An Open Letter to the Premier of British Columbia
Dear Christy,
I hope you don’t mind me calling you Christy. We’ve never met, but you seem to pride yourself on connecting personally with British Columbians, so I’m sure you won’t mind my use of your first name.
I think it’s critically important for women to be involved in politics at all levels of government. I ran for the first time in 2011 and was honoured when the residents of West Vancouver elected me to be one of their trustees to the Board of Education.
Given my belief that women in politics are agents for change, it is with some hope that I viewed your election as leader of the BC Liberal Party and, subsequently, as Premier.
The opportunity to have a woman at the helm of the governing party seemed to me to be an opportunity to do things differently, to do things in a manner which is more collaborative and more substantive. To rise above partisanship and to focus on the overall good of our province and not merely to wallow in ideology.
Since then I’ve grown increasingly disillusioned by your approach to politics and governing.
Why?
Because rather than being an innovator in politics, you seem to be perfecting the art of politics by photo opportunity and soundbite rather than by policy and depth.
This is perhaps most evident in your approach to public education in our province and your reaction to the decision by Justice Griffin of the BC Supreme Court.
Essentially, Justice Griffin reaffirmed her earlier finding that legislation in 2002, enacted when you were Minister of Education, was unconstitutional and that the remedies subsequently introduced were insufficient.
This means that hundreds of millions of dollars that should have been invested in the public education system have been diverted. Not only that, but in the intervening twelve years, increases in costs, inflationary increases in conjunction with downloaded costs, have outpaced increases in funding which means that Boards of Education throughout BC have done more and more with less and less.
The continuing success of Boards should not be taken as an indication that funding is adequate. Rather, it is a testament to their resilience, and the resilience of all the partner groups including parents, that our students have continued to thrive and excel.
Imagine the success we would have had if you had maintained funding according to the terms of the 2002 collective agreement!
We would have had greater equity across school districts.
We would have more successfully addressed the needs of our most vulnerable students.
We would have kept more schools open.
To argue now, in light of the court judgement, that the solution is not affordable and that it will cause irreparable harm to students is to focus on being right rather than doing what’s right.
I’m confident that Justice Griffin was not counting on a time machine to carry us back in time and I recognize that filing an appeal is an option available to you in our legal system. I also believe the time has come for you to show leadership and to do things differently.
Negotiate a new contract with the BCTF, with new parameters for September 2014, and agree to provide the additional funding which will be required to fulfill the terms of a new agreement.
That, Christy, would reaffirm my belief in the power you have, as a woman in politics, to make a difference and, in particular, to make a difference which will undoubtedly benefit students in BC’s internationally recognized public education system.
Ruminating On Paths Taken And Not Taken
Today the BC Supreme Court released a decision which finds changes made to the collective agreement with teachers in British Columbia, specifically those around class size and composition, unconstitutional. In addition, the court awarded the British Columbia Teachers’ Federation (BCTF) $2 million in damages which the provincial government must now pay.
That’s what I should probably talk about today given my role in BC’s public education system, but there are too many unknowns at this point, including the government’s response, and I don’t have enough details for an informed comment.
Not that I have answers to the other topic which I’ve been pondering.
George Bernard Shaw famously said, “Youth is wasted on the young” and we often hear the phrase, “If I only knew then what I know now.”
In a similar vein, I’ve thought of this: there is no undo/redo.
Computer programs have undo/redo, commands that allow us to zip back and forth in our work or our game to the point before we made an error or made a choice which we no longer support or chose a path which has not led us to the desired outcome.
In life, however, there is no undo/redo. As much as people advocate for a philosophy of “no regrets” I think that’s simplistic and difficult to apply in our own lives.
Why?
Because if we are honest with ourselves, there are regrets. We recognize points along the way where we made choices which were not good ones or decisions which didn’t play out the way we hoped they might or where we passed up an opportunity which, with hindsight, we think may have worked out better although there’s never any guarantee it would have.
I also think the idea of living in the moment, while it has merits, is not the answer either because we are not creatures of the moment: we have a past that has shaped us and we have a future which beguiles us.
The question becomes how to reconcile ourselves with our choices and with their outcomes.
It’s difficult to do when we hit those bumps in the road where each and every decision is up for evaluation. Where the “what-if” game becomes the one haunting us in the present. Where our confidence and our understanding of who we are takes on the metaphorical aspect of a cannibal rat ghost ship.
And we’re lucky if we find our way before circumstances intervene to make a situation worse or to take the journey along life’s path out of our control.
And while there is no undo/redo, there is try which puts me at odds with Yoda, the Jedi Master in Star Wars. With deference to the green sage, sometimes all we can count on is try.
Because without try, there is no possibility of change.
And change, according to ancient philosophies, is the only constant.
Getting to Know Me and You
In a recent blog post, Chris Kennedy, Superintendent of Schools for West Vancouver, issued a challenge which involves providing 11 random facts about one’s self, answering 11 questions, and posing 11 questions for others to answer.
I don’t have an athlete’s competitive gene in the way Chris does, but I’m not one to pass up a challenge — particularly one which offers an easy way into kickstarting my blog for the year.
So here goes:
11 Facts About Me
- I’m the eldest child in my family and I use birth order psychology to rationalize my tendency to be bossy.
- Athletic competition is not my forte, but I was a competitive swimmer when I was younger.
- And while I may not be an athlete, my competitive instincts do tend to arise if faced with a New York Times crossword puzzle, a game of Trivial Pursuit, or any sort of game involving my five nephews.
- I was one of the original hosting staff hired for Expo 86 in Vancouver. I worked in the pre-fair period, first at the display pavilion conducting tours of the site model, and later at the Expo Centre which eventually became Science World.
- Although I did have that experience with Expo, I resigned my position before the Fair actually opened – not one of the best decisions I’ve ever made.
- I lived in Toronto from 1986 to 1992 and worked for a variety of companies including Addison Wesley Publishers, Canada Mortgage and Housing Corporation, and Rogers Cablesystems. I also obtained my MBA from the University of Toronto while there.
- During my time in Toronto, I took creative writing lessons through the Continuing Education department at the U of T. My instructor, for two terms, was Anne Michaels who subsequently found much acclaim with the publication of her novel Fugitive Pieces among other works.
- I still have the letter Ms. Michaels wrote to me at the end of one term (she wrote a letter for to each student) encouraging me to give myself the gift of time to write. I have to admit, I’ve never quite learned how to do so, but I still may.
- While working for CMHC, I was seconded to the G8 1988 Economic Summit and worked in the media centre. I think I may have caught a glimpse of Margaret Thatcher once from a very great distance!
- My return to Vancouver in 1992 was prompted by a number of factors, primarily the impending birth of my first nephew. That’s one of the best decisions I’ve ever made because it brought me back home and allowed me to play a bigger part in his life, and the lives of his brothers, than I may have been able to from far away.
- September 2014 will mark 40 years since my family moved to British Columbia and settled in West Vancouver.
Questions from Chris Kennedy:
- If you could only watch one television station what would it be? CBC Newsworld
- Looking back at your schooling, what was the silliest rule your school had? I don’t remember which is probably a clear indication that school rules aren’t as effective as we’d like them to be. Or it may only be evidence of my memory issues!
- Who is the greatest ever Canuck? I’m sure I’d answer this differently every day and we’re lucky to have so many choices. Today I’m going to pick Lester B. Pearson because I believe he was a man who had a vision of how Canada could operate on the world stage in a manner which promoted peace and reconciliation. Our political leadership now seems to have abdicated that position. [Editor’s Note: I realize now Chris meant the hockey team and not Canadians in general in which case I’ll say Trevor Linden although I was also a Harold Snepsts fan. Oh, and Kirk McLean.]
- What is the greatest rock group of the 1980s? Please see the note above re memory issues. I was a Fleetwood Mac enthusiast and also a fan of the Little River Band, but I think that may have been more reflective of the 1970s.
- What is something education related you have changed your opinion on over your career? Assessment although not necessarily academic honours and awards.
- What is the warmest place you have ever been — and how warm was it? China in July 2009. My eyeglasses would fog up as soon as a I stepped out of the hotel lobby and I remember being drenched in perspiration from morning to evening.
- Poorest fashion trend you have seen in schools in the last 10 years? Ugh to Uggs.
- What was more frustrating to deal with in your school — Pokemon cards or silly bands? Luckily my role precluded the need to deal with this issue.
- Describe your favourite high school teacher in four words. Miss Lysell: dramatist extraordinaire inspiring imaginations.
- What is the best reason to go on Facebook at least once a day? For a smile while refreshing connections with friends and family, near and far.
- If blogging was outlawed tomorrow — what would be your reaction? Phew!
11 Random Questions for You:
- When you think back to your time as an elementary and/or high school student, what’s the one thing you wish had been done differently?
- What’s your favourite movie and why?
- If you were asked for one piece of advice to offer a first year student at a post-secondary institution, what would it be?
- What was your favourite song of 2013 and why?
- Who would you say serves as the best role model for young people today?
- Think about the work you’re doing now. Is it part of a career you had planned on or are you doing something you had never thought of doing when you were younger?
- If you could pitch an idea for a television show, what would it be? (Credit for this question goes to my son!)
- On a sunny day, do you make every effort to get outside or do you sometimes prefer to stay at home?
- If you had to choose one animal to best describe who you are, what would it be? (I was once asked this question in a job interview!)
- What do you think is one thing we could do to encourage more young people to vote in municipal, provincial, and federal elections?
- What is one change you hope to make in 2014?
I Challenge the Following People to do their “Homework”:
As Chris did, I extend the challenge of this activity to the educational community in the West Vancouver School District including parents and students who write and maintain blogs. I’d also like to extend the challenge to Trustees throughout British Columbia. It’s an interesting way to allow our communities to get to know us just that little bit better beyond our role as advocates for the public education system.
Who Will Fight For Public Education?
On December 6, Peter Fassbender, the provincial Minister of Education, spoke at the BC School Trustees Association (BCSTA) Academy. It was the first time I had heard him in-person and I found his presentation to be coercive, if not threatening. His central argument seemed to be that in these uncertain economic times Boards of Education must make hard decisions or else face the consequences. I’m still trying to decipher his meaning.
Afterwards, in one of those characteristic quick chats you have at events such as these, another Trustee said to me she felt Minister Fassbender sounded more like the Minister for Small Business and Trade than the Minister of Education. Then she said this: “If you can’t count on the Minister of Education, then who can you count on? Who will fight for public education?”
Why?
Because although there are many passionate advocates who fight for the public education system, decision-making power rests at the table in front of cabinet Ministers and the Premier. And while they may believe in the importance of education, they seem to disavow any notion that the public education system is underfunded or that we have reached a point where school districts are unable to cover additional costs without directly affecting programs and services.
With that in mind, here’s the speech I wish the Minister had delivered to the assembly after Teresa Rezansoff, the President of BCSTA, had welcomed him to the podium and after he had acknowledged our presence on traditional territories.
“Good afternoon and thank you for inviting me to share my thoughts with you today.
When Rod Allen makes his presentation on changes to the BC curriculum, he may tell you that many young people lose their first job because they aren’t able to collaborate well with others. You also know that when we talk about 21st century learning we often focus on collaboration as one of the key skills we want our young people to develop. And you know, as well as I do, that we need to model the skills we want to teach. So, as Minister of Education, I plan to do just that. Over the next four years, I’ll do my very best to ensure that the governance of the public education system in BC is pursued on a collaborative basis.
That’s why I want to start off by thanking you. I want to thank each and every Board for funding the recent wage settlement with support staff. Not only is it incumbent upon us to recognize their hard work with gratitude, it’s important to be able to compensate their efforts with fair wage increases. But I know it was tough to make the necessary adjustments to your budgets and your operational plans and I’m sorry that we weren’t able to provide you with additional resources to cover this cost item. That’s why I want you to know that the next settlement, the one we hope to arrive at with the BCTF in this round of bargaining, will be fully funded. It will be fully funded because I know it would be unreasonable to expect the costs to come out of your budgets as they are currently structured.
With regard to the BCTF, let me say how pleased I am at the tenor of dialogue we’ve been able to establish with Jim Iker and his team at the BCTF since my appointment as Minister of Education. Our relationship is off to a good start and I look forward to continuing to build on that strength. But bargaining is tough. It’s not easy. But let me assure you that while our goal in bargaining is to secure a long-term contract, we also are focused on providing a fair deal. We want a long-term solution to ensure labour peace for students and their families, and to allow the amazing educators we have in this province to focus on the new curriculum, the changes in graduation requirements we hope to introduce, and the new approaches to assessment which will enhance student learning. In other words, we want to make sure that the energies of our educators are directed to the work that they do and not the need to fight with us. That’s collaboration. The end result may be a 10-year deal; it may be something else. We won’t let go of our desire for a long-term solution, but we want our partners to know that our public commitment to a particular time frame will not trump our willingness to bargain in good faith and to secure a fair settlement.
Allow me to make another quick note about bargaining. We will be bringing down legislation in February which will detail a new bargaining structure for the public education sector. The input you’ve provided with regard to what that may look like is very much appreciated. And let me say this: whatever that new structure will look like, it will not, in anyway, compromise the role and status of locally elected school boards. Having locally elected school boards means that local issues can be dealt with in a way that is sensitive to the needs and the wants of each individual community. That makes all the difference to the way public education is delivered at the local level and that’s a point that I’ll be stressing during the core review process as well.
As you know, my cabinet colleague Bill Bennett is in charge of the core review and he is also the Minister of Energy and Mines. Bill has said publicly that there will be no consideration for school districts when it comes to the recently announced BC Hydro rate increases. I realize that increases of this magnitude have become necessary because of decisions made by previous governments and the way in which the government’s relationship with BC Hydro has been structured. We’re working on that, but I want you to know that I plan to sit down with Bill as soon as possible and to push hard to see if there isn’t something we can do to mitigate the impact on you. I need to do that because I know, as well as you do, that any additional costs to your districts without additional funding means an impact on programs and services. And that’s not what we want.
It’s not what we want because even though your resources are stretched to the limit, you’ve done a fine job of making sure our young people are getting the education they need in order to be competitive. You can see that in the OECD PISA results released this week. Isn’t it great how well our young British Columbians are doing compared to other students from around the world? Together, we’ve done a wonderful job and we have to continue to build from this position of strength. We cannot afford to be complacent; we cannot afford to neglect the system that has served us well and which is essential to the continued success of our young men and women.
And that’s why I want you to know that I am sensitive to your challenges. I have read your letters, I have listened to you, and I have heard you. Funding is one of the key challenges facing our public education system because even though we may be spending more than ever before, costs have outpaced the level of funding provided. That won’t do. That’s just not good enough.
That’s why I want you to know that at the cabinet table I am demanding more for education. Yes, I know times are uncertain. Yes, I know the budget is stretched. But I will make it clear to the Premier that if we continue to demand the best from our public education system, we must ensure that the public education system has the means by which to be the best.
Because, like you, I believe that a strong, vibrant public education system is integral to our democratic society. We need jobs, we need a robust economy, but we also need to make sure our society is well-educated so we can maximize the potential of those jobs and that economy for all British Columbians.
Who will fight for public education? I will and you will and this government will because education is a priority — for you, for me, for the children, for all of us, and for the future.
Thank you.”
Time May Not Care But I Do
December looms. The last month of the year. I can only wonder how it is that 2013 has just over four weeks to go.
The months have flown by, the year has evaporated. Like the contrails of planes which soar overhead, all that’s left are lingering impressions of passing through space and time. I know I started there and I know I’ve ended up here, but I’ve lost the texture of the days and won’t remember all the details of my experiences along the way.
Time’s not going to hesitate in its relentless march to give me back the days or weeks or minutes or seconds I wasn’t able to enjoy or forgot to savour.
Time doesn’t care, but I do.
Why?
Because the end of the year means the end of the semester at Simon Fraser University (SFU) and while time may not care that it’s left me breathless with its bruising speed, I do care about having to say goodbye to the students I’ve been working with since the first week in September.
There are any number of reasons for me to be ecstatic. Once exams are over and grading is done, I won’t have to contend with the agony of marking. Once the last book has been read and the last office hour held, I may be able to reintroduce balance in my day to day activities. Once the demands have lessened, I might be able to capitalize on a few extra hours of sleep.
I have many reasons to celebrate. But here’s the thing. All of those reasons and more are trumped by this one truth: I treasure working with undergraduates even if they hand in papers late, even if they won’t contribute to a class discussion, even if they haven’t done the reading, even if their writing skills are still in development, and even if they don’t care as much about the course as I do.
Based on concentrated interactions over 12 to 13 weeks, even if it’s just for 50 minutes each week, a connection is established although not with every student and not always successfully. A rapport grows among the members of each tutorial group, a sense of common purpose.
And for me the most rewarding moments are those times during a tutorial session when I can actually see the students thinking. When it seems like they are puzzling over a new idea, a new concept. Of course, they may just be squinting at the clock in anticipation of being released from the torture of sitting in yet another classroom with yet another TA droning on about something or the other. Maybe. But more often than not, I feel they’re giving serious consideration to the material at hand. They are learning and their horizons are expanding.
My time with these students is rapidly coming to an end and I’m incredibly appreciative of the time I’ve been privileged to spend in their company.
It may be brief, it may be over all too soon, but it’s time well-spent.