2016-2017 Curriculum Implementation Annual Report · PDF file• Eﬀective curriculum implementation is a shared responsibility for all stakeholders • Eﬀective curriculum implementation

LEARNING NETWORK EDUCATIONAL SERVICES

2016-2017 Curriculum Implementation Annual Report

LearningNetworKEducational Services

Box 417, 9531 – 94 Avenue, Lac La Biche, AB T0A 2C0 Phone: 780.623.2248 Fax: 780.623.2278

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Learning Network Educational ServicesCurriculum Implementation Annual Report 2016-2017

TABLE OF CONTENTSAccountability Statement 3Board of Directors 4The Learning Network Staff 4Message from the Board Chair 5Message from the Executive Director 6L.N.E.S. Regional Context and Governance 7 Mission/Vision/Goals 7

Highlights and Accomplishments 9Professional Learning Highlights by Priority Area 10LNES Accountability Measures 14Financial Summary 30 Appendices AppendixA AlbertaRegionalProfessionalDevelopmentConsortiaReport 38AppendixBLearningNetworkEducationalServicesWebsite 42



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ACCOUNTABILITY STATEMENT

TheLearningNetworkEducationalServicesCurriculumImplementation/AnnualReportforthe2016-2017schoolyearwaspreparedunderthedirectionoftheBoardofDirectorsoftheLearningNetworkEducationalServicesandinaccordancewiththereportingrequirementsprovidedbyAlbertaEducation.

AlbertaEducationhasprovidedfundingtotheARPDC/LNEStosupportCurriculumImplementationwithintheidentifiedprioritiesofAlbertaEducation.ThisreportcontainsasummaryofinformationrelativetotheARPDC/LNES’soutcomesinrelationtothesixbroadgoalsofconsortiaincludingannualresultsandanalysis.

TheresultsofthisreportareusedtoprovideaccountabilityofourservicesasaregionalprofessionaldevelopmentprovidertoourstakeholdersandAlbertaEducationfortheprovisionofImplementationfundingtosupportdeliverables.Inaddition,itprovidestheLearningNetworkEducationalServiceswithopportunitiestoreflectonourpracticesinworkingwithourpartnersandstakeholderstodevelop,implementanddeliverqualityprofessionaldevelopmenttoadultsforstudents’sake.

Lorne Young

Board ChairBrentC.Allen

ExecutiveDirector



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BOARD OF DIRECTORS

LEARNING NETWORK EDUCATIONAL SERVICES BOARD OF DIRECTORSTheLearningNetworkEducationalServicesisgovernedbyeducational

stakeholderassociationrepresentatives:

Lorne YoungAlyshaGrosky

DalaneImesonMyrnaFoxGayleneSchreiberMaureen FerenceBob BrownNeil MarkhamJean MurieLorna ScharfenbergVacantDavidHarveyBrent Allen

BrentC.AllenSherri JohnstonSylviaMaloSiobhanMurphyDan NashJackie RatkovicCeline ZevolaYvonne Plamondon

AlbertaSchoolBoardsAssociation(Chair)AlbertaTeachers’Association{Teacher’s}(Vice-Chair)College of Alberta School SuperintendentsPostSecondary–PortageCollegeAlbertaTeachers’AssociationAlbertaTeachers’Association(Administrator’s)AssociationofSchoolBusinessOfficialsofAlbertaFirstNations,MétisandInuitSupportStaffAdministrativeAssistantsAlbertaSchoolCouncils’AssociationAlbertaEducation(Ex-OfficioNon-Voting)ExecutiveDirector(Ex-OfficioNon-Voting)

ExecutiveDirectorDesigner of Professional LearningDesigner of Professional LearningDesigner of Professional LearningDesigner of Professional LearningDesigner of Professional LearningExecutiveAssistantAdministrativeAssistant

LEARNING NETWORK EDUCATIONAL SERVICES STAFF



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MESSAGE FROM THE BOARD CHAIR

The Annual Report of the Learning Network Educational Services (LNES) to Alberta Educationprovidesasummaryofprofessionallearningsupportscarried out during the 2016-2017 year and outlinesthe results achieved by this organization. The LNESiscommittedtoprovidinghighquality,cost-effective,andtimelyprofessionallearningopportunitiestoourmemberboardsfocussingontheprovincialprioritiesset forth by Alberta Education. This annual reportclearly outlines the results achieved by the LNES,provides specific highlights and accomplishments,and summarizesactivities carriedout ineachof thepriorityareasidentifiedbyAlbertaEducation.

The LNES continues to be responsive to localprofessional learning needs and tailors professional learning activities to effectively and efficientlymeetthoseneeds.ToensurelocalneedsarebeingmetourExecutiveDirector,BrentAllen, regularlymeetswithschool authority representatives to identify specificlearningopportunitiesandbestmethodsofprogramdelivery. Brentthenworkswithhisconsultants,andprivate contractors, to tailor professional learningopportunities that specifically suit the professionallearningrequired.

Near the end of the 2016 2017 term the Provincial ExecutiveCounciloftheAlbertaTeachersAssociationserved noticed that they would be withdrawingrepresentation from the Board of Directors of theLearning Network Educational Services. Please beassuredthatthis,innowaychangesthelevelofserviceortheprofessionallearningopportunitiesavailabletoanymembersoftheschoolauthoritiesserved.Brentandhisteamwillcontinuetoprovideahigh-levelofservice theyhave alwaysprovidedwhileweexplorepossiblegovernanceoptions.

Having served on the board of directors for LNES for two terms, I can honestly say that ourmemberboardsareparticularlywellservedandthatBrentandhis consultants continually go above and beyond toprovidethoseprofessionallearningopportunitiesthatcontinue to move our educational services forwardto our students and to our communities. We lookforward to continuing these efforts in the years tocome and as always will work closely with AlbertaEducation and our regional Education Partners/Stakeholders,todeliversupportforthepriorityareasaswellasmeetinglocalemergingneeds.

Lorne YoungL.N.E.S.BoardChair



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MESSAGE FROM THE EXECUTIVE DIRECTOR

The 2016 – 2017 academic year marked a changein the way that the Alberta Regional ProfessionalDevelopmentConsortiawas funded. The shift fromConditional Grant Funding to the Funding Manualhas proven to be an asset that changes the waywe are able to operate. It provides the LearningNetwork Educational Services (L.N.E.S.) with somestability intermsofstaffingandprogramofferingbyproviding predictable and stable funding from yeartoyear.Withthisannouncement,cametheprocessof securing the L.N.E.S. Professional Learning Teamfor the 2016 – 2017 academic year: AdministrativeStaff -> Brent Allen - Executive Director, CelineZevola – Executive Assistant, Yvonne Plamondon –Administrative Assistant. Designers of ProfessionalLearning->SherriJohnston–Competencies/Literacy,SylviaMalo–Mathematics/Numeracy/Competencies,SiobhanMurphy-Competencies/Literacy,DanNash– Career and Technology Foundations/CurriculumDevelopment/FirstNations,MétisandInuitEducation,Other, Jackie Ratkovic – Mathematics/Numeracy/Competencies. The Learning Network EducationalServices2016–2017PlantoSupportImplementationwas approved by the L.N.E.S. Board of Directors attheirSeptember27,2016meeting.Itwassubmittedto,andreceivedby,AlbertaEducationbyOctober31,2016.

Over the course of the 2016 – 2017 academic year,theLearningNetworkEducationalServicespreparedforover250professional learningopportunitiesthatwere attended by 5097 educators with an overallsatisfaction rate of 99.01% and a mean participantnumberof22.9.Wealsowereprivilegedtoorganizeand support two Support Staff Conferences – theNorth Support Staff Conference was hosted at theAuroraMiddleSchoolinLacLaBicheonFridayOctober28,2016andwasattendedby221supportstaffwhoparticipated in 27 sessions that supported a diverserangeofsessionstomeettheiridentifiedprofessionallearning needs. The participation numbers for thisevent again showed a registration decline of 16.3%over the 2015 conference. The South Support StaffConferencewashostedattheWainwrightHighSchool

on FridayNovember 25, 2016 andwas attended by241 registrantswhoparticipated in 32 sessions thatagain, were designed to specifically support theiridentified/requestedprofessionallearningneeds.Theparticipation numbers for this South Support StaffConference,aswellwitnessedadeclineinregistrationsat a rate of 12.0% as compared to the 2015 SouthSupportStaffConference.Witheachoftheseeventshavedemonstratedtwoconsecutiveyearsofdecliningregistrations,wehavebeenabletoidentifythatthiswasdueprimarilyto‘member’schools/schoolauthoritieshiring fewer support staff (Educational/InstructionalAssistants,Librarians/LearningCommonsFacilitators,AdministrativeAssistants,Secretaries,CustodiansandBusDrivers).

Our mission/mandate continues to be to “facilitateprofessional learning opportunities for educationpartners/organizations in order to enhance studentlearning.” As we work to continue to provide costeffectiveprofessionalservicestoalleducators,Iwouldremain remiss if I did not refer to the tremendousprivilege we have of partnering with our regions’schools. If itwerenotforthese“nocharge”venues,the costs associated with the provision of professional learningsupportanddeliverywouldbeevengreater.One emerging trend is the diminishing availabilityof these spaces – due primarily to efficient facilityutilization.Unfortunately,thisismostlikelytoresultin increased costs and fees associated to professional learningopportunities.Inanattempttopromoteandfacilitate ‘equitable access’, the Learning NetworkEducational Services continued to offer professionallearning opportunities in our major centers:Bonnyville,ColdLake,LacLaBiche,Lloydminster,St.Paul, Vermilion andWainwright. I continue considermyselfsoveryblessedtoworkwithsuchpassionateeducators!Aswe lookto the2017–2018academicyear, it is my goal to continue nurturing theseauthentic relationshipsaswecollaborate to supportall educators and share in increased student success! Consider – “Educating the mind without educating the heart is no education at all!” - Aristotle

Brent C. Allen – Executive Director – Learning Network Educational Services



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CONTEXT AND GOVERNANCE

MISSIONThe Learning Network Educational Services is committed to the facilitation of professional learningopportunitiesforeducationpartners/providersinordertoenhancestudentlearning.

VISIONToprovidethebestpossiblelearningopportunitiesforoureducationalcommunity.

GOALS• IdentifyandrespondtotheemergingneedsofthegreaterK-12educationcommunity.• Workcollaborativelywitheducationpartnerstobuildprofessionaldevelopmentnetworksandsupports.• Develop and broker professional development programs, curriculum implementation and other

professionalgrowthopportunitiessupportingalleducationpartners.• Supportschoolauthoritythree-yeareducationplanstoimprovestudentlearning.• Evaluateandadaptservicesandprogramstomeettheongoingneedsofpartnerorganizations.

BELIEFS ABOUT THE ROLE OF THE LEARNING NETWORK EDUCATIONAL SERVICES

The Learning Network Educational Services believes in:• Providingprofessionallearningopportunities

focused on enhancing student learning• Collaboratingwitheducationpartnerstocreate

meaningfulprofessionalgrowthopportunities• Providing varied approaches of professional

development• Modelingeffectiveprofessionaldevelopment

practice• Providingaccessibleandaffordableprofessional

growthopportunities• Encouraging networking among members

oftheK-12educationcommunity,includingbutnotlimitedtomembersoftheconsortiapartnerorganizations:AlbertaSchoolCouncils’Association,AlbertaEducation,AlbertaSchoolBoardsAssociation,AlbertaTeachersAssociation,AssociationofSchoolBusinessOfficialsofAlberta,CollegeofAlbertaSchoolSuperintendents,Post-secondaryInstitutions

• Evaluating&revisingprogramsandservicesthrough ongoing feedback

BELIEFS ABOUT CURRICULUM IMPLEMENTATION

Overarching understanding:Effectivecurriculumimplementationleadstochangesinpracticethatenhancesstudentlearning.

Our pillars:• EffectiveCollaboration(process)• EffectivePractice(content)• EffectiveAdultLearning(context)

Enduring Understandings:TheL.N.E.S.hascometounderstandthefollowing:• Effectivecurriculumimplementationisashared

responsibilityforallstakeholders• Effectivecurriculumimplementationis

developmental and contextual• Effectivecurriculumimplementationmustbe

systemic,systematicallyplannedandsustained• Collaborationleadstodeeperunderstandingand

shared commitment• ProfessionalLearningisinteractive,continuousand

reflective• Effectiveadultlearningismeaningful,purposeful

andprovidedthroughavarietyoflearningopportunitiesforall



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TheLearningNetworkEducationalServices(L.N.E.S.)providesservicesandlearningopportunitiesfor9schoolauthoritieswith115schools, including9FirstNationsSchoolsontwoFirstNationsEducationalAuthorities,servingover 27,000 studentswithin Zone2. Approximately 1870 FTE teachers and1700 support staffareemployedwithin these school authorities in various subjectandgradeconfigurations. L.N.E.S. servicesandlearningopportunities includeactivities that individualsundertake todevelop skills andknowledge, and toenhancepracticeandgrowth.Opportunitiesandsupportsforlearningareprovidedinmanywaysincludingface-to-face sessions, such as workshops and session presentations; courses and qualification programs;technology-based learning opportunities, such as webinars; job-embedded professional learning, suchas mentoring, collaborative planning and learning communities; material development; and professionaldevelopmentresourcesavailableontheL.N.E.S.andA.R.P.D.C.websites.

This2016-2017regionalplanincludedsupportforqualityprofessionallearningopportunitiesforalleducatorsrelatedtotheprovincialprioritiesintheareasof:

•FirstNations,MétisandInuit

•Mathematics

•SupportingCompetenciesinCurrentCurriculum

•SupportingLiteracyandNumeracyinCurrentCurriculum

•ProvincialAssessments–StudentLearningAssessments

•ProvincialAssessmentsDiplomaPrograms

•InclusiveEducation

•CareerandTechnologyFoundations

•LearningCommonsPolicy

•CurriculumDevelopment

•Otherregionalandprovincialpriorities

ThefundingwillfacilitatedeliveryofprofessionallearningsupportsforcurriculumimplementationthatalignwiththeprioritiesdeterminedbyAlbertaEducation.ThesupportsprovidedbytheL.N.E.S.will includehighquality professional learning opportunities, involving a wide variety of research-informed approaches andopportunities for educators that will build capacity within schools and school authorities, regionally andprovincially.



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Over the course of the 2016 – 2017 academic year,the Learning Network Educational Services organizedapproximately250professionallearningopportunitieswhatwereattendedby5097educatorswithanoverallsatisfactionrateof99.01%.Weaswell,hostedtwoSupportStaff Conferences – the North Support Staff ConferencewashostedattheAuroraMiddleSchoolinLacLaBiche,onOctober28,2016.

Thisconferencewasattendedby221registrantswhoparticipated in 27 sessions supporting a variety of topicsthat related to their professional needs as well as sessions tosupportandpromoteahealthywork/ lifebalance.Thisevent saw a decrease in registrations of 16.3% from the2015conference.TheSouthSupportStaffConferencewashostedattheWainwrightJr./Sr.HighSchoolinWainwrightonFridayNovember25,2016.241registrantsparticipatedinthelearningcontainedwithin32sessionsonthisday.Thisreflectsadecreaseof12.0%.Thedeclineinregistrationsatbotheventswasindicativeofareducednumberofsupportstaff hired by the respective schools/school authorities ineach region served. In attendance at both Support StaffConferences were: Educational/Instructional Assistants,Administrative Assistants, Secretaries, Learning CommonsFacilitatorsandCustodians.

One of themany privileges of working in a smaller ruralregionof ourprovince is, themany relationships that arecultivated, nurtured andmutualistic. One such continuedpartnership iswith anotherNot-For-Profit Society locatedin Bonnyville, AB. This Not-For-Profit Society (RednecksWith A Cause) serves to support students and family’s ofstudentswhohavebeendiagnosedwithAutismSpectrumDisorder. Each year, for the past four years, we havepartnered with them to provide professional learning support for teachers, parents, support professionals andcaregivers.ThispastyearwepartneredwiththissocietytoprovidesupportaroundtheLives InTheBalance(Dr.RossGreene)presentedbyKimDoheny.Participation for thesetwodaysofprofessionallearningsupportwasverystrong!In attendance were parents, educational/instructionalassistants, teachers, administrators, respite workers,speech languagepathologists,speech languagetherapists,Community Support Agency personnel and jurisdictionalleadership from across Alberta and Saskatchewan. Totalparticipationnumbersexceeded180participants.

The feedback indicated that this was professional learning supportthatwasextremelyvaluable,relevant,currentandapplicableandseenasbeinganimmediatebenefittothesestudentsandtheirsupportpersonnelatalllevels.

Overthecourseofthepastfouryears,wehavecontinuedtofocusourenergyandresourcesonbuildingsupportinandaroundourFirstNations,MétisandInuitpriorityarea.Weweresettohostour‘ThirdAnnual–MeettheMétisSpringGathering’attheMétisCrossingInterpretiveCentrelocatednear Smokey Lake, Alberta and on the Portage CollegeCampusinSt.Paul,Alberta.Thisthree-daycampwouldhavehostedapproximately75participantsoverthecourseofthethreedays.

Over the course of the three days (May 23 - 25, 2017),participants were positioned to experience opportunitiessuchasTheBrainArchitectureGame,thePovertySimulationActivity,simulatingthelifeofaMétiscommunitymemberas they livedout theirday today lifeon thebanksof theNorthSaskatchewanRiver.24hourspriortothebeginningof this authentic Professional Learning experience, wereceiveda“SpecialWeatherStatement”fromEnvironmentCanadaadvisingusofunsafeconditionstobeoutsideorontheriver. Asthesetwoenvironmentswerecriticaltotheimpactofthisprofessionallearning,thedifficultdecisiontopostponethisprofessionallearningwasmade.IthasbeenrescheduledtoMay22–24,2018.

Our greatest accomplishments continue to occur throughour immersive professional learning supports offered byour Designers of Professional Learning: Sherri Johnston(Competencies/Literacy), Sylvia Malo (Competencies/Mathematics/Numeracy),SiobhanMurphy(Competencies/Literacy), Dan Nash (F.N.M.I./C.T.F./CurriculumDevelopment/Other) and Jackie Ratkovic (Competencies/Mathematics/Numeracy) work elbow to elbow witheducators as they learn about current research, practicesandassessmentstrategies.Itisthroughthisdeliverymodelthatweareseeingthegreatestimpactsonteacherpracticeand student achievement.We lookto continue thismodelofdeliveryandsupport for theupcomingyearso thatwecancontinuetosupportteachersandstudents.Asanoteofinterest,otherA.R.P.D.C.ExecutiveDirectorsarenowlookingto these Designers of Professional Learning for guidance and supportastheylooktoimplementthisprofessionallearningmethodofdelivery.

HIGHLIGHTS AND ACCOMPLISHMENTS



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PROFESSIONAL LEARNING HIGHLIGHTS BY PRIORITY AREA

First Nations, Métis and Inuit: Within the Learning Network Educational Services region37 sessions were planned engaging 1518 educators witha mean session registration of 49.0 participants. Postsession evaluations, indicated a high level of satisfaction(99.9%).Our regionhasadefinitiveboundarymarker, theNorthSaskatchewanRiver,whichclearlydefineswherethemajorityofourF.N.M.I.populationresides.Nottosaythatour focus is on the areasof our regionwhereonly largerpopulationsofF.N.M.I.citizensreside.Ourmantracontinuesto be “F.N.M.I. Education if for ALL students!” Sessiontopics included: Visual Expression and Creating Relations– Neuro-Rewiring: Exploring Indigenous Arts and Artists– thisparticularprofessional learningopportunitywasco-facilitatedbyLanaWhiskeyjackandherAunt,AlsenaWhite.ItwasparticularlyimpactfulbecauseLanawouldintroducea concept and Alsena would relate it back to her experiences andapplyittotoday’srealworldapplications.Aswell,weprovidedprofessional learning support for: Education forReconciliation: Understanding the Legacy of ResidentialSchools,TheBlanketExercise,TraditionalAboriginalGamesK–9,UnderstandingHistories,CulturesandWorldViewsofAlberta’sFirstNations,MétisandInuitPeoplesTeacherTalks,Foundational Knowledge and Protocols, Tipi Teachings,Visual Expressions and Creating Relations - ConfrontingHistory:ResilienceandReconciliation.

We continue to focus on the fundamentals of F.N.M.I.education and assisting educators in becoming morecomfortable with their levels of awareness and understanding andsupportingthemastheybecomereadytoengageinthislearning.AswemovetowardsthecompletionofthesecondyearofconcentratedprofessionallearningsupportwiththeF.N.M.I.focus,wearebeginningtocreateanenvironmentof increased comfort, confidence and ease. Though itmay seem like a small advance,wearenowexperiencingacommonandconsistentTreaty6LandAcknowledgementat the majority of the sessions organized and supportedbytheLearningNetworkEducationalServices. Evenmorepronouncedistheincreasedlevelofcomfortandfamiliarityas this statement is shared. Educators too, arebeginningto seek out support for learning as they become morecomfortablewithfocusingonF.N.M.I.

Learningandhowitconnectstotheirclassroomteachings.Impactofprofessional learninggatheredfromparticipants

indicatesthefollowing:“RelationshipBuildingandmakingevery effort to understand culture and experiences areessential.Iwillcontinueworkingwithrelationshipbuildingwith administration, teachers, support staff, students andfamiliesinFirstNationsSchools.IwillcontinuerelationshipbuildingwiththeFirstNationstudents,staffandfamiliesinthepublicschoolsystemaswell.” “Keeptheconversationgoing in support of aboriginal issues and be very clearwithmystudentsthatthis isEVERYONE’Sconcern!” “Thespeaker/presenter had a deep understanding of the material andthesegamesaresimpleandeasyenoughtoincorporateinmy lessons. The gamesweremeaningful and she hadgood low cost options for materials.” “Great applicationin terms of integrating these games into the curriculum.”“Physically constructing the tipi and being involved inthe teaching really helped to embed the knowledge.” “Ididn’t understand how Residential Schools impacted ALLCanadians!”“Ihadnoidea!Itbroughtoutmytearsandarenewedhopeforchange.”“Ireallyappreciatetheauthenticcontentofthelearningandexperientialdeliveryprovidedbythefacilitators.”“Thankyoufortheincreasedunderstandingin relation to howResidential Schools continue to impacttoday’syouth–ithelpsmetobetterunderstandthestudentsinmyclassandtheirfamilies.”“Iappreciatedthepatienceandopportunitytoshareandprocessinformationasitwasshared!” “Personal experiences that the facilitator sharedandtheinteractiveparticipantactivityengagingbothsidesof the brain.” “Connecting Art to Reconciliation – simplyBRILLIANT!”“Anytimelearningisauthenticandexperiential,weallWIN!

Future Professional Learning Support Needs: “Methods/strategiesfortheeducationofnon-Aboriginalstudentsonthe history of residential schools/students’ experiences.”“How do I present this information to my elementarystudents?”“Howtoteachthistostudents.Itneedstohaveanincreasedprofileincurriculum.”“Ineedtodoresearchto make this topic ‘my own’! “ “Ongoing opportunitiesto collaborate and continue to move F.N.M.I. educationforwardinourregion.”

Mathematics: Ourprimarymodelofprofessional learningsupport forthisprioritycontinuetobeviathe immersive,elbow-to-elbowworkthatissupportedbyourconsultants,Sylvia Malo and Jackie Ratkovic. 60 sessions, with thispriorityfocus,wereplannedengaging869participantswith



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ameansessionregistrationof14.7.97.6%ofrespondents

indicated a high level of satisfaction. When we focus inimpacting teacher practice in the classroom setting, thismethod of delivery continues to prove to be the mosteffective/impactful. It is definitely not the most costeffectivebutremainsthemostvaluableastherelationshipsestablished and maintained, in partnership with therich learning experiences result in a combination thatultimately benefits students. Evidence of impact can befound in the following statements provided by Immersivelearning participants: “It caused me to understand thatthepersondoingthetalkingisdoingmostofthelearning.”“Wewere providedwith information and the time to trynewtechniqueswithour students. Sylvia taughta lessontooneclass todemonstrateanewconcept. I found thatextremelyhelpful.”“CurriculummappingandMathActionPlans are extremely helpful.” ”The greatest impact onmypersonallearningisderivedfromSylvia’ssystemofpullingthree groups of students and modeling the use of probing questionsthatweretailoredtotheskilllevelsofeachgroup.Howtoelicitthinkingandasktherightquestionswitha‘reallive’studentwasverymeaningful.”“Jackiehasagreatwayof listening toourneeds and for explainingmathematicalconcepts.Workingwithherhashadagreatimpactonmyunderstandingofmath concepts.” Workingonorganizingthecurriculumalsohelped.”

Otherindicationsofthevalidityofthismethodofdeliveryis reflectedas follows: “Running records foradditionandsubtraction is great and Iwill use themas apartonmhyon-going formative assessment. Great Tool! Also havingstudentcomeintodoproblemswasreallyinformative!”“Ireallyappreciatedbeingabletoobserveherteach.Beingable to talk to her about upcoming units and how to use them.” “The opportunity to do hands on work and seemultiplesolutionsisinvaluable.”“Inowbetterunderstandmy own misconceptions of teaching math and how toaddress them.” “Having P.D. tailored tomy specific gradelevel – AMAZING and then to get to sit and discuss thelesson–UNBELIEVABLE!”“Jackie’s

Explanation of why it’s beneficial to use starters withoutshoving it down our throats. Seeing how it will expandthe child’s math vocabulary and math sense makes mewanttobuyin.Lovedtheexamplesandtimetocreateourown.” “I can’t believe that the workshops we attend are

designedspecificallytomeetourneeds.”“Sylviamodeledthestarters/strategieswitthestudentsintheclassroom.Iappreciatetheextratimeandpatienceshespentwithstafftoclarifypurpose.”“Beingabletowatch,learnandquestionhasbeenanexcellentopportunitytolearn&grow.”

FutureProfessionalLearningSupportNeeds:“FocusingonTeachingmorestrategiestomultipleanddivide.”“Numbertalks”“MathematicsVocabulary”“ConnectingMathematicsto Technology” “More information on how to set up aGuidedMathroutineinmyclassroom.”

Supporting Competencies in Current Curriculum & Supporting Literacy and Numeracy in Current Curriculum: In our region, we have tried, unsuccessfully, to provideprofessionallearningopportunitiestosupportthesepriorityareasinisolation.Wehavemadethedecisiontoworkwithall three of these areas ‘in union’with each other aswework with educators. Competencies, by themselves, arereceivinglittletonorecognitionasbeing‘urgent’intermsofclassroominstructionandprofessionallearningpriority.33sessionswiththesepriorityfoci,wereplannedengaging714participantswithameansessionregistrationof26.4.98.8%of respondents indicated a high level of satisfaction. Wecontinuetoaddressallprofessionallearningrequeststhroughour immersive model of professional learning support where our Designers of Professional Learning are again in schoolsandclassrooms,workingdirectlywithteachersandtheir students through the modeling of lessons and the collaborativeconversations,ultimatelyresultinginapositiveimpacton student learningandachievement. Evidenceofimpact includes: “I really appreciated the opportunity toseehowIcanmakeLiteracy“comealive”inmyclassroom.”“I value the practical application for immediate usage inmyclassroom.”“Inowhaveamuchclearerunderstandingof balanced literacy in themiddle school years.” “How tousethisinformationwithourteachers.Greatdevelopmentof resources and I know in sharing this information withmy teachers, theywill be excited it is so easy to use theelements inwhat they are already doing.” “Being able toconnectourconversationtotheCompetencieswasHUGE.Actualexamples–notallhypothetical. Weneedmoreofthis!” “Most beneficial – having the opportunity to sharewith other educators and expandmyunderstandings.” “Itwas great to take literacy strategies and apply them to aphysicaltask–takingadifferentapproachtonon-fictional



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reading.” “I loved the examples and the student workprovided made this even more “real”!” “I have a muchbetter understanding of the importance of numeracy andits relationship to the interpretationof information in therealworld.”“Tookmyunderstandingofnumeracy from‘0->...”.“Ididn’trealizethatIcouldusealloftheseliteracystrategies inallofthecourses I teach.”“It issorefreshingto receive Literacy Support aimed specifically at ColonyTeachers.THANKYOU!”“Ireallyappreciatedthestrategiesshared for breaking literacy down so that is not focusedon memorization.” Future Professional Learning SupportNeeds:“IwouldliketolearnaboutVocabularyTheirWay.”“BalancedLiteracy”

Provincial Assessments: Student Learning Assessments andDiplomaPrograms: WiththedecisionoftheMinistertomovetoaresearchmodelforthefall2016administrationof the S.L.A. 3’s and the stratified random selection ofschool authorities to participate in this research, therewere zero school authorities selected from our region.As a result, there was, at best, minimal response to andrequestsforthisspecificpriorityareasupport.Zerosessionswere organized to specifically support this priority area.With regards toprofessional learningsupport forDiplomaProgramsWecontinuetoworkwithourschoolauthorities,A.T.A. Professional Learning Directors, A.T.A. Teachers’Convention Program Chairs in support of professionallearning supports for interpreting results and support forgrade 12 teachers to build awareness and understanding of theexpectationsoftheprogramofstudiesandtherelatedassessment standards for subject-specific diploma exams.15sessions,withthispriorityfocus,wereplannedengaging134participantswithamean session registrationof13.4.98.5%ofrespondentsindicatedahighlevelofsatisfaction.Feedback from participants include: “Connecting thislearning toand through real-life storiesmakes it somuchmoreimpactful.”“Havingtimetoreflectuponandexamineour own assessment tools was fantastic; especially whensupported by conversations with Tim.” “The presentertooktimetoreallylistentoouropinionsandprovidedsolidfeedback.”“Ireallyappreciatedtheopportunitytodevelopwrittenresponsequestionsatthegrades10–12levelsthatwillbesimilartothekindsofquestionsthatmystudentscanexpecttoseeonadiplomaexamination.”

Future Professional Learning Support Needs: “FairerAssessmentsinP.E.Classes.:“BuildingCommonAssessmentsinScience.”

Inclusive Education: Thisprovedtobeaverybusypriorityarea for us this past school year. We provided a verydiverse offering in terms of delivery and duration. Thereweresomestand-aloneprofessionallearningofferingsthatdefinitely benefitted educators. We are also experiencedmuch success from professional learning series that were developed.Theseserieswerecomprisedofthreeface-to-facesessions(Introductory,MiddleandSummarysessions)interspersed with webinars in order to keep participantsconnected and to allow for the provision of practicalapplicationalongwithtimelyfeedback.Someofoursingleday professional learning topics included: Lives In TheBalance – Dr. Ross Greene/Kim Doheny, Self-Regulation –Pathway to Learning, Complete the Circle with UniversalDesign, Executive Functioning in the Inclusive Classroom,ProfessionalsWithoutParachutes:SupportingStudentswithF.A.S.D.,YouthWellnessandResiliency,StudentsWithScars:UnderstandingSelf-InjuryandTheHungerGames:ThatKidisJustLookingforAttention!Theseriesthatgarneredalotofattentionandyieldedstrongevidenceofpositiveimpactandsuccesswas“YouthWellnessandResiliency:OurPowerLies inConnectionswithourStaff,OurStudentsandTheirFamilies–Blended5PartSeries”withDr. JodyCarrington.39sessionswiththispriorityfocus,wereplannedengaging1238participantswithameansessionregistrationof37.5.98.5%ofrespondentsindicatedahighlevelofsatisfaction.Evidence of impact is indicated through comments such as:“Thankyouforprovidinginsightintosomeofthemostcommonthingsweseeaseducators.”“Ihonestlynevereverthoughthatmystudentsmightbe‘actingout’becausetheyareanxious.”“Theopportunitiestopracticetheconcepts.AsmuchasIdislikeroleplayscenarios,itwasreallyhelpfulto practice the concepts we learned.” “Think about thewhyandwhattheyneed. Thatbelonging iffirst forkids.”“The practical approach to sharing the information wasphenomenal– Iwillnever forget thecomparisonofBrainDevelopmenttothebuildingofahouse!”“IhavenodoubtthatIwillnowbeabetterteacherandfosterparent.”“Thishas been so real and applicable to what is occurring around usallofthetime.ItchangedthewayIperceiveit.”



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“InowfeelmoreconfidentatIworkwiththestudentsandfamiliesofourimmigrantfamiliesornewcomers.Iwillworkto,morethoroughly,understandtheirbarriersanddifficultiesthattheymaybefacing.”“Inowhaveanincreasedlevelofempathyforwhatmystudentsmaybedealingwithandnowfeel better prepared to help them.” “We need to includeALL adults when we are working to support high needs students.”“Shespeaksasanormalpersonwholivesintherealworld, dealingwith issueswemeet everyday.” “Thisremindedmeofwhywegointoteaching.Howpowerfulofaneffectwereallyhaveasteachers.Sooomuchmorethanjustdeliveringcurriculum!”“Thepresentertookthecontentandmade itapplicabletomyprofessionandthestudentsIworkwith.” “I truly appreciatebeing given the ‘How’ asopposed to just the “Why”!” “To leave a professionallearningsessionwithstrategiesandknowinghowIamgoingto implement them isawesome.”“The real lifeexamples!Beingabletotalkaboutourcurrentsituations,knowingwewere in a safe environment to discuss our successes and failures,beingtocollaborateasagroup.”“Thissessionwas‘solutiondriven’asopposedtothetypical‘problemdriven’–nice change!” “Allowing for collaborationand validationof what the schools are seeing and also addressing these challenges and providing insightful examples pulled fromexperience.”“Foundallaspectsofthecoursetobevaluableand meaningful. The facilitator used interesting storiesandsnippetsofinformationtoshareknowledgeandmakethe coursememorable and applicable.” “The informationspoke tomyprofessionalpassionandwasvalidating; alsoacknowledging parents/students as the human part of the process.”“Thereissomuch‘value’inhavingeveryonethatis involved with the child on the same page and following the same processes.” “Solve the problem vs change thebehavior.” “Being able to do this with my staff – HUGEreward!” “MY grandson is ADHD,ODD and has high levelanxiety. This gives me more understanding of ways toapproach his issues.” “Collaboration with our team andwiththefacilitatorwasinvaluable.”“Directlyrelatedtomycurrentwork assignment.” “Meetingwith our tables overindividualstudent’sneeds–Itwasgreattolearntheoryandhowtoapply it tospecifickids toexpertguidance.”“Newwaystoparent, listenanteachkidstoproblemsolve/gainskillstodealwithproblems.”“Ihaveadaughterwhoishighfunctioningautismandbipolar.PlanBsavedus!Ialsouseitinmyclassroomandhaveseenitbenefitothers.”“Involvingthechild/studentmoreandaskingthe‘presentquestion’.”

“Jumpingtoconclusionsastothecauseofissuesratherthaninquiringaboutthechild’sperspectiveiscounterproductive.”“Changeyourpointofview,howtoviewthngs&thenfindasolution.Ilovethatyoursuggestthateveryoneisinvolvedinthestudent’ssuccess.”“Byhavingourson’sschool(teachersandsupportworkers)here,aswellasourselves (Parents),wecancreateamorecompleteplanforourson.”“Lookingatchallengingbehavioursthroughadifferentlens.i.e.Notusingmotivations,butinsteadbuildingonskills.”

Future Professional Learning Support Needs: “In schooltechniques to support kids with ADHD.” “Working withactual case studies andapplying toour situations” “MoretimewithDr.Carrington”“BehaviorManagement”“LevelBInterpretationandWIATTraining”

Career and Technology Foundations: Thiswas an priorityareathatwasreallybeginningtofindsometractioninourregion based on the work we had done during the 2015 –2016academicyear. At theconclusionof thatyear,wehad a solid working group of 28 educators comprised ofeducators from every school authority in our regionwhowerepoisedtocarry thiswork forwardduring the2016–2017schoolyear.WhentheMinisterannouncedthedelayin the formal implementationof theC.T.F.Curriculum,weimmediatelyfelttheimpact.Wewentfrom28to3activeparticipants. All 3 participants are from the same school(1 administrator and 2 teachers). I have been in regularcommunication with them regarding ongoing support fortheir professional learning needs. The response, fromtheirend,hasbeenminimalwithzerouptakeregardingtheprovision of professional learning to support their needs.Theyhavesimplerevertedto‘doingwhattheydidlastyear’knowingthatitwillbesufficientandmeettheneedsoftheirstudentsandcommunity.4sessionswiththispriorityfocus,wereplannedengaging0participantswithameansessionregistrationof4.0.Therewere0sessionresponses.

Movingforward,wecontinuetobemadeawareofthemanygoodthingsthatcontinuetooccurunderthefocusofCareerandTechnologyFoundations.Studentsandteachersinourschoolsarecontinuing toutilize theflexibilityprovidedbythe C.T.F. framework. In particular, they are enjoying thealignmentwithothercurricular support initiativessuchasMakerspacesandLearningCommons.ManyofourteachersarebothcontributingtoandpullingfromtheC.T.F.Yammer.We will continue to look for opportunities to move thisforwardinourregion.



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CONSORTIUM GOAL ONEFacilitateprofessionaldevelopment,whichsupportstheeffectiveimplementationof:1. TheAlbertaEducationBusinessPlan2. Jurisdictionandschooleducationalplans3. RegionalSchoolCouncilpriorities

OUTCOME 1.1WorkcollaborativelythroughARPDC,AlbertaEducation,regionalschoolauthorityDistrictContactsandAdvisoryCommitteestoestablishplans,strategiesandopportunitiesthatareresponsivetotheprovincialandlocallyidentifiedneedsincongruencewithprovincialdirectionsforeducation.

OUTCOME 1.2Demonstrateeffectiveprovincialplanningthroughongoingcollaborationofconsortiatopromoteconsistencyinlearningopportunitiesrelatedtoprovincialdirections.

Measures: Results:Overallpercentageofstakeholdersthataresatisfiedthattheconsortiumeffectivelyaddressesprovincialandregionalneedsidentifiedinplanningdocuments.

96.9%ofdistrictcontactssurveyrespondentsagreedthattheP.L.offeringsalignedwiththeneedsidentifiedintheirrespectiveplans.5097participantsattended252LNEShostedprofessionallearningopportunities

Overallpercentageofstakeholdersthatweresatisfiedwiththeconsortium’sresponsetoemergingPDneeds,outsideofthoseidentifiedinplanningdocuments.

98.5%ofdistrictcontactssurveyrespondentsagreedthattheprofessionallearningopportunitiesalignedwiththeirplansandemergingneeds.

Hostformal/informalconversationswithkeyAlbertaEducationpersonnel.

WecontinuedtomeetfrequentlywithmembersoftheteamatAlbertaEducation.Inadditiontoourformalmeetings,thereweremultipleemailsandtelephonecallsresultinginregularlycommunicationoverthecourseoftheentireyear.

NumberofcollaborativemeetingsforARPDCinactualizingthepriorityareasprovincially.

ConsortiaExecutiveDirectorsmetface-to-facefor14daysandmetviatechnology(AdobeConnect)4timesforatotalof18meetingsoverthecourseofthe2016–2017year.Theface-to-facemeetingsengaged107participantsandtheAdobeConnectMeetings46!

Hostregionalanddistrictcontactandcollaborativecommitteestoprovidedirectionforplanninglearningopportunities,tofacilitatebuildingofknowledge,skillsandattitudeswithinandamongstschools,andtoidentifyimpactofdeliveryonteacherpracticeinjurisdictions.

TheExecutiveDirectormetwithschoolauthoritiestodiscusstheiridenti-fiedandemergingneeds,attheirconvenience,throughouttheacademicyear.Thisformatprovidedmaximumflexibilityforschoolauthorityperson-nelandforthesharingofinformation.

Administermultiplesurveystogatherdatatoinformfutureplanning.Inadditiontoindividualsessionandpost30daysurveys-theLNESNeedsAssessmentSurveywascirculatedfromMarch8–May5,2017(52re-sponses)andtheStakeholderSurveywascirculatedfromApril1–May3,2017(68responses)!

LEARNING NETWORK EDUCATIONAL SERVICES ACCOUNTABILITY MEASURES



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STRATEGIES TO ACHIEVE GOAL ONELNES ARPDC Partners

•HostcollaborativecommitteeswithrepresentationfromeachofourjurisdictionsaroundthekeyareasidentifiedintheCurriculumImplementationpriorities.

•ProvideopportunityforparticipantstoprovidefeedbackthroughpostlearningsurveysafterattendingaLNESlearningopportunitytohelpidentifyadditionallearningneeds.

•Holdcollaborativeconversationswithjurisdictionpartnerstounderstandtheneedsfor professional learning that exist to support directionsidentifiedintheir3YearAnnualEducationPlan.

•HoldcollaborativeconversationswithAlbertaEducationpersonneltounderstandprovincialdirectionsandhowwemightsupporttheirworkinourregionsandthroughourregionalplans.

•WorkwithATAtodevelopaprofessionallearningsurveyforadministrationbi-annually.

•SupporttheworkofCurriculumDevelopmentinworkingcollaborativelywithAlbertaEducationtofacilitate‘engagement’withinourzonethatwillinformfuturecurriculumplanningprovincially.

HoldcollaborativeconversationswithAlbertaEducationpersonneltounderstandprovincialdirectionandhowtheconsortiummaysupporttheir work in our region and through regionalplans.

•HoldmeetingswithkeyAlbertaEducationcontactstodeterminepriorityareasrelatedtoCurriculumDevelopment and Curriculum Implementationanddevelopunderstanding of the Alberta EducationBusinessPlan.

•Conductacommonpostsurveyforadministrationtosessionparticipants.

•Hostmonthlymeetingstocollaborate and share on provincial planningasitrelatestopriorityareasdefinedforCurriculumImplementationandCurriculumDevelopment.

•HoldconversationswithCASSZone 2 Superintendents and/or their designates to discuss regional andjurisdictionalneedsrelatedto3YearEducationPlansandCurriculumRedesignDeliverables.•Holdcollaborativeconversationswith stakeholders to understand howtheconsortiummaysupporttheir work in the region related to CurriculumImplementationpriorityareas.

•Developacommonneedsassessment with ATA to determine stakeholderneeds.•ASCA,ATA,PortageCollege,LakelandCollege,ASBOA,ASBABoardofDirectorrepresentativesact as a conduit to their organizationsforsharingLNESinformationandforhighlightingbacktoLNESpertinentinformationfromtheirrespectivebodies.

ANALYSIS OF OUTCOMES OF GOAL ONE:Aswecontinuetoworkwithinourregionourgreatestassetremainstherelationshipsthatwehaveestablished,andcontinuetonurture,withourmemberschoolauthoritiesandeducationpartners.OurBoardofDirectorsexperiencedamajorchangeinitsGovernanceStructureinJuneof2017whentheAlbertaTeachersAssociationnotifiedusthattheywouldbewithdrawingallthreeoftheirrep-resentativesfromourBoardofDirectors.ThisisanongoingissuebetweentheMinistryofAlbertaEducationandtheAlbertaTeach-ersAssociationthatappearstobeverypoliticalinnature.Despitemultiplerequeststore-instatethesememberstoourboards,thepositionoftheA.T.A.remainsunchanged.Atthispointintime,theBoardofDirectorsfortheLearningNetworkEducationalServiceshas decided to leave our Governance Structure unchanged for the2017–2018academicyearwiththehopethattheAlbertaTeachersAssociationrescindstheirdecision.TheAlbertaSchool

CouncilsAssociation(A.S.C.A.)positionontheL.N.E.S.BoardofDirectorsremainsunoccupied.IhavebeenworkingatfillingthispositionwithJacquieHansen,ExecutiveDirectorfortheA.S.C.A.IrecentlyreceivednotificationthatJacquieisleavingherpositionwithA.S.C.A.andwillre-engageinthisconversationwiththenewExecutiveDirectoroncehe/shehasbeennamed.Allothereduca-tionpartnersandstakeholders,includingourschoolauthoritiesandFirstNationsandMétisEducationAuthorities,continuetomeetwith me on a regular basis in order to gain insight into the latest newsandinitiativescomingoutoftheMinistryofEducationaswellas providing me with insight into their regional plans and emerging needs.Weattempttomeetevery8–10weeks,inordertoremaincurrentinourconversations.Inmanycases,thesemeetingsoccurwherethesejurisdictionalleadersarealreadyconvened(eg.CASSFallConference,CASS/AlbertaEducationSpringConference,etc.)



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Etc.)Another‘unique’featuresofourregion,isthatwithinour boundaries are schools that actually fall under theumbrella of the Northern Regional Learning Consortium– this being Northlands School Division, specificallyElizabeth Settlement. It is our privilege to support theseeducators fromtime totime, given their proximity toourDesignersofProfessionalLearning.Thisisagreatexampleof the collaboration that continues to thrive through thecollaborative nature of the Alberta Regional ProfessionalDevelopmentConsortiaandthesharedgoalofmeetingtheneeds of all educators. Through ongoing conversationswith each of these partners/stakeholders, we are able tomaintain a clear understanding of their emerging needs andprioritiesinourregionandtoidentifyhowtheLearningNetwork Educational Services is positioned to mostefficiently and effectively support these needs. One ofthemostobviousbenefitsofourestablishedandnurturedrelationshipsisourabilitytoassistourjurisdictionalleaderswithunderstandingthePriorityAreastoSupportCurriculumImplementationasidentifiedbyAlbertaEducation.Indoingso,ourconversationspermitustoprovideclarityaroundthesameandidentifythealignmentsbetweentheirrespective3 Year Education Plans and these Priority Areas. Theseconversatoins continue to result in the identification ofprofessionallearningopportunitiesrequiredtosupport,andsupplement,schoolauthorityprofessionallearningplans.Our region has moved away from centralized advisorycommitteemeetings to individualized advisory committeemeetings. This decision was made in response to theincreasingportfoliosandresponsibilitiesofourjurisdictionalleaders and subsequently their decreasing availability.As noted previously, I endeavor to meet, face-to-facewith representatives from each the school authoritiesrepresentedinourregiononaquarterlybasis.

To address the discrepancies in each of the surveysadministeredbytheLearningNetworkEducationalServicesintheSpringof2017:“JointLNES/ATAPDNeedsAssessmentSurvey”–The fouryearaverage for this survey is203 responses. TheSpring2017Surveynetteda responsebyonly52 respondents,adecreaseof74.4%.InconversationswiththemembersoftheL.N.E.S.AdvisoryCommittee,JurisdictionalLeadersandL.N.E.S. Boardmembers,wehave identified the followingpotential’causes’forthisanomaly:

- During the Spring 2017 Administration window, SpringandEasterBreaksoccurredoverthecourseoffourdifferentweeks.Thismayhaveresultedintoomuchdisruptionduringthe survey window. For the 2017 -2018 Administration,thesesamebreaksoccuroveratwoweekwindow.Surveyavailabilityandadministrationwillbeadjustedaccordingly.- Survey fatigue– itwas identified that educators receivemultiple requests to complete surveys and simply choosenot to participate in those surveys that take longer thanthreeminutestocomplete.

LearningNetworkEducationalServicesStakeholderSurvey2016-2017”–thethreeyearaverageforthissurveyis12responses. The Spring 2017 Survey netted a responseby68members, an increaseof 467%over the three yearaverage.Uponreflectionanddiscussion,theonlyvariableintheadministrationofthisyearsLNESStakeholderSurvey,fromtheprevioius,was that itwassharedwith theA.T.A.Local Professional Development Chairs who then shared the surveylinkoutwiththeteachersfromeachoftheirregionsnotrealizingthatthesurveylinkwasfortheirownaccessfortheprovisionoffeedbackanddirection.”

As evidenced on our Annual Stakeholder survey – “Inworking with SylviaMalo, we have been able to providethe mathematics and numeracy support that we havebeen looking for and that was indicated as a goal in our Edplan. Staff greatly value the “in action”modeling andconferencing.” “The support we receive from the LNES issecondtonone.Theyareflexible,beyondaccommodatingand best of all willing to be ‘out of the box’ thinkersaboutpromotingandproviding thebestpossible learningexperiences for our teachers and all staff.” “The LearningNetwork Executive Director was actively engaged for ourInstituteDay–hemetwithusmultipletimestoplanandsupportourprofessionallearningday.”

The culturing and maintenance of mutualistic workingrelationshipsremainsafoundationalpriorityfortheLearningNetworkEducationalServicesaswecontinuetoprovidethehighlevelofsupportandservicethatweprideourselveson.



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CONSORTIUM GOAL TWOFacilitateprofessionaldevelopment,whichsupportstheeffectiveimplementationofcurricula,includinginstruction,assessment,resourcesandstudentlearneroutcomes.

OUTCOME 2.1Developprocesses,toolsandresourcestosupportschoolauthorityimplementationandforthecollection,trackingandreportingof‘evidence’.

OUTCOME 2.2Providescheduledprofessionallearningsessionsinthefollowingareas:

FirstNation,MétisandInuit

• SupportforalllevelsofschoolauthoritiesthatresultsinanincreasedawarenessandunderstandingofFirstNations,MétisandInuithistories,perspectives,andwaysofknowingforthepurposeofimplementingtreatyandresidentialschoolseducationandTruthand

• ReconciliationCommissioncallstoactionforeducation,andcommitmentsrelatedtotheUnited• NationsDeclarationontheRightsofIndigenousPeoples.

Mathematics

• SupportforKindergartentoGrade12teachersinhelpingstudentsdevelophigher-orderthinkingskills,(i.e.:reasoningandproblemsolving).

• Support for building awareness and understanding of revised learning outcomes and achievementindicatorsforgrades1-9forSeptember2016implementation.

• SupportforGrade6teacherstobuildawarenessandunderstandingoftheGrade6MathematicsPATPartAthatisbeingaddedstartingthe2016-17schoolyearonnumberoperationsthatstudentswillcompletewithouttheassistanceofcalculators.

• SupportforGrade12teacherstobuildawarenessandunderstandingoftheexpectationsoftheprogramofstudiesandtheassessmentstandardsforMath30-1andforMath30-2.

SupportingCompetenciesinCurrent Curriculum

• Supportforalllevelsofschoolauthoritiesfortheimplementationofthestreamlinedcompetenciesandreviseddraftcompetencyindicatorsincurrentprogramsofstudybydevelopinganawarenessandunderstandingofhowcompetenciesandcompetencyindicatorssupportlearningoutcomesforstudent-centred,competency-focusedlearning

SupportingLiteracyandNumeracyinCurrentCurriculum

Supportforalllevelsofschoolauthoritiesincontinuingtobuildawarenessandunderstandingofliteracyandnumeracy.•Supportforalllevelsofschoolauthoritiesinbuildingtheirawarenessofliteracyandnumeracyinexistingprogramsofstudy.•WhentheLiteracyandNumeracyProgressionsarereleased,buildunderstandingoftheProgressionsandthewaysthattheysupportteachersandstudents.



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ProvincialAssessments–StudentLearning Assessments

Supportfor20schoolauthoritiesparticipatinginYear3pilotsamplein:–buildingtheirawarenessandunderstandingfortheimplementationofStudentLearningAssessments–buildingtheirawarenessandunderstandingofwaystoeffectivelytrainteacherstolocallyassess the SLA Performance Tasks

o providing training and support materials osupportingtheplanningofcollaborativemarkingsessions

–buildingtheirawarenessandunderstandingfor:ointerpretingandsharinginformationinthereports(individualstudentreportandclassreport)thatarebasedontheStudentLearningAssessmentdigitalinteractivequestionsointerpretingandsharingtheresultsfromthelocallyassessedStudentLearningAssessment Performance Tasks

–assistingwiththedevelopmentofsupports,basedoninformationfromtheSLAs,thatcanbeusedtoenhanceclassroominstruction–helpingteachersbuildtheirunderstandingofstudentlearningthroughtheuseofinterpretingtheresultsofprovincialassessments.

ProvincialAssessments–Diploma Programs

• Supportforalllevelsofschoolauthoritiesin:–professionallearningsupportsforinterpretingresults

• SupportforGrade12teacherstobuildawarenessandunderstandingoftheexpectationsoftheprogramofstudiesandtherelatedassessmentstandardsforsubject-specificdiplomaexams

InclusiveEducation

• Supportalllevelsofschoolauthoritiestobuildcapacityforfacilitatingandimplementingbestpracticesininclusiveeducationtoensuresuccessforallstudents.

• Supportforalllevelsofschoolauthoritiesindevelopingincreasedawarenessandunderstandingneededtoimplementflexibleandresponsivelearningexperiencesthatacknowledgeeverystudents’individuallearningneeds.

CareerandTechnologyFoundations

• SupporttheSeptember2016implementationoftheCareerandTechnologyFoundationsProgramofStudiesby:–workingwithschoolauthoritiestoprovidethesupport,understandingandawarenessrequiredforsuccessfulimplementation.

• –supportingtheagiledevelopmentofaCTFdigitalcurriculum.• Sharingsuccessstoriesacrosstheprovince,suchasschoolvisitstoseeCTFinaction.

LearningCommonsPolicy

• SupportforalllevelsofschoolauthoritiesthatresultsinanincreasedawarenessandunderstandingoftheLearningCommonsPolicy.

• SupportatalllevelsofschoolauthoritiesfortheimplementationoftheLearningCommonsPolicy.

CurriculumDevelopment

• Supportcurriculumdevelopmentwithintheministry’spriorityofcurriculumrenewalby:–organizingandleadingsessionswitheducationstakeholderstosupporttheminrespondingtoAlbertaEducation’sonlinesurveysaboutprovincialcurriculumthatwillinformthedevelopmentof future curriculum–organizingandleadingsessionswitheducationstakeholderstosupportthevalidationofdraftkindergartentograde12subjectintroductionsandscopeandsequencesinsixsubjects.

Other Regional and Provincial Priorities

ProvideprofessionallearningsupportidentifiedbyregionalconsortiaorAlbertaEducationtostrengthentheapplicationofpriorityareasfrompreviousgrantdeliverables.



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Measures: Results:

OverallpercentageofschoolauthoritiesthathaveaccesstoonlinematerialscreatedbyARPDCand/orLNES

100%ofschoolauthoritieshaveaccesstoonlinematerialscreatedbytheARPDCandLNESDesignersofProfessionalLearning.

Numberofsessionsandparticipantsattendinglearningopportunitiesinthefollowingareas:

• FirstNations,MétisandInuit• Mathematics• Student Learner Assessments• Competencies• Literacy&Numeracy• InclusiveEducation• CareerandTechnologyFoundations• LearningCommonsPolicy• Other

F.N.M.I.–37sessionswereplannedengaging1518participants.Mathemat-ics–60sessionswereplannedengaging869participants.Competencies/Literacy/Numeracy–33sessionswereplannedengaging714participants.ProvincialAssessments–15sessionswereplannedengaging134participants.InclusiveEducation–39sessionswereplannedengaging1238participants.C.T.F.–4sessionswereplannedengaging0participants.L.C.P.-5sessionswereplannedengaging70participants.C.D.–DataincludedintheARPDCSpringValidationReportOther–19sessionswereplannedengaging160participants.

OverallpercentageofstakeholderssatisfiedthatthePDofferedbytheConsortiumsupportedeffectiveimplementationofcurricula.

97.0%ofLNESStakeholderSurveyrespondentsindicatedthatprofessionallearningofferedbytheLNESsupportedeffectiveimplementationofcurricula

OverallpercentageofparticipantssatisfiedthattheconsortiumPDopportunitiesinfluencedtheirpractice.

99.01%ofLNESPost30dayImpactSurveysindicatedthattheprofessionallearningopportunitiesofferedbytheLNESpositivelyinfluencedtheirprac-tice.



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STRATEGIES TO ACHIEVE GOAL TWO

ANALYSIS OF OUTCOMES OF GOAL TWO: ( TO BE COMPLETED IN FINAL REPORT)

LNES ARPDC Partners• Workwithandmodeltheuseof“AGuideto

ComprehensiveProfessionalDevelopment”and“AGuidetoSupportImplementation:EssentialConditions.”

• Developplansandprocessesthatreflectchange management elements and cultural shiftsrequiredforsystemicchange.

• Usewebpage,jurisdictioncontacts,Twitterand Facebook to communicate happenings andlearningopportunities.

• Sharingthroughcollaborativecommunitiesand Zone 2 Leadership ARPDC/AB ED online resources to support learning in deliverable areas.

• Provideprofessionallearningopportunitiestosupportcurriculumimplementationandtomeetlocalandregionalneeds.

• PublishingofaquarterlynewsletterfordistributionthroughoutZone2highlightingupcominglearningopportunitiestosupportkeydeliverableareas.

• Workcollaborativelywithjurisdictionstobringprofessionallearningopportunitiesrelatedtokeypriorityareasandemergingneedsdirectlytotheirschoolsorschoolsystem.

• Assist educators with understanding the components of new curriculum andtheirrolesandresponsibilitiesinimplementation.

• Workwithandmodeltheuseof“AGuidetoComprehensiveProfessionalDevelopment”and“AGuidetoSupportImplementation:EssentialConditions”tosupportjurisdictionsincurriculumimplementation.

• Worktowardsdevelopingprovincial plans and processes thatreflectchangemanagementelementsandculturalshiftsrequiredforsystemicchange.

• Provideconsortiasupportin developing learning opportunitiestosupportcurriculumimplementationbasedonconsortiaexpertise.

• Assistconsortiawithunderstanding the components of new curriculum and their rolesandresponsibilitiesinimplementation.

• Supportcommunitiesofpracticebased on related research and/ orfieldexperts.

• Workwithandmodeltheuseof“AGuidetoComprehensiveProfessionalDevelopment”and“AGuidetoSupportImplementation:Essential

• theconsortiummaysupportcurriculumimplementation.

• Workwithstakeholdersconsortiummaysupportprovincial plans and processes thatreflectsystemicchange.

• Workwithstakeholderstoalignlearningopportunitiesto support curriculum implementation.

• Assist partners with understanding the components of new curriculum and their rolesandresponsibilitiesinimplementation.

• Workwithpartnerstoidentifypotential‘experts’inpriorityareasassessionfacilitators.

• SharingofLNESnewsletterstohighlightlearningopportunitiesrelated to deliverables with membershipofrespectiveorganizations.

Aswithallconsortia,“AGuidetoSupportImplementation:Essen-tialConditions”(Alberta’sEducationPartners2010)continuestoguideourworkinrespondingtotheAlbertaEducation’squestion,“Howdoweknowifprofessionaldevelopmentsupportenhancesandcontributestoimprovedpracticeandimplementation?”Thisguideisalsocomplimentedby“AGuidetoComprehensiveProfes-sionalDevelopmentPlanning”.AsweworkwithourjurisdictionstosupportchangesenvisionedintheAlbertaBusinessplan,provincial

priorities,anddistrictinitiatives,appreciationforthethoroughnessoftheseguidescontinues.LNESbuildsprofessionallearningopportunitiesthatfocusondevelopingthecoreknowledge,skillsandattributesofeducators.Ourprofessionallearningopportunitiesandresourcesenhancetheunderstandingandawarenessoffocusareasandbuildscapacitywitharangeofstrategiesandinresponsetoprovincialprioritiesandemergingregionalneeds.



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Duetoourlimitedstaffing,theLNES,duringthe2016–2017reportingperiod,didnotindependentlygenerateorcreateanyresources.Wecontinuedtosupportthedevelopmentofthesame,byotherconsortiathroughthesharingofavailableresources.

Wecontinueto“struggle”withareturnrateonsessionevaluationsofapproximately5%.Wehavetriedtoofferincentivesforparticipa-tioninthesamewithlimitedandisolatedsuccess.AtourSupportStaffConferences,wewereabletogenerateagreaterreturnbyofferingadrawforagiftcardforthoseindividualswhochosetopar-ticipateandprovideuswiththeircontactinformation.Ourreturnratesforthesesurveysincreased,onaveragefromapproximately13%to,onaverage68%.Duetothenatureofourdeliverymodelsandfiscalresponsibility,weareunabletoextendthissameopportu-nitytoeachofourprofessionallearningopportunities.

Indirectresponsetothesurveyquestion:“TheprofessionallearningopportunitiesprovidedbytheLearningNetworkEducationalServiceshashadanimpacton“teacherprac-ticeand/orstudentachievement”:“AdirectcorrelationbetweenLNESeventsandstudentachievementisreallydifficulttodefine/establish.”

“Ideaslearnedwereimmediatelyputintopracticeinsomecases.Theimpactoftheseonstudents’achievementisyettobemea-sured,butschoolbasedandteacherbasedpracticeshavebeenpositivelyimpactedinaveryshorttimeframe.”

“Byhavingaccesstomultipleprofessionallearningopportunities,itincreasesmyconfidenceandcapacitytobeginthenecessaryshiftsinmyclassroom.”

Tobeabletowork‘sidebyside’withtheconsultantissoveryvalu-able.WhenIcanobservehermodelalesson,askquestions,teachalessonmyselfandreceivefeedback,itdefinitelyhasanimmediateandpositiveimpactonmyinstructionandtheachievementofmystudents.

Forthe2017-2018academicyear,Iwillcontinuetoengageourjurisdictionalleadersinthesecollaborativeconversationsintheearlyspringinconsiderationoftheplanningprocessfortheir3yearEducationPlansandtheincreasedprobabilityofacloseralignmentwithcommonpriorityfociandincreasedopportunityforprofes-sionallearningsupport.

CONSORTIUM GOAL THREECoordinate,broker,andactasareferralcentretoassiststakeholderstoidentifyavailableprofessionaldevelopmentresources.

OUTCOME 3.1Collaboratewith,shareexpertiseandresourceswith,andsecuretheresourcesandservicesofotherprofessionallearningprovidersandstakeholdersintheplanninganddevelopingprofessionallearningopportunitiesforstakeholders(e.g.,AAC,2Learn,ATLE,Galileo,Albertapost-secondaryinstitutions,ATA,TC2,CASS,CanLearnSociety,RCSD)

Measures: Results:Overallnumberofnetworkmeetings/sessions//learningsymposiumsprovidedthroughsharedpartnerships.

18meetings/sessionswerecarriedoutoverthecourseofthe2016–2017academicyearinadditiontothecollaborativeconversationsalsooccurredonaregularbasisoutsideofformalmeetings.

Numberofmeetingswithpotentialpartners/jurisdictioncontacts.

Onaverage,Imetwithrepresentativesfromeachofourschoolauthori-ties/partnersquarterly,astheirschedulespermitted.WehavemovedawayfromcentralizedmeetingstomeetingswheretheExecutiveDirectormeetswithrepresentativesbasedontheiravailability.Ouradditionalcol-lective/collaborativeconversationsoccuratothercentralizedeventssuchasCASSZone2/3,CASSorCurriculumCoordinatorsMeetings.

OverallpercentageofstakeholderssatisfiedwiththeConsortium’seffectivenessincoordinating,brokering,and/orreferralservicesinhelpingaccessPDresource.

98.5%ofstakeholdersindicatedsatisfactionwiththeConsortium’sef-ac-cessPDresources.



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ANALYSIS OF OUTCOMES OF GOAL THREE:

STRATEGIES TO ACHIEVE GOAL THREELNES ARPDC Partners

• Identifyregionallearningneedsthatcouldbemetbycollaboratingwithprofessionallearningprovidersandstakeholders.

• Explorepotentialpartnershipsandcollaborationopportunitieswithprofessional learning providers and stakeholders through discussions and meetings.

• Designlearningopportunitieswithotherprofessional learning providers to respond toregionalneeds.

• Consortiumstaffwillfindopportunitiestocoordinate,brokerorreferstakeholderstoappropriateservicesthatmeetdefinedneeds.

• Identifyprovinciallearningneedsthatcouldbemetbycollaboratingwithprofessionallearning providers and stakeholders.

• Explorepotentialprovincialpartnershipsandcollaborationopportunitieswithprofessionallearning providers and stakeholders through discussions andmeetings.

• Design and deliver professional learningopportunitiesprovinciallythatcapitalizeontheresourcesofpartners.

• Identifyregionalandprovinciallearning needs that could be metbycollaboratingwithprofessional learning providers andstakeholders.

• Explorepotentialpartnershipsandcollaborationopportunitieswith stakeholder partners through discussions and meetings.

• Design and deliver professional learningopportunitiesthatcapitalizeontheresourcesofpartners.

• Collaborativelyshareexpertiseandresourcesavailableforpotentiallearningopportunities.

TheLearningNetworkEducationalServices isunabletoprovidelo-calexpertise inallcurriculumpriorityareas.Aswelooktosupportthoseneedsbeyondourlocalcapacities,theLNEScontinuestocol-laborate, identifyanddeveloppartnershipswithotherprofessionallearning providers and facilitators. Once identified, relationshipswith other professional learning providers who can provide this professional learning support are intentionally cultured andmain-tained.Thispastyear,thereweremultipleopportunitieswherethesepart-nershipsproducedvaluablelearningforparticipants.

Oftentimes,ourmostvaluableassetsexistwithintheranksoftheARPDC.When we are unable to fill the need from this inventoryof Professional Learning Designers,we then look to these outsidepartnershipsforsupport.Anotherpathwayforthedevelopmentofworkwith educational partners occurswhen jurisdictional leadersconnect with the LNES to explore potential speakers who couldpotentially meet emerging needs that schools have identified butare‘outside’oftherealmoffocusorexpertiseofourstaff.Wethenexploreoptionsonthejurisdictions’behalfandsupporttotheextentthat we are able to. It is much appreciated when we can brokerprofessionallearningontheirbehalf,andwearepleasedtobeabletoofferthisservicetooureducationstakeholdersthroughoutZone2.Asthisisintegraltooursuccess,theLNESwillcontinuetoexploreand expand potential partnerships in order to support identifiedemergingregionalneeds.

Wecontinued topartnerwith theAlbertaTeachers’Association inthedeliveryofafourpartwebinarseries:TeacherTalks2016-17:EnhancingTeacherProfessionalPracticeWe intentionally designed a four, two-part webinar series, thatofferedavarietyofprofessionallearningfoci:

#1: Creativity: Fostering It In Your Students and Yourself. #2: Understanding Histories, Cultures and Worldviews of Alberta’s First Nations Métis and Inuit Peoples #3: Education for Reconciliation: Understanding the Legacy of Residential Schools. #4: Teacher Wellness

Theseriesisconvenientlydeliveredfreeofchargefrom3:45p.m.-4:45p.m.onthescheduleddates.Greaterdetailisofferedonthenextpage.

WewillcontinuetocollaboratewiththeA.T.A.forthe2017–2018academicyear.



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November8&15,2016:Creativity: Fostering It In Your Students and Yourself. The complex social,emotionalandcognitivechallengesoftomorrow’sworldwillrequirethinkingthatisflexible,adaptableandoriginal.Studentswhocan think in these creative contextswill bewell prepared tomeetthe challenges of the future. Participants in this interactive 2-partwebinarserieswilltapintotheirowncreativesensibilitiestoreflectoncreativityasaconcept,engage in thepersonalcreativeprocessand develop strategies to engage students in a creative teachingandlearningenvironmentacrossthedevelopmentalspectrum.Thewebinarswillalsotouchonhowevolvingtechnologycansupportthecreativeprocessinaschool.

February21&28,2017:Understanding Histories, Cultures and Worldviews of Alberta’s First Nations Métis and Inuit Peoples This2-partwebinarseriesprovidesfoundational information that examines First Nations, Métis andInuit cultures, histories and worldviews. The webinars will modelappropriatelocalprotocolsandprovideopportunitiesforparticipantstoexperiencelearningstrategiesthatworkeffectivelywithaboriginallearners. Participants will receive Education is Our Buffalo—ATeacher’sResourceforFirstNations,MétisandInuitEducation.

March7&14,2017:Understanding Histories, Cultures and Worldviews of Alberta’s First Nations Métis and Inuit PeoplesThis2-partwebinarseriesprovidesfoundational information that examines First Nations, Métis andInuit cultures, histories and worldviews. The webinars will modelappropriatelocalprotocolsandprovideopportunitiesforparticipantstoexperiencelearningstrategiesthatworkeffectivelywithaboriginallearners. Participants will receive Education is Our Buffalo—ATeacher’sResourceforFirstNations,MétisandInuitEducation.

May9&16,2017Teacher Wellness This 2-part webinar series asks, “How canteachers learn to takegreater responsibility for theirpersonal andprofessionalwellnesstoensurethattheyhavethecapacitytohelpothers?” Teacherswill reflect upon their current state ofwellnessandconsiderapproachestoimprovetheirhealthandwell-being.Theinterrelationshipofthephysical,emotional,socialandpsychologicalstates will be explored and ideas for making informed choices about improvingqualityoflifewillbeshared.

This partnership continues to evolve aswe collaborate to identifycontinuing and emerging areas of need for professional learningsupport.



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CONSORTIUM GOAL FOURDeliverprofessionaldevelopmentbasedontheidentifiedandemergingneedsofeducationalstakeholders.

OUTCOME 4.1Incollaborationwithschooldistricts,teachersandregionalcollaborativecommunities,developplans,strategiesandlearningopportunitiestomeetprovincialneedsandemergingneedsofstakeholders.

OUTCOME 4.2WorkcollaborativelywithARPDCtodevelopplans,strategiesandopportunitiestomeetprovincialidentifiedneedsincongruencewithprovincialdirection.

OUTCOME 4.3WorkcollaborativelywithAlbertaEducationstafftodevelopplans,strategiesandopportunitiestomeetprovincialidentifiedneedsincongruencewithprovincialdirection.

Measures: Results:

Numberoflearningopportunities(*allformats)thatwereplannedanddeliveredtosupportidentifiedandemergingneedsofeducationalstakeholders.

182learningopportunitieswereplannedanddeliveredtosupportidentifiedandemergingneedsofeducationalstakeholders.

Numberoflearningopportunities(allformats)thatwereplannedandcancelled.

42learningopportunitieswereplannedandcancelled.

Overallpercentageofparticipantssatisfiedthattheywereprovidedstrategiesforintegrationofthelearningintotheircurrentpractice.

99.01%ofparticipantsindicatedsatisfactionthattheywereprovidedwithstrategiesforintegrationofthelearningintotheircurrentpractice.

Overallpercentageofparticipantssatisfiedthattheyincreasedtheirawarenessand/ordeeperunderstandingofthetopic.

99.01%ofparticipantsindicatedsatisfactionthattheyincreasedtheiraware-nessand/ordeeperunderstandingofthetopic.

Overallpercentageofparticipantssatisfiedthattheywereprovidedopportunitiestoreflectontheirknowledge,skillsandattributesaboutthetopic.

99.01%ofparticipantsindicatedsatisfactionthattheywereprovidedwithopportunitiestoreflectontheirknowledge,skillsandattributesaboutthetopic.

Overallpercentageofstakeholderssatisfiedthattheconsortiumwaseffectiveinhelpingtomeetemergingdistrictneeds.

100%ofstakeholdersindicatedsatisfactionthattheconsortiumwaseffec-tiveinhelpingtomeettheemergingneedsofmemberdistricts.



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STRATEGIES TO ACHIEVE GOAL FOURLNES ARPDC Partners

• Collaborativelydevelop‘needsbased’professionallearningopportunitiesandresourcestosupportemergingneeds.

• Identifyfeedbackmechanismstodetermine needs and impact of professionallearningopportunities.

• Plan,develop,deliverandbrokerawiderangeoflearningopportunitiesthroughthe use of emerging technologies for adultstolearnsynchronouslyandasynchronously.

• Identifyfeedbackmechanismstodetermine needs and impact of learning opportunities.

• WorkcollaborativelywithAlbertaEducationtounderstandemergingneeds and desired outcomes around keypriorityareastomeetprovincialdirections.

• WorkwithZone2leaders,jurisdictioncontactsandcollaborativecommunitymemberstounderstandjurisdictionneedsrelatedtoprovincialdirections.

• Workcollaborativelywithjurisdictionstobringprofessionallearningopportunitiesrelated to deliverables and emerging needsdirectlytotheirschoolsorschoolsystem.

• WorkcollaborativelywithAlbertaEducationtounderstandemergingneeds and desired outcomes aroundprovincialdirections.

• AttendtrainthetrainermeetingswithAlbertaEducationtodeliveraccurateinformationinprofessionallearning sessions around the grant deliverables.

• Design,develop,manageanddeliveronlinePDresources.

• WorkcollaborativelywithARPDCto develop professional learning opportunitiesbasedonprovincialdirectionsandemergingneeds.

• Develop and administer a common postsessionsurveytoparticipantsto help determine impact of professionallearningopportunities.

•Workcollaborativelywithpartners to understand regional emergingneeds.•Workcollaborativelywith partners to developprofessionallearningopportunitiesbasedonregionalemergingneeds.

ANALYSIS OF OUTCOMES OF GOAL FOUR: Ourworktosupportemergingregionalneedshasmanydifferent‘faces’aswetailoredtheprofessionallearningsupporttospecificneeds.Someofthesesupportswereofferedinface-to-facesessionswhereweattendedandsupportededucatorswheretheywerealreadygathered(A.T.A.InstituteDays(ParkPlainsEastA.T.A.Local#31–November10,2016,GreaterSt.PaulA.T.A.Local#25–October7,2016,NorthernLightsA.T.A.Local#15&LakelandCatholicSeparateA.T.A.Local#15–October26,2015),Conferences(NorthSupportStaffConference–October24,2016andSouthSupportStaffConference(November25,2016),andConventions(NorthEastTeachers’Convention(February16&17,2017and

CentralEastAlbertaTeachers’ConventionMarch9&10,2017).Otherscontinuedtosupportinface-to-facesessionswherebeutilizedlocalandimportedexpertiseandtosupporttheseemergingneeds.(eg.–ECACS16–Administration&AssessmentSupport,SPERD–MotivationalInterviewing).Webinarsremainastrongmethodofdeliveryforprofessionallearningsupport,especiallyinruralAlbertaasitallowseducatorstoparticipateinprofessionallearningsupportwithouthavingtoleavetheirschools/communitiesforanextendedperiodoftime.Havingsaidthis,ourpreferredformatremainsablendedapproachconsistingofface-to-facesessionssupportedthroughwebinarsandtypically



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asummaryface-to-facesessiontoconcludetheprofessionallearningsupport.Thishasproventobeaverysuccessfulformatforprofessionallearningsupport.

Ourotherprimaryareaofprofessionallearningsupportistechnologybased–itistheLearningNetworkEducationalServiceswiki-space.Forthe2016–2017academicyear,wehosted12,371views,averaging49.36views/day.Wealsowelcomed10,601uniquevisitors(viewsminusrepeatsbythesamevisitor),dailyaverageofuniquevisitors=29.04Thefourpagesthatgeneratedthemosttrafficwere:CareerandTechnologyFoundations–1033visits,Mathematics–834visits,SocialStudies{BodoArchaeological

HistoricalSite}–734visitsandTeacherTalksWebinarsSeries359visits.Thismethodofsupportingprofessionallearningneeds/supportverymuchreinforcestheneedforanytime/anywhereprofessionallearningsupportandwewilllooktocontinuetomaintain this resource and ensure that it is both current and accessible.

Aswecontinuetoculturethesecollaborativeprofessionallearningsupportmethods,theeaseofcommunicationandincreasinglevelsoftrustwillcontinuetoresultinincreasedrequestsforconsultationandsupport.

CONSORTIUM GOAL FIVEPromoteandsupportthedevelopmentofprofessionaldevelopmentleadershipcapacity.

OUTCOME 5.1Developcollaborativelearningopportunitiesinthefollowingareaswithafocusonbuildingleadershipcapacitywithin:

• FirstNations,MétisandInuit• Mathematics• Student Learner Assessments• Competencies• Literacy&Numeracy• InclusiveEducation• CareerandTechnologyFoundations• LearningCommonsPolicy• Other

OUTCOME 5.2

Developcollaborativelearningopportunitiestoaugmentleadershipcapacityinsupportofemergingjurisdictionalneeds.

Measures: Results:

Numberofsessionsprovidedfordevelopingleadershipcapacity47sessionswereprovidedwheretheopportunityforthedevelopmentofingsupport.

PercentageofstakeholderssatisfiedthattheConsortiumhascontributedtothedevelopmentofPDleadershipcapacity.

98.4%ofstakeholderindicatedsatisfactionthattheconsortiumhascon-trib-utedtothedevelopmentofPDleadershipcapacity.



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STRATEGIES TO ACHIEVE GOAL FIVELNES ARPDC Partners

• Collaborativelydevelop‘needsbased’professionallearningopportunitiesand resources to support emerging leadershipneeds.

• Plan,develop,deliverandbrokerawiderangeoflearningopportunitiesthroughtheuseofemergingtechnologies.

• Identifyfeedbackmechanismstodetermine needs and impact of learning opportunities.

• WorkcollaborativelywithAlbertaEducation,CASSZone2andschoolauthoritiestounderstandandaddressleadershipneedsinconjunctionwithpriorityareas.

• Align leadership learning with the School Leadership Standard (SLS) .

• WorkcollaborativelywithAlbertaEducationtounderstandemergingneedsprovincially.• AttendtrainthetrainermeetingswithAlbertaEducationtodeliveraccurateinformationin professional learning sessionsaroundthegrantdeliverables.• Design,develop,manageanddeliveronlinePDresources.Identifyprovinciallearning needs that could be met throughARPDCcollaboration.• Align leadership learning with

the School Leadership Standard (SLS) .

• Throughcollaborativeconversationswithrepresentativeorganizations,helpidentifyemergingregionalneeds.

• Continuetooffersessions/workshops through partner organizationstosupportprovincialdirections.

• HostsconversationsatCASSZone2meetingsandotherZone 2 CASS events to understand leadership needs as determinedbythesegroupsincongruencewithprovincialdirectionsandthe School Leadership Standard (SLS).

ANALYSIS OF OUTCOMES OF GOAL FIVE:Aswecontinuetocollaboratewithourschoolauthorities,wearemadeawarethatbothourschoolbasedandjurisdictionalleadersarelimitedintheamountoftimetheycanbeawayfromtheirrespectiveresponsibilities.Onaverage,thisequatesto10%ofthenumberofinstructionaldaysidentifiedwiththeparticularschoolauthorityortypically20days.This‘number’includesALLdaysawayfromtheclassroom.Asaresult,thisissomewhatrestrictiveintermsofavailabilitytoattendandparticipateinany‘outside’professionallearningsupport.Theotherfactortoconsideristhatthemajorityofschoolauthoritiesinourregionhaveadopteda“AllhandsondeckinSeptember!”approachtherebyagainlimitingeducatoravailabilitytoattendoutsideprofessionallearningsupportforbasicallythefirst20instructionaldaysoftheacademicyear.Asaformereducatorandadministrator,Iverymuchunderstandandsupportthisfoundationaltimeintermsofitsimpactonrelationshipsandlearning.

Whenyouconsiderjurisdictionalsupportfortheireducationalleaders,ourprimarymethodofsupportoccurswhenweareabletosupporttheworkthattheseschoolauthoritiesarealreadyimmersedit.Someofourschoolauthoritieshaveestablished

“LeadershipAcademy’s”wheretheyarefollowingtheirindividualidentifiedprocessesforthedevelopmentofeducationalleadersandultimatelythesustainabilityoftheirleadershipinventoryandtheefficientimplementationoftheirsuccessionplans.

Inordertocontinuetopromoteeducationalleadership,weworkwith our session facilitators to build a leadership component into eachprofessionallearningopportunitytherebyencouragingandempoweringparticipantstoreturntotheirrespectiveschoolstosharetheirknowledge,expertiseandexperienceswiththeircolleaguestherebycreatingansupportingasustainablemodelofeducationalleadership.

Themostcommonavenuewhereweareinvitedtosupport,specifically,educationalleadershipoccurswhenweareinvitedtojurisdictionalleadershipdays/meetingsandarerequestedtoleadlearningwiththeseeducatorsinatopicidentifiedbytheschoolauthorityleadership.TheseopportunitiesalsofrequentlyexistatA.T.A.ProfessionalLearningDays,ConferencesandConventions.



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CONSORTIUM GOAL SIXProvideeducationalstakeholderswithaccesstoprofessionaldevelopmentatareasonablecost.

OUTCOME 6.1Consortiumwillprovideprofessionallearningopportunitiesatareasonablecosttoparticipants.

Measures: Results:

OverallpercentageofparticipantssatisfiedthatConsortiumservicesareprovidedatareasonablecost.

96.9%ofparticipantsindicatedsatisfactionthattheConsortiumserviceswereprovidedatareasonablecost.

OverallpercentageofstakeholdersthatweresatisfiedwiththeoverallservicesprovidedbytheConsortium.

99.9%ofstakeholdersindicatedsatisfactionwiththeoverallservicespro-videdbytheConsortium

ANALYSIS OF OUTCOMES OF GOAL SIX:

STRATEGIES TO ACHIEVE GOAL SIXLNES ARPDC Partners

• Budget funds from government to offsetparticipationcostsforlearningopportunitiesrelatedtoCurriculumImplementationandCurriculumDevelopment.

• MakefiscallysounddecisionsregardingoperatingcostsforConsortium.

• Usefiscallysoundaccountingpracticestogovernconsortiummonies.

• Distribute grant dollars in support of learning through transparentformulasexhibitingfairandequitabledistribution.

• Collaborate with stakeholders to provide services at reasonablecosts.

ParticipantsandsurveyrespondentsagreethatLNEScontinuestoprovideprofessionallearningopportunitiesinmultipleformatsforthoseinourregionata‘reasonablecost’.Thatsaid,thecostsassociated with the provision of professional learning support inruralregionsareconsiderablymorethattheprovisionoftheidenticalprofessionallearningsupportinanurbansetting.Inallcases,theprofessionalfeesassociatedthedeliveryoftheprofessionallearningopportunityareidentical.Whenyoufactorintravelandsubsistence,thecostsquicklyincrease.Specifically,wearehavingtoremunerateout-of-regionpresentersformileage,traveltime,accommodationsandsubsistence.Onaverage,thisincreasescostsby40%whichresultsinadifferentfeebeing

associatedwith,whatparticipantsobservetobe,identicalprofessionallearningopportunitiesbutofferedattwodifferentsites.Uponexplanationoftherealitiestotheseparticipantstheyunderstandthesituationbutstillhaveadifficultacceptingtheserealities.

Anotherscenariothatimpactsdifferingfeesiswhenanassociation,suchastheA.T.A.hostsapresenterandisabletosubsidizethelearningtoamuchhigherdegreethanourfundingpermits.ThisdiscrepancyresultsintheLNESExecutiveDirectorhavingtoexplainhow the LNES if funded and the extent to which we are to support professionallearning.



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Finally,whenwelooktoengageourofcountryprofessionallearningproviderswho’scontractdemandpaymentinU.S.Dollars,thiscurrentlyaddsapproximately30%–35%tothebottomlineoftheinvoice.Wheneverweareworkingwithschoolauthorities,whospecificallyrequeststhesesupports,Iamadamantabout‘crunchingthenumbers’withthetoensurethatunderstandtheactualcostsassociatedwiththeprovisionofthisspecificprofessionallearningsupport.Inaddition,manyofthesesessionsincludearesourcewhichcanincreasethefeebyanywherefrom50%to100%.Inspiteofthesefactors,manyschoolauthoritiesareproceedingwithhavingtheLNESbrokerandsupporttheseprofessionallearningsupports.

WhenwehostsomeofourFirstNations,MétisandInuitprofessionallearning sessions, we are also faced with the reality of providing

honoraria to Elders who are requested to be onsite for the fulldurationoftheprofessionallearningopportunity.Inaddition,therearealsoincreasedcostsresultingfromtheprotocols(tobacco,broadcloth,etc.)

87% of Implementation Funding is allocated to our Designers ofProfessional Learning and the professional fees and contractual obligations.Theremaining13%(approximately$29,700.00)remainstooffsetthecostsoftheremainingpriorityareasaswellasexpensesassociatedwithallpriorityareas.Thismakesforanincrediblytightoperatingframework.



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LEARNING NETWORK EDUCATIONAL SERVICESFINANCIAL SUMMARY 2015-2016

CONSORTIUM NAME:

Budget Actual Actual2016/2017 2016/2017 2015/2016

REVENUESAlberta Education:

Management & Infrastructure (Note 1)* 191,987 191,987 191,987Net Conditional Grant Revenues:

Provincial Programs (Schedule 1) 302,700 302,700 277,969Regional Programs (Schedule 1) - - -

Fee For Service Contracts (Note 2) - - -Other Alberta Education - - -

Total Alberta Education 494,687 494,687 469,956

Other Revenue:Conditional Program Registration Fees:


Grants - Non government sources (Note 3) - - -Cost Recovery Programs: (Note 5)

Registration Fees (Schedule 4) - - 250Other fees (Schedule 4) - - -

Other (Note 4):25,000 48,967 157,73751,183 12,624 49,121

300 157 210TOTAL REVENUES 696,170 681,172 713,804

EXPENSESManagement & Infrastructure (Note 6):

292,787 293,512 277,599Board expenses (Note 8) 5,000 6,537 3,823Less: Program Cost Allocations (Note 9) 85,500 85,500 86,800Net Management & Infrastructure expenses (Note 9) 212,287 214,549 194,622

Program Delivery Costs (Note 10):Conditional programs:


Cost Recovery Programs (Schedule 4) - (541) (2,531)Other:

Fee for Service Contracts - - -5,000 4,917 5,051

51,183 46,098 160,340

TOTAL EXPENSES 696,170 692,460 671,981

ANNUAL SURPLUS (DEFICIT) - (11,288) 41,823

Accumulated Surplus at beginning of year 97,100 97,100 55,277

Accumulated Surplus at end of year 97,100 85,812 97,100

* See notes to Forms 1 and 2 on page 7 and 8.

PLEASE RETURN hard copies of completed statements and schedules and the certification to: Allan Pon c/o School Finance Branch, 8th floor, Commerce Place, 10155-102 Street, Edmonton T5J 4L5 BY DECEMBER 31, 2017

(Specify)

Regional ConsortiumStatement of Revenues and Expenses

For the Year Ended August 31, 2017 (in dollars)

(Specify)

Other Cost Recovery Registration Fees

Interest

Salaries, Wages, Benefits, Contracts and other fixed overheads (Note 7)

Accounting and Audit FeesOther Cost Recovery Expenses

LEARNING NETWORK

Other Cost Recovery Revenue

CONSORTIUM NAME:











Other (Note 4):25,000 48,967 157,73751,183 12,624 49,121

300 157 210TOTAL REVENUES 696,170 681,172 713,804







51,183 46,098 160,340

TOTAL EXPENSES 696,170 692,460 671,981






(Specify)



(Specify)


Interest



LEARNING NETWORK


CONSORTIUM NAME:











Other (Note 4):25,000 48,967 157,73751,183 12,624 49,121

300 157 210TOTAL REVENUES 696,170 681,172 713,804







51,183 46,098 160,340

TOTAL EXPENSES 696,170 692,460 671,981






(Specify)



(Specify)


Interest



LEARNING NETWORK




Page 31

August 31, August 31,2017 2016

ASSETSCash in Bank and Temporary Investments 207,773 191,545Accounts Receivable (Note 11):

Province of Alberta - -Alberta school jurisdictions 6,861 7,893Other 6,906 37,813

Prepaid Expenses (e.g. deposits for future programming) 1,250 1,250

Other assets 9,959 10,095

TOTAL ASSETS 232,749 248,596

LIABILITIESAccounts payable (Note 12) 51,137 61,498Accrued liabilities (Note 12) - -

Deferred Revenue:Conditional Grants:

Provincial Programs (Schedule 3) 46,418 46,418Regional Programs (Schedule 3) - -

Prepaid registration (Note 13) 49,382 43,580Other:

- -- -

Total Deferred Revenue 95,800 89,998

TOTAL LIABILITIES 146,937 151,496

ACCUMULATED SURPLUSUnrestricted Funds (Note 14) 85,812 97,100Operating Reserves (Note 15) -Capital Reserves (Note 16) -

TOTAL ACCUMULATED SURPLUS (Note 17) 85,812 97,100

TOTAL LIABILITIES AND ACCUMULATED SURPLUS 232,749 248,596

(Specify)

Regional ConsortiumStatement of Financial PositionAs at August 31, 2017 (in dollars)

CONSORTIUM NAME: LEARNING NETWORK

(Specify)



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Page 33

Schedule 2

CONSORTIUM NAME:

Amount Transferred 2016/2017Note (b)

Program Total (Specify Program) -

Program Total -

Program Total -

Program Total -

Program Total -

Total transfers to Other Consortia -

Notes to Schedule 2:a. Excluding payments for cost recoveries. Include cost recoveries in Program Delivery Costs on page 1.b.

(Specify Program)

Conditional Grant Transfers - (Provincial) to Other Consortia: Note 9For the Year Ended August 31, 2017 (in dollars)

LEARNING NETWORK

(Specify Program)(Specify Consortium)(Specify Consortium)(Specify Consortium)(Specify Consortium)(Specify Consortium)(Specify Consortium)(Specify Consortium)

(Specify Program)

(Specify Consortium)(Specify Consortium)(Specify Consortium)(Specify Consortium)

(Specify Program)

(Specify Program)(Specify Consortium)(Specify Consortium)(Specify Consortium)(Specify Consortium)

(Specify Program)

(Specify Consortium)(Specify Consortium)

(Specify Program)

Program Totals are reported in Schedule 3 and are deducted in arriving at Deferred

(Specify Consortium)(Specify Consortium)(Specify Consortium)(Specify Consortium)

(Specify Program)

(Specify Program)



Page 34

CONSORTIUM NAME:

Deferred Revenue from Previous Year

Note (a)

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-

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(Schedule 2)

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=

Deferred Revenue:

Conditional Grants

Note (d) (Page 2)

Conditional Grant Programs: Note (e)Provincial Programs

FNMI 46,418 - - - - 46,418Implementation - - 302,700 - 302,700 -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -

Total: 46,418 - 302,700 - 302,700 46,418 Regional Programs

(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -(Specify) - -

Total: - - - - - -

Notes to Schedule 3:a. Total will agree to Page 2 Deferred Revenue: Conditional Grants for the previous year and the previous year's Deferred Revenue Schedule.b.c. d.e. Conditional Grant Program names should match Schedule 1.

Net Conditional Grant Revenue will correspond to Schedule 1 and Page 1.Deferred revenue represents unexpended funds that will be expended on programs or transferred to other consortia next year.

Schedule 3Conditional Grant Program Deferred Revenue

For the Year Ended August 31, 2017 (in dollars)LEARNING NETWORK

2016/2017

Where necessary, the Alberta Education conditional grant manager should be contacted for approval to transfer deferred revenue from the original approved



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CONSORTIUM NAME:

Note 1

Note 2 Alberta Education pays consortia for services provided under certain contracts/agreements.

Note 3

Note 4

Note 5

Note 6

Note 7

Note 8

Cost Recovery Programs are Programs that are not supported through Conditional Grants. Such programs are funded through provincial or regional registration fees and other fees.

Including Office Staff (Executive Director, Executive Assistant and other office staff). Fixed overheads include office space, utilities, and office supplies. These are indirect costs that benefit all programs. Where Office Staff work on a particular program or, for example where leased space is used to deliver programs, these costs should be allocated to programs. Purchases for equipment used primarily for office overhead (e.g. photocopiers), some of which should be allocated to programs (See Note 18), should also be charged to management and infrastructure expense.

Including meeting fees, supplies, travel and subsistence and board development.

Costs of operating and maintaining the consortium office.

NOTES TO FORMS 1, 2 AND SCHEDULES

Management and Infrastructure grant from Alberta Education (total amount received for the year).

E.g. grants and subsidies from private partnerships (e.g. Shaw).

Funding from other provincial government departments or the Federal government; bank interest, conference and cost recovery program registration and other cost recovery revenue, and operational fees recovered from other consortia.

Chair of Consortium (Signature) Financial Officer (Signature)

Date Date

Certification of Regional Consortium Financial Statements


LEARNING NETWORK

I certify that to the best of my knowledge, the information provided in the attached statements, notes and schedules is correct.



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Note 9

Note 11

Note 12

Note 13

Note 15

Note 16 Capital Reserves represents the net assets restricted for future capital expenditures.

Note 17

Note 18

Note 19

Total Accumulated Surplus is the total of operating and capital reserves and unrestricted funds.

Allocated costs are M&I costs that directly benefit a specific conditional grant or cost recovery program controlled by the consortium and that have been credited to Program Cost Allocations (see Note 9). Allocated costs are funded by registration fees, conditional grants, or other cost recovery fees.

Incremental costs are out-of-pocket expenses attributable to specific programs controlled by the consortium, also funded by registration fees, conditional grants or other cost recovery fees. They include costs incurred by participating consortia and reimbursed to them. These other consortia net thier reinbursement agaisnt their initial expense, thereby zeroing out the expense. This eliminates the duplication of expenses. Where other consortia bill an administration fee in addition to their out-of-pocket costs, miscellaneous revenue should be credited with that portion of the reinbursement.

ENTER AS POSITIVE: Program cost allocations are M&I (Head Office) expenses that have been charged to conditional grant or cost recovery progams because the program benefited directly from M&I employee time or other overheads. (Where M&I expenses benefit all or many programs equally (indirect benefit) these costs should not be allocated to programs). The entry to charge M&I expenses to programs is Dr. Program costs (by program); Cr. Program cost allocations. This method will leave all M&I expenses, whether allocated or not, on the Note 7 expense line. It is hoped that "Net Management & Infrastructure" expenses (i.e net of program cost allocations) will be less than or approximately equal to the M & I grant from Education.

Note 10 Program delivery costs include part-time staff and contracted coordinators or consultants (e.g. program host, presenters, registration staff), and other direct costs including materials, site, audio-visual, catering, leased space, equipment used primarily for conditional programs, etc. Equipment costs attributed to more the one program (e.g. video conferencing) should be allocated to programs proportionate to other program costs. These are direct costs that can be attributed to programs. These costs do not include amounts transferred to other consortia, but do include costs invoiced to other consortia.

Amounts owed to the consortium at the end of the year.

Unpaid balances pertaining to the year. E.g. Unpaid wages, vacation pay.

Pertaining to programming planned for subsequent year(s).

Note 14 Unrestricted Funds represent the net assets (total assets minus total liabilities) less any operating or capital reserves for earmarked programming.

Funds earmarked for future operations or programming.



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APPENDIX A: ALBERTA REGIONAL PROFESSIONALDEVELOPMENT CONSORTIA REPORT

Coordinated, Collaborative, ComprehensiveProvincial Professional Development Leadership

TheAlbertaRegionalProfessionalDevelopmentConsortia(ARPDC)isthetermregionalconsortiausetohighlightcollectiveprovincial“adultlearningforstudents’sake”learningopportunities.

ThesystemofAlbertaregionalprofessionaldevelopmenthasoperatedsincethemid1990’swithconsiderablesuccessandhasgrownbothinquality,influenceandimpactoneducatorsacrosstheprovinceasanexemplarymodelforeffectiveandefficientdeliveryofprofessionaldevelopmenttovariouseducationstakeholdergroupsbasedoncommonConsortiagoals:

• to facilitate professional development which supports the effectiveimplementationofcomponentsof:

• theAlbertaEducationBusinessPlan

• Jurisdictionandschooleducationplans

• RegionalSchoolCouncilpriorities

• to facilitate professional development which supports the effectiveimplementationofcurricula,includinginstruction,assessment,andstudentlearningoutcomes,

• to coordinate,broker,andactasareferralcentretoassiststakeholderstoidentifyavailableprofessionaldevelopmentresources,

• to deliver professionaldevelopmentbasedontheidentifiedandemergingneedsofeducationalstakeholders,

• to promote and support the development of professional developmentleadershipcapacity,and

• to provideeducationalstakeholderswithaccesstoprofessionaldevelopmentatareasonablecost.

TheARPDCisrepresentativeofthecollectiveworkofthesevenExecutiveDirectorsandtheirteams,whoreporttotheirrespectiveboardsandprovideservicetoschoolauthoritiesacrossdesignatedregions.

ARPDCprovidesin-person,aswellassynchronousandasynchronous,technology-mediatedlearningopportunitiestosupportadultlearning,relyingonconsultationfromtheregionto ensure professional development program designs support participants’andschoolauthorities’context.Programsarebasedonourexpertiseandknowledgeofeffectiveprofessionallearningdesignanddelivery,alignedwiththeAlbertaProgramsofStudyandareresearchsound.

Supporting Professional Learning through Technology Online Learning OpportunitiesThrough2016-2017,Albertaeducatorscontinuedtoaccesslearningopportunitiesasaresultoftechnologytoolsthatfacilitatedthedistributionoflearning.Onlinelearningopportunitieswereprovidedviaavarietyofplatforms,principally:AdobeConnectWebinars,GoogleHangouts,andSkype.

SynchronousWebinars 134 online learning

opportunities3585synchronousparticipants 424 views of archived webinars

eCourses 2 learning modules 304participants

MeetingsTechnologysupportformeetingsisessentialtoConsortiamembers.AdobeConnect,SkypeandGoogleHangoutsarewaysweconnectandsupportdistrictcontacts,AlbertaEducationstaffandourmanypartners.

NEW

Anewadditiontothisyear’sprofessionallearningopportunitiesthroughtechnologywasaseriesofeCourses!Twomoduleswereoffered:Moduleone-WhatareLiteracy&Numeracy?Module2-Literacy&NumeracyProgressions.Stakeholdersineducationwereinvitedtoexplorethemeaningofliteracyandnumeracy,and,equallyasimportant,engageincollaborativeconversationsabouthowtoeffectivelyintegratethemintotheirrespectiveProgramofStudies.ParticipantswereofferedtheoptiontoearnaCertificateofCompletionortosimplybrowsethecontentandmaterialsprovidedattheirleisure.Thefeedbackwasunanimousthatthisformofe-learning,open24hoursaday/7daysaweek,meetstheneedofoureducators’busylifestyles.



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Access to ResourcesAprovincialARPDCLearningPortalhasbeenactiveforsevenyearsandhousesmanyopportunitiesforeducatorstofindavarietyofresources,strategiesandideasforimplementationoftheAlbertacurriculum.http://learning.arpdc.ab.ca

Aswell,toassisteducatorswithimplementationofcurriculum,ARPDC develops professional development resources to provide ongoing,job-embeddedsupporttonurturethegrowthofalleducatorsand“continuetheconversation”acrossthevariouspriorityareas.

These“madeinAlberta”resourcesincludevideosandlearningguides,archivedwebinars,facilitatorguides,andacollectionofresourcewebsites.www.arpdcresources.ca

ARPDC ResourcesOver55,000pageviewsforonlineresourcesCollectivelyover500freeonlineprofessionalresourcesintheformofvideosandaccompanyinglearningguidesexistthroughtheARPDCresourcepage.

Provincial ProjectsElementary Mathematics Professional LearningThesecondyearofthisprojectfocusedoncontinuedupdatestoresources,linkstoresearchandcurriculumclarifications.Apresentationsectionwasaddedinordertosupportpresenterswhenspeakingaboutthesetopics.Theactivitiesprovidedwithinthesepresentationswerealsoaddedtotheresourcesectionoftheapplicabletopics.

Frenchtranslationsforallresourcesandactivitiesoccurredconcurrentlywiththedevelopmentofalldocuments.

TheElementaryMathematicsProfessionalLearningproject,theLearning Portal and all of its resources were shared throughout theprovinceduringsessions,conversationsandsocialmedia.Throughout2016-17atotalof:

Elementary Math Professional Learning RegionalFollow-upandsupportwasofferedto3810participants.Accesstotheresourcesonthelearningportalsawa49%increaseover2015-16with33,725participantsaccessingthesite.

Official Languages in Education Programs GrantARPDCisinitsfourthyearofafiveyeargrant.Eachyear,$210,000isdividedthroughadistributionformulatoeachindividualconsortiatoprovidesupportforFrenchInstruction.Thesix*regionalconsortiathroughouttheprovinceplannedandimplementedprofessionallearningopportunitiesincollaborationwiththeirschoolstakeholdersrepresentingthe“French”communitiesineachgeographicregionofAlberta.Whileeachconsortiaofferedspecificopportunitiestomeettheneedsoftheirindividualcommunities,thereweremanysimilaritiesthroughouttheprovince.Whilespecificprofessionallearningopportunitiesareofferedandsponsoredbyoneconsortium,theyarealsoadvertisedandopentoallinterestedteachersthroughouttheprovince.CertaingeographicregionshavelimitednumbersofFrenchImmersionprogramsandFSLteachers;placingthoseindividualteachersatadisadvantageiftheywerenotprovidedtheopportunitytoattendandbecomeinvolvedinprofessionallearningofferedbyallprovincialconsortia.Throughoutthe2016–2017schoolyear,104learningopportunitiesweresponsoredwith2,413participantsregistered.10professionallearningopportunitieswerecancelledin2016-2017duetolimitedregisteredparticipants.

*theseventhregionalConsortium(Francophone)isnotincludedinthis grant

Mental Health Matters GrantThisprojectistosupporttheimplementationoftheGovernmentofAlbertaresource,WorkingTogetherToSupportMentalHealthinAlbertaSchools.UndertheleadershipofCRCandERLC,thefocusoftheworkin2016-17wastheconceptionanddesignofprofessionallearningopportunitiesandresourcesinpartnershipwithstakeholderstoeffectsystemicchange.Theemphasisisonmentalhealthpracticestosupportlearnersatalllevelsofatieredinterventionsystemandcollaborativeproceduresforcollectiveimpact.ATrain-The-TrainermodelwillbeinitiatedthroughARPDCandacrossallregionsin2017-18.



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High School Completion Tool Kit GrantThisprojectistocreateandprovideprofessionallearningrelatedtotheimplementationofaToolKittosupporthighschoolcompletionforyouthwhohaveleftschoolorareatriskofleavingschool.UndertheleadershipoftheCRC,LearningGuides,exemplarPowerPoints,andaQuickReferenceGuidehighlightingthesectionsandcontentsoftheToolKithavebeendevelopedandwillbesharedoutforlocaluse.ThisresourceiscurrentlyavailableontheARPDCwebsiteofferingschoolstheopportunitytoexploretheresourcetogether.ATrain-The-Trainermodelwillbeinitiatedin2017-18throughARPDCtosupportkeycontactsindeliveringprofessionallearningabouttheresourceregionally.Provincialopportunitiestoraiseawarenessoftheresource,includingwebinarsandlearningopportunitiesateventsliketheMFWHSRFallCollaborativewilloccuraswell.

Education for Reconciliation GrantAsmembersoftheJointCommitmenttoActioninAlberta,theCalgaryRegionalConsortium(CRC)andtheEdmontonRegionalLearningConsortium(ERLC),receivedagrantfromAlbertaEducationtosupportAlbertansworkinginschoolcommunitiesinimplementing‘EducationforReconciliation’.Throughthetermofthegrant,theCRCandERLCEducationforReconciliationteam will be responsible for providing professional learning withinschoolcommunitiesthatleadtoanincreasedawarenessandunderstandingofFirstNations,MétisandInuithistories,perspectives,andwaysofknowingforthepurposeofimplementingtreatyandresidentialschools’educationandtheTruthandReconciliationCommission’sCallstoActionforeducation.TheEducationforReconciliationteamwillalsomoveforwardwithdevelopingandcreatingresourcesandprofessionallearningopportunitiesthatstrengtheninstructionalleadershiptoleadlearningrelatedtofoundationalknowledgeanditsapplicationinrelationtothedraftPrincipalLeadershipQualityStandard.Atthesametime,theteamwillbedelvingdeeperintothelearningtosupportteachers’intheachievementofcompetenciesrelatedtoFirstNations,MétisandInuitaswellascurriculumimplementationofEducationforReconciliation.

Through2016-2017,theEducationforReconciliationteamhascreated a robust menu for learning related to awareness and understandingofFoundationalKnowledge.ConversationGuides,downloadablePowerPointpresentations,andotherusableresourceshavebeenmobilizedtotheEmpoweringtheSpiritwebsiteforeaseofaccessbyanymemberofaschoolcommunity.In2017-18theemphasisoftheworkwillmovefromthedevelopmentofresourcestosupportlearningwithFoundationalKnowledge,toimplementationthroughoutallregionsintheprovincewiththesupportofourARPDCcolleagues.

Moving Forward with High School Redesign GrantCONSULTANTSDuringthe2016-2017schoolyear,fundingwasprovidedfortwoconsultantssupportingschoolsintheimplementationofMovingForwardwithHighSchoolRedesign(MFWHSR)strategiestoapproximately235schools.(Anincreasefrom61schoolsthepreviousyear)PrimaryfocuswasonsupportingthePhaseFiveschoolsacrosstheprovinceintheirfirstyearofimplementingmorestudent-centeredapproacheswithinformationandresources,andcontinuingtooffersupportandguidanceasneededtoschoolsfurtheralongintheirimplementation.Allschoolsreceivedon-siteconsultations,monthlyupdates,andaccesstoonlineprofessionallearning,withongoingnetworkingandcollaborativeopportunities.

COLLABORATION Duringthe2016-2017schoolyearcollaborationopportunitieswereprovidedinthreeareas.TheMFWHSRFallCollaborativehad669attendees,withthekeynoteprovidedbythePALIXFoundationandbreakoutsessionsfocusingonthefoundationalprinciples.FourSpringNetworkMeetingswereheldcontinuingwiththefocusonthefoundationalprinciplesandhavingthePalixFoundationprovidefollowuppresentations.TheseeventswereplannedbyareaplanningcommitteesfromfeedbackanddatafromMFWHSRparticipantsinthearea.FinallyfundingwasprovidedtoeachconsortiumtoofferMFWHSRCollaborativelearningopportunitiesbasedonjurisdictionneedsparticipatingintheprogram.

Challenges, Celebrations and Trends in Professional LearningInrecentyears,theAlbertaRegionalProfessionalDevelopmentConsortia(ARPDC)continuestoexperienceamyriadofchangesandcomplexitiesastheyrespondtothegoals,initiativesandareasoffocusoftheAlbertaEducationBusinessPlanandtheidentifiedprofessionallearningneedsofeducatorsandjurisdictionsthroughoutAlberta.Theprovincialeducationvision,andrecenttrendsineducation,providearoadmapforConsortiatoberesponsiveandworkinacollaborative,coordinatedmanner,continuingtodesignanddelivercost-efficientprofessionallearningopportunitiestoAlbertaeducators,schoolcommunitiesandeducationstakeholders.

Westrivetosupport/preparealleducationstakeholdersinAlbertabyprovidingadultlearningopportunitiesandcapacitybuildingresourcesdesignedtoimpactprofessionalpracticeandenhancestudentlearning.Consortiaacceptandcelebratethesechangesandchallengesandhaverespondedby:

• Researchingtrendsandcurrentdevelopmentsinthefieldofeducationandsharingbestpractices,andsharingthisinformationwithourstakeholders.

•



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• Findingabalancebetweenprocess,contentandrelevancewhenprovidingaccesstoavarietyofprofessionallearningopportunities.

• Collectingandanalyzingdata,andutilizingthisevidencetocollaborativelyplanprogramsresponsivetotheneedsineachregion.

• Maximizingtheuseoftechnologytocoordinateprovinciallearningopportunities.

• FormingpartnershipswithavarietyofPDproviders,orbrokeringpresentationsonbehalfofregionalstakeholdergroups.

• Hiring,training,andsupervisingstaffinvolvedinregionalandprovincialprojects

• Leading,modellingandexploringnewlearningmodalitiestosupportprofessionallearning.

• Providingcosteffective,longtermplanning,andmaintainingstaffthroughasustainedfundingcommitment.

• BeingresponsivetorequestsfromAlbertaEducation,districtsandeducationpartners.

TheARPDCcontinuestocollaboratewithAlbertaEducationandourregionalpartnerstoimprovethelearningofalleducationstakeholders.



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APPENDIX B: LEARNING NETWORKEDUCATIONAL SERVICES WEBSITE

Formoreinformationregardingthelearningnetworkeducationalservicesortoregisterforaprofessionallearningopportunity,pleasevisitourwebsiteat:

www.learning-network.org

ToaccessallresourcesdevelopedbytheAlbertaRegionalProfessionalDevelopmentConsortiapleasevisit:

arpdcresources.ca

Documents

2016-2017 Curriculum Implementation Annual Report · PDF file• Eﬀective curriculum implementation is a shared responsibility for all stakeholders • Eﬀective curriculum implementation