Submit your questions for the 2026 Chelsea School District Board Candidates. Answers will be posted on ChelseaMich.com. All questions must be submitted no later than September 20th. Only questions that are relevant to all the candidates will be sent for answers, and every candidate will have the opportunity to answer every question asked. 

Below are the 3 questions from the community that the candidates were asked to answer.

1. Specifically, what prompted you to run for a BOE position now?
2. How would you describe the Superintendent’s role? What is the role of a board member?
3. What do you think our district needs to do to prevent students and teachers from leaning too heavily on AI to produce, complete, and grade coursework? Is there a concern about education and human interaction getting lost in AI’s capabilities?

Below are the answers from each candidate.

Nicolia Heineman:

1.  I am running at this time because I believe my experience as a current Trustee, parent, and community member positions me to continue making a meaningful contribution to Chelsea schools. Since my appointment, I have gained firsthand experience in governance, policy, curriculum, and community engagement, while my professional background has strengthened my skills in leadership, budgeting, and process improvement. I want to build on that experience, continue strengthening trust and transparency, and help ensure our decisions remain focused on the needs and success of every student.
2. I would describe the Superintendent as the district’s chief executive, responsible for translating the board’s vision and goals into action. The Superintendent oversees day-to-day operations, supports staff, manages district resources, and ensures policies and priorities are implemented effectively.The board’s role is to set the district’s vision, establish policy, approve the budget, evaluate the Superintendent, and hold the district accountable for student outcomes. As a Trustee, I believe it is important to focus on governance rather than day-to-day operations, while asking thoughtful questions, listening to our community, and ensuring decisions are transparent and aligned with student needs. A strong relationship between the board and Superintendent depends on clear expectations, mutual respect, and open communication, with students at the center of every decision.
3.  I believe AI can be a useful educational tool, but it should support learning, not replace the critical thinking, creativity, and human connection that make education meaningful. Our district needs clear, consistent guidelines for both students and staff that define appropriate AI use, protect academic integrity, and ensure students are developing the skills to think independently. Teachers should receive training and support to use AI responsibly while maintaining meaningful ways to assess student understanding, including discussion, writing, collaboration, and hands-on learning.I do have concerns about losing the human interaction that is essential to education. Relationships between students and teachers build trust, encourage curiosity, and help educators recognize individual needs in ways technology cannot fully replicate. As a Trustee, I believe our responsibility is to approach AI thoughtfully, with policies that evolve alongside the technology while keeping student growth, human connection, and the purpose of learning at the center.

Heather Scott:

1. Our family moved to Chelsea nine years ago because of the strength of these schools, and I want to help make sure they remain strong for the families who come after us. Last year, when a vacancy opened on the Board of Education, I applied to be considered for the appointment. I wasn’t selected, but going through that process gave me an even closer look at the work of the board and reinforced my desire to serve. I decided then that when voters had the opportunity to choose someone for a full term, I would put my name on the ballot and step up.

Public education also runs in my family. My mom worked as a public school support staff member, and my grandfather was an elementary teacher who also served on his local school board. I grew up seeing how much those roles matter.

I believe I bring skills the board can use right now, and I have the time needed to fill the commitment of serving on the school board. I work in marketing and communications, I’ve spent about eight years serving on nonprofit boards and volunteering in our community, and my earlier career in management and human resources gave me experience with hiring and policy writing. Walking neighborhoods this fall, I’ve heard many of the same concerns from parents, teachers, and community members, including those without children in the district. They want to understand how the district is spending taxpayer dollars, they want clearer and more consistent communication, and they want to know our schools are safe. Those are reasonable expectations, and I want to help make sure our district delivers on all three.

2. The Superintendent is the district’s chief executive and educational leader. They run day-to-day operations, lead and support staff, put board policy into practice, and make the professional decisions about curriculum, staffing, and our buildings.

The board’s job is governance. Board members set the district’s vision and goals, adopt policy, approve the budget, and hire and evaluate the Superintendent (the board’s one direct employee). They also represent the community, which means listening to families and residents, asking good questions, and holding the district accountable for results. That responsibility extends to every taxpayer in Chelsea, including those without students in our schools.

A strong district has a board and Superintendent who work as a team with clear lines. The board sets direction and checks progress, and the Superintendent and staff do the work of running our schools. My role would be to support that work, ask thoughtful questions, and keep expectations high.

3. AI is already part of our students’ lives, so I believe our goal should be teaching them to use it well, with clear expectations about where it belongs and where it doesn’t. Chelsea has already started this work (the district has published responsible use guidelines and invested in staff training), and I’d want the board to keep it moving.

A few things I’d prioritize:

• Clear, consistent expectations by grade level, so students, families, and teachers are all aligned on appropriate AI use.

• Assignments and assessments that show a student’s own thinking, like in-class writing, discussion, presentations, and projects where the process matters as much as the final product.

• Training for teachers, so AI can save them time on planning and paperwork while feedback and grading stay grounded in their professional judgment.

• Regular updates to families and an annual review, since this technology changes quickly.

And yes, I share the concern about human connection. The best learning happens through relationships: a teacher who notices when a student is struggling, a coach, a classmate working through a problem with you. As the parent of a high schooler, I see how much technology already competes for our kids’ attention. AI should support those relationships and never replace them.

Jacob Steinhauer:

1. I was born and raised in Chelsea and graduated from Chelsea High School in 2012. I had an incredible experience in our schools, and when I look back, what stands out most isn’t necessarily a particular class or athletic accomplishment. It’s the people who helped me get there.

I was fortunate to have teachers and coaches like Brad Bush, Adam Taylor, Tracy Heydlauff, and Matt Pedlow, among many others, who genuinely cared about their students and wanted to see them succeed. They challenged us, held us to high standards, and helped prepare us for life beyond Chelsea. I’ve maintained relationships with all four of them since graduating, along with many other former teachers and coaches. Some have become personal friends over the years. To me, that says a lot about the lasting impact great educators can have on their students.

After college, my wife and I spent several years living outside Michigan before deciding to move back to Chelsea to raise our family. We made that decision because we knew firsthand what this community and its schools had to offer.

Now, as a parent, I have an even greater appreciation for how important those experiences are. I want future generations of Chelsea students to have the same opportunities I had, and I want Chelsea to remain a place where great teachers want to work and stay.

I also recognize that the district has important decisions ahead regarding enrollment, finances, and how we prepare students for the future. In my professional role as a consultant supporting the Department of Veterans Affairs, I manage complex projects, work with leadership, analyze information, and help solve problems. I believe that experience would allow me to bring a practical perspective to the board.

I’m ultimately running because Chelsea’s schools gave me a lot, and I want to help make sure they continue doing the same for future generations. I don’t think our schools need to be reinvented. I want to help preserve what makes them great while making responsible decisions about where we go from here.

2. I see the superintendent as the person responsible for leading and managing the district’s day-to-day operations. That includes overseeing staff, managing resources, implementing board policies, and making sure our schools are providing students with a quality education.

The school board’s role is different. We’re responsible for establishing district priorities and policies, overseeing finances, evaluating the superintendent, and making sure the district is moving in the right direction. The board provides oversight and direction, while the superintendent is responsible for carrying out that work.

I think the relationship between the board and superintendent needs to be collaborative and supportive, but there also needs to be accountability.

In my professional role as a consultant supporting the Department of Veterans Affairs, I work closely with senior VA leadership and have seen firsthand how important it is for leaders to listen to the people doing the work. Those employees often have the clearest understanding of what’s working, what isn’t, and where improvements are needed. I’ve seen that same approach from leaders within my own company, and I think it’s an important part of effective leadership.

My team and I are also regularly tasked with identifying problems, understanding what’s causing them, and developing solutions. One thing I’ve learned is that you can’t make good decisions based solely on assumptions or personal opinions. You need to listen, understand the facts, and be willing to address problems, even when the answers aren’t necessarily what you want to hear.

I think those principles translate directly to serving on a school board. Accountability means setting clear expectations, measuring progress, communicating openly, and acknowledging when something needs to improve. That includes looking at student outcomes and district finances, but also listening to teachers, staff, parents, and students.

As a board member, I would want to stay informed, ask thoughtful questions, and understand the reasoning behind recommendations before making decisions. If an ongoing problem wasn’t being adequately addressed, I would want the board to understand the facts, establish clear expectations for improvement, and follow up to make sure meaningful progress was being made.

At the same time, I recognize that individual board members aren’t responsible for managing teachers or administrators. There’s an important distinction between providing oversight and getting involved in day-to-day operations.

I believe a strong board and superintendent should have a productive working relationship built on trust, communication, and accountability. Above all, decisions should be based on what’s best for students, not personal opinions or politics.

3.I think AI can be a useful tool in education, but I’m cautious about how quickly we introduce it into classrooms, especially with younger students.

I actually use AI regularly in my professional work, so I’ve seen firsthand how helpful it can be when used appropriately. But I’ve also seen people become overly dependent on it. There’s sometimes an assumption that because something is AI-generated, it must be accurate or that it’s going to produce exactly what you’re looking for. That’s simply not the case. Whenever I use AI in my work, I still have to verify the information and make sure the results are accurate. At the end of the day, you still have to know how to do your job.

That’s where my biggest concern lies with students. Learning isn’t just about getting the right answer. It’s about developing the ability to think critically, solve problems, write effectively, and work through challenges independently. If students become dependent on AI before developing those skills, they’re missing a fundamental part of their education. How can we expect students to recognize when AI is wrong if they haven’t developed the knowledge to evaluate its answers?

I think Chelsea needs to make sure students are still demonstrating what they’ve actually learned through classroom discussions, independent writing, and assessments completed without AI assistance. Technology shouldn’t become a substitute for understanding the material.

I have similar concerns about teachers using AI for lesson planning or grading. It can certainly help with some tasks, but teachers need to verify what it produces and use their own professional judgment, particularly when evaluating student work. Before recommending specific restrictions, I’d want to understand how AI is currently being used in Chelsea’s classrooms and what guidelines are already in place.

I also worry about losing the human side of education. Great teachers do much more than deliver information or assign grades. They get to know their students, recognize when someone is struggling, provide encouragement, and help students develop communication and interpersonal skills. Technology can’t replace those relationships.

I believe Chelsea needs clear, district-wide expectations for how AI can be used by students and staff, and our educators should have a voice in developing those guidelines. They should address academic integrity, accuracy, student privacy, and age-appropriate use. I’d favor very limited use in elementary school, with more opportunities as students get older to learn how to use AI responsibly and understand its limitations.

We can’t ignore AI because it’s going to be part of the world our students enter. But I think we need to teach students how to think for themselves before teaching them how to rely on technology.

AI should support education, not replace the learning process or the relationships between students and teachers.

Sara Tracy:

1.

• I’m running for reelection to continue the work I’ve led over the past two years. Our children and community deserve a school system that puts students at the center of every decision, supported by strong board leadership. That means ensuring policies and budgets reflect student needs and giving teachers and staff the resources, funding, and time required to do their jobs well.
• My goals are to continue advocating for students through policy, budgeting, and oversight. I will work with the superintendent and bond committee to assess the need for a new bond and identify priorities that benefit the most students, including essential building renovations and evaluating a new community pool. I will also strengthen student career pathways by expanding CTE, dual enrollment, and partnerships that support real‑world learning. Finally, I plan to deepen collaboration with the Chelsea Senior Center to enhance programs that serve our community.

2.

1. • The superintendent serves as the district’s chief executive, responsible for implementing board policy, managing day‑to‑day operations, and ensuring that all departments and administrators function effectively. They provide leadership, direction, and accountability for the district’s overall performance.

• A board member provides high‑level governance and oversight in partnership with the superintendent and fellow trustees. The board sets policy, approves the budget, establishes strategic priorities, and ensures accountability for district performance, while staying out of day‑to‑day operations.

3.

• AI is here to stay, and our district needs a thoughtful, ongoing approach to its use. While the board has approved an employee‑focused AI policy, we now need broader guidance that supports both staff and students. This includes clear expectations for when AI is appropriate, safeguards to ensure academic integrity, and professional development so teachers can design assignments that promote original thinking. We also need to teach students how to use AI responsibly as part of their digital literacy. AI can be a valuable tool, but it cannot replace the development of independent ideas and skills. This will require regular review at both the board and building level to ensure our policies evolve as the technology does.

• There is always concern that new technologies can unintentionally diminish human interaction—much like smartphones have reshaped how people connect with one another. AI presents similar risks in education: if used without guardrails, it can reduce peer collaboration, weaken teacher‑student relationships, and encourage students to rely on tools instead of developing their own ideas.
• Board oversight is essential to ensure AI enhances learning rather than replaces the human elements that make education meaningful. This includes monitoring how AI is used, supporting teachers in integrating it responsibly, and maintaining learning environments where conversation, collaboration, and critical thinking remain central. As we move further into a technology‑driven society, we must be intentional about preserving the human connections that help students grow.

Eric Wilkinson:

I’ve served on the board since I was elected in 2020, as president, vice president and trustee. That experience has given me a strong understanding of how the district operates and what a trustee’s role really is. I want to put it to work on district goals that are specific and measurable, and on keeping our district financially strong so we can continue to offer the quality programs our residents have come to expect.

As a small business owner running a construction company in Southeast Michigan, I see every day how much a solid education matters, both for the person doing the work and for the employees we hire. I’m always asking how we make sure Chelsea students are prepared for that. I’m running again to put my service, experience and business perspective to work so every Chelsea student graduates ready for what comes next.

The superintendent is the district’s chief executive. The superintendent runs daily operations, leads and manages staff, and puts board policy and goals into practice.

A board member’s job is to represent the community, prepare for every meeting, ask hard questions in public and vote on what is best for students and residents. Board members should not manage buildings, programs or individual staff. When a board drifts into running operations, accountability gets blurry and staff get stuck between competing directions. Clear roles lead to clear results.

Students first need to learn and understand the concepts. We don’t hand a student a calculator before they understand basic math. In the same way, students shouldn’t use AI to complete work until they have shown they understand the material. AI should support learning, not replace it.

For teachers and administrators, AI can save time on routine tasks and help identify where students need support. That frees up more time for teaching. Grading and feedback should still come from a teacher who knows the student.

The board’s role is to make sure we have clear policies on appropriate use, academic integrity and student data privacy, and to review them as the technology changes. Human interaction is at the heart of education, and AI should give teachers more time for it, not less.