School bored me—just memorizing facts, never asking “why.” I thought real learning happened elsewhere (turns out, I was half-right). My 18 years as a firefighter/paramedic taught me critical skills like crisis de-escalation and split-second decisions aren’t in textbooks. Then, education clicked: anatomy, physics, chemistry became life-saving tools. Injuries led me to become a stay-at-home dad and an unplanned advocate. One email sparked 12 years volunteering at the school crosswalk (earning a City Traffic Safety Award!) and 9 years chairing School Councils. Real education? Walking the school halls showed me kids connecting, staff juggling chaos, and small moments changing days. I also saw the cracks: hunger gaps, overcrowding, and the invisible labor holding things together. Now I fight with frontline grit and advocacy, so every child’s potential thrives, not just the loudest.
Statement of beliefs
We must prioritize curiosity over compliance and resilience over rote memorization. Schools need to teach thinking—not just formulas—and trust teachers as experts. My years as a responder and volunteer prove kids need problem-solving, empathy, and adaptability. Yet we chronically underfund critical supports: smaller classes, mental health resources, and hands-on learning. I believe in schools where no child falls through cracks due to policy or crowding, parents and educators collaborate as true partners, and “success” means navigating an unpredictable world, not just test scores. Great classrooms fuel curiosity; they don’t cage it.
Priority areas
Stable, equitable school funding is critical to support staff and meet growing student needs.
Smaller classes need more teachers & resources to support every student properly.
Boost academics with proven teaching, better curriculum, and strong literacy/numeracy programs.
Views on funding
Alberta’s education funding must be stable, equitable, and responsive to real classroom needs. Chronic underfunding leads to overcrowded schools, overworked teachers, and students missing critical supports, especially in rural and underserved communities. School boards, which understand local priorities, should have meaningful input in funding decisions rather than facing top-down cuts.
The current model often forces impossible choices: deferring maintenance, cutting specialist roles, or increasing fees that burden families. We need a transparent, long-term funding formula that:
1. Keeps pace with enrollment growth and inflation
2. Directly addresses rising complexities like mental health and inclusive education
3. Empowers boards to allocate resources where they’re needed most
Investing in schools isn’t an expense; it’s the foundation of Alberta’s future.
How learning conditions can be improved
Improving learning conditions starts with listening to those who know classrooms best, teachers and students. We need smaller class sizes so educators can give individual attention, and proper funding for mental health supports, classroom aides, and inclusive education.
Overcrowded, under-resourced schools create unnecessary stress for both students and staff. Simple fixes like:
1. Guaranteed prep time for teachers
2. Updated ventilation and technology
3. Trauma-informed spaces for overwhelmed students
4. Lunchroom supervision funding
But real change requires systemic shifts: valuing teacher expertise in curriculum design, reducing standardized testing pressure, and respecting that learning happens through relationships, not just worksheets. When we invest in humane working conditions for staff, we create better learning conditions for kids. Every student deserves a school where they feel safe, supported, and inspired to learn, not just endure.
How trustees and school boards can best support teachers
Trustees and school boards support teachers best by being their champions, not bureaucrats. This means:
1. Protecting prep time – Ensuring teachers have adequate planning periods and limiting non-instructional duties
2. Funding classrooms first – Prioritizing budgets that reduce class sizes and provide resources before administrative costs
3. Amplifying teacher voice – Creating formal channels for educator input on policies affecting their work.
4. Shielding from politics – Buffering classrooms from ideological swings by focusing on evidence-based practices
Boards should view teachers as professionals, not implementers – trusting their judgment on:
• Curriculum delivery methods
• Assessment approaches
• Classroom management strategies
The most impactful support comes through daily respect: proper staffing ratios and protecting teachers’ authority to meet students where they are.
Views on the new K-6 curriculum
Curriculum should be developed through collaboration, not conflict. While the new K-6 framework provides structure, its success depends on trusting teachers’ professional judgment in implementation.
Key priorities:
a. Teacher Expertise: Educators need adequate prep time and resources to adapt content to their students’ needs
b. Local Flexibility: School boards should interpret provincial outcomes while allowing schools to address community priorities
c. Assessment Integrity: Standardized reporting must preserve teachers’ ability to assess holistically – not just teach to tests
The ATA’s role is crucial in ensuring the curriculum remains developmentally appropriate through ongoing review. Meanwhile, methodology decisions should reside with classroom professionals who know their students best.
Rather than political debates, we need to focus on what works: a curriculum that balances clear provincial standards with classroom-level adaptability.