2025 School Committee Candidates

Name: Inna S. Belenky

Education	Boston University, Boston, MA  –CAGS in Special Education Administration and Leadership – summa cum laude 4.0 cumulative GPAEd.M in Special Education  – magna cum laude 3.76 cumulative GPA; Pi Lambda Theta Honors Society Study Abroad: University of Pittsburgh, Semester at Sea, Fall 2004Examined the educational systems of 11 different countries ∙ Participated in a wide variety of service visits in local schools and orphanages Simmons College, Boston, MA  –M.Ed. in Elementary Education, summa cum laude 4.0 cumulative GPAB.A. in Sociology  Minor: Elementary Education, cum laude 3.57 cumulative GPA
Occupation and work experience	Canton High School Special Educator – (3 years)Throughout my tenure I have been responsible for the creation of a district-wide:Canton High School RISE Therapeutic Teacher Grades 9-12 Canton Community Connections Teacher – Post Graduate Program  Throughout my 12 years within CPS, I have also held the following roles. I go where I am asked and can be most helpful.High School Special Education Administrator (7 years)Out-of-District Coordinator4th Grade Special Education TeacherCanton Public Schools, Canton,   MA September 2013- Present Create and teach first in house High School Therapeutic program for students in grades 9-12 who require social/emotional/behavioral interventions • Create and teach first district program for post graduate students ages 18-22 who required post-secondary school experience through their entitlement of age 22 • Lead department of 25-30 case managers, teachers, counselors and support staff • Create, implement and amend Individual Education Program(s) in accordance with state and federal regulations for children with special needs • Collaborate with General Educators to deliver high quality, data driven instruction in order to meet IEP goals, objectives and district/state standards  • Evaluate students based on Team/IST/Parent referral/recommendation(s) within suspected area(s) of disability  •  Collect and analyze formal and informal data and revise programming as needed • Communicate with parents and or guardians regarding the progress of his/her child(ren) • Empower parents to be a partner in his/her child’s education by providing open lines of communication, before or afterschool meetings, phone calls, emails and informal parent training • Write and receive grant for a web-based subscription to FAST Math to support math fluency • Participate in a district wide initiative for Collaborative Problem Solving
Organizational memberships (church, community, service, social, union, professional)	Part of the Sharon Youth Travel Basketball board – 3 years
School board interests or priorities	Fully staffed schools from the EEC to our Post Graduate Program, balanced budget with clear priorities and communication from district wide administration

FOR INCUMBENT CANDIDATES ONLY: 

Board assignments during the last term

Secretary

Board achievements/interests

My work two years ago with members of the Indian community was the impetus for why and how the conversation regarding the school calendar was started. That year, we considered recognizing two holidays, both of which fell on weekends, making it a moot point. The hope of the committee was to form a team of multiple stakeholders and review schedules throughout the Commonwealth, including our surrounding towns.  Strong desire to be the voice of the community – I try to make it clear to our community that I am not voting on behalf of myself, but rather 1/7th of the town.   Budget – have voted down the last two budget cycles, noting that a balanced budget was not proposed/communicated to the school committee.  Accountability – have held high standards for the Superintendent in his evaluation cycle, noting his strengths, but also areas of dire improvement: re: communication.

Section 2: Candidate Questions

1. Do you believe our schools are fully funded? Why or why not? How do you balance the needs of the budget with the need to attract and retain high quality educators? 

Hard NO!Sharon is known for excellence in education, but we can’t sustain that excellence without fully funding our schools. From aging buildings to outdated instructional materials and supplies, too many classrooms are being asked to do more and more with less and less.  In order to attract and retain high-quality educators, we must be vulnerable in communicating our shortcomings as a district and working collaboratively to improve them. Furthermore, we need to create a climate where professionalism isn’t just a term thrown around, but rather a value that we all hold true. When we invest in our teachers, we invest in our children.

2. DEI has recently become a controversial topic. Please explain what DEI means to you and the role you think DEI should play in Sharon Public Schools. How should DEI be funded (or not be funded) in our schools? 

At its core, DEI is about creating environments where every individual, regardless of their race, gender, religion, ability, socioeconomic status, or background, feels respected, valued, and supported. Throughout our schools, this means ensuring that all students have the opportunity to succeed academically, socially, and or emotionally AND feel a sense of belonging. For our work as educators to be done and done correctly, students and staff must feel safe and seen.  DEI is about recognizing and addressing barriers that prevent students from achieving their full potential. It’s about empathy and understanding. It means creating policies, curricula, and practices that reflect the diverse realities of our student body and community. It means that students, faculty, and staff see themselves within the walls of our classrooms, hallways and schools. DEI, when done thoughtfully, is about building a stronger, more supportive school community for EVERYONE. It’s not about division—but rather the opposite, its about inclusion. In a town like Sharon, where diversity is one of our greatest assets, DEI can continue to turn that strength into a united front. Given the budget crisis we face this year (and realistically several years to come), we must think creatively and rely on the incredible resources we have in-house to support our administrators, teaching faculty and staff. First and foremost, we need to make sure that all students belong. We must work with curriculum coordinators to ensure that we are exposing all children to a curriculum where they can see themselves. We need to do difficult work and examine why there are such drastic disparities in academic achievement and discipline. By dedicating ourselves to his work, we continue to build community, inclusion, and increase climate throughout the buildings. Only when we have a positive school culture/climate in which all stakeholders feel safe and supported, is when we can begin or continue to do this difficult work.

3. What is your vision for a school calendar that reflects and respects the diversity of the community?

Several years ago, I was approached by a member of the community asking me to advocate for closures on holidays that the Indian community celebrated. At that time, my work was the impetus for why and how the conversation regarding the school calendar was started. Back then, I was naive in my thought that adding a day to observe a holiday would be as easy as that. What I have learned is that many many factors go into identifying the days school will be operational. As we expect our students to learn and grow, as has been my experience throughout the last three years. After speaking to many teachers and families over the last year, I was able to refine my vision for the Sharon Public Schools calendar. My experiences led me to a calendar that follows the federal holiday schedule, without adding days off for individual cultural or religious observances beyond what is nationally recognized. This approach helps maintain a predictable, stable academic calendar for families, staff and students alike. Sharon is a proudly diverse community, and as a result, it is important that we honor and respect the wide range of traditions in our community. However, I believe recognition does not always require time off, and if we did, we would be going to school year-round. If we were to have a federal holiday calendar, we would need to ensure flexibility and compassion, allowing students to take excused absences for religious or cultural observances as needed. Additionally, we would need to ensure that no major exams or events fall on known holidays for various groups, so that students don’t feel they have to choose between their education and their identity. We must continue our work throughout the schools to promote awareness and inclusion, teaching about different holidays and cultural practices as they occur. By implementing a federal holiday calendar and offering thoughtful accommodations, we are able to strike a balance between fairness, consistency, and respect for diversity without unintentionally prioritizing certain cultures/religions/holidays over others.

4. In your view, what are three critical issues facing the Sharon Public Schools and what is your plan to address them? 

Underfunded schools Budget deficit Communication

5. How involved do you believe school committee members should be in determining the school curriculum and/or the program of studies? What should their role be? 

My job as a school committee member is threefold: make district policies, oversee the budgetary process, and hire/fire the superintendent. My role is not that of an evaluator of programs and classes at any level. That is the role of the building principal in conjunction with their respective departments/administrators, and faculty.  The approval of the program of studies should be an acknowledgement of the course offerings and ensuring that the courses are in line with our school’s vision, state, and local graduation requirements. Moreover, it is the school committee’s responsibility to ensure that we are offering classes and have policies in place to deliver a high-quality education.  I feel as though I do bring a unique perspective to the table, having been an administrator and a classroom teacher for over 20 years. I have worked with teams to be creative when we were in a scheduling and budgetary pinch. I feel as though I can help foster conversations with staff and administrators and offer a different perspective that may not have been previously considered. However, I do know where my boundaries lie, and that is not in selecting curriculum, nor classes and sections.

6. What motivates you to run for School Committee and what is your vision for the Sharon Public Schools?

I am seeking re-election to the Sharon School Committee because of my commitment to ensuring that every student in our district receives an appropriate, high-quality education in a supportive and inclusive environment. Over the past three years, I’ve worked collaboratively with district administrators, educators, families, and fellow committee members to uphold the values that make Sharon Public Schools exceptional.​ I have a strong commitment to ensure we are all maintaining a level of academic excellence that meets the needs of the individual student. I am eager to continue serving our community and working towards our shared vision of Sharon Public Schools.