Education Should Be About Students, Not Politics

When I received the Parents for Choice in Education (PCE) questionnaire, I knew a simple checkmark or one-word answer wouldn’t tell the full story. Education issues are rarely black and white; they reside in the details, in real classrooms, with real kids.

I’m sharing my full written responses publicly because I believe voters deserve to know not only what I think, but why. My approach is guided by three things I try to keep front and centre in every decision:

My guiding principles are simple:

1. Students come first. Decisions must improve learning and well-being.
2. Parents and families are key partners. Collaboration, not division, creates stronger schools.
3. Trustees serve the whole community. Our duty is to act responsibly and in accordance with the law under the Education Act.

These answers reflect my honest perspective, drawn from years of experience in schools, many conversations with parents, and a genuine belief that education should unite, not divide, our communities.

1. Who are trustees primarily accountable to?

Honestly, trustees answer to the people who put them there – the whole community. That means parents, of course, but also students, staff, and the people who quietly pay taxes and trust us to do right by their children. The job isn’t about pleasing one group or echoing the loudest voice at the table. It’s about stepping back, taking in the bigger picture, and asking: Does this serve all our students fairly?

So yes, I believe we’re accountable to the public as a whole. We make decisions under provincial law, with public dollars, for public schools. Listening to parents matters a great deal, but trustees have to keep the broader view in mind – because when we get that balance right, everyone benefits.

2. Trustees are expected to represent parents. If candidates are supported by the Alberta Teachers’ Association (ATA), that risks shifting their loyalty toward teachers instead of parents. Have you received support from the ATA – financial, in-kind, or by participating in ATA candidate workshops?

No, I haven’t received any campaign funding, materials, volunteers, or endorsements from the Alberta Teachers’ Association. None.

I am a certificated teacher and an ATA member, currently on an approved leave from my school counselling role while I run for a trustee position. That background helps me understand how decisions made at the board table affect classrooms, but it doesn’t mean I represent the ATA. My responsibility as trustee would be to serve students, families, and the wider community – not any single group.

I did attend an ATA public information session for potential trustee candidates. It was open to everyone and focused on explaining the governance role of trustees, not politics or campaigning.

So, to be clear: my campaign is completely independent and community-driven. I’m grateful for all the parents, neighbours, and colleagues who’ve reached out to help – that’s where my support comes from.

3. Should school board funding prioritize classrooms and teachers over administrative programs and positions, for example, Diversity, Equity, and Inclusion (DEI) coordinators?

Money should reach students first – that’s the heart of it. But when we talk about “administrative spending,” we need to be honest about what that really means. Inclusion, equity, and wellness programs aren’t red tape; they’re part of what helps kids learn.

A student who feels unseen or unsafe in class isn’t going to absorb much math. And a teacher without proper supports can’t give students the attention they deserve. So yes, funds should stay as close to the classroom as possible, but that includes the people and programs working behind the scenes to make learning possible.

Every year, budgets should be reviewed with that in mind: does this spending reach students in a meaningful way? If it does, it’s money well spent.

4. Should curriculum development rely on subject-matter experts to set clear, foundational outcomes in core subjects, rather than bureaucrats or political agendas?

Curriculum should come from people who actually understand how kids learn and what they need to thrive – people who’ve stood in front of a classroom and seen what works, not just drafted ideas behind a desk. Teachers, subject experts, and community voices all bring something valuable to the table.

I don’t think the curriculum should ever be influenced by politics. Kids deserve stability and a clear sense of what they’re learning and why. The goal should always be to help students develop strong skills in literacy, numeracy, and critical thinking—the kind of knowledge that endures long after graduation.

Good curriculum reflects real life. It grows with research and experience, not ideology.

5. Should sexually explicit books be excluded from school classrooms and libraries?

Choosing books for students isn’t something schools take lightly. Schools take careful steps in selecting age-appropriate materials and in reviewing any concerns raised by parents or staff members.

I’ve always believed that access to a range of stories matters – books help kids learn about themselves and others. Still, what’s suitable for a Grade 2 class isn’t the same as for Grade 9, and that’s why trained library staff are so important. Unfortunately, many schools have lost those positions because of funding cuts, which makes this work even harder.

We can and should protect students from material that’s genuinely explicit, while still ensuring they have access to books that foster curiosity, empathy, and a sense of belonging. That balance is what good schools strive for every day.

6. Should parents be notified and asked for consent before children are taught sensitive topics such as gender identity or sexuality?

Under current Alberta legislation, parents now must provide active consent before any instruction or presentation related to human sexuality, sexual orientation, or gender identity. I support following that law and keeping families informed.

As a teacher, I’ve personally taught sexual-health lessons using the approved Alberta curriculum and government-provided resources. I made sure to stay within those guidelines so families could trust that the content was accurate, age-appropriate, and consistent with expectations.

Outside of those lessons, my goal has always been to create a school environment where students treat each other with respect and feel they belong. Strong communication between home and school helps make that possible.

7. Many school boards still have secrecy policies, originally mandated by the government, that prevent staff from informing parents if a child joins a Gay-Straight Alliance (GSA). Do you believe these secrecy policies should remain in place?

This is a sensitive topic, and it’s important that schools handle it carefully and within the boundaries of current policy. Teachers and staff are required to follow the privacy rules set by the province and by the school division.

In practice, this means that when a student requests support or joins a GSA, staff handle that information in accordance with these policies, always with the student’s safety and well-being in mind. At the same time, schools work hard to build trust so that open communication between students and parents can happen naturally and respectfully.

As trustee, I believe our role is to ensure that these expectations are followed responsibly and with compassion, keeping both safety and family relationships at the centre of our approach.

8. Should school board meetings be open to the public, with exceptions only where privacy is legally required?

Public meetings should be open. It’s that simple. People deserve to know how decisions are made and how public dollars are being used. That’s how trust is built – when families can see the work being done and understand the “why” behind it.

There are, of course, a few exceptions – personnel matters, legal advice, or student-specific issues that must remain private under the law. Those moments protect individuals, not secrecy.

I believe transparency should always be the default. Clear agendas, recorded votes, and plain-language summaries help keep families informed and confident in how their schools are governed.

9. Should trustees be free to visit schools and publicly share their views on board policies?

Trustees should absolutely be visible in schools and connected to staff, students, and families – that’s how we stay grounded in what’s really happening in classrooms. Visits should always respect the role of principals and teachers and avoid disrupting learning.

Trustees are also bound by a Code of Conduct that requires us to speak with one voice once decisions are made. Sharing information and listening to community concerns is part of the job, but public comments should remain professional, factual, and focused on what’s best for students.

Open communication builds trust, but so does respecting the governance process that makes public education work.

10. Do you believe that parents should have the final say in decisions affecting their child’s education, health, and well-being at school?

Parents know their kids in ways no one else can – what settles them, what sets them off, when something’s wrong before anyone else sees it. That insight matters, and that insight should always have a place in school decisions that affect their child’s learning or well-being.

That said, schools carry their own share of responsibility once those kids walk through the doors each morning. We’re legally and ethically obligated to ensure that every student is safe and treated fairly, regardless of their background or circumstances. So the work really comes down to partnership – listening to parents, following the law, and making sure no child slips through the cracks.

When families and schools pull in the same direction, kids feel it. And that’s when real progress happens.

11. Should schools provide clear, objective measures of student learning (e.g. standardized tests and percentage-based reporting) so parents can know how their children are progressing?

Parents deserve to know how their kids are doing—not in vague terms, but in a way that actually makes sense. They should get honest, straightforward updates about progress, struggles, and what’s being done to help.

Grades and standardized tests have their place, but they’re only part of the picture. A percentage can’t capture effort, creativity, or how hard a child is trying to bounce back from a rough patch. The real story comes from those conversations between families and teachers—the check-ins, the notes, the small details that numbers miss.

Transparency isn’t just about data; it’s about keeping families in the loop so they can celebrate the wins and help with the challenges. That’s how trust is built, one honest conversation at a time.

12. Should school boards require parental consent before outside groups or facilitators are given access to students during school time?

Parents should always know what’s happening in their child’s school – that’s just good communication. In my experience, schools share information about guest speakers, events, and outside organizations ahead of time, and those presenters go through an approval process to ensure their content aligns with the curriculum and the age group.

When something feels sensitive or falls outside the usual classroom work, extra care is taken to inform families in advance and obtain consent, if appropriate. It’s not about hiding anything; it’s about ensuring that learning opportunities are safe, thoughtful, and in line with what parents expect from public education.

The best outcomes occur when everyone’s informed, no one’s caught off guard, and students have the opportunity to learn from experiences that broaden their understanding of the world around them.

Closing Thoughts

I know these are complicated topics. Behind every policy are real families, teachers, and students trying to do their best.

My commitment, if elected, is simple: listen carefully, stay transparent, and make decisions that keep students at the heart of every discussion. I believe that strong public schools are built on trust – between home and classroom, and between the board and the community.

Thank you for taking the time to read through my answers. Even when we don’t all agree, I believe that the willingness to listen and learn from one another is what makes our schools and communities stronger.