My Priorities
Strong learning. Supported students. Responsible leadership.
Our schools have much to be proud of. Building on those strengths requires clear priorities, careful decisions, and a willingness to ask where we can enhance our educational support initiatives.
As a trustee, I would work collaboratively with fellow board members, educators, students, and families to advance four key priorities. For each, I would inquire:
- what are we trying to improve?
- what resources are needed?
- how will we know we are making progress?
1. Strong Learning and Timely Support
Every student deserves strong foundations in reading, writing and mathematics, along with opportunities to think critically, explore interests and develop practical skills.
District-wide results tell only part of the story. We also need to understand where students are struggling and whether they receive effective help early enough.
I will advocate for:
- Focused literacy and numeracy improvement, using classroom evidence and assessment results to identify needs and track progress.
- Clear accountability for learning, with understandable reporting on student progress and explanations of how district spending and programs address identified learning needs.
- Independent thinking, respectful discussion and development of critical learning skills, with students encouraged to examine evidence, consider differing perspectives and develop their own judgments.
- Timely learning support, with clearer information about assessment waiting times, access to specialists and delivery of planned assistance.
- Support for educators, including professional learning and resources that help them respond to different learning needs.
- Learning options that reflect students’ strengths and needs, including STEM, trades, entrepreneurship, arts and athletics, with proposals assessed for educational value, demand, affordability and accessibility.
- Thoughtful use of educational technology, guided by evidence of learning benefits, student privacy and educators’ professional judgment.
Progress should mean students gaining skills and confidence, with effective support available when they need it.
2. Student Well-being and Belonging
Students are better able to learn when they feel safe, connected and comfortable asking for help. Academic achievement and well-being should support one another.
I want our schools to be places where every student is treated with dignity, bullying is addressed promptly and difficulties are noticed before they become barriers to attending or participating.
I will advocate for:
- Accessible counselling and support, with a clear understanding of staffing, demand and waiting times.
- Effective responses to bullying and harassment, including clear reporting processes and appropriate follow-up.
- Attention to persistent absence, so the district understands the reasons students miss school and can help address them.
- Meaningful student input into decisions affecting their learning and school experience.
- Responsive learning pathways for students who need a different approach to remain engaged and complete their education.
Progress should mean students knowing where to turn for help and experiencing a stronger connection to school.
3. Responsible Finances and Suitable Facilities
Public resources must be managed carefully so that schools can provide dependable services today and plan confidently for tomorrow.
My experience with financial transactions, governance and construction contracts would inform how I review budgets, assess risks and examine facilities proposals.
I will advocate for:
- Sustainable financial planning that distinguishes ongoing commitments from one-time spending and explains when accumulated surplus is being used.
- Protection of classroom resources, with proposed spending changes assessed for their effects on students and staff.
- Careful scrutiny of administrative costs, asking what value they provide to schools and identifying efficiencies that protect teaching, learning supports and essential services.
- Careful management of revenue risks, including contingency planning for changes in enrolment and international-program income.
- Current school-by-school capacity information, covering classrooms, learning-support spaces and specialist facilities.
- Long-term maintenance and replacement planning, with clear priorities, realistic costs and transparent reporting on major projects.
- Effective advocacy for provincial funding, supported by a clear account of our district’s needs.
Progress should mean fewer avoidable financial surprises, well-maintained schools and resources directed where they can make the greatest educational difference.
4. Access and Meaningful Communication
An opportunity is only meaningful if students can take part. Costs, transportation, learning needs and difficulty finding information can all affect participation.
Families should also understand how decisions are made, how to raise concerns and what happens after they do.
I will advocate for:
- A clearer picture of participation costs, including fees, equipment, trips and optional programs, alongside accessible and confidential financial assistance.
- Clear, accessible information about programs, learning supports and routes for resolving concerns.
- Dialogue with families choosing homeschooling or online learning, so they understand the different arrangements, available resources and services, and can identify gaps in support.
- Meaningful consultation before significant decisions, with an explanation of how feedback informed the outcome.
- Constructive relationships with PACs, DPAC, educators and community partners, drawing on their experience while considering the interests of the whole district.
Progress should mean fewer barriers to participation and greater confidence that questions and concerns receive a thoughtful response.
School Trustee Priorities
These priorities require collaboration and choices. I will prepare thoroughly, listen carefully, ask difficult questions respectfully and explain my reasoning clearly.
I will support public reporting that connects commitments, spending and results. Where evidence is incomplete, I will seek answers before drawing conclusions. Where an approach is not working, I will be willing to reconsider it.
What would you like our next school board to focus on? Please share your views with me in the Contact section.
