Putting Students First

Student success begins with learning. I believe one of the most important responsibilities of our public school system is to ensure students develop strong foundations in literacy and numeracy and leave school with the knowledge, skills, confidence, and opportunities they need for what comes next.

Strong Academic Foundations

I want to see a clear and sustained focus on academic achievement across SD42. Strong literacy and numeracy skills are foundational to a student’s success in virtually every other area of learning, and we need to make sure students are developing those skills from their earliest years through graduation.

That means maintaining high expectations, using evidence to understand how students are progressing, identifying challenges early, and ensuring educators have the tools, resources, and supports they need to respond effectively.

The District’s Strategic Plan emphasizes improved assessment practices so that evidence of student learning can better inform instruction and continuous improvement, and I strongly support that direction.

The latest publicly reported district-wide Performance Standards Assessment data shows both areas of strength and opportunities for continued improvement. In 2024/25, 62% of Grade 4 students were fully meeting or exceeding expectations in reading, 56% in writing, and 66% in numeracy. By Grade 7, those figures were 73% in reading, 74% in writing, and 73% in numeracy.

To me, these numbers are not about reducing students to statistics. They are about asking important questions. Are students making progress? Where are students struggling? Which approaches are working? Are there groups of students who are not experiencing the same success as their peers? And are we directing resources toward the areas where they can have the greatest impact?

SD42 has already taken steps in this direction, including work on early literacy screening, literacy resources for teachers, research-informed numeracy practices, professional development, and better use of district and provincial student achievement data. I want the Board to continue supporting this work while also monitoring whether these initiatives are producing meaningful improvements for students.

Learning in the Classroom. Connection Beyond It.

A strong academic focus does not mean overlooking the importance of the broader school experience.

I believe instructional time should be protected and classrooms should remain focused on teaching and learning. At the same time, students also need opportunities to play, participate, build friendships, discover interests, and feel connected to their school community.

Athletics, music, arts, clubs, leadership opportunities, recess and play, and extracurricular or after-school programs can all provide important ways for students to connect with one another. For some students, these activities become one of the strongest sources of belonging they have at school.

I believe we should look for practical ways to support these opportunities and reduce barriers to participation wherever possible.

There is good reason to value that connection. Research on school connectedness has found that students who feel cared for, supported, and connected to their school are more likely to have stronger academic outcomes and better attendance, and are less likely to experience or engage in violence and other harmful behaviours.

I would not suggest that extracurricular programs alone can prevent bullying. Bullying requires clear expectations, appropriate intervention, strong relationships, and a school culture that takes student safety seriously. But creating more opportunities for students to know one another, participate together, build friendships, and feel that they belong can be an important part of creating safer and more connected schools.

Safe and Supportive Schools

Students cannot do their best learning when they do not feel safe.

I support learning environments where expectations for behaviour are clear, bullying and harassment are taken seriously, and students know where they can turn when they need help. Safe schools should also be places where students feel respected, included, and connected to the adults and peers around them.

This is closely connected to academic success. A student who feels safe, supported, and engaged is in a much better position to focus on learning.

Supporting Every Learner

High expectations and appropriate support should go hand in hand.

Students learn in different ways and will not all require the same level or type of support. Some students may need early academic intervention, additional learning supports, specialized services, accessibility accommodations, or different approaches to instruction.

My goal is not to lower expectations. It is to help ensure students have a fair opportunity to meet them.

I believe the Board has an important responsibility to understand where gaps in student achievement exist, evaluate whether available supports are working, and make thoughtful decisions about how limited resources can best support student learning.

My Focus as Trustee

As a School Trustee, I will keep student learning and achievement at the centre of Board decision-making. I will support a strong focus on literacy and numeracy, early identification and intervention when students are struggling, and the use of credible evidence to measure progress and guide decisions.

I will also support safe and welcoming schools and opportunities that help students participate, build relationships, and develop a stronger connection to their school community.

For me, these priorities are not separate from one another.

Strong academics give students the foundation to succeed. Safe and supportive schools give them the environment to learn. Opportunities for play, participation, and connection help create a school community where students feel that they belong.

That is what putting students first means to me.