Laura Dennison
Wards 11 & 12
Website: www.laura4trustee.com
Email: [email protected]
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Biography Born and raised in Alberta, married for 27 years, and a proud mother of 2 grown children who thrived in CCSD schools and are now pursuing post-secondary education. My faith is the cornerstone of my life, guiding my values, decisions, and actions. It inspires my deep commitment to family, community, and serving others with purpose and compassion.
For 16 years I was actively involved supporting CCSD teachers and support staff as a volunteer and chaperone. I served on School Councils as Chair and Vice Chair, and the Bishop Carroll Music Society as President and Vice-President. I have devoted countless hours to volunteering in schools and chaperoning 24 music camps. My professional background has always been rooted in education. After earning a Computing Science Degree, I discovered a passion for teaching which led me to develop and deliver software training programs. I started my own consulting company which allowed me to share knowledge and explore diverse cultures worldwide. Currently I work as a Training Consultant for a company specializing in management coaching and leadership training. We develop and deliver impactful training programs for diverse industries fostering leadership and growth. Community service has always been a guiding principle in my life, instilled by my parents, who showed me the importance of making a difference. As a CCSD trustee, I will advocate for teachers and support staff, ensuring they have the resources and support they need to succeed. To strengthen our schools, I will champion vibrant programming, sustainable funding, and initiatives that address the diverse needs of all our students. |
Platform I believe every student deserves the best Catholic education possible—one that makes them feel welcome, safe, included, and respected in CCSD schools. Students should have access to vibrant programming that develops their academic strengths while nurturing their passions and creativity.
I believe teachers need more support for Professional Development as well as Educational Assistants and resources to support the increasingly diverse needs of students. Publicly funded Catholic education is a constitutional right, and we must protect its faith-based approach as a very successful valued and respected option in Alberta. I believe that fostering positive relationships with all levels of government and political parties is critical to ensuring student success, regardless of who forms government. Additionally, strengthening the vital partnership between parishes, schools, and families is essential for a thriving Catholic community. Based on conversations with parents, educators, and support staff, my platform focuses on: 1. Protecting publicly funded Catholic education: Ensuring faith-based learning remains an integral and respected choice in the province. 2. Supporting classroom complexities: Advocating for funding to provide more Educational Assistants and resources to support the diverse needs of students. 3. Enhancing mental health support and wellness for students and staff: Expanding vibrant programming to help students develop holistically—academically, creatively, and emotionally. Advocating for resources to support staff well-being. 4. Advocating for sustainable funding: Securing predictable, adequate resources to maintain and improve facilities, ensuring modern effective learning environments. As well as funding to maintain and support schools in the communities where students live. |
7 Questions
1. What are your priority areas?
I see the trustee role as one of service, therefore I have built my priorities based on my conversations with educators, parents, and support staff. The same priorities have come up time and time again in all my conversations.
Firstly, losing the right to publicly funded Catholic education. Even though this is a constitutional right as well as being supported within the Alberta Act, there is a risk of this right being taken away. Faith-based education develops the whole self, physically, spiritually, socially and mentally. CCSD integrates faith into daily learning, nurturing students not only academically, but also spiritually and morally. The emphasis on Catholic teachings fosters a sense of purpose and belonging, helping students navigate life with resilience and integrity. We must protect this right by ensuring all levels of government and all political parties see and understand the value of publicly funded Catholic Education in our province.
Secondly, I have listened and heard overwhelmingly about classrooms. There are often too many students in each class, but not only is the size of the class a factor, I have heard repeatedly about the growing complexities in the classrooms. There was a time when students with complex needs had full-time dedicated properly trained assistants. With budget cuts, now the assistants are being spread very thinly, leaving the teacher left to manage the diverse needs of the students as well as teach the curriculum to the class. I’ve heard that support staff compensation is not adequate. In order to attract and attain the best staff, they need to be compensated properly. This needs to be a priority in a market where retaining skilled staff can be a challenge. I will advocate for funding to support Educational Assistants that meet the needs of our students as well as for professional development opportunities not only for teachers, but for support staff as well. The teachers need to be able to focus on teaching the curriculum in a well-supported classroom.
Thirdly, we need predictable, sustainable, adequate funding for maintaining and improving our facilities to ensure modern and effective learning environments. One-time grants and announcements do not enable the district to make adequate plans for the future. Schools are bursting at the seams already with district schools at 90% utilization. District schools are experiencing growth of around 2000 students annually, that is equivalent to 4 additional 500 student capacity schools every year. There will not be any new schools opening this year. The School Construction Accelerator Program that was announced last September is great, but it doesn’t address the operational costs that go along with building new schools. The district will need millions of dollars to furnish and staff those schools. Not to mention they won’t be ready for several years and we need that space now.
Lastly, I have been hearing stories about how vibrant programming is essential for some students. Not all students will excel in science or math, but many will find their home and purpose in vibrant programs. These programs help students build confidence, reduce stress, and find joy in their educational journey. We need to offer these programs and see them as equal importance as any other core subject.
Firstly, losing the right to publicly funded Catholic education. Even though this is a constitutional right as well as being supported within the Alberta Act, there is a risk of this right being taken away. Faith-based education develops the whole self, physically, spiritually, socially and mentally. CCSD integrates faith into daily learning, nurturing students not only academically, but also spiritually and morally. The emphasis on Catholic teachings fosters a sense of purpose and belonging, helping students navigate life with resilience and integrity. We must protect this right by ensuring all levels of government and all political parties see and understand the value of publicly funded Catholic Education in our province.
Secondly, I have listened and heard overwhelmingly about classrooms. There are often too many students in each class, but not only is the size of the class a factor, I have heard repeatedly about the growing complexities in the classrooms. There was a time when students with complex needs had full-time dedicated properly trained assistants. With budget cuts, now the assistants are being spread very thinly, leaving the teacher left to manage the diverse needs of the students as well as teach the curriculum to the class. I’ve heard that support staff compensation is not adequate. In order to attract and attain the best staff, they need to be compensated properly. This needs to be a priority in a market where retaining skilled staff can be a challenge. I will advocate for funding to support Educational Assistants that meet the needs of our students as well as for professional development opportunities not only for teachers, but for support staff as well. The teachers need to be able to focus on teaching the curriculum in a well-supported classroom.
Thirdly, we need predictable, sustainable, adequate funding for maintaining and improving our facilities to ensure modern and effective learning environments. One-time grants and announcements do not enable the district to make adequate plans for the future. Schools are bursting at the seams already with district schools at 90% utilization. District schools are experiencing growth of around 2000 students annually, that is equivalent to 4 additional 500 student capacity schools every year. There will not be any new schools opening this year. The School Construction Accelerator Program that was announced last September is great, but it doesn’t address the operational costs that go along with building new schools. The district will need millions of dollars to furnish and staff those schools. Not to mention they won’t be ready for several years and we need that space now.
Lastly, I have been hearing stories about how vibrant programming is essential for some students. Not all students will excel in science or math, but many will find their home and purpose in vibrant programs. These programs help students build confidence, reduce stress, and find joy in their educational journey. We need to offer these programs and see them as equal importance as any other core subject.
2. What are your views on Funding for Public education?
I believe in the choice in education and the foundation of that choice is a publicly funded system. Alberta has the highest rate of funding for private schools. While a handful of private/charter schools do focus on special needs students, which could ease the burden on public schools, overwhelmingly most private schools educate students who could manage well in the public system. Support for these specialized charter schools would be OK provided that publicly funded schools are well supported as well. Sadly, this is not the case. Private schools receive 70% of the per pupil funding received by publicly funded separate, public, and francophone jurisdictions. Roughly 80% of the district budget supports staff. Without adequate funding it is impossible to ensure that our staff are supported with reasonable class sizes.
The current funding model, the Weighted Moving Average is not adequate. It may work for districts that are decreasing in size, mostly in rural areas, but it does not work when school enrollment continues to skyrocket. The Supplemental Enrollment Growth Grant was introduced to address the WMA shortfall, but it fell significantly short resulting in a $92.2 million dollar shortfall this year. Critical funding is needed to provide adequate program supports and vibrant programming offerings to ensure the unique needs of every student the district serves. We urgently need a revamped funding model that addresses the immediate needs of our schools, not just promises for the future. I commit to advocating for predictable, adequate, sustainable funding for our district.
The current funding model, the Weighted Moving Average is not adequate. It may work for districts that are decreasing in size, mostly in rural areas, but it does not work when school enrollment continues to skyrocket. The Supplemental Enrollment Growth Grant was introduced to address the WMA shortfall, but it fell significantly short resulting in a $92.2 million dollar shortfall this year. Critical funding is needed to provide adequate program supports and vibrant programming offerings to ensure the unique needs of every student the district serves. We urgently need a revamped funding model that addresses the immediate needs of our schools, not just promises for the future. I commit to advocating for predictable, adequate, sustainable funding for our district.
3. How Can learning conditions be improved?
First and foremost, we need to support those who teach our children, specifically our teaching and support staff. 80% of operational spending goes to staff, so when the funding is inadequate, that directly impacts staff numbers. We have to consider that CCSD classes now have over 40% of students that have complex diverse learning needs and over 20% of those which are EAL. We need to enhance the programs that support these diverse students and provide adequate funding for EAs. We need manageable class sizes, not just in numbers, but so teachers have the proper supports to manage the diverse needs of the students.
Secondly, it will be a challenge to address class sizes until we address the number of class spaces. We need the facilities to house the number of students coming into the system. We have 2000 new students a year with no spaces to hold these new students. There is an urgent need for new schools in the communities where the students live. We need sustainable predictable, adequate funding for facilities and operations to provide the facilities (and the operational spending required to furnish and staff these facilities) now and to accommodate for the future growth of CCSD. I commit to advocating for funding so the district can enhance programs that will ease the burden of the teachers, provide more learning spaces to reduce class sizes.
Secondly, it will be a challenge to address class sizes until we address the number of class spaces. We need the facilities to house the number of students coming into the system. We have 2000 new students a year with no spaces to hold these new students. There is an urgent need for new schools in the communities where the students live. We need sustainable predictable, adequate funding for facilities and operations to provide the facilities (and the operational spending required to furnish and staff these facilities) now and to accommodate for the future growth of CCSD. I commit to advocating for funding so the district can enhance programs that will ease the burden of the teachers, provide more learning spaces to reduce class sizes.
4. How can trustees and school boards best support teachers?
I commit to advocating to the province for teachers to be recognized for the value they bring to the district. While trustees are not directly involved in negotiations, from my conversations with teachers, I am aware that monetary aspects of negotiations now fall to TEBA (Teacher Employer Bargaining Association). There are 8 government appointees and 7 school board trustees on the TEBA board, so the balance is tipped in the government’s favor. It is good that we have a seat at the table. I would advocate for a CCSD trustee to have a seat at that table.
I will advocate for funding for more supports for diverse learning students, and funding for appropriate and meaningful PD days. I’ve already touched on the class sizes and diverse learning, so let me talk about PD days. Teachers and support staff face increasing workloads and greater student complexities, making PD essential for enhancing their skills and supporting student success. I believe the focus should not only be on the number of PD days, but also on when and how they are offered. Flexible, high-quality PD delivered in a variety of formats such as embedded sessions, online modules, or distance learning is critical. Also, I believe that PD should be adequately funded by the province, ensuring that teachers and staff have access to the resources they need without bearing additional financial burdens.
I will advocate for funding for more supports for diverse learning students, and funding for appropriate and meaningful PD days. I’ve already touched on the class sizes and diverse learning, so let me talk about PD days. Teachers and support staff face increasing workloads and greater student complexities, making PD essential for enhancing their skills and supporting student success. I believe the focus should not only be on the number of PD days, but also on when and how they are offered. Flexible, high-quality PD delivered in a variety of formats such as embedded sessions, online modules, or distance learning is critical. Also, I believe that PD should be adequately funded by the province, ensuring that teachers and staff have access to the resources they need without bearing additional financial burdens.
5. What are your views on the recently released curriculum?
I believe it is important to update and modernize curriculums. This needs to be done meaningful conversations with the ATA – who have a great deal of subject matter experts expertise. Having said that, there are some concerning issues with the newly released curriculum such as age appropriateness, Indigenous permeation, inclusiveness, content, and timing. In fact, the board held a parent trustee forum in April 2021 because of those concerns. I am pleased to see the board flagging these concerns and engaging the parents, teachers and administrators for their opinions on the matter.
More work needs to be done to finalize the new curriculum, and consultation with all involved needs to take place. Teachers are under a lot of pressure and introducing a new curriculum at this time may not have been appropriate. The focus should be on manageable classrooms, class sizes, and adequate supports. Once those are in place, focus on a new curriculum should happen.
More work needs to be done to finalize the new curriculum, and consultation with all involved needs to take place. Teachers are under a lot of pressure and introducing a new curriculum at this time may not have been appropriate. The focus should be on manageable classrooms, class sizes, and adequate supports. Once those are in place, focus on a new curriculum should happen.
6. How do we best encourage and facilitate the calls to action as outlined by the Truth and Reconciliation Commission?
It is stated in the Board Priorities, and I agree, that we all need to share the responsibility for Truth and Reconciliation to deepen the understanding of and to honour Indigenous people’s perspectives. We need to embrace and support Indigenous students’ success and belonging; and walk together to nurture successful and enduring relationships with Indigenous communities.
The Truth and Reconciliation Commission Calls to Action addresses the federal government, but I believe the province should also respect and honor these calls as well.
The Truth and Reconciliation Calls to Action talks about developing a joint strategy to reduce the educational gaps between Aboriginal and non-Aboriginal Canadians. As recently reported in the Annual Education Results Report, the high school completion rate in Calgary Catholic for Indigenous students is steadily increasing and is above the provincial rates.
The Commission also calls upon the federal government to eliminate the discrepancy in federal education funding for First Nations children. I recently learned about the discrepancy in Education Funding for First Nations students and this needs to be corrected so that First Nations students have the same opportunity as all other students.
The Commission asks the federal government to draft legislation to close achievement gaps, improve success rates, develop culturally appropriate curricula, etc. The District Priority of Indigenous Education is working to achieve these goals. As trustee, I will ensure that these priorities continue to be monitored and that student success rates continue to grow. Also, I will also advocate for professional growth opportunities specific to Indigenous education for teachers to continue to be available. I will gather insights from the community as to how to further facilitate these Calls to Action.
The Truth and Reconciliation Commission Calls to Action addresses the federal government, but I believe the province should also respect and honor these calls as well.
The Truth and Reconciliation Calls to Action talks about developing a joint strategy to reduce the educational gaps between Aboriginal and non-Aboriginal Canadians. As recently reported in the Annual Education Results Report, the high school completion rate in Calgary Catholic for Indigenous students is steadily increasing and is above the provincial rates.
The Commission also calls upon the federal government to eliminate the discrepancy in federal education funding for First Nations children. I recently learned about the discrepancy in Education Funding for First Nations students and this needs to be corrected so that First Nations students have the same opportunity as all other students.
The Commission asks the federal government to draft legislation to close achievement gaps, improve success rates, develop culturally appropriate curricula, etc. The District Priority of Indigenous Education is working to achieve these goals. As trustee, I will ensure that these priorities continue to be monitored and that student success rates continue to grow. Also, I will also advocate for professional growth opportunities specific to Indigenous education for teachers to continue to be available. I will gather insights from the community as to how to further facilitate these Calls to Action.
7. What are your priorities in creating a welcoming and inclusive district for all?
I believe all students and staff should feel welcome, safe, included, and respected in CCSD schools. We hear so much rhetoric with general statements on what is happening within the school walls. But if you go into the schools and talk with the counselors, teachers, and administrators, you will see that every case is unique and different, and all involved are focused on the best interests of the student and their families. As Catholics, we need to provide a welcome environment for every student and staff that walks through CCSD doors. We need to focus on love, belonging and provide an environment where all children can thrive. God created each and every one of us in His image and we need to embody that.
I also believe that parents are the first and foremost educators of their children and need to be actively involved in their education. In fact, according to the Education Act, it is the responsibility of the parents to take an active role in their child’s education. The more we include the parents in all aspects of their child’s education the higher the chances of student success.
As a trustee I would advocate for clarity and open dialogue ensuring that decisions are made with care, compassion and respect for both the family’s role and the student’s needs.
I also believe that parents are the first and foremost educators of their children and need to be actively involved in their education. In fact, according to the Education Act, it is the responsibility of the parents to take an active role in their child’s education. The more we include the parents in all aspects of their child’s education the higher the chances of student success.
As a trustee I would advocate for clarity and open dialogue ensuring that decisions are made with care, compassion and respect for both the family’s role and the student’s needs.