As part of the Clocktown Chronicle’s election coverage, we asked readers on social media what questions they had for candidates seeking seats on the Thomaston Board of Education. All five candidates were invited to respond to questions about their goals, priorities, and perspectives as they prepare to serve in this important role.
On this year’s ballot, voters will see two separate Board of Education contests. Cara Lascko Files, Amy Sedgwick, and Marissa McGee are running for a six-year term, and voters may choose up to two of those three candidates. Because of the number of candidates on the ballot, all three will automatically win their seat. Becky Guay Shypinka and Lawrence Duffany are running to fill a two-year vacancy, and voters will choose one of the two with only one moving forward to join the board.
Responses appear exactly as provided to us and in the order candidates appear on the ballot.
Question 1: The district’s facilities feasibility study is expected to produce a recommendation by the end of the year — just as the next term for BOE members begins. How do you plan to evaluate those findings and determine the best path forward for Thomaston schools? What factors or priorities will guide your decision-making?
| Cara Lascko Files (D): I believe the feasibility study is a vital tool for Thomaston to address the reality that our school buildings require 250 repair projects totaling $53 million over the next 20 years, as reported at the Board of Finance meeting held on July 1, 2025. With the study’s recommendation expected by the end of the year, it is critical that the Board begins reviewing and understanding the findings promptly to ensure a timely and informed decision. As a Board member, I plan to help lead a thoughtful review of the study’s findings, examining scenarios for costs, enrollment projections, educational impacts, and transition plans to determine the best path forward for our schools. Any recommendation must be fiscally realistic, given the school budget passed this year after three referendums, and sustainable for the long term. I also plan to encourage the community to be active participants throughout the process, listening to families, educators, and residents to ensure decisions reflect both educational priorities and Thomaston’s values. Our goal is to deliver safe, efficient, and sustainable facilities that support learning for generations, while maintaining trust, transparency, and student success at the center of every decision. |
| Amy Sedgwick (R): As I prepare to join the Board of Education in November, I view this as an ideal opportunity to assess and evaluate the district’s current needs, identify areas of improvement, and explore the various opportunities available to Thomaston. I intend to thoroughly review the data presented in the feasibility study, actively listen to the community’s perspectives, and develop a comprehensive understanding of the potential risks and benefits associated with proposed changes. While remaining aligned with the Board of Education’s mission, I am committed to maintaining an open mind and prioritizing decisions that support the long-term success and sustainability of the district. My decision-making will be guided by three key priorities: fiscal responsibility, student safety, and the continued pursuit of academic excellence. |
| Marissa McGee (R): The upcoming feasibility study will play a pivotal role in shaping the Board of Education’s strategic initiatives. Thomaston’s best path forward will be the one that strikes the right balance between fiscal responsibility and enriching the student experience. While short-term solutions may offer immediate relief, our focus must remain on the long-term success of the school system. Every decision should be guided by a commitment to sustainable growth and educational excellence. As we review the results of the feasibility study, it’s essential to approach them with an open mind and a clear vision for Thomaston’s future. Our students deserve a school system built not just for today, but for the years ahead. |
| Becky Guay Shypinka (D): To evaluate the findings of the district’s feasibility study and determine the best path forward for Thomaston schools, I would take a transparent, data informed and community centered approach. This would involve a thorough review of the study’s findings, community engagement, fiscal responsibility, long-term vision and collaboration with the full board. My decision-making will be guided by student outcomes, community input, financial responsibility, and long-term sustainability. This is a pivotal moment for Thomaston, and I’m committed to ensuring any decision reflects what’s best for our students, educators, and the entire community. |
| Lawrence Duffany (R): As I think about the ‘feasibility study’ I realize what we are really talking about is a viability and vitality study. We are trying to figure out the best way for our schools to meet their mission given the current economic and population conditions. The mandate that we have as members of the Board of Education is to serve as effective stewards of what has been entrusted to us. That includes the facilities, the finances, the personnel at all levels and, most importantly, the effective, appropriate education of our students. I am most grateful that the process has included at least some level of consultation with various stakeholders. The needs and the desires of our townspeople are important. At the same time, I realize that proper stewardship of education requires careful consideration of the findings of the study. There are times when what is needed is not what is the most comfortable or expedient path. The question at hand is, “What will best serve the educational needs of our town?” The best thing I can do is enter this process which is already under way with an open mind… but more importantly with open ears and open eyes. What do I see, perhaps as the priorities in the process? I think the first thing is understanding the cost of options laid out. I don’t just mean just the cost of any particular project, but we must also consider opportunity costs to other priorities for both the schools and the town as a whole. Which approach will net the best educational result for our students? Will one path lead to better teaching and learning opportunities because we have been able to economize on infrastructure or services provided through sharing? We cannot ever forget that the point here is that the future of education in Thomaston plays heavily into the future of the town as a whole. |
Question 2: What skills, experiences, or perspectives do you believe make you a strong fit for the Board of Education? How do you see those strengths contributing to the board’s work and the district’s success?
| Cara Lascko Files (D): My background and experiences equip me to contribute meaningfully to the board’s work and the district’s success. I bring over 20 years of teaching experience in Waterbury and Hartford Public Schools, mentoring aspiring teachers as a cooperating teacher for several state universities, as well as serving as a TEAM mentor for beginning teachers. I have also designed innovative curriculum in my areas of study, both in art education and computer science instruction, planned and led district-wide and school-based professional development opportunities, and was recognized as Duggan Elementary’s 2023 Teacher of the Year. Last year, I was selected as a mentoring teacher for the pilot of the Connecticut Teacher Apprenticeship program, a state initiative addressing the critical teacher shortage. I will use these experiences to advocate for policies and programs that retain and support highly qualified teachers, ensuring they have the guidance, professional growth opportunities, and resources they need to thrive. By retaining our best educators and supporting high-quality learning, I plan to help strengthen student achievement, maintain stability across our schools, and encourage families to keep their children in Thomaston schools. As a lifelong resident of Thomaston, a Thomaston High School graduate, and the parent of an 8th grader and a 3rd grader, I will bring a deep understanding of our community’s needs and values, including equity, innovation, and collaboration. I plan to guide budget and policy decisions with students at the center and ensure that board initiatives reflect community priorities. I also plan to foster trust, communication, and collaboration across our schools, helping the district retain talented educators, engage families, and build a strong, sustainable school system that benefits every student. |
| Amy Sedgwick (R): I am a licensed addiction therapist with a Master’s degree in Counseling and have been practicing since 2009. Over the past 20 years, I have worked in various treatment settings and served as a consultant throughout New England, providing leadership training, developing and retaining clinical talent, and designing safe, effective, and evidence-based treatment programs aimed at improving long-term recovery outcomes. I completed Yale University’s Leadership Program, an intensive year-long training focused on leading teams and individuals with purpose and effectiveness. My experience in directing treatment centers has provided me with a deep understanding of how to build strong, collaborative teams and foster environments where staff feel valued, supported, and accountable. For the past three years, I have owned and operated a private practice in Thomaston specializing in addiction recovery and trauma repair. In this capacity, I provide individual and family therapy while continuing to serve as a consultant for several organizations across New England. My clinical background offers a unique perspective in understanding students’ needs related to physical, emotional, and educational safety. One of my most sincere goals is to ensure that every child in Thomaston feels safe, supported, and empowered to reach their fullest potential. |
| Marissa McGee (R): I believe my combination of professional experience, educational background, and personal connection to the Thomaston school system makes me a strong fit for the Board of Education. I hold a Bachelor’s degree in Business and Technology from the University of Connecticut and a Master of Business Administration from Post University. Over the past 21 years, I’ve served in various roles at Thomaston Savings Bank and currently work as the Senior Operations Officer. This experience has equipped me with a deep understanding of strategic planning, financial stewardship, and operational leadership—skills that are essential for guiding district-level decisions with both efficiency and foresight. Beyond my professional life, I’m actively involved in the community. I volunteer as the Treasurer for the Salvation Army and serve on the EdAdvance Head Start Policy Council, where I advocate for early childhood education and family engagement. Most importantly, I’m a parent of two boys currently enrolled at Thomaston Center School. This gives me a firsthand perspective on how board decisions impact students and families. I bring not only business acumen but also a parent’s voice—one that is deeply invested in the long-term success and well-being of our schools. I’m committed to helping the Board of Education make thoughtful, balanced decisions that prioritize both fiscal responsibility and the student experience. I believe my strengths will contribute meaningfully to the board’s work and help ensure Thomaston’s schools continue to thrive. |
| Becky Guay Shypinka (D): Having previously served on the board, I understand the responsibilities of governance, policy oversight, and collaborative decision making. This experience means I can contribute from day one, with a solid understanding of how to function effectively in the board environment. Also my combined experience as a business analyst and former board member provides me a well-rounded foundation to contribute effectively. I would bring : -A disciplined, analytical approach to governance, -A strong sense of fiscal and ethical responsibility and, – A sincere commitment to student success and community trust. These strengths position me to be an informed, collaborative, and forward thinking voice on the board. |
| Lawrence Duffany (R): I am a career educator, holding my professional educator’s certificate from the State Department of Education. I earned my Masters in Teaching and am completing my Ed D within the next year. I have taught at every educational level: elementary, middle, secondary and post-secondary levels and have been a building administrator and a central office administrator. I currently teach at the secondary and post secondary level with supervisory duties as department head at St. Paul Catholic High School in Bristol. In addition, I have served on various boards and committees in the past. My experience in teaching, administration, as a parent/past parent and as a board member put me in the position of seeing education from a very global perspective. I appreciate the way one issue in education has an impact on other areas – often not quite seen or understood by those not directly involved in the educational endeavor. Most recently this has played a role in moving policy initiatives on our schools forward… I point specifically to changes that have been made and that are in progress regarding academic rigor – homework policies, retake policies and the question of mid-year and final exams – all of which are changing or have been changed since the comments I offered during public comment at board meetings. |
Question 3: Looking beyond the facilities study, what aspects of the Board’s processes and procedure do you think are currently running well? What areas could be improved, and what should be a new priority for the Board in the years ahead?
| Cara Lascko Files (D): I plan to build on what’s already working. Thomaston’s Board of Education has several strengths, including community presence, honoring exceptional staff, and consistent meeting practices. These provide a foundation of stability, recognition, and accountability that I plan to continue and strengthen. At the same time, I recognize public concerns that the Board can feel top-heavy in decision-making and sometimes overlook community input. I plan to improve connections with families, staff, and residents through proactive communication and consistent listening sessions, so people understand why decisions are made, not just what they are. I also plan to foster a Board culture balancing oversight with collaboration, focusing meetings on teaching, learning, and staff support. Transparency, accountability, and authentic engagement will remain ongoing priorities. |
| Amy Sedgwick (R): While I am not yet a member of the Board of Education, I can speak from my experience as a parent. Starting the year under a budget freeze presented unique challenges; however, it is evident that the district is working diligently to navigate these constraints and utilize available resources effectively. I sincerely appreciate the collaboration and partnership demonstrated by the district with organizations such as the Thomaston Community Coalition, Torrington Youth Services, and the Career Accelerator Program. Raising and educating children truly requires a collective effort. Looking ahead, key priorities include the retention of both teachers and students. The turnover of educators and staff in recent years has been both disheartening and concerning. Losing highly dedicated and talented educators disrupts not only the continuity of learning but also the broader school culture and climate. It is critical that the district implement strategies that support student engagement while also fostering an environment where educators and staff feel valued and motivated to remain. Communication from administrators to parents continues to be an area for improvement. While I recognize that disciplinary actions must often be addressed on a case-by-case basis, consistent expectations and clear communication regarding rules and consequences are essential for maintaining trust and clarity within the school community. Finally, greater transparency around the district budget is essential. Understanding how funds are allocated, particularly in the context of frequent budget deficits, is crucial for building trust and ensuring that resources are prioritized to meet the district’s most pressing needs. Current imbalances, such as disproportionate leadership compensation relative to other district needs, can create tension and undermine the effective functioning of the schools. |
| Marissa McGee (R): Looking beyond the facilities study, I believe the Board of Education is doing well in several key areas. Most notably, it has shown a growing recognition of the importance of parent feedback and has made strides in setting measurable strategic goals that guide decision-making and accountability. However, there are areas where improvement is needed. One priority should be teacher recruitment and retention—ensuring we attract and keep high-quality educators who are essential to student success. Another area for review is right-sizing administration to better align with the size of our student population, particularly from a financial standpoint. This would help ensure that resources are being used efficiently and in ways that directly benefit students and classrooms. Looking ahead, the Board should place an even greater emphasis on parent involvement. Creating more structured opportunities for families to engage in meaningful dialogue and decision-making will strengthen trust and collaboration across the district. By continuing to build on its strengths and addressing these areas of opportunity, the Board can help ensure Thomaston’s schools are well-positioned for long-term success. |
| Becky Guay Shypinka (D): I believe there are some areas that are working or running well. But its important to focus on moving forward. As a board member it would be important to collaborate with the entire board to establish what the priorities should be moving forward. We should implement respectful governance and collaboration. This will create a productive environment for discussion and decision-making, especially when issues are complex or contentious. With the facilities study; I expect the notion of a building closing or regionalization to be mentioned. We need to look at the decisions that can be made as a result of this study. Taking a pro-active approach vs re-active. Short term goals as well as long term goals should be established; and the progress towards these goals should be tracked. We should have more active community involvement/engagement. These improvements would help ensure our schools not only operate efficiently, but continue to grow into vibrant, inclusive and future-ready learning communities. |
| Lawrence Duffany (R): Things being done well: – The board appears to be listening to its constituents. – The board has moved to improve academic rigor by revisiting policies on homework and retakes of assessments. – The board allows and invites public comment. – Some board members have made themselves available to listen to public concern and comment- not for personal response but for educating and informing the board and for the board’s consideration Things that should be improved/new priorities the Board should take up: – Committing to moving beyond the bare minimum of teacher mentoring under the SDE mandated program to real professional development and advancement, recognizing that the administration of the school and district are stewards of the professional development of their educators. Also there is a failure on the uppermost level of administration to understand that “not owing the teacher anything more” than that during a board meeting consigns students to failure since they are the real end-user of the teacher’s professional practice when the new teacher (or any teacher for that matter) struggles. – Creating new teaching and learning opportunities that would appeal to a broader student base that would lead to slowing the loss of students in the upper levels of the school district. – Replacing board leadership and the superintendent – Creating greater transparency and accountability by improving response time and rates to public comment and questions – and to stop hiding behind vague wording or simply citing policy without clear explanation. – Exploring partnerships with other educational entities that would help students discern their career paths – especially those who may not find college the most suitable next step in their education. |
Question 4: The Board often faces decisions that involve balancing student needs with limited financial resources. How do you approach making those kinds of tradeoffs, and what principles guide you when priorities compete?
| Cara Lascko Files (D): I believe every budget decision should keep students at the center while respecting taxpayers’ ability to sustain long-term investments. As an educator and parent, I understand how funding choices affect classroom learning, teacher morale, and family trust. I also recognize that Thomaston is a small town of roughly 7,700 residents with limited resources and competing needs. I plan to approach tradeoffs using three guiding questions. Does this decision improve student learning? Is it fiscally responsible and transparent? Will it strengthen schools over time rather than create short-term fixes? I plan to use data, including declining enrollment from about 930 students in 2015 to around 750 today according to the Connecticut Data Collaborative’s Student Enrollment by Grade dashboard, to weigh educational needs against financial capacity. I plan to advocate for creative solutions such as phased facility projects, shared services, and grant funding to ensure every dollar supports student success and staff. |
| Amy Sedgwick (R): Balancing students’ needs with limited financial resources is one of the Board’s most critical responsibilities. This requires making difficult decisions, carefully weighing priorities, and distinguishing between essential needs and competing agendas. I am committed to always keeping the best interests of our children at the forefront of my decision-making. I will act in a manner that serves the community with integrity, transparency, and accountability, ensuring that every choice reflects our shared commitment to the success and well-being of our students. |
| Marissa McGee (R): I believe in evaluating each option based on how it aligns with the district’s core mission and strategic goals. This means asking: Will this investment improve student outcomes? Does it support our educators? Is it sustainable over time? These guiding questions help ensure that even difficult tradeoffs are made thoughtfully and with the future in mind. Ultimately, my goal is to help the Board make decisions that are fiscally responsible without compromising the quality of education. By staying focused on long-term success and maintaining transparency with the community, we can build trust and make the most of every dollar spent. |
| Becky Guay Shypinka (D): Balancing student needs with limited financial resources is one of the most challenging and important responsibilities of the board. These decisions often require tough tradeoffs, but I believe they can be made responsibly by grounding the process in clear principles and a commitment to transparency. We need to take into account the following: -Engage the stakeholders, -Use data and evidence, -Consider the long-term impact. I believe we should strive to make decisions that are transparent, student-centered, data-informed, equitable and fiscally responsible. It’s not just about what we can afford as a town; it’s about what we must prioritize to ensure all students have the opportunity to thrive. |
| Lawrence Duffany (R): The key word for me is stewardship. That word requires that we engage in thoughtful consideration of how to preserve the resources and opportunities we have with an eye towards increasing outcomes. This is not an easy thing to achieve. Vitality: Will what is proposed improve the vitality of the school? Will the initiative reach a large segment of the student population or a significant under-served, under-represented group? Viability: Is what is being proposed based on solid research? Will the initiative have long-lasting, positive results? Will they lead to greater student success and/or significant savings for the town? Partnership: Are there avenues in these proposals that can be managed effectively and cost-efficiently by partnering with other town agencies, other boards of education/school districts, post-secondary institutions? |
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