Kyle McStravick

My personal connection to public education in SD 61 is that I live in the District, and I have two toddlers who will be entering SD 61 schools within the next few years.

I have one main motivation for wanting to be elected as Trustee: I want to help. I want to help see that the District receives the responsible government it deserves, I want to help ensure my kids and yours will have the opportunity to study music in their public schools, I want to help move SD 61 further along the long road to reconciliation with the First Nations; and I want to help make our schools an ever more welcome place for all students regardless of ability, race, sexual orientation, or gender identity.  I also want to use my urban planning background to help the District responsibly administer its capital assets and financial matters.

Trustees are the elected officials of a Board of Education, or School Board,which exists in a co-governance relationship with the Ministry of Education and Childcare. Their primary role is to govern a school district by: setting budgets and capital plans, maintaining District staff, setting policy to achieve educational goals. Trustees also hear appeals from students and parents.

This starts with building better relationships with the Four Houses - proving the Board to be a responsible and caring partner in education. Proving we will endeavour to learn from the Four Houses leadership and members in order to establish the most welcoming and culturally relevant environment possible. Specifically, developing strong personal relationships and trust between Trustees and our counterparts at the Four Houses is the baseline - we can only move forward on this if we move forward in good faith, trust, and respect.

Do I believe that health and sexual education should be a part of students’education in SD 61 - like many other parents, I find it absurd that this question has to be asked in 2022. But I understand why it must be asked:  because there are candidates on the October 15th ballot who would wish to turn back the clock on progress that we’ve made in creating a welcoming environment for students and families of diverse backgrounds, sexual orientations and gender identities. I believe that creating the best possible learning environment for our kids means creating an environment where they all feel welcome. That includes providing age-appropriate, science based and compassionate education on sex and gender.

How will I address barriers to accessibility - by listening to students, parents and staff who face barriers to accessibility, and working to address any factors we can identify which limit accessibility. This is an ongoing challenge in a district the size of SD 61, and with an older building portfolio like ours. Lots of work to be done, and it starts with listening to those most affected.

How would I address exclusion on the basis of disability, race, culture, sexual orientation, gender identity and other protected classes - this obviously has no place in our schools or at the Board table.  On a personal level, I would address this by speaking out and identifying it where and when I saw it, and seeking a remedy.  On policy level, I would work to see that SD 61 has policies in place which would help all staff and students at every level feel supported in doing the same - speaking up and taking action with the full support of the District.

As a general principle, I will endeavour to listen to the kids, listen to the parents, and listen to staff as much as possible.  I will be visiting schools to speak with people, I will be meeting with people when they want to talk, and I will always be learning.

Trustees are elected to represent and make decisions on behalf of their constituents - but ongoing communication and engagement with stakeholders at all levels is crucial for Trustees to know what the SD 61 community wants to see in their schools.  To me, defining proper engagement will depend on the scale and nature of decisions being contemplated - I don’t see it as one size fits all.  But all options, including things like community panels; student, parent, and First Nation parter representation on ad hoc committees; and surveys or polls could all be appropriate to use depending on the situation.

I see many challenges facing us,but the biggest ones include:

*Reestablishing community trust in the Board,
*Furthering reconciliation and learning outcomes
*Holding the line on funding for music education
*Addressing staffing levels, including for Educational Assistants and TTOC
*COVID 19 safety, and
*Depending on how this election goes,maintaining a safe and welcoming environment for all students regardless of their sexual orientation or gender identity.

I don’t pretend that I am bringing a silver bullet to overcome all of these challenges on day one, but I want voters to know that I see these as serious issues which I think we can move the ball forward on. I plan to address these issues by being a Trustee who can work “across the table” productively through disagreements, who has sufficient experience and a professional background to make appreciable contributions to the hard work ahead, and who knows that our challenges can be overcome by always listening to and learning from as many voices as possible.

I believe the Board can do a better job of advocating to the Provincial Government for adequate funding. Many (although not all) of our challenges relate to money, and we need Trustees who will work to see that we are receiving enough funding to give our kids the education they deserve.

I think we can advocate best by first showing that the Board is a responsible body that won’t be sidetracked by squabbles and disagreements.  That, combined with showing that we are working hard to achieve the best value and efficiency for the funds SD 61 currently receives, will give the Province confidence that additional funding will be used wisely to the greatest benefit of our students.  Advocacy through personal contact with decision makers at the Ministerial level and through communications in the media will be key tools to move forward on this.

I will be a strong Trustee voice in support of music.

As a lifelong musician who benefited greatly from my public school music education, I hold a steadfast belief in the importance of funding arts and music programs in SD 61.  I don’t see arts as an optional extra, and I believe it should remain part of the core curriculum.

Arts education should not be reduced in elementary and middle schools, we need to hold the line on funding these programs, which will continue to be under threat.  How should arts education be funded? In the same way as any other crucial part of our kids curriculum. Student instruction should be the last area where any cuts are ever felt, as student instruction is the reason we’re all here.

From my background in local government urban planning, I have a great deal of experience productively dealing with others through fraught and tense disagreement.  My empathy, my listening and communication skills, and my ability to stay cool-headed through uncomfortable discussions will all serve me well as Trustee.  I see no reason why the next Board needs to be characterised by discordance or acrimony - even if we end up with a Board partly made up with Trustees who starkly disagree on issues like SOGI or music funding, I promise that if I am elected I will make great efforts to maintain a productive and harmonious Board.  It’s our responsibility to the students: working together though difficulty and disagreement.