We’ve all heard the stories about the candidates that are only seen or heard from at election time. I’ve heard stories about trustee candidates who, after the lawn signs come down, disappear into the EPSB “blue building” on Kingsway, not to be heard from until the next election cycle.
On my first pamphlet I stated that listening to the community (including the 70% of residents who don’t have children and don’t receive memos from the EPSB in their children’s backpacks) needs to be a key priority for school trustees.
After many discussions with parent council leaders, community league members and current/former school trustees, I propose a new idea for connecting neighbours in our communities and giving citizens a direct line into the ear of their local trustee.
If elected, I will establish a “Ward Council”– a chance to bring together school councils, community leagues, MLAs, City Councillors and other interested citizens tri-annually to discuss our public education system.
The focus of these meetings would be community empowerment, and they would not be solely for information dissemination. Unlike many of the existing “community consultations”, the agenda for these meetings would be set by the community, and feedback gathered would help inform the trustees’ decision-making, priorities and leadership efforts throughout the term. Each trustee is only one vote at the board table, but I want to make sure that, if elected, I am reflecting the priorities of the community in my motions, and my voting record.
Real empowerment means that the residents at the table in these meetings come together to brainstorm and implement solutions. As trustee, I would help organize regular Ward Council meetings and build relationships throughout the ward.
This idea has worked before in other wards and I have found widespread support from community members. Former Trustee Lynn Odynski and current Trustee Sue Huff have both successfully empowered many of their residents by creating a Ward Council in their ward (Ward C).
For some, this is an intimidating proposition. It can mean asking tough questions and having hard conversations. But isn’t that the role of the trustee? We can never improve if we don’t acknowledge our shortcomings and move forward with a clear sense of what most needs doing.
I’m approaching trusteeship from the premise that public education works best when it is a community project. It’s better for the students, for the teachers, and for everyone involved when we are more creative, more collaborative, and more imaginative to find solutions.
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2 Responses to “Fresh Idea: Let’s establish a Ward F Ward Council”
Hi Michael,
Thank you very much for your post. It is an interesting and thought-provoking idea. You might otherwise have my vote, however, as your running-mate in Ward F and in the spirit of public debate and campaigning, I have one principal concern that I would like you to address. The Edmonton Public Schools’ Board of Trustees conducted an extensive consultation process and established the following District Priorities for the years 2008 to 2011:
1. To ensure every student is successful in their program of studies, with an emphasis on literacy and numeracy.
2. To instill in each student the attributes of citizenship and good character in a learning environment that promotes health, well-being and positive relationships.
3. To provide a collaborative, healthy and innovative workplace that recognizes individual contributions and supports opportunities for growth and professional development.
As a benchmark, I think these amount to fairly attainable and potentially realizable goals for our schools.
Could you please elaborate on how your proposed plan for a Ward Council will further these priorities? Specifically, I am concerned as to how your proposed idea will unveil the “invisible” Trustee to the everyday, hard-working, and most importantly, very busy parent whose principal concern is the quality of education their children receive. Further, how is your proposed “community consultations” with “school councils, community leagues, MLAs, City Councillors and other interested citizens” going to translate directly to the classroom. Here, specifically, I am concerned with how “community empowerment” will further the individual educational needs of such diverse classroom settings (e.g., inclusive special-needs)?
Understandably, you can tell that my concerns emerge from my 25 years of classroom experience working with ever-changing student populations who, coincidentally, have an accompanying array of ever-changing needs and wants.
Sincerely,
Joanna Rozmus
Ward F, Public School Trustee Candidate
http://www.joannarozmus.com
Thanks for the question, Joanna.
I’ve heard a lot of comments on the door steps that the purpose of public education is to help children realize their potential and achieve their dreams. While I think this is the purpose of education, in general, I do not think it’s the end of the story when it comes to public education. There’s a reason society has taken it upon itself to educate every one of its young citizens – and that is not solely for their personal benefit. Public education ensures that, in equipping children with the tools for personal success, we are also equipping them with the tools to contribute to our society in meaningful ways that benefit everyone, both now and in the future.
This is the purpose of the trustee, so-called because they are the agents whom we have entrusted with the leadership of public education at the local level. Their decisions are not meant to focus solely on the student – they are meant to focus on that area where the interests of the students and the interests of the community overlap. Otherwise, we wouldn’t have the whole community electing them! This is also why school boards are considered an order of municipal government.
This spirit of the trustee as community representative and municipal governor is reflected in the District Priorities you quoted from. Here’s an example: “We believe education is a shared responsibility that requires the active engagement of students, staff, parents and the community.” Here’s another example: “Our success is measured in many ways: … 5. community support, engagement and partnerships.”
Ward Councils is one idea I have that will bring the community back to the boardroom. I disagree your concern that “everyday, hard-working, and most importantly, very busy parent[s]” will have no interest in a Ward Council. First of all, at least a few parents that are committed enough to sit on a school council will take the time to attend a ward council for the love of education and their city. Second of all, I specifically said that it will not only be parents that sit on these councils – that would defeat the purpose of them since parents of school-aged children account for less than %30 of adults in Alberta. The type of citizens that sit on their school council, their community league, their business association, their city council, and their provincial legislature – the kinds of individuals I have worked with my entire professional career – have a passion for their community that is nearly boundless. They would jump at the opportunity to work with school trustees so that our community and its school system can build upon each other’s successes.
So when it comes to these District Priorities, we must be careful to ensure that the community is involved, both in the delivery and decision-making process.
In the case of #1, trustees should work with their communities to go above and beyond the curriculum to ensure that students are not just equipped with the competencies prescribed by the provincial government in the curriculum, but also have the opportunity to develop those competencies the community – through their representatives on the school board – have determined are locally relevant and desired. This means that we need trustees who, rather than supervise teaching staff while they deliver the provincial curriculum, work hard with their constituents to determine which programs shall be offered extra-curricular. This also extends to EPSB’s Continuing Education programs. Trustees must also find ways the community can get involved in the delivery of these programs, whether this means community members will come to the school to supplement classroom instruction or whether the classroom will go out into the community.
In the case of #2, trustees should work with communities to ensure that real-world opportunities for citizenship and character development exist for students. Each community is different, and Edmontonians shouldn’t let Alberta Education define all by themselves what kind of citizens and skills our city needs. The community – through their representatives on the school board – must play a role in constructing a learning environment that will promote health, well-being, and positive relationships in a way that works for Edmonton and the students that live here.
In the case of #3, opportunities for growth and professional development for district staff should reflect the needs of their students and the community. In order to truly understand these needs, trustees must be engaged leaders that work with their constituents.
Yes, it’s true that students have ever-changing needs and wants. This is because our communities are constantly changing, constantly achieving new goals, and constantly facing new challenges. Edmontonians deserve a school trustee that recognizes the important role the community plays in shaping our students, and the equally valuable role the community can play in helping our students excel.