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Accountability Report on Personnel Management - 2016-2017 This Accountability Report on Personnel Management provides evidence for consideration of fulfillment of three of the five Quality Indicators related to Personnel Management. This report demonstrates both accountability and improvement, and will affirm specific accomplishments and identify future growth areas in the form of administrative issues. Strategies currently being employed to support specific areas of growth are highlighted, as are generative governance considerations. The evidence provided in this Accountability Report is for consideration to fulfill Board accountability requirements relative to the following Quality Indicators:

QI 5.1 – Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, evaluation and supervisory processes.

Quality Recruitment ● Over 400 teacher applications accepted, and 296 teacher interviews conducted and 304 teachers hired between

September 2015 and August 2016 ○ Sep 1, 2016 – Current Date * 65 employees hired (50 new, 15 returning) ○ Sep 1, 2015 – Aug 31, 2016 304 employees hired (232 new, 72 returning) ○ Sep 1, 2014 – Aug 31, 2015 257 employees hired (185 new, 72 returning)

* Current Date does not reflect the hiring that will take place in response to projected enrolment increases/staff turnover for the 2017-2018 school year.

● Track Guest teacher skills to fill temporary contracts ● Recruiters present at the following Universities:

○ St. Mary’s University ○ The University of Calgary ○ Mount Royal University ○ St. Joseph’s College ○ The University of Alberta ○ Universite St. Jean (new) ○ University of Victoria ○ University of Saskatchewan

○ University of Regina ○ University of Toronto ○ Brock University - Hamilton Campus (new) ○ McGill University ○ Mount St. Vincent University, St. Francis

Xavier, Acadia University, Cape Breton University, Universite Sainte Anne

● Catholicity highlighted during recruiting fairs by utilizing our District recruitment video ● Partnership with Alberta Education and the Government of Spain to bring Spanish Teachers to Alberta on four

year contracts to support our Spanish Immersion program o For the 2016-17 school year 9 teachers on contract from Spain

● Language positions, CTS positions and Chaplaincy positions posted across Canada on Apply to Education job board and “scraped” onto other job sites (such as Indeed.com)

o For the 2016-17 school year we hired 2 school chaplains (with Bishop’s approval) and 2 teachers are participating in the BRIDGE program as they transition from the trade to teaching

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● 313 jobs were posted and filled for Unifor and 28 jobs were posted and filled for CUPE Unifor o Sep 1, 2014 – Aug 31, 2015 189 employees hired (160 new, 29 returning) o Sep 1, 2015 – Aug 31, 2016 159 employees hired (140 new, 19 returning) o Sep 1, 2016 – Current Date* 99 employees hired (94 new, 5 returning) Caretakers o Sep 1, 2014 – Aug 31, 2015 25 employees hired (17 new, 8 returning) o Sep 1, 2015 – Aug 31, 2016 37 employees hired (33 new, 4 returning) o Sep 1, 2016 – Current Date* 16 employees hired (16 new)

Exempt o Sep 1, 2014 – Aug 31, 2015 37 employees hired (36 new, 1 returning) o Sep 1, 2015 – Aug 31, 2016 45 employees hired (41 new, 4 returning) o Sep 1, 2016 – Current Date * 19 employees hired (17 new, 2 returning)

* Current Date does not reflect the hiring that will take place in response to projected enrolment increases/staff turnover for the 2017-2018 school year.

Orientation ● 24 New Employee Orientations were held (1065 individuals participated) which are mandatory for all new

employees. Orientations are held every second Tuesday and additional sessions are scheduled at peak times. The agenda for each session is standardizes and can be seen in the Appendix on page 12.

● New Teacher Feedback forum held April 11, 2016 which had 35 of our teachers participate. ● Committee struck to discuss “on-boarding” procedures and explore the possibility of a new teacher training day ● Creation of a Guidance Counsellor Pool to ensure a supply of qualified counsellors should a vacancy for teacher

counsellor arise during the school year. o Teachers interested in pursuing the position of teacher-counsellor need to express interest for the

counsellor pool but must possess or be working towards a master’s degree in counselling. When a vacancy for a counsellor becomes available only existing counsellors or those in the pool may apply to these positions.

o Teachers new to the teacher-counsellor role are under evaluation as a counsellor in their first year based on the criteria in the Competencies for School Counsellors.

o In the initial call for the counsellor pool we had 9 successful applicants of which 3 obtained positions, 1 received a sabbatical and 5 are still in their teaching position.

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Staff Development Partnership with Instructional Services to promote Special Education positions to experienced employees Managed professional development funds for CUPE, UNIFOR, and exempt employees to support professional

growth. The fund consists of $70 000 to support individual learning and 5th Class Power Engineering classes. Employees can access up to $500 per year until fund is depleted.

o In the 2015-16 school year the fund was accessed by 7 custodial staff, 76 support staff and 19 exempt staff

o In the current 2016-17 school year 4 custodial staff, 59 support staff and 16 exempt staff have accessed the fund as of February 1, 2017

Snack and Share monthly gatherings allow for increased understanding of district departments for leaders at our district central office site.

Support staff are offered opportunities to attend sessions to facilitate personal learning. These opportunities include:

o Two “PD Dinner Series” evenings were organized in 2015-2016. On November 18, 2015, the following sessions were offered: “Prompt Hierarchy” with the Behaviour team and “Effective Use of Visuals and De-escalation Strategies” with the Special Needs team. 

o On March 9, 2016, the following sessions were offered. “Potential of English Language Learners” with the ELL team and “Balance for Yourself and Your Students” with the Health and Wellness team. 

o Both PD Dinner Series evenings exceeded the expected 100 participants and were well received by those in attendance. Feedback indicated 92.2 per cent agreed or strongly agreed that the professional development was focused on district priorities, 89.1 per cent felt the professional development opportunities effectively addressed their professional development needs and 90.7 per cent felt the professional development opportunities significantly contribute to their on-going professional development. 

o On November 15, 2016, the first of two series “Behavior and De-escalation Strategies and Relationship Building with Challenging Students” was offered for the 2016-2017 year and over 120 participants took part. Feedback indicated 100 per cent agreed or strongly agreed that the professional development was focused on district priorities, 89.5 per cent felt the professional development opportunities effectively addressed their professional development needs and 89.5 per cent felt the professional development opportunities significantly contribute to their on-going professional development. 

Disciplinary

A progressive disciplined process in which the application of discipline is administered in a series of steps that gradually increase in severity as employee progress through the steps.

o Steps include: counsel, written warning/reprimand, suspension and dismissal. In the past year, we have employed all the measures to ensure quality programming for our

students. o Review of an employee personnel file is available to the immediate supervisor to uphold confidentiality and

protect the districts interests. o Confidential data was shared with the board regarding number of occurrences.

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Evaluation and Supervision Teachers:

o Probationary and 1st year continuous contract teachers undergo evaluations to support teaching and learning. Teachers are measured according to the Teacher Quality Standard (TQS) which a provincial standard for all Alberta teachers (Teacher Quality Standard)

o Teachers are monitored and are either on evaluation or professional growth plan as indicated in the following flow chart: Teacher Professional Growth, Supervision and Performance Evaluation Flow Chart

o The Guidelines: Teacher Professional Growth, Supervision and Performance Evaluation provides the foundation for administrators to appropriately monitor their staff as outlined in the aim of the document: To ensure that each teacher’s actions, judgments and decisions are in the best

educational interest of students and support optimum learning o Confidential data was shared with the board on success rates.

Non-Certified Staff o The Professional Performance Evaluation will be completed by the principal/supervisor for:

A Probationary Employee - 6 worked months (12 calendar months for Professional Support Staff) - to determine the suitability and compatibility for regular employment status, pass the probationary period.

A Regular Employee on a Trial Period - 3 worked months - to determine the suitability and compatibility to be a regular employee in the trial period position, pass the trial period.

A Regular Employee - when it is determined that the employee is not meeting expectations. o Support Staff are monitored and are either on evaluation or professional growth plan as indicated in the

following flow chart: Performance Evaluation Chart o The Guidelines: Support Staff Professional Performance Evaluation and Guidelines: Support Staff

Professional Growth

Administration o District leaders are evaluated in their first and fifth of their appointment as outlined in the Professional

Leadership Supervision Sequence Flowchart. o District leaders are assessed in the 5 areas of the Leadership Quality Standard (LQS) which are outlined

on page two of the template for Professional Leadership Supervision Growth Plan

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QI 5.1: - Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, evaluation and supervisory processes. Identified Strengths: The Human Resources is committed to innovation and creativity to improve procedures so that the employee experience is effective and efficient. To improve services the following has occurred:

● Adoption of a new staffing system (ATA & Unifor) ● Development of a business integration model that will allow for faster and more efficient service delivery by the

various Human Resources departments ● The use of technology within the department to support collaboration, reduce duplication and increase workflow

efficiency Administrative issues: As the district grows the Human Resources team faces challenges that will require creative solutions to maintain current levels of service. These challenges surround:

● Volume of applicants across employee groups ● As core HR technology is reaching the end of its version life, significant upgrading is critical to ensure our current

level of service, and to manage anticipated growth. ● Talent management (training and re-training existing staff to meet changing needs) and talent acquisition (ensuring

we have the capacity to maintain continuity of services) Strategies to Address Administrative Issues:

In conjunction with business service explore applicant tracking systems that meet the demands of a growing organization

To remain compliant with PASI, CRA and other stakeholders HR will upgrade and implement the latest version of PeopleSoft Version 9.2

Work collaboratively with Instructional Services to ensure recruitment strategies meet the current and future needs of the district, such as school teacher-chaplains and CTS teachers.

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QI 5.3 Fosters high standards of instruction and professional improvement (Teaching Quality Standard).

● The sabbatical grants were adapted this year to introduce the Professional Improvement Fund (PIF) which affords teaching staff the ability to access up to $10 000 for either tuition or time to access personalized professional improvement. For the 2016-17 school year, a total 114 teachers benefited from the $650 000 which was allocated to successful applicants.

o Past practice only provided full year sabbaticals. After analyzing survey feedback, it was evident that teachers desired compensation in the form of time or money to complete higher level education. As the result, the sabbatical fund, which is derived from a formula in the collective agreement, was split resulting in approximately $750 000 for sabbaticals and $750 000 for PIF to be distributed each year.

● Implementation of the District Diverse Learning Teachers will begin in February 2017. This position offers short-term support to schools who require further assistance to champion students through collaboration, modeling and promotion of change of practice. Three positions will be available district-wide in this pilot program for the remainder of the 2016-2017 school year.

● High standards of instruction and professional improvement were fostered through a variety of professional development opportunities which supported teachers in fulfilling the Teaching Quality Standards. These are listed on the district intranet site. (See Professional Development intranet site page in Appendix - page 14.)

● Instructional Services provided an extensive catalogue of professional development sessions for all staff as outlined in the Instructional Services Catalogue.

● Diverse learning teachers were involved in both general and community meetings within their Professional Learning Series which enabled them to support teachers. (2015-2016 schedule and feedback summary as well as the 2016-2017 schedule and feedback is located in the Appendix – pages 15 to 20).

● First Nations, Métis and Inuit (FNMI) Team supported teachers by building connections to issues surrounding the Truth and Reconciliation Commission (TRC) recommendations, support for FNMI students and understanding of the FNMI culture and history. (Appendix – page 21)

● The Teaching and Learning subject area Instructional Services teams facilitated professional development offerings for teachers for all subject areas and grades. Feedback from all sessions offered from October 22, 2015 to December 22, 2016 is included in the Appendix on pages 22 and 23.

● The New Teacher Orientation series was hosted by Instructional Services, that provided both structured and informal support for new teachers in the district throughout the school year. Five sessions were held during the 2015-2016 school year with 129 participants. Three sessions have taken place in the 2016-2017 school year with 136 participants. (Agendas for each of the sessions can be found at the following link.)

● Teachers new to Special Education were supported through collaborative learning groups and professional development sessions. Thirteen new teachers are involved and four sessions are being offered. Two sessions have taken place. (October 11 and December 16, 2016). As well, five new teachers have been connected with a mentor.

● Professional development offerings were also provided to support students with diverse learning needs, including those with mental health needs and behavioural concerns.

● Teachers of special education and mental health programs were provided with program specific professional development opportunities organized by Instructional Services. Sessions were held for Starting Points personnel both during 2015-2016 (24 participants) and 2016-2017 (October 31 – 18 participants).

● Ongoing support has been provided for teachers in the area of English Language Learning needs, as well as teachers working with students new to Canada who require cultural support. PLC series for elementary/ junior high classroom teachers, high school ESL teachers were also provided. (ELL PD Sessions)

● Catholic Community of Caring sessions provided for lead teachers every fall and spring. The focus of these sessions was on service learning and faith formation. A total of 175 participants took part in the last three sessions (spring and fall – 2015-2016 and fall 2016). Feedback from these sessions can be found in the Appendix on pages 25 to 27.

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● Inclusive Communities sessions provided to leadership councils, new teachers, school staffs and counsellors in order to meet professional development needs district-wide. During the 2016-2017 school year (August – December) 701 participants took part in these sessions: 87 – new teachers, 94 teachers as part of whole school PD sessions, 150 – leadership councils, 210 – counsellors and diverse learning coordinating teachers and 160 – Instructional Services staff.

● Professional development sessions were provided by Instructional Services personnel for teachers involved with language and fine arts programs.

● The ATA/CCSD PD committee collaboratively planned and executed district-wide professional development day offerings throughout the year. Two sessions were held during the 2015-2016 school year (November 30, 2015 for K-9 with 155 sessions offered on 125 topics and March 18, 2016 for high school with 87 sessions offered on 61 topics and two sessions are planned for the 2016-2017 school year (January 27, 2017 for K-9 with 152 sessions offered on 118 topics and March 17, 2017 for high school). Session offerings are linked to the dates. Feedback from the sessions offered in the 2015-2016 school year is in the Appendix – pages 28 and 29.

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QI 5.3: Fosters high standards of instruction and professional improvement (Teaching Quality Standard). Identified Strengths:

Professional development opportunities for teachers were aligned with the priorities of the Board of Trustees, including Student Excellence (with the focus on formative assessment), Faith Formation (with the focus on the formation of staff), First Nation, Métis and Inuit (awareness and student support), and Student Wellness (with an ongoing focus on student mental health needs).

District data was utilized to help determine areas of need for further professional development opportunities. There was a high number of professional development opportunities, with a high level of participant satisfaction,

with consideration given to different locations, time of day and modes of delivery available to teachers.

Identified Administrative Issues: There is challenge in maintaining the balance between instructional time and opportunities for professional

development during the school day. Guest teacher provisions from Instructional Services assist with this accommodation.

There is also a balance between ensuring that school-specific PD plans can be supported, while allowing for individual professional development needs to be met. This has been considered through the ability for schools to organize school-based professional development, while providing extensive opportunities for professional development outside of these PD days (such as after school sessions, district-wide PD days and some opportunities during the school day).

There is continued need for all district staff to better understand our Catholic teachings and worldview, particularly with respect to our support for inclusive communities.

Increasing complexity in student behaviours, ELL and special needs student profiles in regular classrooms can create the need for additional support for teachers.

Strategies to Address Administrative Issues:

● Instructional Services consultants meet with each subject area high school coordinating teacher and vice-principal to review areas of concern based on the diploma data and identify strategies to improve results replicating the techniques used in the Chemistry 30 KPI, which is now called the Data Driven Collaborative Learning Process (document located in Appendix – pages 18 to 20). (See CCSD High School Subject Area Annual Goals and Strategies)

● The results for the Provincial Achievement Tests in junior high French Immersion courses have demonstrated a need for increased support for the junior high French Immersion teachers. This support has been planned and is being implemented (as seen in the Instructional Services Action Plan 2016-2017 document).

● There are continued efforts to both support individual schools and to provide district-wide professional development offerings in the area of inclusive communities and Catholic perspectives.

● Additionally, Instructional Services has developed and facilitated a New Teacher Faith Formation series: Catholic Foundations, Inclusive Communities, and Catholic Community of Caring.

● Instructional Services staff, in collaboration with staff from Our Lady of Lourdes School staff, continue to provide support for students with complex behavioural support needs.

● More strategies are outlined in the Instructional Services Action Plan 2016-2017 document.

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QI 5.4 Provides for training of administrators and the development of leadership capacity within the district. Leadership Professional Development Opportunities

There are many avenues for common professional development experiences for principals and junior administration throughout the school year. These include:

o Welcome Back BBQ – At this event, Board priorities were shared and all district leaders were provided the opportunity to receive common messages from the Board Chair and Chief Superintendent that framed their professional direction for the year.

o DLC Meetings – These meetings held regularly throughout the school year allows for administrators to develop capacity in many areas, often corresponding to the four Board priorities.

o Councils – Meetings for senior high principals, elementary/junior high principals, vice-principals, and assistant principals allow for a determination and implementation of professional development needs by council members, as well as the facilitation of professional development needed by all district leaders.

Instructional Leaders’ Network (ILN)

Three sessions were offered during the 2015-16 school year. o September 24, 2015 - Tom Schimmer spoke on Sound Assessment and Accurate Grading. Tom

Schimmer has worked extensively in staff development and educational leadership and is recognized as a leader and expert in the areas of Assessment for Learning.

o January 13, 2016 – Dr. Stan Kutcher presented Mental Health Literacy: Correlation and causes of adolescent mental health disorders and mental health strategies for teachers and students.

o March 15, 2016 - Brett Powell spoke on the topic: Lead Like Jesus – Divine Wisdom for Educational Leaders. Brett explored what the life and ministry of Jesus must teach us about being educational leaders in 2016 and illustrated the leadership development principles hidden within familiar gospel stories.

The first session of the 2016-2017 school year was held on October 27, 2016 with Dylan Wiliam who spoke on the

topic: Formative Assessment for Leaders. During this interactive one-day workshop the following topics were presented:

o Why we need to increase educational achievement, what's been tried, and why it hasn't worked; o Why formative assessment needs to be the priority for every school; o What formative assessment is (and isn't); o Practical techniques for implementing formative assessment; and o How to sustain the development of formative assessment.

Feedback from the sessions is positive and can be found in the Appendix on pages 30 to 34.

Administrators Leadership Network New professional development series implemented to bring to address areas of growth for principals First session was held on November 16, 2016 with the focus being on the evaluation process and supports for

teachers experiencing difficulties.

***Note: The Administrative Meeting Matrix is included as a reference for the above mentioned meeting in the Appendix pages 35 and 36 Faith Formation

New Leadership Academy Faith Formation series: Catholic Foundations (51 participants), Inclusive Communities Moral Teachings & Pastoral Applications (58 participants), Catholic Community of Caring (175 participants)

Administrative Council and Instructional Service administration take part in monthly faith formation sessions Leadership Councils (principal, vice-principal and assistant principal) cover faith formation topics, including

understanding of the faith theme “Be Merciful, Just as your Father is Merciful.” (e.g. We are called. We are gifted. We are sent.; Catholic Perspective; Letters to Pope Francis)

Alpha Program for Instructional Services staff (16-18 participants)

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Leadership Academy

Calgary Catholic Leadership Academy Series I and II – These series support district staff interested in administrative roles to build their leadership capacity through participation in two series of modules. (See Appendix – pages 37 and 38) 2015-2016 Series One 353 Registrants Series Two 370 Registrants

2016-2017 Series One 462 Registrants Series Two 102 Registrants (only 2 modules covered)

Fall Leadership

Once a year allow for DLC to come together outside the city to engage in focused professional learning This year Fall Leadership took place in Kananaskis November 2 and 3 with the theme “The Merciful Leader in a

Time of Change”. Keynote speakers included Kathy McCauley from the Calgary Regional Consortium speaking on Conditions Necessary to Support Change and Nouman Ashraf from the University of Toronto speaking on Organization Culture and Change.

New Principal Mentorship

Those who are new to the principal role were provided with two years of mentorship support, as well as additional professional development opportunities throughout the school year. These sessions are specific to the time of year and over the two year period allow new principals to discuss and explain a wide range of subjects. During the 2015-2016 school year, there were 7 new principals and their mentors who participated and in 2016-2017 there are 6 new principals and their mentors taking part in the sessions. 2015-2016 October 20, 2015 2015-2016 Year 1 Group October 20, 2015 2014-2015 Year 2 Group January 12, 2016 2015-2016 Year 1 Group January 12, 2016 2014-2015 Year 2 Group March 15, 2016 2015-2016 Year 1 Group March 15, 2016 2014-2015 Year 2 Group May 3, 2016 2015-2016 Year 1 Group May 3, 2016 2014-2015 Year 2 Group

2016-2017 October 3, 2016 2016-2017 Year 1 Group October 3, 2016 2015-2016 Year 2 Group January 13, 2017 2016-2017 Year 1 Group January 13, 2017 2015-2016 Year 2 Group

Principal Support for Programs of Choice schools

Regular meetings were held with principals of schools hosting language and fine arts programs and Instructional Services personnel.

Continued focus on applicable data analysis for these schools allows for goal-setting and professional development support for leaders and staff.

Additional resources and professional development opportunities are provided based on the needs articulated in these meetings.

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QI 5.4: Provides for training of administrators and the development of leadership capacity within the district. Identified Strengths:

Regular points of contact with all levels of leadership in a variety of settings and configurations. Allows for our administrative teams to be current and aligned with district priorities.

Allows for administrators to have first-hand experiences with subject matter experts. Opportunity for regular collaboration between administrators which includes both between colleagues and between

administrators and admin council. High response of satisfaction on ILN sessions.

Identified Administrative Issues:

Creating a healthy balance between meeting the needs of administrators and administrators being present in their schools

There is continued need for all district staff to better understand the current needs and continue to be on the forefront of best practices

Strategies to Address Administrative Issues: Continue to annually review leadership meeting schedule utilizing the meeting matrix and feedback from each

meeting to improve both the frequency and timing of our meetings.

Generative Governance Considerations:

● Continue to work with Senior Administration to set Board of Trustee Priorities for the next school year. This will allow Instructional Services to align their professional development support and offerings with these priorities. These priorities will inform our admin meeting matrix going forward.

● Continue to emphasize the importance of Catholic Education and permeation into all our subject areas. ● Recommendation for reporting on additional subject matter specific to Personnel Management may include; two

new QIs specific to total compensation and labour matters with absence management, employee wellness / Employee and Family Assistance possibly being incorporated into QI 5.1.

Recommendation: THAT based on the evidence provided in the Personnel Management Accountability Report the Board determines that the following Quality Indicators have been met relative to the current evaluation period: QI 5.1 – Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, evaluation and supervisory processes. QI 5.3 Fosters high standards of instruction and professional improvement (Teaching Quality Standard). QI 5.4 Provides for training of administrators and the development of leadership capacity within the district.

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APPENDIX

QI 5.1 – Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, evaluation and supervisory processes.

NEW EMPLOYEE ORIENTATION Agenda

8:15 – 8:30 Registration 8:30 – 9:00 Welcome, Prayer, Territorial Acknowledgement and

Opening Remarks, Admin Procedures 9:00 – 9:30 Photographs and Paperwork collection 9:30 – 10:00 PeopleSoft, Intranet, e-mails 10:00 – 11:15 OH&S 11:15 – 11:30 Contracts, TQS, minimum work expectations

(teachers only)

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QI 5.3 Fosters high standards of instruction and professional improvement (Teaching Quality Standard). Role of the District Diverse Learning Teacher (DDLT)

Goal of the DDLT Supports Support teachers to re-engage students in

the learning process Provide modelling and strategies for the

teacher and school personnel Work collaboratively with school

administration, DLCT and homeroom teacher

Promote change of practice and reinforcement of best practices that are occurring

Goals will be accomplished through: team teaching, team planning and team assessment

Requirements for School Agreement to partake in intensive supports Openness and willingness to implement

strategies and engage in dialogue Commitment to the continued

implementation of strategies and DDLT post support review

Identification of specific outcomes Recognize that the success of all students

is the responsibility of everyone in the school

Principal will oversee the program at the school

Principal is responsible for monitoring and supporting program

The DDLT is not: used for evaluation purposes a classroom assistant intended to provide time free from

instruction an addition to the supervision schedule a long-term support a classroom or subject teacher

The DDLT will: implement district behavior strategies at a

class level reinforce de-escalation strategies with

small groups or individuals observe interactions between adults and

the student and provide recommendations reimagine pedagogy (i.e. centers, project

based learning, assessment practices, Zones of Regulation, behavior modification practices)

provide differentiation strategies for the teacher

observe and participate in SRT process create a comprehensive plan of action engage additional district supports (as

needed) work collaboratively on a smooth

transition so the teacher continues action plan

be a champion for student success

About the DDLT This is a support available through

Instructional Services 3 DDLTs will support the district between

January and June 2017 DDLT will remain at the assigned school

for a 2 to 3 week intensive support and intervention process.

Intended to support an individual student or group of students but will impact positively the homeroom teacher and class.

Training is received from district consultants and Our Lady of Lourdes staff

Receiving classes have been identified as having complex learning environments, with supportive teachers/staff and administration that need additional interventions

Indicators of Success Student is better engaged in the learning

process. Teacher is confident with new strategies. Strategies and action plan are observable

beyond the completion of the supports. A blend of changed practice and

celebration of current practices.

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Diverse Learning Coordinating Teacher’s Professional Learning Series

2015-2016 In total, there were 11 meetings scheduled for the diverse learning coordinating teachers (DLCTs) over the 2015-2016 school year. General Meetings There were five General Meetings held throughout the year. This provided the opportunity for these teachers to come together as a full group, hear common messaging and share input. Included are the results from satisfaction surveys.

Date Topics Number in Attendance

Agree + Strongly Agree – Focusing

on Priorities

PD Opportunities address my

needs

PD contributed to

my development

September 17, 2015

1. IS Priorities 2. Referral process 3. Introduction to IS Teams 4. Establish professional

learning committees

187: DLCTs + DLTs 13: consultants 8: IS Supervisors 2: Directors 1: Superintendent

n/a

n/a

n/a

November 5, 2015

1. Sheldon Kennedy Advocacy Center

2. District Attendance Officers

156: DLCTs + DLTs 8: consultants 5: IS Supervisors

95%

92.5%

92.5%

January 21, 2016

1. Psychologist team 2. Assistive technology

162: DLCTs + DLTs 14: consultants and psychologists 4: IS Supervisors

85.8%

85.7%

100%

April 14, 2016 1. Go To Educator Training

118: DLCTs + DLTs

n/a n/a n/a

June 8 , 2016

1. Guest speaker – Chris Koch “Supporting Disabilities”

2. Child Family Services; Success in School

164: DLTs + DLTs 7: Consultants 5: Supervisors 2: Directors 1: Superintendent

90.7%

97.5%

87.6%

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Community Group Meetings DLCTs were also assigned to Community Groups – small clusters of nearby schools that would share similar needs and would be able to support each other with best shared practice. Professional development at each meeting was based on interests that the Community Groups identified and professional reading from Well Aware. DLCTs met in these settings 4 times during the year.

Date Topics Number in Attendance

Agree + Strongly Agree –

Focusing on Priorities

PD Opportunities address my needs

PD contribute to my

development

October 27, 2015 3. ELL 4. LSP writing 5. Professional Growth Plans

124; DLCTs + DLTs

95.4%

93.2%

90.9%

December 14, 2015

6. Blackboard Collaboration: Leveled Literacy Intervention

7. School Resource Teams

131: DLCTs + DLTs

97.5%

82.5%

85%

February 23, 2015 8. Creating Instructional Change 9. CCSD Assessment Guidelines

127: DLCTs + DLTs

90.4%

90.4%

88%

May 19, 2015 10. Achievement Test Accommodations

130: DLCTs + DLTs

n/a n/a n/a

Additional Professional Development Opportunities Two additional opportunities were provided during the year: one for high school DLCTs only and one that was open to all. Satisfaction Surveys were not collected.

Date Topics Number in Attendance

February 9, 2016

11. High School Transition Planning 52 JH + High School DLCTs

March 10. 2016 12. Moving Forward with High School Redesign 12 DLCTs from high schools

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Diverse Learning Coordinating Teacher’s Professional Learning Series 2016 - 2017

Since August 2016, there have been five professional development sessions planned for the diverse learning teachers and coordinating teachers in the district. General Meetings There were three General Meetings held throughout the fall. This provided the opportunity for these teachers to come together as a full group, hear common messaging and share input. Included are the results from satisfaction surveys.

Date Topics Number in Attendance

Agree + Strongly Agree – Focusing

on Priorities

PD Opportunities address my

needs

PD contribute to my

development

August 31, 2016

13. IS Priorities 14. Referral and SRT

process 15. Kindergarten update 16. ELL Benchmarks 17. Speech Delivery

model

189: DLCTs + DLTs 11: consultants 6: IS Supervisors 2: Directors 1: Superintendent

90.7%

90.7%

84.4%

September 28, 2016

18. Alberta Health and Renfrew Supports

19. Group planning 20. IS Team

presentations

174: DLCTs + DLTs 18: consultants 2: IS Supervisors

96.7%

83.3%

83.3%

October 18, 2016

21. FNMI trends and supports

22. Catholic perspectives

152: DLCTs + DLTs 8: consultants 1: IS Supervisors

95.2%

95.2%

95.2%

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Community Group Meetings DLCTs were also assigned to Community Groups – small clusters of nearby schools that would share similar needs and would be able to support each other with best shared practice. Professional development at each meeting was based on interests that the Community Groups identified and professional reading based on Dylan Wiliam. DLCTs met in these settings two times during the fall.

Date Topics Number in Attendance

Agree + Strongly Agree – Focusing

on Priorities

PD Opportunities address my

needs

PD contribute to my

development

November 24, 2016

1. IS PD Catalogue presentations

2. Formative Assessment 3. Shared best practice

137 DLCTs + DLTs19 consultants

94.5%

91.7%

88.9%

December 13, 2016

1. School based successes 2. Fixed vs. Growth Mind

Sets 3. Achievement

test/diploma exam accommodations

128 DLCTs + DLTs 100%

92.6%

100%

Additional Professional Development Opportunities 55 Diverse Learning Coordinating Teachers participated in Fierce Conversations training throughout the fall. This will be provided again next year.

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Feedback from all Professional Development Sessions From October 26, 2015 to December 22, 2016

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First Nations, Métis and Inuit Professional Development Document: Supporting the Truth and Reconciliation Commission of Canada: Calgary Catholic School District Call to Action Professional Development Opportunities: Jan 19, 2015 Student conference – Truth and Reconciliation Commission (TRC) – Doubletree Hilton Feb 26, 2015 Supporting our FNMI population – Day 6 Matrix – Calgary Olympic Park Mar 2, 2015 Sweat Lodge PD – Tsuut’ina Nation – CCSD Mar 10, 2015 St. Stephen School - Drum Making Mar 20, 2015 School-based PD – St. Francis High School – Southern Alberta FNMI community Mar 20, 2015 Supporting FNMI Students – Bishop Grandin High School April 30, 2015 Bishop McNally High School to Morley Cultural Exchange Trip – Teacher Awareness May 14, 2015 Aboriginal Awareness – St. Timothy School May 15, 2015 School-based PD – Cultural Awareness May 22, 2015 PD – CRC – St. Paul Centre May 26, 2015 PD Smudge and Moccasin Activity - St. Joseph School June 19, 2015 PD - Father Whelihan School Aug 28, 2015 PD - FNMI students and mental health – St. Timothy School Oct 2, 2015 PD with Social Studies team Oct 7, 2015 CASS presentation – Aboriginal Studies 30 – Edmonton Oct 8, 2015 CASS presentation – Supporting FNMI students - Edmonton Nov 27, 2015 Impact of Residential Schools – Red Deer Nov 30, 2015 District-wide PD – Sweat Lodge – Tsuut’ina Dec 14, 2015 Impact of Residential Schools part 2 – Red Deer Jan 6, 2016 Meeting with Edmonton Catholic Jan 26, 2016 PD with FNMI Teacher – Bishop O’Byrne High School Feb 8, 2016 Meeting with Lethbridge Catholic Mar 18, 2016 CCSD District-wide PD – Sweat Lodge – Tsuut’ina May 17, 2016 PD for Gifted Students – St. Mary’s University May 24, 2016 Legacies of Residential Schools – PD development June 9, 2016 PD – Diploma Exam – Bishop Grandin High School June 21, 2016 PD – Story Telling – Father Whelihan School Aug 30, 2016 St. Monica, Our Lady of Lourdes, Sacred Heart schools - Intergenerational Trauma Aug 31, 2016 New Teacher Orientation – St. Leo Centre Sept 9, 2016 PD – Cultural Awareness – Holy Spirit School Sept 20, 2016 Presentation – Legacies of Residential Schools - APC Sept 23, 2016 Presentation – St. Mary’s High School – Cultural Awareness Sept 27, 2016 Presentation – DLC – Clarion Hotel Sept 28, 2016 Presentation – DLCT – Working with FNMI Families Oct 12, 2016 Presentation – Treaty 7 conference – Aboriginal Studies 30 Oct 13, 2016 Presentation – St. Michael’s School – Supporting FNMI Students Oct 18, 2016 Presentation – DLCT – Current Issues Oct 31, 2016 Presentation – Catholic Faith and Aboriginal Spirituality – St. Damien School Oct 31, 2016 Presentation – Catholic Faith and Aboriginal Spirituality – St. Anthony School Oct 31, 2016 Presentation – Current Issues – John Costello School Nov 3, 2016 Presentation – Blanket exercise – Fall Leadership – Kananaskis Nov 4, 2016 Presentation – Current Issues – ELL conference – Calgary Nov 21, 2016 Presentation – Residential schools – St. Francis High School Nov 22, 2016 Presentation – World Religion – Bishop McNally High School Nov 24, 2016 Presentation – History of Residential Schools – DLT’s Dec 2, 2016 Presentation – St. Anne Academic Centre staff meeting Dec 8, 2016 PD – Sweat Lodge – Tsuut’ina – St. Michael School staff

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“SUCCESS FOR ALL STUDENTS”

DATA DRIVEN COLLABORATIVE LEARNING PROCESS

Purpose:

Create a collaborative community that fosters a stronger system of mentorship and sharing of best practice in schools and between schools.

Raise both the Acceptable and Excellence levels within a given subject area or grade level. Create a formalized network of professional development and collaboration that draws on teacher expertise already existing throughout

CCSD.

Data Collection and Teacher Survey:

Data may be derived from a variety of sources. Standardized tests, OurSCHOOL Survey, Brightspace (D2L) data and the like. However, data collection through a teacher survey can be particularly useful to gain direct insight into the specific needs and expertise throughout the district.

Teachers within each learning environment are interviewed individually or in small groups to facilitate open and honest feedback. Determines which lessons and concepts teachers find the most successful and most challenging, as well as how much existing

mentorship is available to them within their school. Promotes teacher commitment to the project as the PD will be directly driven by their needs and much of the PD will be given by CCSD

teachers to CCSD teachers. Although the survey can be conducted online, visiting each learning community to personally conduct the survey is suggested. The

interview process ensures that questions are directly answered, that all questions are interpreted accurately, and begins the building of a relationship of trust between the project facilitator and all teachers involved.

Identification of Commonalities:

Teachers from all schools involved in the survey come together to form a collaborative learning group and go through the survey data collected.

Teachers see evidence that they have mutual goals and needs. This mutuality will serve as a driving direction for the group to see the value in working on common resources and teaching strategies to foster “Success for all Students”. Teachers complete an additional collaborative data analysis (Diploma, PAT, and Unit Exams). Outcomes within units of the Program of Studies are identified with respect to difficulties amongst learners. Identify key problematic areas to teachers, generate resources and build a structure where teachers new to that program can be

mentored by a colleague. Data allows the tailoring of the next steps of the process directly to CCSD teacher needs. It also determines which expertise already

exists within the district to support teachers.

Addressing the Identified Outcomes (Collaborative Learning Teacher Group):

o Teachers share and work collectively on addressing areas requiring growth based on identified outcomes. o Teachers increase their knowledge of blueprinting assessment pieces with respect to curricular-based outcomes, weightings

and question style. Teachers collaboratively create and share assessments at the district level. o Using identified areas of growth, teachers will: o Review and receive professional development around Alberta Education documents (Program of Studies, Subject Area

Bulletins, and Student-Based Performance Standards) and processes such as item-writing, and marking. o Discuss how to best organize a program to ensure that all curricular outcomes are met proficiently and that outcomes that are

the most essential are emphasized. o Identify key concepts and lessons in which some CCSD teachers experience the most success and create a structure of how

these lessons can be shared with all CCSD teachers. This will include teachers being able to observe other teachers giving their lessons and/or creation of videos.

Organization of Content:

1. Key instructional support pieces that are shared and created are organized and placed within the CCSD ePD site. 2. Many CCSD teachers do amazing work with these areas that all CCSD teachers and students should be able to benefit from.

Mentorship:

1. The collaborative learning group creates an extensive network of formalized mentorship that extends beyond the scheduled collaboration work days.

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Mastery Learning Through Assessment:

Using Schimmer, Wiliam and Wormeli as the pedagogical base, work to show teachers the significant benefits in student learning with respect to formative assessment and reassessment.

1. Teachers who have already experienced success in this area model their process and demonstrate how it leads to student success and accountability as a learner. A goal would be to work with teachers to see that fair and consistent reassessment practices are possible in all subject areas.

2. Quality formative assessment is key to monitoring effectiveness of new instructional strategies. An integral factor in student success is giving students the tools to study and review effectively.

1. Teachers create a package of in-class, and at-home, review activities that will promote these skills in students. This allows formative assessment prior to summative assessment pieces so teachers and students can take the proper steps to ensure corrective instruction occurs.

2. Structuring in school tutorial time to maximize student success and attendance. 3. Best practice in preparing for diploma exams.

All summative assessments must be blueprinted to ensure that proficiency of outcomes meet those found within the Student-Based Performance Standards Document.

Embedding of District Resources in the Group:

As the learning group will be comprised of many schools, this can also serve as an opportunity to embed district resources into the work of the teacher group:

1. CCSD Assessment Guidelines Document 2. Instructional Services Formative Assessment Professional Development

Ongoing Work of Group:

When a collaborative learning group is established authentically, relationships are built. Teachers see that their common interests and expertise is driving the group. This means the collaborative learning group could very likely continue from year to year, sharing expertise of new resources and grade levels.

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CCSD Data Driven Collaborative Learning Process (potential survey questions)

Introductory Meeting at [School Name]: ___________________________________________ Date/ Time: ___________________________________________________________________ Participants: ___________________________________________________________________ 1. Introduce the Project and the intended activities and desired outcomes with input from teachers 2. Discussion Starters:

1. What are some of the most significant observations you have made within the department about your Subject Diploma/PAT exam results over the last couple of years? Highlights and lowlights. What has your analysis of the results revealed?

2. Tell us about the successes you have seen in the subject area streaming process. What has come about as a result of deliberate

planning?

3. What would you identify as the top 2 most difficult concepts in your subject area? (Either from an instructional perspective or from a student learning perspective)?

4. What issues would you like to tackle within the context of the project?

5. How would you like to be involved in the project?

6. In your opinion how could an initiative like this best impact and support your program? What would you like the most – collaboration time,

assessment development . . . . III – Describing Current Projects We have a large group of subject area teachers coming together for a meeting. Currently we have the morning devoted to reviewing diploma exam results and blueprinting unit exams. Collaboration and networking with District teachers is the goal.

1. For the workshops, consider what would be most helpful to you on an ePD site dedicated to your subject area.

IV. 1. Are we missing anything that you think we should add to our current project that would have a positive district impact on our subject area

programs?

2. Other thoughts …

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Catholic Community of Caring Fall Meeting – November 19, 2015

Session content was focused and relevant. Strongly Agree – 46.2% Agree – 38.5% Disagree – 7.7% Strongly Disagree – 7.7% Session provided opportunities for purposeful engagement. Strongly Agree – 46.2% Agree – 53.9% Disagree – 0.0% Strongly Disagree – 0.0% Session has deepened my understanding of the topic. Strongly Agree – 30.8% Agree – 53.9% Disagree – 7.7% Strongly Disagree – 7.7%

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Catholic Community of Caring Spring Meeting – April 29, 2016

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Catholic Community of Caring Fall Meeting – November 17, 2016

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Instructional Leaders’ Network Feedback Tom Schimmer – Sound Assessment and Accurate Grading

September 24, 2015 (morning and afternoon)

Feedback was gathered by written responses to the following questions, as only open-ended questions were used, rather than scalable questions. Therefore, graphs are not available. What was great about this session?

All 54 comments were positive with the majority focusing on the relevance of the topic, as well as the expertise of the speaker and the engaging presentation.

What could be improved?

There were 53 comments and the majority spoke about either the need to have more time for questions and discussions or felt nothing could be improved.

The negative comments were around the venues used. (St. Paul and St. Leo)

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Instructional Leaders’ Network Feedback Dr. Stan Kutcher – Mental Health Literacy

January 13, 2016

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Instructional Leaders' Network Feedback Brett Powell – Lead Like Jesus

March 15, 2016 (Morning Session)

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Instructional Leaders' Network Feedback Brett Powell – Lead Like Jesus

March 15, 2016 (Afternoon Session)

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Instructional Leaders’ Network Feedback Dylan Wiliam – Formative Assessment for Learners

October 27, 2016

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QI 5.4 Provides for training of administrators and the development of leadership capacity within the district.

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