Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: As only 47% of employees at CBE are teachers, a review of of all staffing and expenses needs to be completed to determine why.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: I agree that a strong focus on core academics—literacy, numeracy, critical thinking, and foundational skills—is essential to preparing students for success. While the CBE does allocate a significant portion of its budget to classroom instruction, I believe there is room for improvement in ensuring that more dollars directly support teaching and learning. At the same time, I believe we must balance academic priorities with the supports that help students succeed—such as mental health resources, inclusion supports, and access to technology. These are not separate from academic achievement; they enable it.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: Looking at the budget, it's very hard to tell what they actually spend money on.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: There are certain neglected areas within our core academic programs. The Career and Life Management (CALM) course is largely theoretical and does not give students enough real-world experience. My focus will be to introduce mandatory volunteering hours for every high school student, allowing them to gain hands-on exposure in careers they are genuinely interested in. This practical experience will help students make informed decisions about their futures. In addition, I will work to ensure that career counselling is available to all high school students. Proper guidance will help them select the right subjects that align with their future goals—whether they plan to attend university, college, or enter a trade—so they can transition smoothly after graduation without needing to spend extra time upgrading later.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: Parents have always made it clear that core academics, literacy, math, science, and critical thinking, should be the foundation of our education system. While our school board's budget does allocate resources to these areas, I believe the emphasis could be stronger. Too often, funding is diverted to administrative overhead or initiatives that, while well-intentioned, don't directly improve academic outcomes.

Urooj Fouad: There are many positive steps taken to prioritize core academics. Going back to basics is a complex and multi strategic strategy. I'm sure we will slowly but surely restore back the system that will help students reach there full potential.

Mandeep Kaur Manhas: I neither agree or disagree that public school boards have prioritized core academics, i strongly believe it could be enhanced to benefit the children. There are alot of weaknesses that need to be addressed.

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: I do not believe academia is a priority when classes are struggling. I plan to overhaul the classroom environment so to make room for academics.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: No, I don't think the current CBE school board is prioritizing core academics. We need to get back to basics in the classroom with math, science, literacy and history. Content based curriculum, presenting facts, and teaching students how to think - not what to think - is vital to a functioning school system.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: Yes, definitely, the Calgary Board of Education prioritizes core academics in our school board's budget. As a result, I am proud to report that we have excellent academic standards. Not only do our CBE students rank among the top in the world on international standardized tests, they also outperform the provincial average on every single diploma exam. And I want to highlight that when it comes to the three sciences--Bio 30, Chem 30, and Physics 30--CBE students outperform the provincial average by more than 11 percentage points! That's something that all Calgarians can all celebrate. The CBE's focus on core academics is also reflected in our consistently high rankings by the Fraser Institute. You can learn more about the CBE's excellent academic standards here: https://cbe.ab.ca/about-us/board-of-trustees/Documents/Alberta-Success-Story.pdf.

Ward 11, 13

1 To Be Elected

Tyzen Ario: No, I do not believe that priority is currently reflected in the CBE budget, and I would shift as much funding as possible to EAL and more general educational support workers. I would also emphasize a priority on funding going to STEM subjects and their associated costs.

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: To a significant extent the CBE budget is prioritizing core academic goals (literacy, math, classroom teacher/educator support). However, there are trade-offs. Due to rising enrolment, inflation, increasing complexity of student needs, and infrastructure pressures, the budget also must cover many non-academic but essential supports. So while core academics are prioritized, the constraints mean that “all” resources don't go there. I suggest an annual audit to all non-classroom spending to identify funds that can be reallocated to core academics.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: I believe our teachers and local schools feel they prioritize core academics, but the aggregate outcomes tell a different story. This is trend and a broad issue across more than just the CBE. There are solutions and it is with our local classroom teachers that real solutions will be found. Fail-forward must not be an option when it comes to the core academics of math and literacy. Recognizing learning diversity in individual students and funding programs that help students with similar learning diversity success to their strengths in local schools and across grade levels. Its easy for trustees and senior management to push solutions to complex problems but real solutions that deliver outcome from the frontline teaching professionals that have skills and heart. We need to take their opinions seriously and make room for them to try solutions that current policies rule out. That's where trustees can be effective, to make room to try solutions that are currently blocked by policy.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: I believe in choice in education and that a free market creates accountability.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: I respect that families make different choices about education, and I believe the best approach is to ensure that public schools remain strong, well-resourced, and trusted so that all families feel confident keeping their children in them.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: Public school boards don't like competition, however parents who see their kids struggling with reading and math and not getting much help would probably leave if they could afford to.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: I believe that while giving families more choice in their children's education can increase accountability and encourage innovation, we must be careful not to weaken the public education system that serves all students. Public education should remain strong and well-funded because it is the foundation of equal opportunity. We can explore flexible funding models, but they should not come at the expense of public schools' ability to provide quality education for every child.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: I believe that allowing funding to follow the student can promote accountability by giving families more choice and encouraging schools to improve. However, it can also pose a risk to public education if it significantly reduces resources for public schools. The impact depends on how the policy is designed and implemented.

Urooj Fouad: I believe every student deserves access to best possible education regardless of their social and financial status. If we can first make already available funds more transparent, that will help us all determine the outcome in a more positive manner.

Mandeep Kaur Manhas: Yes i do believe the money is an important element of accountability for public education.

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: I believe the funds are attached to the student. The public system is to meet the needs of every student. Some students are pushed to other programs as public is unable to meet the needs of the student.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Yes, I fully believe in school choice for all students and parents and accountability at all types of schooling. Charter and private schools are part of the school system and have a place at the education table. Public schools can learn from what charter schools are doing well and apply it at the public level for the benefits of all students. Private schools also free up much needed spaces in public schools.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: Currently, ONLY public schools in Alberta have operating funds clawed back when we fall below what essentially works out to 32 students per class, from Kindergarten to Grade 12. Charter schools and private schools do not. This is unfair and outrageous, so I am pleased that you share my concern that money is not following parental choice. I encourage you to read about the obfuscating and overly complicated formula that the provincial government uses to calculate school utilization rates. See: https://open.alberta.ca/dataset/46c00893-b476-4e89-b9ab-329c0df35c5f/resource/c8a4c9bd-df26-4f1b-be6d-b55c631944c0/download/ecc-school-capital-manual-2025-2026.pdf I also encourage you to read page 69 of the provincial government's school funding manual (https://open.alberta.ca/dataset/8f3b4972-4c47-4009-a090-5b470e68d633/resource/c3303ed0-6b12-4774-b6c9-8a6b6115abbf/download/educ-funding-manual-2025-2026-school-year.pdf), where you will see that charter schools are specifically and explicitly EXEMPTED from a clawback when they fall below 32 students per class. This is the number one reason why private schools and charter schools can offer smaller class sizes than public schools. I would love to see the provincial government edit page 69 of their school funding manual to also exempt public school boards from having our operating funds clawed back when we have good class sizes. Making this one change would not cost the provincial government any money. It would simply level the playing field between public schools and our friends at private schools and charter schools. By leveling the playing field, we would ensure that limited taxpayer dollars are allocated with efficiency, effectiveness and economy, rather than being simplistically prioritized for private schools and charter schools. Nearly 720,000 kids are enrolled in public schools in Alberta. That's 90% of the 800,000 kids enrolled in our province's kindergarten to Grade 12 (K-12) schools. Public schools are a popular choice! If the provincial government wants to respect parental choice, then public schools boards should be added to the list of exempted school authorities on page 69 of the school funding manual. If I am re-elected, I will keep at this issue like a bulldog and I won't let go until this gets fixed.

Ward 11, 13

1 To Be Elected

Tyzen Ario: I think having the money follow the students would be the best way to make schools more accountable to the parents and students. This way families vote with their feet, so schools that perform well will see their enrollment grow, and thus be rewarded for providing a good education, while lower-performing schools see enrollment decline and thus be incentivized to improve themselves if they want to continue their existence. This is no threat, but actually a great opportunity to get schools to self-correct if they are not instructing well.

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: Every parent deserves the freedom to choose what's best for their child's education. When funding truly follows the student, it empowers families and encourages schools to do better. But our goal must be bigger than choice alone, it's about ensuring every child, in every classroom, has the opportunity to learn, grow, and succeed, no matter where they are.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: It’s a threat to established norms and will bring disruption across the broader Alberta system. In the long run, it will deliver better tailored outcomes to students and parents. We're seeing some good outcomes in Charter and other options and we're seeing the demand from families and students for these alternatives. We need those same options and diversity in the CBE. Our society is entering a decade of change brought on by AI, international mobility and greater global competitiveness. For Calgary students to find the success they deserve, they need a CBE that will foster the creativity, critical thinking and learning opportunities the future demands.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: I believe in local decision making and that they need to be responsible and accountable for decisions.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: I strongly believe that local decision-makers—such as school boards, principals, and teachers—are best positioned to understand the unique needs of their students and communities. Local input allows for decisions that reflect the diversity of our neighborhoods, respond to specific challenges, and support the success of all students. At the same time, I recognize the importance of provincial guidance and accountability to ensure consistency in educational standards and equitable access to resources across the province. In my view, the most effective approach balances local autonomy with clear provincial frameworks, allowing communities to tailor solutions while maintaining fairness and quality across the system.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: Decisions should be made locally.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: I believe local decision-makers should take responsibility for local decisions because every community has unique needs, challenges, and strengths. Those closest to our students and families understand them best. Local decision-making builds trust, accountability, and responsiveness. At the same time, collaboration with the central administration is important to maintain fairness and consistency across all schools. Together, we can make balanced decisions that truly reflect the voices of our local communities while supporting the broader goals of public education.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: Local decision-makers should be responsible for local decisions, as they are more closely connected to the unique needs and priorities of their communities. Local control allows for greater responsiveness and accountability. At the same time, a central framework can provide guidance, ensure equity, and support consistent standards across all regions. A balanced approach is essential. However, there should also be clear standards and support from the central level to ensure equity and consistency across all areas.

Urooj Fouad: Not every decision made centrally knows local requirements and the challenges they face on day to day basis. There should be responsibility and accountability on every level.

Mandeep Kaur Manhas: Local Decision-makers, we cannot centralize the problems when each quadrant faces a different issue.

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: I believe local understands the needs best.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Decisions are always best at the local level - the closer the decision is made to the actual people affected by the decision, the better outcome for all.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: Some decisions are best made locally and some decisions are best made centrally. Some decisions are best made at the level of the classroom, because each classroom serves a unique group of children and families. Some decisions are best made at the school level because each of the CBE's 251 schools reflects the community that is part of that school. Some decisions are best made at the school board level, with elected school board trustees held ultimately responsible for academic outcomes, balanced budgets, and careful management of school assets. And some decisions are best made centrally at the provincial government level.

Ward 11, 13

1 To Be Elected

Tyzen Ario: Local decisions are naturally best made locally, by the people who are directly affected by those decisions. In general, it makes sense to have those who are most impacted by decision to be the ones making it, because they have a the greatest stakes in getting the decisions right. There are so many variables in play in any given jurisdiction that would be difficult if not impossible for a central planner to know, and so it is easy for the centre to make mistakes.

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: Local decision makers should take responsibility for local decisions because every community has unique needs that can't always be addressed through centralized policies.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: It depends on the type of decision. When it comes to our students and families in our communities, those decisions and that responsibility must be done in our local schools. Our CBE teachers are good at what they do. They're highly educated, have heart and good judgement. Trustees must support their judgement when considering policies at the CBE.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: No. Transparency has been declining. board meetings, financial information and decisions need to be fully transparent to the public.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: I believe transparency is essential for building trust with parents, students, and taxpayers. While the CBE shares information on budgets, policies, and performance, I think there is room for improvement in making that information more accessible, clear, and meaningful for the public.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: The school board isn't transparent at all. Having spoken to between 1000-2000 people at the door, the ones still in public school are very unhappy and worried about their children's futures. Since they understand the value of reading, writing and arithmetic, I'd make sure that teachers are trained to teach the subjects in traditional time-tested research-backed ways. right now, the methods used don't stick in students' minds and baffle parents. The kids feel stupid if they're not getting it, which appears to be many,

Ward 5, 10

1 To Be Elected

Waqar Ahmed: During my recent campaign interactions, I observed that many parents and taxpayers feel disconnected from how decisions are made or how resources are allocated. If elected, I would work to strengthen communication by providing clearer, more accessible updates about board decisions, budgets, and student outcomes. I would also promote more opportunities for parents and community members to share their input before major decisions are finalized. Transparency builds trust — and when families are informed and involved, our schools become stronger and more accountable.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: I believe transparency is essential for building trust between the school board, parents, and taxpayers. While there may be efforts in place to communicate and share information, there is always room for improvement. Easier access to information findings and information in a variety of languages should be included in providing more transparent information reaching our communities. I would recommend clearer communication of decisions, more accessible public meetings, and timely updates on key issues such as budgeting, student outcomes, and policy changes. Increasing opportunities for community input would also help ensure that stakeholders feel heard and involved.

Urooj Fouad: I was not satisfied and this is the driving force behind my campaign. I would want to bring in more transparency and communication between schools, parents and communities at large.

Mandeep Kaur Manhas: Not at all, especially in the NE. I would like to bring the board meeting minutes to the parents attention and be more accessible for parents to ask questions.

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: No, engagement and reporting on projects.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Not at all - the current CBE schoolboard has almost zero transparency or accountability for its constituents and the families they represent. The good, the bad and the ugly need to be out in the open for parents and constituents to see, understand and evaluate for themselves. I think regular town halls for school board trustees should be reinstated so trustees are accessible to their communities, as well as trustees should be allowed to go and visit schools in their wards without requiring permission.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: Yes, I am proud that the Calgary Board of Education is very transparent with parents and taxpayers. Because we share so much with parents and taxpayers, sometimes people have trouble finding a specific item. Send me an email at [email protected] if you ever need my help with finding something specific. I am always happy to help!

Ward 11, 13

1 To Be Elected

Tyzen Ario: No, I believe the school board is not transparent enough with parents or taxpayers, and this needs to change. As a general rule, unless specific human resources matters are being discussed, school board trustee meetings should not go in camera, the discussion should be public. For schools themselves, parents should be notified of any issues that arise that could harm their children's health or well-being, both physical and mental.

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: I believe the current board could improve transparency. I would suggest conducting an external audit, similar to what some municipalities implement, to ensure accountability and build community trust.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: We are dealing with kids and with families. Privacy is important. We live in a complex world where we have found a balance between privacy and accountability. There is work to be done on this balance at the CBE. Conversations about local school budgets and funding decisions at the local school level should be mandatory and include the local school council, the legislated body that includes local parents for the school. Aggerated stats on learning disabilities at a local school level should be shared within the privacy of the school council and serious conversations with local teaching professions had. Conversations on the driving factors of classroom complexity should be central to the monthly school council meetings and access to the trustees with recommendations for local pilots and special funding made available.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: Yes. Secrecy policies should not exist. If there is an exceptional circumstance it should be referred to appropriate psychology review or authorities.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: I strongly believe that parents should be informed and involved in their child’s education whenever possible. At the same time, there are situations where confidentiality is necessary to protect the privacy, safety, or well-being of a student or others.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: Yes.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: Yes, I strongly advocate involving parents in children's education and keeping them well-informed.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: I believe in being open and honest with parents. While I recognize that there may be rare, exceptional circumstances where confidentiality is necessary to protect individuals' rights or safety, I believe policies should prioritize openness and clear communication. I would work to change any rules that keep secrets from parents unless there is a very good reason.

Urooj Fouad: Absolutely.

Mandeep Kaur Manhas: there is always a commitment and the hope to be transparent, currently i stand with this. But legislation and bylaws permit particular things from being accessed by the general public/

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: I do not agree with keeping secrets. I do uphold privacy and protections where necessary.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Parents know what is best for their kids, no secrets at school should be kept from parents pending exceptional circumstances

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: I am proud to hare with you that the Calgary Board of Education does NOT have any policies that require secrets to be kept from parents by policy. At the CBE, we work closely with parents and guardians, and this plays a large part in why our students are so successful. I encourage all parents and guardians who are reading my survey answers to get involved in your child's school. Attend a parent council meeting. Show up for parent-teacher interviews. Attend a child-led celebration of learning at your child's school. Volunteer on field trips. Stay after school while your child plays on the playground and introduce yourself to other parents. Take a volunteer shift during the back-to-school picnic and the end-of-school-year picnic. Students achieve better academic outcomes when their parents are involved in their school.

Ward 11, 13

1 To Be Elected

Tyzen Ario: Yes

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: Yes, definitely.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: Family is the basic building block of society and parents have a fundamental right to know what is happening with their children and choose their education. Teachers should never be compelled to keep information from parents. Instead, parents and teachers need to work collaboratively with each other to ensure children are reaching their potential.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: Yes, parents should be made aware of these items if in the curriculum and be able to opt-in as these are moral values that should be made with parent input.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: Schools should have clear, consistent policies regarding parental notification and engagement across sensitive topics, similar to how sexual identity and religious identity are approached, while also respecting student privacy and the professional judgment of educators

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: Yes.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: Parents are important partners in education. I believe they should be informed in advance when sensitive topics such as reproduction, relationships, or personal decision-making are discussed in school. Clear communication allows parents to support their children's learning and values at home, while still ensuring students receive factual, curriculum-based education in class.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: I believe it is important for parents to be informed in advance when sensitive topics occur. This allows for transparency which fosters trust and enables parents to engage constructively in their child's education. Parental rights to be informed and involved in these matters fall under fundamental human rights, ensuring that families can support their children in alignment with their values and beliefs.

Urooj Fouad: Absolutely. Not only informed but to have their consent before any decisions made for the child.

Mandeep Kaur Manhas: yes. opt-in programs

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: These topics are typicality covered in classes that require opt in or out.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Yes, I would support an opt in for these topics, same as sexual identity or religious identity.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: In December 2024, the government passed Bill 27, now known as the Education Amendment Act, 2024, which required school authorities to establish policies, either new or through revision of existing policies, to address new obligations by Sept. 1, 2025. Under this provincial legislation, the provincial government has put up barriers to students receiving sexual health. The sexual health education component of this legislation is a HUGE change, and I'm concerned about the way it imposes bureaucratic, government-heavy obligations on parents. Before the new legislation was implemented, the CBE proudly provided parents with the choice to opt OUT of sexual health education. The new legislation has taken away this parental choice and replaced it with a government-imposed requirement for parents to fill out extensive, detailed paperwork to opt IN for sexual health education. At the CBE, we know that parents and guardians are essential sexual health educators for their children, and that they can and should have conversations with their children about what they're learning at school, no matter the subject. In particular, we have ALWAYS recognized that it is the role of parents and guardians, and not schools, to discuss family values, family morals and family expectations around sexual health and wellbeing. With the new opt-IN requirement, I have concerns that greater numbers of children will not receive any human sexuality education whatsoever––neither at home nor at school––and not because their parents/guardians want to purposefully opt out their children, but rather because families are unable to manage the additional government-imposed paperwork. There is a significant risk that the opt-in rate will not reflect the actual number of families wishing their child to receive human sexuality education at school. I have reason to believe that the CBE parents and guardians who, in previous years, were choosing to opt out their children using the old opt-OUT process, were typically those who think carefully about these issues and who intended to have conversations about human sexuality at home, to replace school-delivered education about human sexuality. I am concerned that replacing the successful opt-OUT choice with an untested opt-IN requirement will result in growing numbers of children who will neither receive human sexuality education at school nor at home, but merely from PEERS and the INTERNET. There are clear benefits to education about human sexuality when it is shared in a thoughtful manner at home and at school: • Sexual health is inextricably linked to overall health. Sexual health education equips students with vital information about their bodies, development and growth, and the basic science of reproductive systems. • Sexual health education helps students learn about healthy relationships, by providing them with communication skills and with strategies for thinking about how their choices affect their own well-being and that of others. • Human sexuality education contributes to the prevention of intimate-partner and sexual violence. • Human sexuality education equips children with knowledge that can protect them from pedophiles and child molesters. I am particularly concerned about the serious risk that implementing the opt-in requirement might result in reducing the barriers that pedophiles and child molesters currently face in their access to vulnerable children. • Youth who receive sexual health education are likely to delay their first sexual experience and have lower rates of sexually transmitted infections (STIs) and unplanned pregnancies. I don't support a centrally imposed policy that puts these good outcomes at risk. I abide by the rule: If it ain't broke, don't fix it. The old system wasn't broken. We were working very well with parents without this unnecessary provincial government interference. You asked earlier if I believe local decision-makers should take responsibility for local decisions, or whether I believe decisions are best made centrally. In this particular case, I think the provincial government has made a mistake making this decision centrally.

Ward 11, 13

1 To Be Elected

Tyzen Ario: Yes

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: I believe parents should be informed when sensitive topics such as abortion, sexual assault, marriage, or family planning are being covered in school. Just as parents are notified about lessons on sexual or religious identity, informing parents respects their role in guiding their children and allows families to engage in meaningful discussions at home. If parents don't need to be informed about sensitive topics in schools, then why have any restrictions on 18+ industries? Age appropriate boundaries matter, and parents have the right to guide their children responsibly

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: Yes. We live in a culturally diverse society and the CBE must continue to recognize the diversity and be sensitive to the heritage of families with differing beliefs on these very sensitive topics. The Canadian way is based on the way of individual and discrete families and not a generalized secular one, particularly in 2025.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: Yes. Teachers and parents need to know.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: While I believe transparency and clear learning outcomes are important, it’s also important to note that curriculum and program development are primarily the responsibility of educators and the provincial government, not school board trustees. Trustees focus on oversight, accountability, resource allocation, and ensuring that schools have the support they need to deliver high-quality education to all students.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: Yes.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: Yes, I believe program and course development at the school board level must be transparent and focused on clearly defined knowledge outcomes. Parents, students, and teachers deserve to understand what skills and knowledge each program aims to build. Transparency ensures accountability, while clearly defined outcomes help students stay on track for success in their future education or careers. I would advocate for open communication about curriculum goals and regular updates on how programs are performing, so our community can see the real impact of classroom learning.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: Yes, I firmly believe that program and course development at the school board level should be conducted with full transparency and guided by clearly articulated knowledge outcomes. Transparency is essential to foster trust and accountability among parents, educators, and the broader community.

Urooj Fouad: It's a no brainer when it comes to core subjects. Transparency helps building trust between schools and parents. Also it helps determine the outcome and what the students are expected to learn and demonstrate. We need well informed leaders for our future.

Mandeep Kaur Manhas: yes.

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: Yes

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Yes, we must focus on content based curriculum with standard grading using percentages to keep parents informed of where their child(ren) are at. We have to get back to the basis with facts and standardized testing, with measurable results.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: Yes. And I am happy to report that it is.

Ward 11, 13

1 To Be Elected

Tyzen Ario: Yes

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: Program and course development at the school board level must be transparent and focused on clearly defined knowledge outcomes. This ensures accountability, allows parents and the community to understand what students are learning, and guarantees that education equips students with meaningful skills and understanding.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: “What is measured is managed and improved.” Clear and detailed feedback and grading best serves students interested in achieving. There may families and students that have different goals less dependant on detailed grading. They too must be recognized but not at the expense of those that need detailed feedback to reach their better outcome.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: I support clear progress ratings that parents can relate to, such as letter or percentage levels.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: Letter grades and percentages provide a straightforward and easily understood measure of achievement, which can help families monitor progress and identify areas for support. At the same time, descriptive or narrative feedback can provide deeper insight into a student’s strengths, areas for growth, and learning habits—especially in younger grades or for skills that aren’t easily captured by a number or letter.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: Parents don't like the new "grading" system. It's nonsense. They want letter grades and percentages back which everyone understands and also tells what progress a child has truly made.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: believe a balanced and meaningful approach works best. Younger students benefit from descriptive feedback that supports learning and growth, while older students — especially in junior and senior high — need clear letter grades and percentages to understand their progress and prepare for post-secondary education or career pathways. This combination ensures students are both supported in their learning and clearly informed about their achievement.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: Its important to communicate student progress clearly to parents, students, and teachers. Letter grades and percentages are easy to understand and help track how well students are doing over time. At the same time, descriptive grading gives useful information about a student's strengths and areas to improve.

Urooj Fouad: Percentage and letter grading system in my opinion is more clear and simpler way to understand student's progress and identify areas for improvement.

Mandeep Kaur Manhas: I believe it should be letter grades and percentage based v. descriptive grading as some parents, particularly immigrant parents may struggle to understand and how to help better their child(rens)

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: Depending on program and age. Younger children benefit from feeling successful. High school students need to be ready for university and detailed grading. I support a hybrid model to best support successful development at every stage.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Descriptive grading is gobbledegook - parents want real grades from teachers to know where their child(ren) are at and be able to help them do better and get proper support in the areas that are needed. Descriptive grading harms kids long term - we need measurable grading and accountable results for public schools. The current grading system needs to be overhauled and go back to percentages and proper grading with measurable results so parents can know where their child(ren) are at.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: Yes, I support communicating progress clearly with letter grades and percentages, as opposed to “descriptive grading”, at all grade levels. I am happy to report that this is current practice at the Calgary Board of Education. You can learn more here: https://cbe.ab.ca/programs/curriculum/assessment-and-reporting/Pages/default.aspx.

Ward 11, 13

1 To Be Elected

Tyzen Ario: I think using percentages and letter grades are better at all grade levels to give parents a very clear picture of where their child stands in any given subject. Descriptive grading or the 1-4 scale is extremely vague and each number covers a very wide potential spectrum of grades, hindering both the parents and children from truly understanding how well the student is doing.

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: I believe clear communication of student progress is essential, and traditional letter grades and percentages are effective because they provide a simple, standardized measure that students, parents, and teachers can easily understand and track over time. They offer transparency, accountability, and allow for comparison across classrooms and schools.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: There is a no one size fits all solution and must be determined locally. I come from a business background and have seen business scorecard methodology find a better balance between the needs and responsibility of the organization and those of the professionals within. It is the front line teachers, principals and other local staff than should set goals and determine optimal professional development within minimums and maximums and to the greater standard of the CBE organization.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: As I have been door knocking, parents have indicated that there are too many PD days, taking away from teaching time, and they are also questioning the value of these days.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: Professional development is essential to ensuring that educators have the knowledge, skills, and tools they need to support student learning effectively. While the number of PD days is negotiated locally, it is important that these days are well-structured, purposeful, and directly aligned with improving teaching and learning outcomes.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: I've heard from many people that kids get too many days off and don't get enough instruction.

Ward 5, 10

1 To Be Elected

Waqar Ahmed: Currently, the Calgary Board of Education provides 10 professional development days in an academic year. While these days are negotiated after consultation, schools have the flexibility to use them in areas they feel are most beneficial. If elected, I would advocate for professional development that is practical, relevant, and student-centered, ensuring that every day spent in training translates into improved learning experiences in the classroom. I also believe that teacher feedback and flexibility should guide any adjustments to the number or structure of professional development days.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: The current number of professional development days should be enough to provide effective training. I am unsure If the school board hasn't negotiated enough days to meet staff needs, I would advocate for a report to look into if these days are used well to support teachers and staff growth.

Urooj Fouad: I will be honest, I have no knowledge on the current number of days. But nonetheless mental health, and consistent additional changes as per requirements certainly will help.

Mandeep Kaur Manhas: I am not well knowledge to provide my input on this answer. sorry.

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: I would support less on line programming and more grassroots in school team building for these days.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Teachers don't need more PD days. Teachers and students need more support in the classroom during school hours.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: Yes, we currently have the right number of professional development days. Professional development days provide much-needed breaks for students and provide teachers with important opportunities to connect with other experts in support of their students. In terms of what changes I would like to advocate for: I would like to advocate for better supports for families to cover childcare for before school, after school, PD days, and school holidays. This was a priority of mine during my first term, and I am proud of the advocacy work I have done to increase the availability of before-and-after-school care at CBE schools. Amidst record enrolment growth and surging utilization across CBE schools, the CBE has continued to meet demand for before-and-after-school childcare by adding a net six before-and-after-school care programs. There are now 104 before-and-after-school care programs operating in CBE elementary schools, which means 75% of our elementary schools accommodate third-party before-and-after-school-care providers. I wanted to highlight that I am particularly proud that I helped save the historic Riverside-Bungalow School building and it is now being used as a childcare centre serving the kids at nearby Riverside School. So we're preserving the past and investing in the future at the same time, which is brilliant. If I am re-elected, I will continue to advocate for before-and-after-school care at the remaining 25% of CBE elementary schools that don't yet offer this vital service.

Ward 11, 13

1 To Be Elected

Tyzen Ario: I think the current school board has negotiated more professional development days than necessary, it seems rather unlikely that so much is new that teachers need a whole day of PD at least once a month.

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: Professional development is critical for ensuring teachers and staff remain current, effective, and supported in their work. While I recognize that the number of professional development days is negotiated locally, I believe it's important to regularly assess whether these days are sufficient and aligned with staff needs and student outcomes. If gaps exist, I would advocate for adjustments that prioritize meaningful, high quality professional development focused on practical skills, curriculum updates, and emerging educational practices.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: There is a no one size fits all solution and must be determined locally. I come from a business background and have seen business scorecard methodology find a better balance between the needs and responsibility of the organization and those of the professionals within. It is the front line teachers, principals and other local staff than should set goals and determine optimal professional development within minimums and maximums and to the greater standard of the CBE organization.

Ward 1, 2

1 To Be Elected

Lesley Doell: No response.

Cynthia (Cindy) Dubray: I support teachers, however, I feel that either the ATA and/or the government have not handled this negotiation well. We need a clearer understanding of exactly what teachers are looking for in salary and the classroom and a clear response from the government, especially if they can't provide what is being requested.

Sandra Grills: No response.

Brit Hart: No response.

Jenny Regal: No response.

Melanie Wen: I support fair and meaningful negotiations between the teachers and the province, and I hope an agreement can be reached quickly. My priority is ensuring that teachers are respected and supported while minimizing disruption to student learning. I believe a balanced approach that respects both educators’ needs and students’ right to consistent education is essential.

Ward 3, 4

1 To Be Elected

Laura Hack: No response.

Joanny Liu: The strike isn't about money. More money won't make teachers happy. It's working conditions that are the big bone to pick. Let's go back to commonsense. I hear at the door that what classroom complexity is like and suggestions for how to solve the problem, including putting kids with severe behavioral

Ward 5, 10

1 To Be Elected

Waqar Ahmed: While teachers have the constitutional right to freedom of association, I encourage both sides to reach a solution quickly. Teachers should weigh the impact on students and families while advocating for their professional needs. Calgary's public schools are already under pressure from rapid population growth and increasing enrollment. A teacher strike adds to these challenges, placing parents and students in a difficult position. While teachers' concerns are valid, the focus must remain on students. Strikes should be avoided whenever possible, and both sides should work toward a fair and reasonable agreement that prioritizes quality education for all children.

Sukhdeep Singh Chahal: No response.

Amna Choudhry: No response.

Cynthia Cordova: I understand that teachers' strikes are a difficult and complex issue. I support teachers' right to advocate for fair working conditions, adequate resources, and better support for students, as these directly impact the quality of education. At the same time, I recognize that strikes can disrupt learning and affect families. Ideally, I hope all parties can reach an agreement through respectful negotiation to avoid a strike.

Urooj Fouad: Teachers are overloaded with work, classroom sizes and under staffing. Listening, acknowledging and communicating is the key. We need to invest in education if we want our future and communities to flourish.

Mandeep Kaur Manhas: I believe there is a lot more to what the general public see. the ATA presented what they wanted, the government didn't fully meet their requirements (in terms of % increase in pay) however they were pretty close, once that wasn't fulfilled teachers turned to class room sizes, to jab a knife at parents that are suffering from this first hand to gain sympathy. You have to remember, you are not going to get 100% of what you have asked for, there has to be some compromising.

Grant McFarlane: No response.

Savita Singh: No response.

Ward 6, 7

1 To Be Elected

Cara Azevedo: I do not support the the governments hardline stance. Seems like they are not bargaining in good faith so as can force back to work. I will work with government and the schools to get back to a brighter future in public education.

Patricia Bolger: No response.

Heather Hall: No response.

Jennifer Steward: Everyone suffers when a strike happens - I don't want a strike to occur but here we are. Many factors on many levels have pushed teachers to strike and not enough blame is on the school boards. I have spoken to a lot of teachers and working conditions are always at the top of their list. Lots of working conditions are set by the school board (not the province) and its frustrating to me that even teachers don't know that school boards have a big effect on their day to day life in the classroom.

Ward 8, 9

1 To Be Elected

Olga Knight: No response.

Jon Kent Nishimura: No response.

Susan Vukadinovic: I don't think there is anyone in Alberta who is happy about the impending teachers' strike. For anyone worried about the teacher's strike who doesn't already know, school boards across Alberta have had to work with flat per-student funding for the past six years. Alberta now has the very lowest level of per-student funding in Canada. The very lowest. In the meantime, the cost of everything has gone up. The cost of utilities, paper, smartboards, laptops. Everything. This means we've had six straight years of trying to do more with less. The reality is, we do less with less. To invest in and protect Alberta's future prosperity, the provincial government would need to bring per-student funding up to the level of the Canadian average. This would require an additional $1 billion across Alberta on an annual basis. An announcement of a $1 billion increase in operating funds, today, at current enrolment levels, would allow public schools boards across Alberta to bring down class sizes, increase the supports we provide to students with complex needs, and provide our hardworking teachers with the first pay raise they've seen in ten years. Fixing large class sizes isn't just a matter of more funding. As I mentioned earlier this survey, large class sizes at public schools are also due government-imposed red tape that requires public school boards and only public school boards to maintain minimum class sizes. Currently, the provincial government claws back operational funding ONLY from public schools in Alberta, and not from private schools or charter schools, when we fall below what essentially works out to 32 students per class, from kindergarten to Grade 12. Can you imagine that?! A government regulation that expects 32 kids per class in KINDERGARTEN! Charter schools and private schools do not get provincial government funding clawed back when they have fewer than 32 students per class. I encourage you to read page 69 of the provincial government's school funding manual, where you will see that charter schools are specifically and explicitly exempted from this clawback. This is not right and it's something we have to fix. This is pure red tape and bureaucracy that's getting in the way of proper class sizes in our public schools. I'm not surprised that teachers are making this incredible sacrifice, because they care about kids, they want reasonable class sizes, and they want to see their professional expertise respected. The Calgary Board of Education has been around since 1885 and we've helped generations of Calgarians prepare for success in adulthood. We've been essential to the prosperity of this city and we're a beloved fixture of 251 communities. I am incredibly proud to run for re-election as a CBE school trustee, and I hope that on October 20, 2025, I have earned your vote!

Ward 11, 13

1 To Be Elected

Tyzen Ario: I support the teachers in their quest to see lower class sizes and more in-classroom support, however I do not believe the strike should happen. I recently read an article that said Manitoba has had binding arbitration between teachers and the provincial government since the 1950s and think it would be good for Alberta to look into Manitoba's model.

Nancy Close: No response.

Pooja Sharma: No response.

Ward 12, 14

1 To Be Elected

Sabad-E Gul: I support teachers advocating for fair working conditions. They are often overworked and underpaid, and ensuring they receive fair compensation and manageable workloads ultimately benefits both educators and students.

Rob Lennard: No response.

Brian Martin: No response.

Charlene May: No response.

Dar Zuch: Over the last few weeks, the level of disfunction within our classrooms has become apparent. This is failure on the part of Trustees and their governance duties to ensure it never gets to the stage of a strike. The strike provides an opportunity to dig into classroom issues, solution and CBE policies that must be changed or removed. Its unfortunate that it is happened now, calculated to maximize the disruption to students and to families. I have not seen the serious conversations between classroom teachers and trustees and senior management that should be happening to pivot classroom culture and learning environments for the decades to come. That is what is needed right now. I don't see those conversations happening. I hope to be part of them should I become your South East Wards 12+14 CBE Trustee.