Meet the 2026 Wellesley School Committee candidates
Wellesley depends on the active participation of its citizens in governance of the Town. Wellesley has 11 Boards and Committees on the ballot at the Annual Town election each year in March. The 2026 election will be held on Tuesday, March 3.
There are four candidates running for two open 3-year terms on the School Committee (see list of all town-wide office candidates). The five-member Committee is made up of local residents. The Committee’s responsibilities are to develop and manage school policies; support the allocation of resources by overseeing budget and facilities; hire and review the superintendent of schools; and advocate for the school district.
The School Committee candidates, in ballot order, are Bob Sullivan; Costas Panagopoulos, PhD; Ayla Lari; and Michael Robert Cave, PhD.
The Swellesley Report invited the candidates to answer a few questions about their priorities for the Town of Wellesley. Below are their responses.
Bob Sullivan
The Swellesley Report: Please introduce yourself to The Swellesley Report’s readers & share why you are running
Bob Sullivan: I grew up in Wellesley with my seven brothers and sisters. We were all educated in the Wellesley Public Schools (WPS) and went on to college. I graduated from Holy Cross, received my MBA in Finance from Boston University and completed Harvard Business School’s Advanced Management Program. Education was very important in my family. My wife, Betsey, and I have three daughters who have been in the Wellesley School system since kindergarten. Our oldest is getting ready to graduate Wellesley High School this Spring.
There is no question, the Wellesley schools are very good. WPS has some truly outstanding and dedicated educators, and we are incredibly grateful for their service to our town. However, I believe WPS could be better. Though it is just one data point, the district’s ranking during the past decade has declined significantly. And, while demographic shifts have caused some of the enrollment decline in the district, it appears there are other factors that contribute to students leaving our school system. We need to understand why families are making this decision.
The town has always supported the Wellesley Public Schools. WPS spending per student is among the highest in the state. However, people are concerned the budget has been too directed to the administration and non student-facing positions. There are also questions around the use of substandard reading and math curriculum, the extraordinary number of families that feel the need to hire tutors and fight to get help from the schools for their child rather than that help being proactively provided, the inability of students to bring tests and papers home to review, and achievement gaps that are not closing like we need them to. There does not seem to be any transparency around these and other issues. And, the school’s constituents feel there is not the accountability to force the leadership to find best-in-class solutions.
WPS has great students, a strong foundation of experienced teachers, engaged parents and a supportive taxpayer base. We should have superior schools, not just very good schools. I want to ask the questions and make sure parents and taxpayers get answers. I believe that it is the job of the school committee to ensure transparency and accountability as well as to make certain that we have the correct policies, leadership and resources in place to see to it that the schools and our children reach their potential.
The Swellesley Report: What are your thoughts on the town splitting the town and school budgets at Annual Town Meeting?
Sullivan: At $94 million, the school’s operating budget is approximately 50% of the town’s operating budget. While the taxpayers have always supported the schools, it is reasonable that they would want to make sure that the administration is spending the funds in a responsible way that benefits students. By splitting the budget, it will provide increased transparency and accountability to not only school spending but also to the other components of town spending, which is a positive change.
The Swellesley Report: With investment in new initiatives limited under current town budget guidelines, how can the Wellesley Public Schools system ensure it is achieving goals set out in its Strategic Plan?
Sullivan: We need to address the air conditioning needs at Bates, Fiske, Schofield and the Middle School in a responsible way. The School Committee must also explain why this large capital outlay is important to the schools in order to secure the support for the projects. Many of the remaining initiatives in the Strategic Plan do not involve large capital outlays. With that being said, budget constraints will require that we make choices on how to allocate available funds. We need to make sure both operating and strategic spending benefits students. We should be putting more metrics around what will constitute success within each initiative of the strategic plan and an estimate of the capital required to achieve that goal. This will allow us to make informed decisions. I also believe that there is significant low-hanging fruit that is not mentioned in the strategic plan that would allow us to improve the learning experience of our students with little to no capital outlay. Putting our goals on paper is an important step. But we must also quantify how to measure the district’s progress and have the culture in place to embrace many of these opportunities.
The Swellesley Report: What worries you about the use of artificial intelligence in schools, and where do you see opportunities for Wellesley Public Schools to embrace this technology?
Sullivan: It is very important that we embrace artificial intelligence in a smart way to capture the efficiencies it offers to keep headcount and costs down at the administrative level. We should also help teachers implement AI tools to operate more efficiently so they can spend more time on direct interaction with students and less time on tasks such as creating tests and other learning aids that can be created by AI.
Artificial Intelligence is also going to be a very important tool for our students to learn how to leverage. Without this skill they will be at a disadvantage to other students that graduate with a full understanding of the benefits that AI holds. But, we have to be certain that AI is a tool that students use to enhance their work rather than one that is looked at as a source that provides the primary answer. It is critical that we focus on teaching the fundamental reading, math, science and writing skills and make sure our graduates have strong critical thinking skills. These skills will be required to make sure our students can leverage AI instead of being reliant on AI.
The Swellesley Report: How can voters reach you and learn more about your campaign?
Sullivan: I can be reached at bob_sul@yahoo.com
Costas Panagopoulos, PhD
The Swellesley Report: Please introduce yourself to The Swellesley Report’s readers and share why you are running
Costas Panagopoulos, PhD: I am proud to be a candidate for the Wellesley School Committee. Our family moved to Wellesley 9 years ago. Our son George is in the 1st grade at Hardy Elementary School. We love our town, and we love our schools. I believe the public schools are the heart and soul of our community. Like many families, we moved here largely because of the excellence of the Wellesley public school system. We didn’t know what to expect when we moved here, but what we have found is a welcoming and inclusive community that has embraced our family in ways we could not have imagined. From the very beginning, it has felt like home.
I have been passionate about education my entire life. My parents emigrated from Greece with only third grade educations. They instilled in me an appreciation for education that endures to this day. I am the product of the Massachusetts public school system, and I am indebted to it. I graduated from Dracut High School which prepared me to go to Harvard as an undergraduate, where I completed my BA in Government magna cum laude.
I now work as an educator at Northeastern University, where I am Distinguished Professor of Political Science. I was Chair of the Political Science department at Northeastern for 5 years, where I supervised nearly 30 faculty members and oversaw an annual budget of $4.5 million.
I am also dedicated to serving the Commonwealth in other ways. In 2020, Governor Baker appointed me to serve on the Board of Directors of the Massachusetts Education Financing Authority. The Board oversees an annual operating budget of over $18 million, and we manage loans and assets of $12 billion. I am proud of my work on this board because our primary goal is to help to make college educations accessible and affordable for Massachusetts families.
These experiences may qualify me to serve effectively on the School Committee, but the strongest qualification—and perhaps the most important reason I am interested in this position—is because I am a parent whose experience with the Wellesley Public School system has been life changing. Our son has benefitted directly from the expertise and tireless commitment of extraordinary teachers, administrators and staff in the Wellesley public school system, first at the PAWS preschool program, then at Sprague Elementary and now at Hardy. We are so grateful to the Town of Wellesley and to the public school program.
I am running to keep our school system strong and flourishing. I want to empower teachers, administrators, staff and students—families—to succeed. I pledge to support policies to strengthen our schools and to make them better than ever. I will fight for high standards and academic excellence. I will fight for accountability, transparency and sustainability. And I will fight for fiscal responsibility. I will fight for you and your families. My approach is data-driven, collaborative and results-oriented. Strong schools are built when families, teachers and administrators work together with trust and shared purpose.
The Swellesley Report: What are your thoughts on the town splitting the town and school budgets at Annual Town Meeting?
Panagopoulos: Despite this decision, the School Committee must still work closely with the Select Board and the administration to ensure budgets are developed in collaborative and fiscally responsible ways that reflect town-wide priorities and strategic goals, including sustainability. Some of the logistical implications of this decision remain to be resolved (for example, what happens if Town Meeting approves one budget but not the other?), but the town is carefully examining these scenarios to plan for any eventuality. In some ways, the schools budget has special considerations (for example, contract deadlines that must be adhered to), which Town Meeting will need to take into account. Other challenges or benefits could become clearer after a few cycles of implementation of the split-budgets adoption.
The Swellesley Report: With investment in new initiatives limited under current town budget guidelines, how can the Wellesley Public Schools system ensure it is achieving goals set out in its Strategic Plan?
Panagopoulos: The School Committee must continue to work with the administration to promote and facilitate effective management and outcomes. With teachers and parents, they are partners in Wellesley’s public education enterprise. It must provide educators and the administration the resources and support required to achieve strategic goals and academic excellence. This process would be enhanced with data-driven decision making and results-oriented assessment that fosters accountability and transparency. It also must be strategic and forward-looking. The Strategic Plan is a guidepost, as are Wellesley’s commitments to other goals including equity and sustainability, but more can be done. For example, a comprehensive, school-facilities master plan can be developed to facilitate timely planning and development that advances the school system’s goals in tandem with other town-wide priorities and commitments. It also helps to think creatively and outside the box about new initiatives with potential to advance strategic goals and to seek inspiration and guidance from peer school systems with innovative approaches that are achieving demonstrable results.
The Swellesley Report: What worries you about the use of artificial intelligence in schools, and where do you see opportunities for Wellesley Public Schools to embrace this technology?
Panagopoulos: Artificial Intelligence in public K-12 schools offers transformative opportunities for personalized learning, automated administrative tasks, and enhanced engagement. Benefits can include 24/7 intelligent tutoring that provides customized instruction and adapts to individual student learning paces or tailored lesson plans. Introducing AI tools can help prepare students for a technology-driven workforce, fostering crucial AI literacy.
However, AI also poses significant challenges. These include ensuring equitable access to prevent widening the digital divide, protecting student data privacy, addressing algorithmic bias, and maintaining academic integrity. The use of generative AI raises concerns about plagiarism, cheating, and the reliability of information, requiring new approaches to assessment. Educators must be vigilant to ensure these emerging technologies do not compromise learning and assessment processes. To successfully integrate AI, schools must develop clear policies, invest in professional development, and prioritize equitable access.
The Swellesley Report: How can voters reach you and learn more about your campaign?
Panagopoulos: electcostas.com
Ayla Lari
The Swellesley Report: Please introduce yourself to The Swellesley Report’s readers and share why you are running.
Ayla Lari: I’m a longtime Wellesley parent who believes deeply in the power of strong public education. I grew up in Framingham and attended public schools myself, and my two children have been in Wellesley Public Schools since kindergarten at Sprague—one now in college and one in high school. Navigating the system as a parent has given me firsthand insight into what works well and where we can do better. I’m running to help ensure every student feels supported, challenged, and prepared for what comes next. My aim is for Wellesley Public Schools to feel more invested, more connected, and more responsive to the needs of our students and to close gaps between what we promise and what we deliver.
The Swellesley Report: What are your thoughts on the town splitting the town and school budgets at Annual Town Meeting?
Lari: I am neutral on separating the school budget for Town Meeting. The schools make up the largest portion of the town budget and deserve focused attention and thoughtful discussion. The schools are also an integral part of the town. The town and WPS have had a process in place for Town Meeting Members and the community to get insight into the WPS budget before Town Meeting. Separating the school budget may provide a clearer lens and additional opportunity to strengthen transparency, accountability, and public understanding. Either way, it is essential that we continue Wellesley’s strong support for education, while recognizing that we should always look for ways to use resources more efficiently and effectively for students.
The Swellesley Report: With investment in new initiatives limited under current town budget guidelines, how can the Wellesley Public Schools system ensure it is achieving goals set out in its Strategic Plan?
Lari: With limited funding for new initiatives, we have to be disciplined and creative. That means regularly asking, “Is there a better or smarter way to do this?” We should assess existing programs for efficacy, look for efficiencies, and make better use of underutilized resources before adding new costs. Investigating what actually improves student outcomes will help ensure we make meaningful progress without simply spending more.
The Swellesley Report: What worries you about the use of artificial intelligence in schools, and where do you see opportunities for Wellesley Public Schools to embrace this technology?
Lari: My biggest concern with AI in the classroom is that it can short-circuit the thinking process. Deep thinking, analysis, writing and problem solving are skills students develop through practice and struggle, and technology replaces that growth. Other concerns are that AI can be flat out wrong and that results can incorporate bias or other flaws depending on the underlying data and techniques used to train the AI. It should not be a tool of first resort. At the same time, AI can be a powerful tool when used thoughtfully—allowing for personalized learning, helping students get unstuck, and generating extra practice, for example. I see it as a support for learning, not a substitute for thinking. On the administrative side, AI can be a tool for analysis, to give insight into what we can do better.
The Swellesley Report: How can voters reach you and learn more about your campaign?
Lari: Please see my campaign website.
Michael Robert Cave, PhD
The Swellesley Report: Please introduce yourself to The Swellesley Report’s readers and share why you are running.
Michael Robert Cave, PhD: My 57 years in K-16 public and private education as a teacher and administrator, gained as a teacher at Wellesley High School and elsewhere as a classroom teacher, public school administrator and college professor in Massachusetts, Connecticut, New York State and North Carolina enable me to make an important contribution to the already superb Wellesley Public Schools as a School Committee member. This experience enables me to view an issue from the perspective of both an educator and administrator. I also have the academic training needed for productive contribution to the role of School Committe member as I hold three (3) advanced degrees: Master’s and Ph.D degrees in language, and a second Master’s degree from the Harvard University Graduate School of Education in Administration, Planning and Social Policy.
The Swellesley Report: What are your thoughts on the town splitting the town and school budgets at Annual Town Meeting?
Cave: Splitting the Town and School budgets is a return to a pratice last seen nearly 50 years ago. I view this change as a very postive way to highlight the costs of operating our school system along with the educational priorities implicit in the budget. This will eanble our citizens to make informed decisions about budgetary and educational priorities.
The Swellesley Report: With investment in new initiatives limited under current town budget guidelines, how can the Wellesley Public Schools system ensure it is achieving goals set out in its Strategic Plan?
Cave: The Strategic Plan stresses district capacity-building in key areas over expendures of fiscal resources. Thus: no additional fiscal resources should be needed to carry out the Plan.This is consistent with my vision of making the WPS a true “learning orangization” as outlined in the writings of Peter Senge. (Authors of:The Fifth Discipline and Schools That Learn). The Plan itself contains the metrics by which achievement of goals can be measured and assessed.
The Swellesley Report: What worries you about the use of artificial intelligence in schools, and where do you see opportunities for Wellesley Public Schools to embrace this technology?
Cave: AI can be helpful and time-saving for teachers when used to plan lessons and in carrying out other time-consuming clerical tasks. Administrators may also use AI to save time completing tasks such as scheduling, report creation, and other lower-order tasks. Time so saved can be reinvested in higher-order tasks such a creating the capacity required to move the Strategic Plan forward. However, AI can be harmful to learning when students use it to take shortcuts merely to get a learning task done and off the table rather than learn from it. The actual learning takes place when students need to work through a task from start to finish. Both students and educators need to use this technology judiciously in order for its use to be truly beneficial.
The Swellesley Report: How can voters reach you and learn more about your campaign?
Cave: 781-237-4741 (phone), or email mcave10@gmail.com