Recently, I had the opportunity to have a thoughtful conversation with leaders from the labour movement about public education, the people who make our schools successful, and the important role of a school trustee.

I appreciated the openness of the conversation. We spoke about the challenges facing public education today, including staffing, funding, the role of education assistants, labour relations, and the future of our public school system. It was a valuable opportunity to listen, ask questions, and gain a deeper understanding of the perspectives of those who represent many of the employees working in our schools every day.

One of the themes that stood out to me was the importance of relationships.

A school district is much more than buildings, budgets, and policies. It is a community of people working together to help children and young people learn, grow, and flourish. Teachers, education assistants, custodians, clerical staff, maintenance workers, counsellors, administrators, trustees, parents, and community partners all have different responsibilities, but we share one common purpose: serving our students.

Because we are working toward the same goal, I believe our relationships should be built on trust, mutual respect, honest communication, and a willingness to listen to one another. Trustees and unions will not always agree on every issue, but disagreement does not have to become division. Strong relationships are built not only during negotiations or difficult moments, but through regular dialogue, openness, and a genuine commitment to understanding one another.

We also spent time discussing the vital role of Education Assistants.

Education Assistants help make inclusive education possible. They provide essential support for students with diverse learning needs, work closely with teachers, and often develop meaningful relationships with students and families. Their work contributes significantly to student success and well-being.

Supporting Education Assistants is therefore not simply about supporting employees; it is about ensuring that students receive the care and support they need to thrive. When Education Assistants have appropriate training, adequate resources, safe working conditions, and manageable workloads, the entire school community benefits.

Another important topic was outsourcing, contracting out, and privatization.

My starting point is that public education should remain publicly governed, publicly accountable, and centred on the educational needs of students.

I would not support outsourcing simply as a means of reducing labour costs or replacing dedicated employees. Decisions of this nature should never be based solely on financial considerations. They should also consider service quality, long-term sustainability, accountability, the impact on school communities, and, above all, the educational interests of students.

School employees contribute far more than the tasks described in their job descriptions. They build relationships, strengthen school communities, and help create safe, welcoming, and supportive learning environments. Those contributions deserve to be recognized and respected.

One of my strongest reflections from this conversation is that supporting employees and supporting students are not competing priorities. They go hand in hand.

When the people who work in our schools are respected, supported, and equipped to do their jobs well, students benefit. Healthy workplaces contribute to stronger schools, better learning environments, and more positive outcomes for children and families.

As I continue meeting with people from across our community, I remain convinced that leadership begins with listening. Listening means being willing to hear different perspectives, to learn from one another, and to seek common ground even when we do not agree on every issue.

I am grateful to the labour leaders who took the time to share their experiences, concerns, and hopes for public education. Conversations like these help me become a better listener, a better community leader, and, I hope, a better future School Trustee.

Ultimately, I believe we are all on the same team. We may serve in different roles, but we share one mission: helping every student discover their gifts, reach their potential, and flourish in school and in life.

最近，我有機會與工會領袖進行了一次深入而坦誠的交流，一同探討公共教育、學校員工的角色，以及學務委員應肩負的責任。

我十分珍惜這次對話。我們討論了當前公共教育所面對的挑戰，包括教育經費、人手短缺、教育助理（Education Assistants）的重要角色、勞資關係，以及公共教育未來的發展方向。這不僅是一個分享意見的機會，更是一個彼此聆聽、互相學習、加深理解的過程。

在整個交流中，有一個想法一直縈繞在我心中——關係的重要。

學區並不只是由校舍、預算和政策組成，更是一個共同培育下一代的群體。教師、教育助理、校務職員、校工、輔導員、行政人員、學務委員、家長，以及社區夥伴，都肩負著不同的職責，但我們都有同一個使命，就是幫助每一位學生學習、成長，發揮他們的潛能。

既然我們都是朝著同一個目標努力，我相信彼此的關係應該建立在信任、尊重、坦誠溝通，以及願意彼此聆聽的基礎上。學務委員與工會未必在每一件事情上都意見一致，但意見不同並不等於彼此對立。真正穩固的合作關係，不是在出現爭議或談判時才開始建立，而是在平日持續的對話、交流和互信中慢慢培養出來。

我們亦花了不少時間討論教育助理的重要角色。

教育助理是推動共融教育不可或缺的一環。他們協助有不同學習需要的學生，與教師緊密合作，並與學生及家長建立深厚的信任關係。他們的工作直接影響學生的學習、成長和福祉。

因此，支持教育助理，不只是支持員工，更是支持學生。當教育助理獲得適切的培訓、充足的資源、安全及受尊重的工作環境，以及合理的工作安排時，整個校園都會因此受益。

另一個重要議題，是外判（outsourcing）、合約承辦（contracting out）以及私有化（privatization）。

我一直相信，公共教育應該保持由公眾管理、向公眾負責，並始終以學生的教育需要作為首要考慮。

我不會支持單純為了節省人力成本或取代現有員工而推行外判。任何涉及外判或私有化的決定，都不應只看財政因素，更應全面考慮服務質素、長遠可持續性、問責性、對校園文化和社群的影響，以及最重要的——是否真正符合學生的最佳利益。

學校員工所貢獻的，遠遠超過工作職責所列出的內容。他們每天建立關係、塑造校園文化、營造安全、關愛和充滿支持的學習環境，這些都是無法輕易量化、卻極其珍貴的價值。

這次交流給我最大的體會之一，就是支持員工與支持學生，從來不是互相競爭的目標，而是彼此相輔相成。

當學校員工得到尊重、支持，並能夠安心發揮專業時，最大的受益者就是學生。健康的工作環境能夠建立更穩定的團隊、更優質的教學環境，以及更理想的教育成果。

在參選學務委員的過程中，我一直相信一句話：「領導，始於聆聽。」

聆聽，不只是聽見不同的聲音，更是願意理解不同的經驗，彼此學習，即使意見未必完全一致，也努力尋找共同的方向。

我衷心感謝各位工會領袖願意分享他們的經驗、關注和對公共教育的期望。這些交流讓我學到很多，也幫助我成為一位更好的聆聽者、更好的社區領袖。我希望，若有機會成為學務委員，我也能繼續建立這種互信、合作和尊重的文化。

歸根究柢，我相信我們都是同一個團隊。我們的角色不同，責任不同，但共同肩負著同一個使命——陪伴每一位學生成長，幫助他們發揮恩賜，實現潛能，迎向充實而有希望的人生。