GROTON -- The third of a trio of female administrators to appear before the Groton-Dunstable Regional School Committee, Marie Galinski, answered a raft of questions intended to determine whether she had what it took to be the district's next superintendent.

"It's a question of looking at what's going on," said Galinski, who was interviewed by the School Committee on the evening of Jan. 8.

Galinski was addressing the issue of how she would address the "social, emotional and academic" needs of students. The Andover resident stressed the need for collaboration among school administrators as well as supportive programming geared to help those students in need of special aid.

Currently serving as superintendent in the Beverly public school system, Galinski held down a principal's chair in the Worcester school system before that and was assistant superintendent in Beverly before being promoted.

A student at Northeastern University and Merrimack College, where she earned a degree in English education, Galinski began her career in education first as a teacher for the Archdiocese of Boston and then as principal at St. Joseph's School in Haverhill and Our Lady of the Assumption School in Lynnfield.

Galinski's was the third and final candidate for the position of superintendent to be questioned by School Committee members.

Galinski called for engaging committee members in strategizing on exactly how to achieve district goals while encouraging them to participate in their own professional development as administrators pro tem.

Similarly, the candidate said that she would like to see the committee involved in "every part" of contract negotiations with unions.

"That's key," she said of dealing with labor successfully. "You need to build up the trust level."

Galinski said she liked to work with focus groups and to attend various community events. To further get the word out, she said she liked to issue a biannual newsletter to keep residents informed.

"It can be a combination of things," said Galinski of efforts she would make to reach out. "I've done cable TV programs."

Formulation and selling of a school budget would follow the same pattern, with the process beginning with department heads submitting wish lists and justifying the changes or additions.

Those suggestions that are approved would then be aligned with the district's overall strategy and the draft budget presented to the School Committee. From there, the rounds of focus groups, parent organizations and local government committees would be engaged in the effort to gain their support for the final budget.

Galinski's strategy for further integration of technology into the schools begins with deciding where the district would like to be in 2 to 5 years and then go about making it happen, first by gathering information and then working to raise the funds to pay for it.

With a tech infrastructure in place, ongoing professional development of faculty and staff would make integration of technology into the classroom that much easier when the time comes.

Technology too, would tie in nicely with the district's curriculum, which Galinski said needed to be considered both "vertically and horizontally." Success of the effort would show up in good teaching and be measured through testing, internal assessment, and pre-planned benchmarks.