Question 1: Which three areas of education require immediate action in this jurisdiction?
Malori Howe | Learning gaps, Mental Health Support and the K-6 Draft Curriculum |
Sarah Murphy | Due to the pandemic and so much missed school for all students I believe that a focus on the basics would be beneficial at this time. We still aren’t on the other side of these trying times so it’s not education as usual. We need our students to get that solid foundation though so they can continue to be successful. I’d like to see a focus on literacy, language and mathematics. I think it’s also of key importance that our students develop their own love of learning that will see them through school and forever after. We have bright kids who are going to bring such ingenuity to our communities! I want to see that encouraged. The sky will not be the limit. |
Jacqueline Shotbolt | Recovery; closing learning gaps that are directly related to the pandemic. Recommended revisions to the curriculum. Advocating on behalf of Fort Saskatchewan’s desperate need for infrastructure due to the growing community and the depreciating schools such as; Fort Saskatchewan High and Rudolph Hennig Jr. |
Ralph Sorochan | There is a myriad of complex issues school trustees must multi-task and address regularly. These include: safe and caring schools; curriculum; equity, diversity and inclusion; and funding. Each is a top priority in of itself, but funding can be key to the success of each. By advocating for public education, and lobbying the provincial government for increased funding, school boards can ensure: * Schools remain as safe as possible during the COVID 19 threat, and student learning returns to pre-Covid experiences * Students requiring intervention, individualized supports, specialized programming, and diversified programming/facilities are accommodated * Proper funding is allocated to schools to support programming for academics, extra-curricular activities, inclusivity, equity, diversity, mental health, and learning gaps created by the pandemic * Teachers have the resources and professional development supports they require to meet provincial curricular outcomes and expectations * New schools and modernization projects are approved and completed, and current facilities are kept in excellent and safe working order |
Question 2: What will you do, in your role as a trustee, to ensure that provincial funding supports student learning in the best possible way?
Malori Howe | My role in advocating for provincial funding supports will start with communication with educators and parents/guardians. Researching what they need and bringing it to the table in front of the Board, where collectively we will decide on which items need advocating. |
Sarah Murphy | I believe in parent, student and teacher led education. I see my role in ensuring funding is allocated properly starts by listening to my community’s needs and transferring that to the parameters of the board. It’s all about discussion and finding what works best and then making sure we can maintain that. I believe part of advocacy is asking good questions. I intend to do just that. |
Jacqueline Shotbolt | Becoming a trustee, the priority will be to learn and understand financial planning to its fullest. Thus, gaining a solid understanding will add value as a part of the newly elected board, accountability for the dollars spent. It reflects the board’s priorities and combines the wishes and needs of our community. |
Ralph Sorochan | Trustees need to ensure: * Fiscal responsibility with available funds, by directing as many dollars as possible out to schools and classrooms * Teachers have the resources they require to present engaging activities for students that meet provincial outcomes and expectations * Governments are lobbied for increased funding, particularly in the areas of student enrolment growth, specialized learning supports, program unit funding, transportation and infrastructure * New schools and/or modernizations for community schools are advocated for, and that available funds keep current facilities in excellent condition and working order * Specialized Learning Supports receives increased provincial funding to meet the needs of students requiring intervention, individualized supports, occupational therapy services, speech-language pathology services, psychological assessment, counselling, vision supports, hearing supports, etc. |
Question 3: How do you see communication as part of your role as a trustee?
Malori Howe | Interaction with the many stakeholders is a very important part in the role of Trustee. I intend on gathering information and concerns directly from Educators, Parents/Guardians and even Students so that the Board can advocate to all levels of government. We need to make sure that the EIPS communities are being heard and prioritized. |
Sarah Murphy | I see communication as key. There needs to be appropriate back and forth, not just one sided decision making. Currently this is sorely lacking. Parents and teachers want and need to know their voice is being heard at the levels that can affect positive change. I see the role of trustee as one that bridges the gap and I look forward to this responsibility. |
Jacqueline Shotbolt | I look forward to attending special events at schools around the district, in the community at large, and advocating for the best public education for our students and their families. |
Ralph Sorochan | School boards need to ensure effective communication plans are in place to engage parents, staff and students in the educational process. School trustees must: * Build relationships with all stakeholders * Ensure communication policy and protocols have a commitment to providing comprehensive communication to stakeholders in an open and honest way * Ensure communication efforts are strategic and support the Division’s 4-year plan * Ensure communication is consistent and provided in multiple formats * Establish a culture of effective communication and engagement with all stakeholders * Continue to engage parents and staff in School Council and Council of School Council meetings and decisions, through various methods (live-stream, face-to-face when able, chat, etc.) * Make Board of Trustee meetings regularly accessible through live-stream * Engage parents and staff (using social media, surveys, town halls, etc.) to provide feedback on topics and issues facing education and Elk Island Public Schools * Ensure communication and engagement strategies are being implemented in schools * Collaborate with community agencies and services to create wrap-around supports for students and families * Provide clear procedures for individuals to appeal policy or administrative decisions |
Question 4: Which working and learning conditions do you deem negotiable? Which do you deem non-negotiable?
Malori Howe | I feel that current Trustees and Trustees running with an education background would have the upper hand in answering this question as I am unaware of working and learning conditions. |
Sarah Murphy | My apologies, I find question four too vague. I can stand behind EIPS’s current “written” standards for appropriate and effective learning and working environments. Safe, welcoming, inclusive, inspiring, encouraging a life- long love of learning. These things are non-negotiable. |
Jacqueline Shotbolt | I will refrain from answering anything that resembles or pertains to the collective bargaining agreement because this is outside my knowledge base, I prefer to remain silent on items that may be under negotiations. |
Ralph Sorochan | When considering any and all working and learning conditions, trustees must: * Ensure legislations such as the Alberta Human Rights Act, Canadian Charter of Rights and Freedoms, Education Act, and the Alberta Occupational Health and Safety Act are implemented, without dispute * Ensure learning and working environments are welcoming, caring and respectful * Authentically listen to, and consider, all perspectives regarding working and learning conditions * Be responsive to feedback from students, staff and families * Be fiscally responsible and ensure expenditures are within budget |
Question 5: What improvements, if any, should be made to more adequately provide for teachers’ professional development?
Malori Howe | Once again, current Trustees and Trustees running with an education background would be able to answer this question very well as opposed to me, because I don’t know what current professional development teachers have. However, I feel that if someone does have the answer to this question, and questions 6, 8, and 9 that they are entering into the Trustee role with a bias opinion and would be less likely to seek the advice of Teachers. It’s important that we don’t have “all knowing” Trustees so that we can approach concerns unbiasedly. |
Sarah Murphy | I am not a teacher and I currently have little information available to me that would afford a knowledgeable answer to this question. If elected I will be thrilled to participate in teacher’s education days and look forward to meeting with and speaking with teachers about their ideas and what they see is needed in the classroom. |
Jacqueline Shotbolt | I will refrain from answering anything that resembles or pertains to the collective bargaining agreement because this is outside my knowledge base, I prefer to remain silent on items that may be under negotiations. |
Ralph Sorochan | Ensuring teachers are well-versed in implementing current, research-based pedagogy is critical for effective classrooms. I believe: * Clause 9.5, coupled with school budget allocations, provide a significant amount of dollars for teacher professional development * Teachers are already using the available PD funds wisely and frugally, in order to get the “most bang” for the dollars available * Professional development is not all about “sit and get” at a workshop or conference * Some of the best professional development is achieved when teachers are provided opportunities to work together with other teachers, right in our own Division * Online opportunities can be an effective way for teachers to professionally grow * Professional growth plans are an effective tool for teachers to focus their professional growth each year * Professional growth should be ongoing and have regular, work-embedded opportunities * Time and professional development supports must be provided to teachers once a new curriculum is eventually implemented |
Question 6: To what extent should the process of negotiations between the school board and its employee groups be reported publicly?
Malori Howe | I am not aware of what negotiations the school board and its employee groups discuss. I am sure there are some items that should remain private and some that should be publicized. |
Sarah Murphy | Negotiations should be private. But once an agreement has been made, the public should have access to the information. I’d like to add that I feel that the Board of Trustees public meetings aired on youtube should remain available to be viewed by the public for the entire school year, and not a matter of hours as they now are. |
Jacqueline Shotbolt | I will refrain from answering anything that resembles or pertains to the collective bargaining agreement because outside my knowledge base, I prefer to remain silent on items that may be under negotiations. |
Ralph Sorochan | Negotiations are a two-sided endeavour. If both sides are bargaining in good faith, with reasonable expectations on what is possible, negotiations shouldn’t have to be that big of a challenge. Rather than both sides coming in with win/lose attitudes, negotiations would benefit from win/win perspectives. Unfortunately, this isn’t always the case. |
Question 7: Classrooms are becoming increasingly large and complex. What do you see as being the issues with supporting teachers and learners in these environments?
Malori Howe | Having large class sizes lessens the ability to be able to tend to each individual students needs. Disadvantaged students suffer the most in a large classroom because of the inability to have one-on-one learning. Teachers are faced with poor classroom management because overpopulated classrooms are more chaotic and it is difficult to control a large class, which makes discipline inconsistent. |
Sarah Murphy | Any one with experience with children will be able to imagine the challenge facing teachers with large class sizes and the diversity of learners and learning styles presented to them. One of my motives in running for the trustee position is to ensure that teachers have the support, resources and training they need. When teachers are supplied, our students thrive! |
Jacqueline Shotbolt | Although I have no substantial knowledge of these statistics or benchmarks, I am willing to learn once I am on the board. |
Ralph Sorochan | Research is clear, that inclusion of learners with diverse needs is best practice in education. Trustees must lobby the provincial government for adequate funding in order to achieve the following: * Reasonable class sizes * Provision of all necessary resources for learners with diverse needs * Wrap-around services for student social, emotional, medical and mental health needs * Up-to-date learning environments and resources * Increased one-on-one time with teachers * Increased student engagement, achievement and success |
Question 8: Which programs in the jurisdiction do you think could be revamped and why?
Malori Howe | here are many amazing programs EIPS offers it’s students. I would like to see more Apprenticeship Pathways added to the CTS program. |
Sarah Murphy | I’ll be honest, because I am, and say that I have no working knowledge of the programs now available or their effectiveness in our area. I relish the prospect of learning all about our programs and hope to work with teachers, parents and the community in the creation and development of new and current programs that will benefit our students. |
Jacqueline Shotbolt | I do not have an in-depth knowledge of every program in the division; This road will be a journey of both learning and leading as we go. |
Ralph Sorochan | Program review is important, but difficult, work. When considering program changes, school divisions must: * Engage stakeholders for feedback on current programming * Collect quantitative and qualitative data for evidence-based decision making * Determine whether a program is successful, needs revamping, or simply needs some tweaking, based on the collected data * Evaluate what type of programming, if any, is needed as an alternative to what is currently in place * Change programming, where required, so curricular outcomes and the needs of students are met * Keep in mind that program revamping/cancellation always has domino effects that will impact student schedules, staff assignments, family expectations, facilities, budgets, etc. In my opinion, without completing the background work outlined above, suggesting programs for revamping would be remiss on my part. |
Question 9: What is your opinion on the incorporation of private schools within public school authorities?
Malori Howe | This question is a little vague and I think once again, the current Trustees will have the best answers for this. |
Sarah Murphy | My concern here is funding being spread too thin. That said, I also feel it’s important for parents and students to have options. It comes back to being able to advocate at the government level. |
Jacqueline Shotbolt | I am not sure what you mean by this question? Please rephrase unless you are referring to private institutions receiving public funding. I would definitely have concerns about public dollars being diverted from public classrooms. |
Ralph Sorochan | Elk Island Public Schools has examples of successful incorporation of private schools within a public school authority (Fort Saskatchewan Christian School, Strathcona Christian Academy Secondary, Strathcona Christian Academy Elementary). For 18 years, I worked in a school division that amalgamated 5 school boards and still operates both public and separate schools under one board. Coming and working together as a collective group, as well as being united and committed to common goals, should be considered a strength. Regardless of a school’s grass root beginnings, I want to ensure every student within Elk Island Public Schools * has a welcoming and safe place to go to school * is taught the provincial curriculum by a certified teacher * has a school experience that is properly funded to provide engaging activities for student success. |
Question 10: What role should the school board take in discouraging bullying and supporting safe and caring schools?
Malori Howe | Too often, I see students who report bullying only to be told “You should have told us about all the other times”, which leads to it being considered “the first incident”. Students are left unheard and the bullying continues. The school board should be introducing stronger disciplinary measures to deter bullying. Zero-tolerance. The Board needs to support educators with the resources needed to help recognize bullying, mediate, and discipline. |
Sarah Murphy | The members of the board are the representatives not only of their community but of the school district. It is essential that they lead by example. Holding themselves to a higher standard and encouraging respect and compassion in their day to day. It is the board’s responsibility to work with the Superintendent of schools to find the most effective ways to grow and build the best working and learning environments. |
Jacqueline Shotbolt | An active role. Education, supporting, growing, welcoming, caring, respectful, and safe learning and working environments. |
Ralph Sorochan | School boards must: * Ensure legislative requirements are being followed and implemented * Ensure safe learning and working environments through strong and effective policy, administrative procedures and follow-through * Ensure consistent and regular promotion of Division policy and stance on bullying and safe and caring schools * Educate students, staff, parents and the community about safe and caring environments through events such as Bullying Awareness Week, Pink Shirt Day, Every Child Matters Day, Truth and Reconciliation Day, etc. * Promote character education and citizenship * Promote reporting of offences * Engage staff, students and families in discussions and potential solutions to bullying * Look for solutions that support both the victim and the offender, when offences occur, in hopes of eradicating future incidences |
Question 11: How do you think students with diverse learning needs should be supported in our school system during times of reduced funding?
Malori Howe | Simply put, we need to advocate for more funding and consider this when making the budget. I don’t think that cuts should be made to extra supports for learning needs. We will need to think outside the box to come up with ideas on how to support students that require additional funding but are not approved for it. |
Sarah Murphy | I believe every child deserves the best education no matter what their personal challenges may be. |
Jacqueline Shotbolt | This should be recommended by an expert in this area. Diversity varies between schools, classes and communities. Documenting, informing and supporting those who need it most should be on the priority of list. |
Ralph Sorochan | School division trustees must ensure: * Curriculum is inclusive for all, and centered on meeting individual needs * Program planning is deliberate and available resources are intentionally allocated to provide supports for students with diverse learning needs * The provincial government is lobbied to provide additional funding for Specialized Learning Supports, in order to meet the needs of students requiring intervention, individualized supports, occupational therapy services, speech-language pathology services, psychological assessment, counselling, vision supports, hearing supports, mobility supports, etc. * Mental health supports and wrap-around services with other agencies are in strengthened to support student success * Dialogue is ongoing with diverse groups, to better understand and program for individual needs * More students are meeting developmental milestones prior to entering grade 1, and are successful readers by the end of grade 3. This will reduce gaps in later years * Programming meets student needs from where a student is at in their learning |
Question 12: What do you see as your role when it comes to advocating for provincial funding for our school district?
Malori Howe | My role in advocating for provincial funding will start with communication with educators and parents/guardians. Researching what they need and bringing it to the table in front of the Board, where collectively we will decide on which items need advocating. |
Sarah Murphy | I see the role of trustee as one where good working relationships with the provincial government, free flowing communications and team work are of the utmost importance. Throughout my campaign I have made efforts to open lines of communication, beginning to advocate for our students and public education even now. I hope to be in a better position to advocate soon! I am an excellent communicator and I enjoy building and maintaining a good rapport with everyone I work with. I am also unafraid to speak up and ask questions, which we need to see more of. I expect my community to hold me accountable and I in turn will hold those above to account on behalf of democracy and the future of public education in our province. |
Jacqueline Shotbolt | A trustee lobbies by communicating with all levels of government to ensure that education remains on point. Which also has the responsibility to govern the affairs of the school’s jurisdiction. |
Ralph Sorochan | School board trustees must: * Strongly advocate for adequate public education funding, in order to meet the needs and expectations of its students, families and communities * Lobby against any loss of funding for public schools * Make evidence-based decisions that support division goals, and regularly monitor progress to provide assurance and accountability to the provincial government and families of EIPS * Promote and establish collaborative relationships with staff, parents, and communities, that inform and engage stakeholders in setting and achieving the priorities and goals of public education in Elk Island Public Schools * Establish a culture of high standards, quality instruction, accountability, competitive programming, and commitment to student success and graduation; warranting increased funding * Create, and regularly review, strong and effective four-year plans, policies, and administrative procedures, that enable student successes and warrant increased funding * Align resources to meet public education and EIPS’ established priorities and goals |
Question 13: What is your vision for the future of our school division? Which opportunities and challenges do you see ahead?
Malori Howe | These learning gaps created by school closures during this pandemic is a challenge I feel is the most important to address and eradicate as quickly as possible. Coupled with mental health supports. These are two immediate challenges that need our attention. I would also really love to see some new schools in our district as a long-term goal. Our communities are forever growing, I’d like to see us avoid over population. Continuing to advocate for the schools in our district with infrastructure issues. |
Sarah Murphy | I am a visionary. I believe that the future of our division is bright because of our dedicated staff and our amazing students! We face many challenges currently and there will always be challenges to overcome. We need to work together to come up with the best solutions to these problems and we will. |
Jacqueline Shotbolt | The current challenge is getting through the gaps and raising the benchmarks back to where they need to be. The vision is to grow together, give public education the highest priority, inclusivity, diversity and compassion. Mental Health will be a priority given these past 20 months. |
Ralph Sorochan | The EIPS Four-Year Education Plan is an extremely well written plan and follows the Alberta Government’s Education Business Plan, as required. Because of its complexity, education can never have a single focus. The current plan provides an effective roadmap for the Division and ensures all critical priorities are at the forefront of the daily work and learning undertaken in Elk Island Public Schools. Any issue, objective, concern, knowledge, skill, attribute, competency or new idea can fall within the parameters of the current Division goals and be addressed. The plan is specific enough to effectively address the critical priorities, below, but flexible enough to allow latitude in achieving them. * Early learners receiving an excellent start to their learning * Success for all learners * Safe schools and positive learning/working environments for all * Well-maintained schools * Accountability for student learning * Engagement of parents and the community * Effective governance Opportunities – early learning hubs, campus experiences for high school learners in urban areas, new buildings/modernizations, program/course expansion, enhanced partnerships with business and agencies, additional wrap-around services for students and families Challenges – funding, eliminating the learning gap created by the pandemic, effectively supporting students and staff during and after the pandemic, new curriculum rewrite, successful new curriculum implementation |
Question 14: How do you think our students and teachers need to be supported as we recover from the pandemic?
Malori Howe | Learning gaps and increased mental health problems are the issues which educators will face and supports they need include delegating funds to cover more education assistants and full-time, better qualified counselors within our schools. I think incorporating additional measures including mental health days, having classroom ready resources that can be used right away, virtual field trips that provide strategies for stress management, and education on emotional hygiene to help students adopt daily habits to become self aware when their mental health changes. |
Sarah Murphy | These are trying times and multilayered. We have so much coming at us at home and at school, every where. These are the days to hunt for compassion and kindness! We need to hold each other up, do our best and be good to ourselves. Ultimately people are what matter, not test scores. Our teachers and students deserve safe, welcoming and inspiring places to be, and to grow. |
Jacqueline Shotbolt | Compassion and understanding first and foremost, returning to new normal by providing a safe, caring and stable learning environment. |
Ralph Sorochan | Teachers and students need to be supported more than ever, as we work through and recover from the pandemic. We need to do the following: * Engage staff, students and families in recovery discussions and determining potential solutions * Continue to have Covid protocols in place, while the threat remains, ensuring they are effective, meet or exceed provincial mandates, and are being properly and consistently implemented across the Division * Seek feedback from staff and students regarding protocol effectiveness * Clearly communicate all Covid protocol and recovery strategies to the community at large, as early as possible, using a variety of communication strategies * Lobby provincial policy makers to reinstate provincially mandated contact tracing and case reporting * Allocate resources for mental wellness * Allocate resources to accommodate for the learning gaps created by the pandemic * Continue to build stronger support mechanisms for schools with families, businesses, and social/health agencies * Further build public support for schools and teachers by highlighting the amazing work that is accomplished with students each day |
Question 15: To what extent are you familiar with the draft curriculum and what are your thoughts?
Malori Howe | As a parent, I had no need to investigate the draft curriculum, my eldest children are in high school and my youngest won’t be affected by the K-6 draft by the time it rolls out. Since deciding to run for Trustee, this subject has been on my radar and a hot topic by concerned citizens. I have done some research on educator and parental opinions on it because I am not a curriculum expert. I have come to some conclusions on areas that need improvement or overall re-drafting. I intend to be fully caught up by the time the election comes in preparation for my position as Trustee. There will be a lot of discussions with Educators on my behalf because they are the experts. I want to know what they think so I can advocate the concerns properly. |
Sarah Murphy | I have been advocating for the draft curriculum 2021 to be brought back to the table in order to be reworked. Janice Aubrey, in her report on the curriculum presented to the board of trustees on May 2 of this year advised certain amendments that I heartily back her up on. I have written to and spoken with Janice as well as our local MLA, parents and teachers about the draft and the need for it to be reviewed before they make any attempt to implement it. President Poitras of the Metis Nation of Alberta has also put her mark against it in an open letter to the Minister in which she highlights the fact that First Nations and teachers have been shut out of the process of building this curriculum. This is unacceptable in my view. |
Jacqueline Shotbolt | It is valuable for parents to read the ‘Final Report Professional Review of Alberta Education’s 2021 Draft K-6 Curriculum’ conducted by Janice Aubry. This document provides a better understanding of why our teachers and the current board have decided not to pilot the curriculum for the upcoming school year. Furthermore, EIPS has publicly announced they support our teachers’ hesitations; I also stand by their decision and agree this is the best decision for my children, our schools and every K-6 student attending school this fall. |
Ralph Sorochan | I am very familiar with the draft, and believe we need to ensure the new provincial curriculum: * Is age and developmentally appropriate * Is based on pedagogical research * Fosters a passion for learning * Respects diversity and history * Is inclusive for all * Is centered on student needs for today and in the future * Is contemporary and focuses on critical thinking skills * Is engaging and student-centered * Has the support of our teachers, so they can be confident in delivering successful outcomes for students I believe trustees must: * Speak up and lobby for what our students will learn in the classroom * Call for a delay, review, and rewrite of the draft curriculum * Engage teachers, parents and community to participate in revisions * Ensure funds are adequately allocated for teacher supports, professional development, and required materials/supplies, once a curriculum is finally implemented by the government * Provide time for success, once the curriculum becomes finalized. Implementation of an entire new curriculum can’t be completely successful overnight; there will be growing pains. Administrators and teachers need to feel safe in taking some risks to determine how student needs can best be met in the delivery of a new curriculum |
Question 16: Teachers can share concerns with the Teacher Board Advisory committee. Trustees have traditionally been active members of the committee; in the last year, trustees have stopped attending meetings with teachers. What is your position about attending these meetings, where teacher concerns are discussed?
Malori Howe | I am astonished to hear that in the last year, Trustees have stopped attending meetings with teachers! Educators are so important to listen to when our role as Trustee is to advocate for public education. How can that be accomplished without meeting with them and hearing what they have to say? I will absolutely make time to attend such meetings put on by the Teacher Board Advisory Committee. |
Sarah Murphy | I find this information disheartening. Our trustees didn’t meet with government officials either this past year with the reason being the current sate of affairs due to covid 19. This disconnect is serious in my mind. I would be thrilled to attend these meetings and gain new perspectives on the challenges and needs of our teachers, I hope 2021/2022 sees me doing just that! |
Jacqueline Shotbolt | This is a collective agreement item. I cannot answer this question. |
Ralph Sorochan | I believe the following needs to be considered: * The Teacher Board Advisory Committee’s function is to meet and discuss policy changes put forth by the board for feedback * Communication with all employees is very important, so that all voices are heard when making critical decisions affecting our students * Communication outlets must exist for trustees to communicate with, and hear from, employees * There are many ways in which information can be shared between teachers and trustees * If all parties are no longer around the table, I would suggest TBAC be reimagined, in order to ensure a steady flow of information and continued discussion. * Reimagination of TBAC can make it fresh, new, and invigorating for its participants, where issues and matters at hand can be discussed in an open and trusting environment, and where all participants feel valued * Let’s fix what’s not working and get to the important work of making EIPS students successful |