Long-time school board trustee John Sutherland, who resigned from the school district to be a university vice-president in Edmonton, has returned to Abbotsford and is seeking re-election to the Board of Education.

Sutherland is focusing on three issues, the first being leadership.

“The Abbotsford School District benefited for many years from having a veteran and creative board working effectively with district officials and teachers, parents and the community in transforming the district into a provincial leader. Now, with one exception, the incumbents have just one term under their belts. I have 21 years of school board leadership and experience to offer to the Abbotsford public, including eight years as chair or vice-chair.”

Still with leadership, the district was fortunate to have superintendents with a long experience in the district, and an outstanding team of officials working with them.

“Our new superintendent, while certainly very capable, is brand new to the community, and the secretary-treasurer has submitted his resignation. With education in its usual flux, and with the economy weakened by recent developments in the world financial system, our new officials will need experienced trustees to see them through their early days. I offer that experience.”

Secondly, Sutherland sees his time in Edmonton as being highly instructive for his role as trustee.

“Edmonton is often held up as the model school district in North America. Edmonton could learn a few things from Abbotsford, and there are things that we can learn from Edmonton. Some time spent outside of our district has given me fresh perspectives that I think can be helpful.”

Finally, Sutherland has for a long time believed that students’ families are underrepresented, not on the parent advisory councils and as volunteers, but in direct involvement in the educational process.

“I believe that when more controversial elements enter the classroom, such as courses in human sexuality and social justice, that teachers should not have to bear the burden of instruction alone. There should be a "home" element to such courses; i.e., part of the instruction should involve students interacting with their families and other institutions where they seek guidance when evaluating certain morally-charged issues.”