Committee advances two State Board of Education nominees after policy-focused questioning

The Executive and Legislative Nominations Committee on Feb. 11 advanced two nominees to the Connecticut State Board of Education: Dr. Gladys B. Labas of Meriden and Paula S. Gilberto of Farmington. Committee members questioned both nominees about student mental health, bilingual education, special education, teacher recruitment and partnerships with nonprofits and business.

Dr. Gladys B. Labas introduced herself as a lifelong educator who began her teaching career in Puerto Rico and later served in New Britain and Meriden, where she said she worked for 38 years. Labas described roles as a bilingual and special-education teacher, district bilingual director, assistant principal and principal. She told the committee she holds a master’s degree in special education and a Ph.D. in linguistics from the University of Connecticut and said she helped write Connecticut’s first bilingual education law and participated in a 2015 revision.

"Anyone, any district with 20 or more of the same language, that's the law that we put through, must have bilingual education," Labas told the committee, describing the statutory threshold used to require bilingual programs in districts with a concentration of non-English-speaking students.

Committee members asked Labas how the State Board should respond to post‑COVID mental‑health needs, and she said districts should increase parent engagement, provide access to on‑site support for students and partner with community providers. On special education, Labas said more professional development for teachers — especially training that integrates language proficiency, diagnostic data and special‑education needs — would better serve bilingual students with disabilities.

Paula S. Gilberto, a longtime nonprofit executive who retired in 2022 after leading United Way and the American Red Cross work in Connecticut, told the committee her experience building public‑private partnerships and community school models would inform her service on the board. Gilberto described programs she helped launch in Hartford and New Britain, including community schools, summer‑enrichment programs to limit learning loss and volunteer tutoring tied to measurable literacy gains.

"Retirement is an opportunity for one to apply a career worth of experiences to addressing current and potential future challenges," Gilberto said, describing her interest in early childhood education, workforce‑connected high school programs and partnerships between districts, nonprofits and employers.

Several legislators pressed both nominees on teacher recruitment and reciprocity for out‑of‑state certificates, a topic raised repeatedly during the hearing. Labas said Connecticut’s recent reciprocity arrangements are helping recruitment from Puerto Rico and other jurisdictions, but she emphasized the need for districts to provide mentoring and retention supports for newly recruited teachers. Gilberto said workforce partnerships with business can help align secondary programs to employer needs and support career pathways.

Both nominees said they would seek data and input from superintendents, principals, parents and students before making policy recommendations. Committee members repeatedly referenced third‑grade reading proficiency and early‑childhood services as priorities where state‑level coordination and community partnerships could affect outcomes.

Votes at a glance

- Gladys B. Labas (Meriden), nominee to the State Board of Education — Motion to approve by Rep. Quinn; seconded by Rep. Godfrey. Committee outcome: approved. - Paula S. Gilberto (Farmington), nominee to the State Board of Education — Motion to approve by Chairman Duff; seconded by Senator Burfill. Committee outcome: approved.

Both nominations were set for committee approval by voice/roll call and advanced to the next stage of confirmation.

Why it matters: The two appointees bring distinct experience — one a longtime bilingual and special‑education educator and the other a nonprofit leader focused on early childhood, literacy and workforce partnerships. Their views on bilingual instruction thresholds, professional development for special‑education teachers and partnership models for reading and career pathways are the sorts of board priorities that can shape how the State Department of Education provides guidance and coordinates funding and technical assistance to districts.

Looking ahead: Both nominations proceed to the full chamber for confirmation. If confirmed, both nominees said they would seek to review district data and collaborate with superintendents, principals and community partners before advancing specific board actions.