Sharyn Yuloff
Running for school board in Somerset County District 1
Email: syuloff@gmail.com
Website: www.YuloffForSomersetCounty.com
How old will you be on Election Day (Nov. 3)?
61
Are you currently employed? If so, where, and what is your job title?
Small business coach with my husband at Yuloff Creative
What is the highest level of education that you completed, and where did you get that degree?
MBA
Why are you running for the school board?
I am running for the school board because I believe every student deserves an excellent education, a safe and supportive school environment and the opportunity to reach their full potential. Public schools are central to the strength of our community, and effective board leadership requires listening carefully, working collaboratively and keeping students at the center of every decision.
I want to contribute my experience, judgment and willingness to engage in the difficult work of governing responsibly. That includes supporting educators, addressing achievement gaps, strengthening student services and ensuring that families have clear and meaningful communication with the district.
I also believe the board has a responsibility to be a careful steward of public resources. Fiscal priorities should reflect the best interests of students — not simply short-term convenience or institutional habit. Every budget decision should be evaluated by asking whether it improves teaching and learning, supports student well-being, advances equity and uses taxpayer dollars effectively. This means examining programs honestly, investing in proven needs and being transparent about trade-offs.
I am running because I want to help build a school system that combines high expectations with strong support, thoughtful innovation with accountability and responsible budgeting with a clear commitment to students. I would approach the role with respect for differing perspectives, a focus on measurable results and the conviction that our community is strongest when all of its children can succeed.
What makes you a good candidate for the board?
I would be a strong candidate for the Board of Education because I bring a combination of education, business, governance and community experience. My background in teaching gives me firsthand insight into classrooms, educators’ responsibilities and the needs of students. I also hold a certificate in parent education, which has strengthened my understanding of family engagement and child development.
My experience in human resources and my MBA have prepared me to evaluate budgets, support effective personnel practices and make thoughtful, data-informed decisions. As a small business coach for 15 years, I have helped people identify challenges, develop practical plans, manage limited resources and work toward measurable goals.
I also understand public service and collaborative governance. I have served on nonprofit boards and spent seven years on a Los Angeles neighborhood council, where I worked with residents and community stakeholders to address local concerns and make decisions in the public interest.
I would bring these experiences to Somerset County with a student-centered focus. I would advocate for strong instruction, educator and staff support, student mental health resources, meaningful family engagement and fiscal priorities that reflect students’ best interests. I am prepared to listen respectfully, communicate transparently and work with others to achieve responsible, measurable progress for every student.
What is the most important issue facing your school board and what would you do about it if elected?
The most important issue facing our school board is ensuring that every student has access to a high-quality education and the support needed to succeed. Too many students face barriers — whether academic, emotional, financial or related to disability —that can prevent them from reaching their potential.
If elected, I would focus on three priorities. First, I would use clear, publicly available data to identify achievement gaps and direct resources to the schools and students who need them most. That means supporting effective reading and mathematics instruction, expanding tutoring and enrichment opportunities and ensuring that special education services are timely and adequately staffed.
Second, I would prioritize student well-being. Students learn best when they feel safe, supported and connected. I would advocate for appropriate access to counselors, social-emotional supports and welcoming school environments while maintaining high expectations for every student.
Finally, I would strengthen communication and accountability. I would listen regularly to families, educators, students and community members; make decisions transparently; and evaluate programs based on results rather than assumptions. I would also work to ensure that limited taxpayer dollars are spent responsibly and aligned with student needs.
Our schools should prepare every student for college, career and citizenship. As a board member, I would bring a collaborative, student-centered approach focused on measurable improvement, responsible stewardship and equal opportunity for all.
Please name a public leader you admire and explain why.
A public leader I admire is Dolly Parton, particularly for her commitment to improving children’s lives through education. Through the Imagination Library, she has helped provide millions of children with free books, recognizing that early access to reading can shape a student’s confidence, opportunities and future.
I admire her because she combines vision with practical action. She identified a specific need, created a program that reaches families directly and has continued expanding it through partnerships rather than seeking personal recognition. Her work demonstrates that effective leadership is not only about holding office; it is about listening, building trust and creating lasting opportunities for others.
Her example would guide my own public service. I would strive to remain focused on children, collaborate across differences and support policies that produce meaningful, measurable benefits for students and families.
The Blueprint for Maryland’s Future, passed by the General Assembly in 2021, is a 10-year plan that includes increased funding to support early childhood education, higher teacher starting pay, college/career-readiness standards for high school graduates, and expanded services to multilingual and impoverished families, among other goals. Since the Blueprint's implementation, test scores have increased modestly in many parts of the state, but some school officials complain about the costs and administrative burdens placed on them by the Blueprint. Please tell us your views on the Blueprint and how it is affecting your school district.
I view the Blueprint for Maryland’s Future as an important investment in public education and a strong framework for improving outcomes for all students. Its focus on early childhood education, high-quality and diverse educators, college and career readiness, additional support for students and accountability addresses many of the challenges facing our schools. I especially support its emphasis on closing achievement gaps and directing additional resources to students and communities with the greatest needs.
At the same time, implementation must be thoughtful and realistic. The Blueprint is affecting our district by requiring new programs, staffing, reporting and long-term planning while placing pressure on local budgets and already-stretched personnel. The success of the law will depend on whether funding reaches classrooms, whether educators and families are meaningfully involved and whether districts have the flexibility and support to meet local needs.
If elected, I would support the goals of the Blueprint while insisting on transparency, careful stewardship of funds and measurable results. I would work with educators, families, students and state leaders to identify implementation challenges early, prioritize the programs with the greatest impact and communicate clearly about progress. The Blueprint should be treated not simply as a compliance requirement, but as an opportunity to improve teaching, expand student support and ensure that every child in our district is prepared for a successful future.
Chronic absenteeism has been a problem in many schools since the Covid-19 pandemic. How big of a problem is absenteeism in your school district, and what if anything can the Board of Education do about it?
Absenteeism is a significant concern because missed school quickly becomes missed instruction, weaker relationships with teachers and peers and a greater risk of falling behind or disengaging altogether. It should be understood not simply as a discipline issue, but often as a sign of barriers such as transportation, illness, housing instability, caregiving responsibilities, anxiety or a student feeling disconnected from school.
The Board of Education can help by making attendance a districtwide priority while focusing on support rather than punishment. I would advocate for timely, easy-to-understand attendance data, early outreach to families and coordinated support from counselors, social workers, school staff and community partners. The district should also examine practical barriers, strengthen welcoming school climates and expand engaging academic and extracurricular opportunities.
The board should monitor attendance trends by school and student group, evaluate which interventions work and report progress publicly. Improving attendance requires partnership with families and students, consistent follow-through and a commitment to addressing the reasons students are absent.
Are you satisfied with your school district's policy on AI use by students? If so, why? If not, what would you suggest to improve the AI policy?
I would improve the AI policy by making it clear, consistent and focused on learning rather than simply restricting technology. Students and staff should know when AI use is permitted, when it must be disclosed and when it constitutes academic dishonesty. Expectations should vary by assignment and grade level, with teachers retaining authority to design appropriate rules.
The policy should also protect student privacy by prohibiting the entry of personally identifiable, confidential or sensitive information into AI tools. Any approved tool should undergo a careful review for security, bias, accessibility, age-appropriateness and instructional value.
Schools should teach AI literacy, including how to verify information, recognize bias, protect personal data, cite AI assistance and use these tools responsibly. Teachers need professional development and practical guidance, not just broad expectations. Finally, the district should review the policy regularly with input from educators, students, families and technology experts. The goal should be to prepare students for an AI-shaped world while preserving critical thinking, creativity, integrity and meaningful human relationships.
Youth mental health has been a growing concern for years now. Do you think your school district has the resources and personnel in place to deal with this issue adequately? If not, what would you suggest to improve the situation?
Our district should treat student mental health as essential to learning, safety and long-term success. Because resources and personnel are limited, I would support a coordinated approach that combines immediate improvements with sustainable planning.
First, the district should assess needs by school and prioritize the highest-need communities. We should seek additional counselors, psychologists, social workers and behavioral specialists through a combination of funding, grants, partnerships with qualified community providers and shared-service models. Existing staff also need training to recognize concerns early, respond appropriately and connect students with professional care without being expected to serve as clinicians.
Schools should establish clear referral and crisis-response procedures, strengthen family communication and provide preventive supports such as mentoring, advisory programs and social-emotional learning. The district should also expand telehealth options where appropriate and improve coordination with families and outside providers while protecting student confidentiality.
As a board member, I would advocate for measurable goals, regular reporting and responsible investment. Every student should have access to timely, professional support, regardless of which school they attend.
Do you think there are circumstances when books should be removed from school libraries? If so, what kind of books should be removed, and who should make those decisions?
Books should not be removed simply because they are controversial, address difficult topics or make some readers uncomfortable. Schools should provide diverse materials that reflect different experiences and support age-appropriate learning.
There may be limited circumstances for reconsideration, such as material that is clearly inappropriate for a school setting, lacks educational value or contains content unsuitable for the intended age group. Even then, the goal should be thoughtful review rather than censorship.
If a student chooses a book that a parent or educator believes is inappropriate, that can be a valuable learning opportunity. Adults should first ask what attracted the student to the book, what the student understood from it and why the adult considers the content unacceptable. That conversation can build trust and help determine whether guidance, an alternative selection or parental involvement is appropriate.
Any formal challenge should be handled through a transparent process involving trained library professionals, educators, administrators, parents and, when appropriate, students. Decisions should rely on established educational criteria—not political pressure or individual objections—and include an appeals process.
