My Platform

1.  Funding-for the past five or six years, FMPSD has had to cope with insufficient funding to adequately cover the cost of educating all of the students in our diverse, growing division-thankfully, after much advocacy, this past year, the Department of Education and the Government adopted a new funding model which will serve us better going forward.

2.  Staffing and Facilities-for the past number of years, we have struggled to attract and retain enough teaching and EA staff.  There is also a shortage of affiliated professionals in the community to support the needs of our students.  We have also been advocating for more classroom space and more portables.  While some of the pressure points will be relieved with the recent announcements, continued efforts are required.

3.  Government Legislation/Initiatives-we have seen significant new curricula, mandates and legislation handed to Divisions by the Department of Education which require staff to adapt to and implement, without significant and widespread consultation-our Board has continuously advocated for more consultation with the Board, staff, and community on both the content and the implementation.  That work will need to continue.

In the ideal world, we wouldn't need to talk about Inclusive Education-every child's needs would be quickly assessed, plans created, and support systems  easily accessed regardless of the type or level of intervention.  

Unfortunately, we don't live in that world and must continue to work for improvement so that each child receives the education system that's best for them.  There isn't one model that works for every child, some need the comfort of a small, dedicated program while other students need the enrichment of integrating in a neurotypical classroom.  All children need access to the professionals who can best support their path forward.  And, this path must be created with parents and guardians as partners.

Since we are still working towards an ideal format, trustees need to continue to advocate for an updated Inclusive Education plan from Alberta Education in which considerable collaboration has happened with parents/guardians, educators, EAs, SLPs. OTs, etc, and Boards.  

Yes!  

Advocacy comes in different forms, however.  Trustees must, or should, advocate, differently than staff, parents, and community. 

First, according to the Education Act the Board has one spokesperson, the Board Chair, who makes public statements on behalf of the Board of Trustees.  

Second, the Board is required, by the Education Act, to "speak with one voice," which means that despite differing  personal beliefs, we cannot advocate against the will of the Board.

Third, the Board exists at the will of the Minister of Education so if the Division or Trustees behave in a way that the Minister deems unfit or does not carry out their legislated, mandated duties, the Board may be terminated and a replacement appointed.

In order to continue to represent the local voice, the Board must approach its advocacy through a lens of building relationships so that our Division's message can be heard.  There is definitely room for more visible, vocal advocacy, but it can't come publicly from the Board.  One of the most recent examples of this advocacy in action was the addition of local representation on the Minister's Aggression and Complexity in Schools Action Team.  Due to our ongoing advocacy in meetings and letters, the Minister altered the composition of the team to include representation from rural and regional divisions, not just the metro boards as was the original plan.

Just because Board advocacy is different, doesn't mean it isn't happening.

First, as trustees, we cannot interfere with the relationship between our one employee, the Superintendent, and her staff.  So, the work that happens between the Board and these groups of employees is about building relationships, seeking input regarding their needs and wishes, through the office of the Superintendent, ensuring that there is a means of obtaining input directly from staff through anonymous surveys and questionnaires.  We are kept informed and offer input on how to balance the needs of all who are part of the Division.

I do not have negotiation experience, but I believe that our core business of doing "what's best for kids" cannot happen without a valued and dedicated staff.