Gssd strategic objectives may1.2012 rev

GSSD Strategic Objective Worksheet‐May 1, 2012 1

GOOD SPIRIT SCHOOL DIVISION STRATEGIC OBJECTIVE DESCRIPTIONS‐WORKSHEET Draft May 1, 2012

REVISED May 2, 2012 (P2, P4, S1 through S4)

Objective Descriptive

Commentary

Intended Results Potential Measure Notes Initiatives

C1 Improve student learning outcomes (S1, S4, S11, W2, W5, W16, O8, T9,10).

Students perform to the best of their ability in all areas of learning including reading comprehension and problem‐solving.

Students to read at or near grade level (need to define the range).

Students are using the identified reading strategies.

Students are using problem solving strategies and math processes.

Students are able to solve real life problems/realistic problems.

There is evidence of problems solving through observation in classrooms, student conversations, products.

There is cross curricular use of strategies.

Fountas & Pinnell (Gr1‐6) RAD (Gr7‐9)

Need to make this realistic for high school students as well. Can use AFL testing.

May not need to concentrate on Gr10‐12 right now but can be a focus into the future.

Keep in mind that have to do a CIF report to the Ministry Spring, 2013 (share AFL data) so strategic planning definitely needs to align with CIF.

Graduation rates as part of the strategic plan? Assume yes.

The strategic plan is/will be the continuous improvement plan so our report to the Ministry becomes our CIF report


into the future

C2 Enhance student well‐being‐(W13, O7, T7, T9, T11).

Students are able to achieve social, emotional, physical and spiritual wellbeing in a safe and supportive environment. (May need to define spirituality for GSSD)

Students are engaged in activities within the school such as e.g. extra‐curricular.

Less counsellor referrals. There are less incidents of

discipline tracking and student suspensions.

There is an increased number of students with improved capacity related to the 40 Developmental Assets.

There is evidence of opportunities for students to express their spirituality (safely) in the learning environment.

Children demonstrate respectful behaviors for others with reduced incidents of bullying.

Students feel safe during their daily school experience, including their journey to and from school.

Children engage in daily physical activity during their daily school experience.

Schools promote nutritional food options.

Forty (40) Developmental Assets factors/indicators.

Student safety survey like BC.

Incidents of non‐respectful behavior.

C3 Strengthen student and parent engagement‐ (S8, S9, W7, W10, O1, O5).

Students have a sense of belonging and feel connected to their school. They are willing

Students There is increased involvement in

school activities e.g. school spirit activities, rally, charity events etc.


and desire to actively participate in their learning and in school/division activities. They take pride in their school and are positive ambassadors for the school/division. Parents are willing and are actively involved helping their child succeed in school, become actively involved school activities/events, and are positive ambassadors for the schools.

There is demonstrated commitment to learning ‐Developmental Assets 21‐25, Bonding with school ‐40 asset Opportunities for meaningful input into school and division planning.

Asset # 37 personal power. They initiate activities to support

the school/division/community. Parents Evidence in improvement of the

DA #1‐6. Parents are actively participating

in school events. Parents attend parent/teacher

interviews and/or educational events for parents.

Parents speak positively about the Division, School, and learning experience both internally to GSSD staff and externally within the community.

There are an increase in parent accolades and fewer complaints.

Parents initiate and develop events in support of the school/division with community partnerships (self‐directed leadership).


C4 Improve student learning supports‐ (S2, S3, W5,W12, O2).

All students have access to a consistent (minimum/baseline) standard of supports to enhance their learning experience based on their needs. Supports may include Education Assistants, professional service providers, student support teachers, learning technology i.e. assistive, and computer soft/hardware funded by the division.

All supports are at a minimum baseline level at all schools for all students.

There are baselines established for student supports.

There is an appropriate balance between workload/vs/ caseload related to baseline standard.

Staff delivering the supports report that baselines are being met with appropriate student outcomes.

Staff have the appropriate level of credentials and initial/ongoing professional development to provide the baseline levels of support.


Commentary

Intended Results Potential Measure Initiatives

I1 Strengthen Instruction‐ (S3,S7, W2, W3,W16, O8). Links to C1; this is more of the staff supports.

Staff have clear expectations regarding instruction and have comprehensive opportunities to enhance their skills, knowledge, and practice in instruction. The learning team (all professionals, family,

Staff and the learning team work collaboratively to unpack the curriculum to determine learning outcomes.

A consistent planning template (UBD) is used.

There is evidence of RTI Tier one interventions in practice.

There is a comprehensive system plan for professional development


student) work collaboratively to ensure smooth transitions and achievement along the learning continuum as defined by “Transition at a Glance”.

with actualization or % of uptake. Checklist of Transition at a Glance

is being used. There is a reduction of reported

incidents of students falling through the cracks.

I2 Enhance business processes‐S4,S6, W12, W14,O2).

GSSD demonstrates effective resource allocation and data driven decision‐making to efficiently manage their processes. This results in improved student value for investment, student equity, and Division accountability.

Process standards and efficiency targets/outcomes are identified for priority business processes.

Process efficiencies have been achieved (e.g. use less time or resources to achieve the desired outcome).

There is consistent reliability of systems (decreased down‐time).

Process timelines/deadlines are met or are within certain timeframe.

There is increased access to meaningful data to facilitate decision‐making.

There is evidence that data/information is utilized for decision‐making and process improvement.

There are appropriate staffing levels with the right skills to capitalize on the system(s) and/or provide data for decision‐making.

I3 Improve internal Students, families, staff Staff are more passionate and


and external communication‐ (S5, S14, W1, W4, O3).

and community partners engage in two way, open and transparent communication to fully understand and internalize the strategic direction of the Division (know why we do this, know and understand their role, make the plan their own, understand where we are going and I know where and how I can contribute). Information is communicated consistently with a common message throughout division.

more driven towards the work they do and know how their job contributes to student achievement.

All stakeholders have an opportunity to engage in dialogue about the strategic plan.

There is a higher level of adoption of initiatives within the Division with higher completion rates.

There is an increase in job satisfaction amongst staff.

Engagement scores indicate staff understanding and their work is aligned with the strategic plan.

Conversations with staff/family demonstrate they have a greater understanding of the strategic direction.

A comprehensive communication plan is developed.

People state that communications have improved.

I4 Improve effective change management‐processes (S7, W8, W9, O8, T4, T6).

There is a united direction, a clear sense of purpose and common understanding of how to achieve the strategic priorities of the Division. Staff are motivated and committed to achieving the strategic objectives and continuously seek

There is an increased sense of ownership and responsibility towards the goals (their part in achieving the goals) evidenced by division work‐plans with assigned accountability.

Increased evidence of the staff’s ability to demonstrate improvement to improve student wellbeing/success.


new ways to improve their practice resulting in greater student success.

There is a common, consistent process/template for managing change (project management practices).

The strategic plan & annual operating plan clearly identifies what is changing and what is business as usual or core service delivery.


Commentary


P1 Improve our capacity to work with First Nation people (S8, W7,O5, T8). Use staff to unpack.

GSSD has improved their ability to create meaningful and trusting relationships with the FN community through greater connections between the Board and FN governance structures and the implementation of innovative ways of communicating. Staff and FN families engage together in the education experience to improve the learning outcomes for children of FN heritage and the cultural experience of all

Increasing number of education service agreements with FN communities.

Evidence of enactment of the agreements with the FN communities.

More joint governance meetings. Increase staff confidence in

relating in meaningful ways with FN people including engaging elders in the learning experience.

There is evidence of staff utilizing new and effective approaches to relate with FN people/families.

Increased participation of FN families in school events (learning experience of the own child, extracurricular, learning events, volunteering, School Community


students.

Councils SCC). Increased number of people with

FN heritage and experience are part of the GSSD team.

P2 Enhance levels of qualified staff‐ Ensure appropriate staffing levels (S1, W2,O9, T2).

Statements are contradictory; one refers to a number and the other to education levels; quality and quantity. Provide training and professional development opportunities for all staff. Recruit staff that meet or exceed our minimum qualifications. Recruiting staff that “fit” our culture. Develop processes that monitors and identify staff for succession planning in all classifications?? Mentorship?? ?? Where do these belong?

Job descriptions will be completed for all staff outlining minimum qualifications.

An orientation process will be developed and implemented for all staff (including casuals).

Consistent and appropriate hiring practices. The right staff are in the right position. A system target is in place to determine appropriate allocations.

Performance appraisals will be used regularly to monitor and enhance performance.

Increase opportunities for innovative and creative work practices. Procedure to release staff to be able to use their creative energies (could lose staff due to disengagement and frustration). Ie Leadership Capacity to focus on areas of interest.

P3 Strengthen staff engagement and

People believe in what they do, are committed

Increase in staff retention. Responses to exit surveys ‐

Employee Engagement Tool‐


morale‐ (S1,W1, W3,O9, T2).

to their work and have a sense of ownership for the Division. Staff are proud of their work, the outcomes they achieved and are positive ambassadors of the Division.

indicate “what is working well, and what to do differently”.

Indicators of positive employee engagement on a survey.

There is a staff engagement tool/measure/process is in place.

There is a greater sense of unity within the Division.

There is increased attendance at Division functions by staff.

Decrease in number grievances/complaints.

Partnerships are strengthened amongst various employment groups

There is a reduction in sick‐days.

check with other divisions.

P4 Increase Leadership Capacity‐Enhance leadership development, increase opportunities for organizational leadership development, Investigate and implement and effective succession plan x2, increase

We are committed to developing leaders in all and levels of the organization so that there is continuity in the school division. In order for leadership capacity and opportunity to be successful, all levels of the organization share a common purpose and direction.

Defined, commonly shared succession plan in place for all areas of the organization.

Provide professional development opportunities to train and support current and future leaders.

Defined job descriptions to understand roles and responsibilities throughout the organization.

Need to define and develop a continuum of leadership skills


leadership capabilities (S1, S12, W1, W3, O9,T2).

and abilities (ie SASBO ELIS program); would include skill development.

Objective Descriptive Commentary


S1 Improve alignment of resources‐with strategic priorities and objectives, fostering greater balance (S5, S10, S13, S14, W6, W11, W14, O4, T5).

GSSD will ensure resources are targeted to meet the identified needs within the established baseline. Transparent equity processes will be employed. What does “fostering greater balance” refer to? Rural vs urban inequities? Would like some clarity around the demands part. Ensuring resources are aligned with our priorities. Alignment and allocation; related closely to S3.

We have to determine the baseline. A process will then be developed to identify the gap.

The perceived gap of inequity will be reduced.

Transparent processes will be developed to address equity processes.

The baseline of what is required to meet minimal operational standards will be developed (ie staffing levels, budget allocations).

Long term resource planning aligns with priorities for each year of the 5‐year strategic timeline (may mean resources


levels in budget areas vary from year to year).

S2 Reduce risk to GSSD‐Increase risk management practices (S5,S6,S12, W5, W14, O3,T1).

We will identify, assess and prioritize risks in areas including financial, human resources, facilities, technology and transportation. GSSD will provide a safe, secure learning and work environment for all. INSTEAD… GSSD will make reasonable effort to minimize risk in order to provide a safe, secure learning and work environment for all. Last sentence fits? Will people be too focussed here? See change. Self‐explanatory

Completion and full implementation of Continuity Management Plan; established review process to ensure up‐to‐date.

Facilities are up to OH&S standards; playgrounds well maintained.

Identify and implement effective procedures in terms of risk management practices (ie HR and probationary practices; CRC’s). A risk management checklist available in all areas.

Third party risk management audits (ie financial audit).

Records management practices defined and implemented (ie information management security, HR files, LAFOIP).


Development of process to review all AP’s on a schedule to ensure each remains timely.

S3 Enhance transparency of resource allocations‐ increase awareness of resource allocation‐capital, R & M, program (S5, S14, W1, O3, T1).

We recommend combining S1 and S2???? One is addressing the alignment of resources and one is the transparency GSSD will ensure resources targeted to meet the identified needs are communicated and are consistent with the established baseline. Transparent equity processes will be communicated R&M refers to repairs and maintenance. This could also apply to staffing levels. Increase awareness of

The perceived gap of inequity will be reduced

The gap (the difference between the current and desired state) will be identified once the baseline is established – need to communicate what the gaps and what the plan is to reduce it

The transparent system to address equity processes developed will be communicated

The baseline of what is required to meet minimal operational standards will be developed (ie. Staffing levels, budget allocations) communication of


resource allocation in all areas. This refers to communication of how resources are allocated; an accountability piece.

Communicating the long term resource planning aligns with priorities for each year of the 5 year strategic timeline(may mean resource levels in budget areas vary from year to year) This is extremely important

S4 Improve Infrastructure ‐(S2, S13, W6, W12, O2, T3).

GSSD will ensure that budget priorities align to support infrastructure needs in the areas of technology, facilities and transportation. This can refer to a lot of things.

Establishment of a baseline for infrastructure in the following areas: transportation, facilities and technology (ie support wiring of classrooms).

Spending infrastructure dollars in an equitable and transparent manner so that baseline expectations are met and educational requirements are fulfilled (ie using facility dollars to


upgrade a classroom to a Reggio philosophy).

Need to develop a system of measuring perceptions around infrastructure .

Develop policies for continual renewal and replacement (ie replacement of buses and GSSD vehicles, facilities, technology).

Allocation of more financial resources for infrastructure needs; need to develop a prioritization system (ie balancing priorities of how dollars are spent and what is needed to ensure students are provided the best learning environment).


NEXT STEPS:

Step

Lead Date

1. Complete the draft of objective commentary and intended results.

L. Soparlo May 2, 2012

2. Compete the aspirational statements for the Strategic Priorities

GSSD AC May 2, 2012

3. Establish and confirm a date to engage the next level of GSSD leadership.

GSSD AC May 2, 2012

4. Complete and finalize the strategic framework (Vision, Mission, Values)

Refinement team May 15, 2012

5. Establish a “Core Measurement Team” to establish measures to correspond with the objectives and intended results. Start with measures that are already in place.

GSSD AC June 2012

6. Discuss and prepare a change management process to engage the staff and stakeholders in the implementation of the strategic plan.

GSSD AC/L. Soparlo May 28, 2012

7. Present draft Strategic Framework, Strategy Map, Objectives and Intended Results to representative group of GSSD leadership. (L. Soparlo to prepare process and discussion questions).

GSSD AC and Leadership representatives

May/June 2012

Business

Gssd strategic objectives may1.2012 rev