I stand in unwavering solidarity with the 2SLGBTQIA+ community, fully committed to advocating for their rights, dignity, safety, and authentic self-expression every single day.

Full marks for attendance

In this brief post, I want to offer some solid and evidence-based reassurance around my physical presence at meetings, and at school, divisional, and community events.  My attendance record is something I’m genuinely proud of.

• Perfect Attendance (Almost): Since I was first elected in 2010, I have attended every single regular meeting of the board. Well, almost. I did attend one remotely where the Wi-Fi was spotty at best, allowing for listening but limited engagement; the official record indicates "regrets" with that caveat.

• School and Division events: I’ve juggled my calendar regularly and consistently to be able to attend as many school and divisional events as possible.  After being re-elected to the school board in 2022, I made it a goal to visit every single school in our division at least once, whether for a parent council meeting, event or board visit during this current 4-year mandate. 

 When I talk about "being present" as your trustee, it means showing up in person, staying fully engaged, actively listening, and doing the work before walking through the door. Looking ahead to the next four years, I remain committed to providing the reliable, visible, and dedicated leadership our students, staff, and community need and deserve.

"You can't represent the people if you're not in the room, and you can't make good decisions if you haven't done your homework." — Shirley Chisholm, Trailblazing Educator & U.S. Congresswoman

Well-being and being well in the garden that is LRSD

I can tell you that when I was a senior years student, being and staying well—especially mentally—was not a prioritized topic of conversation. Thank goodness things have changed.

When I talk about student and staff well-being, I’m talking about the essential foundation for success in our schools. I believe that supporting employee wellness directly nurtures student wellness, and when our people are well, our schools thrive. That’s why advocating for classroom supports that ease daily stress—keeping the focus squarely where it belongs, on student success—remains a top priority for me.

My commitment is to encourage the conversations and decisions that ensure every student and staff member is equipped with the tools and support they need to succeed; that everyone in our school division has what they need to:

• Be well: Fostering healthy, inclusive environments where students and staff have the energy, resources, and everyday support to learn, teach, and excel.

• Stay well: Providing ongoing tools, practical resources, and supportive environments to maintain balance and keep momentum through everyday challenges.

• Know what to do and who to reach out to when they aren't: Creating a clear, welcoming environment so that anyone needing extra support knows exactly where to turn without hesitation.

When we prioritize the physical and mental well-being of our students and staff, we create the conditions where everyone feels valued, supported, and ready to reach their full potential.

Dutch author Alexander den Heijer said: "When a flower doesn't bloom, you fix the environment in which it grows, not the flower."   This is what I want for our schools: an environment where everyone flourishes. I bring the right tools to the job—advocating, pressing for accountability, and doing the hands-on work—so every student and staff member in our LRSD garden has what they need to bloom. 

Make good choices. Or, ensuring every student finds their band room.

Make good choices. Three words that I’ve ended many a conversation with, used in saying goodbye, and in ending greetings from the board or at a graduation. Make the choices that put a smile on your face and fill your heart, in addition to the ones that keep you safe and healthy.  

For students in middle and high school, this kind of future-oriented encouragement takes on a whole new weight. They are figuring out who they are, and to make good choices, you first have to have choices. I know that for many kids, the opportunities available inside a school building are the literal lifeline that keeps them engaged and gets them to crossing that stage to receive a diploma.

I would have been a profoundly disengaged student if not for the band room— where I truly felt I belonged, even though I wasn’t the strongest player by far. I didn't actually like high school much on most days, but there were people there who made me feel I had a place, who were kind to me, and who genuinely wanted me to succeed. It wasn't just the academics; it was the people and the extra things outside the classroom that kept me anchored.

That personal experience is why I care so deeply about the scope of our public education system today.

Schools work overtime to be what every unique student needs. We know that academic rigor matters, but we also know that support has to show up in multiple ways. Today’s deliberate programming—a specialized initiative like Propel for example —exists for the kids who might get far less out of their school years than they need or deserve. Even at the school level, opportunities aren't one-size-fits-all; they are shaped by the students themselves, reflecting the distinct personality, needs, and desires of that specific school community.  

When we invest in these programs, we aren't funding hobbies; we are funding belonging. We are giving students a reason to show up, a place to find their people, and the confidence to make the kind of choices that change the trajectory of their lives. That’s the work I want to keep doing as your trustee: ensuring every student finds their band room.

You belong somewhere you feel free. Tom Petty

Learning as a leader.

 

The work of a school board isn't about managing daily operations—that critical work belongs to the superintendent and their team. Instead, effective governance focuses on oversight, setting a visionary direction through a strategic plan, and holding the system accountable while empowering professional leadership to execute its mandate.

Trustees that govern for success recognize that effective oversight requires continuous growth; remaining up to date on educational trends along with a commitment to ongoing learning. By actively participating in professional development and growing in the role, trustees build the capacity needed to ask the right strategic questions and champion the division's vision.

This commitment to continuous learning and provincial collaboration naturally extends beyond our local board table. The insights gained through my active involvement with the Manitoba School Boards Association (MSBA) executive have been invaluable in sharpening this governance lens, allowing me to bring broader perspectives, advocacy, and shared best practices back to the school board.  Since I first joined the provincial executive in 2015, I have held the roles of Director, Vice-president, President, and now serve as past-President. 

When you look at what is required to keep LRSD moving forward, experience, provincial leadership, and a steadfast commitment to governance over management matter. Re-electing me means returning a trustee who doesn't just understand the distinct line between governance and operations, but one who advocates effectively at the provincial table and brings those high-level insights back home. It means keeping a proven, informed voice at the table—someone equipped with the depth of knowledge, leadership history, and collaborative networks necessary to ensure everyone who is part of the LRSD community flourishes.

Show us the money. Or, Election 2026 blog post #4.

 

First, let’s be unequivocal: Manitoba’s model—allowing school boards to raise revenue locally through education property taxes—is a vital asset. A game-changer. It grants local autonomy, and I am genuinely grateful for a system that remains the envy of jurisdictions across Canada.

However, local taxation cannot, and should not, bear the burden for what would be a fundamentally different and short-changed education experience for students if we only had current government funding to rely on.

Years of education funding austerity paired with skyrocketing labour and material costs forces hard choices on school boards every budget cycle.  Delaying critical maintenance saves money today but dramatically increases costs down the road. Replacements, repairs, upgrades, and additions cannot wait forever—and every year of delay means the cost goes up.

Additionally, in Louis Riel School Division rapid growth demands urgent action. Our publicly available facility plan outlines critical space requirements through 2034, detailing mandatory additions, accessibility upgrades, modernizations, and new builds.

These are not discretionary wants; they are operational needs.

Infrastructure is only part of the equation. Meeting daily operational demands—fair staff compensation, transportation safety, and direct classroom support—requires sustained funding. Supporting student success remains our core mission, but delivering on that promise requires adequate provincial investment.

Year-over-year operational pressures demand year-over-year provincial commitment at an adequate level to address these needs—and that is precisely why this issue must be kept at the top of the agenda with our partners in government.  Conversations, planning, forecasting; it’s work I remain committed to doing. 

Showing up.

Leadership begins with showing up. It is easy to accept a title or make a promise; the real work happens in fulfilling that commitment day after day.

Holding elected office means showing up when times are tough, not just when there is something to celebrate. It means giving people your undivided attention—remaining visible, dependable, accessible, deeply engaged, and prioritizing active listening above all else. That commitment extends to every single member of our community. Even when opinions differ sharply or conversations become challenging, a school trustee must seek and provide clarity with respect, ensuring everyone feels heard while keeping the focus on student success.

Strong governance happens long before a board vote is cast. It takes rigorous preparation behind the scenes: reviewing materials, analyzing data, and doing the heavy lifting necessary to make informed decisions. It requires true accountability—facing difficult conversations directly, taking responsibility, and standing firmly behind choices.  
Showing up means staying informed. It means you approach effectiveness in the role of trustee as a steady job rather than a random event. Continuous learning, and personal and professional development make for highly effective school boards.  
 
For me, staying grounded is inseparable from showing up. It means remaining true to myself while bringing the authentic voice of our community to the board table—bringing honesty, composure, and integrity to every room I enter and every conversation I have.
Showing up, in the context of being a school trustee, isn't easy—it requires a thick skin, resilience, and a firm commitment to the community. I respect people who take on a role and follow through when the going gets tough, and I strive to be one of those people every single day.

Anyone can hold the helm when the sea is calm. — Publilius Syrus