Llewellyn for SD61

Key Message: Schools are stronger when communities work together.

Partnerships with First Nations, local governments, neighbouring school districts, non-profits, recreation organizations, and community groups can provide valuable opportunities for students and families. Collaboration can help connect schools with additional expertise, resources, and programming.

Community partnerships can support cultural learning, extracurricular activities, mentorship opportunities, family services, and community wellbeing. Building strong relationships between schools and community organizations helps create broader networks of support for students.

I would like to explicitly work with the Compost Education Centre in Victoria to develop more ecological learning opportunities through the development of school garden beds – where students will learn to nurture plants of all kinds and how this interplays with our larger ecosystem.

Key Message: Students learn best when appropriate supports are available.

Students have diverse learning, behavioural, and mental health needs. Access to supports such as counsellors, educational assistants, learning assistance services, and inclusive classroom resources can help schools respond to those needs effectively.

Strong support systems benefit the entire school community. When students receive appropriate assistance, classrooms can provide more positive and productive learning environments while helping students access opportunities that support their success and wellbeing. I think inclusion is beyond valuable for students to learn and understand that we all have differences and to value those difference. The inclusion model only works if it is properly staff and has diversified resources that meet diversified needs.

As a former EA, what I would like to achieve in the 4 year term is making the EA a more dedicated profession with a visible career path. The turnover rate for EAs impacts the ability to maintain experience and continuity in this vital position. I would like to develop a dedicated training pathway so that EAs can specialise in designated areas – e.g. physical disabilities, hearing impairments, neurodiversity, and learning disabilities.

I would also like to work towards building dedicated spaces for 1 to 1 or small group work for students who need a break from the classroom.

Key Message: Learning extends beyond the classroom.

Extracurricular opportunities such as clubs, leadership activities, and special-interest programs provide students with additional ways to build skills, confidence, and relationships. These experiences can complement classroom learning and support student engagement.

Access to extracurricular opportunities is not always equal. Partnerships with community organizations, volunteers, recreation providers, and arts groups can help expand available programming and create more opportunities for students to participate.

One big area I would like to work towards is climate action groups/clubs. The climate crisis is scary and overwhelming. By taking action, I believe that giving our students the tools and structure, they will feel greater control and more importantly empowered to make direct changes.

Key Message: Healthy, modern schools support student success.

School facilities play an important role in creating safe, comfortable, and effective learning environments. Long-term planning can help schools respond to changing infrastructure needs while improving building performance, reliability, and resilience to environmental challenges.

Investments such as heating and cooling upgrades, energy-efficient systems, playground improvements, and fleet modernization can contribute to well-maintained facilities. These projects can support learning conditions while helping schools prepare for future operational and climate-related challenges.

I would like to work with district staff on applying for grants that can support the updating of infrastructure. As an example, updating our fluorescent light bulbs in older schools. This are small steps that the district can take but are needed to improve infrastructure, save costs, improve accessibility.

Key Message: Technology needs to be governed effectively. Safeguards are needed.

Artificial intelligence is swiftly becoming part of everyday life and education. I think schools need to slow down the use of AI.

I think the first goal is to put in the appropriate safeguards and measures to effectively manage AI and other technology. Our students need to know about the risks before we start talking about the benefits of this tool.

I use AI in my life and recognise that it is a tool and when used effectively can be beneficial.

Students continue to benefit from opportunities to build foundational skills through independent work, critical thinking, discussion, and written assignments. Clear governance is needed now to help schools balance innovation with student learning, safety, and responsible use of emerging technologies.

My goal is to invite experts from the field of AI field (university professors) to help the board and staff grapple with this emerging technology for policy development. I would also organise workshops for students to understand the impacts of misinformation and disinformation, deep fakes, and cognitive offloading.

I would also like to develop district wide policy governing the use of e-scooters and e-bikes on school grounds. Specifically, providing school administrators the correct tools to manage any students who are riding these electric devices outside the legal age limits – e.g. confiscating until the end of day.