Thames Valley trustees

“Getting colleagues on your side is about building relationships and trust over time. They need to know that you do the work, understand the issues, are willing to sit down and explain your thinking, and are always focused on what is best for students. Throughout my tenure, I have brought forward many motions, and I have learned that the motion I start with is rarely the motion that ultimately passes. With 13 trustees and three student trustees, there are many perspectives around the table, and those perspectives can make an idea stronger. I listen, understand concerns, and am willing to change my ask when it helps build broader support. Sometimes that means changing the wording, adjusting the approach, or giving up part of what I originally wanted. For me, consensus is not about winning an argument. It is about finding common ground and achieving the best possible outcome for students. Building trust, doing the work and being willing to listen and adapt are how I bring people around.”

“Trustees cannot interfere in operational matters or direct that a student be moved from one class to another. Under the Education Act, the responsibility for assigning students to classes rests with the principal. If a parent brought this concern to me, I would explain the appropriate process and encourage them to raise the issue first with the classroom teacher. If the concern remained unresolved, I would encourage them to follow up with the principal, then the superintendent, and, if necessary, the Director of Education/CEO. I would encourage the parent to follow up promptly and keep me informed throughout the process. I would also ask the superintendent to keep me updated so I can ensure the concerns are understood, the appropriate policies are being followed, and all perspectives are being considered fairly. My role would be to advocate for the family while being clear about the limits of my authority. I can ask questions, advocate for the student and family, and help ensure the proper process is followed, but I cannot direct the placement of a student. I recognize that advocacy does not always result in the outcome a family hopes for. Sometimes, despite our best efforts, a decision may remain unchanged. In those circumstances, my responsibility is to ensure the family is heard, the process is fair and transparent, and the appropriate decision-makers are accountable for the final decision.”

“This has happened during my tenure. My first step is to review the staff report carefully and understand the reasons for the proposed closure or boundary change. I then reach out to School Council chairs, Home and School representatives where applicable, and others in the affected community to hear their concerns and perspectives. I listen to public input and, when appropriate, follow up with those who have spoken publicly to better understand their viewpoints. I also work with staff to see whether there are opportunities for compromise and have gone back and forth with staff to find solutions that address community concerns. I bring any changes I believe are needed forward to trustees through the committee process and have made or supported motions to provide protections for affected families, including legacy agreements for Grade 7 students and their siblings until graduation, as well as transportation provisions. My goal throughout the process is to listen, seek practical solutions, and make sure the concerns of students and families are considered before the final vote.”

“One example is my work to improve transportation options for secondary students. In 2023, I brought forward a motion for TVDSB to explore providing municipal transit passes to secondary students at no personal cost, including consultation with students, families and local transit providers. The work eventually led to a pilot providing free transit passes to Grade 9 students at Clarke Road Secondary School. Student bus pass pilot clears final hurdle at school board (https://lfpress.com/news/high-school-bus-pass-pilot-passes-final-hurdle-at-school-board/) I have also stayed engaged with families through calls, emails, town halls and community communication, served on numerous TVDSB committees, and advocated for students and the Board with MPPs and the Minister of Education. My approach has been to listen, bring concerns forward, work with others on practical solutions, and continue advocating for students and families beyond the boardroom.”

“Getting consensus is not always an easy task. Without naming names, this particular group was planning a public event, with the goal of breaking even (i.e. not a fundraiser). We wanted to use a portion of property that the leadership of the property did not want to get used when first hearing about the event. Instead of butting heads or trying to go above them, we arranged a conversation to lay everything out and explain the reasoning. In the end, we were able to go ahead with the provision that we installed security fencing and had security personnel hired for the event, which meant giving up some of our volunteer positions and a chunk of change, which in turn increased some of our pricing in order to still break even. Trustees need to make similar strides toward consensus: it doesn't mean we all have to agree, but we need to understand and hear what everyone else is saying and make sure the final decision is something everybody can live with.”

“I have had the question about changing curriculum or altering the funding formula, and have had to tell them that those are decisions made by the province, not by the school board. Trustees can still advocate to the provincial government to make those changes, though, and that is something I'm prepared to do whether the board is under supervision or not.”

“In general, I think closing schools is a short-sighted decision that harms the surrounding neighbourhood in the long term. I think about Lorne Avenue, Brick Street, Sherwood Forest, and other schools that have been closed over the past couple of decades in London only to have new schools built farther away from those neighbourhoods. Having smaller schools makes sense for successful students who would have a better sense of community at their school, and they would have a higher chance of being able to walk or bike (instead of taking a bus or worse - going by private vehicle). Schools often act as the heart of the neighbourhood and far too often those hearts have been ripped out. The province needs to properly fund ongoing operations & maintenance for schools so that they don't get to the point of being "too far gone" (no building is ever truly beyond repair). I would advocate for funding to keep any school open, adjust boundaries if needed to keep the school population at a reasonable level. As for boundary changes, these do happen out of necessity. I would ensure that any family with students at the school can stay there if they wish (and any siblings coming along later) and that there is proper consultation with the public so that there aren't kids being bussed half-way across the city when they are 500 metres from their neighbourhood school.”

“Specifically for students, I have been on the executive of the South Collegiate Alumni Association since 2008. Beyond alumni events and reunions, the SCAA has also directed funds to the school to help pay for infrastructure projects, team & band uniforms, and equipment for extra-curriculars. I have also been on the school council at our children's school since 2021 and have been chair/co-chair for the past four years. On a broader scale, I have had leadership roles with ReForest London and ACO London Region where I have worked toward sustainability for the whole city. Details can be found at https://www.bloxam.ca/about-mike-bloxam/”

“In logistics, I have needed agreement from customers, carriers, operations staff and management, each with different priorities. A customer wanted fast delivery, while others raised concerns about capacity, cost, feasibility and compliance. My original solution was not acceptable to everyone. Instead of repeating my position, I listened to each concern and separated the essential requirements—safety, compliance and service—from negotiable details. I changed my request from “accept my solution” to “can we agree on the outcome and find a workable way to achieve it?” I gave up my preferred carrier, route and timing so that everyone could support the final plan. That experience applies directly to trusteeship. I would bring evidence, build relationships and find common ground. I am prepared to compromise on the method, but not on achieving responsible outcomes for students.”

“A parent might ask me to discipline a student who is bullying their child or direct the principal to take a specific action. I would explain plainly: “I will listen and help ensure your concern reaches the appropriate level, but a trustee cannot direct a principal or decide an individual student’s discipline.” Principals are responsible for managing their schools, including student supervision and discipline. Trustees exercise governance authority collectively through the board, not individually. However, I would not simply say that it is outside my authority and walk away. I would explain the appropriate complaint and escalation process, help the parent identify the correct contact and follow up appropriately. If similar concerns repeatedly arise, I would treat them as a systemic issue, request board-wide information and advocate for stronger policies or procedures. A responsible trustee does not promise powers they do not possess; they use their actual authority effectively.”

“I would begin by reviewing the complete proposal, including enrolment projections, maps, capacity, costs, transportation impacts and alternatives. I would then visit the affected schools and listen to families, students, staff and school councils. I would clearly explain which students and streets are affected, the proposed timeline, transportation implications and opportunities for participation. I would actively seek input from families of students with special-education needs, newcomers, working parents and others who may be overlooked. I would ask staff to publicly explain the alternatives and trade-offs. I would evaluate the proposal using student well-being, programming, capacity, transportation, neighbourhood impact, accessibility, financial sustainability and long-term enrolment. Before voting, I would publicly explain my reasoning and how community feedback influenced it. I would not promise a predetermined outcome. My commitment would be: no surprises, meaningful consultation, evidence before decisions and students first.”

“I do not want to manufacture an example simply to strengthen my candidacy. While I have a record of public-facing service and community involvement, I do not currently have a publicly verifiable example of work specifically supporting London students or families before this campaign that I can honestly present as something it was not. I believe voters deserve that honesty. What they can evaluate is whether my professional record demonstrates the qualities I would bring as a trustee: listening carefully, applying rules fairly, solving problems, protecting confidential information, working respectfully with people from different backgrounds and accepting accountability for my decisions. I also recognize that seeking public office creates an obligation to do more than discuss community service. I intend to earn a record of sustained involvement. I will listen, examine the evidence, collaborate with others, explain my decisions and keep students at the centre of my work.”

“During my doctoral research, I needed faculty members, technical staff, facility managers and colleagues to agree on a series of experiments. Several opposed my timetable because it conflicted with equipment availability, safety requirements and their other responsibilities. I met with them to understand their concerns and where flexibility was possible. I changed my request from a fixed timetable to a shared plan that prioritized critical experiments, allowed flexible scheduling and clearly defined each person’s responsibilities. I gave up my preferred schedule and experimental sequence. That meant additional preparation and longer hours for me, but it reduced the burden on others and protected the quality and safety of the work. We reached agreement and completed the experiments. That experience taught me that leadership means listening, adapting and building agreement around a shared outcome—not insisting that every part of the original plan remain unchanged.”

“Parents may ask me to overturn their child’s special-education placement or guarantee an educational assistant. I would tell them: “A trustee cannot direct an individual placement or staffing decision, but I can help ensure that you are heard, treated fairly and given clear information.” Placement decisions are made through the board’s special-education process, including the Identification, Placement and Review Committee, with review and appeal options. Staffing decisions are made by board administration within funding, collective agreements and board policy. With the family’s permission, I would connect them with staff, help them understand the process and timelines, and follow up if communication or decisions were delayed. I would not promise an outcome I lack the authority to deliver. If similar concerns arose repeatedly, I would bring the pattern to the board and advocate for improved policies, adequate resources, clear service standards and transparent public reporting.”

“From the day I learned of the proposal, I would obtain the report, enrolment projections, capacity data, transportation impacts, costs and alternatives. If provincial supervision remained in place, I would explain who held final decision-making authority. I would notify families, students, school councils and community partners in plain language. I would visit the schools, listen to families and provide public meetings, online consultations and written ways to participate. Next, I would ask staff to assess alternatives, including boundary adjustments, additions, shared facilities and phased transitions. I would evaluate each option for student safety, travel time, program access, special-education needs, equity, community growth and long-term cost. Before the vote, I would publish my position and evidence. I would propose justified amendments, including protections for siblings and students nearing graduation where feasible, vote transparently and explain my decision. Afterward, I would monitor implementation, transportation and transition support and report regularly to families.”

“Education has been central to my career. I have taught learners from high school through graduate studies, as well as adults preparing for new careers. I especially value my work teaching computer and technology skills to adults in London who were retraining after workplace injuries. Many had been away from education for years. Some faced physical limitations, lost confidence, and felt uncertain about returning to learning. I adapted lessons to their needs, explained difficult concepts in clear, practical steps and provided the patience and encouragement they needed to progress. My goal was not simply to help them complete a course. It was to help them rebuild their confidence, develop skills and pursue a new career. More information about my teaching and community experience is available at www.nishasharma.ca. This experience shows how I would serve as a trustee: listening without judgment, recognizing barriers, communicating clearly and helping families navigate systems.”

“Well, recently I have started a one-man campaign to try to convice the Ontario government to at least partially suspend the provincial supervision of TVDSB trustees. Given recent news it appears that it's more likely that other school boards will actually be suffering the same fate rather than the TVDSB being restored in anyway. Just because it appears unlikely does not mean I will stop trying.”

“As mentioned previously, school board trustees cannot actually decide ANYTHING at the moment. So, I would apologize and point them to the current avenues in place and warn them in advance that all reports point to them being completely ineffective.”

“I wopuld continue to advocate to allow locally elected trustees to make decisions and speak directly with families and community members in an official capacity so then when and if it were to happen again I could actually do something productive.”

“Well, for starters and to the best of my knowledge I have never placed a vote for the Ontario PC Party. I used to coach youth soccer, I helped at my sons' schools, I run www.snowangelscanada.ca. Basically I'm an all-around community advocate who intends to focus on a wrong and try to right it.”

“Trustees had been brought a budget that had a projected deficit significantly higher than we had approved and individual trustees were tabling various motions to cut spending. While we really needed to do that, I am not comfortable with knee-jerk motions that can have unforeseen negative impacts. Cutting blindly is always dangerous. So I asked my colleagues to support my motion to address all spending through a lens of: does it align with our strategic plan and is it reviewed for cost efficiencies, particularly in catering, transportation and/or accommodation. I didn't have to give up anything; I don't usually, to be honest. When everyone has the same goal of student achievement and you bring forward a reasonable ask, it's actually really easy to get people on board.”

“It's hard when someone needs help and it's outside of our ability to make change. Often people expect that since they elected you in their ward, your goal needs to be their own student's best interest. But it's actually not that straightforward; trustees are responsible for all students, not just "our own." Even between London and County trustees, we are all supposed to be on the same side, making things better for every student regardless of where they live. So when someone comes to me and says they want a placement outside their boundary, for example, I can help them through a process to see if there is any way they can be accommodated but at the end of the day, no matter what the reason, I cannot direct administration to accommodate an individual student. What we can do is ensure that policies are being followed, and if we start to see that a policy is outdated or inequitable, we can take that back to the board of trustees for review. Which unfortunately is usually small comfort, if any at all, to the family who reached out.”

“This is something that is very policy-driven, but where trustees do have influence. It's important to respect the hard work that goes into the proposals and the many hours that staff put into them, but community input is also critical. I have been through this process several times as a trustee. I met with parents, answered many calls and emails, and observed community meetings (trustees can attend but not speak) to listen to the families who would be directly affected. I reviewed the enrolment numbers, transportation and program impacts, asked questions of staff, and considered possible alternatives, usually based on community suggestions. I also worked with colleagues to make sure that siblings remained together after boundary changes were approved, and that students close to graduating could stay with their current classes whenever possible. These are never easy decisions and discussions can often be heated. But as a trustee, I need to balance the needs of local school communities with the needs of students across Thames Valley. If we don't make better use of the space in our existing schools, the Ministry doesn't want to fund the new schools we badly need in growing areas. I would approach the next review the same way: listen carefully, keep an open mind until the process is complete, consider the impact on families and across the wider system. Then when it's time to vote, I would know I'm doing my very best work for all of TVDSB. What's really important to remember right now though is that none of that is happening while trustees are under supervision. And that's why I think it's crucial that people insist that if supervision is going to continue into this academic year, trustees must return to the table so that critical decisions like these are not being made behind closed doors.”

“Some of my colleagues and I launched www.tinyurl.com/yourtrustees with town halls and social media posts to try to keep Thames Valley families informed about what was happening with the takeover. We shared links to the audit which was used as evidence that supervision was necessary, letting people know that the audit did not recommend removing locally elected officials and highlighted the board's structural deficit as well as budget pressures stemming from operational and administrative issues. The audit also revealed that trustees were conducting internal investigations. Before the takeover, I was a fully engaged trustee as well as a director for the Ontario Public School Boards' Association (OPSBA). Yes, there are some things I would do differently knowing everything I know now, but I am proud of my work with the school board and have continued to dedicate my time to local families, continued to advocate for local governance, and continued to serve provincially with OPSBA. I know that I am prepared to face the extremely challenging years ahead of us to try to restore trust in TVDSB and in public education overall.”

“As the youngest committee member with the Technical Standards and Safety Authority (T.S.S.A.) tasked with updating the Curriculum Standard (C.S.) for training of Trades in Ontario I often encountered the “we have always done it that way so we are not changing it” from the old guard. By requesting their perspectives and actively listening to their responses I was able to show respect and permitted my opportunity to share my experience as a young pup. Logic wins out over tradition when tradition is remember, respected and included in our endeavors. Exactly like the role as Trustee has evolved into one now completely focused on the student. By pointing out the sections of the C.S. that were no longer relevant the collective decision to remove them was an easy one. And I was seldom asked to fetch a bucket of steam again.”

“Experiences in the Canadian Forces and Trade Education with Acts, Regulations, Codes & Standards has taught me the “scope of authority”. “Bullying” for example, my first priority is the immediate safety of the student(s). If the issue is not one of immediate safety then direct the parent/student(s) to the Teacher(s) and if able accompany them for moral support, failing a desired outcome, escalate the matter to the Principal and continue up the Chain of Command. The Parent and/or Student(s) can then be directed to the appropriate advocate(s) for the issue being presented with the support of the Trustee emphasizing the “authority having jurisdiction” is not the Trustee but some one that together we can request support from and who has the power to effect the change(s) desired. Until the matter is either resolved or exhausted in the best interest of the student body, not necessarily the individual.”

“Review the report and reasons for the proposed closure or boundary changes. Then reach out to representatives where applicable, in the affected community to hear their concerns and perspectives. I would listen to public input. By doing my “Due Diligence” I will set myself in a position to enlighten the voters that elected me and cast my vote (assuming Trustees still have a vote under Supervision) to best reflect the overall best interest of the Students and Community of TVDSB.”

“My answer will need to come from my time as a C.E. Professor at Fanshawe College working with adults pursuing trade certification. I have always said “I learnt far more from the collective body of students then they learned from me”. When Sterling Manufacturing laid off their manufacturing staff, Employment Canada contracted me through Fanshawe to educate and prepare them for certification as Ontario recognized Gas Technicians. 2/3 of the way thru the course Sterling called back their employees which would result in their not completing the course or obtaining the certification. The Students working with myself and the college devised a plan to split the remaining training into 2 groups A & B each group attending alternate lab days until completion and on their own time, as well as their shifts at Sterling. It was an honor to have been part in the success of those Men and Women.”