Leadership in Education with Jennifer Eckstrom

Jennifer Eckstrom serves as President of the Tucson Unified School District Governing Board, helping oversee policy decisions that affect thousands of students across Southern Arizona. A former Mayor of South Tucson, Eckstrom entered school governance during the COVID-19 pandemic after witnessing firsthand the challenges facing families, educators, and public officials. Since joining the board, she has become a prominent advocate for public schools, literacy initiatives, and increased accountability in education funding. In this conversation with The Next Seat, Eckstrom discusses artificial intelligence in classrooms, literacy gaps, and what she believes Arizona's schools need most moving forward.

What does a typical week look like for you in your role?

"Some weeks consist of Governing Board meetings which make the day longer. I work 8 hours then continue onto my Governing board job. When school is in session, I sometimes visit schools. I also am checking emails and taking phone calls every day."

School board leadership often takes place outside of the public eye. While governing board meetings receive the most attention, Eckstrom's response highlights the behind-the-scenes work involved in communicating with families, visiting campuses, and balancing board responsibilities with a full-time career.

What first inspired you to pursue this line of work?

"We were looking at schools for my daughter in 2020 and she started Kindergarten during COVID. I saw the need to have school board members who could make hard pressing decisions. I was an elected official and Mayor before and I worked hard to keep schools in my community from closing due to budget constraints from the district. I also believe in a strong public education for all children."

For Eckstrom, education leadership began as both a parent and a public servant. Her experience during the pandemic shaped her belief that school boards play a critical role during moments of uncertainty. That perspective continues to influence her approach to educational policy today.

Where do you see artificial intelligence currently improving education, and where do you believe it is creating challenges that institutions are not yet prepared to address?

"There is still so much to learn about AI and I believe that it could be useful for staff and teachers. I believe that students need to learn how to think and learn from themselves. We see that typing in an idea into an AI program can bring up multiple ideas. We also need to look at the fact the chatbots can be harmful to students who may think that there is a person behind the comments. We need to regulate how we use AI in schools."

As schools across the country grapple with the rapid rise of artificial intelligence, Eckstrom takes a cautious approach. While she acknowledges AI's potential as a tool for educators, she emphasizes the importance of maintaining students' independent thinking skills. Her concerns about chatbot interactions also reflect a growing conversation among educators and policymakers about how schools should navigate emerging technologies.

In discussions around literacy and educational access, what do you think is most commonly misunderstood about the persistence of these gaps?

"We know that literacy should be taught at an early age. Reading to children and children having access to books and reading materials should be of the upmost importance. We need to make sure that our students are able to take home reading materials and that our parents and families have access to these items. We need to promote the use of public libraries; little library stands in community and much more."

Eckstrom's response focuses on a factor that often receives less attention than curriculum debates: access. Her emphasis on books, libraries, and family involvement suggests she views literacy as a community-wide responsibility rather than solely a classroom issue. The answer reflects a belief that educational success begins long before students arrive at school each morning.

If you could implement one change to current education systems, what do you believe would have the most significant long-term impact?

"I would eliminate the new ESA program. The way Arizona is burning through $1 billion dollars for families to buy outlandish items in the name of education is harmful. TUSD is losing $42 million a year because of this unchecked, unregulated program. We need to go back and use ESA's for what it was intended for - students with special needs. Right now, these special needs students can't even get funding because the program is so bogged down in misuse of funds. The long term impact for having $1 billion given to public schools throughout Arizona would be life changing."

This was Eckstrom's most direct response. Arizona's Empowerment Scholarship Account program remains one of the state's most debated education policies, with supporters arguing it expands educational choice and critics arguing it diverts resources from public schools. Eckstrom clearly falls into the latter camp, framing the issue as one of accountability and resource allocation. Her answer aligns closely with positions she has taken as a leader within TUSD, where concerns about district funding remain a central issue.

What is something you have learned through your work that has meaningfully changed your perspective on education or opportunity?

"I have learned that working for our students is a wonderful gift. We have so many amazing educators, staff, and students. All children should have access to a wonderful education. We must continue to make decisions that are student centered. I have also learned that TUSD has many unique schools and that families will be able to find the right one for their student."

The idea of student-centered decision-making appears throughout Eckstrom's responses. Whether discussing literacy, technology, or funding, she consistently returns to the belief that educational policies should be judged by their impact on students and families.

Taken together, Eckstrom's answers paint a picture of an education leader focused on strengthening public schools, expanding literacy opportunities, and ensuring resources remain available within traditional public education systems. Her perspective differs from many state-level advocates of school choice, highlighting a broader debate about the future of education in Arizona. As discussions continue around AI, funding, and educational access, her responses offer insight into how one of Southern Arizona's most prominent education leaders believes schools can best serve students in the years ahead.