OK, Let's Vote — Tahni Fortin
School trustee questionnaire — trustee-v1-2026-09-21
SD22 — Area 3 (Lumby and RDNO Areas D and E)
Submitted September 23, 2026, 20:38 Pacific; reviewed September 24, 2026.

Published with the candidate's explicit authorization. Answers below are the candidate's own statements, not independently verified outcomes or recorded votes. Original wording retained except normalized whitespace and the marked privacy redaction. Private contact and technical identifiers excluded.

1. What experience and perspective would you bring to the school board?

I have over 13 years of experience in healthcare, where I developed a passion for streamlining processes, improving procedures, and finding more efficient ways of working. I feel my approach is very systems-based, and I think this perspective could be valuable when looking at how district resources and processes are working. I am also a Mom of 2 young children; my son started Kindergarten this year & my daughter will be doing the same in the next few years, so the future of public schools is very important to me

2. What are your three main priorities for the district, and what progress would you want voters to see in your first year?

1. Supporting students & student achievement by supporting those closest to them, I want teachers and staff to have the resources they need. 2. Making the best possible use of district funding by ensuring that as much of those funds as possible are directed toward classrooms and the supports that have the greatest impact on students. 3. Continuing to strengthen communication. I want to be sure I'm speaking to people closest to the issues, hearing all points of view, asking questions, and understanding them before deliberating as a board and making decisions for the district. I also want to ensure I'm communicating back to people what decisions were made & why.

3. How would you assess whether students are learning and thriving, and what would you do at the board level if outcomes are falling short?

I think we need to look at the data, but also remember that numbers don’t tell the whole story. I would want to hear from students, teachers, staff, and families about what they’re seeing in our schools. If outcomes are falling short, I would want to understand why, what supports are needed, and whether the supports already in place are actually working. At the board level, that information should help guide our priorities, resources, and next steps.

4. When needs exceed the available budget, how would you decide what to protect, change or defer? Please explain a trade-off you would be prepared to consider.

My priority would be protecting the supports that have the most direct impact on students and their learning. I would want to hear from the people closest to those needs and look carefully at where we may be able to operate more efficiently. If choices have to be made, I would be prepared to delay a less urgent project or initiative before reducing essential classroom and student supports. My goal would be to keep resources as close to students as possible.

5. What would you prioritize to improve access to learning and support for students with disabilities or diverse learning needs, and how would you measure progress?

I would start by listening to the teachers, support staff, families, and students themselves to understand where the biggest gaps are and what supports are actually needed. I would prioritize making sure students can access the supports they need to participate, learn, and be successful at school. To measure progress, as I mentioned earlier, I think we need to look at both the data and people’s actual experiences. I would want to ask if students are getting the supports they need, whether they are able to participate meaningfully in their classrooms, and whether teachers and support staff are seeing improvements. I would want to regularly look at those outcomes as a board and be willing to adjust our approach when something isn’t working.

6. What board policies or oversight would you prioritize for student safety, belonging and well-being, including responses to bullying and discrimination?

I believe every student deserves to feel safe, welcome, and supported at school. I would like to continue the current board’s work to modernize district policies and make sure they are working in practice, not just on paper. For bullying and discrimination, students and families should know how to raise a concern, including through tools like ERASE, and trust that it will be taken seriously. At the board level, I would want to hear from students, families, and staff and look at whether our policies and supports are actually meeting their needs.

7. How would you work with local First Nations and Indigenous families on Indigenous student success and the district's education responsibilities?

I think this starts with listening and building respectful relationships with local First Nations, Indigenous families, students, and the people already doing this work in the district. I wouldn’t want to assume I know what a community needs without hearing directly from them. At the board level, I would want to understand our responsibilities, look at the data on Indigenous student success, and bring what we hear into decisions about priorities, resources, and supports.

8. How would students, parents/caregivers and staff meaningfully influence board decisions, including people who do not usually attend meetings?

Communication and community engagement are very important to me. I would want to regularly hear from the Vernon Teachers’ Association, DPAC, and our PACs, while also making sure there are opportunities to hear directly from students, families, staff, and community members. Within the appropriate role of a trustee, I would like to explore opportunities to attend PAC meetings and community events, visit schools, and be accessible through email or other appropriate channels. I would also want to make an effort to hear from people who may not normally participate.

9. How would you approach school space, maintenance, transportation or other capital and service pressures in your district? Which choices can the board make, and which need provincial support?

I would start by looking at the need, the options, and hearing from the people who would be affected. The board can make decisions about local priorities and how existing resources are used, while larger capital projects often depend on provincial approval and funding. In those cases, I would support continuing to clearly identify our needs and advocate to the Province for support.

10. How would you oversee the superintendent and monitor the strategic plan while respecting the boundary between governance and day-to-day school operations?

The board’s job is to set clear expectations for the superintendent, ask questions, and make sure we’re seeing progress on the goals we’ve set. To monitor the strategic plan, I would want to regularly look at the data and reports coming back to the board, but also hear from students, staff, and families about how things are working in practice. With the current strategic plan coming up for renewal next year, I would also be excited to be part of that process if elected and help shape the priorities for the next plan. If we’re not seeing the results we expected, the board needs to ask why and decide whether our priorities or direction need to change. At the same time, I think it’s important to respect that the superintendent and staff are responsible for the day-to-day work of the district and how that direction is carried out.

11. How would you keep decisions transparent and remain accountable to the public, including when you disagree with colleagues or must protect confidential information?

I believe that transparency starts with communicating clearly about the decisions the board is making and, where possible, explaining the reasons behind them. I would want people to understand not just what was decided, but how the board reached that decision. If I disagree with colleagues, I think it’s important to be clear about my perspective, while still respecting the democratic process and recognizing that decisions are made by the board as a whole. At times when information has to remain confidential, I would take that responsibility very seriously. Coming from a medical background, confidentiality is second nature to me. I would be as open as I can be with the public while also recognizing the legal and ethical limits around information that cannot be shared.

12. What interests or affiliations should voters know about, and how would you identify and manage potential conflicts of interest?

I don't have any formal political, organizational, or employment affiliations that are relevant. The most I can think of is that my son is already a student in the district, and my daughter will be entering school in the next few years, so I have a very personal connection to the future of our schools. I understand that it’s important to be transparent about any relationships, interests, or affiliations that could affect, or appear to affect, a decision. If a potential conflict came up, I would disclose it, seek guidance if I was unsure, and step away from the discussion or vote where required. I would rather be overly cautious than risk losing people's trust.

Additional material: Is there anything else voters should know, or a public source supporting your answers? If you already completed the general questionnaire, you may identify an existing answer you want retained instead of repeating it.

I won’t pretend to have all the answers, and I don’t believe a trustee should. I believe the role is to listen to the people closest to the issues, ask questions, understand different perspectives, and work together as a Board to make informed decisions with every student in mind