Whether you head to the polls or Vote by Mail, you will be voting for more than political candidates this November, as this General Election also includes choices for Princeton Public School’s non-partisan Board of Education. Three seats are opening up, though two of the incumbents are not seeking re-election. That means Princeton voters will be choosing up to three new members to join the Board.
While you are considering who will get your vote, it is important to think about some of the big items that will be decided by this new Board. Earlier this month, the Superintendent Search Committee put out a survey and held meetings to get input from different engagement groups, but ultimately the deciding vote about who will next lead Princeton Public Schools falls to the new Board. Additionally, an $85-89m bond referendum is expected to be put up for a vote in January 2025. Decisions about this referendum and how any approved monies are apportioned will be handled by the existing and new Board as well.
47% of your property tax bill goes to Princeton Public Schools so, how do you decide who will best represent you and be good stewards of that money? Pulling together all the information you have gathered from candidates’ forums and other publications is important but can also be daunting. So, we have worked to simplify the process for you, creating an easy comparison tool to help you know who the candidates are and where each of them stands.
We asked all six candidates the same questions, including perspectives about the issues just mentioned and more. Their responses are posted in alphabetical order, not ballot order (as pictured below for reference). For each of our six important questions, just click on the + next to each candidate’s name to compare their responses.
Prior to becoming a candidate this year, in what ways have you been involved with PPS and what specific insights has it given you?
I have been actively involved with the Princeton Public Schools since I first moved to Princeton 14 years ago and joined the Johnson Park Parent Teacher Organization (PTO) as Treasurer at my very first PTO meeting. My long and significant involvement with the schools has given me a lot of institutional knowledge. Dr. Foster is the fifth superintendent I have worked with (though the first I was involved in hiring), giving me a solid sense of what skill sets have worked well previously and are important to the community. This depth of knowledge has greatly enhanced my effectiveness as a board member charged with overseeing the breadth of district business, from curriculum and student health, wellness and safety, to finances, operations and future planning. 
I have been involved with PPS as a member of the Princeton Middle School PTO Executive Board, which has allowed me to work closely with parents and school administrators to address concerns and improve the school experience. Additionally, I served on the [municipal] Committee on Affordable Housing, Racial, Social, and Economic Equity, where I gained valuable insights into the systemic barriers faced by many students in our district. Through my role in these committees, I have seen firsthand the need for increased resources for underrepresented students and better communication between the district and families to ensure equitable access to education for all. 
I’ve been actively involved in Princeton Public Schools as a booster officer for the Princeton High School football and cheer programs for the past 2.5 years. Volunteering in these roles provided insight into the importance of extracurricular activities and the challenges of securing funding to support these invaluable student experiences. Many coaches, who also are full-time teachers, and parents, who work full-time, bear the responsibility of fundraising. If elected, I’d like to explore how resource allocation for extracurriculars can better support these programs without placing additional strain on the staff, coaches, and families. 
I’ve served in many volunteer roles within the Parent Teacher Organization (PTO) since my son started at Community Park School, ranging from class parent to chair of the annual school-wide STEAM Day event, for which I built connections with numerous individuals and organizations throughout the Princeton area to present STEAM topics to students. Most recently, I have been serving my 2nd year as PTO Co-President. Additionally, I stay actively informed about the management of Princeton Public Schools by regularly attending Board of Education meetings, BOE committee meetings, and Parent Teacher Organization Council (PTOC) meetings. Last year, all four elementary schools worked together to share ideas and insights amongst us. We can build upon this collaborative approach within the district. We can also further build bridges and foster collaboration with the town and other external organizations. It is my belief that everyone here wants our schools to be the best they can be, and I want to roll up my sleeves and be a part of this bright future! 
In my three years in the district, I have been involved with the Community Park Parent Teacher Organization (PTO) serving in the roles of Photo Day Leader, 5th grade Yearbook Committee, and I am now in my second year as co-PTO President where my main tasks have been fundraising. Being co-PTO President gave me a seat on the PTO Council where I observed how the PTOs worked together, with the district, to tackle big questions and issues that faced the district. In these roles, I have seen the board dynamic on focused topics, the strong leadership of Dr. Foster and Dr. Tew, and I have learned of areas where we can unite our schools to work toward common goals for all students. These experiences have built my understanding of the amazing community partners and programs and how we can improve our relationships and build momentum in the future. 
Since moving to Princeton in 2016, I have been actively engaged in various PPS issues as a community member. These include the Cranbury Send-Receive Agreement (SRA) discussion, the 2018 referendum, 2022 PPS Strategic Planning Core group, the 2023 proposed math curriculum change, and the protest over the abrupt firing of the PHS principal. Through these involvements, I have come to understand that PPS represents a very diverse community, making it challenging to balance the interests of all stakeholders. Despite this complexity, the board has increasingly made decisions unanimously, which does not always capture the full range of perspectives on the issues. A need to focus support on Black and Brown students is one BOE candidates have shared with Princeton Perspectives year after year. Do you believe there have been tangible support improvements and outcomes in this area over the past 5 years and if not, what changes would you recommend could make a bigger difference?
Last week the Board heard about encouraging performance gains year-to-year for PPS students of all demographic groups, although some unacceptable gaps remain. Looking ahead, the introduction of the proven Orton-Gillingham structured approach to literacy at our elementary schools is an improvement that I am most excited about. Orton-Gillingham benefits all our children but will hopefully reduce over-classification and begin to significantly close the achievement gap that we see with our Black and Brown children. Focusing on early intervention, the district aims to remedy literacy skill deficits before third grade to narrow persistent achievement gaps. While some efforts have been made to address the needs of Black and Brown students, there is still a long way to go. Tangible improvements require a focus on equitable access to educational resources, culturally relevant curriculum, and mentorship programs. I believe we need to create stronger partnerships with community organizations to provide holistic support for students, ensuring they not only succeed academically but feel fully included and valued within the school system. While there have been efforts to support Black and Brown students in recent years, the outcomes still are not where they need to be. I believe that more tangible improvements can be made by increasing the accessibility of academic and extracurricular opportunities, ensuring that all students feel empowered to take advantage of these resources. Additionally, focusing on mental health support and mentorship programs tailored to address their unique challenges could make a big difference in their overall school experience. It’s essential to continually measure the effectiveness of these programs and adjust strategies accordingly to ensure tangible, lasting progress. There is have been incremental tangible support improvements in the past 5 years. However, it is my opinion that we have so much more work to do in this area, especially since a pillar within the PPS Strategic Plan is “Opportunity and Achievement for All.” These are not new issues that we face, but they are ones that PPS will need to focus on to help bring additional support for Black and Brown students. One example where Princeton has made progress is in the early childhood education arena with the expansion of universal PreK. Universal PreK access has a significant impact on future academic performance. The learning gaps become less pronounced with universal early childhood education before our students enter elementary school. A few examples I can share that I believe would further help outcomes and make a difference in this effort are teacher training and recruitment as well as community engagement. In terms of teacher recruitment, teacher diversity helps our students see role models who reflect their own varied backgrounds. Engagement is always at the forefront of my mind. If our schools successfully build robust partnerships within our communities, it will support students both inside and outside the classroom. There are also other approaches that PPS can take in tandem with regular assessment and community feedback as to what will best serve our Black and Brown students’ needs. The testing data shows marginal gains, but that doesn’t mean more improvement doesn’t exist in other ways around the schools. If one kid is reading at a higher level or one kid feels safer or more accepted, then that is tangible, just on a small scale. In order to make bigger impacts, we need to shift the culture around teaching and learning to focus more on literacy and the skills found in portrait of a graduate. Test scores in any subject will not improve if reading levels are low, students aren’t seeing real world connections between what they’re learning and life after high school, or if students are disengaged. We will see a big difference if we shift to more interdisciplinary content, practical and relevant application of that same content and support reading at all levels. I don’t have sufficient data to show whether the district’s efforts have had a positive or negative impact. Rather than focusing solely on what the district can or is willing to do, changes I would recommend include engaging Black and Brown students and their families in ongoing, active dialogues to understand the support they need. By working together, the community and the district can establish measurable goals to track educational outcomes and assess the effectiveness of these efforts. Anti-Jewish hate crimes accounted for 67% of all religiously motivated hate crimes last year, according to a recent report from the FBI, and we’ve seen incidents of this nature in our own Princeton community. While PPS has a mandatory racial literacy curriculum for students in grade 6 and above and has asserted a zero-tolerance policy for antisemitism, numerous Jewish parents and students told the administration and Board of Education at public meetings last spring that they do not feel it is serving their community and that more needs to be done. What changes would you suggest to PPS to ensure all families feel seen, heard and understood and what role do you feel public schools have in dismantling hate?
While the public schools can’t solve all the problems in the community, by working together we can ensure that our children grow up in a community that is kind and tolerant of all. PPS administration is actively working to bolster a culture of kindness in our schools including through assemblies with Seeds of Peace. Over the summer, staff was reminded of PPS policies and instructed to immediately address unkindness when they see it. To address any specific instances of hate, a formal HIB (Harassment, Intimidation, and Bullying) complaint is the most effective manner for the Board to be made aware of the incident and enforce its zero-tolerance policy. PPS should expand its curriculum to include comprehensive education on various cultures and religions starting at earlier grades. Establishing open dialogues with affected communities can help address specific concerns and foster understanding. I suggest creating a diversity and inclusion task force that includes students, parents, and educators to proactively address issues of hate. One of my main focuses should I get onto the board will be on making all students feel physically and mentally safe. I deeply empathize with the fear that many Jewish parents feel as a result of generational trauma. Any situation where a student feels unsafe or marginalized constitutes a violation of the district's Harassment, Intimidation, and Bullying (HIB) policy, and it must be addressed immediately, regardless of the student's background. I believe that all forms of hate, discrimination, and intolerance need to be actively addressed in order to foster a safe learning environment for everyone. I would want to work with the fellow board members and the superintendent to ensure that we foster an inclusive, respectful, and secure environment for all students. We want our students to be “Informed and Involved Global Citizens” per our district’s Strategic Plan. To achieve this goal, there are a few actions that could support this effort. For one, our students must be taught to value diversity of all kinds, including varied backgrounds in religion, language, race, gender, ability, socio-economic status, orientation/identity, country-of-origin, etc. In addition to stressing the value of, and respect for, diversity, PPS should also foster inclusion by actively pursuing family and community engagement. I believe we can make strides in this area, so all PPS students feel included and safe. When families don’t feel seen, heard or understood, I think it is important to encourage open dialogue. That might look like holding an open forum for all concerned parents on both sides of the issue that can be moderated so that people feel heard, doing research on what other districts best practices are and what that might look like if we chose to revise or implement a new policy in Princeton, or consultants or experts may need to be brought in to educate the board on the topic in order to better make a change and support those families. Public schools have the role of educating against hate to all and to encourage people to remember that the end goal isn’t necessarily the policy or words on paper, but how it is implemented to make sure all kids feel safe and heard. Fostering a tolerant, kind, supportive, and inclusive environment extends beyond classrooms. On my campaign website (ShenweiforBoE.org), I emphasize the importance of “Build schools as community connectors”, which requires active participation from the entire community, led by school. Our town’s diversity means divisiveness in any format could directly affect those sitting next to our children in the school. Every group, regardless of race, religion, ethnicity, could potentially be impacted by historical or current events in the world. Public schools play a vital role in teaching students to use critical thinking, grounded in balanced facts and respectful dialogue, ensuring everyone’s voice is heard and respected. For school curricula, it is essential not to teach hate and divisiveness among different groups. School should apply rules and empathy fairly to all students. 47% of property taxes goes to Princeton Public Schools annually. Voters have additionally approved $27 million (2018), $17.5 million (2022) and $13 million (2023) in referendums in recent years. The district is now looking towards an $85-89.5 million referendum vote in January. Do you agree this is the right course of action and needed now, or do you feel there could be a different path towards what is needed in the district? Please explain.
Referendums are the most tax-efficient way to fund school maintenance because the State of NJ reimburses up to 34% of principal and interest on bonds for qualifying renovations (not new build). The use of referendums returns state tax dollars to Princeton that would otherwise be left on the table and go to other districts. Given a 2% operating budget levy cap, there are no extra funds in the budget for large one-time maintenance ticket items such as new roofs, new HVAC, or new security constructions, for example. Without additional space, in the very near term, we will be tasked with the difficult decisions of redistricting, increasing class sizes, possibly moving art and music to carts, reducing academic offerings, and other solutions to convert all available spaces to classrooms. The town is projecting population growth around 10% and a further fair share plan will be finalized by June 2025. We will then learn where subsequent Alices and Avalons will be built. The proposed January referendum, however, is statutorily not allowed to consider this future growth. It only addresses the immediate and near-term growth we have already experienced. Westminster may offer a future board a perfectly situated property to creatively and cost effectively answer possible future capacity needs; however, in the near term, the January referendum is the most cost-effective answer to respond to immediate uneven growth capacity issues. I believe we must strike a balance between addressing the district's needs and ensuring fiscal responsibility. While the referendum may be necessary for infrastructure improvements and student services, we must explore alternative funding sources, such as state grants and partnerships with local organizations, to ease the burden on taxpayers. Transparency in how funds are allocated and a clear plan for the referendum's impact will be crucial to gaining the community's trust. While I recognize that funding for maintenance and improvement of our schools is required, it's crucial that we fully understand the long-term financial impact on taxpayers, especially given that several referendums have been passed in recent years. It’s important to prioritize projects that directly enhance educational outcomes for our students while being mindful of not placing undue financial burdens on our community. I would advocate for a more transparent breakdown of the referendum's benefits and costs and would encourage exploring alternative funding solutions, such as grants or partnerships, in order to minimize the tax impact while still meeting the district’s needs. First and foremost, I believe strongly in understanding and solving any PPS capacity issues. Many of our school facilities are either partially condemned or outdated, and the more recent referendums have directly resulted in positive improvements in essential security, maintenance and upgrades to our buildings that have been desperately needed. I believe that every Princeton resident wants great schools and, at the same time, wants the Board of Education to be good financial stewards of taxpayer money. Undoubtedly, a future referendum will be needed to ensure that Princeton continues its focus on providing the highest quality public education to our all our town’s children. I’m a strong believer in the power of collaboration and communication, especially when viewed in the context of significant projects. As a person who has been engaged and invested in the Long-Term Planning of our schools, I’ve observed varied and shifting iterations in school enrollment projections from the district Administration over the last several years. There is no doubt that our schools need improvements and any clearly identified capacity issues need to be appropriately addressed. As a strong supporter of Princeton Public Schools, I hope and expect to see district leadership move forward with their next significant referendum in a manner that instills confidence and excitement throughout our community. I think there is a need for a referendum, though the board recently indicated the larger proposed number may be broken down into smaller questions, so changes might be coming for the proposal in January. Our infrastructure in our existing facilities was ignored for too long and the buildings need work now to prevent further deterioration, escalating costs while addressing the need for increased capacity. The Westminster property offers some exciting options to solve longer term issues including a pre-K center, a potential 5/6 building, shared arts facilities for the middle and high school and potentially affordable housing for teachers. I believe it is a blend of what we need now and what might be possible for the future of the district. As a parent, my instinct is to support spending what improves our schools and I believed this is why Princeton taxpayers, many of whom don’t have children in the PPS, have been generous over the years. However, for this upcoming referendum that the current BOE has decided to put to a vote, I am unsure if it is the right move at this time. With the declining trend of national birth rate, the actual decreasing enrollment number at PPS in the past few years, and the broader macroeconomic conditions, it seems less prudent. Additionally, asking taxpayers to approve a referendum three years in a row could strain the relationship between the district and the community. It may be wise to pause on further financial requests from the community for now. PPS has just opened its Superintendent search, for a new leader to begin July 2025. What does PPS most need in this role and what is the first thing you hope they would focus on when arriving at PPS?
I would love to hire a clone, if it were possible, of our current interim superintendent Dr. Kathie Foster. The specific trait that I believe makes Dr. Foster such a superstar is her proactive approach in immediately reaching out personally to the community, her staff, or the family of a student to discuss any issues. She is not only able to effectively handle the administrative duties of her job but does so with kindness and empathy. It is her accessibility to all her constituents that makes her such a powerful superintendent. PPS needs a Superintendent who prioritizes equity, innovation, and community engagement. The first focus should be on building trust with educators, students, and parents by listening to their concerns and fostering a sense of collaboration. Addressing gaps in student preparedness and ensuring that all students, regardless of background, have the resources they need to succeed should be at the forefront of their agenda. PPS needs a visionary leader with a proven track record of improving student outcomes and fostering a collaborative, inclusive culture. The next superintendent must prioritize rebuilding trust within the community, both with parents and staff, ensuring open lines of communication and transparency in decision-making. Upon arrival, their first focus should be assessing the district’s leadership structure and ensuring stability, especially given the recent turnover, to inspire confidence in the administration’s long-term plans. A strong superintendent also will need to focus on addressing the diverse needs of our students while promoting academic excellence and fiscal responsibility. After recently attending a focus group session with the Superintendent search firm, the firm had already received critical feedback on what it would take to succeed as the leader of the Princeton Public Schools. Qualities such as leadership and vision, communication, culture-builder, outreach to community, collaboration and financial acumen were all discussed. There was one word that resonated over and over within our focus group and the search firm team as well: trust. The Superintendent should possess all the identified skills, but most importantly the Candidate should be able to build trust within our community. This work won’t be easy and, as a community, our expectations are high. However, once PPS identifies and hires a Superintendent with these qualities, they will be able to build trust within our community and should bring about a successful partnership and bright future for all our students, families and our community. PPS needs a Superintendent that is excited to build a legacy of excellence, ready to tackle complex challenges, able to articulate a clear and united vision for the district while being innovative in their thinking about how the district runs. I hope that the new superintendent will work to make the culture of the schools and learning environment more inclusive of all students, encourage kindness and empathy, and work to understand the different community challenges that reside in Princeton. I hope they spend time observing first since there is so much to learn about the district and all stakeholders. The new Superintendent should take time to visit each building, observe how the staff’s function, take note of strengths and opportunities that exist, and talk to parents and students which would give them an operational view of what should be included in their strategic plan. The challenges faced by PPS in recent years have largely stemmed from the instability within the district's senior leadership. Unfortunately, Princeton parents and taxpayers remain unaware of the underlying causes of this instability. The new superintendent must acknowledge the difficulties this has caused while also recognizing the community’s expectations for a diverse, high-achieving district. This role should be seen as an opportunity to leave a lasting legacy in his or her educational career by restoring trust among stakeholders, rather than just another superintendent position. Additionally, it will be crucial to boost morale among staff and faculty following the departure of many long-time employees. Why you? What do you bring to the table that stands apart from others running for Princeton’s Board of Education?
As the only incumbent running for reelection, experience matters to ensure the continued success of our district. With my strong financial background, experience chairing and participating on multiple board committees including Personnel, Operations, Long-Term Planning, and Negotiations, and my long history with the district, I bring critical institutional and financial knowledge. The Board is a serious time commitment with a long learning curve. I am committed to giving the Board, our community, and, most importantly, our children, the time and professional attention to do the job well. My unique blend of experience as an EMT, business coach and productivity expert, and active community volunteer allows me to bring a fresh, solution-oriented perspective to the Board of Education. I am committed to increasing efficiency and transparency within the district, ensuring that every student has access to the resources they need. My focus on collaboration and innovation sets me apart, as I seek to create sustainable, long-term improvements for our schools. I’m running for the Princeton Board of Education because I believe that our schools are the backbone of this community. As an immigrant, a mom of two, and a product of public education, I know how critical a strong education is to achieving success and the American dream. With over 10 years of experience in human resources, I would bring valuable insights to managing the district’s labor-related expenses, which account for at least 80% of its budget. I am committed to making thoughtful decisions that reflect the diversity and values of our community and are sustainable for future generations. I am deeply invested in ensuring PPS provides a safe, inclusive, and excellent learning environment for all students. As an engaged parent and citizen, I am aware of the challenges facing our district and believe my extensive business experience, in finance, operations, and board governance, would be assets to the BoE. I hold the value of respect to be one of the most important values I embody – respect for our students, parents, families, teachers, staff, our district, and our community. I would bring a respectful and pragmatic approach. Having served on boards and having a board within our own family business, I have the depth of experience to be ready on Day 1, if elected. I will work collaboratively to tackle difficult tasks and to find solutions that benefit students and the community. I also believe that, through collaboration, we can do so much more. I would work tirelessly to collaborate within and outside PPS so that we can help build on the district’s success. As an elementary school parent, I have many years ahead of me within PPS. It is important we all work together, both within the district and within our broader community. What sets me apart from the other candidates is my 20+ years of experience in education as a high school teacher, instructional coach for both teachers and administrators, and as the current Director of Cherry Hill Nursery School in Princeton. I have worked around our country with diverse populations in a multitude of districts and I bring that relevant experience and those innovative ideas to our board. Additionally, I have a passion for instructional technology and ensuring that all kids have access to the tools they need to be successful in a post-secondary life. As someone who has been a critic of BoE for several years, I don’t claim to have easy solutions to the complex issues that current and former BoE members are spending their time and efforts on. However, I am concerned about the tendency for unanimous agreement on many topics in recent years, and I want to bring different perspectives from my life and cultural background. In addition, my professional background as an engineer and consultant over the past two decades has taught me to be very practical. Identifying and acknowledging problems are certainly first steps leading to real results. It is the hand-on efforts to roll up our sleeves and make things work that truly achieves desired outcomes. I am committed to delivering such positive outcomes to PPS parents and Princeton taxpayers. To provide a little more background, we are also providing brief bios of each candidate here:
Mara Franceschi
Mara Franceschi is a Princeton Public School parent of three, community leader, and volunteer. She has an MBA from Columbia University’s School of Business and is a Chartered Financial Analyst (CFA) charter holder. Mara has over a decade’s experience working in the financial services and asset management industries for firms such as GE Capital and Bank of America.
Since moving to Princeton fourteen years ago, Mara has volunteered extensively in and for the benefit of our schools, most recently on the Board of Education. She served seven years on the Johnson Park PTO – four years as Treasurer and three years as President, and another three years on the PTO Council. On the Board of Education, Mara has served as co-chair of the Personnel Committee and as a member of the Operations, Long-Range Planning, and Negotiations committees. Additionally, she has served on Princeton’s Citizens Finance Advisory Committee (CFAC), as Assistant Treasurer for the Friends of the Library, and continues to volunteer with many other non-profits in town.
Ari Meisel
Ari Meisel is a dedicated community leader, volunteer, and advocate for student success. As a member of the Princeton Middle School PTO Executive Board and the Princeton Committee on Affordable Housing, Racial, Social, and Economic Equity, Ari has worked closely with families, educators, and school administrators to address the needs of all students. He also serves as Vice President of the Princeton First Aid and Rescue Squad, where he has led initiatives to improve public health and safety, such as CPR and Stop-the-Bleed training. Ari holds a degree from the Wharton School of Business at the University of Pennsylvania, and is the founder of Less Doing, a productivity company that helps individuals and businesses optimize and streamline their workflows. His unique background in emergency services, business leadership, and community advocacy allows him to bring a fresh, solution-oriented perspective to the Princeton Board of Education. As a father of five, he is deeply committed to making sure all students in Princeton have the resources they need to succeed, both inside and outside the classroom.
Z. Lisa Potter
Z. Lisa Potter is a seasoned corporate executive with a diverse background in human resources, technology, and finance. Throughout her career, she has consistently demonstrated the ability to drive transformation, improve processes, and lead teams to success.
Lisa’s professional journey began in finance, but her curiosity and drive for continuous improvement soon led her to technology consulting and, ultimately, human resources. As a human resources executive, Lisa has specialized in talent acquisition and organizational transformation, with a particular focus on talent development and creating inclusive cultures. She has successfully worked across various industries, including financial services, pharmaceuticals, and technology, bringing innovative solutions and a commitment to excellence to every role.
Born and raised in Taiwan, Lisa moved to the United States at a young age and quickly learned that education is a powerful pathway to opportunity and success. She became the first female Asian American president of the student government at Baruch College, City University of New York, and continued her education by earning an MBA from New York University’s Stern School of Business and a master’s degree from Cornell University’s Industrial and Labor Relations School.
Christopher Santarpio
Chris was born and raised in southern New Jersey alongside his two older brothers. His dad, who left school after the 9th grade to work at his grandparents’ deli, met his mom, and together they started a family business. Chris is proud to have been the first person in his family to attend college, where he pursued and completed a degree in Finance.
Growing up, Chris witnessed firsthand the dedication and perseverance of his parents, both at home and in their business. This instilled in Chris a strong work ethic and a deep appreciation for the value of education. These values have carried forward into Chris’ own family life. In 2020, Chris and his husband, Eric and their son moved to Princeton to provide their son with access to high-quality education and a vibrant, diverse community. They stay actively involved through school activities, Little League and ice hockey.
Chris attended Villanova University, and upon graduation, moved to Boston to begin his career in the financial services industry at a large custodian bank. Starting in Operations within the bank’s Prime Brokerage Division, Chris worked hard to advance to the International Equities Sales Trading Desk. Chris’ career trajectory took him to a global management consulting firm, where he led strategy development and execution, and process improvement engagements for financial services clients. Chris is now the 2nd generation owner of the family business. Chris has played a significant role in the growth and development of the family’s business for the past 20 years. Chris obtained his MBA in 2012 from Rutgers while working full time. Chris is also Lean Six Sigma Certified.
Erica Snyder
Erica Snyder is a 20-year educator having been a public high school teacher, instructional coach for both teachers and administrators, and is currently the Director of Cherry Hill Nursery School here in Princeton as well as the Community Park PTO co-president. She has three kids in our public schools, two at CP and one at PMS. Her background includes a master’s degree in instructional technology, expertise in project-based learning, standards and competency-based grading, and school budgeting.
Her experience in education sets her apart from the other candidates and allows her to bring innovative ideas and perspectives to the board from the multitude of districts she worked with around the country.
Shenwei Zhao
As the founder of a technical consulting firm, Shenwei has worked as a systems engineer throughout his career, serving as the Chief Information Office (CIO) for many of his clients across the tri-state area. In these roles, Shenwei oversees technology operations in a range of industries, adapting to their constantly evolving needs and compliance requirements.
Shenwei moved to the U.S. in 2000 to pursue graduate studies in Communication and Mass Media and holds a master’s degree in Information and Communication Science. Since 2016, Shenwei has lived in Princeton with his family. His wife has been a professor at Rutgers University for over a decade, and they have a 12-year-old son attending Princeton Charter School (PCS).
In addition to his hands-on engineering work, Shenwei maintains a strong interest in the social impacts of technology, a passion he developed during his graduate studies at various universities.
Lisa Jacknow spent years working in national and local news in and around New York City before moving to Princeton. Working as both a TV producer and news reporter, Lisa came to this area to focus on the local news of Mercer County at WZBN-TV. In recent years, she got immersed in the Princeton community by serving leadership roles at local schools in addition to volunteering for other local non-profits. In her free time, Lisa loves to spend time with her family, play tennis, sing and play the piano. A graduate of the S. I. Newhouse School of Public Communications at Syracuse University, Lisa was raised just north of Boston, Massachusetts but has lived in the tri-state area since college. She is excited to be Editor and head writer for Princeton Perspectives!