Lisa Martino Alves’ campaign statement: ‘The environment around our schools is changing rapidly. Inaction is not an option.’ – Pelham Examiner
Editor’s note: This campaign statement was provided by school board candidate Lisa Martino Alves. The Pelham Examiner publishes campaign statements in the form received as a service to the community.
Dear Pelham Neighbors,
My name is Lisa Martino Alves, and I’m running for the Pelham Board of Education. As a parent of two children in our schools and an educator with more than 20 years of experience, I believe I can help our board meet the unique moment facing our district.
Pelham’s schools are strong by every measure, which is something to be proud of. But even strong systems need to evolve, especially at a time when expectations around learning, assessment, and student readiness are shifting quickly. I am running to help ensure that Pelham thoughtfully adapts to emerging challenges, so that our students are prepared to lead and our district continues to thrive.
A Meaningful Connection to Pelham
I moved to Pelham in 2022 with my husband Jorge Alves and our two sons, prioritizing our children’s education and seeking connection in a close-knit community. We were overwhelmed by how we were welcomed on the sidelines at Glover and Franklin fields, in the audience at school concerts and musicals, and at our neighborhood block parties. This spirit inspired me to become active in Pelham’s rich civic life:
- Member of the Personal Growth and Achievement Committee led by Dr. Comerford at Pelham Schools
- Member of the Pelham Junior League
- Vice President of the Pelhamwood Association
- Work closely with the PTA at Colonial Elementary, Pelham Middle School, and Pelham Memorial High School
Experience To Meet the Moment
After earning a Master’s Degree from Teachers College at Columbia University, I intentionally built a career across a broad range of educational settings. From teaching student-centered social studies in Queens public schools and international schools in Brazil, to leading project-based learning at the Met School in Rhode Island, to serving as assistant principal in New York City and Westchester, I saw firsthand the importance of learning environments that are relevant, rigorous, and empowering to students. As a researcher with Brown University’s Education Alliance, I analyzed curriculum and instruction across districts to provide recommendations aligned with state expectations. That exposure across districts and contexts has given me a broad perspective on how schools operate, how student needs vary, and how systems succeed or struggle when navigating external change.
In my current role as principal of Hendrick Hudson High School, my day is spent in classrooms: observing instruction, working with teachers, and analyzing what students know and where they need additional support. I also bring teacher teams into other schools so we can see different approaches to teaching and learning firsthand, grounding our work in real examples rather than theory alone. At the core of my work is the belief that strong schools should seek both rigor and connection.
Priorities as a BOE Candidate
Pelham is in a strong position, but the environment around our schools is changing rapidly. New York state expectations and policies are in transition, and our approach to teaching and learning must adapt. Technology like AI is transforming how our students retain knowledge and demonstrate understanding. Inaction is not an option. The question is how we respond in a way that builds on what is working, while addressing what is changing. I believe the Board’s role is to support forward-thinking practices while ensuring there is clear evidence that students are learning. As a candidate, I have three core priorities:
- Build On What We Already Do Well
State-level policy changes create real opportunities for our existing programs. Neighboring districts are following this direction by adding career-focused pathways, spring internships, Global Scholars programs at the secondary levels, and hands-on robotics, drone and other K-12 STEM experiences. I want to better align new state policies with the unique programs we have here in Pelham. There are also improvements we can make right now without adding to the budget. For example, Pelham invests in world language learning at the elementary and secondary level across multiple languages. Yet we do not currently pursue the New York State Seal of Biliteracy, even though our students qualify.
- Expand Real-World Learning Opportunities
Pelham offers strong examples of applied learning, including the PMHS Science Research program and the PMS IB program, where students engage in sustained, meaningful work. But many of our robust programs are concentrated in a few areas. Families are asking for more opportunities to connect learning to the real world through field trips, internships, and hands-on experiences. To fully engage all students, we need to enhance programs and reflect a wider range of interests.
- Make Learning Clear and Meaningful for Families
Most families don’t need more information from our schools. They need more clarity. In practice, that means being able to answer: What does my child understand? Where do they need support? What comes next? As assessment evolves, I would prioritize systems that make learning visible and digestible, so families can see meaningful progress and better support their children’s growth.
As both a parent and an educator, I bring a clear understanding of how decisions are made, and how they affect students and teachers every day. Public education has shaped my life, and I would be honored to use that experience to serve the Pelham community. I respectfully ask for your vote in the Pelham Board of Education election on May 19.