My campaign is centered on three priorities shaped by my professional experience, my own lived experience, and what I continue to hear from students, families, staff, and community members.
My Priorities
Transparency & Accountability
Trust depends on people knowing what is happening and believing that concerns will not disappear once they are raised.
Transparency does not mean sharing confidential information. It means being clear about processes, communicating honestly about challenges, reporting issues accurately, explaining decisions, and being willing to acknowledge when something is not working.
Accountability means follow-through. If patterns are being identified whether they involve safety, behaviour, transportation, staffing, student supports, property damage, or workplace concerns there should be a clear understanding of what is being done, who is responsible, and whether the response is actually improving the situation.
I believe families, staff, students, and the broader community should feel confident that concerns are being addressed honestly and that difficult issues are not being minimized or avoided simply because they are uncomfortable.
For me, these three priorities are connected: addressing problems earlier, creating safer and more supportive environments for students and staff, and building trust through transparency. accountability, and meaningful follow-through.
Safe & Supportive
Schools
for
Students and Staff
Safe schools are about more than physical safety. Students need environments where they feel secure, supported, and able to learn, and staff need workplaces where they feel safe asking for help, raising concerns, and speaking honestly about what they are experiencing.
For staff, psychological safety means feeling able to say when something does not feel right, ask for support when they need it, have difficult conversations, report incidents, and raise concerns without worrying that doing so will reflect poorly on them or create negative consequences for speaking up.
It also means knowing that when they do raise a concern, someone will listen, take it seriously, and support them through what comes next.
The people working closest to students often see challenges first. I believe their experience needs to be valued, and that asking for support should be seen as responsible, not as a problem.
Supporting the people who support our kids is an important part of creating schools where both students and staff feel safe, respected, and supported.
Proactive & Collaborative Problem-Solving
For me, proactive leadership means addressing concerns early, before they become bigger problems. It means listening to the people closest to an issue, bringing the right voices together, asking difficult questions, and working toward practical solutions.
Whether a concern comes from a student, a family, an educator, an educational assistant, a bus driver, a custodian, a trades or maintenance worker, an administrator, or another member of the school community; people should know there is a clear process for raising it and that it will be taken seriously.
I believe strong systems are built when concerns are documented, patterns are recognized, and people are willing to have honest conversations before situations escalate.
Collaboration does not mean avoiding hard conversations. It means creating the space to have them respectfully, making sure the people affected are heard, and working together toward better outcomes.