Heather Grieve Answered

I think transparency starts with being honest with the community about where the District is financially, including when the information is difficult.

The district has had some recent leadership changes, made staffing changes in response to financial pressures, and publicly reported a budget error. I think being open about these things is important to maintaining trust with our community.

As a trustee, my role is to ask questions, understand the information we are being provided, and make sure there is appropriate oversight of the District’s finances. That means understanding the impact of declining enrolment, provincial funding, increasing costs and staffing on our budget and the decisions we have to make.

I also think we need to continue looking at how we involve the community in the budget process. We are looking at different levels of budget consultation, and I think parents, staff and taxpayers should have an opportunity to understand the financial pressures we are facing and provide input.

Financial information can be complicated, but that doesn’t mean it shouldn’t be understandable. People should be able to understand where our funding comes from, where it is being spent and why we are making difficult decisions.

Responsible financial management is about good oversight, transparency, accountability and making responsible decisions with public dollars. Sometimes that means making difficult or unpopular decisions, but the community should understand why those decisions are being made.

Heather Grieve Answered

I understand that classroom support is a major priority for parents and staff. At the same time, declining enrolment and increasing costs are creating financial constraints for the District, so these decisions are not simple.

When there are financial constraints, we have to look carefully at where resources are going and the impact those decisions have on students and staff. Teachers, educational assistants, counsellors, learning-support staff, librarians and other frontline employees all play important roles in supporting students, and I think the increasing complexity in our classrooms needs to be part of how we look at those decisions.

As a trustee, my role is not to determine staffing in individual schools. It is to ask questions, understand the pressures being experienced in schools, look at the data and consider the impact of different budget priorities. I also think it is important to listen to staff and families who are experiencing these pressures directly.

There will always be competing priorities when resources are limited. We need to understand what is required, what is working, where there are gaps and where resources can have the greatest impact on students and the people supporting them.

I also think we need to look at the provincial funding that is available and continue to advocate where the resources being provided do not reflect the realities districts are experiencing. At the Board level, those considerations need to be part of responsible budget decisions and setting priorities.

I think the question is how we make responsible decisions with the resources we have while recognizing that supporting students also means supporting the staff who are working with them every day.

Heather Grieve Answered

I think this is an area where relationships really matter. Students need to feel that they are known, that there are adults in their school who they can go to, and that they will be listened to when they raise a concern.

Bullying and harassment need to be taken seriously, and students need to understand what respectful behaviour looks like and what happens when those expectations aren’t met. At the same time, I think we need to recognize that every situation is different and look at what is behind the behaviour, while still making sure students feel safe.

As a trustee, the role is to provide the policy, governance and oversight that supports safe and respectful schools. That includes understanding the data we have around student well-being, attendance, engagement and incidents of bullying or harassment, and asking whether the supports available to students and staff are meeting the needs we are seeing.

The Board needs to continue to listen to students, families and staff. They have a different perspective on what is happening in our schools, and that information is important when we are looking at whether policies and practices are actually working.

There are also increasing pressures on young people, including social media and the challenges that come with it. Supporting students and staff in understanding those issues, while maintaining appropriate boundaries around behaviour and technology, is part of creating a safe learning environment.

We know students need to feel safe, connected and respected at school, and staff need to feel supported in creating that environment. As a trustee, I believe my responsibility is to understand where the gaps are, ask the right questions, support effective practices, and help ensure that resources and budget priorities reflect the importance of student well-being.

Heather Grieve Answered

There are a number of factors that can affect student achievement, and those can be different from student to student and school to school.

The increasing complexity in our classrooms is one factor. When students have needs that aren’t being met, whether that is around learning, behaviour, attendance, engagement or access to supports, it can affect their ability to be successful. That also has an impact on teachers and other staff who are supporting those students.

When we look at literacy and numeracy, I think it is important that we continue to look at the data and understand where students are doing well and where there are gaps. As a Board, our role is not to tell teachers how to teach. Our role is to ask questions, understand what the data is telling us, look at where supports and resources are needed, and provide good governance and oversight.

I will continue to ask how we are identifying and sharing what is working. If we try a pilot, activity or program in one school and we see that it is having a positive impact, how do we learn from that and look at whether it could be replicated in other schools? We don’t need every school to reinvent the wheel. There is value in sharing successful practices across the District while recognizing that schools and students have different needs.

Supporting our teachers and staff with the resources and capacity they need is an important part of that conversation. There are also challenges that are bigger than what a school district can address on its own, and I think continued advocacy with the Province is important when it comes to the resources needed to support increasingly complex classrooms.

I believe improving student achievement starts with understanding the individual needs of students, looking honestly at the data, supporting our staff, learning from what works and making responsible decisions about where resources can have the greatest impact.

Heather Grieve Answered

This is a really complicated question to answer with one overarching response. I think there are students whose needs are being well supported, and there are also students whose needs require additional support. The complexity of classrooms has increased significantly, and that has created a different reality for students, teachers and support staff.

The move toward greater inclusion, including the closure of district resource rooms, has also changed how supports are provided, and I think we need to continue looking at how we find the right balance.

As a Board, I have and will continue to ask questions about innovation, resources and how we are supporting students and staff in responding to increasingly complex needs. When classrooms are regularly being disrupted, or when the needs of individual students are having a significant impact on the learning environment, we need to be asking whether the right supports, staffing and resources are in place for both students and employees. We also need to recognize that a student’s needs may not be fully met even when there is no disruption in the classroom, and that those students deserve the same attention and support.

I think that means looking at spaces that are flexible enough to respond to different needs, as well as staffing that can move around where support is needed. It is about recognizing that supporting one student should not come at the expense of the learning, safety and well-being of the other students in the classroom or the staff supporting them.

There is also a provincial responsibility here. School districts are dealing with increasingly complex classrooms, and I believe Boards need to continue advocating to the Province for the resources and supports required to meet those needs. Districts are also awaiting the report by the Ombudsman.

I think the goal is to ensure that students with additional needs are supported while also ensuring that all students and employees have a safe, respectful and effective learning environment.

Heather Grieve Answered

Technology is constantly evolving, and I think part of our role as a Board is to understand how that is affecting education and ensure that our policies and governance keep pace with those changes.

There is a real benefit to students and staff understanding how to use technology, including artificial intelligence, appropriately and responsibly. At the same time, there need to be appropriate boundaries around the use of smartphones, social media, AI and other digital tools so that they support learning rather than interfere with curriculum, student development, engagement or the learning environment.

For me, this is about finding the right balance. Technology should have a purpose in the classroom and should support the work of teachers and the learning of students. It also needs to be used in a way that reflects a respectful education environment, including respect for one another, privacy and safety.

AI in particular is something that is going to continue to evolve. As a Board, our role is not to determine every classroom practice, but to understand how these technologies are being used, the opportunities and challenges they present, and the policies and safeguards that need to be in place. It is also important to understand the direction the Ministry is taking as AI becomes more embedded in education.

There is also a governance responsibility around infrastructure. So much of teaching and learning now relies on digital platforms such as Google Classroom and other technology, and the infrastructure needs to support the number of students and staff who depend on those systems while maintaining appropriate security and safety.

Heather Grieve Answered

The District has significant targeted funding for Indigenous education, and it’s really important that we continue to work closely with the Indigenous Education Council, which has representatives from the seven local First Nations. The IEC provides guidance on how those funds should be used to support Indigenous students.

We also need to continue looking at what the data is telling us about Indigenous student achievement. Graduation rates have increased, which is positive, but there is still a significant difference between Indigenous students receiving a Dogwood diploma and those receiving an Evergreen certificate. We also see differences in literacy and numeracy achievement, and we need to better understand what is contributing to those gaps and where we can provide additional support.

Knowing our students and understanding what they need to be successful is really important. The Indigenous Student Voice group has also provided incredibly valuable insight into some of the barriers and challenges Indigenous students are experiencing in our District. That student voice needs to be part of the conversation when we are looking at how we improve outcomes.

There is also an opportunity to look at an in-house Indigenous Education Worker certification program. Working with the IEC to determine whether that is something they support would be a great opportunity for consultation and collaboration, while also helping us build capacity within the District. We have had vacancies that have impacted some of the supports available to students, so finding ways to build that capacity is important.

Consultation and engagement are incredibly important in this work. Continuing to work with the IEC and the seven local First Nations, as well as students, families and staff, gives us a better understanding of what our students need and how we can make sure the targeted funding is having the greatest impact.

Heather Grieve Answered

School boards have an important role in governance and are responsible for overseeing educational programs, setting policy and making sure districts are meeting their responsibilities within the provincial education system. School boards do not determine the provincial curriculum. That is set by the Ministry of Education.

If there is a disagreement about what is being taught, that concern should go through the appropriate school and district processes so everyone has an opportunity to be heard and the concern can be addressed at the right level.

If the concern is about a school or district policy, that is different. Policies are something school boards have a role in, and the Board can review them, ask questions and consider whether changes are needed.

Trustees need to be willing to listen when families, students or community members have concerns and make sure those concerns are being addressed.

Heather Grieve Answered

I believe the district needs to manage space pressures with students, families and finances in mind. Without new schools being built, we are left with limited options for managing capacity pressures. Adding portables where they are needed, considering catchment changes and exploring modular expansions at a couple of schools are all options we can consider to help ensure the best learning environment possible for students.

Catchment changes can be very difficult for students and families. I understand how difficult those decisions are, particularly when students are separated from some of their peers and the school community they know.

At the same time, every catchment change or additional bus route creates costs for the district that aren’t necessarily supported through additional provincial funding. That is why we need to continue advocating for permanent capital investment.

Our long-term planning also needs to consider the age and condition of our existing schools and the significant costs associated with remediation and upgrades. New permanent schools could provide greater flexibility to undertake renovations or replacements of ageing infrastructure without putting additional pressure on already crowded schools.

For me, it’s about balancing immediate capacity needs with responsible long-term planning, minimizing disruption for families, and making sure we advocate for the provincial investment our communities need.

Heather Grieve Answered

I would measure success by whether I listened, advocated effectively, made responsible decisions and remained accountable to students, families, staff and the community.

I have advocated for the capital investments our communities need. We have areas in our district that are growing and schools that are under pressure, and I was part of the advocacy that led to the first new school announcement for our District since 2000.

The last four years brought significant financial pressures, changing enrolment, rising costs, staffing changes and an accounting error. As a trustee, I don’t balance the District’s budget, but I have a responsibility to make informed decisions and vote for fiscal responsibility, including making difficult decisions. I have been transparent about our financial realities and supported a long-term plan that provides greater stability.

Transparency with our community is also very important to me. I requested that letters to the Ministry and other partner groups be publicly posted so people could see what we were communicating and asking for on their behalf. Correspondence is now available on the SD73 website.

I have worked hard to maintain strong, respectful relationships with our employee groups through difficult conversations and significant staffing changes. I have also been accessible and responsive to the people I represent. I listen, respond and follow up.