VTA 2026 Trustee Candidate Q&A
As part of the upcoming school trustee election, we invited all candidates for Board of Education Trustee to respond to a set of questions about public education and the issues facing our district.
The following Q&A includes responses from Geoff Bradley, Jenn Comazzetto, Tahini Fortin, Robert Lee, Lori Mindich, Vanessa Mitchell, Mark Olsen, Kelli Sullivan, and Tom Williamson.
We did not receive responses from Stephanie Hoffman and Elliot Lee
To preserve the candidates’ own words, we have not edited or altered their responses in any way. The only changes made were to simple formatting. The responses are presented as received so that members can hear directly from the candidates and consider their positions in their own words.
1. Do you believe in safe and inclusive public education? What does inclusive education mean to you and what should it look like in SD22 classrooms?
Geoff Bradley: Yes I believe in safe and inclusive public education. To me this means that the culture in our school communities should be one in which we strive to ensure that all students have a sense of belonging and feel that they are welcome and able to be themselves without fear of judgement, bullying or exclusion. Programs which foster an inclusive culture are beneficial for all students. I think that ensuring students’ sense of belonging and safety is the first step to engaged and successful learning.
Jenn Comazzetto: Yes, we’re inclusive when everyone regardless of race, culture, religion, sexual orientation, gender identity or ability is welcome and feels comfortable and cared for.
When classrooms are a respectful community of unique individuals bringing their
own background, experiences, & perspectives it helps staff & students in their
endeavours and results in more resilient outcomes.
Tahni Fortin: Yes. To me, inclusive education means that everyone who walks through the doors of our schools feels safe, welcome, accepted, and included. In our SD22 classrooms, I believe that should look like recognizing students’ different needs, supporting educators and staff to meet those needs, and ensuring that every child can participate and learn.
Robert Lee: Yes. Inclusive means ALL students learn in the same classroom. Teacher adapts the classroom and learning environment to meet the students’ needs.
Lori Mindich: YES. Inclusive education in the classrooms (to me) means learning for all students, no matter their abilities. More supports available for those who need them, yes, but also extra time for the teacher to help those who need just a little more explaining of the why we do things, and for those ahead of the learning curve, some support there as well. The teacher and Ea will know what is needed for each hindividual class and student.
Vanessa Mitchell: An inclusive school environment is a learning community whereby all students learn with barriers removed and supports added, so students can fully participate and feel safe, that they belong, and have equitable access to their education. Every student belongs. Diversity is embraced. Safety includes identity safety. Human Rights are upheld and protected.
Mark Olsen: Yes, I absolutely believe in safe and inclusive public education. All students should feel included, welcome, safe and supported. Inclusive education should allow all students to receive the necessary support they need to succeed, but also that they feel welcome and accepted. We recognize that students learn in various ways and rates and it is our job to ensure they receive that support. For all students to experience success classroom teachers may receive assistance from Education Assistants and other specialized therapists. Our policy on inclusion states that we will take steps to enhance the training levels of our employees to better serve those students. It should be noted that the additional support provided for the student improves the overall delivery of education for the whole class.
Kelli Sullivan: Yes. Safe and inclusive public education is a core value for me. Before students can learn, grow, and succeed, they need to feel welcomed, cared for, valued, and know that they matter. These conditions are not accidental; they are created through the choices we make, the culture we foster, and the leadership we demonstrate — from the classroom to the boardroom.
Inclusive education shows up in many ways in SD22 classrooms: ensuring students have the supports they need to thrive, creating environments where they feel safe and respected, and removing barriers to belonging and engagement. Teachers are best positioned to create these conditions, but the Board also has a responsibility to ensure that safety, inclusion, and the resources required to support them remain priorities in our governance, budgeting, and policy
work.
Tom Williamson: YES – All students of diverse abilities and backgrounds learn together at their school with appropriate support and environments.
2. Do you support the Truth and Reconciliation Commission of Canada’s Calls to Action related to education? If elected, what would you do as a trustee to ensure that a consistent commitment to reconciliation is meaningfully reflected in SD22?
Geoff Bradley: Yes I support the calls to action related to education. As a parent watching a child progress through elementary school I’ve seen how much positivity the inclusion of Grandparent teachings, drumming and other first nations learnings and history bring as part of the curriculum and I’ve seen how discussions around the meaning behind Orange Shirt Day and residential schools can build understanding and empathy even at a young age.
The district’s Indigenous Education Enhancement Agreement outlines a number of objectives and strategies for improving the educational experience and improving understanding and knowledge indigenous culture for the broader school community. As this agreement ends mid-term for the incoming board, I would prioritize engagement with our local indigenous stakeholders to craft a renewed and recommitted agreement. We need to take time to listen and work collaboratively to identify areas of strength of the agreement, and identify where changes or improvements need to be made to help to continue to build upon the work that has been done so far.
I would also prioritize staffing and resource support that helps to support the goals of this agreement.
Jenn Comazzetto: Yes. Advocacy for, development, implementation, and maintenance of a consistent commitment to reconciliation is a continual process. I’m quite proud of
our recent efforts in regards to SD22’s kʷu ck̓ʷul̓x Enhancement Agreement. The Calls to Action section of the T&R report includes several items that can be addressed by school districts and their boards. This in conjunction with assessment of our district through our Indigenous Education Department, and the Framework for Enhanced Student Learning Report, have helped steer our administration. It’s key and core that we continue to do so. In my opinion we should be aiming for resiliency rather than just efficiency in this regard.
Tahni Fortin: Yes. If elected, I would want to take the time to fully understand SD22’s existing commitments and listen to the Indigenous Education Council, local First Nations, and the educators doing this work. As a trustee, I would bring what I learn into board discussions about priorities and resources, review the district’s reporting on Indigenous student outcomes, and ask whether our decisions are making a meaningful difference. Reconciliation should be reflected in the board’s ongoing work and in how well Indigenous students are supported to succeed.
Throughout my responses, when I say I would seek input or ask for information, I mean through the Board’s appropriate processes and established district channels. I would not direct staff or investigate individual matters myself.
Robert Lee: Arrange regular meetings with different indigenous groups and ask that question. Superintendent can suggest to principals that a regular assembly with a local indigenous speaker responding to what school was like during his/her time and how it is today. (Hopefully for the better.)
Lori Mindich: YES. Continue to be aware of the Local Education Agreement, pay attention to the Framework to Enhanced Student Learning and also the How are we Doing report. I will also continue to attend Governance to Governance sessions with the OKIB and our Board. I have completed the Indigenous Canada Course and the Reconciliation Education Courses to Unlearn what I have Learned and I am committed to continue my learning. Throughout my responses, when I say I would seek input or ask for information, I mean through the Board’s appropriate processes and established district channels. I would not direct staff or investigate individual matters myself.
Vanessa Mitchell: YES – Ensure it is within the strategic priorities and policies. Continue to support thebwork of the Local Education Agreement with the local rights holders (OKIB), and the Indigenous Education Committee comprised of the local rights holders, urban Indigenous representation via local Friendship Centre, and the Métis. Additionally, continue the work I have been doing as co-chair on the BC School Trustee Association (BCSTA) Indigenous Education Advisory Council.
Mark Olsen: Yes, I support the Truth and Reconciliation Committees Call to Action. I am committed to improving the success and achievements of our First Nation students by supporting our Indigenous Education Department in their efforts to reduce the achievement gaps experienced by our students. We have seen improvements in graduation rates and achievement levels in many categories, but we must continue addressing where we fall short. A simple but significant action we do is our land acknowledge on the ancestral and unceded territory of the Syilx Nation at the commencement of meetings. This helps bring awareness of our history.
Kelli Sullivan: Yes. Supporting the Truth and Reconciliation Commission’s Calls to Action related to education has been one of my priorities as a trustee. Early in my first term, I participated in OKIB Cultural Safety Training, which deepened my understanding of the history of these lands and the Syilx people. Following that training, the Board established regular governance‐to‐governance meetings with Okanagan Indian Band Chief and Council. These meetings have strengthened our relationship and created a consistent structure for discussing priorities for OKIB students and families.
In my role as Board Chair, I was honoured to sign the 2025–2028 Local Education Agreement (LEA). The LEA is an important example of reconciliation in action and reflects a shared commitment between SD22 and OKIB to improving outcomes for OKIB learners. I also support the work of the Indigenous Education Council, including the full review of the Indigenous Education Department currently underway. In addition, I support the kwuck̓wulx̓ Enhancement Agreement, nsyilxcən language courses, and the goals outlined in our Framework for Enhancing Student Learning. Together, these initiatives push back against the racism of low expectations and support Indigenous student achievement, belonging, well‐being, and cultural identity.
Going forward, I will continue to build strong relationships, listen, monitor outcomes, and ensure we follow through on our commitments to Indigenous students, families, and communities. A meaningful commitment to reconciliation must be reflected in our governance practices, our partnerships, and the decisions we make at the Board table.
Tom Williamson: YES – Visible and measurable actions to rebuild trust, address inequalities and honor local truths in School District #22. The local “LEA” is a good start.
3. What responsibility does SD22 have to provide adequate staffing and specialized supports for students with complex learning, behavioural, or developmental needs? How would you ensure that teachers, EAs,and students have the support they need?
Geoff Bradley: I think that the main priority of the district needs to be supporting student learning which requires that the right resources be available to help students to succeed including adequate teaching staff, and support staff.
To ensure that teachers, staff and students have the support they need I would start by engaging with them to identify what the gaps in support they are experiencing. When gaps are identified, the district Trustees then need to set the priorities and goals for addressing them and need to ensure that there is follow-up and accountability in working toward those goals.
Jenn Comazzetto: It’s my understanding that SD22 is entirely responsible for providing adequate staffing and supports in this regard. Guaranteeing that resources are available and allocated involves wise management of funds the district receives from the province and ensuring that district administration hears & responds to staff voices. (There are also tertiary aspects such as identifying students with such needs that then allows for extra funding from the province.)
Tahni Fortin: SD22 has a responsibility to make education accessible to every student, including students with complex needs. Meeting that responsibility can require trained staff, specialized services, assessments, equipment, and appropriate learning supports.
If elected, I would listen to teachers, EAs, students, and families about where support is falling short. I would bring those concerns into board discussions about staffing and resources, and follow up on whether the board’s decisions are helping.
I fully believe that supporting educators is supporting students: teachers and EAs need the tools and support to do their jobs well so every child has a real opportunity to learn. That is the purpose of public education.
Robert Lee: Prioritize classroom needs over increasing non teaching staff. Adjust allocation based on actual classroom needs. Minimize red tape so teaching staff can focus on teaching. Provide ongoing pro-d and in-service during the year so staff can be up to date. This is a responsibility for the Superintendent and administrative staff to ensure that adequate support is provided. Trustees do not have the ability to survey students and staff directly to find out if they have the support they need. That’s a huge overstepping of boundaries. Trustees can be invited to attending PAC meetings and staff meetings where teachers and parents can bring forward these concerns which gives the trustee opportunity to bring this up with the Superintendent.
Lori Mindich: Knowing we are in a Governance Role, and going into Operations with the staffing component is a catch 22. We currently advocate every budget for more EA’s in the schools. We also need more Mental Health Supports for our students and staff. We know we have a shortage of Student Psychologists in the Province. Our district is in desperate need of more than one. We advocate to the Province for more funding to be able give our teachers more supports in classrooms, and I will continue to do so.
Vanessa Mitchell: There is vast responsibility that the SD22 holds for the diverse needs of students and corresponding supports for teachers. As a trustee on the Board, I continue to listen to the needs and respond where we can, as we have done in this past term when engaging on the district’s budget. As a board, we were able to increase SBRT and EA support, for example. As a trustee, I am actively listening to the students and families and taking those voices with me when making decisions.
Mark Olsen: In my time as Trustee our focus as a Board has been on providing the necessary resources, as best as we are able, to support all students including those with complex learning, behavioural and developmental needs. While we receive designated funding for identified students, and have utilized some of our Classroom Enhancement Fund, we also direct a portion of funding from our operating budget towards diverse learners. This support includes increased Education Assistant and specialist’s time with those students. As stated previously, our policy on inclusion indicates we will also take steps to enhance the training levels of our employees to better serve those students.
Kelli Sullivan: SD22 has a responsibility to plan for the success of all learners, including students with complex learning, behavioural, or developmental needs. From a governance perspective, the Board’s role is to approve the budget and set strategic direction. As a Trustee I ask thoughtful questions to seek assurance that district priorities are being supported through appropriate resource allocation. I also recognize that the needs in schools have not always been met through targeted provincial funding alone, which is why I supported a budget with inclusion supports beyond what is provincially funded. This has allowed SD22’s counsellor and school-based resource teacher ratios to be lower than the ratios expected within the collective agreement. I believe this reflects my ongoing commitment to providing meaningful supports as close to students and classrooms as possible.
The Superintendent and staff are responsible for operational decisions about staffing, scheduling, deployment of specialized supports, and day-to-day service delivery. As a trustee, I do not direct individual staffing decisions, but I do expect clear information about pressures in the system. I continue to advocate for sustainable provincial funding, and support budget decisions that recognize classroom complexity, student needs, and safe, inclusive learning conditions for both students and staff.
Tom Williamson: School Districts have a legal mandate to recruit, allocate, and maintain staffing to ensure every student has a safe high quality education.
– Superintendent and Human resources are responsible for student enrolment and allocating support for students with specialized learning needs.
4. What is your approach to addressing violence in schools through funding and policy? What would you do as a trustee to ensure the safety of teachers, EAs, and students?
Geoff Bradley: I think that the issues of violence in schools and safety in the classroom are often rooted in mental health issues. I think that prioritizing funding for access to mental health supports and classroom alternative programs that can ideally intervene early on and prevent violence rather than being solely reactive is one important factor in addressing violence through prevention.
From a policy perspective the other important piece is ensuring that we have clear and easily implemented policy for responses to violent behavior. I think that ensuring that we have a good balance of prevention and student support and a clear and implementable response when issues arise is important.
Jenn Comazzetto: Our recently updated board policies 220-223 and 440 directly address the district’s approach to violence. I’m open to hearing from ‘boots on the ground’ perspectives if I have a ‘top down’ blindspot. Our administration is tasked with there implementation and trustees can be engaged directly if there are ever any concerns with their efficacy. Our staff should be focused with educating in an environment free of fear, though prepared to deal with it.
Tahni Fortin: I was deeply saddened and alarmed to learn how serious violence in schools has become in our district, including incidents directed at teachers and EAs. Staff and students all deserve to feel safe at school. As a trustee, I would want to request information on patterns of violence and how the district’s reporting, response, and prevention processes are working. I would also want the Board to hear from staff representatives about the safety concerns they are seeing, while protecting the privacy of everyone involved.
I would bring what I learn into board discussions about funding for prevention, training, staffing, and specialized supports. I would also ask for regular updates on whether those measures are reducing incidents. Students who are struggling need appropriate support. Teachers and EAs must be protected from violence while doing their jobs, and every child has a right to a safe school environment.
Robert Lee: Policy 220 refers to School District Code of Conduct. It’s based on progressive discipline. Principal may suspend student for up to 5 days. Over 5 days, the student is referred to the Board and Superintendent to determine specific program. I am personally open to providing a student who has chronic violent behaviours to receiving an education, but not necessarily in a traditional school setting. (Consider VLearn as an alternative.) Please also see my answer to # 11.
Lori Mindich: Personally I believe we need to address our Violence in Schools Policy. It is not working. Not for staff, not for students. Funding is an advocacy item that I believe we can do together.
Vanessa Mitchell: Continue to work to protect the safety of teachers, EAs, and students by upholding policies and working with the superintendent to ensure their implementation to create safe conditions through supporting SOGI-inclusive and identity-safe environments,embedding cultural safety, trauma-informed, and anti-racism practices, supporting mental wellbeing initiatives, monitoring data on incidents, absenteeism and school climate, and continuing to advocate for safe, caring, and inclusive schools across BC and within SD 22.
Mark Olsen: Violence in schools is not condoned in any situation and our established policies support this. We are committed to provide a safe, violence free classroom and workplace, and the Board considers any act of violence or intimidation to be a serious threat and is treated as such. Policies in place include; Anti-racism, Violent Incidents, Code of Ethics, Code of Conduct, and Sexual Violence. One key action is proper training for our staff to deal with situations of potential violence as they arise and to be proactive in deterring these acts.
Kelli Sullivan: Violence in schools must be taken seriously, and safety for students and staff is a shared priority. The Board’s role is to ensure that district policies, strategic priorities, and budget decisions support safe, inclusive, and respectful learning environments. Operational responses to specific incidents, individual student planning, staffing decisions, and the implementation of safety plans appropriately sit with the Superintendent and district staff. As a trustee, I will continue to focus on governance: ensuring policies are current, supporting prevention and early intervention through the budget process, and advocating for the resources required to meet complex student and staff safety needs. It is important to hold two truths together: students with complex needs deserve support and dignity, and staff and students also deserve safe learning and working environments.
Tom Williamson: Trustees address violence and safety in schools through several policies including Code of Conduct, prevention strategies, threat assessment and multi-agency collaboration as well as workplace mandatory reporting.
5. Teacher workload and extended leaves of absence are concerns in public education. What factors do you believe contribute to teacher burnout in SD22, and what should the district do to address those factors in order to improve teacher retention.
Geoff Bradley: Teacher burnout from increasing classroom workload and complexity and concerns of classroom safety is a major issue and the loss of skilled and experienced teachers is a detriment to everyone.
As trustee, one way that I would work to reduce teacher burnout is through working to ensure schools have adequate support staff by sound budget management and allocating budget savings directly back to classroom supports. For example continuing to seek savings such as the Fortis Efficiency Rebate Program and through ensuring infrastructure upgrades prioritize efficiency and energy savings which can free up funding over the long term to go back into the classroom. I would also support the BC School Trustee Association advocacy for increased education funding and changes to infrastructure funding rules to ensure that more funds are available for direct student supports.
Jenn Comazzetto: The systemic trends towards degradation, largely in part due to the affordability crisis brought on by the disconnect & reach the internet has allowed the powerful to cultivate, as well as downloading of responsibilities due to a lack of institutional resiliency resulting in compassionate fatigue, are obviously causing burnout. Those issues within the district’s purvey [also see Board Policy 5 – Advocacy (Championing change beyond SD22)] involve actual respect, compassion, and accountability rather than just paying trite lip-service to these concepts. This has been the crux of my approach in being a trustee, which I see as primarily ensuring our institution contributes to the robust health of our community.
Tahni Fortin: I believe that heavy workloads, increasingly complex student needs, gaps in classroom support, and incidents of violence can all contribute to burnout. These are concerns that teachers across B.C. have raised, and I would like to hear from SD22 teachers about which pressures are greatest here.
As a trustee, I would want to work with the Teachers’ Association and ask for information on workload, staffing gaps, and retention. I would use what we learn to guide budget priorities, particularly direct classroom and specialized supports, and review whether those decisions are making teachers’ work more manageable. As I mentioned previously, I believe that supporting teachers is one of our best ways to support our students.
Robert Lee: Unfortunately, teacher burnout is not exclusive to SD 22. Challenging classroom composition. Increasing student violence towards teachers. CTV (Sept 16/26) has a report based on Victoria teachers reporting an increase in violence towards teachers. SD 22 should commission a similar study where teachers can
report anonymously to provide a District picture for the Board. Other factors: staffing shortage of certified teachers which forces non teaching school staff to fill in. This has a negative ripple effect. Implementing new technology and procedures with limited or inadequate pro-d. Student hardships are emotionally tough for teachers to handle. To help address this, the Board could ask Superintendent and VTA to find solutions from other jurisdictions that may have found success in improving these concerns and provide this as an ongoing pro-d opportunity.
Lori Mindich: I would like to know more about the leaves of absence. We are privy to a bit of information as trustees, but since this is a personnel issue, we just get the high level information. oe example is a leave of absence for stress leaves because or working conditions, or is it family related? We don’t hear about the why, unless is could be open to litigation.
Vanessa Mitchell: Staffing shortages, increasing complexity of student needs, mental wellbeing supports, community polarization, just to name a few. Continue to advocate because burnout is a province-wide issue and make informed decisions that support mental wellbeing and strive to increase support staff.
Mark Olsen: There are many factors that can come into play for teacher burnout including workload issues, but other influences as well that many times is dependant on the individual. Personal situations with family or co-workers, financial concerns, and other issues can also affect stress levels, and when coupled with a heavy workload it is a recipe for needed respite. In these situations, seeking some counsel may help but it doesn’t address workload. Communication with Administration and/or Union representatives about difficult classroom situations are important. If there are adjustments to the classroom workload required, this is the place to start so that needed support is identified and provided. Student and staff mental health is always a top priority for our District.
Kelli Sullivan: Teacher workload and well-being matter deeply because they affect not only educators, but also the students and families they support every day. At the same time, I think it is important to note that staff take leaves for many different and legitimate reasons, including illness, family responsibilities, maternity or parental leave, personal circumstances, or other life events. A leave of absence should not automatically be understood as evidence of burnout or dissatisfaction. From a governance perspective, the Board’s role is to listen carefully to education partners, approve a budget that reflects district priorities, and monitor whether strategic commitments are supporting healthy environments for students and staff.
It is worth noting that SD22’s most recent publicly available consolidated audited financial statements report that, based on Mercer Canada’s actuarial valuation information, the average expected remaining service lifetime of employees is 11.0 years. While that measure should not be overstated, it does suggest a degree of workforce stability and an expectation that many employees will continue serving the district for a meaningful period of time. That is encouraging, but it does not lessen the importance of continuing to pay attention to system well-being.
Tom Williamson: Teacher burn-out can be caused by a number of factors, including excessive workload, administrative burdens, large class size/class composition, top-down mandates, student behaviors, special needs demands and excessive emails.
-How to avoid teacher burn-out? Awareness of emotions and stress levels, taking charge of personal well being, question impact before taking on new work. If it does not look right, say NO, take mental health days and get support when needed.
– How to improve teacher retention. Reducing non-instructional workload, offering career growth programs, being supportive of school cultures, teachers involvement in decisions, mentorship for teachers and training for principals.
6. What role should teachers have in developing district policies and strategic priorities and how would you ensure that classroom experience meaningfully informs Board decisions?
Geoff Bradley: I think that when developing or revising any policy it is important to include input from those that are the end users that will ultimately implement it and those it impacts. For district policies I feel that should include consultation with teachers, as for most students and parents teachers are the most direct face of the school district. In my career I have had extensive experience writing, editing and providing feedback on policy. The policies that I have seen have the most immediate success are those that start by understanding the impact on the day-to-day application of the policy, understanding when policy needs to be prescriptive and when it benefits from flexibility. As a trustee I would want to work with the VTA but also to hear directly from teachers or other staff on policy proposals.
Jenn Comazzetto: In a similar way that the trustees are selected from our community to ensure the administration isn’t inundated to the point of deadlock by thousands of citizens directly engaging them, the VTA is our trusted partner in honing and amplifying
the interests of Vernon’s educators. I have purposely chosen to not assume access into the VTA’s operation but cherish frontline input as to district priorities. I trust your organization’s substance matches its respected façade and encourage your members continual development in this regard. I love hearing your regular reports to the board and am open for individual consultation if you ever think it wise.
Tahni Fortin: I have seen firsthand that policies work better when the people expected to carry them out are involved early enough in the process to help shape them. Teachers should have that kind of meaningful voice in district policies and priorities that will directly affect them. I would work with the Teachers’ Association and listen to teachers across SD22, bring their classroom experience into board discussions alongside student achievement data, and follow up to see whether our decisions are helping.
Robert Lee: Staff who are most affected by developing district policies and priorities need regular opportunities to inform the Board how implementation may impact the school based staff. Regular Board Meetings can have a spot for VTA to provide feedback to the Board.
Lori Mindich: Teachers and CUPE are both always welcome to have input and comments for the policies being updated or being made. Strategic Planning – the VTA is at the planning sessions and the teachers should let the VTA know thier thoughts during the planning session.
Vanessa Mitchell: Teachers are integral and need to be adding their voices to the district policies and strategic priorities. As a trustee, I very much look to teachers and those who are working directly with students and families to participate and contribute their voices. They are the experts in their classrooms and educational spaces.
Mark Olsen: We value the opinions of all stakeholders in public education. When developing policies, I believe we do a very good job of canvasing all groups including Teachers, Support Staff, OKIB, Parents, and the public in general. Teachers have firsthand knowledge of classroom dynamics, and their experiences are a valuable piece in the development of policies.
Kelli Sullivan: The Board has undertaken significant policy work over the past two years to bring our governance structure more clearly in line with policy governance. Previously, many policies were operational in nature, which blurred the distinction between governance and operations. Our new policy framework — Outcomes, Operational Expectations, Board‐Superintendent Relationship, Governance Culture, and Advocacy — articulates the Board’s values and expectations and forms the framework through which we govern and monitor for compliance. District administrative procedures, which are the responsibility of the Superintendent and district staff, operationalize those policies.
Within this structure, teachers and other education professionals play an important role in informing policy development. The Board provides opportunities for public feedback on all policies before final approval, ensuring that educators and other partners have a clear avenue to share their perspectives as part of the Board’s policy development process.
Looking ahead, the strategic plan will be refreshed in 2027. That process will provide a direct and structured opportunity for teachers, support staff, families, students, Indigenous and community partners, as well as OKIB as the Rightsholder to inform the district’s strategic priorities for the coming years.
Tom Williamson: Teachers implement District guidelines and evaluation framework sent by the Ministry of Education and School Boards.
– Teachers inform administrators whether policies work in practice. Teachers ensure that students follow school and District rules.
– School Boards need to proactively look into the classroom, engage with teachers, and to view the gap between policy and reality.
7. What is your position on class sizes for online teachers in SD22? Given that online teachers currently have no limits on class-size, what do you believe is a reasonable class size and how should the district ensure that online teachers can provide effective instruction and support to their students?
Geoff Bradley: Because online classrooms do not fall under class size caps and are very different in their structure from in-person classrooms I think that the way class sizes are established should be done differently from a traditional classroom. The complexity and style of the course, type of instruction and assessment type should all be considered. I think that having a clear district policy that outlines how the maximum number of students will be established and provides consistency and transparency in the process is important. In establishing or revising any such policy would want to see a collaborative approach that included representation and feedback from teaching and support staff and which looked at approaches taken to this question in other jurisdictions.
Jenn Comazzetto: As I’m not a teacher I look to reports from social scientists informed by teachers in seeking a steady and sustainable environment. And yes, I support putting
limits on online class sizes.
Tahni Fortin: As a trustee, I would ask for information on actual caseloads, student contact time, and the support students are receiving, then use that evidence to guide staffing decisions. Online students deserve meaningful and reasonable access to their teachers, and teachers need enough time to provide it. I would like to work together with those teachers to determine what a reasonable class size would look like. I don’t feel an unlimited caseload is an acceptable expectation, but I also wouldn’t want to commit to a number without more information from relevant parties.
Robert Lee: An online classroom is quite different from a traditional school based classroom. There are many BC school districts that have online programs but for students specifically in their district. (District Online Learning Schools..DOLS). Vernon has ‘VLearn’ which is DOLS. A number of districts have online programs for students outside of their enrolment. (Provincial Online Learning Schools. POLS.) I did have a discussion with our former superintendent in regards to considering a POLS but that ship has sailed. Ps. SD 91’s ‘EBUS’ program was able to provide additional funding which was directed towards the district budget. As for having a hard # for online class size, I do know that when I was working in SD 9 , the class size for online teachers was larger than what a school based teacher would have in a classroom but like all contracts, that is subject to negotiation and would be different now. At this time, I do not believe there are any school districts that have hard number class sizes for online teachers. Since VLearn is a DOLS, I would think there would be something in place which could be used as a basis for discussion in this area. This should also include what other districts have in place for online learning. At this time, without further information, I would not want to put forward a class size number for online teachers.
Lori Mindich: My position is that the online class, should have the same limits as in class sizes, for regular classes. For specialized classes this may look different, as I would not like for a class not to be offered online because ther is not enough students.
Vanessa Mitchell: I understand that online educators face unique workload pressures, and I understand that not all students thrive in online classes, so for me, online class sizes must be safe, sustainable, and supportive of both teacher wellbeing and student learning. As a trustee, I would continue to support the superintendent’s operational work alongside educators in determining class sizes and ensuring the system can make class‑size decisions that keep teachers, EAs, and students safe.
Mark Olsen: Class size can vary for courses on-line, as in a regular classroom, but it is my understanding that the enrollment levels closely reflect those in a regular classroom, or about 30 students, and is dependant on the course being offered. Whether or not this is an acceptable level is a matter for bargaining. I would expect the class size, whatever is established, would be at a level that allows teachers to be successful and satisfied in their work, as well as providing sufficient support for our students.
Kelli Sullivan: Questions about online teacher class size connect directly to collective agreement considerations. As a trustee, I am careful to avoid making operational commitments that are appropriately handled by district staff through negotiations. The Board’s role is to set expectations for student success and monitor that the district programs are effective and sustainable.
Tom Williamson: For ON-LINE learning, depending on the course, between 10 and 20 students. Policy could be developed for class size but should be done through the teacher contract.
8. Trustees are elected from different areas within SD22, but are responsible for the district as a whole. How would you balance the needs and concerns of your local community or individual schools with your responsibility to make decisions in the best interests of the entire district? How do you plan to navigate criticism or disagreements between these stakeholders while also upholding Board decisions, district policy, and the Trustee Code of Ethics?
Geoff Bradley: I think that as a candidate for trustee in a more rural area within the district a big responsibility of that role is to be an advocate and voice for the families in that area. However I also know that all 7 trustees are ultimately responsible to make the best decisions for the School District as a whole.
When dealing with controversial issues or competing interests I think that a trustee needs to have a balanced approach that allows for different sides of a disagreement to respectfully voice their thoughts and concerns. Even when I may not agree with someone, I will try to understand where they are coming from and understand their concerns. In dealing with controversial and difficult issues it is important that a trustee leads with respect and that the needs of students and the vision and goals of the district should guide their decision making.
Jenn Comazzetto: I found the two to not be in contention but rather bolstered by this aspect of our democracy. Ensuring our constituents access to several trustees from their locality while ensuring citizens from surrounding communities are not overlooked keeps us steady. In an earlier answer I referenced ‘our institution contributing to the robust health of our community’; this resiliency contributes to the robust health of our institution. We are stronger for honing each other and it’s essential we come to the job with a wide view. Problem solving, communication skills, and conflict resolution are tools I’m proud to bring to task.
Tahni Fortin: I’ve promised to listen locally and make sure the voices of Lumby and Cherryville continue to be heard at the board table. That means bringing local concerns forward and making sure they receive fair consideration, which I believe the current trustees have been doing already. It also means listening to other communities’ needs and making decisions with the whole district in mind. I do recognize that, although elected from a particular area of the District, a trustee’s responsibility is to ensure that decisions are made in the best interests of the District as a whole.
I know people won’t always agree with a board decision. I would hear their concerns respectfully, explain the decision and the public reasons behind it as clearly as I can, and help them find the right process if they have an individual concern. Even when I’ve argued for a different outcome, I would uphold the board’s decision, district policy, and the Trustee Code of Ethics and Conduct as outlined in Board Policy No: 4.2
Robert Lee: My track record will show that I have taken a ‘district position’ rather than a ‘community position.’ Only twice have I ever advocated for the schools within my constituency: the outdoor classroom space atKidston and for parents living on Mt.Symons. Other than that, I have always taken a ‘Greater Vernonoutlook’. Disagreements and criticism isn’t something new for trustees. Lol. Policy 4.1 provides guidance for trustee positions regarding decisions made by the Board. I always focus on what I believe is best for the students within our District and make my decision based on that as my guide.
Lori Mindich: Yes, we are making decisions for the district as a whole, but we also have to make sure that when we are making a decision for one part of the district that another (out of Vernon) area does not suffer. We are starting to get better in this area. There is still alot of work to be done here though. When push comes to shove though, I will be standing up for Lumby, Cherryville and Lavington schools. That is what I am elected to do, to keep my community in mind during every decision. So as long as a decision does not have negative consequences for my schools, I will do/ vote for what is best for the district.
Vanessa Mitchell: Navigating criticism and disagreement is part of public service. As a trustee, I strive for balance by keeping the student at the centre always. I fully understand that I, as a trustee, must uphold the decision of the collective Board, district policy and trustee code of ethics with integrity while maintaining strong relationships. I actively listen and put forward my voice, and while there may be debate at the board table in making informed decisions, once the decision is made, I support it as I am a part of the collective. I understand the limits of trustee authority, and that we govern; we are not operations, so in maintaining strong relationships I do my best to provide clarity and address any mis/dis/information.
Mark Olsen: As an elected Trustee it is our responsibility to represent and consider all the students and schools in our School District. Decisions of the district can affect different schools and communities to varying degrees, so it is important to consider specific requests of a community or school in the broader context of benefiting the district. When making Board decisions, it is crucial to collect the input from those who are affected and weigh the value in the balance. We do our best to make thoughtful decisions that benefit the whole district, and decisions that may affect specific schools or communities do in fact benefit the district as a whole. Decisions made by the Board are not always unanimous, but we are able to discuss, agree or disagree, cast our vote, and accept the results.
Kelli Sullivan: I appreciate this question because balancing local perspectives with district‐wide responsibility can be challenging for trustees as well as the people we were elected to represent. While we bring the voice of our communities to the Board table, we do so in service of all SD22 students. We govern through policy, and those policies apply district‐wide. Our work at the board table should be rooted in the same values we hold for the district as outlined in our Strategic Framework Policy 2.1: Trust and Respect, Equity, Personal Growth, Community and Collaboration, and Inclusion.
Our Board Policy 4.2, Trustee Code of Ethics and Conduct, reinforces these expectations, and trustees reaffirm their commitment to it annually. When concerns arise from individual schools or communities, returning to Board policy provides a consistent and principled foundation for decision making. These shared values should help trustees respond to criticism or disagreements in a way that is aligned with Board decisions, district policy, and our ethical responsibilities.
Tom Williamson: Boards balance the needs of community and individual schools by: – Board budgeting overall and directing funds to individual schools based on many factors. – Boards must balance requests for niche programs vs. district class size and teacher contract obligations. – Boards focus on long term vision, policies and hiring a Superintendent. – Schools need operational freedom to execute policies and funds based on their needs. – Boards act as the interpreter of higher levels of Government. – Boards need to foster community partnerships.
– Dealing with criticism and disagreements between stakeholders. Role of the Board Chair is to isolate the problem. Three types of disputes: interpersonal, policy and budget. – Boards direct conversation back to agreed frameworks. – If it is a legal or ethical breach, then a formal process is initiated.
9. How should SD22 plan for spending on administration, programs, facilities, technology and other priorities compared to putting resources directly into the classroom?
Geoff Bradley: I believe that the single most important goal for a school trustee is ensuring that the maximum amount of district funding possible is going to student services while ensuring that administrative needs are met and that infrastructure is maintained. My background is as a scientist and an agrologist and I strongly believe that having good data and taking the time to understand it is critical to good decision making. As a trustee I will push to make sure that decisions, financial and otherwise are backed up by sound data that shows how student needs are being met.
Jenn Comazzetto: Though some of those priorities do result in funding ending up in classrooms, the point of remuneration in the midst of this affordability crisis must be directly addressed. We cannot seek solid student outcomes without a work environment that helps us retain our skilled staff. A primary pillar to my approach has been to push for funds to be allocated where they will amplify our future ability to ensure staffing. For example, my initiative to transition away from our expensive diesel fleet to electric vehicles has resulted in millions that now can reduce stress elsewhere in the budget. Though the previous administration sought to prioritize the office of the superintendent, the board pushed back on this, which was a contributing factor in transitioning to our current leadership.
Tahni Fortin: Administration, programs, facilities, and technology matter when they help schools run well, keep people safe, or give students opportunities they would otherwise miss. As a trustee, I would ask what each proposed expense will do for students, listen to the people affected, and look for efficiencies before reducing direct supports. With limited funds, I would advocate for keeping as much spending as possible close to students and classrooms while meeting the district’s safety and operational responsibilities.
Robert Lee: Classroom resources that help the teacher and improve student learning should have first priority and definitely high priority. I view classroom programs that help the teacher and improve learning in the same category as classroom resources. Technology that provides help for the teacher or helps student is in the same category. Administration, especially non school based administration, should be reviewed with the Board prior to advertising the position.
Lori Mindich: If we don’t have a properly maintained facilty, we won’t have a classroom. A good program could be the difference between student showing up for school, or not. Technology I will admit I am not fully versed in, but we do not wnat to be the next district hacked and having to pay for our inormation. Administration, I am thinking we are oncew again having too many bodies in our office, and not enough actually teaching or supporting the classrooms in person. So we need to plan for less administration spending and move the funds to class room supports.
Vanessa Mitchell: SD22 must plan spending through a governance lens: aligning resources with the district’s strategic priorities. Ministry sets the funding, trustees steward the budget (for operations, capital projects, and special purpose), and operations allocate accordingly. As a trustee, I ensure spending decisions reflect SD22 values, uphold policy, support human rights, and meet the diverse needs of learners, as every investment aims to strengthen the conditions for student learning and success, within the classroom and supported by strong programming, safe facilities, effective technology and adequate administration.
Mark Olsen: Budget planning is one of the main duties of a Trustee, and it can be challenging to provide necessary funding for every program that we value. We must consider if we have staff who can deliver the program, staff to oversee the program, can we provide a physical space for the program? Do we need to reduce funding elsewhere to provide the program? What is the value as compared to other funding targets? We spend a lower percentage on our maintenance program due to our ability to utilize our own trades people and other workers and not have to contract out those projects or services. Savings from maintenance can then be redirected into the classroom. I am proud to say in School District 22 we invest a higher percentage of our budget into our classrooms and instruction than the provincial average.
Kelli Sullivan: The Board’s responsibility is to approve a balanced budget that reflects district priorities, legal obligations, student needs, and the prudent use of public funds. I believe resources should be directed as close to students and classrooms as possible, and I am proud that SD22’s spending pattern reflects that priority. As a Trustee, I have helped to ensure that spending on instruction continues to be above the provincial average, while spending on facilities is lower than the provincial average. At the same time, SD22 continues to maintain its buildings and infrastructure responsibly, recognizing that safe, well-maintained schools are essential to student learning. Spending on administration has also been in line with, or below, the provincial average.
As a Trustee, my role is not to manage operational spending line by line – that is the responsibility of the Superintendent. Trustees set the priorities, review the budget carefully, ask whether spending aligns with the strategic plan, and we ensure there is transparency. A balanced approach means keeping classroom learning at the centre while also maintaining the systems, buildings, technology, transportation, and services that are essential for schools to function safely and effectively.
Tom Williamson: School Board spending outline: – Establish clear budget priorities, define instructional goals, possible tradeoffs on cost items, budget flexibility while having a defined contingency fund.
10. What do you see as the three biggest challenges facing public education in BC and/or SD22 today and what do you believe the Board of Education can and should do to address those challenges? Is there anything you would do personally in your role as Trustee to work towards solutions to these challenges?
Geoff Bradley: The top three challenges I see in our district are 1)aging infrastructure and over-capacity schools that need substantial upgrades to keep them safe and effective; 2) ensuring that students have the classroom and education resources and supports they need to succeed within the current funding model and 3) building school culture that is inclusive and that fosters a sense of belonging.
I think that the most critical issue facing the district is the balance between the ongoing need to improve and upgrade the infrastructure and capital assets of the district with the day-to-day educational needs of students, in particular the increasing need for educational assistants and other support staff.
I see the role of the board in addressing this issue as having several aspects. Firstly and most importantly in ensuring that the district budget is well planned, and allocated to appropriately meet the priorities set by the board. Secondly the board plays an important role in advocating for educational funding through the BC School Trustee Association but also directly with government representatives. Finally the board can help to address this issue by putting in place good governance policy that allows for flexibility in achieving educational goals.
Jenn Comazzetto: The internet has somewhat siloed us, shifting the zeitgeist’s mentality from the inside while systemic institutional degradation chips away from without. Critical thinking and media literacy are sorely needed along with a local sense of community. Also, the social contract which once could deliver on its promise of
fulfillment & lifestyles that would at least reach those of the previous generation
has fallen by the wayside. Attendance, attention spans, and our sense of
purpose are lacking.
We’ve recently implemented a fuller enforcement of the province’s cell phone
restrictions that I’ve been pushing for. I’ve also been in conversation at the
provincial level regarding our approach to critical thinking and media literacy. And
as previously answered prioritizing our staffing issues is critical to mitigating the
impacts of this sea change.
Tahni Fortin: I see the three biggest challenges as limited funding, increasingly complex student needs, and student achievement, particularly in literacy and numeracy. They are connected: when students’ needs go unmet, and teachers and support staff lack the support they need, learning suffers.
The Board has to address these challenges together. That means hearing from educators, support staff, students, and families across SD22; setting priorities through the budget; and reviewing whether our decisions improve student outcomes. It also means continuing to advocate to the province for the funding SD22 needs to support students and staff.
As a trustee, I would listen to those closest to the issues, ask questions, look at the evidence, and bring what I learn to the board table. I would advocate for direct student and classroom supports while working with fellow trustees to make decisions in the best interests of all SD22 students.
Robert Lee: 1. Learn from Tumbler Ridge. We Canadians are kind people and assume everyone is the same. Sadly, the world is in a different place. In the US, intentional, targeted K-12 violence is 15 – 18 schools annually but numbers have climbed steadily over the last decade. I personally walked into three elementary schools and a high school on September 28th. It was harder finding parking than it was to enter the schools. I think parents and teachers should be having a dialogue with our District regarding this open door policy? Is it time to change? I think it is. 2. SOGI. This program has been in our school system for approximately 12 years. It generates more fire and fury than ever. I have been told that information is available. ‘All you have to do is read it.’ True but unfortunately, the information available now is mostly online and a lot of the general public don’t have the time and energy to do that. Today, more and more
AI dominate our computer searches and AI is not always accurate. I’ve found that out myself and had to change my information in my online reply. As a teacher, I don’t think our teaching style would be acceptable if we simply told a student ‘to read it.’ Some students don’t learn by reading. They need dialogue and interaction. Many people do. So the response of ‘read it’ is not a satisfactory solution in my mind. Our District should host a number of community dialogues and discussion instead of talking past each other and hardening our positions. If we want to change our positions in an intelligent way, we have to have dialogue and discussion so that both parties understand. When both parties understand each other, then we can ‘agree to disagree without being disagreeable’. Otherwise, we become like the Democrats and Republicans. Both groups are simply talking past each other. 3. Adequate funding. Our funding is chronic. Education and Public Health are the two most important Ministries imo. Yes, as a Board, we can continue to bring this to our government’s attention but the results are limited. Trustees and our provincial government work on a ‘co-governance’ basis. Don’t confuse ‘co-governance’ as ‘co-equal’. The government holds the power and the purse strings. The reality is, trustees hold very limited power. Note that the government has suspended Boards and replace them with their own personnel. Check out Victoria lately? A few years ago, this also happened in Salmon Arm. If the educational budget is to increase, it requires trustees, teaching staff and the general public to make this a hot topic. This cannot be just a trustee issue alone. In BC, less than 25% of households have children in the public school system. 75% don’t. It will require all three of trustees,
parents, and the general public to see the importance of public education and push our government to realize that.
Lori Mindich: The largest challenge is funding. Next is Mental Health and the supports we need for both our students and staff. The 3rd challenge is misinformation. To help address all of this is more Advocating to the Province for funding. For misinformation, we need to find a way to communicate with our parents and school communities better, as well as better together. More collaboration between us all.
Vanessa Mitchell: Chronic staffing shortages, increasing complexity of student needs and lack of resourcing, staffing and recruitment shortages, affecting safety, inclusion, mental well-being and capacity. Make informed decisions by reviewing and listening to data provided by the superintendent and departments; practice transparent budget stewardship; and provide strategic direction and oversight. On a personal level – be informed, make sound decisions, and advocate, advocate, advocate.
Mark Olsen: The three biggest challenges facing Districts has always been money, money and money. I don’t mean to be facetious but money for programs is always a big issue. As a Board we have lobbied to the Provincial government for increased funding and have had some success. Our umbrella organization, the BCSTA, also lobbies on all district’s behalf. One other issue that I have concerns about is the exponential expansion of AI in general but also how it may affect the classroom and student performance. Addressing the bigger issue may be above our level but we need to be proactive in monitoring how students are utilizing it.
Kelli Sullivan: The three greatest challenges facing SD22 are operational funding, meeting increasingly complex student needs, and continuing to improve outcomes for all learners.
1. Operational funding. School districts across BC are managing rising costs for salaries, benefits, transportation, utilities, technology, and inflation within a funding model that has not consistently kept pace. SD22, like many districts, has had to make difficult decisions to balance its budget while maintaining supports for students. Sustainable funding is essential for long‐term planning and stability across the system.
2. Inclusive education. The complexity of student needs continues to grow. In SD22, funded designations increased from 660 in 2021/22 to 954 in 2025/26, and our proportion of designated students is higher than the provincial average. Inclusive education is a core value, but the funding model must better reflect the realities of today’s classrooms. Ensuring resources align with student needs is a key governance responsibility.
3. Student achievement. While progress has been made, achievement gaps remain. The Board must continue focusing on ensuring every student has the opportunity to succeed, particularly those who have historically faced barriers to achievement, belonging, and engagement. This requires aligning budget priorities, policy development, and strategic planning with evidence‐informed approaches that support improved outcomes.
As a trustee, I will continue to support evidence‐informed decision‐making, advocate for adequate and sustainable public education funding, and ensure resources are aligned with student needs so SD22 can remain both financially stable and student‐focused. My commitment is to governance practices that keep student success at the centre of our decisions and strengthen the conditions for all learners to thrive.
Tom Williamson: Three biggest challenges facing Education in BC. – Systematic underfunding and program cuts, complex classrooms with staff shortages and decline in student performance and development.
– SOLUTIONS: Develop a needs budget to show the Government where gaps exist. – Lobby Government through BCSTA. – Make every dollar stretch with upgrading property and facilities. – Hiring additional teaching staff within budget limits. – Monitor achievement and inclusion outcomes. – Respect teacher workloads and professional wellbeing.
11. How will you ensure your decision making is informed by the lived realities of the classroom? How do you plan to participate in meaningful consultation with education professionals and those who are most impacted by decisions regarding education (for example: teachers, support staff, indigenous rights holders, parents, and students)?
Geoff Bradley: I will ensure that I am available and open to members of the community to share their thoughts and concerns and that as their representative to the School District I am sharing information in both directions and keeping them informed on the work of the Board of Education.
The wonderful thing about being a representative for small communities like Lumby and Cherryville is that every day provides opportunities to hear directly from those you represent. I think being engaged and in communication with the local PAC groups as well as the District PAC is hugely important in ensuring that trustees are in-touch with what is going on in classrooms and what the concerns are for families in our district.. Being involved in the community through other organizations is also an important way that I would engage with parents and others.
Jenn Comazzetto: Though it may sound cliché, my social circle includes many educators, support staff, and parents (of which I am one), and I treasure their input. I welcome our unions’ regular reports to the board. I am open to one-on-one meetings to address the interests of individuals and stakeholders. I regularly read the r/teachers message board on reddit. And I encourage you to please reach out (if I am honored enough to be re-elected) at anytime to go over your lived experiences. Thank you.
Tahni Fortin: Decisions can’t be informed by the lived realities of the classroom unless we are willing to listen to the people in it. I would want to hear from teachers, staff, and students, as well as parents and indigenous rights holders affected by a decision. To me, meaningful consultation means giving those most affected a chance to help shape the decision before it is made.
Robert Lee: I have 34 years of ‘lived realities’ in a classroom. My attendance will be reflected in the minutes of PAC meetings of a number of schools. This gives me a lived reality from a parents’ perspective. I have only ever attended a school that included a classroom teacher as an invited guest on their PAC. This was my opportunity for regular discussion with parents at schools. I am open upon invitation, to meet with teachers, support staff, parents, students and other members of the community. If I am elected, I plan to be available on a Saturday afternoon to be at the food court in the Village Green Mall to test the coffee and having a chat with members of the community.
Lori Mindich: Luckily my daughter in law is an EA in our school system, as well as PAC President, so I hear first hand some of the issues in the classrooms. I also have many teachers and staff that I talk to personally and they give me some “inside” information. And I do use these in my role of a trustee during discussions around the table.
Vanessa Mitchell: Continue actively listening to students, teachers, staff, and families; and participate in the pathways that exist (VTA, CUPE, LEA, DPAC, PAC, IEC, Student Trustees, Student Leaderships); read and review survey responses, school reporting and data; be present, visible, and accessible.
Mark Olsen: It is important to have all the relevant information available for the Board to make informed decisions. I am in support of meeting and discussing issues with any stakeholder within the school system including teachers, parents, support staff, Indigenous Rights Holders and students. This is in fact the process we have followed with regards to policy development and budgets as examples. When developing policies the draft proposals are published and we request input from all groups. The responses received are valued, reviewed and given much consideration.
Kelli Sullivan: Over this past term, our Board strengthened its budget consultation structure to ensure that partner voices are embedded early in our processes. We expanded our budget engagement strategy by inviting DPAC, VTA, CUPE, and OKIB into a Committee of the Whole at the outset of the budget cycle, creating a transparent, shared table for discussion. Staff also provide dedicated budget presentations to OKIB, the Indigenous Education Council, and DPAC, ensuring that the Rightsholder and key partners have direct avenues to shape our priorities. Last year, as Board Chair, I met with student trustees directly and that added an important student perspective to this work.
We have also shifted all policy development into Committee of the Whole, which allows the Board to invite staff into policy discussions when their expertise is required. This approach supports evidence‐informed governance and ensures our policy development reflects operational realities.
As referenced earlier, our regular governance‐to‐governance meetings with OKIB Chief and Council are a critical part of our commitment to Rightsholder engagement. These meetings help the Board understand OKIB priorities and uphold our obligations in a respectful and accountable way.
In addition to these formal structures, I attend PAC and DPAC meetings to report out on Board work and hear directly from families. These conversations help ensure our governance decisions remain connected to community experience.
Looking ahead, the 2027 strategic plan refresh will be a major opportunity for broad, structured engagement with students, staff, families, community partners, and OKIB. Strong governance requires listening, and I am committed to maintaining and strengthening the processes that bring classroom realities and partner perspectives to the Board table.
Tom Williamson: My decision making and overview of classroom reality is informed by teacher input, former student input, nine grandchildren in three different school districts along with input from their parents, input from support staff, as well as Indigenous rights holders.
