Board Advocacy [G.BA]

Trustees consider and represent community perspectives and advocate, in a manner consistent with the Board’s Vision and Mission and Values, within local, provincial and national advocacy processes.

Exploring the Context

This assurance element provides stakeholders with trust and confidence that the Board meaningfully advocates for issues that are of significant concern to the School Division specifically and student education in general.

Parkland School Division’s Board Policy 2: Role of the Board outlines political advocacy as a specific area of responsibility. The Board:

  1. Develops a yearly plan for advocacy including focus, key messages, and mechanisms;
  2. Participates in local, provincial and national advocacy processes; and
  3. Reinforces local, provincial and national positions with media and members of the legislature and parliament.

Alternative Context: Ongoing Pandemic

Trustees continue to advocate for student safety and well-being in light of the challenging demands placed on education during an ongoing pandemic.

Avenues for Development

  • The Board considers and implements effective processes for gathering community perspectives.
  • The Board establishes and engages in advocacy initiatives, on an ongoing basis, and in alignment with the Division’s Mission, Vision and this education plan.
  • The Board utilizes the processes of assurance engagement to determine advocacy priorities and provides feedback to stakeholders, as prudent to do so, in a timely manner after each engagement.
  • The Board advocates through provincial education organizations including the Alberta School Boards Association (ASBA) and the Public School Boards’ Association of Alberta (PSBAA).


Stakeholders demonstrate increased trust and confidence that the Board provides opportunities for community engagement and establishes a shared vision for Student Success and Well-Being.

Community goals and perspectives are clearly evident and reflected throughout the unique threads of Parkland School Division’s Annual Education Plan.


  • Strong satisfaction, as indicated by accountability results reporting, that stakeholder input is considered, respected and valued by the school, jurisdiction and province.
  • Board self-evaluation processes note the Trustees’ satisfaction with annual advocacy processes.
  • Trustees self-evaluate the Board’s ability to continue advocacy processes through the respective provincial professional organizations (PSBAA and/or ASBA).