HUMAN RESOURCES COMMITTEE March 10, 2016

Education Centre – Room 340-D

AGENDA

1:00 p.m.

1. Call to Order P. Deathe

2. Approval of the Agenda

3. Academic Leadership Development

4. Resolution into Private Session – as per the Education Act, Section 207.2 (b) the disclosure of

intimate, personal or financial information in respect of a member of the board or committee

and (d) decisions in respect of negotiations with employees of the board

5. Meeting resumes in Public Session

6. Next Human Resources Meeting: April 7, 2016

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EXECUTIVE REPORT TO

HUMAN RESOURCES

COMMITTEE

TO: HUMAN RESOURCES COMMITTEE

FROM: Michael Prendergast, Superintendent of Human Resources

DATE: March 10, 2016

PREPARED BY: Human Resources

RE: Academic Leadership Development

Action Monitoring X

Principal & Vice-Principal Learning

Cognitive Coaching Foundational Program (8 days)

- Annual learning session with space for 40 participants. For the session beginning on April 7,

2016 we presently have 4 administrators registered.

- This program develops the coaching mindset with a focus on response behaviours and

exploration of planning, reflecting and problem resolving conversations that enhance

collaborative work.

- Of note, many administrators have already been through this program in the years it has been

offered, so typically appeals to those who are new in the role who may not have completed the

training while in a consultant or instructional coach role (where applicable).

- We recently looked at some statistics for this program, and of the current administrator list,

there are 73 who have never taken Cognitive Coaching (4 of whom are currently registered, as

mentioned above)

Adaptive Schools Foundations Program (4 days)

- This annual learning session is also open to 40 participants across the board. For the session

beginning on April 11, 2016 we currently have 8 administrators registered.

- This program develops facilitation practices by concentrating on the skills of facilitating,

presenting, coaching and consulting, with a focus on shared leadership.

- As with Cognitive Coaching, a high number of administrators have already been through this

program over the years it has been offered.

- There is one additional Adaptive Schools session offered in the summer, but registration has not

yet opened for this program. Administrators are also eligible to participate in this learning.

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- We recently looked at some statistics for this program, and of the current administrator list

there are 108 who have never taken Adaptive Schools (6 of whom are currently registered, as

mentioned above).

Organizational Leadership Meeting/ School Operations Meeting

– monthly meeting focusing on instructional leadership for all elementary and secondary

principals and vice – principals based on our 4 key system commitments:

all students reading by grade 1

all students engaged in personalized, collaborative, inquiry learning environments

all students graduating

all students improving in the authentic area of focus determined through the school

self-assessment process

K-12 ORGANIZATIONAL LEADERSHIP TEAM MEETING

AGENDA

Instructional Leadership 8:45 am – 11:45 am

8:45 – 9:00 Welcome and Setting Directions Manny Figueiredo

9:00 – 10:45 Transforming Learning Everywhere – Our Journey Forward Peter Joshua and Team

10:45 – 11:00 BREAK

11:00 – 12:00

Family of Schools Time: Context and Consolidation Continuous Learning and Improvement

Superintendents FOS 1 – 180A FOS 2 – 180B FOS 3 – 180C FOS 4 – 180D FOS 5 – 180E System – 271 (IIT)

12:00 – 12:45 LUNCH

Operational Leadership 12:45 pm – 3:30 pm

12:45 – 1:45 K-12 - Health & Physical Education – Curriculum Training/ Learning for Administrators

Jamie Nunn and Team

1:45 – 2:00 BREAK

2:00 – 3:00

Elementary: Organizing your School for Optimal Learning Conditions – 180 A/B/C Secondary: Safe Schools – Review of the Suspension/ Expulsion Process – 180 D/E

Michael Prendergast & SOSAs Peter Joshua

3:00 – 3:30 K-12 - Secondary Schools Out of Catchment Process Manny Figueiredo

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Final Version: December 14, 2015

What is expected as we transform learning everywhere?

As we continue our TLE journey, we value the importance of LEARNING TOGETHER.

2015-16 brings an opportunity to CELEBRATE what we have accomplished, REFLECT on and CONSOLIDATE what we have learned, and EXPLORE AND DEVELOP BEST PRACTICES to be shared with the system.

Our PACE will be determined by student and staff needs. This will also drive our capacity building plan and our continuous learning and improvement work.

We are focusing on transforming environments, relationships, and learning opportunities to support student outcomes (foundational skills, higher-order thinking, critical literacy and problem solving).

Transforming

Environments

Transforming Relationships Transforming Learning

Opportunities Change Leadership Learning Relationships Commit to designing collaborative

learning experiences that fuse proven instructional practices with emerging innovative practices, with digital tools being used to deepen the learning. Learning experiences include rich learning tasks using inquiry.

Rich learning tasks engage students by considering:

o the role of educators, o the curriculum, o students’ needs, interests, lived

experiences and strengths.

Co-create with educators and students an inclusive climate and culture for learning anytime, anywhere with any learner (staff or student) working within blended physical and digital learning environments.

Foster student innovation to use digital tools to deepen learning, create new knowledge and apply digital tools in innovative ways.

Allow student and staff needs to drive the work in the context of the curriculum.

Engage in responsive professional development meeting the needs of students and staff.

Engage in distributed leadership with students and staff within schools and classrooms.

Engage in reflection on our learning and impact on student growth.

Celebrate success, both big and small.

Commit to becoming activators, not just facilitators of learning, for both students and staff.

Use student voice and agency to drive and design inclusive learning experiences. Use strategies to engage and motivate students to accelerate and deepen learning.

Involve students, staff, parents/guardians/caregivers and external partners in learning experiences that include high levels of equity, transparency, mutual benefit and accountability.

Support students to take greater responsibility of their own and each other’s learning in and outside the classroom.

Use strategies to scaffold and personalize the learning process.

Clearly articulate success criteria and learning outcomes, which may be co-created with students.

Use a variety of instructional and assessment strategies (e.g., rapid cycles of feedback including self and peer feedback opportunities) that reflect the diverse needs of our students.

Share our learning and experiences with each other, with the system and external partners, including parents/guardians/caregivers.

Support collection of data from students, staff and parents/guardians/caregivers.

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