Last Tuesday at a forum organized by Lethbridge teachers, each of the School Trustee candidates were given one minute to introduce themselves and then a couple of minutes to answer one of five questions chosen randomly for each candidate. Since we only had a chance to answer one, I wanted to share my answers for all of the questions here.
Given that, when girls play sports at a young age builds confidence, teamwork, and leadership skills while promoting physical and mental health. It also helps break down gender stereotypes, empowering girls to pursue goals on and off the field. How will you ensure fairness and safety in sport.
Fairness and safety in sport means creating an environment where every student feels welcome, respected, and supported — where girls can build confidence, teamwork, and leadership skills without fear of being singled out.
Alberta’s new Fairness and Safety in Sport Act moves us in the wrong direction. It requires organizations to verify a player’s sex assigned at birth and sets up a complaint system that allows anyone to challenge a girl’s right to play. That doesn’t make sports safer, it creates suspicion and shame.
This law doesn’t just target gender-diverse youth, it also risks humiliating girls who happen to look or act differently, sending a message that there’s only one acceptable way to be a girl. That’s not fairness; that’s policing identity.
As a trustee, I’ll help craft policies that protect every student’s dignity, privacy, and opportunity to participate. Our focus should be on inclusion, teamwork, and the joy of sport.
Given that, in September of 2025 the Lethbridge School Division started the school year with fewer teachers than the previous year, despite growing student populations, how will you work to address provincial funding concerns in public schools, including class size and inadequate resources to address complexities?
When classrooms grow but teacher numbers shrink, students lose the individual attention and support they deserve. Our division has been underfunded for years, especially since the province introduced the Weighted Moving Average, now called the Adjusted Enrolment Method. This funding model benefits shrinking divisions but deprives money in areas where there is growth (like Lethbridge), leaving hundreds effectively unfunded each year. That shortfall has forced the division to draw down reserves and stretch resources thin, creating real challenges for teachers and learners.
On top of that, reserve caps, reduced early learning supports, and changes to PUF (Program Unit Funding) mean we’re not meeting students’ needs early enough, which only compounds problems later.
As a trustee, I will advocate for a funding model that follows every student, in real time, and reflects the true costs of education. I’ll work collaboratively with other boards and community partners to push the province for predictable, equitable, and transparent funding so that every child in Lethbridge has the support they need to succeed.
Given that vulnerable students with supports need the opportunity to develop to their full potential, what is your plan to create a more equitable and inclusive public education system?
My priority as a trustee is to make every decision through an equity and inclusion lens.
First, we must defend and strengthen public education so families can find what they need within our schools. Lethbridge has no private schools, and I want to keep it that way by ensuring public education remains strong, well-resourced, and trusted.
Second, we need to listen to students and involve them in decisions that affect their education, especially those with diverse learning needs. When students are part of the conversation, the supports we design are more effective and meaningful.
Third, we must foster schools where everyone belongs by investing in teachers, EAs, and support staff, and ensuring every school has fair access to specialized services.
I’ll continue advocating for the funding and structures that make inclusion real so every student in Lethbridge can learn, thrive, and feel like they belong.
Given that the implementation of the K-6 curriculum has been under-resourced leading to teachers scrambling to find adequate and approved materials, what is your plan to ensure the development and implementation of the upcoming Gr 7-9 curriculum changes has supports in place for teachers to prepare and implement?
Supporting teachers through curriculum changes starts with understanding our role as trustees: we may not design curriculum, but we can ensure teachers have the time, resources, and support they need to implement it effectively.
As a teacher and member of the ATA, I’ve seen first-hand how curriculum is developed and how challenging it can be when rollouts are rushed or under-resourced. That experience gives me a deep appreciation for the importance of meaningful consultation, planning, and professional learning when new curriculum is introduced.
Trustees have two main tools to achieve this: advocacy and strategic planning.
First, advocacy: Curriculum development happens at the provincial level, so trustees must use collective voices, through organizations like the ASBA, to advocate for realistic timelines, adequate funding, and teacher involvement in the process. Staying connected with our teachers through ATA meetings, school visits, and liaison roles ensures we’re representing their needs accurately when we speak at those tables.
Second, strategic planning: Locally, we need to plan ahead for the staffing, resources, and training required for successful implementation. That means aligning our budgets and Assurance Plan with future curriculum needs.
As a trustee, I will continue to advocate both provincially and locally so teachers are prepared, supported, and valued, because when teachers succeed, students thrive.
Given that teachers have often leaned on funding their own professional development, what is your plan to improve affordable opportunities for teachers to access high quality professional learning?
Investing in teachers is investing in students. Teachers shouldn’t have to pay out of pocket to stay current in their field. As someone who has been part of the ATA and understands how curriculum is developed, I know that strong professional learning depends on real collaboration between teachers, school leaders, and trustees.
The Lethbridge School Board has already identified “Professional Growth” as a priority under the Teaching and Leading domain in their Assurance Plan. That includes professional learning days, mentorship programs, and collaborative communities, all of which help teachers stay supported and connected. These priorities should remain at the heart of board planning.
When we invest in teachers’ growth, we invest directly in the quality of education our students receive. That commitment needs to remain a central focus for the Board.