I’m Colette Bachand — a teacher, artist, and small business owner who has spent nearly a decade teaching. I’ve had the privilege of working with students from kindergarten through high school, helping them discover their creativity, confidence, and voice.
My experiences in classrooms and communities have given me a deep understanding of both the joys and the challenges facing public education today. I’ve seen firsthand how overcrowded classes, shrinking supports, and rising needs impact our students, staff, and families. This year I looked at myself and asked , I can either continue to work as a teacher in a breaking system or I can be part of a change. I chose change, and I’m running to make sure every child has access to the opportunities they deserve.
Highlights of my background include:
1. Nearly 10 years of classroom experience from K-12
2. Active involvement in community arts
3. Advocacy for inclusive classrooms that support diverse learning needs.
4. Experience serving on boards that deal with infrastructure, bylaws and directing management
4. Small business owner who understands the importance of creativity, accountability, and collaboration.
I believe education should empower every learner — nurturing both academic and personal growth — and that decisions about our schools must reflect the voices of those who work and learn within them.
Statement of beliefs
I believe every child deserves access to a strong, inclusive, and well-resourced public education. As a classroom teacher, I’ve seen how smaller class sizes, stable funding, and a sense of belonging transform lives. Schools must be places where every student, regardless of faith, ability, income, or identity feels safe, supported, and valued.
Public education is the heart of our communities. It connects us, strengthens us, and provides every child with a fair start in life. My goal is to help build a public system so effective, so trusted, and so responsive to families’ needs that people choose and value public education above all other options.
I believe this can be achieved through collaboration, evidence-based decision-making, and a shared commitment to equity, accountability, and opportunity for every learner.
Priority areas
1. Classroom Sizes, Growth and Infrastructure: like new school construction, modernized facilities.
2. Fair, Sustainable and Predictable Funding: equitable funding that meets classroom needs.
3. Equity, Inclusion, and Safety: protecting every student’s right to a safe, inclusive education.
Views on funding
Education funding in Alberta has not kept pace with the realities of our classrooms. Schools are facing rising enrolment, increasing complexity, and mounting infrastructure needs, yet funding remains unpredictable and often disconnected from what students actually require. When budgets are stretched too thin, it’s our kids who feel the impact — through larger class sizes, fewer supports, and less individual attention.
School boards play a vital role in advocating for a fair, transparent, and responsive funding model. One that reflects real-time growth and the diverse needs of our students. Trustees must ensure resources are directed where they have the greatest impact: supporting teachers, educational assistants, and the programs that help every learner succeed.
Stable, equitable funding isn’t just about keeping schools open, it’s about keeping opportunities open for every child.
How learning conditions can be improved
Improving learning conditions begins with giving teachers and students the time, space, and resources they need to succeed. Smaller class sizes allow for more individualized attention, while adequate staffing for educational assistants, counsellors, and specialists ensures every student can access the support they need.
We need to prioritize student and staff well-being. When teachers are supported and students feel safe, valued, and included, learning conditions naturally improve. Investing in people and spaces isn’t just about today — it’s about setting every child up for long-term success.
How trustees and school boards can best support teachers
Trustees and school boards can best support teachers by listening to the experts — the people who work in classrooms every day. Teachers understand what students need to succeed, and their experience should guide decisions about curriculum, class sizes, and school supports.
Increasing collaboration time is one of the most meaningful ways to improve both teaching and learning. When educators have dedicated time to plan together, share ideas, and problem-solve, it strengthens classroom practice and helps meet diverse student needs.
Trustees also need to advocate for stable funding, adequate staffing, and access to mental health and learning supports. When teachers are trusted, supported, and given the tools and time to do their work well, students benefit and the entire public education system grows stronger.
Districts need to address the lacking substitute teacher challenge, so that teachers can take a day off without any worry that someone isn’t covering their classes.
Views on the new K-6 curriculum
The new K–6 curriculum has significant gaps that need to be addressed before it can truly meet the needs of Alberta students. As a teacher, I believe curriculum should reflect how children learn, include diverse perspectives, and be developed in collaboration with educators who work in classrooms every day.
Many parts of the current curriculum are overly prescriptive and not age-appropriate. It also lacks adequate focus on inclusion, inquiry-based learning, and real-world application. Teachers need flexibility to adapt lessons to different learning styles and classroom realities, rather than being confined by rigid expectations.
A strong curriculum should inspire curiosity, creativity, and critical thinking. I support a full review and meaningful consultation process that brings teachers, parents, and education experts together to build something that truly reflects the diverse and evolving needs of Alberta’s students.