At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: I am satisfied

Janice Eisenhauer: With overcrowding in schools, it is particularly hard for high schools to maintain the level of core academics needed. We need to look at how can the current infrastructure can accommodate classrooms with smaller sizes, increase staffing levels and provide the best education possible for all students.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: I definitely agree that core academics should be the top priority for all school boards. The FMPSD has seen some issues in recent years when it comes to labour, specifically with the Education Support workers strike last year and now the Teachers strike. Outside of these circumstances, it appears core academics are a higher priority but more work is needed to assist with achieving the desired outcomes by advocating for proper government funding.

Jennifer Kennett: From what I understand, budgeting in education follows a needs-based approach, with priorities determined through assessments and adjusted according to enrollment. As someone not currently at the board table, I can only speak as an observer, but I do see a continued focus on core academics reflected in both the board’s budget priorities and its measures of success. That said, I also recognize that multiple priorities compete for limited funding, which makes it challenging to determine where resources should be allocated. Student learning, mental health, staffing, and infrastructure are all critical areas, and sometimes it’s less about neglecting one priority and more about balancing several important ones at once. If elected, I would approach this by first seeking to understand how priorities are established and how they connect to the district’s values and vision. My goal would be to ensure that core academics remain at the forefront, while also recognizing the supports and programs that make academic success possible for all students.

Mariia Khriachtcheva: No response.

Jonathan Lambert: Parents are right! Schools need to make sure students are strong in the basics like reading, writing, math, and science. These core subjects set the foundation for success in life. But I also believe schools need to support the whole student. Programs like athletics, music, art, and drama are what keep many kids excited about learning and motivated to do well in their core subjects. A good education includes both. Right now, I don't think the Fort McMurray Public School Division's budget fully reflects that balance. We can do more to make sure dollars reach classrooms instead of getting caught up in administration. That could mean reviewing overlapping leadership roles, sharing services between schools, using technology to simplify reporting and communication, and trimming non-essential contracts or consultant costs. By managing resources smarter, we can protect what matters most — strong academics, great teachers and support staff, and the programs that help students grow in every part of who they are.

Michelle Landsiedel: No response.

Nathalie Lefebvre: Yes, for the majority. I'd want to drill down into laptop / chrome book allocations, borrowing and repairs budget. For the lower grades, it might be eating into more appropriate things.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: I do believe that school board prioritize core academics, and my school board is no exception.

Tim O’Hara: Yes, I believe that FMPSD is focused on ensuring that students receive the best education possible with lots of additional supports built in to ensure student success.

Janet Pardy: No, I don't believe core academics are currently prioritized to the degree parents expect. While our division does a good job supporting a wide range of programs, I believe we need to refocus our budget and resources on the fundamentals, literacy, numeracy, and critical thinking which is the foundation for all student success. This means investing more in classroom supports, smaller class sizes, and direct learning tools that help teachers teach and students learn. We also need to ensure our teachers have the time and resources to focus on instruction rather than administrative or extracurricular overload. I would like to see future budgets more clearly aligned with academic outcomes, ensuring every dollar spent can be tied back to improving student learning and achievement

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: Yes Important element of accountability

Janice Eisenhauer: Money is certainly an important element of Board accountability.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: It's accountability within reason. While parents have a choice, the realm of that choice has to remain in public education and not private / charter schools.

Jennifer Kennett: I believe that families should have the ability to choose the learning environment that best meets their child’s needs, every student learns differently, and having options can be a positive thing. At the same time, I also believe that public education is the foundation of an equitable society, and it’s important that it remains strong and well-resourced. When too much funding is diverted away from public schools, it can create gaps that impact students who rely on the public system most. To me, the focus shouldn’t be on whether choice is a threat or a benefit, but rather on how we maintain fairness and sustainability. We need to ensure that all students, no matter where they learn, have access to quality education, while protecting the stability and strength of the public system that serves our entire community.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I believe parents should always have a say in their child's education, but strong public schools depend on keeping public money in public classrooms. When funding is moved to private or alternative schools, it leaves fewer resources for the students who rely on the public system the most, including kids who need extra help, language supports, or come from families with limited means. Public schools welcome every child, no matter their background or situation. They bring people together and make sure everyone has a fair chance to succeed. That's why I see the idea of “money following the student” as a risk, not a solution. It can make the system less fair and weaken the schools that serve the majority of our community. Real accountability means using public funds to strengthen teaching, reduce class sizes, keep schools safe, and support every student to reach their potential.

Michelle Landsiedel: No response.

Nathalie Lefebvre: I'm sorry, I do not understand the question.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: I don't think there is enough visibility and transparency to the money allocated per student to really be able to answer this question effectively.

Tim O’Hara: I believe that public funds should follow the student to whatever public school, catholic or francophone school the child chooses to go to. Public funds should not be used to fund private schools. Private schools by their very definition are not public institutions and therefore should not be funded by the public purse.

Janet Pardy: Accountability matters, parents deserve to know their kids are getting a great education. But if funding leaves the public system, it makes it harder to support every student. I believe in making our public schools strong enough that parents choose them because they're the best option, not because other systems are better funded.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: Yes

Janice Eisenhauer: First of all, policy should be followed. I believe that some decisions should be made locally especially if locals are the people most affected with safety being a main concern in any situation.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: Each region has its own unique challenges and these challenges are best addressed by local individuals. While centralization does have its place for certain things, local decision-makers need to have full responsibility for addressing local issues.

Jennifer Kennett: I believe that local voices need to be represented at the table. While the core purpose of education remains consistent across the province, each region and district has its own unique context, challenges, and community priorities. Local decision-makers are closest to students, families, and teachers, they understand the needs and strengths of their communities in a way that can’t always be captured through centralized decision-making. That said, I do see value in having provincial consistency and shared standards, especially around curriculum and safety, so that every student has equitable access to quality education. In short, I believe the best outcomes come from collaboration between local and provincial leadership, where decisions are informed by local experience but supported by consistent provincial direction and resources.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I believe decisions about our schools should be made right here in our community. The people who live and work in Fort McMurray know our students, families, and schools best. Local decision-makers understand what's working, what's not, and what our schools truly need to help kids succeed. When decisions are made far away, they often don't fit our local realities. What works in a big city might not make sense for Fort McMurray. That's why I think our local school board and community should have a strong voice in how money is spent and what priorities we set. But with that local control also comes responsibility as we need to be open, transparent, and make sure every decision puts students first.

Michelle Landsiedel: No response.

Nathalie Lefebvre: Local decisions should definitely be made locally.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: Yes and no. I believe that some aspects of our education system should be decided centrally. These types of decisions should be those that create consistency throughout the province. This would include the curriculum, metrics for success, and other higher level systematic decisions. At the local level, local decision makers should have the authority to make decision that are locally dependent

Tim O’Hara: Yes, local decision-makers should take responsibility for local decisions, and they should not be held accountable for decisions made centrally. That being said, we also need to stress the importance of locally elected representation and stop the centralization of decision making. Too many local decisions are now being made centrally, creating conflict, decreasing staff and teacher morale, and in turn destabilizing the system to the point of collapse (or as we are seeing, strikes).

Janet Pardy: Communities like Fort McMurray have unique challenges and strengths, and those closest to our students i.e. parents, teachers, and trustees understand them best. Decisions about programs, supports, and priorities should be made by the people who live and work here, not by a centralized authority that may not reflect our local context. That said, the province plays an important role in setting standards and ensuring equity, but local boards need the flexibility and accountability to make choices that truly serve our students and families.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: No

Janice Eisenhauer: I am not sure if current transparency is at the acceptable level. Sometimes it's hard to know looking from the outside in but I will work towards complete transparency.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: FMPSD does an ok job of keeping the public informed, but utilizing newer technology and processes need to be leveraged in order to unlock more public participation. Virtual access to live meetings, recordings that can be accessed at a later time, meeting reviews and townhall-style discussions are a few of the ways I would seek to enhance transparency.

Jennifer Kennett: I believe the school board’s current reporting structure is fairly transparent, especially through its detailed annual reports and public updates. The information is available, it just might not always be easy for everyone to access or interpret. I really appreciate the depth of information provided, but I think there’s an opportunity to make it more user-friendly. For example, summarizing key highlights from the annual report in a simple infographic or visual summary could help parents and community members quickly understand where funds are going, what progress is being made, and what priorities are guiding decisions making it clear, accessible, and meaningful for the people we serve.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I think the school board tries to keep parents and the community informed, but we could definitely do a better job. A lot of people still feel like they don't really know how decisions are made or where the money is going. Being transparent isn't just about posting reports online, it's about explaining things clearly, being honest about what's working and what's not, and making it easy for people to ask questions and share their thoughts before big decisions happen. I'd like to see more open communication with families, simpler updates about the budget, and more chances for parents and staff to talk directly with trustees. When people feel included and informed, everyone wins and our schools get stronger.

Michelle Landsiedel: No response.

Nathalie Lefebvre: Yes, I believe so. Adding links to fiscal documentation, and how to find them, posted on the school board website is always helpful.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: Our teachers are very transparent with regards to classroom matters. I feel that from a divisional level, there is much work to be done.

Tim O’Hara: Yes, the Fort McMurray Public School Board is very open. All meetings of the Board are public, excepting only those covered by the Act for the purpose of discussing items such as legal or labour items.Multiple meetings are also held every year to engage with parents and administrators, and to gain feedback on important items such as our budgets and school calendars, amongst other topics.

Janet Pardy: I believe our school board strives to be transparent, but there's room to do better. Parents and taxpayers should be able to easily see how decisions are made, how dollars are spent, and how those choices impact student learning. Transparency builds trust and trust builds stronger schools. I would like to see more open communication, especially around budgeting, academic results, and program outcomes. This could include clearer reporting, more accessible public updates, and more opportunities for parents to ask questions and give input before major decisions are made. Our community deserves to feel informed, involved, and confident that their voices truly matter in shaping our schools

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: Yes

Janice Eisenhauer: Above all the safety of students and staff is the priority. Other than that, no secrets should be kept from parents and I will work towards the inclusion of parents providing there is no threat to the student.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: I believe in an open and transparent process between staff, teachers, students and parents. This doesn't mean parents get to dictate what staff and teachers do, it just means they have the right to know and can then act accordingly without affecting others; or knowing the process of what happens when. There are circumstances where staff and teacher's judgment regarding a child's safety needs to take priority and policies / procedures for this need to be upheld. While I don't encourage secrecy, I do encourage open dialogue and if a child's safety is in question (be it at school or at home) then further action needs to be taken. This can be accomplished on a case-by-case basis with over-arching policies to ensure staff know what to do when a situation arises, which should eliminate secrecy.

Jennifer Kennett: I believe that there should not be any policies that require information to be kept secret from parents unless doing so is necessary to protect an individual’s safety or well-being. In situations where safety is a concern, discretion and compassion are essential, but as a general principle, transparency and collaboration with parents are key to supporting students effectively.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I believe parents should be kept informed about what's happening with their children at school. Families are partners in a child's learning and well-being, and trust between parents, students, and schools is essential. I don't support policies that require schools to keep secrets from parents as a general rule. The only time information should be kept confidential is in rare cases where a student's safety could be at risk, and even then, those situations should be handled with great care and clear professional judgment. Overall, communication and trust should be the default, not secrecy. Parents have the right to be involved, and schools should work with families, not around them.

Michelle Landsiedel: No response.

Nathalie Lefebvre: Yes, I would remove this policy.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: I firmly commit to actively removing policies that require secrets to be kept from parents. It is not the jurisdiction of the school board to override or overstep parents. I strongly believe that parents are the best decision makers for their children. The school board must not withhold or keep secret anything from parents, with the only exception being that such information would tangibly put the child at harm. That being said, if there is such information, there are far more grave issues at hand and there is policy in place for those circumstances.

Tim O’Hara: The Fort McMurray Public School Division has 21 Policies. Nowhere within any of these policies does the Board require or suggest that secrets of any kind be kept.

Janet Pardy: Schools and families work best when they communicate openly and build trust. I would not support any policy that intentionally keeps secrets from parents. That said, there are rare and exceptional circumstances often related to student safety or wellbeing where privacy must be protected under provincial law or professional obligation. In those cases, decisions should be handled carefully, with compassion and accountability, and never used to exclude parents unnecessarily. My commitment is to policies that foster open communication, respect family roles, and prioritize both student safety and strong parent school relationships.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: Yea

Janice Eisenhauer: I think the aforementioned topics are part of a well rounded curriculum that would have been developed by professionals. These topics should be taught to age appropriate students. I would rather students be taught about these topics in a well informed environment than in a misguided one.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: Parents need to be informed of overarching lessons plan and be given the choice to “opt-out” of certain topics if they so choose. While parents don't have the right to alter education for OTHER students, they can choose to withdraw their own child when certain topics are discussed. So yes, parents should be informed as they are now.

Jennifer Kennett: I believe that parents should be informed when sensitive or potentially traumatic topics are being discussed in classrooms. Some of these subjects may not align with every family’s beliefs or values, so advance notice allows parents to make informed choices and, if they wish, address the discussion at home in a way that reflects their family’s perspective. At the same time, I recognize that these are important real-world topics. When addressed in schools, they should be approached in a trauma-informed, age-appropriate, and respectful manner to ensure that all students receive accurate information and feel supported.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I believe parents should be informed ahead of time when schools plan to cover sensitive topics like abortion, sexual assault, marriage, or decisions about having children. These are deeply personal issues that touch on family values, faith, and beliefs and parents deserve to know when and how they're being discussed in the classroom. That doesn't mean these subjects shouldn't be taught at all. Students need accurate, age-appropriate information so they can understand consent, healthy relationships, and personal safety. But parents should be part of the process, not left out of it. Just like with lessons on religion or sexual identity, families should receive clear communication in advance, with details about what will be taught and how. This gives parents a chance to talk with their children at home, ask questions, or request an alternative if they feel it's best for their child. Education works best when schools and parents work together. Building that trust through openness and respect helps students feel supported both at home and at school and that's what's best for kids.

Michelle Landsiedel: No response.

Nathalie Lefebvre: Yes

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: These topics are very sensitive in nature and I can understand some parents not wanting them to be covered in the classroom. We owe a duty to parents to ensure they are informed that these topics are being taught and how they are being presented. This is no different than my stance on not keeping secrets from parents.

Tim O’Hara: I believe that parents have a right to know what is being taught to their children, however at the same time, not all parents have the same concerns about the same topics. Some parents have strong feelings about one topic, while others have stronger feelings about another topic. I do not believe that teachers should be inundated with the paperwork of sending forms home every night to identify what they will be covering the following day. That being said, a general email or other form of communication to parents at the beginning of a month or week, to state what topics will be coming up is sufficient to me. Parents can then respond should they have any concerns with their children sitting in on those particular topics. The choice always remains with the parent to remove their child from the classroom on those days.

Janet Pardy: I believe parents should be informed and engaged when sensitive or personal topics are being discussed in schools. Families have a right to understand what their children are learning and to have open conversations at home that reflect their own values. Transparency helps build trust and ensures schools and families work together to support students. At the same time, it's important that teachers have the ability to provide factual, age-appropriate education that supports student safety, well-being, and understanding. Alberta's curriculum already includes provisions for parental notification on certain topics, and I believe that same spirit of openness should guide any lessons that deal with sensitive subjects. The goal should never be to surprise parents or exclude them but, to partner with them, ensuring students receive accurate information in a supportive and respectful environment.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: Yes

Janice Eisenhauer: Absolutely!!

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: Since our education system is primarily run off of taxpayer funding, program and course development for anyone uses these funds need to be completely transparent for the public to see.

Jennifer Kennett: Absolutely. I believe program and course development should be led by educational experts and grounded in clearly defined learning outcomes. Transparency in this process is essential. It builds trust with parents, students, and educators, and ensures that the intent, content, and expected outcomes of programs are well understood by all stakeholders.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I believe program and course development should always be open and transparent, with a clear focus on what students are expected to learn. Parents, teachers, and the community have a right to understand what's being taught and why. When new programs or courses are developed, the goals and learning outcomes should be clearly defined, not vague or open to interpretation. Everyone should be able to see how a course connects to core skills like literacy, math, science, and critical thinking, as well as how it helps prepare students for life after school. Transparency also helps build trust. When parents and teachers can see that programs are based on solid educational goals, not trends or outside agendas, it gives everyone confidence that our schools are focused on what matters most: helping students learn, grow, and succeed.

Michelle Landsiedel: No response.

Nathalie Lefebvre: Yes, if you don't know the end goal, how can you break the learning down into steps? Or gauge success?

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: Of course. How can we assess the success of a curriculum without defined metrics of success. The primary objective of the school system is to teach our children. How do we know they have attained the knowledge without defined measure to do so.

Tim O’Hara: Core subject curriculum is developed at the provincial level. Locally developed courses are great tools for students to explore their interests in other areas and in some cases even gain hands-on experience. The development of the course need not be transparent, as it is likely that it will be worked on by a select few, however, the course content should be available once developed so that students and their families can decide if they want to enrol or not.

Janet Pardy: Yes, absolutely. Parents and teachers deserve to know what's being taught and why. When programs are clear, transparent, and focused on strong learning outcomes, everyone wins, students succeed, teachers are supported, and families can feel confident in our public schools. Clear goals and open communication are the foundation of trust and excellence in education.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: It should be descriptive grading

Janice Eisenhauer: I think it's more important for high school students to have letter grades and percentage so that there is a clear measurement of the students progress.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: Either method works as long as the outcome is clearly understood by teacher and parent. There's nothing wrong with descriptive grading if its use is clearly understood by all involved. This is where proper communication comes into play and is of the utmost importance.

Jennifer Kennett: I’m not an expert in all the grading methods used across different grade levels, but I believe the most important thing is clear communication. Whether through letter grades, percentages, or descriptive feedback, the goal should always be to help students and parents understand progress and areas for growth. As long as the chosen method supports learning and is easily understood by both families and educators, I support it.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I believe the best way to communicate student progress is with clear letter grades and percentages. They give parents and students a straightforward understanding of how a student is doing and where extra help might be needed. Descriptive grading can be useful in the early years, but it should support letter grades, not replace them. Too often, descriptive comments are vague or inconsistent, and they take a lot more time for teachers to write. That extra workload adds pressure and takes valuable time away from lesson planning, one-on-one support, and meaningful classroom activities. It's also contributing to the burnout we're seeing in teachers and support staff, especially those just starting their careers. Feedback matters, but letter grades and percentages provide the clarity and efficiency we need to keep parents informed and teachers focused on teaching.

Michelle Landsiedel: No response.

Nathalie Lefebvre: I'm open to it if that's what parents want.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: The primary metric to gauge the success of a student is a measure of how much the student can demonstrate the proficiency of a given topic, or a percentage of knowledge retention. I do not see any reason to stray away from this way of grading. It is clear and concise, and is understood by all parties involved. I understand the purpose of descriptive grading, it is used heavily in the workplace. However, I don't believe it is effective in the classroom. Terms used in descriptive grading tend to be more subjective, and less clear of the progress. A study done in 2024 by the Fraser Institute on BC's adoption of descriptive grading concluded that majority of parents preferred the letter grading system over descriptive grading. The study goes into depth on the challenges parents found with descriptive grading.

Tim O’Hara: I believe that both serve a purpose. For me, letter grades gave a quick indication of where a student stood as compared to where they should be. Then, for further details, one would look at the information provided by the teacher. Personally, I would like to see the letter grade, but for me this is not a hill to die on.

Janet Pardy: No response.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: Yes it's making a difference

Janice Eisenhauer: Gathering information from other surveys that have been sent to candidates, it appears there is a need for more professional days. I would like to work with local teachers to help accommodate their needs.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: I would need to understand what takes place during professional development days more clearly in order to make an educated viewpoint. My initial reaction would be to seek the input of teachers and school staff on what currently happens during PD days and if the goals are being accomplished with the current allotted time.

Jennifer Kennett: From my perspective, the current number of professional development days seems adequate. However, I would want to hear directly from educators and staff to understand whether this truly meets their needs. Professional development is most effective when it’s meaningful and responsive to the realities in classrooms, so I would seek feedback to ensure that the time allocated is being used in ways that genuinely support teaching, learning, and staff well-being.

Mariia Khriachtcheva: No response.

Jonathan Lambert: Professional development is important; teachers and staff need chances to grow and stay up to date. But I believe we've reached a point where there are too many PD days, and it's starting to cause more problems than it solves. In Fort McMurray, the “no school Fridays” that are often used for PD add real pressure on families. Many parents work full-time and struggle to find childcare on those days, which can also create an added financial strain. Meanwhile, students are losing valuable instructional time in the classroom, especially in high school where teachers are already struggling to cover the curriculum in hopes to prepare their students for provincial exams. I'd like to see fewer full PD days and more learning opportunities built into the regular work week like shorter, focused sessions, mentoring, or in-class coaching. That way, teachers still get the support they need without taking so much time away from students or putting extra stress on families.

Michelle Landsiedel: No response.

Nathalie Lefebvre: In our area, on the Public School side, we have 1 (1x) 2 (5×) and 3 (2×) Fridays off per month for professional days. These dates do not all match up with dates within the Catholic division. Can you imagine parents with kids in both systems, and having to figure out childcare so they can avoid too many absenses, and keep their jobs? 15 Pro-D days... are parents supposed to use up their 2 weeks yearly vacation, 1 day at a time, to be home with the kids? It's a tough sell.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: I think the number of professional development days currently negotiated for is correct. I don't have any issues with this.

Tim O’Hara: This is a discussion that the Board has numerous times every year, not just among the Board members, but also with parents and administrators. As such, yes, I believe that FMPSD has the right number of PD days because it is something that is thoroughly discussed time and time again. Are there people that disagree, most certainly. I have heard many parents suggest that there are too many PD days, and I have heard from teachers and administrators who feel they could use more, and others say they could have less. As such, yes, I am confident that the Board of FMPSD is taking a good approach to determining the right number of PD days for the Division.

Janet Pardy: I believe that professional development (PD) is a critical part of maintaining high quality education, supporting teacher growth, and ultimately improving student outcomes. In the Fort McMurray Public School Division, PD days are negotiated locally, which allows for flexibility in addressing the specific needs of our schools, staff, and community. That said, I believe there is always room to reflect on whether the current number and structure of PD days are truly meeting the needs of educators and students. While I appreciate the efforts made to provide meaningful learning opportunities, I would advocate for the following changes: More Time for Collaborative Planning: Many PD days are filled with presentations or workshops, which are valuable, but teachers also need time to collaborate, plan, and apply what they've learned. Adding or restructuring some PD time to support this could increase the practical impact of the learning. Increased Focus on Mental Health and Wellness: Given the unique pressures of teaching—especially in communities like Fort McMurray that have experienced natural disasters and social challenges it's important to dedicate PD time to staff wellness and mental health strategies. More Teacher Input in PD Design: I would support advocating for more teacher voice in planning PD days to ensure that the content is relevant, timely, and responsive to classroom realities. Flexibility and Differentiation: Just like students, educators have different learning needs. Offering choice or differentiated PD options (in-person, online, or self-paced) can make professional learning more effective and engaging. While FMPSD may currently have a reasonable number of PD days, I would advocate for optimizing how those days are used ensuring they are collaborative, relevant, and supportive of both educator well-being and student success.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.

At Large

7 To Be Elected

Angela Adams: No response.

Tiffany Bennett: No response.

Pamela Bowie: No response.

Carlo Carabeo: No response.

T.J. Carabeo: No response.

Joel Cornish: No response.

Yvette Desmarais: No response.

Mohammad Shafiq Dogar: I fully support it as they deserve better pay in this inflation and there should be a class cap so teachers can deal with students effectively .

Janice Eisenhauer: I absolutely support the teachers strike. Teachers have had enough of overcrowded classrooms, not enough students assistants, and insufficient wages. Teachers are demanding government do something about the crisis facing our children.

Ian Fowlow: No response.

Bradley Friesen: No response.

Glen Grouchy: No response.

Todd Hillier: Support it. The provincial government has prioritized industry for far too long and it's time that drastic action be taken to force them to put more emphasis on fixing our system. No one wants a strike, but unfortunately it's a needed-action to bring the issues to the forefront.

Jennifer Kennett: Yes, I support the teachers’ strike and the position of the teachers. I believe the requests they’re making of the government are reasonable and reflect what’s needed to create better conditions for both educators and students. I understand that striking is never an easy decision, it comes with stress, uncertainty, and impact on families, but sometimes this kind of action is necessary to bring about meaningful change. Ultimately, when teachers are supported and valued, students benefit too.

Mariia Khriachtcheva: No response.

Jonathan Lambert: I support the teachers' strike. No one takes striking lightly, but teachers in Fort McMurray and across Alberta have been raising the same concerns for years which is large class sizes, high workloads, and a lack of classroom supports. They've tried to make their voices heard, and now they're standing up because the situation just isn't sustainable anymore. Here in Fort McMurray, those challenges are even greater. The cost of living is higher, it's harder to attract and keep qualified staff, and teachers often wear many hats just to keep programs running. When we lose teachers to burnout or better pay elsewhere, it hurts students and families. This strike isn't just about wages; it's about protecting the quality of education in our community. Supporting teachers means standing up for smaller classes, more support for students with diverse needs, and a public education system that values the people who make it work every day.

Michelle Landsiedel: No response.

Nathalie Lefebvre: I support the strike because 1) teachers have not had a raise in at least 10 years, I feel at a minimum, raises should keep up with inflation 2) teachers need more support if children with and without special needs are expected to thrive in the mainstream environment together 3) being short teachers means some subjects can't be taught, then some kids can't get into core courses, meaning a semester or year's delay till graduation! 4) being short teachers means sharing more duties among fewer people; teaching, supervising recess, lunch time, after school clubs, Science Fair, etc... 5)class sizes are increasing, which means less one-on-one attention.

Dexter Loder: No response.

Kayla Lushman: No response.

Chauntelle McCallum: No response.

Alex McKenzie: The right to strike is a constitutionally protected right. I believe the Constitution of Canada and Bill of Rights is sacred, and thus I support the action of the teachers to strike by default. The reason that they have to resort to such measures is a completely different and complex issue, and should never have needed to get to this point. Chronic underfunding of the education system coupled with minimal accountability on spending means we have no real idea of where our education dollars are going. What I do know is that our teachers, the people who we directly entrust with the education of our children, carry the burden of the dysfunctions of our education system. Our teachers face ever growing complexities inside and outside the classroom, yet do not receive the support they need to be successful. I truly hope that the teachers and the government can get back to the table in good faith and reach a deal that is fair for both parties.

Tim O’Hara: I support teachers in their right to strike, and I can understand why they are doing so. Over the years, classroom sizes and complexity has increased. Where additional supports have been provided, these have been downloaded onto the Division without additional financial supports, and in many cases becomes another one of the teacher's responsibilities. I believe that Public Schools are being overburdened and under-funded in a silent attempt to set them up for failure. I believe that Public Schools should be the first school in any community. That our schools are open to anyone and everyone, regardless of their backgrounds, ethnicities, beliefs, or socio-economic status. I believe that every student should feel safe and cared for as they walk through the doors of their school and they should feel that they are a part of the school community, in both their academics and within the social life of the school. Teachers and support staff should feel appreciated and encouraged in life-long learning to better themselves, and to support the children in their care. Students should be provided with the supports they require to ensure that they are learning and progressing, and being challenged in order to reach their full potential. In order to achieve the above, I further believe that Public Schools should be fully funded by the Province before charter and private schools receive public dollars. I also believe in what a colleague of mine once described as, a Ministry of the Child. Essentially, that is that we need cross-ministerial support to provide and properly fund wrap around services for our children. Over the years, mandate creep has meant additional responsibilities for schools, their staff and School Boards into areas that are not our expertise. These additional costs of implementing these responsibilities have also been downloaded to School Boards without the corresponding funding to offset those costs. School Divisions should not have to bear the full cost of providing these services, and other ministries are much better equipped as they have the field expertise. An example would be using AHS to assist in diagnosing and supporting students with learning disabilities. Our children should have access to the supports they require, and those supports should be provided through a team approach that involves multiple ministries. Lastly, I believe in local representation and decision-making. I believe in the importance of locally-elected trustees, and the need for those trustees to be able to make decisions that are in the best interest of the students, staff and facilities under their purview, as well as in the interests of the local community. If re-elected, I will continue to work on behalf of our students, staff and the community to advocate for: 1. Stable, adequate and predictable funding to support all aspects of the school division, including labour settlements that are reached at the provincial bargaining table. 2. Cross-ministerial support to provide and properly fund wrap around services for our children. Over the years, mandate creep has meant additional responsibilities, and their associated costs, for school boards, into areas that are not our expertise. School Divisions should not have to bear the full cost of providing these services, and other ministries are much better equipped as they have the field expertise. Our children should have access to the supports they require, and they should be provided through a team approach that involves multiple ministries. I will be a voice for our strong public schools, fiscal responsibility, and doing what is best for our students.

Janet Pardy: Yes, I support the impending teachers' strike. As a parent in Fort McMurray, I've seen firsthand how hard our teachers work to support our children often under increasing pressure and with limited resources. This strike isn't just about salary, it's about advocating for better classroom conditions, manageable workloads, and the long-term sustainability of our public education system. In our community, teachers are dealing with large class sizes, growing student needs (including mental health supports), and a lack of consistent funding. After everything Fort McMurray has been through, wildfires, floods, and economic downturns our schools have remained a pillar of stability. Our educators deserve to be heard and respected for the vital role they play. I believe supporting this strike is about standing up for what's right not just for teachers, but for our kids. When teachers are supported, students benefit. And as a parent, that's what matters most to me.

Lindsey Parsons: No response.

Kevin Rodgers: No response.

Jenn Ross: No response.

Lorna Spargo: No response.

Tyler Spitzer: No response.

Kaitlyn Steele: No response.

Rebeka Sullivan: No response.

Harvey Tulk: No response.