mathematics must be priorities, particularly in the early grades.
  • Second, use data to drive action—not just produce reports.
  • Third, invest in our educators. Teachers need high-quality curriculum, professional development, manageable working conditions.
  • Fourth, address the whole child.

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?

Omar Syed: Recent ICE enforcement operations caused unacceptable terror, trauma, and absenteeism for our students. While community resistance was strong, the district’s readiness was limited. Virtual learning options should have been rolled out quicker. Moving forward, the district must continue to protect student data privacy, and ensure schools remain absolute sanctuaries of safety and support.

Kris Taylor: From my perspective, as an employee at the time of Metro Surge, the district did as best as they could given the circumstances. I can appreciate criticisms, but flawlessly responding to federally encouraged and supported violence in real time was not a reasonable expectation. Now my experiences in Iraq shape this answer. What the district, and state, can do is put into place protocols and safeguards for future scenarios like Metro Surge. What did we learn, how do we improve, what do we need to be prepared for the next time?

Uriah Ward: Our response was about as strong as it could have been. We shifted to hybrid learning so students could learn from home if needed to stay safe. The board passed a resolution barring the district from cooperating with immigration enforcement. We posted notices at every building stating that immigration enforcement isn’t allowed in without a signed judicial warrant, and those notices are still up.

We worked with security staff and building administrators so every school knew the protocol if ICE agents showed up, and we worked with SPPD to get ICE agents removed from district parking lots. School board members, myself included, stood outside buildings during pickup and drop-off with whistles, watching for ICE presence. Parents and community members across the district served as observers at those same times. Our teachers’ union, SPFE, led incredible mutual aid efforts to support affected families.

Since then, we’ve codified that original resolution into district policy, so this isn’t a one-time response but a lasting commitment from the board. If we face this again, we’re ready to put these same protocols back into action. We will always stand with our students.

Stephanie Anderson: Overall, from my perspective as a parent and organizer, I am proud of the district’s response to Operation Metro Surge. First they offered the option to transfer to the online school for any student who did not feel safe attending school in person. However, when the district received feedback from students, families and educators on how that was not the best option because it would take students out of their current school and community, the district pivoted to virtual learning, allowing a student (and their family) to stay with their school community as they learned virtually. I applaud and, as a board member, will work to keep the policy of no ICE agents in schools. We need to remain vigilant because we know that ICE has not gone away. Abductions continue even though the tactics have changed. Operation Metro Surge also revealed, for many, the degree of inequity in our community. Just as I and other leaders in the St. Paul Public Schools Parent Solidarity Network are working to envision what a long-term district-wide parent network looks like that can respond both to emergencies as well as address challenges like inequity over the long term, I think the district should be working to gather feedback from all stakeholders to get a fuller picture of the efficacy of their response in order to plan not just for future crises but to consider the district’s role in addressing inequity in our community over the long term.

Teresa Glass: I would give SPPS an A+ rating for their response. Since I was an SPPS employee until June 2026, I was very engaged in the district’s response to the ICE operations. I believe SPPS reacted quickly and efficiently to support students impacted by ICE operations. The district quickly pivoted to allow students to sign up for online learning so they would not miss important instruction time and individual schools across the district worked with community members to serve as monitors at all of the district schools before and after school to ensure students made it safely on and off buses. School staff throughout the district also quickly organized mutual aid committees to collect food, toiletries and cleaning supplies to in turn deliver to families in need. I am hopeful that if future issues arise in the St. Paul community that impacts a student’s ability to access learning, that SPPS would hold a similar stance. I was proud to be an SPPS staff member during the ICE metro surge. My job took me to schools throughout the district on a daily basis and I would see the bright yellow vests at all of the school corners at the beginning and end of school at every school I went to.

Tamara Mattison: I would rate the district’s response as a “B” as they took meaningful steps to protect students and reassure families, but the ICE enforcement exposed areas where preparedness, communication, transportation protocols, and family support can be strengthened. We need established emergency protocols, safety plans for transportation, multilingual communication with families, and build strong partnerships with immigration law organizations. “What did we learn, and what will we do differently next time?”

• First, every school needs a clear emergency protocol.
• Second, transportation must be part of our safety planning.
• Third, communication with families must be immediate, accurate, multilingual, and trusted.
• Fourth, we need stronger partnerships with trusted community organizations.
• Fifth, we must recognize the emotional impact on children.

Our schools must remain places where children can learn without fear. My responsibility as a School Board member would not be to determine federal immigration policy. My responsibility would be to make sure Saint Paul Public Schools are prepared, follow the law, protect student privacy, communicates with families, and does everything within its lawful authority to keep children safe.

That’s leadership.

Michael Schell: SPPS took concrete steps during an extremely disruptive situation. The district communicated its existing protections regarding immigration enforcement and school access, provided safety guidance, and created a temporary virtual learning option for families who did not feel safe sending students to school. The scale of the disruption showed how quickly an outside crisis can affect attendance and learning.

Going forward, the district should have a standing plan for situations that cause families to fear attending school. That should include clear multilingual communication, continuity of instruction, transportation procedures, protection of student information, mental health support, and clear guidance for staff.

Whatever the larger political conflict, students should not lose access to education because they are afraid to come to school. The district should work with legal counsel, city officials, families, and community organizations so schools can respond quickly, lawfully, and consistently while keeping students’ education and safety at the center.

Budget: The school board approved a budget with $14 million in cuts due to declining enrollment and rising wage/benefit costs. How should the board address these issues? How would you decide what to cut?

Kris Taylor: Given the ubiquitous issue of finance, I do not see this as an independent issue to address. That is to say I do not subscribe to the notion of simply pruning line items from the budget without seeking plausible solutions. I won’t endorse nor will I identify any thing “to cut” because the underlying issue is the shortsighted manner in which the district budgeting is forced to operate. Simply cutting from the school budget is not the same as cutting from road maintenance. Both are equally important, but many of the cost variables in road maintenance fluctuate less than education. Furthermore, education is one of the few city services that return a dividend to the community. Individual tax payers do not receive the dividend, but it is there: quality of life, the arts, entrepreneurship, workforce of strength and resilience. Ultimately, the board should address the budgetary issues by working with the community, city leadership, and state.

Uriah Ward: I helped create our district’s enrollment and retention committee, which has grown into a broader effort to bring families back into SPPS. We’ve already seen some success. One of our BIGG goals is to raise our market share, the percentage of school-aged kids in Saint Paul who enroll in SPPS, to 63%. We’re up one percentage point so far, but enrollment is still declining overall because we’re gaining a larger share of a smaller student population. That’s part of why we’re conducting a facilities portfolio review.

On the budget itself, our district uses priority-based budgeting. Under the budget policy I wrote, the district must solicit community feedback to guide budgetary decisions and then demonstrate how that feedback was used. Budget decisions have to be designed to achieve the goals the board set through our governance model, not made in isolation from them.

When we decide what to cut, we’re always trying to minimize direct impact on the kids we serve. We also check that our administrative spending stays low compared to peer districts, so more of our money goes where it matters most: our students.

Stephanie Anderson: Until we, as a country, fully fund education, cuts to our public schools are likely going to continue to be the norm, and these cuts will always be painful. They, and the process taken to determine them, must be transparent. In order to decide what to cut, the board must hold community listening sessions and meet with other stakeholders, like our educators and staff. The board must be keenly aware of what is going on at the district administrative level; this group cannot be immune from consideration when we make decisions on cuts. As a board member I will work hard to understand the numbers from all angles. I will ask questions and be persistent about getting answers. For example, I want to know more about the amount that SPPS is required to maintain in reserve. I’ll have conversations with my colleagues on the board and legal counsel to make sure that the amount maintained in reserve still makes sense when weighed against cuts that will harm our students, families and educators. I will do my best to make sure that cuts do not disproportionately affect those students and families who are already marginalized. Finally, property taxes in St. Paul are prohibitively high, and I will do all that I can to avoid raising property taxes and will look to other sources of funding that could be available through our city, county and state partners.

Teresa Glass: I recognise that budget issues are complex and multi-faceted. I have seen how extremely important custodial and cafeteria services are to the safe and efficient functioning of a school and personally witnessed the challenges presented when FTEs from those areas were cut. I also understand the importance of smaller class sizes and support staff for optimal student learning. As I have mentioned already, I would like to look at how resources are allocated, used and cared for. I would like to review data on the building specific expenditures, administrative costs, and discretionary spending. Budget decisions should only be made after a full review of all district operations and I cannot say today exactly what I would cut as I feel it would be irresponsible to come into the board with preconceived decisions on this before I have all of the information required for this important decision.

Tamara Mattison: First, we must use a student-impact, equity, and performance framework for every budget decision and not eliminate programs as a go-to option! We balance the budget around our students—we don’t balance the budget on the backs of our students.

I would use a tiered approach. 1) Protect the classroom, 2) Examine central office before deep classroom cuts, 3) evaluate programs based on outcomes, and 4) align our buildings and infrastructure with enrollment in a transparent process. I would like families, students, educators and community members to see the options before the Board votes.

My goal would be to create a financially sustainable school district that families actively choose for their children. That’s how we protect today’s students while rebuilding Saint Paul Public Schools for the future.

Michael Schell: The budget and enrollment problems are connected. Retaining students has to be part of any long term financial strategy. At the same time, rising compensation and benefit costs cannot simply be viewed as numbers on a spreadsheet because employees are the people delivering education.

I would start with a clear review of what each program, contract, administrative expense, facility, and outside service costs and what value it provides. I support stronger internal auditing and earlier public budget discussions so the board and community are not reacting after most decisions have already been shaped.

When cuts are unavoidable, I would look first for duplication, underused resources, administrative efficiencies, and spending farthest from direct student service. I would weigh every reduction against its effect on student learning, staff retention, enrollment, and legal obligations. Classrooms, special education, intervention services, reasonable class sizes, and the staff students interact with every day should be protected as much as possible.

Omar Syed: To handle structural deficits driven by rising costs and declining enrollment, the board must protect direct classroom learning and student supports before touching anything else. We cannot afford to cut in areas that would further reduce enrollment. I would evaluate budget cuts by conducting rigorous impact audits to ensure administrative overhead absorbs the burden while vulnerable students and equity initiatives are shielded.

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?

• Uriah Ward: Yes! A couple weeks ago. My 3-year-old loves to pick out books to read.
• Stephanie Anderson: Sure do! And so does everyone in my house. I last used my card yesterday when I checked out an audiobook on Libby.
• Teresa Glass: I have regularly used my library card in the past year to pick up large print books for my 97 year old mom. 
• Tamara Mattison: Yes, 2013
• Michael Schell: I do not have a current library card, but I am not opposed to getting one. The library is an essential resource for our communities.
• Omar Syed: No
• Kris Taylor: I do have a library card. I have used it within the last month.

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

• Stephanie Anderson: 2 or 3 in person, and I try to turn into the live stream whenever I can.
• Teresa Glass: I did not attend any school board meeting in the past year, but regularly read the published meeting minutes, as they often impacted my work. 
• Tamara Mattison: 1
• Michael Schell: None
• Omar Syed: One
• Kris Taylor: None. Life with 3 children makes attending for attendance sake rather difficult.
• Uriah Ward: Including our two monthly meetings, special meetings, committees, other assignments, and constituent meetings, I’d say at least 100.

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

• Teresa Glass: In my job with SPPS, I always worked more than 50 hours a week, so any additional time I had was dedicated to family. 
• Tamara Mattison: Yes, Afrocentric School Planning Team
• Michael Schell: Yes. I am a volunteer at This Old Horse Rescue in Hastings and have been able to get Saint Paul residents in volunteer opportunities. I [Editor’s Note: Cut for going over word limit.]
• Omar Syed: Yes, Mosque
• Kris Taylor: I volunteer as a coach with Highland Ball Club and I have assisted with LEGO League at my children’s elementary school.
• Uriah Ward: Recently I’ve served as a greeter at the 25-year SPPS staff luncheon, an observer during Metro Surge, and have assisted with several labor picket lines.
• Stephanie Anderson: Yes I have! Most significant was my volunteer work during Operation Metro Surge.

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

• Tamara Mattison: Yes
• Michael Schell: I do not currently have any children.
• Omar Syed: Yes, a son
• Kris Taylor: My children do attend SPPS schools. 
• Uriah Ward: I have a 3-year-old and a 6-month-old. They are future SPPS students!
• Stephanie Anderson: They sure do! Both have attended St. Paul Public Schools since pre-K.
• Teresa Glass: n/a

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

• Michael Schell: While not specifically in Saint Paul Public Schools, I am an active Para Professional and I have attended my schools sporting and music events often. 
• Omar Syed: Yes, High School Football
• Kris Taylor: Yes, I regularly attend events at my children’s schools.
• Uriah Ward: Yes! I do regular visits during school hours, preside over graduations, and attend school events as I’m invited. Too many to list in 25 words!
• Stephanie Anderson: Yes! Band concerts, theater performances, school carnival, school dance, baseball games and academic showcases. I also chaperoned my son’s 8th grade trip to Eagle Bluff.
• Teresa Glass: No, however, working with SPPS for 18 years, I have spent extensive time supporting staff and parents in many of the schools via training. 
• Tamara Mattison: Yes, Como Park High School Football-Cheerleading Coach

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

• Omar Syed: Yes
• Kris Taylor: Yes, appreciating different perspectives is necessary for problem solving and critical thinking.
• Uriah Ward: Absolutely! Students deserve a curriculum that reflects diverse voices and perspectives so they can think critically and understand the world they live in.
• Stephanie Anderson: 100%. All students deserve to see themselves – their history, present reality and dreams for the future – in curricula, extracurricular offerings and their school libraries.
• Teresa Glass: Yes, ALL students should receive instruction presenting many different viewpoints and cultural perspectives to feel valued and learn respect and understanding individuals different from themselves. 
• Tamara Mattison: Absolutely
• Michael Schell: Yes. Students benefit from learning about different experiences, cultures, ideas, and perspectives.

7. Who was your favorite teacher? 

• Kris Taylor: I have had many favorite teachers. Mrs. Austin, 4th grade, is my earliest teacher I can still name.
• Uriah Ward: So many! I’ll say Mrs. Knight. I had her for two AP Government courses. She encouraged my passion for building change through the democratic process.
• Stephanie Anderson: Ms. Rochon, 5th grade. I beat her at a speed multiplication game and won a free
• lunch from Subway.
• Teresa Glass: Mrs. Debra Townley was a good teacher who held high expectations for all students, was strict but also quick to laugh and made learning fun. 
• Tamara Mattison: Mr. Hudson
• Michael Schell: Mr.Mattis who was my middle school social studies teacher. He was always a kind and welcoming teacher who met everyone at the level they required [Editor’s Note: Cut for going over word limit.]
• Omar Syed: Michelle Anderson

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

• Uriah Ward: Yes! SPPS has used the CASEL model for SEL, helping students manage emotions, build relationships, and make responsible decisions.
• Stephanie Anderson: Absolutely! Through SEL supports, my children have learned skills and become confident that they can succeed in both the academic and social aspects of school.
• Teresa Glass: I absolutely support Social Emotional Learning! Being an Occupational Therapist in SPPS, I regularly supported SEL, focusing on student self-regulation, sensory processing and environmental adaptations.
• Tamara Mattison: Yes, my organization has provided programming for 22 years around SEL
• Michael Schell: Yes. Social and emotional skills support relationships, self regulation, classroom engagement, and learning.
• Omar Syed: Yes
• Kris Taylor: Yes, Content is important but not to the near total exclusion of working with students on social and emotional life skills.

9. What was your favorite class?

• Stephanie Anderson: In high school, Calculus, even though I got a B.
• Teresa Glass: It was always physical education as I craved opportunities at school, to run and be physical. I also loved the teamwork involved in Physical Education.
• Tamara Mattison: Math
• Michael Schell: Anything Art. I’ve always been naturally creative and artistic and this carries into my career and schooling choices as well.
• Omar Syed: History
• Kris Taylor: I love history and geography. In college though, it was my philosophy courses.
• Uriah Ward: I took every Social Studies class my high school offered (and later became a Social Studies teacher). Civics was my favorite!

10. Do you support student voice in district operations?

• Teresa Glass: I definitely support student voice, as they have unique perspectives and experiences that, when given a voice, will inform decisions to make the district stronger.  
• Tamara Mattison: Yes, we need a student advisory committee to walk alongside the SPPS Board
• Michael Schell: Yes. Students experience our schools every day and should have meaningful opportunities to influence decisions that directly affect them.
• Omar Syed: Yes
• Kris Taylor: Absolutely, including students in district decisions and operations provides students experiences and creates ownership.
• Uriah Ward: Yes! We had students on our strategic planning committee, have done specific outreach to students, and are rebuilding our Student Engagement and Advancement Board.
• Stephanie Anderson: Of course! Students are SPPS’ main stakeholders. We need both formal and informal methods to learn what’s working and where we can do better.

More Information

• Ballotpedia: Anderson
• Community Reporter: Anderson, Glass, Mattison, Syed, Ward
• League of Women Voters Candidate Forum
• Sisters of St. Joseph of Carondelet Candidate Forum

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

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