Question 1: Which three areas of education require immediate action in this jurisdiction?
Cathy Allen | I have four responses: * Funding for education * Draft curriculum * Student Mental Health * Capital projects and infrastructure |
David Basisty | The Covid learning gap, mental health of students and literacy. |
Trina Boymook | COVID caused a number of disruptions to learning, which resulted in learning achievement gaps that will require the Board to monitor closely. The measures that were required to be implemented last year, remote learning, cohorting, uncertainty of needing to return to out of school learning to isolate result of close contact, the suspension of sports, public performances, fieldtrips and other special activities that student’s value has negatively impacted students’ social emotional development. The Board will need to focus its attention on how best to address the social emotional needs of our students, as well as our staff. Draft K-6 Curriculum is going to need the new Board’s immediate attention. With the government refusing to delay implementation, Boards are working in a compressed timelines for concerns to be adequately addressed by the ministry. EIPS Teachers, parents and community members have expressed a number of concerns that need to be addressed before it being implemented. In addition to content concerns, assessments and resources have not been developed at this point, which is concerning. This will affect the necessary professional learning required to prepare our teachers to implement this very ambitious curriculum rollout successfully. Budgeting will also need immediate attention. With the provincial finical climate and the new funding formula, the board will need to consider how it protects learning in the classroom as the Board transitions to lower funding as the bridge funding is phased out over the next 2 years. Also, Bill 5 that restricts Board’s access to its reserves will challenge the Board in being able to respond in a reasonable time. |
Sharon Gach | Pandemic recovery. Our students have had varying experiences with disruptions and will have differing learning gaps. It is important that we provide supports to get them back to where they should be. Teachers will have to differentiate more than they ever have, and we must provide them with the resources needed to do that. Pandemic recovery also includes addressing the increased mental health needs of our students today and the well-being of our staff. We need to work within our communities to provide wrap-around supports for our students. Schools must work with parents to find the resources to help their children. We need counsellors in our schools to work with community partners to help our students build resiliency. Funding. We have been spending our reserves to cover the costs of running our schools with the added costs brought about with the pandemic. The new method of funding schools using a three-year average is problematic. To maintain the level of service that we currently have, we need to lobby for a more equitable funding model. Elk Island also has aging infrastructure. Before anyone can learn, they must feel safe and secure in their environment. Our schools must be maintained in a way that ensures that our students, staff, and visitors are safe within the buildings. This means we need to advocate for new schools and upgraded ventilation systems within our buildings. Albertans have had economic challenges over the past few years, but we need to invest in our future – the education of our youth. Education must be properly funded. We must be responsible with how we spend our dollars, but our children deserve a first-class education. Curriculum. Curriculum must be relevant to the times. Our government needs to pause and revisit the proposed new curriculum and consider the enormous amount of feedback from all stakeholders. We need to take our time and get it right. As we work to recover from the last few years, we should not be asking teachers to focus on learning to deliver a new curriculum but allow them the time to help their students fill in the learning gaps. Implementing a new curriculum is also an expensive endeavor and our dollars can be spent much more wisely at this time. |
Annette Hubick | Pandemic Response & Impact First of all, the COVID-19 pandemic is not over; the safety of our staff and students must remain our number one priority. Making every effort to reduce the risk of transmission is not only critical from a care perspective, but also to minimize the disruption to at-school learning and provide the feeling of safety that is foundational to engaging in teaching and learning. As you know, staff and families are already dealing with the results of learning disruption the pandemic has caused these past two years. Going forward, significant effort will be needed to assess if/what gaps have resulted from these disruptions and support students on their path to educational success. Curriculum To be perfectly honest, as a parent, I never knew that curriculum could be something to fear—I now know better. I am not a curriculum, child-development or subject-matter expert but I have read the analysis of the current draft by many who are (including EIPS’s own team of teachers who were brought together this summer to do a deep dive into the draft). I fully support their conclusion that the draft curriculum is flawed in approach, structure, scope and sequence, the development process itself, and content (accuracy, appropriateness, quantity, inclusivity, First Nations, Metis & Inuit history and knowledge, etc.). When the draft was first released, the EIPS Board engaged curriculum expert Janice Aubry to provide a review and analysis. Her report concluded with: “It is strongly recommended that the Ministry of Education abandon this curriculum, return to the 2018 draft curriculum (or a refined version of that draft), and commence the pilot of that draft.” I support that recommendation and would add that piloting the 2018 draft K-4 curriculum (as is or refined) would also be the most fiscally responsible course of action and that teachers must be an authentic part of the process. Funding In essence, most issues come down to adequate, predictable and sustainable funding. Whether it’s responding to the pandemic’s impacts on learning and mental health, providing the supports and tools to set all staff and students up for success, preparing for curriculum implementation (hopefully one that is vastly improved from the 2021 draft), addressing aging infrastructure or simply accounting for inflation, without proper funding, the system cannot respond effectively to all these budget pressures. Addressing the issue will involve concerted advocacy work, including driving home the message that public education is an investment that pays great dividends and by demonstrating our own fiscal prudence. “Mandate creep” poses significant financial challenges as well—the education system cannot continuously absorb the shortfalls in funding and services in Health, Child & Family Services, etc., nor should it. I must add two more pressing issues to this list: mental health of students and staff, and urgent infrastructure needs (replacement school for Sherwood Heights and a JH/SH school in Fort Saskatchewan). |
Don Irwin | The areas that need immediate attention are getting back to a normal or near normal learning environment with healthy – physically, mentally and socially – students and staff. Schools have been provided with some funding to assist with this. Also there are many learning gaps which need to be addressed and closed. Again we have provided some additional funding for this The primary target is to improve numeracy and literacy and to assist students to attain or surpass their grade level in these areas. |
Tamara Peters | I don’t know the deep background discussion regarding these three areas in which deems immediate action; however I will say that enhancing high quality learning with positive working environments will help both priority number one and priority number two. Some schools need rebuilding and attention. Improving these schools could also help solve other needs within EIPS; such as decreased class size. I know that they need more parent involvement to help rural schools which is also critical to running smoothly. |
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?
Cathy Allen | It is the responsibility of school trustees to lobby the Alberta government for changes to the current funding model. Without adequate funding, almost all of the issues in public education will be extremely challenging to address. We need to keep the money as close to students in the classroom as possible. As financial stewards, trustees must continue to look for efficiencies that can be implemented, creative ways of sharing resources, student transportation options and alternatives to current expenditures. It is the responsibility of school trustees to advocate for public education with all stakeholders and keep public education issues front and centre. |
David Basisty | With my team, I will promote and advocate the best use of funds for high priority needs within the classroom. |
Trina Boymook | First, I would encourage the Board to advocate to the government on the areas that funding is lacking. I would also consider partnerships that could provide students with unique learning opportunities. I would ask the Board to utilize Results Review as a way to identify pressure points within the system and consider how to best leverage available resources, as well as develop a reserve plan to make smart investments into the classroom. |
Sharon Gach | The best way to support student learning is to see as much funding as possible in the schools, used directly in the classroom. I would ask that we look at efficiencies that could streamline our procedures so that more money could be found to support students in class. |
Annette Hubick | There are two parts to the trustee role in response to this question: advocating for the funding we need and allocating the funding we get. As your Trustee, I would actively advocate to the provincial government for predictable, sustainable, adequate funding and that public education is seen as a smart investment rather than simply a budget expense. I would also remain keenly aware of the fact that every dollar not allocated to the classroom means larger class sizes and fewer educational assistants to support students. This is why I review budgets with a focus on need, return on investment, leverage, sustainability and opportunity cost, i.e., “If we do this, what can’t we do?” For the development of the 2022-2023 budget, EIPS will be inviting stakeholder input—I’m really looking forward to seeing what insights the survey results will offer. |
Don Irwin | This is an ongoing area of advocacy as provincial funding that is sufficient, regular, and reliable is very necessary. We shall continue to work with our partners in ATA, ASBA, and others to advocate for necessary funding. |
Tamara Peters | It’s important to first address; and find a solution for the highest need, or the need that will improve the most number of students education. I will research, support, listen and advocate to the best of my ability to support the best learning outcome. |
Question 3: How do you see communication as part of your role as a trustee?
Cathy Allen | Education is a team event. Trustees must interact with the many groups and people who have a stake in public education. They are champions for teaching and learning. By keeping a positive image of schools before the community, they can ensure that education is given a high priority and that the community is aware of student accomplishments as well as those at the school and division level. Communication is a two way process of exchanging ideas and information. Listening is the essential component of communication. |
David Basisty | Honest, open, and timely communication is paramount at this position, and I plan to honour these traits fully. |
Trina Boymook | Communication is important in carrying out the role of Trustee. Trustees serve as a conduit of information. Trustees need to keep their ear to the ground to understand the concerns of those that live in their ward. A trustee also serves as a source of information for those that live in their ward. They would share what are the issues facing EIPS and or education, what the Board is focusing on and recent decisions that have been made by the Board. A trustee brings the concerns forward to the Board’s and Senior Administration’s attention for consideration. There are many ways to achieve this. Meeting with residents, attending public events, phone calls, emails, website and social media presence. The other communication that is important is with all levels of government. Relationships are key in this role |
Sharon Gach | Communication is the key to knowing what is going on. As a trustee, it is important that I listen to all stakeholders and weigh differing opinions in making decisions. It is also important to report back on what we are doing so that we are accountable to the electorate for our decisions. |
Annette Hubick | From an inbound perspective, it is important to seize the many opportunities to listen that are offered to trustees: school council meetings, surveys, results reviews, school tours, delegations to the board, COSC, the ATA president’s report, and calls/emails with individual constituents. These sources can reveal trends, issues of concern and opportunities for success as well as enable more informed decision making. From an outbound perspective, trustees must provide timely, clear and continuous communication about the work of the board and the division, rationale for its decisions, stakeholder feedback opportunities and results, and provide assurance that trustees are being effective stewards of education for the division. In my reports to school councils and on social media—I endeavour to not only provide information but to translate in ways that are meaningful and relevant to them. |
Don Irwin | Communication is a key part of our role as a trustee. Regular, open, and listening communication with all parts of the education system is very necessary – students, parents, staff, administration, and the community. |
Tamara Peters | Communication is important between all parties. Parents, teachers, staff and fellow board members. Emails, phone calls, online and in person meetings help everyone understand. Working as a team; collaborating together to make EIPS amazing. I will be patient, available, ready to listen and understand different opinions, and support. |
Question 4: Which working and learning conditions do you deem negotiable? Which do you deem non-negotiable?
Cathy Allen | Negotiable: Review of EIPS administrative procedures Matters for discussion at Teacher Board Consultation Committee (TBCC) Non-Negotiable: Welcoming, safe, inclusive, respectful and caring working and learning environments Regulations in the Education Act and other legislation |
David Basisty | In a perfect world, class sizes are small, all classrooms are climate controlled, every school has an adequate gymnasium, teachers have enough prep time and educational assistants abound. Teachers continue to serve the needs of the students regardless of varied working and learning conditions in each school. Negotiating some of these elements draw merit. However, issues of safety for students and staff should be deemed non- negotiable. Everyone in a school should feel physically or mentally safe. |
Trina Boymook | Given that I’m a current Board member and this falls within negotiated collective agreement, I’m not in a position to comment. |
Sharon Gach | The primary purpose of a public education system is to provide our young people with the best education possible. As a board, we must work within provincial guidelines for things such as instructional time. Benefits, leaves, collaborative time, calendar, and allowances would all be negotiable items. Class size within budget restraints could also be negotiable. |
Annette Hubick | Although my husband does not teach with EIPS, because I am married to a teacher, my involvement in this area is very limited due to an abundance of caution to avoid any conflict of interest. I am not part of, nor privy to, any collective agreement negotiations between the board and its staff or of TEBA—I leave the room whenever it is discussed. On issues with which I’ve been involved, I’ve been a fierce advocate for staff safety (e.g., COVID-19 mitigation measures, mechanical cooling in portable classrooms). |
Don Irwin | Students and staff must have working and learning conditions that are respectful and honouring to all. Again open communication (speaking and listening) is key to great working and learning conditions. |
Tamara Peters | Non-negotiable would be no power, working bathrooms or running water, no heat, or an unsafe infrastructure… Negotiable would be uncomfortable temperatures (within reason). |
Question 5: What improvements, if any, should be made to more adequately provide for teachers’ professional development?
Cathy Allen | More time for professional development would allow teachers to develop deep understandings in their learning. Because travel is problematic in the pandemic, opportunities for local and online professional development would be useful. (ERLC, ATA specialist councils) Presenting this question to teachers would provide rich feedback for principals and central office. Teachers might prefer their professional development during the school day, which would require release time and substitute teachers to cover their classroom instruction. Teachers might be looking for very specific professional development rather than large group professional development. |
David Basisty | Make use of existing personnel within schools for professional development. Every school is loaded with talented individuals – new or experienced. Teachers can share best teaching practices with colleagues and be subject specific. In addition, schools could promote mentorship programs – something that I found extremely helpful as a developing teacher. |
Trina Boymook | Given that I’m a current Board member and this falls within negotiated collective agreement, I’m not in a position to comment. |
Sharon Gach | Teachers are professionals who should be able to decide what they need in terms of professional development. The division may introduce priorities and expectations for which they must provide opportunities for training and development of skills. Educational leaders should be available to help teachers explore areas in which they may want to hone their skills. |
Annette Hubick | I am keenly aware that staff collaboration is one of the most effective professional development activities and am really interested in seeing the results of SAL and BVF’s move to weekly Wednesday early outs to allow for more collaboration time. Depending on the results/feedback, consideration to extend this practice throughout the division should be on the agenda. |
Don Irwin | I am not aware of any improvements that are needed. |
Tamara Peters | I would need to ask the staff and teachers their opinion on professional development and what they feel would be helpful as I am not an educator. |
Question 6: To what extent should the process of negotiations between the school board and its employee groups be reported publicly?
Cathy Allen | The school board and the employee groups should maintain a respectful negotiation process. Discussions and conversations in the negotiation process should be confidential between the two parties. At the conclusion of the negotiation process, teachers should be informed of the additions, deletions and changes that were made during the course of the negotiation process. |
David Basisty | It should be transparent, as it is public funds for public sector workers. Today’s world demands transparency. |
Trina Boymook | This is an agreement that is mutually agreed upon before entering into negotiations. |
Sharon Gach | Negotiations should be confidential between the two parties during the process. The public has the right to know if the two parties are in the midst of negotiations or if negotiations have broken off or if a deal has been reached. |
Annette Hubick | As per my response to question 4, because I am married to a teacher and due to an abundance of caution to avoid any conflict of interest, I am not privy to information about the negotiation process and could not make an informed answer to this question. |
Don Irwin | We need to be open and honest in all our communication with each other and with the public. Some communication needs to be confidential at times but I believe in open, honest, sincere, face to face, and heart to heart communication. |
Tamara Peters | It depends on the negotiation subject; but I would expect that most negotiations would be kept private between the school board and employee groups. |
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?
Cathy Allen | The issues of large and complex classrooms are directly connected to funding from the provincial government. Without adequate funding, additional teachers, educational assistants, chromebooks/laptops, release time for professional development on inclusive education, classroom management and student engagement cannot take place. |
David Basisty | Inadequate funding seems to be the issue in supporting teacher and student needs. |
Trina Boymook | With the Alberta Government not increasing funding for education despite growing enrollment makes it difficult in creating the ideal learning environment that both teachers and parents would like to see. |
Sharon Gach | Teachers need to be supported to do their best work with students. Where possible, it is important to reduce class size or provide educational assistant support for students with complex needs. Funding is an issue for this. We need to continue to lobby the government for funding which covers the cost of special needs students. |
Annette Hubick | Whether it’s people, equipment or resources, a key issue is having the funding to provide the proper supports. From personal experience, another problem area is the ISP, the format is not user-friendly, there can be technical challenges (wasting valuable time) and the questions could be improved. Improving the ease of use and the content could reduce the demand on teacher time and increase the tool’s effectiveness. |
Don Irwin | Communication is the key to supporting teachers and learners. If we talk and listen openly to one another, we can learn and solve classroom issues as we work together. Teachers of large and complex classes need assistance with Aides and professional development. |
Tamara Peters | We need to create smaller class sizes and provide more help for teachers with large classes; especially in the younger grades. The better learning experience with less frustration will increase success for both students and teachers. Another option could be to utilize older students with teaching/helping the younger children..pairing off or small groups. In my experience when you teach a concept it sticks; this would benefit both ages of student academically along with self esteem. The subjects that this could be accomplished with is math, reading and possibly french. I know many charter schools practice this. |
Question 8: Which programs in the jurisdiction do you think could be revamped and why?
Cathy Allen | I do not believe that there are any programs that need to be revamped. |
David Basisty | Programs do not need to be revamped; schools offer a wide variety already. Just continue to place passionate and engaging teachers in these programs for quality delivery. |
Trina Boymook | I believe there is still more work to take place around the French Immersion program to provide a full experience. It starts by understanding why people choose the program, expectations of the program and why they leave the program. Increasing the suite of high school courses offered in French. Access to resources is a challenge, as well as French speaking teachers and support staff. This is an issue for every province. |
Sharon Gach | All our programs are important. I would like to see our Career and Technology Programs expand and be promoted. The opportunities for students in these programs in this area of the province is huge. |
Annette Hubick | Ideally, I would like to explore expanding Kindergarten to full-day, everyday. Two options would be one that is year-long and fee based and another that is funded and targeted to those students requiring additional support to prepare them for grade one (even if only for the last 2-3 months of school). I think it would be worthwhile to investigate whether there would be sufficient demand to support expansion of the Sport for Life program to other schools in the jurisdiction. |
Don Irwin | I have found the annual Results Review to be an excellent way to learn about existing programs and ways to improve programs and services as well as to learn from one another. |
Tamara Peters | School sports could be improved. Where there are teams; there is a sense of school spirit, unity, community and belonging. Preparing in the younger appropriate grade levels gives the children self esteem and confidents. Improving skills before reaching the highly competitive grades increases success. Parents can also be involved with helping/ coaching; along with skilled high school students. |
Question 9: What is your opinion on the incorporation of private schools within public school authorities?
Cathy Allen | If a private school offered instruction or programs that would enhance student learning in the school division, there may be interest in that school division to incorporate the private school. The private school would have to abandon the private school designation. That school would now be funded by the provincial government, would be required to teach the approved Alberta curriculum and follow the governance of the school division’s policies and administrative procedures. |
David Basisty | I do not know enough about the intricacies of incorporating private schools with public authorities. I see no concerns if incorporation is equitable and amicable between the two. Essentially, the common goal is to serve the needs of every student. |
Trina Boymook | I believe that the public education system provides abundant of quality choices for all students. Once a previous private school program is brought into a public system then they are a public school that is required to follow all policies and procedures set out by the Board. |
Sharon Gach | As someone who has proudly taught in the public system for 38 years, I am not an advocate of private schools. |
Annette Hubick | No answer provided |
Don Irwin | Alternative programs / schools are best placed within the public system for consistency, quality, and funding. This option was not available in BC and the Alberta model enables all types of schools to be part of public schools. I am a strong supporter of choice with public schools. |
Tamara Peters | I think our current model including private schools works well, but I am not well versed in this area. |
Question 10: What role should the school board take in discouraging bullying and supporting safe and caring schools?
Cathy Allen | The school board must enact strong policies that clearly outline the expectations for student behavior and consequences for students who participate in bullying and intimidation of others. In the EIPS Four-Year Education Plan, Priority 2 Goal 1 puts emphasis on the creation of learning and working environments that are welcoming, inclusive, respectful and safe. EIPS Policy 19 and Sections 11, 31, 33, 35, 35.1, 36, 37, 58, 196, 197, 213, 257 in the Education Act outline the expectations for student behavior and positive school environments. |
David Basisty | The board should continue to encourage schools to strive for these goals, as all schools work hard daily to model and support safe and caring environments. |
Trina Boymook | It all starts with Policy 19 Welcoming, Caring, Respectful and Safe Learning and Working Environment. Providing this learning and working environment is a shared responsibility where the board, students, staff and parents all have a role to play. |
Sharon Gach | If our students do not feel safe in school, they cannot learn and if staff do not feel they are working in a safe and caring environment, they cannot do their best work. It is the responsibility of the Board to ensure that all schools are safe and caring and that bullying behaviour will not be tolerated. The Board develops a code of conduct that all students must follow and that outlines consequences for those that do not. |
Annette Hubick | No child should have to fear or dread going to school because of what someone will say or do to him or her that day. We have been fortunate in our household not to have much experience with bullying. That said, my kids and their friends tell me that there is definite pressure to avoid doing anything that would “invite” bullying, i.e., not doing/being/wearing anything that makes you stand out as different or “uncool.” I am saddened by how limiting and pervasive that thinking is. I know that some school leaders do their best to address bullying, within the parameters of what they are permitted to do. Sometimes it works, other times the bullying continues and escalates, other times the children and their parents feel unheard and helpless. I know that schools endeavour to promote positive behaviour with activities like Bullying Awareness Week, Pink Shirt Day and Random Acts of Kindness Week. I know that many schools offer an array of clubs and activities so that students can find a sense of belonging. All good initiatives, but I think we could do more. Bullying is a multi-faceted problem that will demand multi-faceted solutions. The other issue is that this isn’t solely the education system’s problem to solve. I will continue to advocate for the establishment of an EIPS anti-bullying task force of stakeholders (including students!) to brainstorm solutions. I know of school district that has a program that aims to ensure every student has a connection with an adult in the building. I think that idea is worth exploring. Another facet of this issue is racism, which was a key topic of the 2021 Canadian School Boards Association conference. I came away convinced that the Board needs to explore the issue within EIPS and the possibility of establishing an anti-racism policy. |
Don Irwin | School Boards should set the policies and be the example for respectful behaviors. Participating in Professional Development and Training either at the local or Provincial level (i.e. ASBA etc.) is helpful. |
Tamara Peters | Bullying is unacceptable; but unfortunately it happens and is intensified with social media. Teaching and empowering our students about acceptance, and empathy helps the students to treat each one other with respect and compassion. Learning safe ways to report, stand up and discourage bullying encourages caring students. Often the children that bully others are bullied themselves, have a difficult time at home or low self esteem. Giving parents power to make decisions with how to help their child, perhaps changing schools, or classes. Support and counselling should be an option. |
Question 11: How do you think students with diverse learning needs should be supported in our school system during times of reduced funding?
Cathy Allen | Every student is entitled to an education that meets their cognitive, social and emotional needs. We accept all students in public schools. During times of reduced funding, it is essential that educators look for efficiencies in program delivery, resources and materials while still offering a high-quality education to the students. This might include the sharing of resources and partnerships with community organizations. The division must ensure that the teachers and educational assistants have appropriate professional learning opportunities to develop their knowledge and skills. |
David Basisty | Underfunding has put strain on many teachers, yet they continue to be magicians in their creative efforts in serving diverse learning needs. This is not sustainable – the funding is needed. |
Trina Boymook | We have to provide the tools so that every student can experience success in their learning. We are not a strong education system if we are leaving kids behind. When funding is reduced, you have to examine operation closely to identify what provides the biggest impact and ensure that we protect those. You need to critically look at the “need to have” and “nice to have” and zero in on what the priorities are given available financial resources. It boils down to making smart investments with the limited resources available for the benefit of all kids. Trusteeship requires you to dig deep so you can focus on what is of most importance. |
Sharon Gach | We need to be creative in the way that we support teachers who are supporting these students. Each school has different needs, and the principals need to have the freedom to determine how they can best serve their students. It is important that our division programs have support and that our students with ISPs are given the appropriate programming. Collaboration should be encouraged so that teachers can work together to best serve the needs of the students. |
Annette Hubick | To be perfectly candid, I don’t feel I have the expertise to confidently answer this question. I can tell you that I’m constantly amazed at the creativity and resourcefulness of staff—both in central and in schools—to find ways to support students with diverse learning needs. |
Don Irwin | Students with diverse learning needs need to continue to be supported despite reduced funding. They need to continue to be an equal need as all students. |
Tamara Peters | It’s critical to support the students needs. We should move funding or find funding to help the students with diverse learning needs. Adopting an attitude of “family” and kindness should be encouraged, and rewarded. I want to highlight that children that have special needs students in their class experience priceless life lessons; it teaches students to accept, work with, and learn that people are unique and different. |
Question 12: What do you see as your role when it comes to advocating for provincial funding for our school district?
Cathy Allen | It is the responsibility of school trustees to lobby Alberta Education for changes to the current funding model. It is the responsibility of school trustees to advocate for public education and inform all stakeholders of the funding issues that the school division is facing. This requires ongoing conversations and meetings with Members of the Legislative Assembly, Ministers within the Legislative Assembly, Mayors and Councillors. It is important to keep public education issues front and centre. |
David Basisty | Based on what my capacities may allow as a trustee, I will do my best to advocate for provincial funding whole heartedly. |
Trina Boymook | Advocating for the needs of the school division is one of the Board’s primary roles. This is done through educating members of government of the financial pressures. It is also about educating the public of the challenges facing the classroom as result of funding shortfalls and how students will benefit through increase investments. |
Sharon Gach | One of the most important roles of a trustee is to lobby for the needs of the district. I will take every opportunity that I can to advocate with provincial officials to make sure that Elk Island Public Schools receives adequate funding. By attending meetings and developing relationships with government Ministers and executive, I would respectfully, but forcefully, lobby for our needs. |
Annette Hubick | My advocacy work will take many forms. I hope to continue to: * Provide information that will empower, encourage and motivate parents and other stakeholders to become advocates for EIPS and public education. This involves telling the stories behind the numbers, translating those big numbers into what it means for their child’s educational experience. When parents amplify our message with their voices, the volume can be too loud to ignore. * Serve on the Advocacy Committee, developing strategic and tactical plans. * Meet with municipal and provincial government officials as well as leaders from business and community organizations to build relationships, share our messages, collaborate on issues of mutual interest and create co-champions of public education. * Work with other school boards on advocacy initiatives. * Participate in professional development to improve my advocacy skills and strategy. |
Don Irwin | My role as a trustee is to work through our local district and through ASBA to directly and indirectly advocate for funding and other policies that enable us to do an excellent job of training and equipping students. |
Tamara Peters | Trustees are the voice for what the students and schools need. We need to advocate to the best of our ability for provincial funding. |
Question 13: What is your vision for the future of our school division? Which opportunities and challenges do you see ahead?
Cathy Allen | Vision: All students experience learning in a caring, inclusive, and respectful school environment. All students complete high school and are empowered to be successful and contributing members of society. Opportunities: Invite, encourage, and make it easy for community members and organizations to be involved in schools. There is an untapped resource of expertise and experience within the community. Community members can serve as classroom speakers, student mentors, coaches, tutors, career experts and program supporters. Challenges: Funding for education Draft curriculum Mental Health Capital projects and infrastructure |
David Basisty | I hope to see a school division with greater empathy and resilience to a changing world. Fear and ignorance tend to be obstacles in forward thinking and change. We will always have opportunities with positive and engaging teachers and leaders in our system. |
Trina Boymook | That every student, no matter if they are urban or rural, have access to high quality learning experiences. Being an urban rural board who serves diverse communities, this means that each school will not offer the same but what we provide is nothing less than high quality. I’m hopeful for the two-year investment in a career pathways consultant. The consultant will be focused on 7-12 broad picture framework regarding beyond high school, and also expose students to multiple careers, working with community and post-secondary, develop apprenticeship projects, review CTF programming and understanding programming students want at Fort High (limited specialized CTS labs in comparison of all our other secondary schools) as well as other secondary school students. I’m excited about what this might mean for our students. A big unknown is how long will the effects of COVID on student learning and their social emotional development will playout in our classrooms. I’m concern the long-term ramification if we are not able to close the learning gap that COVID created. |
Sharon Gach | We have an amazing division with a great staff and a supportive community, I would like to see us work within our communities to share resources and build partnerships. With the industry that we have in Elk Island, I believe we should be building our Career and Technology programs. |
Annette Hubick | My vision for EIPS is to be a school division renowned for providing an excellent educational experience. Where all students have the opportunity to succeed, can build a strong foundation for their future as they define it, and know we believe in them. Where our staff know they’re valued and appreciated. Where the community is confident that their school system is delivering on its goals, managing finances prudently and helping to shape people who will make positive contributions to society. Where business and community leaders become our champions and partners in a thriving public education system. As hokey and as simple as it sounds, to be a school division that exemplifies great people doing great things. Many of the challenges are the things that are out of our control: funding, curriculum, escalating costs and demands, and crises like a global pandemic. The opportunities lie in those actions within our control: stakeholder engagement, strong advocacy (including building relationships with government and community leaders), and thoughtful, creative, strategic planning. One area that is both an opportunity and a challenge is technology—it can greatly enhance education, but the cost is significant and ongoing. One of the greatest challenges we will have to grapple with is diminished mental health, its impact on teaching and learning, and the financial consequences of allocating education funding to address a health issue. And, speaking of finances, with the planned phase out of bridge funding and the financial impacts of the pandemic on the provincial government coffers, the division is likely to be facing funding reductions and making some tough budget decisions. |
Don Irwin | My vision for the future is for every student to be able to reach her or his potential as a student and a citizen through curricular and extra curricular opportunities. |
Tamara Peters | My vision is continuing excellence, accountability, community, strength, joy in learning, and acceptance for diversity. Evolving to become better at inclusion, and adopting different learning styles and concepts. I see our Covid 19 experience as a way to learn more about empathy, health, science and social studies. I also see it as a challenge because recovering can take time to heal as a student body and community. Working together to move forward with a new normal. |
Question 14: How do you think our students and teachers need to be supported as we recover from the pandemic?
Cathy Allen | Learning plans will be created for some students to fill the learning gaps and social skill gaps created over the last 18 months. Most students found online learning difficult and isolating. This led to an increase in mental health concerns for students. Helping students feel safe and welcome in school will be critical to their improved mental health. Administrators, teachers, school counselors, support staff, Family School Liaison workers and mental health capacity builders will work collaboratively to support students and their families. A number of schools will be implementing social emotional learning strategies with their students. EIPS has allocated targeted money to provide schools with additional resources for social emotional learning. Opportunities for students and teachers to express their uncertainty, fears and anxiety is vital to the recovery process. Ongoing communication about mental health community resources and counselling needs to continue. Checking in with students, parents, educators and support staff, through the collection of survey data, will help inform the recovery plans in each school. |
David Basisty | Maybe we can amplify the different types of mental health support, from full time counsellors for students to in-school mentors for staff. Some schools hold monthly activity/event days to lighten school mood and build school culture. Something like this could be promoted regularly division wide. We could seek strategies to alleviate academic stress for those anxious about diploma exams or heavy academic loads. School administration could lead the charge with these examples. |
Trina Boymook | Investment in learning interventions and additional funds to enhance social emotional supports. Limit the introduction of new initiatives so that full attention can be given to supporting students through this challenging time. Partnering with our local agencies and other levels of government so students and staff can access social and emotional supports they need. |
Sharon Gach | Time to catch up is important. We need to be kind to each other. Recovering from the pandemic is not going to be a quick fix. Students have a range of diverse learning gaps and teachers should not be expected to get the same results that they usually get on provincial exams. Teachers are responsible to teach the curriculum but should be given the freedom to focus on the big items that students need. If students need an extra year in high school to get what they need for post-secondary, they should be allowed to take that time. I would lobby for full funding for second year grade 12 students. Mental health of our students and staff is crucial and we must make sure we have adequate counselling in our schools and partnerships within the community to provide wrap around services. |
Annette Hubick | The Board has allocated reserves to schools to address pandemic-related learning gaps and social-emotional challenges. I look forward to learning how schools used these additional funds and whether there are opportunities to leverage strategies across the Division. I suspect more funding may be required and I am open to that possibility. I think we need to alleviate unnecessary pressure and stress wherever possible, e.g., advocating for the suspension of PATs/Diploma exams and for the pause and redrafting of the curriculum; providing the funding for curriculum implementation (resources, PD, etc) so that teachers know they don’t have to undertake this enormous task on their own (the board also allocated reserves for this work); limiting new initiatives or requirements until we collectively regain our footing. The single best thing the community at large to support students is to do everything it can to reduce the transmission of COVID-19 so as to avoid disruptions to at-school learning and life. |
Don Irwin | The extra social / emotional funding we are providing will assist students and schools to begin to return to “normal”. The two year additional funding to assist with learning gaps will help all students. |
Tamara Peters | Each family should be supported in how they choose to recover. We need to accept and recognize that one shoe does not fit all. Counselling and support for teachers and students. Pressing on with in school learning and encouraging community and school sports and activities will help many feel connected again. |
Question 15: To what extent are you familiar with the draft curriculum and what are your thoughts?
Cathy Allen | The draft K-6 curriculum will have full implementation in September 2022. My concerns with the draft curriculum include: * Too many learning outcomes, too much content knowledge * Content is not age appropriate for the learners * Minimal representation and inclusion of diversity, it has a very Eurocentric perspective * Limited inclusion of critical thinking, problem solving, creative thinking and analytical thinking * Lack of technology integration and digital literacy * Fine Arts has too much focus on theory and not enough on performance and creativity * Limited transfer of knowledge for conceptual development * No clear communication on cross-curricular approaches and cross-grade progressions * No indication if any outcomes have optional implementation I do see a few positives with the inclusion of: * Financial literacy * Personal boundaries and student self-regulation * Computer literacy Teachers will need support and Grade group time to prepare, as best they can, for the implementation in September 2022. The Board of Trustees must advocate for revisions and rewrites of the draft curriculum and lobby the provincial government on this critical issue. |
David Basisty | Overall, I am not in support of it. We do need a curriculum upgrade, but with a design team consisting of various stakeholders of experienced backgrounds. Curriculum design should be transparent and democratic. It is hard to complete a new and accepted curriculum when we have a revolving door of provincial governments. |
Trina Boymook | Given that I’m currently a Board member and Vice President of Alberta School Boards Association, I’m very aware of the concerns with the curriculum. Curriculum development and implementation will prove to be a big challenge for school boards over the full term. In addition to the Alberta Government pressing ahead with the implementation of the new K-6 curriculum for September 2022, work is getting underway on the development of the 7-12 curriculum. As Trustee I have received numerous emails expressing concern with the draft K-6 curriculum. Although the Minister of Education is committing to accepting feedback for an extended period of time, the compressed timeline to address concerns and properly prepare for a successful implementation seems very ambitious. Curriculum is the foundation of a strong education system therefore much hinges on getting it right. With that in mind, I would prefer to see more time given to properly address the issues, ensure that we have the resources in place for implementation, as well as provide a robust professional learning sessions for teachers so they are prepared to implement the curriculums for each grade level. Trustees are not intended to be curriculum experts, for this reason the Board will rely on our classroom teachers, who are curriculum experts, to inform the Board’s advocacy efforts. As we work with the Minister of Education to address the concerns expressed to us, we will need consult our curriculum experts to identify what specifically needs to take place to reach a curriculum that we all can be confident and excited to have in the classroom. Unfortunately, curriculum has become political and so the Board will need to be strategic in its approach to bring about the changes that I know that parents, local community members and teachers are wanting. My first reaction was concern and disappointed with the direction the curriculum went in. It strayed significantly away from direction that the curriculum was going. It would seem that we are going backwards instead of forward. I’m deeply concerned that if the draft curriculum is implemented with no changes to the draft that it will set us back as being known as a leader in education on the world stage. We will become knowns as how a strong education got it wrong and tumbled from glory and the subpar rankings of the USA. Concerns * Content heavy – will impact the student’s ability to retain what they have learned and leaves little opportunity to apply new skills where deeper understand would be derived. This will prove to put a greater strain on teachers where the expectation to cover a greater volume of content without the time provided to do so. This volume will not allow for a teacher to respond to the needs of their students. This will leave more student behind. * Knowledge heavy – the focus too much on knowledge and little on the applying knowledge. Students are better served in knowing how to apply knowledge, how to break down information to solve problems. When you speak to businesses one skill they talk about is problem solving as being very important. Current condition of the draft doesn’t seem to nurture that. * Age appropriateness – This is a great concern where no benefit is derived when a student isn’t developmental capable nor able to put into a context that allows them to relate to what is being taught * Scope and sequence is vital for our students to grow as learners. * First Nation Metis and Inuit perspective – I feel the draft is a down grade for what we have been doing as EIPS and not an improvement. * I personally have struggled with the whole social studies curriculum. I don’t believe there is anything salvageable. Trustees are not expected to be curriculum experts, so I have and will continue to, rely heavily on our teachers who are EIPS curriculum experts to shape the Board’s advocacy efforts. |
Sharon Gach | I have reviewed the draft curriculum and believe it needs revision before it is ready. I do not believe that it considers how children learn and I feel there are many issues that need to be more age appropriate. We always need to keep curriculum current but need foundations to build on. As a high school math teacher for 25 years, I saw firsthand how implementing curriculum too quickly is detrimental. All the curriculum committees that I have worked on were composed of teachers, Alberta Education representatives, post- secondary representatives and industry representatives. Most of the members were teachers, and the discussion always came back to whether students were able to manage the material at the age it was being introduced. This was not the composition of the committee who introduced the draft curriculum. I also believe after the disruption to learning, we need to get all our kids caught up and teachers will need to spend their time doing that, not implementing new material. New curriculum is very expensive to implement, and we need to be fiscally responsible and not implement it until we get it right. There has been a lot of valuable feedback from parents and teachers that needs to be looked at and revisions that need to be done. |
Annette Hubick | I believe the draft curriculum is flawed in structure, approach, and content (both what is and isn’t in it) and poses a real threat to our exceptional public education system. Though some of the high-level concepts sound good on paper (e.g., financial literacy, consent), the execution misses the mark by a wide margin. The fact teachers were excluded from the development process is very evident. School boards, the ATA, education and curriculum experts, Indigenous and Francophone leaders, and parents have expressed a plethora of criticism and concerns. On a personal level, I don’t want my kids to be taught this curriculum. I worry that they will become completely overwhelmed, bored and disengaged and at a disadvantage compared to their peers nationally and internationally. I want better for them and for all Alberta’s students and believe that means refining and implementing the 2018 K-4 draft curriculum that was developed in collaboration with teachers and was 10 years and millions of dollars in the making. (Please see my answer to question 1 for more on the topic.) (ed. Note: from question 1): Curriculum To be perfectly honest, as a parent, I never knew that curriculum could be something to fear—I now know better. I am not a curriculum, child-development or subject-matter expert but I have read the analysis of the current draft by many who are (including EIPS’s own team of teachers who were brought together this summer to do a deep dive into the draft). I fully support their conclusion that the draft curriculum is flawed in approach, structure, scope and sequence, the development process itself, and content (accuracy, appropriateness, quantity, inclusivity, First Nations, Metis & Inuit history and knowledge, etc.). When the draft was first released, the EIPS Board engaged curriculum expert Janice Aubry to provide a review and analysis. Her report concluded with: “It is strongly recommended that the Ministry of Education abandon this curriculum, return to the 2018 draft curriculum (or a refined version of that draft), and commence the pilot of that draft.” I support that recommendation and would add that piloting the 2018 draft K-4 curriculum (as is or refined) would also be the most fiscally responsible course of action and that teachers must be an authentic part of the process. |
Don Irwin | In the spring of 2021, the EIPS Board commissioned a detailed study of the proposed new which identified strengths and weaknesses of the proposed new curriculum. There were many more weaknesses than strengths. Also we used reserve funds to bring together teachers and administration in July 2021 to work on scope and sequence. Again there was identified many reasons why the proposed curriculum needs much change and revisions. Both in the spring and summer, we gave our feedback to the Minister of Education as well as giving the spring report to all parents. |
Tamara Peters | I have researched what some of the challenges and concerns are with the draft curriculum. I will be investing time into reading it. I would be interviewing and researching the teachers opinions since they know best the areas that need attention. The teacher’s concerns are extremely valuable and should not be overlooked. |
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?
Cathy Allen | If the topics of the meeting include Governance issues, trustees should be present to discuss these issues. If the issues are procedural or operational, these are not in the scope of the roles and responsibilities of school trustees. |
David Basisty | I’m not sure why they stopped attending such meetings, but our role of trustee is to support teachers, so there should always be some representation by trustees for these meetings. It is part of our role to attend as many as one reasonably can. |
Trina Boymook | Given that I’m a current Board member and this falls within negotiated collective agreement I’m not in a position to comment. |
Sharon Gach | I believe that trustees should be attending these meetings. Teachers are on the frontline and their concerns are genuine. As a trustee, it is important to know how the district employees are feeling. |
Annette Hubick | I chaired the TBCC committee for two years and found them very interesting (likely due in no small part to the fact that I’m married to a teacher); however, the vast majority of discussion items were administrative in nature and I didn’t feel I added, or could add, much to the dialogue. I think there definitely is value in trustees engaging with teachers on board-level issues and those of mutual concern, like the Zoom meeting trustees and ATA Local 28 Executive had in June. I welcome more of these and am open to other ideas. |
Don Irwin | I participated on this Committee for a year and found it very informative to my role as Trustee. I do not understand why it was discontinued. The annual Results Review is a helpful tool to learning about school programs and successes as well as the monthly Committee of School Councils (COSC) and monthly parent councils with admin and teacher reports. |
Tamara Peters | Every effort should be made to attend the teacher board advisory committee meetings. Teachers are the heart; it is important to be available, and ready in person to hear their concerns. I will listen, respond and help make EIPS an amazing place to be a part of. |