1. Do you support the HCPSS guidelines that transgender students will have access to restrooms, changing facilities, and sports in accordance with the student’s gender identity? Please explain your answer.

This is, at its core, is a matter of every individual’s right to live authentically. I believe that right is already guaranteed to students by our Constitution, making it one of the most fundamental tenets of our democracy. I fully support both the spirit and the language of the HCPSS guidelines as they relate to students’ gender identity, and I am committed to ensuring that every student can access school facilities with the same freedom and dignity as their peers

2. Would you support a policy that codifies the guideline that requires HCPSS staff and non-official documents to use the name and pronouns that a student requests? Please explain your answer.

During my years teaching high school in the early 1990s, I witnessed a teacher repeatedly refer to a male student using female pronouns. That behavior continued for weeks before the teacher was reprimanded and stopped. I see no meaningful difference between that situation and what this question addresses. A student’s gender identity is not a matter for public debate, and we cannot allow society to define who and what a person is. I would wholeheartedly support the codification of such a policy.

3. To what age groups (if any) is it appropriate for teachers and other staff members to disclose to students that they have LGBTQ+ family members or are in a same-sex relationship?

There is no age group I would exclude from learning about the loving relationships of HCPSS employees. Throughout my career, I encouraged teachers to remain focused on instruction while being mindful of appropriate boundaries — being warm and present without being intrusive. That said, love is love. Concealing healthy, positive relationships from children can create confusion and, worse, convey that those relationships are something to be ashamed of.

4. What concerns, if any, do you have with students talking about themselves or family, friends, or community members related to being LGBTQ+?

I have no concerns about these conversations. I recognize that our society has not yet embraced the LGBTQ+ community as fully as it should, and that open dialogue can make some people uncomfortable. My own lived experience has taught me that we cannot take responsibility for the discomfort of others. Every person has the right to share who they are, and educators should actively foster environments where that sharing is welcomed and celebrated.

5. Should curriculum include reference to LGBTQ+ individuals, including the fact or possibility that the individuals were LGBTQ+ identified. If yes, what (if any) is the minimum grade level at which these references should be included? Please explain your answer.

Yes — and with intention. When relevant, acknowledging the LGBTQ+ identity of an individual is both appropriate and important. My concern lies in how it is done. As a 62-year-old Black man, I have seen “performative acceptance” far too many times. Mentioning someone’s identity as a novelty or for shock value is not inclusion — it is a hollow gesture that actually impedes genuine respect. It is no different from taking pride in “having a Black friend” or pointing to a single Black administrator as evidence of equity. True inclusion means treating LGBTQ+ individuals as whole human beings woven naturally into our shared history and culture. I believe this can and should happen at every grade level.

6. Should curriculum include reference to LGBTQ+ themed works of literature, art, and media, and if yes, what (if any) is the minimum grade level at which these references should be included? Please explain your answer.

My response to Question 5 also applies here. I would add that, depending on the theme and subject matter of a given piece, inclusion of LGBTQ+ works should not simply be encouraged — it should be required. The arts are a vital expression of our shared humanity. When taught thoughtfully, they open the door to rich conversations about the artists, about ourselves, and about the world we want to build together. Well-selected works can do that beautifully at every grade level.

7. Should HCPSS ensure access to LGBTQ+ student clubs like GSAs for students? At what levels (High? Middle? Elementary?) should this happen? Please explain your answer.

Absolutely. Schools must be safe and affirming spaces for every student, and that means guaranteeing access to clubs and support groups at all levels. If there is a need for students to gather, share experiences, and build community — and there clearly is — our schools have an obligation to support that. Availability alone is not enough, however. GSAs and similar groups must have the same opportunities, resources, and visibility as any other club. While each school community will look different, every school must ensure that no additional barriers exist for these groups. Membership should drive the level of participation — but the door should always be fully open.

8. Do you support the continued funding of programs for LGBTQ+ students at HCPSS such as employing an LGBTQ+ initiatives specialist and rainbow representatives within the schools? Please explain your answer.

I look forward to a day when dedicated LGBTQ+ support positions — like BSAP specialists — are no longer necessary because every school is already a genuinely welcoming and affirming space. Until we reach that point, these roles are not optional; they are essential. I fully support the continued funding of LGBTQ+ programs and staff within HCPSS.

9. What changes would you like to see made to the way HCPSS handles identification, reporting, interventions, and prevention of bullying and hate/bias incidents?

I broadly support the philosophy and implementation of Policy 9460. However, one passage gives me pause: “When the alleged motives are related to gender expression, gender identity or perceived sexual orientation, the administrator/supervisor will make every effort to speak with the targeted student prior to notifying the parent.” My concern is that a bully could effectively “out” a student. Depending on that student’s home environment, they could face victimization twice — first by the bully, then by their own family. This creates an extraordinarily difficult decision for everyone involved.

As both a parent and an educator who has worked through countless bullying cases, I would not eliminate parent notification. Experience has shown me that bullying is most effectively resolved when parents/guardians are engaged in the solution. What I would change is the language itself. I would replace “will make every effort to speak with the targeted student” with a firm mandate: “will contact the targeted student.” This small but meaningful shift ensures that students have the opportunity to prepare — and, when appropriate, to help shape — how their parents are informed.

10. Would you support a policy that allows staff not to disclose information to parents that was shared with them in confidence about a student’s LGBTQ+ identity?

Yes, without hesitation. A trusting relationship between student and educator is foundational to learning. For many LGBTQ+ students, a teacher or counselor may be the only trusted adult in their lives. We already extend confidentiality protections to educators — with the well-established exception of mandatory reporting when there is imminent physical harm to self or others. I believe a student’s LGBTQ+ identity belongs under that same confidentiality umbrella, and I would support a policy that makes that explicit.

11. HCPSS has a diverse student population with regard to race, ethnicity, country of origin, immigration status, socioeconomic status, disability, family structure, etc. What roles, if any, do you think these intersectional identities should play in the school system’s policies and practices in supporting LGBTQ+ students?

Equity must be the foundation of every policy we craft. For too long, systems have been comfortable with policies that overlook the compounding burdens many students carry. Any single intersecting identity — race, immigration status, disability, family structure — can significantly affect a student’s experience. When several of these conditions overlap, the impact on academic success and overall well-being can be profound. The current political climate only intensifies these challenges, as rhetoric targeting “traditional” gender roles and the rights of our LGBTQ+ community demands a serious, principled response from local policymakers.

A school system committed to wrap-around services, culturally responsive instruction, and equitable resource allocation will be best positioned to meet the needs of every student. Policies must affirm the identities of all students and actively nurture inclusivity — and those policies must be backed by meaningful, well-designed training. Good policy is only as effective as the people implementing it, and our staff deserve the preparation to do so with confidence and care.

12. HCPSS has guidelines for gender inclusion (found in https://www.hcpss.org/f/supports/gender-inclusive-guidelines.pdf). Do you support these guidelines and would you vote in favor of a policy that codifies these guidelines? Please explain your answer.

I fully support the HCPSS gender inclusion guidelines and would vote in favor of codifying them as formal policy. It is worth noting that our county currently operates with guidelines rather than policy — a distinction that matters. The foundational principles of our school system are clear: we protect the rights of all students. As a lifelong educator, I have held myself to that standard throughout my career, and I will carry that same commitment with me if I am elected to the Board of Education.

13. What are your views on training all staff on LGBTQ+ and other diversity related issues?

Culturally responsive training should be mandatory for all staff — full stop. If I am elected to the Board of Education, one of my early priorities will be a direct conversation with the Superintendent about making such training a system-wide requirement. I have long believed that teachers, nurses, law enforcement, and emergency medical personnel should all complete tools like the Harvard Implicit Bias survey, which includes a meaningful reflective component. Introspection is the only path to genuinely understanding the biases we carry — and how those biases can affect our ability to serve every student well.

Howard County has a strong tradition of offering professional development, and that is commendable. However, training that is poorly designed, overly cautious, or that only skims the surface too often fails to move people. It becomes a checkbox rather than a transformation. I am committed to advocating for training that is honest, challenging, and built to create real and lasting change

14. Do you agree with the current policies for book removal requests? Why or why not? How should HCPSS prevent those requests from disproportionately affecting LGBTQ+ themed books?

I generally support the current HCPSS Policy 8040 governing the approval of curricular materials. The policy establishes clear standards, including that materials must be “reflective of diverse perspectives and points of view.” My reading of that standard is unambiguous: the county is not only permitted to include the experiences of historically marginalized groups — it is obligated to. To exclude such material would be to fall out of compliance with the policy itself. Similarly, Policy 8050 affirms that materials with political, economic, cultural, or social significance belong within our curriculum — a standard that clearly supports diversity and inclusion.

Both policies are thoughtfully written. My concern is not with the policies themselves, but with how organized groups — such as Moms for Liberty — work to weaponize and distort them in service of exclusion. The most powerful protection for LGBTQ+ themed materials is the consistent, principled application of the standards our county has already articulated. And the most powerful safeguard of all is electing Board of Education members who will not waver from those standards, regardless of political pressure.​​​​​​​​​​​​​​​​