At Large

7 To Be Elected

Emmanuel Anom: While the Lethbridge Public School Division budget allocates funding across various programs and services to support diverse student needs, core academics such as literacy, numeracy, and foundational skills remain a priority. The division has a structured approach to educational programming that meets Alberta Education standards and includes evaluation and reporting to ensure quality. However, there is room to improve transparency about specific budget allocations toward core academics to reassure parents their priorities are met adequately. If elected, I would advocate for clearer communication on how funds support essential academic programs and continuous community engagement to align budget priorities with expectations.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: I absolutely believe our schools should prioritize core academics — literacy, numeracy, and critical thinking are the foundation for student success. While our board does invest in these areas, I don't believe enough of our budget is reaching the classroom where it has the greatest impact. Too many dollars are tied up in administration and programming that doesn't directly support student learning. As a trustee, I would advocate for a renewed focus on core competencies by reviewing spending priorities and redirecting funds toward teachers, classroom resources, and evidence-based instruction. Parents expect their tax dollars to strengthen the quality of education — not grow bureaucracy — and that's where I believe our focus should be.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: It can be an important accountability mechanism, as it aligns funding with where students are educated. However, safeguards must be in place to maintain equitable access across all schools and ensure the public education system remains strong.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: I believe that having education funding follow the student is an important element of accountability in our education system. Parents know their children best and should have the freedom to choose the learning environment that aligns with their family's values and their child's needs — whether that's public, separate, charter, or home education. When funding follows the student, schools are encouraged to focus on excellence, efficiency, and responsiveness to families. It ensures that education dollars are used where they make the greatest difference — supporting students directly. I see this not as a threat, but as a healthy form of accountability that empowers parents and encourages schools to deliver the highest quality education possible.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: I believe local decision-makers are best positioned to understand community needs and should have primary responsibility for local decisions within provincial frameworks. This approach ensures responsiveness, accountability, and that policies reflect local values.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: I believe local decision-makers should take responsibility for local decisions. School boards are elected to represent their communities, and those closest to students and families are best positioned to understand their needs. Centralized decision-making often overlooks local priorities and unique circumstances. Strong local governance allows parents, teachers, and trustees to work together to make decisions that reflect community values and ensure accountability at the local level. I believe empowering local boards strengthens public education and keeps it responsive to the people it serves.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: While transparency has improved, I believe more consistent, accessible communication about budgets, policies, and curriculum changes is needed. I would advocate for regular public updates, easier access to information, and more opportunities for parent engagement.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: No, I don't believe our school board is currently as transparent as it should be with parents and taxpayers. Having volunteered on parent council for a number of years, I've seen firsthand the lack of clarity around decision-making and some inefficiencies in how resources are used. Parents deserve to know how and why decisions are made — and how their tax dollars are being spent. As a trustee, I would work to make school board operations more open and accountable by: Publishing clear, easy-to-understand summaries of board decisions and budgets. Holding regular town halls or Q&A sessions with parents and community members. Providing more accessible online reporting on spending and student outcomes. Ensuring meeting agendas and materials are released well in advance, with plain-language explanations. Encouraging genuine consultation with parent councils before major policy or budget changes. Transparency builds trust, and trust is essential for a strong relationship between the board, parents, and the community.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: Yes, I commit to ensuring transparency and parental involvement, with confidentiality reserved only for clearly justified, exceptional cases.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: I believe parents are the primary caregivers and decision-makers in their children's lives, and they should be informed and involved in their child's education whenever possible. That said, as someone who has not yet served on the board, I think it's important to fully understand the intent and implications of each policy before making a commitment to remove or change it. If elected, I would carefully review any policies that limit communication with parents to ensure they are not undermining parental rights or trust. In cases where confidentiality is necessary to protect a student's safety or well-being, those should be handled as exceptional and clearly defined circumstances — not as a blanket approach. My goal would be to ensure policies strike the right balance between parental involvement, student safety, and transparency.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: Yes, I believe parents should be informed about these sensitive topics to respect family values and foster open, informed dialogue between schools and families.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: I believe topics such as abortion, sexual assault, marriage, and family planning are serious and sensitive, and they should be addressed in an age-appropriate manner. These are subjects that, wherever possible, should be discussed within the family unit, as parents are the primary educators and guides for their children on matters of values and morality. At the same time, I recognize that under Alberta Education curriculum, certain topics may be introduced in older grades, particularly in literature or health studies. My approach would be cautious but reasonable: I would advocate for clear communication with parents about when sensitive topics are being taught, ensure that instruction is age-appropriate, and respect families' rights to guide their children's learning in these areas whenever possible.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: Yes, program and course development at the school board level must be transparent and focused on clearly defined knowledge outcomes. Transparency ensures that parents, students, and the community understand how educational programs are designed, their goals, and how they benefit student learning. It fosters trust and accountability in the board's decisions. Clear, measurable knowledge outcomes provide essential guidance to educators and help ensure consistency and quality across schools. They also allow for effective evaluation of program success and student progress.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: Yes. Program and course development should be transparent and centered on clearly defined knowledge outcomes, ensuring that students gain the skills and competencies they need while parents and taxpayers can see the value of their investment.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: Letter grades and percentages provide clear, easily understood benchmarks that help students and parents track academic progress. While descriptive grading offers detailed feedback, it can sometimes be confusing and inconsistent. I support using letter grades alongside descriptive feedback to give a clear picture of achievement and actionable guidance for improvement.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: I support communicating progress through letter grades and percentages. Clear, standardized grading provides students and parents with an easily understandable measure of achievement and helps families track academic growth over time. While descriptive feedback can be helpful in early learning, I believe that as students progress, consistent and transparent grading is essential for accountability and for preparing them for post-secondary education and the workforce.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: The Lethbridge Public School Division 2025–2026 calendar shows that professional development (PD) days are distributed throughout the year, including division-led and school-led PD, as well as days combined with parent-teacher interviews. There appear to be at least one to two full PD days each month, not including specialized or school-specific sessions. This provides a good balance between supporting staff growth and minimizing lost instructional time. However, as educational needs and challenges shift, it is important for the number and distribution of PD days to be regularly reviewed in consultation with teachers and parents. If elected, I would advocate for ongoing feedback from educators to ensure PD days meet real classroom needs and deliver practical value, while also safeguarding instructional time for students.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: Professional development is important to ensure teachers have the skills and knowledge to support student learning. That said, as a parent and community member, I've seen times when professional development days seem disconnected from classroom priorities. I would advocate for a careful review of how these days are used to ensure they directly benefit students and support teachers in delivering core academics. My focus would be on making sure professional development is purposeful, efficient, and aligned with the needs of both students and classrooms.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.

At Large

7 To Be Elected

Emmanuel Anom: I do not take a strike lightly, as it disrupts student learning and family routines. I do not "support" the strike itself, but I deeply respect teachers' right to collective action when negotiations stall and their concerns about classroom conditions go unaddressed. The underlying issues—workload, resources, support—must be urgently resolved through good-faith negotiations, so teachers can return to classrooms and students can learn without interruption.

Michelle (Magpie) Browne: No response.

Brooke Culley: No response.

Tiffany Hill: I generally oppose using students as leverage in negotiations. I believe the deal offered to teachers was fair, and the Alberta Teachers' Association could have advocated more effectively for their members without disrupting learning. That said, I understand the frustration many teachers feel, particularly around increasing classroom complexity and inclusive learning demands. In some urban centres, these challenges have created unsafe or highly disruptive learning environments, especially with growing ESL needs due to high immigration levels. I believe we need to support teachers in addressing these challenges by reviewing how resources are allocated at the local level, ensuring more dollars reach the frontline to directly support students and teachers in the classroom. Strong, well-supported classrooms benefit everyone — students, teachers, and families alike.

Kristina Larkin: No response.

Christine Light: No response.

Cheryl Meheden: No response.

Jeff Milner: No response.

Allison Purcell: No response.

Shelley Roest: No response.

Locke Spencer: No response.

Genny Steed: No response.

Craig H. Whitehead: No response.

Sam Woodruff: No response.