“My background in data analysis also meant I wanted to understand the enrollment projections—not simply accept them. I questioned the assumptions behind the numbers and whether they accurately reflected what we were seeing in our community. That experience reflects the kind of trustee I want to be: present, prepared, willing to ask questions, and committed to making sure students and families are heard.”

Why do you want to be a school board trustee?

My motivation for becoming a school board trustee is very personal. I’m a parent, and my children’s schools are a big part of our family’s life. I’ve seen how much our schools mean to our children—not just academically, but in helping them build friendships, confidence, faith, and a sense of belonging.

Through my involvement in our school community, I’ve also seen how important it is for parents to feel heard and included when decisions are being made. When changes happen in our schools, they have a real impact on families, and I believe those voices need to be part of the conversation.

I’m running because I want to take that involvement a step further. I want to be a trustee who listens to families, asks the tough questions, looks at the evidence, and works collaboratively to find practical solutions.

At the end of the day, this isn’t just about being a trustee for me. It’s about wanting to make sure our children have safe, welcoming schools where they can learn, grow in their faith, and feel that they belong. As a parent, I want to help build that kind of future for my children and for every child in our Catholic school community.

What’s your background and experience, and how do you think that’s relevant to the job?

My background has given me a combination of experiences that I think would be valuable as a school board trustee, but the most important part of my background is being a parent in this community.

I have a degree in Medical Physics from Toronto Metropolitan University and a Master’s in Bioinformatics from the University of Guelph. Both fields taught me to be curious, look at the evidence, understand complicated information, and—most importantly—not be afraid to ask questions. I think that is incredibly important when you’re making decisions that affect thousands of students and families.

But my experience in the community has shaped me just as much. I’ve been involved with my children’s school through Parent Council, I served as Chair of the City of Guelph’s Transportation Advisory Committee, and I volunteer with Sunshine Therapy Dogs with my dog, Paczek. These roles have taught me how important it is to listen to people, bring different perspectives together, and turn concerns into practical action.

As a trustee, I would bring that same approach to the school board. I want to be someone who listens before making decisions, who is willing to ask the uncomfortable questions, and who takes the time to understand how a board decision will actually affect students, parents, educators, and staff.

I also want to bring a strong parent perspective. I know what it feels like when a decision made at a boardroom table becomes something your family has to navigate every day. I believe trustees need to remember the people behind the policies and numbers.

Ultimately, I would bring a combination of curiosity, evidence-based thinking, community involvement, and lived experience as a parent. I’m not running because I think I have all the answers. I’m running because I’m willing to listen, learn, ask questions, and work hard to make sure our students and families are genuinely represented.

How do you see your role as a trustee? What are your main responsibilities?

I see a trustee as a bridge between the school board and the families and communities it serves.

The role is about good governance, setting priorities, overseeing public resources, and making decisions that serve students across the board—not running individual schools or directing staff.

For me, listening is one of the most important responsibilities. I want to hear from students, families, educators, and staff, ask questions, and bring those perspectives to the board.

If elected, I would be a listener, advocate, and collaborative decision-maker, while keeping students at the center of the work.

Like many governments and boards, school trustees are facing a budget crunch. Without an increase in provincial funding, how do propose to ensure that your board balances student needs with fiscal prudence?

I think fiscal responsibility and supporting students have to go hand in hand. As a trustee, I would want to understand the numbers, ask questions about where money is going, and make sure we’re getting value from the programs and services we fund.

My priority would be protecting what directly supports students—classroom learning, special education, safety, mental-health supports, and our educators—while looking for efficiencies elsewhere.

For me, fiscal prudence isn’t simply about spending less. It’s about using the resources we have responsibly, transparently, and where they can have the greatest impact on students.

How will you support teachers and education workers as they begin contract negotiations this fall? How will you support parents concerned about labour disruption?

I think the most important role for a trustee during negotiations is to respect the collective bargaining process and make sure communication with families and staff is clear and timely.

I would support teachers and education workers by listening to their concerns and respecting the role they play in our schools. At the same time, I understand that parents need stability and clear information, especially if there is a potential disruption.

As a trustee, I would focus on constructive dialogue, transparency, and keeping students at the center of the process without making promises about an outcome I can’t control.

Guelph is a rapidly growing town, how will you ensure that the school system is able to grow and accommodate the new students and the changing demographics?

Guelph is growing, and our schools need to be planning for that growth rather than constantly trying to catch up with it.

As a trustee, I would want to make sure the board is using enrolment projections, development data, demographic trends, and information from municipalities to understand where students will actually be living and where school capacity will be needed. That means working closely with the City of Guelph and Wellington County so that school planning is part of the conversation when new communities and developments are being planned.

I also think we need to be realistic about the tools available to a school board. Trustees can’t simply decide to build a new school whenever enrolment increases. Capital funding, land availability, provincial approvals, and long-term enrolment projections all play a role. That makes early planning and strong advocacy especially important.

At the same time, growth isn’t only about building more schools. We need to look at how we are using the space we already have, whether boundaries and school configurations make sense, and whether temporary solutions are actually temporary or becoming long-term arrangements.

Changing demographics also matter. Our schools serve families with different languages, cultures, needs, and circumstances. Growth gives us an opportunity to make sure our Catholic schools remain welcoming and that students have the supports they need to succeed.

Ultimately, I would bring a data-driven but family-focused approach. I want us to plan ahead, communicate honestly with families about capacity challenges, advocate for the capital resources we need, and make sure decisions about school accommodation are based on the long-term needs of our students and communities—not just the pressures of the next school year.

Absenteeism seems to be a growing problem in Ontario high schools, what are the ways that you can support teachers and administrators to assure that students are getting the proper instruction?

I think the first step is understanding why students are missing school. Absenteeism can be connected to transportation, mental health, family circumstances, academic struggles, or simply feeling disconnected from school.

As a trustee, my role would be to make sure teachers and administrators have the resources and supports they need to address these challenges early. That means looking at attendance data, identifying patterns, and ensuring schools have access to student success supports, mental-health resources, and attendance staff.

I also think communication with families is key. We need to address attendance concerns early, before a few missed days become a significant gap in learning.

Ultimately, I would want to balance accountability with compassion—making sure students understand that attendance matters while also giving schools the tools to help students get back on track.

School safety is a big concern, from behavioural issues to school resource officers. How can schools be safe places for learning while also not making it feel like kids are learning in a security state?

I believe schools can be both safe and welcoming. Students should feel protected without feeling like they are learning in a security facility.

Safety starts with prevention—supporting teachers and administrators with the resources to address behavioural issues early, along with mental-health and student supports.

I also believe there is a role for police partnerships and school resource officers, particularly for relationship-building and serious safety concerns. But the focus should be on building trust, not creating an intimidating environment.

As a trustee, I would listen to students, families, teachers, and administrators to understand what makes them feel safe and supported. Ultimately, our schools should be places where students feel safe, respected, and able to learn.

If you get elected to be a trustee, and considering the increase in provincial influence, do you think you will serve a full four year term?

If I’m elected, my intention is to serve the full four-year term.

I’m not entering this race as a stepping stone to another position. I’m doing this because I care about our schools, our community, and the future of Catholic education in Guelph.

I understand that four years is a significant commitment, and I’m prepared to put in the time and work the role requires. I want to be there for the difficult conversations as well as the successes, and to continue learning as the role and education system evolve.

My goal is to show up, listen, ask questions, and serve our community to the best of my ability throughout the term.

Let’s say I don’t have kids, and thus no proverbial “skin in the game” when it comes to my local school, why should I care about who’s my school board trustee?

You don’t have to have children in the school system to care about who represents you as a trustee.

Our schools are part of the community we all share. They educate the next generation, use public resources, and help shape Guelph’s future. We all have a stake in having schools that are safe, well-run, and accountable.

As a trustee, I want to represent the whole community—not just parents—and make sure decisions are thoughtful, transparent, and focused on strong schools for everyone.

Is there anything else you want to tell voters as they make their decision?

I’d encourage voters to look at how I’ve already shown up for our school community. During the “St. Joseph Catholic School Grade 7/8 Restructuring” issue, I became directly involved, attended meetings, delegated, asked questions, and advocated for families concerned about the proposed changes.

My background in data analysis also meant I wanted to understand the enrollment projections—not simply accept them. I questioned the assumptions behind the numbers and whether they accurately reflected what we were seeing in our community.

That experience reflects the kind of trustee I want to be: present, prepared, willing to ask questions, and committed to making sure students and families are heard.