Two candidates are running unopposed for two three-year West Windsor seats on the WW-P Regional Board of Education in the Tuesday, Nov. 4 election.
Incumbent Graelynn McKeown is seeking reelection to the board along with her running mate Sharon DiSebastian.
The two, who are running with the ballot slogan “Experience, Fresh Perspective” are assured election to the board, barring the appearance of a successful write-in candidate.
First elected in 2019, McKeown will be serving her third term on the board. DiSebasian is a political newcomer.
DiSebastian is a long-time resident and active member of the West Windsor–Plainsboro school community. She is a candidate for the Board of Education and says she will bring both professional expertise and personal experience to the role, along with a deep commitment to public education, student well-being, and family engagement.
She is a school counselor at Princeton Middle School and holds a bachelor’s degree in communications from Rowan University, as well as master’s degrees in literature and in school counseling from The College of New Jersey. She is currently pursuing her Licensed Associate Counselor and Licensed Professional Counselor credentials to further expand her ability to support students and families.
A mother of four children who attended West Windsor schools — one of whom also attended The Cambridge School in Pennington — DiSebastian was an active parent volunteer and PTSA member.
She says that her involvement in a wide range of school-based roles gave her firsthand insight into the importance of collaboration between schools and families in building a strong, inclusive educational environment.
Her professional experience includes serving as preschool director at Princeton Alliance Church in Plainsboro. While pursuing her second master’s degree, she worked as a substitute teacher in the WW-P School District and later served as an intern and interim school counselor at the high school level.
Beyond education, DiSebastian has volunteered with a local nonprofit that provides home furnishings to individuals and families transitioning out of homelessness, and she has taken part in mission trips supporting orphanages and housing projects in under-resourced communities.
She said she hopes to bring a balanced perspective as an educator, parent, and community member, and is committed to transparent communication, educational equity, and supporting the whole child—academically, socially, and emotionally.
McKeown has lived in West Windsor for 13 years with her husband, Craig. The couple has three children—two are currently in WW-P with the youngest soon to be enrolled.
McKeown earned a Bachelor of Science degree in biology from Rutgers University and currently works as an Associate Director in Global Ethics & Compliance Operations at Jazz Pharmaceuticals in charge of global policies, communication and learning.
She has previously worked at Johnson & Johnson as a Learning Strategist.
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The News invited both candidates to share their views on key district issues, including budget pressures, enrollment shifts, teacher recruitment, curriculum balance, student mental health, parental engagement, and the role of emerging technology in education. Their responses appear below.
Candidate Q&A
1. The district is preparing for reductions in federal aid and faces pressure from rising costs in healthcare and special education. What cuts or adjustments would you consider, and how would you protect essential programs like interventions, special education, and student support? What is your threshold for cutting versus raising revenue (taxes, grants, fees)?
DiSebastian: Long-term financial planning is essential to protect critical programs such as special education, academic interventions, and student mental health services. These are mandated by law, so remains a top priority, even during times of fiscal constraint. While budget cuts or raising taxes should never be the first resort, they also shouldn’t be ruled out without thoughtful analysis. Before considering either, I would advocate for a thorough review of current expenditures to identify inefficiencies, opportunities for shared services, and potential cost-saving innovations. Additionally, our existing capital reserves should be strategically leveraged to help stabilize funding and minimize the impact on taxpayers and essential student services. Ultimately, any adjustments should be guided by the principle of protecting the core mission of our schools: ensuring equitable, high-quality education for every student.
McKeown: While our budget reflects our community’s values, it also requires balancing fiscal responsibility with flexibility to manage unforeseen challenges. Just as families feel the effects of rising costs, WW-P faces similar economic pressures in areas like goods, services and healthcare.
A key rule regulating NJ public schools is that revenues must equal expenses. While expenses can change drastically throughout the year, our revenues generally cannot. Our main source of funding comes from local taxes, with additional support from state and federal aid, grants and interest income. Once we adopt the budget in April, we cannot go back to our community for additional funds even if our expenses have unexpectedly gone up (as with healthcare insurance) or if we lost federal aid. This means the district must remain agile, adjusting expenses in other areas as needed while protecting core programs.
For example, when WW-P faced an approximately $14 million increase in healthcare costs due to two catastrophic medical claims, I supported the switch to the Schools Health Insurance Fund (SHIF) for 2025. This move resulted in an increase of $4.7 million, still nearly $10 million less than what the district would have paid otherwise. It was a difficult but prudent choice that preserved financial stability without cutting essential programs.
Another example of balancing fiscal responsibility with educational integrity occurred in the area of Special Education resources. For the 2025-2026 budget, I supported adding three new Special Education positions: a Board Certified Behavior Analyst (BCBA), Speech Therapist and Special Education Teacher. Contracting for these services Out-of-District (OOD) would have been far more expensive – an OOD BCBA costs about $1000/day. Additionally, about a dozen students entering the post-graduate special needs program would have cost the district over $700,000 in OOD tuition. By hiring another teacher, students were able to stay in their home district while WW-P applied the savings to other required expenses.
These examples show how thoughtful planning, proactive decision-making and a commitment to our students’ best interests help protect essential programs while maintaining long-term fiscal sustainability, even in uncertain times.
2. WW-P is seeing enrollment declines in some areas, yet housing development continues in others. How should the district balance growing vs shrinking attendance zones or even redrawing school boundaries?
DiSebastian: We have seen declines before, influenced by the pandemic, but they also created opportunities, such as the successful launch of full-day kindergarten. If the district now faces more uneven enrollment patterns, it’s important to approach these shifts proactively and strategically. As we add new housing communities, sending patterns may need to be readjusted, but should only be considered after careful analysis of enrollment trends, community impact, transportation logistics, and long-term demographic projections. Any decisions should be data-driven, transparent, and inclusive of community input, ensuring we maintain equity and access across all schools while adapting to growth and change.
McKeown: WW-P has always experienced shifts in enrollment patterns, sometimes in the final days or weeks before the start of school, and the district has had to pivot quickly to accommodate unexpected changes in class size. One such instance occurred during the pandemic when we saw a sharp decline in international enrollment. This became a serendipitous opportunity to launch full day Kindergarten, a positive outcome that continues to benefit families today.
These shifting patterns require data-driven planning. We must continuously assess population trends, new housing developments and capacity utilization in each school. Redrawing school boundaries should be a last resort, considered only after exploring alternatives such as programmatic reassignments. If adjusting sending paths becomes necessary, it should be done transparently, equitably and with multi-year planning to minimize disruption for students and families.
3. The district has launched a “New Teacher Program” that offers $5,000 stipends to student teachers to encourage them to stay. What further incentives, supports, or structural changes would you endorse to recruit top talent and reduce turnover, especially in shortage areas like STEM, special education, or world languages?
DiSebastian: The “New Teacher Program” is just one of many strategies we use in building a sustainable pipeline of educators. For example, we have mentoring programs in place for new teachers. I would support expanding mentorship opportunities, through structured, ongoing coaching and peer collaboration. Retention is often tied to feeling supported, not just compensated. Additionally, we have clear pathways for professional growth and leadership within the district that can help retain top talent. Structural supports like manageable class sizes, planning time, and access to mental health resources also play a crucial role in reducing burnout and increasing job satisfaction. Our goal is for WW-P to not only be a place where great educators come to teach, but a place where they choose to stay and grow.
McKeown: WW-P is leading the way with The New Teacher Program (TNTP), a proactive initiative to attract and retain top talent while strengthening the educator pipeline. I fully support expanding mentorship, support and professional development for teachers and staff.
During my tenure, I have approved and continue to endorse providing tuition reimbursement to help support staff further their education in their journey to become certified teachers. We must continue fostering a positive and collaborative culture where teaching staff feel supported by leadership, respected by the community and empowered to innovate. When staff feel valued and encouraged to grow, retention naturally follows.
Additionally, I’d like to see WW-P explore potential housing partnerships with local developers. With new residential projects on the horizon, there may be opportunities for move-in incentives for WW-P teachers, reducing commuting barriers and promoting long-term retention. Supporting educators both professionally and personally is key to maintaining the excellence our district is known for.
4. There is community concern among some parents that STEM and test-driven courses overshadow the humanities, world languages, and arts. How will you help ensure that students have a well-rounded curriculum and that elective programs (arts, languages) remain strong?
DiSebastian: West Windsor-Plainsboro Schools has long been known for academic excellence, and I’m proud of that. As both a parent and a school counselor, I also understand that true excellence should be well-rounded, inclusive, and sustainable, for all students.
All curriculum is aligned with state-mandated standards and curriculum documents are available on the district website. Parents with concerns are encouraged to speak with their child’s classroom teacher, school counselor, school administrator, or subject supervisor. These professionals are committed to supporting students and families while ensuring compliance with state educational requirements.
While there’s always room for improvement, our district already does a strong job meeting the needs of a diverse group of learners. For example, we have an esteemed Dual Language Immersion program in Mandarin and Spanish, starting in kindergarten. Our humanities, fine and performing arts and world language programs are also a vital part of a well-rounded education, offering students opportunities for creativity, identity development, and emotional expression. These programs should be protected and valued.
Maintaining high standards and developing critical thinkers is the expectation, but we must also ensure that we are also fostering student wellness, interests, and passions.
McKeown: I want to reassure the community that WW-P continues to offer a rich and diverse array of courses in humanities, world languages, and arts. The district has recently added several new curricula in Art, Dance, Dual Language Immersion (DLI), Music, Performing Arts, and Asian American Pacific Islander (AAPI) studies, reflecting our commitment to creativity, cultural awareness and critical thinking.
On a personal note, my daughter has expressed interest in learning American Sign Language (ASL) when she enters high school next year. I encouraged her to write to the Superintendent and Chief Academic Officer to share her interest, especially since several of her friends feel the same way. Whether or not ASL can be implemented by then remains to be seen but I want her to experience the importance of advocating for herself and her peers.
I encourage all students to do the same. The district values student voice, but first, that voice must be expressed. When students take an active role in shaping their learning opportunities, it strengthens our community and ensures WW-P’s offerings remain vibrant, relevant and inclusive.
5. In prior years, the district has considered eliminating midterms/finals, more no-homework nights, and changes to gifted math paths to reduce stress. What is your philosophy about standardized assessments, homework load, and acceleration/tracking in a high-performing district? How should balance be struck between rigor and student mental health?
DiSebastian: As a school counselor, I recognize the pressure students face and believe we should balance academic rigor with mental health support. While standardized assessments can provide useful data, they shouldn’t be the focus of education or contribute to unnecessary stress. I support policies that limit homework load, such as no-homework nights, ensuring assignments are meaningful rather than overwhelming. When it comes to acceleration and tracking, we should provide pathways that challenge students while also offering flexibility and support for all learners. Ultimately, our goal is to foster a school culture where students feel safe, supported, and seen.
McKeown: My philosophy centers on balance, efficient and meaningful use of time, and the pivotal role of social emotional learning in achieving success. I was reminded of this at Back-to-School Night as a parent of a high schooler. Many teachers shared their homework approach, acknowledging students juggle multiple responsibilities. Some assign homework only when it reinforces learning; others provide consistent assignments but often allow class time to get started – rigor and well-being can co-exist.
Finding the right balance also requires students to make thoughtful choices about how they spend their time, based on their individual interests, passions and strengths. Developing realistic time management skills prepares them for life beyond the classroom.
WW-P offers a strong network of support systems, including guidance counselors and student assistance counselors, helping students navigate both their academic and social emotional growth. Encouraging students to take advantage of these supports ensures they can pursue excellence without sacrificing mental health.
6. How should the board balance curricular integrity, as determined by educators and state standards, with potential parental concerns about content?
DiSebastian: West Windsor-Plainsboro is one of the top districts in the state, and I’m deeply invested in preserving its excellence. While curricular integrity should be guided by educators’ expertise and state standards, I also value parental input. We can balance these by maintaining transparency, addressing concerns thoughtfully, and ensuring that content aligns with our district’s core values of academic excellence, inclusion, and respect for diverse perspectives.
McKeown: Curricula should be developed and implemented by professional educators, guided by state standards and evidence-based best practices. At the same time, the Board and Administration should maintain open respectful dialogue with parents or caregivers.
I view the Board as the bridge between the community and the Administration. When concerns are brought to my attention (my email is available on the district website), my approach is to actively listen, clarify, and connect people to the appropriate experts within the district. Our role as a Board is to uphold academic integrity while ensuring every family feels heard, respected and valued.
7. WW-P is already discussing how AI tools should be ethically integrated into classrooms. What guardrails or policies do you support for student/teacher use of AI. How do you see the role of technology in instruction evolving over the next few years?
DiSebastian: AI is here to stay and will be transformative in education. It’s crucial that students learn to use AI tools ethically, supporting learning, not replacing it, with clear guidelines on plagiarism, disclosure, and demonstrating their own understanding. For teachers, professional development is key to using AI effectively, from personalizing instruction to managing workloads, while ensuring data privacy and critical evaluation of AI outputs. Over the next few years, AI will likely drive more adaptive, student-centered learning, but this should always complement strong pedagogy and ensure equitable access. Technology should enhance, not replace, the human aspect of teaching.
There is always on-going education for staff, students and families. For example, the district recently held a parent information session around AI in our School Community, informing parents how AI is currently being used by students and staff members, and the guardrails that have been set up for the school community regarding appropriate use.
McKeown: AI is a hot topic in both my volunteer role as a Board member and in my professional career. I’m proud our district has already taken thoughtful proactive steps to explore how these tools can be used responsibly, ethically and effectively.
WW-P formed an AI Think Tank to build literacy among staff about various AI tools and potential use cases. Working closely with Administration, the Think Tank conducted a line-by-line review of the Acceptable Use of Computer Network/Computers and Resources Policy and the Code of Conduct to align on what guardrails to integrate into these existing guidance documents.
I look forward to reviewing these proposals as I believe AI should enhance, not replace, human creativity, judgement and critical thinking in teaching and learning. By embracing innovation responsibly, we prepare WW-P students for success in an evolving world and truly live into our mission statement, “to empower all learners to thoughtfully contribute to a diverse and changing world with confidence, strength of character, and love of learning.”
8. Is there anything I haven’t asked about that you would like to address or see addressed in your upcoming term?
DiSebastian: I recognize that education is not static, it’s constantly evolving to meet the needs of a changing world. With that in mind, it’s important to be flexible and forward-thinking in our approach to supporting students, families, and educators.
I plan to be part of a continued commitment to fostering inclusive, student-centered environments that reflect the diverse needs of our communities. This includes addressing mental health, embracing technology responsibly, and preparing students not just academically, but emotionally and socially for the world ahead.
My personal goal is to ensure that as changes arise, to respond with empathy, clarity, and a strong foundation of values that prioritize the well-being and growth of every child. As a parent, I want the same things for all students that I have always wanted for my own: opportunity, support, and a safe space to thrive.
McKeown: (No answer provided).
