2009-09-22

Kevin Bowen from Alberta Education presents on Accountability Pillars.

James Paul Gee was born in San Jose, California. He received his B.A. in philosophy from the University of California at Santa Barbara and both his M.A. and Ph.D in linguistics from Stanford University. He started his career in theoretical linguistics, working in syntactic and semantic theory, and taught initially at Stanford University and later in the School of Language and Communication at Hampshire College in Amherst Massachusetts. After doing some research in psycholinguistics at Northeastern University in Boston and at the Max Planck Institute for Psycholinguistics in Holland, Prof. Gee's research focus switched to studies on discourse analysis, sociolinguistics, and applications of linguistics to literacy and education. He went on to teach in the School of Education at Boston University, where he was the chair of the Department of Developmental Studies and Counseling, and later in the Linguistics Department at the University of Southern California. At Boston University he established new graduate programs centered around an integrated approach to language and literacy, combining programs in reading, writing, bilingual education, ESL, and applied linguistics. From 1993 to 1997 he held the Jacob Haiti Chair in Education in the Haiti Center for Urban Education at Clark University in, Massachusetts. In January of this year, Prof. Gee accepted the Tashia Morgridge Chair in Reading in the Department of Curriculum and Instruction at the University of Wisconsin at Madison. Prof. Gee's work over the last decade has centered on the development of an integrated theory of language, literacy, and schooling, a theory that draws on work in socially situated cognition, sociocultural approaches to language and literacy, language development, discourse studies, critical theory, and applied linguistics. This work has served as a theoretical base for a number of school-based projects run by the Hiatt center at Clark University in elementary, middle, and high schools, as well as in an after-school science project funded by the Spencer Foundation. Prof. Gee's recent work has extended his ideas on language, literacy, and society to deal with the so-called "new capitalism" and its cognitive, social, and political implications for literacy and schooling. He has published widely in journals in linguistics, psychology, the social sciences, and education. His books include Sociolinguistics and Literacies (1990, Second Edition 1996); The Social Mind (1992); Introduction to Human Language (1993); and, with Glynda Hull and Colin Lankshear, The New Work Order: Behind the Language of the New Capitalism (1996).

Bernadette and the district senior administration present on key challenges and trends.

Education Planning Day 2010 - Sherwood Park, Alberta - Jan 13 - 15th

Who is who at Lakeland Catholic Schools.

Click here to see the administrative staff from Lakeland Catholic Schools.

Lakeland Catholic Educational Plan Development

Principals’ Input Session - Summary

October 27th, 2009

Background

All school districts in the province are required by Alberta Education to develop a Three-Year Education Plan. Lakeland Catholic has substantially completed the implementation of its 2006 to 2009 Plan. As a result, the District is initiating a comprehensive planning process to guide the decisions and set the direction for the school district for the next three years and beyond.

As part of the planning process, District Principals participated in a facilitated session on October 27th 2009 designed to get their initial input regarding District strengths as well as issues and priorities relative to each of the pillars in the Lakeland School District’s Educational Planning Framework. The Educational Planning Framework can be found in the breakout group process and questions document (enclosed). The results from the session are summarized in this report under the appropriate headings.

District Strengths

Principals identified the following as working well from a District perspective:

The modified calendar supports release time for professional learning communities;

The support of coordinators and learning coaches within the schools is very beneficial;

The District strongly supports professional development focused on well established District priorities;

Established pre-schools in all elementary schools deal with early learning needs;

The District has an inclusive model for special education students;

The dual track French immersion program has helped retain our enrolment levels;

Increased focus on our Catholic values and identity is evident in our schools;

The District has a very strong technology base that supports administration, teaching and learning;

Successful project proposals have allowed us to access additional resources and offer innovative opportunities for students; and

The District has a committed and experienced leadership team.

Growth Priorities

The planning framework proposed for our District focuses on five major pillars all supported on a foundation of Organizational Capacity. For each of the five areas principals identified what they believed to be the highest priority issues to be addressed.

Pillar/Goal 1: Catholic Christian identity (local goal)

Issues/Priorities

Educate both Catholic and non-Catholic staff re: our values, needs, knowledge of the faith, teachings of the faith, etc.

Effectively integrate Catholic and non-Catholic students and parents in our schools, while retaining the integrity of the Catholic education system.

Maintain the integrity of the religion program.

Educate staff and students on the parts of the mass.

Pillar/Goal 2: high quality learning opportunities (AE Goal 1)

Issues/Priorities

Increase focus and alignment of early learning programs with research and best practice.

Continue to provide support for curriculum successful implementation.

Effectively integrate assistive technology throughout the curriculum and for all students. Including integration of laptops into the curriculum.

Literacy – teach all kids to read.

Strengthen our fine arts programs, including integration of fine arts into the curriculum where appropriate, and providing effective specialist support at elementary level.

Ensure technology ever-greening; and provide support for teachers in the use of technology.

Address the needs of students that are borderline grade achievers.

Develop students and teachers to reflect 21st century realities of teaching and learning – learn to learn, skills, reduced focus on knowledge, etc.

Implement “Inspiring Education” proposed directions.

“Prepare children for their future not our past.”

Educate parents to the new realities of learning in the 21st century.

Global citizenship – what will it take in terms of skills, attitudes and experience?

Enhance the delivery of special education programs, including an increased focus on the role of the teacher and a reduced focus on teacher aides.

Deal more effectively with educational challenges related to mental health – programs, family support, parenting skills, etc.

Pillar/Goal 3: Excellence in Student learning outcomes (AE Goal 2)

Issues/Priorities

Enhance and expand CTS programming.

Effectively integrate student supplied technology into the classroom.

Increase the focus on “learning any time anywhere” – i.e., new and innovative ways to organize teaching and learning; technological game based learning scenarios, etc.

Manage new provincial directions in assessment which will have impacts on how services are organized and delivered.

Maintain a strong focus on improving high school completion rates.

More effectively utilize group learning and student centred learning approaches.

Pillar/Goal 4: Success for First Nations, Métis and Inuit (fnmi) Students (AE Goal 3)

Issues/Priorities

Develop and implement targeted teaching and learning strategies for FNMI students.

Tailor parent forums and input mechanisms to meet the needs of the FNMI community.

Ensure there are visible signs of FNMI culture in schools.

Maintain a strong focus on dealing with FNMI parents in a culturally sensitive manner.

Develop FNMI parent advocates and champions.

Develop and implement creative programming and welcoming strategies for FNMI students and parents.

Explore options to improve attendance. E.g., flexible timetabling, etc.

Maintain a strong focus on improving FNMI school/program completion rates.

Pillar/Goal 5: highly responsive and responsible Jurisdiction (AE Goal 4)

Issues/Priorities

Educate parents and teachers on the new approaches being used to educate children in the 21st century.

Manage communications and public relations issues before a new initiative is put in place – have a long term plan.

More effectively engage parents at the pre-school level.

Enhance District profile and connection to the individual school communities. This could include:

Presentations on key topics;

Regular communications from District office included in school newsletters;

Profile the team – district and schools;

Teachers need to be engaged as ambassadors and communicators; and

Guest speakers and consultants.

Enhance communications from the community to the school and district – parents need to feel they have been heard. Find out what parents really want to know; and communicate the impact decisions have on how their child learns and progresses.

Develop proactive issues management strategies that engage school administration, teachers, district office and students.

Seek input prior to the decision being made where appropriate.

Pillar/Goal 6: Organizational Capacity and Enabling Culture (Local Goal)

Issues/Priorities

Provide training for new staff and re-training for veteran staff to ensure competency and comfort with established programs and approaches – PLCs, Literacy, Assessment for Learning and Faith Permeation, etc.

Maintain a strong focus on building Leadership Capacity within the District – administrators, teachers and others;

Develop and implement strategies to engage staff and increase ownership of operational decisions.

Continue the practice of having the District and local ATA working together on common goals and initiatives.

Implement the Bonnyville schools capital projects plan.

Recruit and retain French Immersion and fine arts teachers.

Ensure longer-term program sustainability, particularly for programs with interim funding.

Continue to explore and capitalize on creative funding options, including those driven by project funding proposals.

Lakeland Catholic School District

Education Plan 2010-13

Project Objectives and Work Plan

Project Objectives

The primary purpose of the project is to develop a three year educational plan that sets the strategic directions for the Lakeland Catholic School District for the 2009 to 2012 timeframe. The specific objectives of the project are to:

Set the context for the development of the new Three Year Educational Plan.

Review Alberta Education planning guidelines and requirements.

Identify major internal and external trends and developments that impact the school district’s operating environment.

Reach agreement on outcomes to be achieved and the supporting strategies for each of the six key strategic goals – specifically:

Catholic Christian Identity

High Quality Learning Opportunities

Excellence in Student Learning Outcomes

Ensure Success for First Nations, Métis and Inuit Students

Highly Responsive and Responsible Jurisdiction

Organizational Capacity and Enabling Culture

Establish related performance measures and targets.

Document the Plan in the format prescribed by Alberta Education.

Obtain required Board and Alberta Education approvals.

Utilize the Plan as a foundation document to develop school Educational Plans.

Task 1: Clarify Project Objectives and Deliverables

An initial meeting will be held with the CEO to establish the project objectives, work plan and timelines.

Task 2: Communications to Staff

The CEO will distribute a brief communication to principals outlining the project objectives, approach and schedule.

Task 3: Documentation Review

The consultant will review relevant documents including existing plans, Alberta Education planning guidelines, statistical data, etc. to provide the context for the planning activities.

Task 4: Principals’ Input Session

A facilitated session will be conducted with the principals to get their initial input regarding strengths and growth priorities.

Task 5: Board Planning Session

A Board planning session will be held to provide Board input into District priorities. The results from the session will be used as part of the foundation to develop the District’s Educational Plan.

Task 6: School Input

A short questionnaire will be developed and utilized to collect input from staff on issues, priorities and recommended strategies. The school principals will be responsible for facilitating a planning session in their respective schools designed to get staff input into the planning process. The result from the session will be documented by the principal or designate and submitted to the CEO for inclusion in the data to be used to support the District planning session(s).

Task 7: Conduct First Planning Session

A 2-day planning retreat will be held at which:

Presentation to set the context for the planning session will be provided;

Alberta Education planning guidelines and requirements will be reviewed

Major internal and external trends and developments that impact the school district’s operating environment will be identified ; and

Input will be gathered on growth priorities and related strategies for each of the six key strategic pillars in the planning framework.

Task 8: Develop Draft Plan

The Consultant will utilize the outputs from the planning session to develop a preliminary draft plan. The plan will be aligned with Alberta Education goals and planning requirements. The plan will include:

An accountability statement;

Foundation statements – mission, beliefs, operating principles, etc.;

Provincial and local goals and related outcomes, strategies, performance measures and targets; and

Highlights of the District’s financial, facility and capital plans.

Task 9: Review Draft Plan

The Superintendent will vet the draft educational plan with the senior staff and principals. Modifications required as a result of this review will be incorporated into a Draft final plan for Board review.

Task 10: Board Review and Approval

The final Draft Plan will be presented to the Board, required modifications incorporated, and board approval of the revised plan will be obtained.

Task 11: Submission to Alberta Education

The approved Plan will be submitted to Alberta Education.

Task 12: Implementation

Lead role responsibilities, resource requirements and implementation timelines will be established. The District Plan will form the foundation document for the subsequent development of school annual educational plans.

Lakeland Catholic School District

Board Priorities – November 2009

Background

All school districts in the province are required by Alberta Education to develop a Three-Year Education Plan. Lakeland Catholic has substantially completed the implementation of its 2006 to 2009 Plan. As a result the District is initiating a comprehensive planning process to guide the decisions and set the direction for the School District for the next three years and beyond.

As part of the planning process, The Lakeland Catholic School District Board participated in a planning retreat in early November 2009 designed to get their initial input regarding strategic priorities to be included in the new Education Plan. Board members identified four major priority areas including:

Catholicity and Faith Development;

Prepare 21st Century Learners;

Positive District Public Profile; and

Organizational Capacity

For each priority area, specific key results that the Board would like to see achieved were developed. These are documented in this report under the appropriate headings.

Priorities and Key Results

Catholicity and Faith Development

Family, school and church will work as one to support the development of our faith community.

Our students will be active participants in their faith – i.e., a minimum increase of 10% annually for the next three years of Catholic students attending mass regularly.

The Bishop and Parish Priests will be actively engaged in our schools’ efforts to get young people to regularly attend mass.

Trustees, administration, teachers and staff will “walk the talk” and model Christ-centred values; and 100% will attend mass regularly.

Effective school programs and services that minister to the marginalized and disadvantaged will be in place.

A strong focus will be maintained on developing children to be the best they can be.

Effective religious educational resources and programming, including permeation of faith in all subject areas, will support students’ faith development.

Prepare 21st Century Learners

Students will be prepared for the realities of living and working in the 21st century.

Teachers and principals will embrace and apply evidenced-based innovative, creative, leading edge instructional practices and approaches to learning.

Technology will be leveraged to support effective teaching and learning, relevant to the 21st century learner.

Students and employees will develop the capacity to learn, unlearn and relearn, and become responsible and productive global citizens.

Parents will understand the need for and support the use of effective new and innovative approaches to prepare their children for the future.

Positive District Public Profile

The public will view our schools as great places to teach, learn and grow.

The mission, vision, goals and achievements of the Board and the District will be effectively communicated to our internal and external publics.

There will be increased visibility and connectivity of the Board with our school communities and other stakeholders.

Clear messages, supported by targeted communications strategies, will be established and used to focus communications with both internal and external stakeholders.

There will be high levels of parish and community support and engagement with schools as partners in the religious development and education of our children.

Staff will be effective ambassadors for the school system.

Organizational Capacity

The District will have the human, financial, physical and leadership resources in place to support the effective achievement of its vision, mission and goals.

Human Resources

An effective succession plan will be in place for mission critical positions.

Leadership development opportunities will build capacity as Catholic role models and educational leaders.

An adequate complement of appropriately qualified staff will be in place to achieve our vision and strategic goals.

Recruitment practices will include a broad search for high quality candidates.

Strong support for employee professional growth and development will be continued.

Financial Resources

Alternate funding sources will be identified and evaluated – sponsorship, foundations, etc.

A strong focus will be maintained on accessing any available special project funding.

Productive corporate partnerships will be developed to support programs and services.

The Board will continue efforts to lobby government for adequate funding for programs and services.

Funding support for successful established projects and initiatives will be sustained.

Facilities and Equipment

The Notre Dame High School will be upgraded or replaced.

The Holy Family Catholic School will be upgraded or replaced.

An effective Technology Ever-greening Plan will be developed and implemented.

Governance

A strong focus on trustee development will be maintained.

Strong committed Catholics will be encouraged to run for board office.

Education Planning Day

Edmonton, AB

District opening video 08-09 school year.