Harvard Media News reached out to each candidate running for office to ask a set of questions about the office for which they are running. The following is our Q&A with Fort McMurray Public School Trustee Candidate, Angela Adams. All responses are from the candidate or their agent and are unedited by Harvard Media News.
Harvard: What do you see as the key issues facing students and teachers today?
There are several urgent and interconnected issues that students and teachers face today:
- Classroom complexity and insufficient supports: More students are entering school with diverse and complex needs — including learning disabilities, trauma, language barriers, and mental health challenges. However, the level of support has not kept pace. Teachers are being asked to meet these needs with limited resources and large class sizes, often without adequate Educational Assistants or specialists to help.
- Mental health and wellness: Students and staff alike are dealing with higher levels of stress, anxiety, and burnout. We need more trained mental health professionals in schools, as well as professional development and resources for staff to support students and themselves.
- Funding inequities: Schools are being asked to do more with less. Per-student funding has not kept up with inflation or community growth. This leads to cuts in programming, larger classes, and fewer supports — all of which impact learning outcomes and staff retention.
- Respect for the profession: Teachers and EAs need to feel valued, respected, and supported. Morale has taken a hit in recent years due to political tensions, underfunding, and top-down mandates that don’t reflect what happens in classrooms.
Addressing these issues requires strong advocacy from trustees, not just for more funding, but for smarter, student-focused policy decisions that listen to the people working on the front lines.
Harvard: How familiar are you with the Alberta Education Act and the limitations placed on trustees?
I am very familiar with the Alberta Education Act, and I take seriously the responsibilities and limitations it places on trustees. As someone who has served for over 20 years, I understand the role of a trustee is to govern — not manage. Our job is to work as a board to:
- Set the strategic direction of the school division,
- Approve the budget and ensure financial accountability,
- Develop and monitor policies,
- Hire and evaluate the Superintendent (our sole employee),
- Represent and advocate for the community’s interests in public education.
At the same time, trustees are not involved in the day-to-day operations of schools. We must respect the professional expertise of our Superintendent, administrators, and educators, while also holding the system accountable through good governance. Understanding these boundaries allows us to be effective, collaborative, and focused on the long-term health of our education system.
Harvard: What support will you offer the Superintendent in implementing the board’s strategic direction?
The Superintendent is responsible for operationalizing the vision and goals set by the board. As a trustee, I view my role as a partner in governance — supporting the Superintendent by:
- Ensuring clarity and alignment around the board’s strategic direction so that everyone is rowing in the same direction.
- Asking thoughtful, constructive questions that help shape implementation while respecting the Superintendent’s authority to manage the division.
- Monitoring outcomes and holding the Superintendent accountable in a fair, evidence-based, and transparent way.
- Defending the work of the division when it is aligned with our shared goals — especially in the face of external pressure or misinformation.
Ultimately, supporting the Superintendent means working together with mutual respect, while also advocating for the resources, time, and autonomy required to achieve strategic goals that benefit all students and staff.
Harvard: Do you have children in the system, and how have their experiences influenced your perspective?
Yes, I’ve had children attend school in this division — and their experiences have absolutely shaped my approach as a trustee.
As a parent, I’ve seen both the strengths and the gaps in our system. I’ve watched dedicated educators make a lifelong impact, and I’ve also experienced the frustration of long waitlists for supports, growing class sizes, and policy decisions that didn’t always reflect classroom realities. These lived experiences give me a grounded, empathetic perspective when making board decisions.
They remind me that behind every policy, there’s a child — and a family — impacted by what we do. They’ve taught me the importance of communication, compassion, and keeping the student experience at the center of everything we do. My role as a parent helped me become a better trustee — more connected to the day-to-day realities of our schools, and more committed to creating an inclusive, equitable system for all students.
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