Meet School Committee candidate Jessica Parks

How many years have you lived in Medford? 
14 years

Please describe your professional background and education. 
Education: I hold a B.A. from Bennington College, majoring in Environmental Science, Politics, and Architecture. My final project involved designing a sustainable middle school. I also earned a Master’s Degree in Urban and Regional Planning from the University of Michigan, with a certification in Negotiation & Dispute Resolution. 
Professional: I am currently a project manager in Campus Construction at MIT, specializing in energy efficiency projects that range from a few thousand dollars to multi-million dollar capital projects. I hold a LEED Accredited Professional credential and have extensive experience as a planner and sustainability consultant in both the public and private sectors.

What, if any, city positions (appointed or elected) have you held, and for how long?
2020 - Present: Mayor-appointed member of the Medford Energy & Environment Committee (MEEC)  
2024 - Present: Electric Coach for the City’s new Electrify Medford Program  
2025 - Present: Co-creator and member of the new MPS After School Task Force 

What volunteer roles have you participated in that you feel have made a difference in Medford? 
Working with a group of concerned parents, I created a change.org petition to “Save Our Missituk Teachers,” who we believed were disproportionately laid off due to the budget shortfall in 2024, and to advocate for better communication with the district. We presented the petition with over 500 signatures, which resulted in a town hall with leadership. In the end, only three of the original six positions were eliminated.
As a lead volunteer with the Invest in Medford Override campaign, I recruited volunteers, wrote FAQ responses, researched information, compiled charts and data, and canvassed hundreds of households. In addition to providing education on the ballot measures, I was able to speak with many residents and learn about the issues that are truly important to them.
As a co-creator and member of the MPS After-School Task Force, I supported a strategic and proactive approach to tackling the issue by developing case studies from other communities, analyzing real data, and engaging partners to show a path forward for expanding existing school-based services over the next two years. This work is now progressing, and there has already been an increase in available spaces.
Member of the search committee for the Assistant Superintendent of Curriculum & Instruction. 
Ongoing PTO volunteer and Class Rep. From teacher appreciation events to ice cream socials, these activities all matter in building a sense of community.   

Why should residents vote for you? 
Residents should support me if they want an action-oriented, community-driven leader with a proven record of collaboration. I don’t wait for problems to solve themselves; I tackle them head-on. I analyze the data, bring the right people together, and move solutions forward. As a planner and project manager, I’ve built a track record of strategic thinking, creative problem-solving, and inclusive leadership that invites multiple voices to contribute, all aimed at achieving the best outcomes for our community.
Residents should vote for me if they want a passionate parent and trusted partner who understands their concerns and is ready to advocate for them. For example, during my time canvassing for the override campaign, I heard from many parents about the challenges they face with after-school care. As a family that had successfully moved off the after-school wait list four years ago, I could have easily done nothing. Still, I was compelled to team up with three other parents to see if we could make a difference, and thus the After School Task Force was born. 
The School Committee has oversight of and responsibility for the school system; however, this work cannot be done in a vacuum. I do not come to this position with any preconceived agenda; I am truly running to serve all residents and support all educators, with the common goal of structuring a system where our students can flourish. With a background in urban planning, I can collaborate seamlessly with the community partners necessary for a thriving school district.

Why are you running or running again for School Committee, what changes do you believe you can facilitate?
My motivation to run for School Committee stems from a desire to roll up my sleeves and work collaboratively toward schools where everyone feels supported and heard, and from wanting to show my son the importance of standing up for what you believe in – something that feels especially crucial today. I was further motivated to run after learning about the budget problems our district faces, the creative ways we try to manage them, and the many stories I’ve heard about the learning struggles of individual students and their families, along with the lack of consistent resources to help them. This is very personal to me, rooted in my own experiences in school as well as those of the children in my life, whether my own or others.

My vision for the district includes short-term and long-term goals across four to five main categories, which are detailed on my website jessicaparks4medford.com: Budget & Vision, Supporting All Learners, Supporting Families & Caregivers, and Communication. However, priorities will shift based on feedback from parents, students, and educators, as well as policy changes at the state and federal levels. 

When considering the budget, the current instability of national funding highlights the importance of careful, strategic financial planning that includes scenario building in case funding becomes unavailable. 

A more immediate task I want to prioritize is helping the district develop a more accurate budget by identifying what the district needs to fully thrive, or achieve a fully realized Vision for Medford Public Schools. Then, we can work backward to determine the operating costs for a single fiscal year aligned with that 'Vision.” This should always be the first step in any budget discussion, much like many construction projects, where you first create a design that meets all users’ needs and then estimate the initial budget. From there, it’s crucial to prioritize wisely, with input from all stakeholders—including the community and our educators—and to adjust the scope of the request for the fiscal year. Even if we can’t fund everything immediately, understanding our shortfall relative to our Vision is essential. This clarity allows us to explore alternative revenue sources or potential partnerships. As a project manager, I build my budgets this way, and I believe this approach would work well here. 

Second, I plan to focus on strategies that consistently address the needs of all learners across all our schools. Our classrooms are filled with students who have a wide range of needs—some working below grade level, some on target, and others far ahead. Meeting these diverse needs simultaneously is a significant challenge, even for the most experienced educators. 

While strategies exist on paper, the reality often looks different. To achieve real change we must set our educators up for success. That involves providing practical training and ongoing professional development to help them utilize tailored resources for diverse learning needs and promote positive growth for all students. Whether a student struggles to access the curriculum, requires alternative learning methods, or looks for additional challenges, they should have meaningful opportunities to stay engaged instead of having to look elsewhere to have their needs met.

Additionally, I aim to work on programs and policies to ensure that families and caregivers have the tools they need to advocate effectively and hold the responsible parties accountable. Accessing an advocate or understanding their rights to learning supports should be a guarantee, not a privilege. Too often, children go without necessary supports because of language barriers, financial limitations, or a lack of information about the process. Equally important is maintaining clear, consistent communication at every stage of the process and creating the same processes at all schools in the district. 

Third, we must ensure safe and reliable access to before- and after-school programs, as well as safe ways for students to travel to and from school. Increasing the number of children served by the Medford Public Schools After-School Program—and making sure it serves all student populations—is a top priority for my campaign. This builds on the work I’ve already done through the MPS After-School Task Force. By working with the Task Force to set clear performance measures and a review schedule, we can evaluate effectiveness, distribute resources equitably, and staff programs appropriately. 

Fourth, I want to prioritize communication. Our families, caregivers, students, and educators deserve clear and consistent information about what’s happening in our schools so they can make informed decisions. Equally important, they should all feel empowered to speak up. Too often, we only hear from people when an issue has already escalated. That needs to change. Listening early and often builds trust and collaboration. And if problems do arise, we can address them early, together, before they become crises.

I will work to expand opportunities for open, honest dialogue and create space that encourages underrepresented voices, whether through School Committee meetings, community coffee hours, or one-on-one conversations. Specifically, I plan to establish regular educator coffee hours at each school, giving teachers, staff, and even students a chance to share their experiences, challenges, and ideas in a welcoming environment.

To keep everyone better informed, I support dedicated webpages and email bulletins for key updates like after-school registration, staffing changes, or other urgent issues. My professional background managing communication during construction projects has equipped me with the skills to make complex, evolving information clear, concise, and accessible for all. 

What do you see as the top issue with the School District?
While it is hard to identify a single issue, since many of the problems are often interconnected, the common thread for most challenges is budget constraints and uncertainty. Federal and State funding is not guaranteed year-to-year but is currently in more of a state of flux than ever before.  This means that Medford Schools and other city services are competing for limited resources as community expectations, student needs, and health insurance costs, among other things, are growing.  

With potentially deep cuts in federal funding and a local budget stretched thin what are your budgeting priorities and how do you propose to make them happen?
My approach to budgeting begins with ensuring that our current needs and commitments are met. If the district cannot cover all of its obligations, the first step must be to identify which areas are legally protected by state and federal requirements. From there, we should work with educators, families, and the broader community to set clear priorities and then adjust the budget accordingly. This process helps us fully understand any remaining deficit and how best to address it.

My personal priorities in the budget, if cuts are necessary, are to preserve services for high-needs students, ensure consistent and uninterrupted learning for all students, and provide social-emotional supports. Additionally, building maintenance should never be entirely cut from a budget; otherwise, we will end up paying more in the long run, which I see frequently in my role as a project manager who focuses on building systems in existing buildings. 

For building maintenance, I would also seek opportunities to collaborate with city hall to identify additional funding sources for one-time expenses, such as major repairs or system replacements. For supplies and programs, I would support efforts to pursue grants and other external programs that can bring new resources to our schools.

Right now, federal Title II, III, and IV funding remains uncertain—a stream that accounts for roughly $300,000 of Medford’s FY25 budget and supports professional development and key elements of our English Learner Education Program. This instability underscores the need for careful, strategic financial planning.

What role should the community play in supporting the education of children?
For Medford to truly thrive as a community, we all must invest in our schools. When we support education, we're investing in the future of our whole community, making it a better place for everyone to live and grow. Studies show that when children see adults working together and investing in them, they feel valued and inspired to contribute back, which continues the cycle. 

Additionally, given the funding realities of today, it is critical to utilize many different community resources to support or supplement the work being done in the schools. Families, neighbors, coaches, businesses, local organizations, and even local universities can all contribute to an environment that supports children's continued learning, whether by bringing funding and resources directly into the schools or providing opportunities beyond the classroom. This is already being done by the robust PTO Programs at each school and the City-Wide PTO, as well as the Band Parent Organization, and Big Brothers Big Sisters from Tufts, to name a few. 

What book is currently on your nightstand? (just for fun) I currently have a stack I alternate between depending on my mood…

• "Mama Needs a Minute! A Candid, Funny, All-Too-Relatable Comic Memoir about Surviving Motherhood" by Mary Catherine Starr
• "Modern Lovers" by Emma Straub
• "The Heaven & Earth Grocery Store" by James McBride
• "Helping Your Anxious Child" by Ronald Rapee, Ann Wignall, Susan Spence, Vanessa Cobham & Heidi Lyneham