3. In order to operate within the
provincial government’s funding formula, would you be prepared to
stop delivering certain types of programs or services. If
yes, please specify which ones.
No. Programs
and services need to be expanded.
4. Would you support the use of
uncertified teachers or support staff? Would you, under any
circumstances, support “contracting out” versus using full-time
board employees for any of our educational support staff?
No.
5. Do you agree that students must
have the benefit of specialists in the role of teacher-librarian
music, arts, physical education and guidance programs?
Yes.
6. The
provincial government’s control of education funding has forced many
communities across Ontario to consider school closures. What
specific strategies do you have for coping with the question of
school closures due to declining enrolment here in TVDSB?
I believe that
there should be increased autonomy at School Boards so that they may
be more flexible in dealing with their specific issues. School
Boards also need to pursue more partnering opportunities with co-terminous
boards, communities and government to better help them deal with
declining enrolment difficulties.
7. The
Funding Formula does not differentiate between smaller, rural schools
and larger, urban schools. In recent years, trustees have passed motions
allocating additional staff to our smallest schools. In the interest of
equity, what are you prepared to do to assist our large schools with
large classes?
As
recently as the August 29th Board meeting I supported a
motion adding ten (10) additional teachers to our largest high schools
to relieve class sizes. I will support that motion again when it returns
to the board table.
8. What services must schools be
prepared to offer in order to adequately provide for special needs
students? What steps would you take to ensure that those services were
provided?
Schools and
Communities need to meet the needs of our high needs students together.
The current funding formula is inadequate to give our special needs
students the care they deserve. The Minister of Education needs to be
informed and canvassed successfully in order for those student to be
provided for adequately.
9. With special needs students
integrated into classrooms, teachers need professional support staff to
meet their needs. If you are elected, will you lobby Queen’s Park to
increase grants for professional support staff?
Yes.
10.
Do you believe in the “right to strike” for teachers and
educational workers?
Yes.
Frank Exley
(Elgin)
Email:
fcexley@gmail.com
1. Publicly funded
education must be protected in TVDSB. As an elected
trustee, how will you protect students from further
provincial cuts to education? If you believed that the
provincial government’s policies were negatively affecting
education in our community, what specific actions would you
take?
Making
the public fully aware of such cuts helps win them over to
the side of preventing such cuts. Local politicians need to
be constantly recruited to help in this cause. I would go
one step further and examine the procedures in which
decisions are made at the provincial level of the government
and Ministry of Education so that both politicians and
deputy ministers are fully aware of the needs of the Thames
Valley District School Board.
2. In your view, what
exactly is the role of school councils in the education of
our children?
They
increase communication and improve relationships between
home and school. They provide checks and balances when
planning at the school level. Such input is valuable to a
school board.
3. In order to operate
within the provincial government’s funding formula, would
you be prepared to stop delivering certain types of programs
or services. If yes, please specify which ones.
No.
The greatest cause of this problem is declining enrolment.
Since many boards face this problem there is a need for a
shared response from all boards that are dealing with the
funding problem.
4. Would you support the
use of uncertified teachers or support staff? Would you,
under any circumstances, support “contracting out” versus
using full-time board employees for any of our educational
support staff?
No.
No. Education needs to be a team effort where all employees
are part of the same team rather than being contracted out
to an outside agency or employer.
5. Do you agree that
students must have the benefit of specialists in the role of
teacher-librarian music, arts, physical education and
guidance programs?
Teaching requires the best qualified personnel for all areas
of the curriculum and all the aforementioned roles should be
delivered by only the best qualified staff.
6. The provincial
government’s control of education funding has forced many
communities across Ontario to consider school closures.
What specific strategies do you have for coping with the
question of school closures due to declining enrolment here
in TVDSB?
At
times a school closure due to declining enrolment may result
in students attending a different school with a wider course
offering and better facilities. However, the effects on the
community must always be considered as well.
7.
The Funding Formula does not differentiate between
smaller, rural schools and larger, urban schools. In recent
years, trustees have passed motions allocating additional staff
to our smallest schools. In the interest of equity, what are you
prepared to do to assist our large schools with large classes?
Equality of education in all schools was
foremost in my actions in the many different schools in which I
was an administrator. Such equality would apply for any size
school.
8. What services must schools
be prepared to offer in order to adequately provide for special
needs students? What steps would you take to ensure that those
services were provided?
Special
needs to be dealt with can be in the areas of academics,
accessibility, technology and communication. A team effort is
required at all levels of the board’s domain to meet the needs
in all of these areas. Solutions to these problems would
require curriculum planning, student evaluation, proper
staffing, teacher training and parent awareness.
9. With special needs students
integrated into classrooms, teachers need professional support
staff to meet their needs. If you are elected, will you lobby
Queen’s Park to increase grants for professional support staff?
Having
seen cases where there are a wide variety of special needs, the
best possible support staff would always be my objective.
Integration helps such students build self-worth.
10. Do you believe in the “right
to strike” for teachers and educational workers?
During my
teacher career, strikes occurred on two occasions and I actively
supported those asserting their rights. As a trustee I would
insist the process of negotiations not be prolonged to the
extent that a strike is inevitable. The negotiators should
expedite the process of negotiations since this is the role they
have been hired to do and it is not they that suffer but the
students and staff that suffer. Also, the timing of the process
of grant funding needs to be examined.
Tracy Grant
(Elgin)
Email:
the6grants@golden.net
1. Publicly funded
education must be protected in TVDSB. As an elected
trustee, how will you protect students from further
provincial cuts to education? If you believed that the
provincial government’s policies were negatively affecting
education in our community, what specific actions would you
take?
Public education is
the most important pillar of Canadian society. Its primary
function is to remove barriers to equity and enable
individuals to reach their full potential as contributing
citizens. This includes providing access to programs
required to help students reach desired destinations. I
have personally, and as school council and community leader
sent letters and made submissions to all levels of
government regarding funding deficits that adversely affect
our children, schools and communities, and would continue to
use my voice to advocate for excellence in education. I have
opposed the board’s strict adherence to the per-pupil
funding formula at the school level.
2. In your view, what
exactly is the role of school councils in the education of
our children?
School Councils’
primary role should be supporting and promoting a positive
learning environment in our schools.
3. In order to operate
within the provincial government’s funding formula, would
you be prepared to stop delivering certain types of programs
or services. If yes, please specify which ones.
I would look at
other areas to reduce spending before affecting student
programs and services.
4. Would you support the
use of uncertified teachers or support staff? Would you,
under any circumstances, support “contracting out” versus
using full-time board employees for any of our educational
support staff?
No.
5. Do you agree that
students must have the benefit of specialists in the role of
teacher-librarian music, arts, physical education and
guidance programs?
Yes at all schools.
To ensure children’s safety and the integrity of programs
for our students. Full-day library access at all high
schools is one of my first goals if elected as a Trustee.
6. The provincial
government’s control of education funding has forced many
communities across Ontario to consider school closures.
What specific strategies do you have for coping with the
question of school closures due to declining enrolment here
in TVDSB?
Declining enrolment
is a situation that requires thoughtful and innovative
planning to address student needs and
funding reductions. If there is one positive aspect to the
per-pupil funding model at the board level, it
is that the number of students generates the level of
funding. I have TVDSB data that shows that the ‘crisis’ is
overstated, and that in the some areas suggested for
closure, the projected enrolment is stable over the long
term. I support innovative ways to provide program to
smaller community schools, and use of surplus funds to staff
an adequate level of programs.
7.
The Funding Formula does not differentiate between
smaller, rural schools and larger, urban schools. In recent
years, trustees have passed motions allocating additional staff
to our smallest schools. In the interest of equity, what are you
prepared to do to assist our large schools with large classes?
Board figures indicate
that class size, library staffing and small school program
issues could be resolved with an expenditure of $1,351,000.00
per year at current enrolment levels. Small schools struggle
with both class size and program issues. As the
board had a surplus of over 5 million dollars last year that it
chose not to use for any of the above concerns, I would advocate
for inclusion of these adjustments in the Capital Plan. (Less
than 1/400th of the budget)
8. What services must schools
be prepared to offer in order to adequately provide for special
needs students? What steps would you take to ensure that those
services were provided?
As a parent, former
foster parent, and long time school volunteer, I am very
sensitive to the special needs of students of all abilities.
Understanding of different needs and providing the supports and
services individual children require – preferably within their
home community should be a priority.
9. With special needs students
integrated into classrooms, teachers need professional support
staff to meet their needs. If you are elected, will you lobby
Queen’s Park to increase grants for professional support staff?
Yes. I have a record of
advocating at the Board and Provincial levels for EA support.
10. Do you believe in the “right
to strike” for teachers and educational workers?
Yes.
Barry
Wolfe (Middlesex)
Email:
barrywolfe48@hotmail.com
1. Publicly funded education must be protected in TVDSB. As an
elected trustee, how will you protect students from further
provincial cuts to education? If you believed that the
provincial government’s policies were negatively affecting
education in our community, what specific actions would you
take?
Relative to its immediate predecessors,
the present government appears to be making increased
investments in the Education Ministry and other Ministries that
have impacts on education! A complication is that the monies are
often targeted to “new” initiatives and don’t necessarily cover
increased costs due to inflation etc. in other core areas. A
trustee, like all others who highly value investment in
education, must spread the good news of our successes and be
persistent in pointing out where further investments are needed:
transportation, real compensation costs, maintenance, capital
construction, special education supports. Governments and
Boards all have a need to be fiscally responsible for their
choices to all citizens including taxpayers.
2. In
your view, what exactly is the role of school councils in the
education of our children?
The School Council is an advisory body to
the local school principal and staff. Some Boards also have a
“Board level” committee of School Council representatives to
provide advice with a broad perspective. I have found that the
role, as presently defined in legislation, works
satisfactorily. There are checks and balances provided where
role interpretation issues arise.
3. In
order to operate within the provincial government’s funding
formula, would you be prepared to stop delivering certain types
of programs or services. If yes, please specify which ones.
In “tight times” a review may be in order
of which body (school board, Ministry of Health, Municipal Dept
of Recreation, etc.) is most effectively able to provide a
‘service’ most efficiently. Sometimes school boards, and other
boards and agencies, with the best intentions, take on
responsibilities that ‘others’ should assume. What one person
perceives as “cutting” (because we’re no longer doing that) is
another’s “efficiencies” (because someone else now has to do it
within their mandate). In principle, I’m not opposed to
reviewing who does what.
4. Would
you support the use of uncertified teachers or support staff?
Would you, under any circumstances, support “contracting out”
versus using full-time board employees for any of our
educational support staff?
I would
not support the use of uncertified teachers or specific support
staff. Many classifications of support staff require highly
specialized training to deliver their highly skilled services.
“Certification” is one proof to confirm their basic
“competency”. There are some support staff who do not require
specialized training of a highly skilled nature to enable them
to perform their work. Usually, these do not involve direct
contact with our students.
5. Do
you agree that students must have the benefit of specialists in
the role of teacher-librarian music, arts, physical education
and guidance programs?
In my
experience, I have found that program is more effectively
presented (for student growth), when specialized, professional
teacher courses have been taken for instrumental music and
physical education (at the elementary level). I believe CERT 7
recognizes additional qualifications of secondary teachers.
6. The provincial government’s control of
education funding has forced many communities across Ontario to
consider school closures. What specific strategies do you have
for coping with the question of school closures due to declining
enrolment here in TVDSB?
There is a disconnect between the way many
communities have developed physically and culturally, with a
school as a perceived hub, during the “baby boomer” era, and the
way the “funding formula” has been structured. The school
community was defined in the 1960s and 70s as approximately 10
square blocks in a subdivision or 10 square concessions in a
rural area. The criteria in the “funding formula” were
originally created, it appears, to provide rational for making
expense cuts in a time when it was politically expedient to cut
taxes and to create savings to offset those cuts.
The provincial government needs to finally
make a decision on its definition of a ‘school in each
community’ and how it will fund that. Until that time, to
fulfill their fiscal responsibilities, many Boards will continue
to deal with funding-formula-defined “surplus spaces”. In Thames
Valley it is highly likely, failing a dramatic change in
provincial funding, that some school buildings will close. The
school communities, however, do not cease to exist. I have had
personal experiences with the closure of two school buildings,
and the cooperative procedures that can be put in place can
result in a strong school community, it’s just focused toward a
different building.
Changes in a school community can be
upsetting in many ways. Changes in a school community can, too,
be positively revitalizing. It all depends on how we choose to
approach it. Cooperative strategies for communication and
consultation among all our publics, including those not having
children in schools, must be optimized. Strategies for where
students, teaching staff and other support staff are most
effectively placed must be developed and implemented among the
Board, its senior staff and a variety of vested interest
participants. That definitely includes representatives of
bargaining units. We are all working for learners’ growth. We
must do it together.
7. The
Funding Formula does not differentiate between smaller, rural
schools and larger, urban schools. In recent years, trustees have
passed motions allocating additional staff to our smallest schools.
In the interest of equity, what are you prepared to do to assist our
large schools with large classes?
Secondary students are presently “worth”,
about $1,000 each, more than elementary students in the funding
formula, another issue of perceived “inequity”. Small secondary
schools without sufficient students to provide a full range of
course options is another perceived “inequity”. This is a provincial
funding issue. See #6.
8. What
services must schools be prepared to offer in order to adequately
provide for special needs students? What steps would you take to
ensure that those services were provided?
The
requirements are indicated in provincial legislation, regulations
and memos of direction to Boards. Senior administration and special
services staff are well versed in the grant application process so
that all the funds available are applied for and thus available for
direction within the Board’s budget. That process is monitored by
Board committees with trustee membership.
9. With
special needs students integrated into classrooms, teachers need
professional support staff to meet their needs. If you are elected,
will you lobby Queen’s Park to increase grants for professional
support staff?
As a rookie trustee, my initial task would be
to support Board outreach activities that have Queen’s Park as ‘the
target’. As an individual trustee I will be in one-to-one contact
with MPPs representing Middlesex.
10. Do you
believe in the “right to strike” for teachers and educational
workers?
The “right to strike” is contained in
legislation and specifics are described in collective agreements.
The specific language is usually negotiated during free and willing
“collective bargaining”. The “right to strike” is one factor among
several which has traditionally encouraged all parties to “focus
sharply” on the key issues being discussed.
Ruth Tisdale
(South London - Wards 1, 11, 12, 14)
Email:
ruth@tisgroup.ca
1. Publicly funded education must
be protected in TVDSB. As an elected trustee, how will you protect
students from further provincial cuts to education? If you believed
that the provincial government’s policies were negatively affecting
education in our community, what specific actions would you take?
As a trustee it is
imperative to maintain open communication with the provincial government to
ensure that
no further cuts are made to
education. The government must be informed of the negative impact these
cuts have already made on our students. This can be accomplished through
letter writing, phone calls, meetings with MPP’s, as well as education of
the general public to solicit support for public education.
2. In your view, what exactly is
the role of school councils in the education of our children?
School
councils have a very important role to play in the education of our
children. They are by legislation advisory bodies. Where school
councils have been welcomed by administration, and become respected
members of the professional learning community, they have had a
positive impact on improving student learning.
3. In order to operate within the
provincial government’s funding formula, would you be prepared to
stop delivering certain types of programs or services. If yes,
please specify which ones.
I believe that
there are other areas of the budget, such as administration, that
should be closely looked at for potential savings, before any cuts
to programs and services are considered.
4. Would you support the use of
uncertified teachers or support staff? Would you, under any
circumstances, support “contracting out” versus using full-time
board employees for any of our educational support staff?
I do not
support the use of uncertified teachers or support staff. Having a
knowledge of the skills that are being taught does not qualify an
individual to deal with the myriad of non-academic needs of our
students that many teachers are providing.
5. Do you agree that students must
have the benefit of specialists in the role of teacher-librarian
music, arts, physical education and guidance programs?
These
specialist teachers are essential to providing the level of
education and services our students deserve.
6. The provincial government’s
control of education funding has forced many communities across
Ontario to consider school closures. What specific strategies do
you have for coping with the question of school closures due to
declining enrolment here in TVDSB?
Declining
enrollment is an issue in TVDSB, but overcrowding is also an issue.
Our board of trustees must be willing to investigate the issues and
receive public input. These decisions affect all of us, and for
many areas of the board waiting longer is not really an answer.
7.
The Funding Formula does not differentiate between smaller, rural
schools and larger, urban schools. In recent years, trustees have passed
motions allocating additional staff to our smallest schools. In the
interest of equity, what are you prepared to do to assist our large
schools with large classes?
Staffing levels should be increased to deal with
the large class sizes. Taking from larger schools to supplement smaller
schools is not an acceptable practice.
8. What services must schools be
prepared to offer in order to adequately provide for special needs
students? What steps would you take to ensure that those services were
provided?
9. With special needs students
integrated into classrooms, teachers need professional support staff to
meet their needs. If you are elected, will you lobby Queen’s Park to
increase grants for professional support staff?
10. Do you believe in the “right to
strike” for teachers and educational workers?
Any work action is
disruptive to students and staff and should be avoided if possible.
However, if this is not possible, teachers should have the right to
strike to protect not only themselves but the needs of our students.
Sarah Ruttan
(South London - Wards 1, 11, 12, 14)
Email:
sarahruttan@rogers.com
1. Publicly funded education must
be protected in TVDSB. As an elected trustee, how will you protect
students from further provincial cuts to education? If you believed
that the provincial government’s policies were negatively affecting
education in our community, what specific actions would you take?
I believe the trustees must continue to make
the provincial government aware of the changing needs in the TVDSB.
An unfortunate interim solution would be to cut funding for such
non-essential items as furniture, equipment and stationary. A
re-examination of the transportation system may also provide funds.
2. In
your view, what exactly is the role of school councils in the
education of our children?
The society we live in
has more information at its fingertips than any other time in
history. To keep up with the demand for information educated School
Councils are a well-informed link between a community's school and
its school board. School Council's gives both the board and the
school an excellent snapshot of what is most important in a specific
community.
3. In order to operate within the
provincial government’s funding formula, would you be prepared to
stop delivering certain types of programs or services? If yes,
please specify which ones.
There can be no further
cuts to programs if we are to compete on a global front with our
education system. As already mentioned, transportation may be
an area where improvements may be possible.
4. Would you support the use of
uncertified teachers or support staff? Would you, under any
circumstances, support “contracting out” versus using full-time
board employees for any of our educational support staff?
Absolutely
not. As a publicly funded body, neither parents nor the ministry
would support uncertified teachers or support staff.
Contracting out for employees is unacceptable.
5. Do you agree that students must
have the benefit of specialists in the role of teacher-librarian
music, arts, physical education and guidance programs?
Yes.
6. The provincial government’s
control of education funding has forced many communities across
Ontario to consider school closures. What specific strategies do
you have for coping with the question of school closures due to
declining enrolment here in TVDSB?
This is an issue that has affected me, my
family and my community on a personal level. Each proposed school
closure must be dealt with on an individual basis and the criteria
for proposed closures must be clear and concise. I believe giving
the ability to raise taxes back to individual boards would be a
start. The ministry should set a mandate that ensures municipal
government and school boards work together to work towards mutual
goals, for example neighborhood and community hub programs and urban
renewal.
.
7. The Funding Formula does not
differentiate between smaller, rural schools and larger, urban schools.
In recent years, trustees have passed motions allocating additional
staff to our smallest schools. In the interest of equity, what are you
prepared to do to assist our large schools with large classes?
All schools need more
funding, whether they are large, small or in between.
8. What services must schools be prepared to
offer in order to adequately provide for special needs students? What
steps would you take to ensure that those services were provided?
The unfortunate reality
for the TVDSB is that the declining enrolment is disproportionate with
the rising need for special education programs and teachers. Because
grants are allocated based on enrolment this is obviously a system that
needs revision if we are to continue to best serve our special needs
children. Proper funding is needed for EA's and all support staff so
that no student gets left behind. A streamlined process for providing
individual and transitional care for students still needs assessment.
Working with the Special Education Advisory Committee would be the best
place to start.
9. With special needs students
integrated into classrooms, teachers need professional support staff to
meet their needs. If you are elected, will you lobby Queen’s Park to
increase grants for professional support staff?
Yes
10. Do you believe in the “right to
strike” for teachers and educational workers?
Yes. Parties should work together to ensure
minimal disruption to classroom time. However, as I am married to a
union member, I know extreme circumstances make strike action necessary.
Sheri Polhill
(South London - Wards 1, 11, 12, 14)
1. Publicly funded education must be protected in TVDSB. As an
elected trustee, how will you protect students from further
provincial cuts to education? If you believed that the provincial
government’s policies were negatively affecting education in our
community, what specific actions would you take?
I think the role of a trustee is to
set priorities and to make some tough decisions. The budget must
make effective and efficient use of funds. Involving the schools ,
their council and their communities to take part in the decisions
that affect cuts is an important part of the decision making
process. When provided this in-site into the schools and by seeing
them as single entities with separate needs, the board can make
decisions with regards to cuts to be made in the best interests of
each individual school. The best way to accomplish this is to allow
for public forums, trustee attendance at school council meetings and
for trustees to consider each item before them without rubber
stamping everything that comes across their desks. Trustees need to
ask questions, as well as provide answers.
2. In your view, what exactly is the role of school councils in
the education of our children?
Due to the ever changing culture of
today’s schools, students are better served in a supportive school
that has staff, parent and community participation. School Councils
can offer advice from a grass roots perspective and take part in
policy creation and execution. Schools no longer have their sole
responsibility as educators and need to be in touch with the needs
of today’s students. Schools need community involvement; from
students, parents, teachers, trustees – all need to work together to
support our schools. School councils can promote parental
involvement and aid in community involvement.
3. In order to operate within the provincial government’s funding
formula, would you be prepared to stop delivering certain types of
programs or services. If yes, please specify which ones.
It is the board’s responsibility to
operate within the funding formula, hopefully program cuts are not
something that is up for discussion. However in the event that
programs and services need to be cut I think that a starting point
would be to do a needs assessment for each school with the support
of the school council. One may find that the schools are willing to
offer up certain programs to be cut in order to protect others and
this will be different within each school. With each school's
priorities in place the board can develop a plan of action. Constant
evaluation of each school’s needs and priorities would be required
to ensure that over time the schools needs continue to be met.
4. Would you support the use of uncertified teachers or support
staff? Would you, under any circumstances, support “contracting
out” versus using full-time board employees for any of our
educational support staff?
It is my opinion that staff in any
business is most productive and contribute more when they feel
secure in their employment. This is best served by using full time
board staff whenever possible. If we want devoted staff them we need
to be devoted to them as well.
5. Do you agree that students must have the benefit of specialists
in the role of teacher-librarian music, arts, physical education and
guidance programs?
Schools are no longer all about ABC’s
and 123’s. If you offer French (for example) then you need a
certified French teacher, otherwise you are offering students
watered down classes. You offer the best possibility to students
when you offer them quality teachers for those specialty roles.
6.
The provincial government’s control of education funding has forced
many communities across Ontario to consider school closures. What
specific strategies do you have for coping with the question of
school closures due to declining enrolment here in TVDSB?
In today’s society it is even more
important to keep kids in neighborhood schools, promoting a sense of
community and community involvement. School closures are never a
good thing but at times they may become inevitable. I feel it is
important to have a plan in place that minimizes the impact on the
students and that provides valuable options and offers regular
contact with parents and school councils.
7. The
Funding Formula does not differentiate between smaller, rural
schools and larger, urban schools. In recent years, trustees
have passed motions allocating additional staff to our smallest
schools. In the interest of equity, what are you prepared to do
to assist our large schools with large classes?
Larger schools and larger classes
appear to be the future of the TVDSB due to the long term plan
to close the lower populated schools. I think that the board is
in new territory. The board needs to consider a school funding
formula that considers the student population. Perhaps school
funding should be somewhat based on the enrollment of the
particular school as well as the individual needs of the school.
Teacher: student ratio’s play one of the most important roles in
student success and student drop out rates. Larger schools need
more teachers, more support staff, more funding to succeed in
meeting the student’s needs. Teachers of larger classrooms need
access to different tools to help them cope. We want schools
where every student feels that they are ‘someone’ and not just
another student out of hundreds. A school with a large student
body should have the ability and resources to run as if they
were in any rural or urban community. A school, is a school, is
a school – or at least it can be that way if the board promotes
the use of funds and resources equitably.
8. What services must schools be prepared to offer in order to
adequately provide for special needs students? What steps would you
take to ensure that those services were provided?
One of the most important services offered
to special needs students is the support of the Educational Assistants
within the schools. These student’s experiences and their integration
into the general school population is based on funding. Today’s
technology allows for special keyboards, communication devices and
assistant devices that would play a key role in the development and
feeling of contribution of the special needs child.
It all comes down to money. If we are
going to service to the best of our ability the needs of all our
students then we need the money to do so. So bring all the heads of our
communities together, show them the possibilities and lobby the
provincial government to do something. And then do it again and again
until then needs of these students are heard.
9. With special needs students integrated into classrooms, teachers
need professional support staff to meet their needs. If you are
elected, will you lobby Queen’s Park to increase grants for professional
support staff?
Absolutely! If you don’t have the proper
staff in place then someone looses out and in this case it is would be
one of the schools most vulnerable students. The support staff brought
into a school should not be looked at as only serving the special needs
child. Integration not only services the special needs child but the
entire school. It develops an understanding and caring environment from
which all students benefit.
10. Do
you believe in the “right to strike” for teachers and educational
workers?
I would hope that as a trustee I would
promote open communication with teachers and all staff within the
schools so that a strike never became an option. However, I do
believe that teachers should have the right to strike. I truly
believe that no teacher would go out on strike unless there was no
other option and if that be the case then the board needs to
seriously re-look at the issues on the table.
Art Cartier
(South London - Wards 1, 11, 12, 14)
Email:
a.cartier@tvdsb.on.ca
Email:
a.cartier@tvdsb.on.ca
Diana
Anstead (South London - Wards
1, 11, 12, 14)
Email:
d.anstead@tvdsb.on.ca
1. Publicly funded education must
be protected in TVDSB. As an elected trustee, how will you protect
students from further provincial cuts to education? If you believed
that the provincial government’s policies were negatively affecting
education in our community, what specific actions would you take?
For the past 6 years I have held the position
of Director at OPSBA. During that time I have been very active
in the field of Policy and have been part of many submissions to the
provincial government. These have included lobbying for
meeting Dr. Rozanski's recommendations by amending the bench marks
to recognize the real cost of education, by allowing Spec Ed to hold
their reserves and not implement "claw backs" of unspent funds.
The mandatory formation of transport consortiums was high on our
list as the money saved could be diverted into classroom funds.
These are a few of the initiatives I have been involved in.
2. In your view, what exactly is
the role of school councils in the education of our children?
The role of school council in education is
strictly that of an advisory role. The legislation provides
only for school councils to advise a school principal on matters
pertaining to the operation of the school where parents generally
can offer alternative suggestions again which the principal need not
accept. Programs offered, discipline strategies, hiring,
firing of staff and school funding are not part of school council
mandate.
At the Board level school council is one of
several independent shareholder groups from which trustees can seek
input before making decisions. Again an advisory group only.
3. In order to operate within the
provincial government’s funding formula, would you be prepared to
stop delivering certain types of programs or services. If yes,
please specify which ones.
No I would nor want to cancel any of our
present programs or services. I believe that TVDSB is a leader
in the variety of programs and services offered to students who find
school challenging as well as those students who know what they want
to do.
Providing these services is a challenge, given
the current funding formula, but we as trustees must be more
creative in how we spend our dollars.
4. Would you support the use of
uncertified teachers or support staff? Would you, under any
circumstances, support “contracting out” versus using full-time
board employees for any of our educational support staff?
No. I fell that the use of uncertified
teachers or support staff is totally unacceptable. Some people
are of the opinion that anybody can teach but as a retired grade 8
teacher I know the foundation one must have to meet the challenges
of the classroom.
I am aware that "contracting out" is a
practice in the custodial department, but it is my understanding
that no new "contracting out" has been done and that those we do
have have been on contract for many years. I also know that
some of our para-professionals are on contract to provide service to
our students. These appear to be working very effectively.
5. Do you agree that students must
have the benefit of specialists in the role of teacher-librarian
music, arts, physical education and guidance programs?
Yes, when I learned that many teachers were
being placed in libraries without benefit of library course
background I felt betrayed. As a trustee I have no influence
in placement of teachers but again this practice devalues T/Lib. in
our system. I fell that way about each of the "Arts" subject.
6. The provincial government’s
control of education funding has forced many communities across
Ontario to consider school closures. What specific strategies do
you have for coping with the question of school closures due to
declining enrolment here in TVDSB?
Trustees are very aware of the challenges
facing TVDSB and declining enrolment. I believe that the
trustees, as a board, could have been more creative in dealing with
the challenge. I believe that we have too many facilities and
that we must consolidate in some areas so that the students get a
wider range of course to choose from. I believe in creating
Centres of Excellence in some of our communities, as I believe that
one-school communities have to be looked at very carefully.
7. The Funding Formula does not
differentiate between smaller, rural schools and larger, urban schools.
In recent years, trustees have passed motions allocating additional
staff to our smallest schools. In the interest of equity, what are you
prepared to do to assist our large schools with large classes?
For the past two years I have voted against the
addition of staff to the smaller schools as I voted against the addition
for the larger schools. I do not agree with putting in extra staff
before the need has been expressed by the October enrolment figures.
8. What services must schools be prepared to offer in order to
adequately provide for special needs students? What steps would you
take to ensure that those services were provided?
I have sat as a member of SEAC for the past 6
years and fully understand how varied the needs of our Spec Ed students
are. I have personally been involved in getting funding dedicated
for "mental health" at the Board level and have had articles published
regarding services offered to students who suffer from mental illness or
the effects of mental illness in their family. Like autism,
mental illness in children is deemed a "new" phenomena and in both
instances, the government has to provide more dedicated funding and we
as a board must provide specific training to all educators.
9. With special needs students
integrated into classrooms, teachers need professional support staff to
meet their needs. If you are elected, will you lobby Queen’s Park to
increase grants for professional support staff?
As stated I have personally lobbied for more
funding for these services at both local and provincial level. How
services are delivered to these students is still a matter of study.
Adding E.As might be the answer in some cases but better training for
teachers, smaller classes, dedicated para-professionals all have their
part to play.
10. Do you believe in the “right to
strike” for teachers and educational workers?
Yes. As a former negotiator for the Oxford
elementary teachers I strongly believe in all parts of the Collective
Bargaining process. It has been my experience that when teachers
take the ultimate decision to strike it is with the knowledge that every
other bargaining strategy has met with failure.
Corina
Morrison (West London - Wards
7, 8, 9, 10, 13)
Email:
1. Publicly
funded education must be protected in TVDSB. As an elected trustee,
how will you protect students from further provincial cuts to
education? If you believed that the provincial government’s policies
were negatively affecting education in our community, what specific
actions would you take?
As an advocate for the rights of students, I
would listen to the needs of the school (under the direction of
council) and work towards ensuring those needs are acknowledged and
met by the board. If needed, I would not hesitate to escalate my
effort to the ministry. I believe the public has a right to be
informed and to add its voice to any issues faced by the schools.
2. In your
view, what exactly is the role of school councils in the education
of our children?
School councils are elected to advise
principals and boards on ways to improve student achievement in
order to enhance the accountability of the education system to
parents. They also have the responsibility to share information
with parents and the community. In my personal experience I have
witnessed that their effectiveness depends on the openness and
commitment of the individual administrator.
3. In order
to operate within the provincial government’s funding formula, would
you be prepared to stop delivering certain types of programs or
services. If yes, please specify which ones.
I think that cuts should not impact our
children. As a “civilian” I do not believe I have enough
information on all of the programs to recommend any services to be
eliminated.
4. Would you
support the use of uncertified teachers or support staff? Would
you, under any circumstances, support “contracting out” versus using
full-time board employees for any of our educational support staff?
I believe education is a profession and
therefore support and expect staff that are certified and current in
their knowledge of the profession.
5. Do you
agree that students must have the benefit of specialists in the role
of teacher-librarian music, arts, physical education and guidance
programs?
Absolutely.
6. The
provincial government’s control of education funding has forced many
communities across Ontario to consider school closures. What
specific strategies do you have for coping with the question of
school closures due to declining enrolment here in TVDSB?
I feel that we need to find out why enrollment
is declining? Are we tracking the numbers of students lost to home
schooling and private schools? What would we need to improve to
gain those students back into the public system?
7. The
Funding Formula does not differentiate between smaller, rural schools
and larger, urban schools. In recent years, trustees have passed motions
allocating additional staff to our smallest schools. In the interest of
equity, what are you prepared to do to assist our large schools with
large classes?
At this juncture I am not familiar enough with
funding formulas or past decisions to explain this situation. I know,
however, that I am a strong advocate for smaller class sizes and will
continue to work towards that end.
8. What services must schools be prepared to
offer in order to adequately provide for special needs students? What
steps would you take to ensure that those services were provided?
If our government continues to move towards an
environment that includes all special needs children in our classrooms,
then as an elected trustee I must be an advocate for those students and
demand that the ministry provide adequate funding to support this
environment.
9. With special
needs students integrated into classrooms, teachers need professional
support staff to meet their needs. If you are elected, will you lobby
Queen’s Park to increase grants for professional support staff?
Absolutely
10. Do you
believe in the “right to strike” for teachers and educational workers?
I believe in the
right to strike but hope to be a part of a proactive body that enters
negotiations early and settles contracts prior to strike action being
necessary. Students needs first!!
Kathryn
Wilkins (West London -
Wards 7, 8, 9, 10, 13)
Email: kwilkins@london.ca
1. Publicly funded education must be
protected in TVDSB. As an elected trustee, how will you protect
students from further provincial cuts to education? If you believed that
the provincial government’s policies were negatively affecting education
in our community, what specific actions would you take?
As an advocate for the
rights of students, I would listen to the needs of the school (under the
direction of council) and work towards ensuring those needs are
acknowledged and met by the board. If needed, I would not hesitate to
escalate my effort to the ministry. I believe the public has a right to
be informed and to add its voice to any issues faced by the schools.
2. In your view, what exactly is the
role of school councils in the education of our children?
School councils are elected
to advise principals and boards on ways to improve student achievement
in order to enhance the accountability of the education system to
parents. They also have the responsibility to share information with
parents and the community. In my personal experience I have witnessed
that their effectiveness depends on the openness and commitment of the
individual administrator.
3. In order to operate within the
provincial government’s funding formula, would you be prepared to stop
delivering certain types of programs or services. If yes, please
specify which ones.
I think that cuts should
not impact our children. As a “civilian” I do not believe I have enough
information on all of the programs to recommend any services to be
eliminated.
4. Would you support the use of
uncertified teachers or support staff? Would you, under any
circumstances, support “contracting out” versus using full-time board
employees for any of our educational support staff?
I believe education is a
profession and therefore support and expect staff that are certified and
current in their knowledge of the profession.
5. Do you agree that students must
have the benefit of specialists in the role of teacher-librarian music,
arts, physical education and guidance programs?
Absolutely.
6. The provincial government’s control
of education funding has forced many communities across Ontario to
consider school closures. What specific strategies do you have for
coping with the question of school closures due to declining enrolment
here in TVDSB?
I feel
that we need to find out why enrollment is declining? Are we tracking
the numbers of students lost to home schooling and private schools?
What would we need to improve to gain those students back into the
public system?
.
7. The Funding Formula does not
differentiate between smaller, rural schools and larger, urban schools. In
recent years, trustees have passed motions allocating additional staff to
our smallest schools. In the interest of equity, what are you prepared to do
to assist our large schools with large classes?
At this juncture I am not
familiar enough with funding formulas or past decisions to explain this
situation. I know, however, that I am a strong advocate for smaller class
sizes and will continue to work towards that end.
8. What services must schools be prepared to offer
in order to adequately provide for special needs students? What steps would
you take to ensure that those services were provided?
If our government continues to
move towards an environment that includes all special needs children in our
classrooms, then as an elected trustee I must be an advocate for those
students and demand that the ministry provide adequate funding to support
this environment.
9. With special needs students integrated
into classrooms, teachers need professional support staff to meet their
needs. If you are elected, will you lobby Queen’s Park to increase grants
for professional support staff?
Absolutely
10. Do you believe in the “right to strike”
for teachers and educational workers?
I believe in the right
to strike but hope to be a part of a proactive body that enters negotiations
early and settles contracts prior to strike action being necessary.
Students needs first!!
Graham
McIntyre
(West London - Wards 7, 8, 9, 10, 13)Email:
1. Publicly
funded education must be protected in TVDSB. As an elected trustee, how will
you protect students from further provincial cuts to education? If you
believed that the provincial government’s policies were negatively affecting
education in our community, what specific actions would you take?
The funding formula has to be changed,
we are still working on the 1999 formula plus a small increase every year.
We should no see any cuts in the education envelopes. The new minister
has promised to address this issue. As you are aware OPSBA is also
lobbying for the school boards.
2. In your view, what exactly is the role of school councils in the
education of our children?
The school councils play a major role
in keeping the Board informed at school level, principal and parents
informed of school activities. The Boards met twice a year in open
meetings with school councils to give and receive much feed back.
3. In order to operate within the provincial government’s funding formula,
would you be prepared to stop delivering certain types of programs or
services. If yes, please specify which ones.
Even if we have go to reserve funds
then I would vote against cut backs of programs or services.
4. Would you support the use of uncertified teachers or support staff? Would
you, under any circumstances, support “contracting out” versus using
full-time board employees for any of our educational support staff?
I would support using full time Board employees at
all times as they have the experience over contracting out.
5. Do you agree that students must have the benefit of specialists in the
role of teacher-librarian music, arts, physical education and guidance
programs?
Easy answer...yes.
6. The provincial government’s control of education funding has forced many
communities across Ontario to consider school closures. What specific
strategies do you have for coping with the question of school closures due
to declining enrolment here in TVDSB?
I have tried to stop unnecessary
school closings for the last 6 years. Out of 8 schools up for closure,
I have voted to save all but could only save 4 (Ridgetown District High
School was the latest saved.).
7. The Funding Formula does not differentiate between smaller, rural schools
and larger, urban schools. In recent years, trustees have passed motions
allocating additional staff to our smallest schools. In the interest of
equity, what are you prepared to do to assist our large schools with large
classes?
The formula
funding was amended to keep small schools open and put a principal and
secretary in these schools. The new rules on school closings makes it
very hard to quickly close a school.
8. What services must schools be prepared to offer in order to adequately
provide for special needs students? What steps would you take to ensure that
those services were provided?
Very strong subject of mine having spent 4 years on
special education. Again funding needs more money put up so we can
stay ahead so that our students do not suffer. 10% of the students
need help all Boards in Ontario.
9. With special needs students integrated into classrooms, teachers need
professional support staff to meet their needs. If you are elected, will you
lobby Queen’s Park to increase grants for professional support staff?
Again easy answer. Yes..Also pressure other
trustees to increase our professional support staff. Again OPSBA will
or should be lobbying.
10. Do you believe in the “right to strike” for teachers and educational
workers?
Yes. Only if all else fails. Please put
students first.
Joyce Bennett
(West
London - Wards 7, 8, 9, 10, 13)
Email:
j.bennett@tvdsb.on.ca
1. Publicly funded education must be protected in TVDSB. As an elected
trustee, how will you protect students from further provincial cuts to
education? If you believed that the provincial government’s policies were
negatively affecting education in our community, what specific actions would
you take?
I would meet locally with students,
parents and staff through Home & Schools and School Councils to brainstorm
issues and develop solutions. I would encourage these groups to lobby
provincially. The Board meets regularly with our MPPs with a focus on issues
impacting our students. The Board would lobby through O.P.S.B.A., C.O.D.E.
and member agencies of S.E.A.C.
2. In your view, what exactly is the role of school councils in the
education of our children?
School Councils at the individual
school level advise the principal on matters such as Code of Conduct, School
Growth Plans and school trips. They also discuss policy changes that are on
the web for input to the Board. At the district level, school councils
collect feedback from schools to report and make recommendations to the
Board. School Councils submit Principal profiles to the area
superintendents.
3. In order to operate within the provincial government’s funding formula,
would you be prepared to stop delivering certain types of programs or
services. If yes, please specify which ones.
I do not support program cuts. I
support program review and the monitoring of student outcomes.
4. Would you support the use of uncertified teachers or support staff? Would
you, under any circumstances, support “contracting out” versus using
full-time board employees for any of our educational support staff?
I support “contracting with” eg.
community partners to enhance current programs or provide additional
expertise for staff. Community volunteers may have to be used to support
athletics, drama or music. There are situations like the joint agreement for
Strathroy D.C.I. where contracting out is part of the deal. Every school
situation is different and in emergency situations, alternative support
staff may be required by a principal.
5. Do you agree that students must have the benefit of specialists in the
role of teacher-librarian music, arts, physical education and guidance
programs?
I believe that specialist teachers are
an integral part of the team to support student learning.
6. The provincial government’s control of education funding has forced many
communities across Ontario to consider school closures. What specific
strategies do you have for coping with the question of school closures due
to declining enrolment here in TVDSB?
We need to continue to lobby for
school closure guidelines and a response to our Capital Plan. We also need
creative solutions from the community to utilize space in a school if the
desire is to keep it open. This may include options such as a library, an
employment centre, or a nutrition and fitness centre.
7. The Funding Formula does not differentiate between smaller, rural schools
and larger, urban schools. In recent years, trustees have passed motions
allocating additional staff to our smallest schools. In the interest of
equity, what are you prepared to do to assist our large schools with large
classes?
Equity does not mean equal. The
administration is bringing a report to the Board on September 26 to update
us on situations with large classes. If additional lines are recommended to
improve the situation for students, I would be in favour. At S.A.L.E.P. we
often hear that large classes is a contributing factor for students dropping
out.
8. What services must schools be prepared to offer in order to adequately
provide for special needs students? What steps would you take to ensure that
those services were provided?
I have advocated for a special
education budget based on need not on dollars. As a system we need to
support classroom teachers with professional development and specialized
staff ie. Learning coordinators or itinerant staff. Children’s mental health
issues need to be addressed with additional funding and/or joint ministry
initiatives.
9. With special needs students integrated into classrooms, teachers need
professional support staff to meet their needs. If you are elected, will you
lobby Queen’s Park to increase grants for professional support staff?
We need to lobby for special education
funding to recognize system and student needs not just based on student
enrolment which is affected by declining enrolment.
10. Do you believe in the “right to strike” for teachers and educational
workers?
I believe in the bargaining process
and the right to strike is part of the process. I also believe that every
effort should be made by both parties to reach a satisfactory agreement
before this very serious step is taken which impacts negatively on students.
Terry Roberts
( West London
- Wards 7, 8, 9, 10, 13)
1. We must appreciate that the provincial funding
for education is providing more resources than we have had in the past. The
real challenge is to deal with a declining enrollment which will seriously
affect the funds available to our Board in future years.
As a Trustee I must consistently
meet with provincial politicians to dialogue on the impact of reduced
funding. It is also imperative to meet with local politicians to share
information on the impact of surplus space, which should result in school
closures
2. In your view, what exactly is the role
of school councils in the education of our children?
The School Council is an
excellent advisory body for school principals and staff. They have the
potential for enhancing the education process by focusing on issues that
might require consensus on appropriate decisions for individual schools.
3. In order to
operate within the provincial government’s funding formula, would you be
prepared to stop delivering certain types of programs or services. If yes,
please specify which ones.
It would be extremely difficult
to decide on terminating programs or services. I would be reluctant
to make this decision without investigating the impact of such a decision on
students. I am more inclined to recommend reductions which do not directly
impact classrooms and students.
4. Would you support
the use of uncertified teachers or support staff? Would you, under any
circumstances, support “contracting out” versus using full-time board
employees for any of our educational support staff?
I have always been in favor of
differentiated staffing, which would provide the
necessary resources for classroom
teachers. Our co-curricular programs have utilized community volunteers
very successfully. We must constantly assess the process of doing the right
thing for professional and support staff.
5. Do you agree that
students must have the benefit of specialists in the role of
teacher-librarian music, arts, physical education and guidance programs?
I sincerely support the
utilization of specialist teachers.
6. The provincial
government’s control of education funding has forced many communities across
Ontario to consider school closures. What specific strategies do you have
for coping with the question of school closures due to declining enrolment
here in TVDSB?
We must constantly remind
everyone that we are in the business of learning. We are obligated to find
unique ways to ensure this opportunity for all students. We must encourage
communities to be creative and innovative partners in utilization of
schools. We are not the saviour of rural Ontario.
7. The Funding Formula does
not differentiate between smaller, rural schools and larger, urban schools.
In recent years, trustees have passed motions allocating additional staff to
our smallest schools. In the interest of equity, what are you prepared to do
to assist our large schools with large classes?
I perceive large classes in
secondary schools as one the contributors to school dropouts. We cannot
continue to assign staff to sustain small rural schools at the cost of
larger schools. Large classes must become a priority earlier in the
staffing process
8. What services must schools be prepared to offer
in order to adequately provide for special needs students? What steps would
you take to ensure that those services were provided?
The inclusion policy adopted by
The Thames Valley District School Board means more students with special
needs will be accommodated in their home school. The appropriate resources
will vary from school to school. It may be time to consider a model where
schools are allocated funds to purchase the resources needed to support
students in lieu of a system cascade model.
9. With special
needs students integrated into classrooms, teachers need professional
support staff to meet their needs. If you are elected, will you lobby
Queen’s Park to increase grants for professional support staff?
My first priority is to reduce
class size so that our professional staff can focus on teaching all
students. We will always require professional support staff in the system.
I will advocate for more teaching staff and the appropriate trained support
staff as required.
10. Do
you believe in the “right to strike” for teachers and educational workers?
I believe that we have the advantage of many
alternatives before there is a disruption in the learning process for
students. I support the negotiation process through to a third
alternative.
Peter Jaffe
(North-East London - Wards 2, 3, 4, 5, 6)
Email:
pjaffe@uwo.ca
1. We must appreciate that the provincial funding
for education is providing more resources than we have had in the past. The
real challenge is to deal with a declining enrollment which will seriously
affect the funds available to our Board in future years.
My primary role as a
trustee is to be an advocate for public education and the needs of our
students. The new government has added considerable funding
compared to the cuts of the previous one. I’m concerned about the lack of
response to our draft capital plan and an outdated funding formula.
I am active locally
and provincially in dealing with MPPs and the Ministry of Education around
any funding shortfalls. I am not hesitant to be a public spokesperson with
government or engaging parents to help lobby the government.
2. In your view, what exactly is the role
of school councils in the education of our children?
School councils
provide a vehicle to enhance parent and community involvement in our
schools. Schools function best when there are active and involved
parents who know and care about what is happening at school.
3. In order to
operate within the provincial government’s funding formula, would you be
prepared to stop delivering certain types of programs or services. If yes,
please specify which ones.
There is nothing we are providing
that I would stop. There may be things we could do in a more cost-effective
manner through formal collaboration (consortium) with the separate board
such as transportation services.
4. Would you support
the use of uncertified teachers or support staff? Would you, under any
circumstances, support “contracting out” versus using full-time board
employees for any of our educational support staff?
NO and NO.
5. Do you agree that
students must have the benefit of specialists in the role of
teacher-librarian music, arts, physical education and guidance programs?
Yes.
6. The provincial
government’s control of education funding has forced many communities across
Ontario to consider school closures. What specific strategies do you have
for coping with the question of school closures due to declining enrolment
here in TVDSB?
We have to close some schools. We have to convince parents that it will
benefit children in the long run through more funding being freed up for
programs and the enhanced facilities that remain.
7. The Funding Formula does
not differentiate between smaller, rural schools and larger, urban schools.
In recent years, trustees have passed motions allocating additional staff to
our smallest schools. In the interest of equity, what are you prepared to do
to assist our large schools with large classes?
At our August 29, 2006
meeting I brought a motion to add at least 10 teachers to our TVDSB staff to
deal with large schools and large classes. The motion was referred to
administration for a report on the problem by the end of September. I am
concerned about the current inequity.
8. What services must schools be prepared to offer
in order to adequately provide for special needs students? What steps would
you take to ensure that those services were provided?
We need a full range of specialized staff to meet the needs of our
exceptional students. During my term on the TVDSB, we have always spent more
in our special education programs and staff than the Ministry allots us. I
would continue to advocate for the needs of these students. We also need to
enhance our partnerships with community agencies and make schools hubs of
health and social services.
9. With special
needs students integrated into classrooms, teachers need professional
support staff to meet their needs. If you are elected, will you lobby
Queen’s Park to increase grants for professional support staff?
Yes.
10. Do
you believe in the “right to strike” for teachers and educational workers?
Yes.
Peggy Sattler
(North-East London - Wards 2, 3, 4, 5,
6)
Email:
peggysattler@yahoo.ca
1. Publicly
funded education must be protected in TVDSB. As an elected trustee, how
will you protect students from further provincial cuts to education? If
you believed that the provincial government’s policies were negatively
affecting education in our community, what specific actions would you
take?
Whenever budget cuts have been put on the table by
board staff, I have consistently voted to maintain programs and services
for students, and to reduce other areas of the budget that do not
directly impact the classroom. In 2002, during the most serious funding
crisis facing our board, I introduced a deficit budget motion to put
pressure on the then-Conservative government to increase funding for
school boards. I actively lobbied other trustees to support the motion,
which passed by a narrow margin. I continue to meet with local MPPs to
raise their awareness of the funding pressures facing the board, and
have participated regularly in the Ontario Public School Boards
Association to take collective action to protect programs and services.
2. In
your view, what exactly is the role of school councils in the education
of our children?
Partnerships between school boards, teachers and
parents are essential to build a strong public education system. School
councils play a critical advisory role, and in particular, help to
strengthen the communication link between parents and school. School
boards should support schools councils by providing training and
resources on involving parents of the school community, and addressing
possible barriers to participation such as language barriers or other
circumstances that limit parental involvement. School councils have a
critical role to play in developing school profiles, setting school
codes of conduct, helping students to establish and maintain good work
habits, and supporting the school’s behavioural expectations of the
school at home.
3. In
order to operate within the provincial government’s funding formula,
would you be prepared to stop delivering certain types of programs or
services. If yes, please specify which ones.
I would not be prepared to eliminate programs
simply to meet the demands of the funding formula. Programs should
not be driven by budget, but rather by student needs. It is
appropriate that programs be reviewed and evaluated to ensure that they
are delivering the curriculum and meeting the needs of students.
However, if certain programs are determined to be necessary in order to
meet student learning needs, then school boards have an obligation to
provide them. If we agree to eliminate programs simply in order to
balance the budget, we are implicitly stating that our obligations to
students can be met without delivering the program. If this is the
case, we cannot then turn around and argue that the program ought to be
funded because it is necessary to meet student needs.
4. Would
you support the use of uncertified teachers or support staff? Would
you, under any circumstances, support “contracting out” versus using
full-time board employees for any of our educational support staff?
I would not support the use of uncertified
teachers or support staff, or contracting out of educational services.
Certified, trained education professionals demonstrate high levels of
commitment to their students, and a deep understanding of students’
learning needs, which can never be matched by uncertified or contracted
out staff. In jurisdictions that have used outsourcing, the practice
has contributed to poor staff morale, high turnover, and less stable and
positive school environment for children. In Thames Valley, the use of
contracted out custodial staff at SDCI resulted in unacceptably poor
quality of service. A revolving door of adults entering and leaving our
school buildings contributes to a less welcoming and less secure school
environment, potentially compromising school safety.
5. Do
you agree that students must have the benefit of specialists in the role
of teacher-librarian, music, arts, physical education and guidance
programs?
Absolutely. The complexity of the new curriculum
makes subject expertise in library, music, arts and physical education
essential, and there is a wealth of research to demonstrate the
importance of teacher-librarians, and music, arts and physical education
specialist teachers, to student’s educational success. With the
increasing provincial focus on pathways and transition planning,
guidance specialists are essential to help students set goals, and make
appropriate choices to help them achieve those goals. They can also
identify issues that might be interfering with student success at
school, and can connect them to other community and school resources. I
have always strongly supported maintaining specialist teachers whenever
cuts to specialist teachers have been proposed.
6. The
provincial government’s control of education funding has forced many
communities across Ontario to consider school closures. What specific
strategies do you have for coping with the question of school closures
due to declining enrolment here in TVDSB?
With the second-highest number of empty seats in
Ontario, declining enrolment is one of the biggest challenges facing the
Thames Valley District School Board – as student numbers decline, our
funding grants decline, and our ability to continue to deliver quality
program with fewer dollars is compromised. I believe it is critical to
take a system-wide approach to pupil accommodation, rather than the ad
hoc process of establishing individual accommodation study committees to
deal with individual “hot spots” as they arise. At the same time, we
have to do everything we can to involve the community in arriving at
solutions to accommodation challenges. I am committed to a full and
comprehensive process of public consultation on our capital planning
needs.
7. The
Funding Formula does not differentiate between smaller, rural schools and
larger, urban schools. In recent years, trustees have passed motions
allocating additional staff to our smallest schools. In the interest of
equity, what are you prepared to do to assist our large schools with large
classes?
In many small and rural communities, schools truly
function as the “lifeblood” of the community, and parents have repeatedly
raised concerns about low staffing levels that compromise the delivery of
program to their students, and therefore contribute to students leaving the
school. While I recognize these concerns, and have supported additional
funding to increase the staff complement in our smallest high schools, I
know that such actions automatically lead to increased class sizes in our
larger, urban schools, where many classrooms are already dealing with
significantly high student numbers. I believe it is critical to urge the
government to address this issue on an inter-ministerial basis, bringing
together diverse ministries with an interest in rural economic development.
The obligation of school boards is to provide programs to meet the learning
needs of students. Unless the government supports additional funding to
recognize the higher per-student costs of delivering quality education in a
rural environment, the continuing subsidization of rural schools is
compromising the learning of urban students.
8. What
services must schools be prepared to offer in order to adequately provide
for special needs students? What steps would you take to ensure that those
services were provided?
While I am deeply committed to a philosophy of
inclusion, I believe that, as much as possible, the board should offer
programs along a “spectrum of services” – from fully inclusionary settings
to self-contained classrooms. I will continue to advocate for equitable
opportunities for students with special needs to access appropriate
services. At the same time, I will continue to insist that the government
fulfill its obligation to provide predictable, reliable, flexible and
sustainable funding for special education. School boards have a legal and
moral responsibility to provide the programming that students with
exceptionalities require, and governments have an obligation to ensure that
funding will be available when needs are identified.
9. With
special needs students integrated into classrooms, teachers need
professional support staff to meet their needs. If you are elected, will
you lobby Queen’s Park to increase grants for professional support staff?
Yes, definitely. The recent strike of TVDSB
Educational Assistants prompted an incredible outpouring of support for the
role of EAs in the classroom – from teachers as well as parents – and a
clear recognition of the importance of EAs in contributing directly to the
learning success of students with physical, mental, emotional or multiple
exceptionalities. Professional student support personnel such as
psychologists, psychometrists, attendance counselors, social workers, and
speech and language pathologists are necessary to assess student learning
strengths and weaknesses, assist students with specific problems and provide
counselling and crisis intervention. Early intervention by such
professionals may result in significant cost savings later in a student's
career.
10. Do you
believe in the “right to strike” for teachers and educational workers?
Of
course. Without the right to strike, the employer maintains the balance of
power, limiting the process of free collective bargaining. Since teachers
are not essential workers, they cannot legally be deprived of their right to
strike. Teachers take their obligation to their students very seriously,
and experience has shown that they do not use students to gain an advantage
in collective bargaining. Teachers have always exercised the right to
strike with the utmost restraint, and only as a last resort in the face of
unacceptable management or government actions.
District 11 OSSTF Home Page
| District
Information | Bargaining Units | District
Committees | District Magazine | Site
Map
| OSSTF Provincial Office
Let us not take thought for our separate
interests, but let us help one another.
(OSSTF Motto)
Revised
Thursday, October 05, 2006
Send any questions or comments or reports of broken links to the
Webmaster.
Disclaimer
