This full conference keynote panel discussion will delve into the personal side of leading improvement, innovation and change in faster-moving times. It aims to help over-committed and passionate educational leaders gain the mindframes, strategies and tools they need to maximize their impact on learning whilst sustaining themselves and those around them. If you are looking for a better way to overcome the overwhelm, find the signal in the noise, gain a sense of meaningful progress, and intelligently adapt to changing times, this conversation is designed just for you.
Literacy within content areas and multiple literacies have been identified as an area of focus by Alberta Education and within the Calgary Board of Education. This is an important opportunity to build system-wide coherence in our understanding of literacy learning. This shift in focus requires agile leaders to lead a learning community driven by a vision that seeks to get better all the time.
This session will describe specifically the work in building leadership capacity for coherent, systemic literacy practices. The role of the principal as the only instructional leader in the school is changing; the notion of the principal as the ONLY instructional leader is not sustainable, nor is it appropriate anymore. As a result, we considered the leadership through-line in relation to the different roles, responsibilities and contributions of all of the leaders within the district in relation to the literacy strategy. How intentionally designed layered professional learning for leaders that inspires enhanced literacy practice in schools will be outlined using a specific school example.
While this session focuses on a literacy strategy, the leadership process described can be transferred to any strategic initiative. The presentation will appeal to all educators.
L’école Campbelltown vous invite à participer à un colloque sur son initiative, mise au point l’année dernière, concernant la compréhension et l’intégration des perspectives des Premières Nations, des Métis et des Inuits dans les programmes de la communauté scolaire. Dans notre présentation, nous allons considérer les raisons qui nous ont amenées à lancer ce projet spécial. Nous découvrirons comment les élèves, les parents et les enseignants ont été impliqués dans ce processus et cela vous donnera, espérons-le, des idées sur ce que vous pourrez développer dans vos écoles et vos communautés scolaires. Nous considérerons également les projets tels que le Projet du cœur et L’Exercice de couvertures et autres initiatives que nous avons prises au niveau scolaire afin d’offrir à tous nos élèves un milieu où ils se sentent inclus et bienvenus.
Join a conversation about promising practices, challenges to be addressed and possibilities to be advanced for professional learning. This session will provide ten key features of professional learning identified in a recently conducted study of educators’ professional learning in Canada. Major lessons for consideration are that: there is “no one size fits all” approach to professional learning, there is need for differentiated, varied, multiple and flexible opportunities throughout an educators’ career; access to equitable resources for engaging in quality professional learning requires attention; and the balance between teacher, school and system leadership is complex and contested. We will release the findings of a linked case study of professional learning in Alberta, which includes findings from focus groups with participants at uLead16 and examples from Alberta schools and districts. We are pleased to launch the Alberta case study report at uLead17. Finally, we will engage in a discussion of potential next steps for continuing the conversations, evidence and actions to improve professional learning across Canada (and beyond).
As educators look to the world’s top-performing systems, such as Finland, in an attempt to capture and replicate their success, a lesser-known success story has been unfolding in Queensland, Australia.
The release of Australia’s first national standardised testing results in 2008 represented a crisis point for Queensland, whose students were shown to be the second-lowest performing – in virtually all categories – across the nation. In the weeks and months that followed, the Queensland Department of Education charted a course to school and system improvement that now sees it the fastest improving jurisdiction in the nation, and one of the fastest improving systems worldwide.
Every change along the Queensland school improvement journey has been based on evidence and contemporary knowledge about what works best to improve school performance. The agenda has been precise, targeted, and supported by system architecture and resourcing to ensure its long term impact.
Most importantly, this improvement journey has been documented so that its lessons can be shared and scaled-up. Patrea Walton and Tracy Corsbie, leaders of this journey at the centre and the school-level, respectively, will share the story of Queensland’s greatest achievements - such as closing the attainment gap between Indigenous and non-Indigenous high school students – and the next stage of their journey, which includes taking 1,239 state school leaders on a guided cycle of inquiry to address educational challenges within their own schools.
La politique provinciale en matière de perfectionnement, supervision et évaluation des enseignants (Politique 2.1.5) traite de l’obligation de rendre des comptes et du perfectionnement professionnel continu, en plus d’assurer que la pratique professionnelle des enseignants fait l’objet d’une supervision continue. La Politique en matière de perfectionnement, supervision et évaluation des enseignants définit le processus en jeu, alors que la Norme de qualité de l’enseignement définit les compétences essentielles à la pratique professionnelle. Cet atelier est l’occasion de faire le point, avec les directeurs, sur leur rôle crucial et les tâches qui leur incombent selon la School Act et la Politique 2.1.5.
The workshop will focus jurisdictional assessment and accountability of broad areas of student success in creativity, citizenship, health and social-emotional learning in schools and at system policy and assessment levels. The session considers the necessity of establishing congruence between local team based collaborative school assessment and large-scale jurisdictional measurement of student performance on assessment. This session describes the fourth year of a five-year partnership project, Measuring What Matters. The project is working with scholars, educators and policy-makers to re-think and broaden what ‘counts’ as indicators of system and school success or effectiveness in Ontario and internationally. The session will cultivate participant perspectives on education accountability and measurement-- how accountability frameworks can inhibit or enhance system capacity to cultivate learning environments that support broader areas of student learning and achievement.