Get to know me: FAQs

My children have all attended public school here on the Sunshine Coast in SD46 from K-12. Some are still in the school system today.

Public education in Canada is a cornerstone of our national identity, representing a shared commitment to democracy, social equality, and inclusivity.

A public education system is important because it builds the foundation for a healthy democratic, and equitable society.

I believe every child should have access to an education that meets their needs and enables them to thrive.

An education gives them the core literacy, math and critical thinking skills needed to achieve their own goals.

Free public education makes it possible to break the cycle of poverty and give all children the same skills to access opportunities.

It's an environment that accommodates everyone.

Whereby one students need is often a beneficial tool for other students in the classroom. Therefore, offering equal access of this resource, tool or strategy across the classroom allows everyone fair and equal opportunity to thrive free of stigma.

When support tools are normalized, the line between students who have accommodation and those who do not begins to disappear.

Every student deserves dignity, belonging, and meaningful access to learning.

An inclusive education system moves past simply providing educational opportunities and offers a more thorough experience whereby every student feels a true sense of belonging, actively participates on their own terms and gains the core literacy, math and critical thinking skills intended to be acquired in the K-12 education.

Inclusive means every child has access to an education that meets their needs!

In short, I have worked with our local school system to help ensure that my children had access the resources they needed by working with the school team to make it happen. I have also helped many of their peers by supporting their families, and sharing my experience, as they navigate the education system.

Over the years, I shared what I have learned with many families. I have also worked with an education consultant here in British Columbia to encourage change in our province and make her resources accessible to more people.

And now I would like to bring my experience and perspective to the board table to see what I can bring about as part of the SD46 School Board.

The Long Answer...

As a child, I was fortunate to receive the support I needed through public education in North Vancouver (SD44). That experience shaped my belief that my children should have access to the help they needed too. I just had to figure out what they needed and then push for it within their public school. I worked to understand what each of them needed, advocated for that support at school, and made sure their needs were accurately reflected in their Individual Education Plans (IEPs). This also meant that I had to continue to ensure that their IEP's were being employed at the school/classroom level and be available to review and reflect on any changes or updates that may be needed annually.

Of course, this is much easier than it sounds because it required a lot of background work on my end as the parent advocate. I had to learn about Psycho-Educational Assessments, neurodiversity, learning disabilities, ADHD, anxiety, dyslexia, and even more on the science of reading. Because I had one kid who was not learning the way things were taught in the classroom.

The science of reading shows that unlike speaking, which humans learn naturally through exposure, reading is not innate and requires explicit, systematic instruction to build neural pathways in the brain.

While all human brains process printed text using the same underlying visual and language systems, children reach literacy through different entry points and individual learning needs. Effective instruction recognizes these differences by tailoring techniques to support every child's cognitive development.

Along the way I connected with Dr. Kathryn Garforth an Education Consultant specializing in neurodiversity and access to education for all learners. She has her Ph.D. in Educational Psychology and Special Education with a Specialization in Learning Disabilities and she herself is dyslexic.

I knew I needed her help, and I knew I wanted to help her reach more families and children. I am a marketing professional that specializes in digital marketing, website & graphic design and the systems that go with it. We have been working together now for almost a decade.

If you’ve ever had your child assessed and been handed a Psych-Ed report, you may know how overwhelming it can feel to read through it. Honestly, I bawled my eyes out the first time. Then I rolled up my sleeves and dug in because my child needed me.

Dr. Garforth came into my life long after I received that first report. When we finally connected, she helped me understand what it meant for my child in a way I hadn’t been able to before. Once I had a clearer picture of what each of my children needed, I was able to work with their schools in SD46 to find the right support. It took many conversations and adjustments, but we ultimately found approaches that worked for each of them.

Honestly, we have some amazing classroom teachers, inclusion support teachers and principals on the Sunshine Coast who really want to help.

This will never be a simple process to navigate, but it becomes a little easier when skilled and experienced inclusion support teachers are empowered to be effective, classroom teachers are encouraged to implement IEPs, classrooms are properly funded with the necessary EAs, and principals understand and are motivated to lead a school where all these supports work together.

So back to the original question of: what direct experience do you have in advocating for improvements to public education in British Columbia?

In short, I have worked with our local school system to help ensure that my children had access to the resources and supports they needed. In addition, I have always made myself available to help the families of their peers navigate the education system and supported them in pushing for the resources their children needed. Over the years, I have shared what I have learned with many families. I have also worked with an education consultant here in British Columbia to encourage change in our province and make her resources accessible to more people.

As a trustee, my role would be different. I wouldn't step into individual cases the way I did as a parent, but those years showed me where the system works well and where it needs more support, and that's the perspective I'd bring to SD46 School Board decisions.

Trustees are elected individually, but they govern collectively as a board. This means an individual trustee cannot independently direct staff, change programs or make decisions on behalf of the district. Trustees bring forward community perspectives, ask thoughtful questions and contribute to debate, but decisions are made through resolutions of the Board and must consider the needs of every student and school across the district.

The Superintendent and district staff are responsible for implementing the Board’s direction and managing day-to-day operations. A strong co-governance relationship therefore depends on clearly understanding these different responsibilities, respecting operational boundaries and maintaining open communication among the Board, district leadership, the provincial government and the community.

As a trustee, I would bring local voices and concerns to the Board table, make decisions with the whole district in mind and advocate to the province when provincial funding or policy does not adequately address the needs of SD46 students. My role would be to help create the policies, priorities, resources and accountability needed for students to succeed—not to manage individual schools or classrooms.

I support the direction established in SD46’s 2024–2029 Strategic Plan and would work to continue and strengthen the good work already underway. The plan was developed through extensive consultation with students, families, staff, Indigenous rightsholders and community partners. As a trustee, I would respect that collaborative work while helping ensure the plan is supported by effective governance, responsible budgeting, measurable progress and the resources needed for successful implementation.

My priorities strongly align with the Strategic Plan’s vision of “a thriving and inclusive community of lifelong learners” and its commitment to learning, integrity, belonging and equity.

• Meaningful inclusion and classroom support: My commitment to properly supported classrooms, equitable access to resources and more support for teachers and Education Assistants aligns with the plan’s Inclusion strand. The plan calls for personalized interventions, accessible learning, authentic belonging and approaches such as Response to Intervention and Universal Design for Learning.
• Specialized learning and career pathways: Expanding opportunities in STEM, trades, arts, athletics, gifted education and dual-credit programs supports the plan’s emphasis on personalized, experiential and real-world learning. These pathways allow students to explore their strengths, develop practical skills and prepare confidently for life after graduation.
• Sports academies and community partnerships: Exploring partnerships for hockey, soccer, dance and other specialized programs aligns with the plan’s focus on student choice, community engagement, hands-on learning and flexible learning environments. These programs could also attract families to our district and help strengthen enrolment.
• Safe, healthy and well-supported schools: Addressing staff shortages, fail-to-fill rates, workplace injuries and employee wellness supports the safe, welcoming learning environments envisioned in the plan. Students benefit when the educators and support staff working with them have safe workplaces, appropriate resources and manageable working conditions.
• Student well-being and food security: Ensuring students have access to nutritious food reflects the plan’s commitment to equity, inclusion and each learner’s academic, physical, social and emotional growth. Students cannot fully participate in learning when their basic needs are not being met.
• Belonging and freedom from discrimination: My commitment to schools free from racism, discrimination, harassment and barriers aligns directly with the plan’s values of belonging and equity, including its recognition that diversity is a strength and inclusion is a right.
• Accountability and continuous improvement: I support regular public reporting on the Strategic Plan’s progress. Trustees must ask thoughtful questions, assess outcomes and ensure district decisions and resources remain aligned with student success.

I am not seeking to replace the important work reflected in the current Strategic Plan. I want to help move it forward—helping to make sure the Board supports the plan with the resources it needs and holds the district accountable for real progress.

As your School Trustee, I will advocate for strategic decisions that strengthen our classrooms, support our educators, and create opportunities for every student to succeed.

The guiding principle behind every decision I make will be the question: Will this improve student learning and achievement?

I believe that Trustees should both listen and engage with their community, so the School Board can build and maintain a school system that reflects local priorities, values and strategic goals.

I will listen. I will advocate. Together we can do this!

My decision to run for School Trustee comes from years of advocating for my own children and other families, working alongside educators and volunteering in our schools and community. These experiences have shaped my understanding of the challenges facing our educational community and the opportunities we have to address them.

My five priorities are interconnected, and each addresses an important part of student success.

My commitment to inclusive education reflects the need for students of all abilities and backgrounds to have meaningful access to learning. I know firsthand how much difference the right support can make.

I want Meaningful Inclusion and will continue to work towards a district that provides a learning environment that accommodates everyone. Every student deserves dignity, belonging, and meaningful access to learning. When support tools are normalized, the line between students who have accommodation and those who do not begins to disappear.

Supporting Teachers and Education Assistants is equally important. They are the people working directly with our children every day. My objective is to Strengthen Staffing and Classroom Support by advocating for more Education Assistants, teachers and Teachers-on-Call; improve local access to EA certification opportunities; address staffing shortages and “fail-to-fill” rates at a macro-level; and ensure classrooms have the resources students need.

We need to continue to Promote Healthy and Safe Schools because safe working environments for our Education Assistants and Teachers also means safe learning environments for our Students. Exploring a macro analysis of the causes of workplace injuries and rising sick-leave costs and consider investments in more adequate custodial support—that create healthier schools for everyone.

Responsible governance means ensuring that decisions about budgets, policies and district priorities remain connected to student outcomes. I want to contribute to transparent, accountable decision-making while supporting the good work already underway through SD46's strategic plan.

Preparing students for the future means recognizing that success looks different for every child. I want to explore opportunities for students to discover their interests and strengths through STEM, technology, skilled trades and partnerships with community organizations.

Finally, I believe our educational community needs meaningful opportunities to be heard. My experience volunteering in schools and working with families has reinforced the importance of listening to parents, students, educators, support staff and community partners. Having spent time in every school in our district, I've also seen that each school has its own strengths and unique community.

These objectives complement work already identified by SD46. Its strategic planning and reporting emphasize equity, inclusion, student engagement, professional learning, responsible resource allocation and community participation.

Ultimately, my objective is to bring my experience as a parent advocate and community volunteer to the Board table, build on the district's existing work and ensure that the needs of students remain central to every decision.

Throughout my professional and volunteer experience, I’ve worked with people from different backgrounds, perspectives and areas of expertise to achieve shared goals.

As a small business owner, I regularly collaborate with clients, contractors and other professionals to manage projects, solve problems and deliver results.

In another of my professional capacities I have had the opportunity to work closely with school administrators and staff across SD46, coordinating schedules, managing logistics and building positive working relationships.

My volunteer experience has been equally valuable. As PAC Chair at Cedar Grove Elementary, Ice Scheduler for Sunshine Coast Minor Hockey and a volunteer with Gibsons Scouts, I’ve worked alongside parents, educators and community members to organize activities, manage resources and find practical solutions.

Please note, that if a decision ever touches on my own work or professional relationships, I'll declare it openly and step aside. Voters deserve to know my decisions are made only with students in mind.

I believe successful collaboration starts with listening. It means respecting different perspectives, being willing to ask questions, communicating openly and recognizing that everyone brings something valuable to the table. We won't always agree, but we can work through differences respectfully and remain focused on our shared goals.

As a School Trustee, I would bring that same approach to the Board: listening, contributing thoughtfully, respecting collective decisions and working collaboratively with fellow trustees to support student learning and achievement.

Representing my community means so much to me. I have lived here since 2010 and have already watched one generation grow up here. It’s a unique community and I want to ensure we are empowering student success and a thriving Sunshine Coast. Its means being a voice for the people who make up our school district while recognizing that every school, student and family has different needs.

As a parent advocate, community volunteer and someone who has spent time in every school across SD46, I've had the opportunity to see firsthand what makes each school unique. Also, I know how important it is to listen, ask questions and understand different perspectives before making decisions.

I believe representation goes beyond listening to the people who agree with you. It means being approachable, welcoming difficult conversations and making sure students, parents, teachers, education assistants and community members have meaningful opportunities to be heard.

It also means recognizing that the needs of one school or family may be different from another. My responsibility as a trustee would be to consider the entire district, support equitable access to resources and work collaboratively with fellow trustees to make thoughtful, responsible decisions.

Above all, representing my community means being accountable to the people I serve while keeping the needs of all students here on the Sunshine Coast at the heart of every decision.

Yes. listening with empathy and respect is one of the qualities that people who know me consistently identify in their feedback. They describe me as an active and patient listener who takes the time to ask questions, understand different perspectives, and consider how decisions will affect everyone involved.

I understand that listening does not always mean agreeing. When opinions differ, I remain open-minded and respectful while continuing to ask difficult questions and express my own perspective honestly. I try to understand where others are coming from, consider the evidence and look for practical solutions that serve the broader community.

One testimonial noted that I can “call it like it is” in a respectful way that promotes change rather than creates friction. That reflects how I approach disagreement: with honesty, empathy and a genuine desire to move the conversation forward. I believe effective leadership requires both the willingness to listen and the courage to respectfully speak up when something matters.

Yes, I have no issues speaking up. One of my personal values is to act with integrity in everything I do, ensuring my choices reflect honesty, respect, and accountability even when no one is watching and that includes when doing so is difficult or unpopular.

That does not mean I dismiss other opinions. I listen carefully, ask questions, consider the evidence, and try to understand how a decision will affect students, families, educators, and the broader community. I am a troubleshooter at heart and am always endeavoring to help others.

People who know me describe me as a direct and persistent advocate who is willing to have hard conversations and ask difficult questions. They have also seen that I can “call it like it is” respectfully, in a way that encourages progress rather than creates unnecessary conflict.

I understand that trustees may face pressure from individuals, friends, organized groups, or people with strongly held interests. While I will always listen respectfully, personal relationships and outside pressure cannot determine how I make decisions. I must be prepared to form my own conclusions, explain my reasoning openly, and stand behind my words and actions.

I believe it is my responsibility to consider the bigger picture and make thoughtful, evidence-informed decisions in the best interests of all students and the entire school district. Collaboration is important, but collaboration does not mean giving up your independent judgment. It means listening with an open mind, speaking honestly, and having the courage to hold your position when you believe it is the right one.

“Trustees do not run schools. They do not manage teachers, intervene in individual classroom decisions, become involved in individual parent concerns or direct the superintendent on operational matters. They do not have a role in day to day operations of a school district.” Considering Running for School Trustee? A Few Things to Know First |

Trustee’s Responsibilities: “Trustees engage their communities in building and maintaining a school system that reflects local priorities, values and strategic goals. School trustees listen to their communities, guide the work of their school district, hire the superintendent, and set plans, policies and the annual budget.” British Columbia School Trustees Association

Basically

• Trustees listen to their communities
• Guide the work of their district
• Hire and evaluate the superintendent
• Set plans, policies and oversee the annual budget. British Columbia School Trustees Association

“When governance works, it is because the board and the superintendent have a clear and respectful understanding of who does what. ~Chris Kennedy Considering Running for School Trustee? A Few Things to Know First |

Trustees are elected as individuals, but they govern as a corporate board.

Your personal passion, your neighbourhood concern, or your single issue does not become policy simply because you hold a seat at the table.

Trustees are also not there to represent a small circle of voices, whether that is friends, networks or a single issue group, but to consider the needs of the entire system.

Governance requires building consensus, thinking system-wide, and sometimes accepting and articulating decisions that reflect the collective judgment of the board rather than an individual preference. That is not always easy, but it is central to how public governance works.

Boards are strongest when they actively listen to the many voices that make up their communities rather than assuming they already know what those communities need. That kind of listening is a skill, and it matters in public governance.

~Chris Kennedy

School systems are navigating a moment of significant change.

• Artificial intelligence is reshaping how we think about learning and knowledge.
• Student mental health needs have increased in ways few people anticipated a decade ago.
• Communities are becoming more diverse, and expectations of public institutions continue to evolve.
• At the same time, school districts operate within complex financial constraints and shifting provincial priorities.

None of those realities are solved by a single board meeting or a single decision. But they do shape the conversations that happen around board tables across the province.

~Chris Kennedy,  Superintendent of Schools/CEO at West Vancouver Schools

Communities benefit when:

People step forward who are willing to listen carefully, ask good questions, and make decisions with the long-term health of the entire system in mind.

A high-quality public education system is the foundation of a strong democracy. The people who help guide that system locally matter.

October 17, 2026 is closer than it seems.