Short attention span? Chilliwack school board candidates Q&A responses summarized to 12 words

Responses to CTA questionnaire from Laurie Throness, Katie Bartel summarized in a dozen words or less... (and their full answers, too)

The union representing teachers in the Chilliwack School District sent a questionnaire to all three candidates running in the byelection on March 1, 2025, to fill the seat left vacant by Heather Maahs who stepped down after she was elected as MLA.

What follows are the eight questions and responses from former MLA Laurie Throness and former DPAC president Katie Bartel, the two candidates who responded to the Chilliwack Teachers Association (CTA). But words are hard, so to help you not have to read or think too much, I've summarized each of their eight answers to a dozen words or less. I also summarized the (understandably) longwinded questions.

If you feel I've editorialized too much, fill your boots and scroll down to read the unedited questions and their fulsome responses.

(Unity Christian high school student Shane Kooyman did not respond to the CTA nor did he respond to my lone question: "Any comment on why you are interested in taking part in oversight in public education in Chilliwack as a Christian independent school student?")

Here are the CTA's eight questions tightened up a bit with corresponding super-tight answers from candidates Laurie Throness and Katie Bartel:

Too brief? Need sleep aids? Here are the full questions and their full responses.

1. What is your motivation for running for school trustee, and how does your connection to the school district inform your commitment to this role?

Katie Bartel: I am running for school trustee because I am deeply committed to the success and well-being of all students in the Chilliwack School District. As a long-time advocate, parent, and community leader, I have spent years working to support families and improve our education system. My experience serving on advisory committees, parent advisory councils (PACs), and as chair of the district parent advisory council (DPAC) has given me a deep understanding of the challenges our schools face. As a mother, I have personally navigated the education system, including the unique challenges of raising a child with Down syndrome and autism. I know firsthand how critical it is to have inclusive, equitable, and student-centred policies that meet the needs of all learners. I am running for school trustee because I believe in a school system that listens to families, supports educators, and prioritizes the success of every child. I am ready to bring my experience, passion, and dedication to the board to help create positive change for our students and schools.

Laurie Throness: I love public service, I have a long history of service to our community, and I love academics, having spent 12 years in public secondary education and more than 13 years in post-secondary education. And, along with our excellent teachers, I am concerned for the education of children, the future leaders of our province.

2. How do your priorities align with the trustee’s governance role, and what specific actions would you take while staying within the scope of trustee responsibilities?

Katie Bartel: As a trustee, my priority is ensuring every child’s success, through supporting educators, and amplifying family voices. I have no personal agenda beyond advocating for students and responsible governance. I bring years of experience working with families in Chilliwack, ensuring their concerns shape board policies. Trustees don’t manage staff but influence policies and resources that empower educators. I will advocate for evidence-based decisions, adequate funding, and professional development. My specific actions will be around inclusive education. As a parent of a child with Down syndrome and autism, I understand the barriers families face and the struggles staff encounter. I will push for strong special education supports, trained staff, early interventions, and policies that address the violence and bullying that seems to be rampant right now, so all students thrive and teachers are empowered. Transparency and accountability are essential to me. Families and staff deserve clear communication. I will work to ensure the board remains open, collaborative, and responsive to the community. I am committed to responsible governance, student success, and community engagement.

Laurie Throness: I am campaigning to add academic achievement as a core value of the district. The fact that our district’s learning institutions do not hold learning as a core value may explain our shortfall in academic achievement.

3. As a trustee how would you inform yourself on teacher perspectives and issues?

Katie Bartel: As a trustee, I am committed to staying informed on teacher perspectives and the issues that matter most to them. I will prioritize regular one-on-one meetings with teachers to hear their experiences directly and understand their concerns firsthand. Attending partner meetings will be a key part of my approach, ensuring that I stay engaged with the broader educational community and the collaborative work being done to support students. I believe in being accessible, responsive and open to feedback from teachers, creating a space where they feel heard and valued. Building strong relationships is at the core of my leadership, and I will actively seek out different perspectives to ensure no voice is missing from the conversation. Our teachers are on the front lines of education, and their insights are essential to making informed, student-centered decisions.
(SUMMARY: One-on-one meetings, accessibility and open to feedback.)

Laurie Throness: I would listen to them, as I have listened to thousands of constituents and groups throughout my career in public service.
(SUMMARY: Will listen to teachers as he listened to constituents.)

4. The FSA does not accurately reflect student progress or give enough salient information for teachers to use to adjust or update instruction. Do you agree with this statement? Why or why not

Katie Bartel: I passionately agree that the FSA does not accurately reflect student progress or provide teachers with meaningful data to inform instruction. Standardized tests like the FSA offer only a narrow snapshot of certain students' learning, failing to capture the full scope of a child’s growth, strengths, and needs. Additionally, the FSA is not accessible or inclusive for all learners. It does not account for diverse learning needs, nor does it reflect the principles of Universal Design for Learning (UDL), which aim to provide multiple ways for students to engage with, express, and demonstrate their learning. Beyond its limited usefulness, the way FSA data is used raises ethical concerns. It is often taken out of context, misinterpreted, and used for purposes that do not serve students – such as ranking schools rather than supporting meaningful improvements in learning. We need to move beyond the FSA and shift toward evidence-based, inclusive assessments that truly support the learning already happening in classrooms. By using triangulated assessment methods – including teacher observations, student self-reflections, and varied assessments embedded in daily learning – we can get a far more accurate and meaningful understanding of student progress. Our focus must be on assessments that empower students, inform instruction, and reflect the diverse ways children learn.

Laurie Throness: I’m not sure I know enough about this tool to agree or disagree with the statement, and I would look forward to learning more about it. I do know that we require benchmarks to determine student progress.

5. Do you support free collective bargaining and the right to strike? Please explain.

Katie Bartel: I absolutely support free collective bargaining and the right to strike for staff. I have seen firsthand how the working conditions of educators and support staff directly impact the quality of education our children receive. When teachers and support staff have fair wages, manageable workloads, and the resources they need, they can do their jobs effectively, which ultimately benefits students. Free collective bargaining and the right to strike are fundamental rights that allow workers to stand up for fair treatment, better resources, and the respect they deserve. When we support this process and right, we are also supporting our children and the future of education in our communities.

Laurie Throness: While I want to maintain cordial and respectful relations with the CTA, if elected it will be my responsibility to sit on the ‘management side’ of the negotiating table.

6. What is your position on the use of public funds for private education, given concerns that increased public funding for private school may contribute to greater inequities and the diversion of resources from the public system? How do you believe public education funding should be prioritized to ensure equitable access to all students?

Katie Bartel: I believe that public funds should be used to strengthen and support the public education system, not diverted to private schools. Public education is the foundation of an equitable society, ensuring that every child, regardless of their background, income, or abilities, has access to a high-quality education. When public money is directed toward private schools, it risks deepening inequities by prioritizing those who can already afford additional educational choices, while leaving the public system with fewer resources to support the vast majority of students. This year in B.C. $570 million of public funds went to private schools. That’s a lot of staff and resources not being directed equitably. I have seen how underfunding impacts students and educators. Schools need stable, sufficient funding to provide necessary supports, including specialized programs, classroom resources, and adequate staffing. Public dollars should be invested in ensuring that every student in the public system has access to the tools and opportunities they need to succeed, rather than subsidizing private institutions that are not held to the same accountability, inclusion or accessibility standards.
(SUMMARY: Public money should not be directed to subsidize unaccountable, non-inclusive private schools.)

Laurie Throness: As I have publicly stated in the past, the independent school system actually subsidizes the public system because parents pay half of their children’s education. If all children were in the public system there would be fewer dollars per student than there is now. I support parental choice in this regard.
(SUMMARY: Hooray for trickle-down economics. If parents want to choose a Christian education half funded by taxpayers, I support that choice.)

7. As a school trustee, how will you uphold the Ministry of Education’s policy that “educators are best suited to determine classroom resources” while also ensuring that our schools remain safe and inclusive spaces for all students, staff, and families?

Katie Bartel: I trust in the professional expertise of educators and their deep understanding of their students. Teachers work closely with their class communities every day, and they are best positioned to choose materials that support learning, critical thinking, and reflect the diverse needs of their students. At the same time, I am committed to ensuring that our schools remain safe and inclusive spaces for all. Every child deserves to feel valued, respected, and represented in their learning environment. That means supporting educators in their ability to choose resources that are inclusive, developmentally appropriate, reflective of the diverse world we live in and support the needs of the classroom. I recognize that education is a partnership between schools, families, and the broader community. If concerns arise about classroom materials, they should be addressed through respectful dialogue and clear, established processes that prioritize student well-being while upholding the professional autonomy of teachers. I will always advocate for decisions that centre the best interests of students and ensure that our schools remain welcoming, supportive places where every child can learn and thrive.

Laurie Throness: I would support Ministry policy by making sure teachers have access to a range of the best teaching resources.

8. School districts across the province are grappling with major challenges, including staffing shortages, inadequate funding, and overcrowded schools. As a trustee, do you see advocacy as part of your role in addressing these issues? If so, how would you work to advocate for meaningful improvements?

Katie Bartel: Advocacy is one of the key pillars of my campaign because I believe that strong, effective leadership requires a commitment to speaking up for the needs of our students, staff, and families. As a school trustee, I see it as my responsibility to not only address challenges like staffing shortages, inadequate funding, and overcrowded schools at the district level but also to push for meaningful improvements at the provincial level where many of these issues originate. Many of the challenges our schools face are the result of provincial funding decisions and policy choices. I will be a strong voice in provincial discussions, advocating alongside other trustees and education partners in areas of mutual interest. Whether it’s pushing for increased, stable, and equitable funding, supporting recruitment and retention strategies for education staff, or ensuring that new schools are built where they are desperately needed, I have proven that I will not shy away from the tough conversations required to bring about real change. Relationship building is essential to this work. I will work to build strong connections with teachers, support staff, families, and community members to ensure their voices are heard in decision-making. Listening to those directly impacted by these challenges allows me to advocate with real insight and urgency. Within the board, I will work collaboratively with fellow trustees to develop strategic solutions that prioritize student success and staff well-being. I believe that when we work together, when we listen, build relationships, and advocate with persistence, we can create a stronger, better-supported education system for all students. I am committed to being that voice, ensuring that the needs of our district are not just heard but acted upon.

Laurie Throness: Direct advocacy at the provincial level is more a function of elected MLAs than elected trustees. Therefore I would support the board meeting periodically with our MLAs to let them know our needs, just as I used to meet with the board when I was an MLA.

Having read all of that, on March 1, 2025, vote for the candidate who you think is committed to quality public education, which is the role of a school trustee.

General voting day

• Saturday, March 1, 2025, 8 a.m. to 8 p.m.:
Chilliwack: Landing Sports Centre - 45530 Spadina Ave.
Sardis: Vedder Middle School - 45560 South Sumas Rd.
• Advance voting Wednesday, Feb. 19 and 26, 2025, 8 a.m. to 8 p.m.
Chilliwack: Landing Sports Centre - 45530 Spadina Ave.

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Paul J. Henderson
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