Principal Input Summary

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.