Name: Tony Rosales, PhD

Age: 32

Occupation: medical strategy director and educator (seasonal and adjunct)

Political/educational background: GFPS graduate, PhD in chemistry from University of Notre Dame

Website/social, if applicable: Facebook and website

GFPS sets May election details, three seats open

Q: Why are you running for school board?

A: As a GFPS graduate, coach, and long-time advocate for transparency, I’m running to help rebuild trust in our public schools. I believe education should be student-centered, fiscally responsible, and guided by open community engagement.

Q: If elected, what would be your top three priorities?

A: 1. Rebalancing the budget to prioritize instruction and student support; 2. Addressing declining elementary school performance through targeted, data-driven interventions; and 3. Strengthening community partnerships to bring families, educators, and taxpayers back into the conversation.

Q: What do you think are the biggest challenges facing GFPS for the next three years?

A: In addition to continued budget constraints and declining elementary school achievement, the “unknown” is also a challenge. There is a large degree of uncertainty in education and without clarity long-term strategic planning becomes more difficult.

Q: What do you think are the three biggest strengths of the district?

A: 1. Dedicated educators who work hard under pressure; 2. Strong career and technical programs that connect students to local opportunities; 3. Talented students whose achievements reflect our community’s potential.

Q: In what ways do you plan to support and retain high-quality teachers in the district, and how would you address teacher shortages or high turnover rates?

A: We need to prioritize teacher salaries and professional development within the budget. That starts with reducing administrative bloat and ensuring classroom dollars go to those doing the work. I’d also advocate for stronger mentorship programs and teacher feedback channels.

Q: What is your plan to raise test scores and student performance?

A: We must address early learning gaps directly. That means investing in evidence-based reading and math programs at the elementary level, improving support for special education, and increasing parent-district collaboration to reinforce learning at home.

Q: Graduation and dropout rates are always a concern, what ways would you propose to keep kids in school and engaged in learning? 

A: Engagement starts with relevance. We need to expand hands-on learning—career training, the arts, debate, and real-world skills. When students see a future for themselves, they stay connected.

Q: How do you think the district should address student mental health and wellbeing?

A: We need to treat mental health like any other foundational educational need. That means adequate school counseling staff, clear referral pathways, and collaboration with local health services.

Q: How would you approach making decisions about curriculum and instructional materials, and what factors would you take into consideration?

A: Curriculum should be evaluated based on educational outcomes, alignment with state standards, and community feedback. I would prioritize transparency in the review process and ensure that parents and teachers both have a seat at the table.

Q: What is your understanding of the school funding formula in Montana, and if elected, would you advocate for changes to that formula?  

A: Montana’s school funding formula is overly rigid and slow to adapt to inflation and changing district needs. I would advocate for formula modernization—especially around state equalization and targeted relief from over-reliance on property taxes and local levies.

Q: How do you think the district can best position itself financially to deal with rising costs, potential changes to the federal funding structure and the community’s reluctance to support additional levies?

A: We need long-term financial planning, increased public transparency, and spending reprioritization. By showing responsible stewardship and focusing on classrooms over central office growth, we can rebuild public trust and reduce levy fatigue.

Q: What are your thoughts on how legislative actions impact GFPS funding and operations? 

A: Legislative decisions—from state equalization aid to inflation adjustments—affect every dollar we spend. Trustees must advocate during sessions and ensure lawmakers understand the real-world impact of their decisions on school districts like ours.

Q: How would you work to ensure that all students in the district receive an equitable education, regardless of their background or socioeconomic status?

A: Equity means recognizing that every student has their own individual educational journey. I support data-driven resource allocation, culturally responsive teaching, and removing structural barriers that limit opportunity for unique educational paths.

A: I would push for full state funding and support of IEP/504 plans, reduced caseloads for special educators, and regular program audits to ensure we are meeting—not just mandating—student needs.

Q: How would you address issues related to school safety, including bullying, violence, and substance abuse?

A: School safety starts with strong relationships and clear expectations between educators, students, and family members. I support early intervention programs, and better coordination between all stakeholders to create safe, respectful environments.

Q: What are your thoughts on addressing rising violence among young people in Great Falls, particularly at the middle and high school levels?

A: We need targeted intervention to ensure a safe educational environment for all students. That includes mentorship programs, community-based collaborations, and at times, appropriate disciplinary measures to remove violence from our schools. School should be a protective factor, not just a reactive one.

Q: How will you support the arts in schools, including music, theater and visual arts?

A: The arts are not extra—they are essential. I support maintaining and expanding arts programming as a core part of the curriculum. These programs build confidence, creativity, and community pride.

Q: How would you interact with staff to learn about GFPS operations, education regulations and stay informed about items you are being asked to vote on? 

A: I would regularly meet with staff, visit schools, and seek feedback from those on the ground. Trustees must do their homework and ask informed questions before casting votes.

Q: How would you communicate with the public to hear their concerns and keep them informed about GFPS operations? 

A: I support open office hours, public forums, and better digital transparency—from budget dashboards to summaries of board decisions. The board should not operate behind closed doors.

Q: As a school board member, you are asked to represent the whole community, how do you represent those that are different, or that have different views than you do?

A: Representation starts with listening. Even when I disagree, I believe in hearing every voice and ensuring it’s reflected in policy conversations. My approach is principled, not partisan.

Q: Anything I didn’t ask that’d you’d like to add.

A: This is not a stepping stone for me—this is my community. I’m not running to climb a political ladder. I’m running to serve students, families, and educators with honesty, integrity, and transparency.