MRTA Questions & Answers - October 2026
1. Why are you running? What motivated you to seek a seat on the SD 42 Board of Education, and what do you hope to accomplish that is not being accomplished today?
Public education needs knowledgeable, experienced advocates to protect its vital role in building a strong, just and economically healthy society. With four incumbents not returning, I will provide stability and continuity to the Board’s work. I believe SD42 is moving in the right direction with innovative approaches to improving literacy and numeracy, but more can be done to support the people working directly with students. I will also continue my advocacy for adequate, targeted funding for K–12 education in BC’s correctional centres.
2. Funding and priorities
Do you believe SD 42 is adequately funded? When budgets are tight, what should trustees protect first—classroom teachers and support staff, administrative positions, or other expenditures? What would you prioritize and why?
There is never enough funding in public education. The scope of work facing people in our schools, combined with changing demographics and increasingly complex needs, makes the work challenging. Budgets are tight, and the past two years have required some difficult choices.
Classroom teachers and support staff need to be protected. As a Board, we need to find ways to do that within a defined pot of money, while continuing to advocate for the additional funding government has already recognized is needed to address the day-to-day challenges in our classrooms and schools.
It is not always a simple either-or choice. Classroom and support staff also need administrative infrastructure to do their jobs effectively. As staffing grows, so do the costs of technology, communications, payroll, benefits and other essential supports.That said, we also need to continually examine how the district is organized and where savings can be found. The recent reorganization of the senior leadership team resulted in approximately $260,000 in annual recurring savings, while reducing the staff conference budget created another $21,000 in ongoing annual savings.
3. Violence prevention and workplace safety
Are you aware that Teachers, EAs and other school employees are dealing with increasingly complex student needs, including incidents of violence? What should SD42 be doing to prevent violence? before it happens, and What responsibility does the Board have to provide adequate staffing, training and support to keep employees and students safe?
As a trustee, I am aware of the challenges created by increasingly complex student needs, and of the additional pressures facing families that can limit their ability to support their children. It is concerning. No one should expect to face violence in their workplace.SD42 staff are already using creative approaches to provide designated spaces where students can regulate and calm. While we value their resourcefulness, spaces such as repurposed storage rooms are not a substitute for purpose-built facilities and appropriate supports. Eric Langton Elementary, our newest school, includes purpose-built space to meet these needs. The Board’s role is to continue to advocate provincially for area standards and capital funding that recognize the changing needs of students and schools.The District has also brought in the First Things First “train-the-trainer” model, which builds staff capacity to respond to intensive behavioural needs. I will continue to support ongoing professional learning and building the capacity to respond to students with complex needs. The Board’s responsibility is to ensure that policies and resources support those working with students with the most complex needs and to keep advocating when provincial funding and standards do not adequately meet those needs.
4. Is SD 42 top-heavy?
Some educators and community members believe there is too much administration relative to the resources available in schools. Do you believe SD 42 is top-heavy?
If elected, would you support a review of administrative staffing and be prepared to redirect resources toward front-line services if appropriate?As mentioned in a previous answer, the retirement of two senior administrators provided an opportunity to review the structure of the senior leadership team. That reorganization resulted in approximately $260,000 in annual recurring savings, along with a $21,000 annual reduction in the administrative staff conference budget. These changes were supported by the current Board and reflect a commitment to finding ongoing savings while protecting resources for students and staff. Given the current fiscal reality of the District, savings should be sought in all areas of the budget and redirected as appropriate.
5. Unions and labour relations
What do you see as the proper role of unions such as the Maple Ridge Teachers' Association and CUPE in the school district? Do you believe strong collective bargaining and good labour relations contribute to a stronger public education system?
Public education can only succeed when teachers and all support staff are well trained, respected and supported in their work. Unions play an important role in negotiating collective agreements and representing their members within those agreements. I have seen firsthand how strong relationships can result in agreements that find a balance between the needs of staff and the constraints of the system.It is important for trustees to understand the needs of all staff within the district while remaining neutral in the relationship between unions and district employees. Trustees have a responsibility to listen fairly, uphold collective agreements and be ready to make impartial decisions on matters that may come before the Board through the established grievance process. Strong, respectful labour relations contribute to a stronger public education system.
6. Advocacy with government
Trustees cannot control provincial funding, but they can advocate for their schools. How aggressively should SD 42 advocate with the provincial government for increased funding, additional supports for complex learners, violence prevention and improved working conditions? What can or should this look like if status quo means are not working?
Changing student needs, increased demands on educators and chronic under funding of public education have contributed to challenging working conditions across BC. Trustees have a responsibility to advocate for the resources our students and staff need.This Board has worked collaboratively with other Fraser Valley school districts and the BC School Trustees Association, to amplify our voice at the provincial level. The Board’s written advocacy work is publicly tracked on the SD42 website.
At the district level, the Board has created an Ad Hoc Advisory Committee of the Whole to advocate for a review of the allocation formula for CommunityLINK funding, which supports some of our most vulnerable students and families. SD42 receives one of the lowest per-capita allocations in the province, and to date we have not received a clear explanation for this inequity. CommunityLINK information sheet
The Board also regularly meets with municipal governments and our provincial representatives to discuss the needs of our district.
Advocacy can produce tangible results. Recent capital investments have added 410 permanent seats through the new Eric Langton Elementary and replacement of portables at Golden Ears Elementary, with another 120 seats at Blue Mountain Elementary to be completed in the new year.As provincial budgets become tighter, I believe advocacy will need to be increasingly focused, persistent and collaborative to ensure the needs of our students and staff are heard.
7. Public Access and Trustee Independence:
School trustees are elected to represent the public, yet SD42’s current Board process limits public engagement: questions must be submitted in advance, are limited to one per person, there is only a 10-minute question period, and follow-up questions are not permitted. Trustees also primarily interact with schools through scheduled visits and formal channels. Do you believe this provides sufficient public access and accountability? If elected, what specific changes would you support to increase direct dialogue with the public and allow trustees greater opportunities to engage independently with teachers, support staff, unions, parents and students, while respecting the distinction between governance and administration?
Students and educational partners – parents, staff, union partners, Indigenous communities and public provide important local direction for the Board. Throughout the year, trustees are invited to and attend many school events and performances.
Our secondary student meetings, where trustees spend an afternoon hearing directly from students in small groups, are particularly valuable. This term, the Board has also requested a restructuring of Student Voice to be able to receive more meaningful, broad-based student input. Participation in Capstone interviews and attending graduation ceremonies give trustees a glimpse into the future plans of our graduates.
Trustees have ongoing formal connection to the community by sitting on a variety city advisory committees. The Board also uses surveys and online and in-person engagement to seek input on capital projects, policy development and importantly, at various stages of the preliminary budget process. Trustees attend DPAC meetings and community events such as the PRIDE Festival, Multicultural Day, Canada Day, NDTR and Remembrance Day.
The Board’s Public Meetings are where the business of the Board is conducted under the School Act in a transparent and public forum. Input on agenda decision items and written questions to the Board are welcome in advance so that they can be circulated to all trustees, properly considered and accurate responses can be prepared. Delegations are also welcome to present on topics pertinent to Board business.
At the same time, trustees must understand the clear distinction between the Board’s governance role and operations. Schools are busy workplaces, and I do not believe trustees should arrive unannounced expecting staff to step away from their responsibilities to chat. That said, I welcome conversations about creating more opportunities for the Board to hear directly from teachers, support staff, unions, students, guardians and the public to help trustees to better understand the issues and make informed governance decisions.
8. Inclusive Schools
What does it mean for schools to be inclusive? Is SOGI 123 resources a part of keeping schools inclusive?
It is essential that every student and staff member feels safe, welcome, respected and that they belong, regardless of their identity, background, culture, race, ethnicity, language, religion, gender identity or expression, sexual orientation, ability or socioeconomic circumstances. SOGI resources are another tool providing teachers with additional supports, including access to age-appropriate reading lists, lesson resources and practical tools to help create welcoming, inclusive classrooms.