Questions & Answers about School Trustee Election

As a father of two children in West Vancouver public schools, I care deeply about what happens in our classrooms. I want every student to build strong skills, feel a sense of belonging, and receive support when they need it.

I am running to bring a strong parental voice to the board and strengthen two-way communication between families and the district. Academic excellence is central to my priorities: students should develop solid knowledge, think independently and creatively, and apply what they learn. 

Serving as Irwin Park’s DPAC representative strengthened my commitment to meaningful dialogue between families and the district. I want to bring my experience in law, teaching and community service to decisions that affect students every day - from learning supports to school facilities. My commitment extends to students and families across West Vancouver, Bowen Island and Lions Bay. 

Over 20 years in law, I have worked on complex transactions, construction contracts, governance and high-stakes disputes. That work has taught me to examine details, identify risks, ask difficult questions respectfully, and find practical solutions. These skills would help me scrutinize school budgets, policies and facilities proposals.

My experience as a university law professor also informs my appreciation for teaching and learning. Being a parent and a former DPAC representative brings the school community’s perspective. Together, these experiences would help me prepare thoroughly, listen thoughtfully and make informed decisions.

Trustees make decisions collectively as a board. They can shape district priorities, approve budgets and policies, plan for facilities, and hold district leadership accountable for results. An individual trustee can bring forward concerns, propose improvements, ask for evidence and build support for action.

For me, that means asking whether learning supports reach students promptly, whether spending reflects classroom needs, and whether families' understand important decisions and whether their concerns are adequately addressed.

Trustees work within provincial requirements and respect the responsibility of educators and administrators for daily school operations. I would be clear about what I can influence and follow through on that work.

Students have different strengths, interests and learning needs. I support meaningful learning options and would assess proposals for specialized programs against educational benefit, demand, affordability and access.

I am open to examining approaches used elsewhere, including Alberta’s charter-school model. Before endorsing a new structure, however, I would want evidence about student outcomes, admissions, support for students with disabilities, accountability and effects on existing schools. My immediate focus is on making the learning options available through our district responsive and accessible.

I would listen to families about why they chose these approaches, what is working and where they encounter difficulties. Homeschooling and school-supervised online learning involve different responsibilities and support arrangements, and families deserve clear information about both.

I would seek a clearer picture of the resources and services available, whether families can access them in practice, and where improvements are needed. Where an issue requires provincial action, I would advocate with specific evidence and practical proposals.

I support examining changes that would strengthen student learning, timely support, clear reporting to parents and accountability for results. Proposals for an Education Act deserve consideration on those merits.

Before endorsing particular legislation, I would want to understand what it would change, how it would work and what resources it would require. As a trustee, I would also pursue improvements within the board’s existing authority and bring well-supported proposals to the Province.

Families, educators and fellow trustees may share the same goal while disagreeing about how to achieve it. I would start by understanding the concern behind each position. My legal work has taught me to challenge an argument without dismissing the person making it. I would explain my reasoning, seek common ground and try to work toward the underlying common goal: best possible education for our children.

I welcome difficult conversations, including on contentious issues. I would listen without labelling people or dismissing their concerns simply because their views differ from mine, while keeping every student’s safety and fair treatment central to the discussion.

When resources are limited, I would consider student needs, safety, evidence of educational benefit, fairness and long-term affordability. I would ask what each option would achieve, who might be affected, and what we would have to postpone or give up. 

I would share regular, plain-language updates explaining major decisions, the reasons behind them, and opportunities for families to contribute before decisions are made.

I would stay connected with PACs and DPAC and make it easy for families to contact me directly, including on school grounds when I come to drop off or pick up my kids or attend school events. When someone raises a concern, I would listen, help identify the appropriate district process and follow up within my role.

I would also distinguish my own views from official board decisions and respect confidential student and personnel matters. Families should be able to understand what is happening, where to ask questions and how their input has been considered.

I would judge technology by its educational value: does it help students learn, support teachers and improve access to knowledge?

Through my advisory work with Enya Learning, I have become familiar with the potential of personalized English-literacy tools. Any proposed tool should still face careful, independent evaluation. I would ask about evidence of learning gains, costs, accessibility, student privacy, data use and safeguards against inaccurate or biased content.

I would favour carefully evaluated trials before wider adoption. Teachers’ professional judgment and relationships with students must remain central. Students should also learn to question AI-generated information, protect their privacy and use these tools honestly while developing their own analytical and logical reasoning skills.

My responsibility as a trustee would be to parents and students, and the overall public interest. I would be transparent about my professional and any advisory roles, and disclose any relevant interests or conflicts through the appropriate processes.

Where a matter raises a potential conflict, I would seek independent advice before participating. Where recusal is required, I would disclose the interest, withdraw from discussion and voting, and refrain from trying to influence the decision.

I would not use the trustee role to advance my law practice or an organization I advise. Procurement and program decisions should follow fair processes and be assessed on educational merit, cost and student protection.