What I Stand For
On this page you will find answers to the various questionnaires that I have been asked to fill out.
CUPE 411 QUESTIONNAIRE
Why are you seeking election as a School Trustee, and what experience would you bring to the role?
As a father of four children, I have a vested interest in our community, both now and in the future. SD33 has real strengths, including teachers and staff who care deeply about our students and the community. At the same time, I believe there are some institutional policies and directions producing results that are below what we should expect. I am seeking election because I want to help set policies and direction that will enable our teachers and staff to do what they do best: educate our children.
What do you think your role as Trustee is?
A trustee is one of seven people who collectively make governance decisions for the school district. In particular, the board sets policies and strategic direction, directs the superintendent, approves the budget and accounts to the public.
What do you think your role as Trustee is not?
There are many things outside a trustee’s role. Importantly, though, the board as a whole is not meant to manage the operations of the district, and a trustee has no individual authority.
What is your primary reason for running for school Trustee?
Described above.
Private vs. Public Funding: What is your stance on the provincial government allocating public tax dollars to fund private and/or independent schools?
I support the province’s current funding model, which allocates up to 50% per FTE student for independent schools. I believe this strikes a balance between families with students in independent schools contributing to provincial funding like everyone else, and the reality that public schools carry certain obligations which independent schools do not.
Violence in Our Schools: Education Assistants face physical, mental and emotional violence almost every day. How can you support CUPE Local 411 in addressing student violence?
As an employer, the Board of Education must take workplace violence seriously, both morally and under the WorkSafeBC regulations. The district’s strategic plan prioritizes human flourishing of all, which must include EAs. Although there is a Joint Occupational Health and Safety Committee, I would advocate for a standing report from the superintendent on violence in the workplace so the board can set performance expectations to address the violence EAs are experiencing.
Overcrowding: SD33 continues to experience rapid growth and overcrowding. What actions would you take to advocate for additional school space, staffing, and resources?
On school space, I would advocate for provincial capital funding, especially as it relates to the school site on Promontory Road. Chilliwack is one of the fastest growing areas in Canada, and the board should be advocating for that to be reflected in the province’s school expansion program.
On staffing and resources, I would push for an operating budget that spends where it measurably improves student learning.
Meaningful Inclusion: Some students require supports that exceed current staffing and resources. How would you advocate for meaningful inclusion while ensuring the safety and well-being of SD 33 staff?
Achieving meaningful inclusion, staff safety and overall student performance is difficult but extremely important. I’m committed to a) making sure students feel respect and included, b) ensuring staff are safe, respected and properly resourced, and c) ensuring all students are given orderly classrooms so they can thrive to their maximum potential. There’s no easy answer for meeting all those objectives. I would want the board to routinely see reports and metrics to ensure those commitments are not out of balance. I would also want to hear from the EAs on how to best achieve those objectives.
Respite: Some students are forced to come to school and spend significant time out of the classroom due to violence. This directly puts our members in harms way. How would you address this issue?
Similar to my last answer, there is a real tension between general attendance requirements and managing disruptive behaviour. Ultimately, though, the burden inherent in that tension should not be borne by the EAs. Again, I would want the board to see data on how many students are in that situation and how policies or funding can address it.
Marginalized Groups: Some CUPE members experience discrimination, harassment, or hate-based behaviour from students, parents, guardians, and/or members of the public. What role should Trustees play in promoting a respectful and inclusive workplaces?
First, the trustees should lead by example by being respectful amongst each other, with the district staff, with students and with the public. They should advocate for a high standard of respect, and be clear that discrimination, harassment and hate-based behaviour are not acceptable within the district.
How will you ensure that your personal views on sexual orientation do not conflict with or override established Human Rights Codes with respect to our membership’s safety, student safety, curriculum?
My views are consistent with the Human Rights Code. I don’t believe anyone should be discriminated against due to a protected characteristic.
Collaboration: How would you ensure that CUPE members have meaningful opportunities to share concerns and perspectives with the Board? Do you support meeting with the CUPE Local 411 Executive Board, outside of formal partner meetings, to better understand workplace issues affecting our members?
Yes.
Why or why not?
I believe the board should listen well and widely to understand the issues affecting the district. That being said, I believe that decisions of the board should be open and transparent, so I don’t support decisions being made until the issues are discussed publicly at a board meeting, and the board has heard from the public on an agenda item.
Labour Relations: What do you believe is the Trustee’s role in supporting a respectful and productive relationship between the Board and CUPE Local 411?
As answered above, I believe the board should advocate for a high level of respect amongst all relationships within the district. I also believe that any issues in the relationship should be addressed directly, not through public comments.
Bargaining Support: During collective bargaining, Trustees ultimately help shape the district’s approach to labour relations. What principles would guide your support for fair and respectful bargaining with CUPE Local 411?
Similar to my answer above, I would advocate for a high level of respect and confidentiality in the bargaining process, not airing disputes publicly, but dealing with the disputed issues directly and fairly.
DISTRICT PARENT ADVISORY COMMITTEE QUESTIONNAIRE
- Top priorities
I believe the first priority should be improving literacy and numeracy, especially through the middle-school years. Our Grade 4 FSA results are above the provincial average, but by Grade 7 our results fall below the average. We need to understand the reasons for the decline and take steps to reverse it. Our local challenge is part of a broader pattern of declining academic performance across OECD countries. Our District should be examining what is working elsewhere and making sure SD33 is part of reversing that trend here. The second priority is school capacity and expansion in response to our growth. The Board needs to continue long-range facilities planning and advocate effectively with the Province for the capital funding required to keep pace with growth. The third priority should be preparing our District and our students for the changes that artificial intelligence will bring to education and employment. We should be thinking ahead about how to equip students to use AI technologies responsibly and effectively, while developing the critical thinking, judgment and adaptability they will need in our changing world.
- Biggest challenge and Board role
I don’t think there is one challenge that stands above the rest. I believe students are facing a combination of challenges that collectively create uncertainty and anxiety. That combination of challenges includes 1) rapid change from AI and the uncertainty it creates about future employment prospects, 2) significant mental-health challenges, which may be exacerbated by the increased use of social media, 3) financial pressures at home arising from the increased cost of living, and 4) challenges in academic performance. I
believe the Board’s role is to provide clarity and stability in the face of those pressures. The Board must look ahead and ensure the District is prepared to adapt by setting clear priorities, allocating resources appropriately, and adopting sound policies to support those priorities.
- Balancing competing needs
I would first listen broadly to make sure the Board fully understands the various needs across the District. It’s also important to show respect and appreciation to everyone, especially in situations where the District can’t practically meet every competing need. Ultimately, though, the Board needs to be clear in its priorities and obligations and weigh competing interests accordingly. In my view, the Board’s primary focus should be fostering academic achievement, while also recognizing its responsibility to accommodate and respect a diverse student population. The Board must also prioritize its duty to provide teachers and staff with a safe and respectful workplace. Other competing interests should be weighed in light of those core priorities and obligations.
- Experience, skills and perspective
I have extensive experience with corporate governance through my work in corporate law and commercial litigation. As a corporate lawyer, I regularly draft and review corporate documents and financial statements. In my commercial litigation practice, much of my work involves listening carefully to all sides, identifying the key issues and understanding different perspectives. I also have a strong record of finding practical ways to resolve disputes.
I bring a calm, sensible and practical approach that helps de-escalate tension and keep discussions focused on the important issues. Those skills are directly relevant to the role of a trustee. A trustee represents the entire District and should be willing to listen to and understand a wide range of perspectives. At the same time, the trustee’s focus should be on the best interests of students, rather than personal agendas. My professional experience has prepared me to approach that responsibility thoughtfully and constructively.
- Understanding the trustee role
The School Board sets the strategic direction of the District by making policies, setting priorities and allocating funds. The Board should set clear and realistic performance goals and empower the Superintendent to achieve those goals through its policy and funding decisions. The Board should also hold the Superintendent accountable for the District’s performance in achieving those goals. Individual trustees should be knowledgeable about the issues affecting the District and should listen carefully to the concerns of students, parents, teachers and staff. However, neither the Board nor individual trustees should be involved in the day-to-day administration of the District.
ASSOCIATION FOR REFORMED POLITICAL ACTION QUESTIONNAIRE
- Please tell us a little bit about yourself personally: Who are you? Why are you running? What values drive you in your aspiration to be a school board trustee?
My wife, Gabriela, and I have four children, who range in age from 5 to 19. Professionally, I’m a lawyer and practise commercial litigation. I’m running because I want to help students in our community flourish, and a key part of that is a strong academic foundation. I’m driven by three values. First, helping others. I’ve received a great deal of support in my life, and it has helped me tremendously. I want to do the same for others. Second, respect. A good board listens well, disagrees courteously, and keeps the focus on students. Third, high but healthy expectations. We should expect the best from our students, and demand the best from the board itself.
- What issues are you passionate about and, in your opinion, what are the greatest issues facing our public school system?
I’m passionate about reversing the decline in academic performance we’ve seen over the last ten years. It’s a global trend, so SD33 isn’t alone, but some jurisdictions are finding ways to turn it around. Within that broader downward trend, our students are ahead of the provincial average in Grade 4 but behind by Grade 7. That indicates the middle years are where we need to focus, and I believe that drop in performance is one of the most important issues facing the district.
- Do you support or oppose the inclusion of SOGI (sexual orientation and gender identity) in school anti-bullying policies, school activities, and teaching resources?
The school district should strive to create an environment free of bullying and discrimination, and should have policies to that effect. The policies against bullying and discrimination should protect every student equally, including on the basis of sexual orientation and gender identity. I don’t believe, though, that the policies and activities should prioritize SOGI characteristics above others. On teaching resources, there should be age-appropriate resources to meet the provincial curriculum, which includes content on diversity and human rights. Those resources should be selected transparently, with parents able to see what is being used.
- Should parents be notified when particularly sensitive material (e.g. sexual education or SOGI) is discussed in the classroom? Should parents be allowed to request that their children be absent from a class when such material is being discussed?
Yes, I believe parents should be notified when sensitive topics are being taught, and should be allowed to have their children absent from those classes. There are some nuances, though. Notice requirements must be practical, since teachers can’t always anticipate when discussions on sensitive topics arise outside of the lesson plan. As well, where content is part of the required learning outcomes, the teacher should work with the parents to find an acceptable alternative that would allow the student to meet the learning outcome. Ultimately, the board’s policies should be aimed at building transparency and trust between teachers and parents.
- Should the school board, district, or division notify or obtain consent from parents when a child wishes to use a new name or pronouns at school?
Yes. As a general rule, parents should be part of the conversation. A new name or pronouns is a significant matter in a child’s life, and parents should ordinarily be involved. Where a student is hesitant, teachers and counsellors should support them in having that conversation. There may be scenarios where disclosing that information could be legitimately unsafe, and the school may have a legal obligation to withhold that information. If there are reasonable, fact-based grounds to believe that disclosing the information would put the student’s health or safety at risk, the school should protect the student, document the reason, and revisit the decision over time with the goal of involving the parents when possible. Although I support including parents in the conversation, I would not make parental consent a requirement for the use of a new name or pronoun for a student. I believe the decision on using the name or pronoun should be left to the school, in consultation with the student and parents.
- Should sexually explicit or descriptive material be available in school libraries? If so, at what grade level (e.g. in elementary schools, middle schools, or high schools)? How would you assist parents who have concerns about such materials being shared at inappropriate ages?
No, there should not be sexually explicit materials in school libraries. The focus should be on selecting resources that address the learning outcomes, but not in a way that is explicit. In high school, the resources may explore mature themes, but they should still be appropriate for students’ age and maturity. To address parents’ concerns, the library catalogues should be available online and parents should have the right to request that their child not have access to certain resources.
- Some school boards across Canada have censured board members, school staff, or parents for controversial statements. Do you support freedom of speech, or do you think that it is the responsibility of the board to censor potentially offensive speech at school board meetings?
I support free speech, and I don’t think people should be censored for discussing controversial or unpopular topics. However, I don’t support disrespectful speech at a school board meeting. If a speaker is being abusive or inappropriate, I believe the board would be responsible for limiting the speech, within reason, based on the manner of delivery.
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