QI 5.1 Develops and effectively implements quality ... · board and “scraped” onto other job...

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1 Accountability Report on Personnel Management - 2017-2018 This Accountability Report on Personnel Management provides evidence for consideration of fulfilment of seven of the nine 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 in addition to 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, supervision / evaluation and growth, absence management, employee wellness / employee and family assistance processes. Quality Recruitment Staff recruiting and hiring is ongoing throughout the year. Over 600 positions were filled in our four employee groups: ATA: We received over 500 teacher applications and conducted 263 teacher interviews. o Sept 1, 2017 – current 75 employees hired (51 new, 24 returning) o Sep 1, 2016 – Aug 31, 2017 242 employees hired (207 new, 35 returning) o Sep 1, 2015 – Aug 31, 2016 304 employees hired (232 new, 72 returning) o Sep 1, 2014 – Aug 31, 2015 257 employees hired (185 new, 72 returning) Unifor: 370 jobs posted and filled in the 2016/2017 school year o Sep 1, 2017 – current 96 employees hired (85 new, 11 returning) o Sep 1, 2016 – Aug 31, 2017 148 employees hired (142 new, 6 returning) o Sep 1, 2015 – Aug 31, 2016 159 employees hired (140 new, 19 returning) o Sep 1, 2014 – Aug 31, 2015 189 employees hired (160 new, 29 returning) CUPE: 47 jobs posted and filled in the 2016/2017 school year o Sep 1, 2017 – current 19 employees hired, all new o Sep 1, 2016 – Aug 31, 2017 23 employees hired (23 new, 0 returning) o Sep 1, 2015 – Aug 31, 2016 37 employees hired (33 new, 4 returning) o Sep 1, 2014 – Aug 31, 2015 25 employees hired (17 new, 8 returning) Exempt: 24 jobs posted and 23 jobs filled in the 2016/2017 school year o Sep 1, 2017 – current 16 employees hired (15 new, 1 returning) o Sep 1, 2016 – Aug 31, 2017 14 employees hired (13 new, 1 returning) o Sep 1, 2015 – Aug 31, 2016 45 employees hired (41 new, 4 returning) o Sep 1, 2014 – Aug 31, 2015 37 employees hired (36 new, 1 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.

Transcript of QI 5.1 Develops and effectively implements quality ... · board and “scraped” onto other job...

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Accountability Report on Personnel Management - 2017-2018

This Accountability Report on Personnel Management provides evidence for consideration of fulfilment of seven of the nine 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 in addition to 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, supervision / evaluation and growth, absence management, employee wellness / employee and family assistance processes. Quality Recruitment

Staff recruiting and hiring is ongoing throughout the year. Over 600 positions were filled in our four employee groups: ATA: We received over 500 teacher applications and conducted 263 teacher interviews.

o Sept 1, 2017 – current 75 employees hired (51 new, 24 returning)

o Sep 1, 2016 – Aug 31, 2017 242 employees hired (207 new, 35 returning)

o Sep 1, 2015 – Aug 31, 2016 304 employees hired (232 new, 72 returning)

o Sep 1, 2014 – Aug 31, 2015 257 employees hired (185 new, 72 returning)

Unifor: 370 jobs posted and filled in the 2016/2017 school year

o Sep 1, 2017 – current 96 employees hired (85 new, 11 returning)

o Sep 1, 2016 – Aug 31, 2017 148 employees hired (142 new, 6 returning)

o Sep 1, 2015 – Aug 31, 2016 159 employees hired (140 new, 19 returning)

o Sep 1, 2014 – Aug 31, 2015 189 employees hired (160 new, 29 returning) CUPE: 47 jobs posted and filled in the 2016/2017 school year

o Sep 1, 2017 – current 19 employees hired, all new

o Sep 1, 2016 – Aug 31, 2017 23 employees hired (23 new, 0 returning)

o Sep 1, 2015 – Aug 31, 2016 37 employees hired (33 new, 4 returning) o Sep 1, 2014 – Aug 31, 2015 25 employees hired (17 new, 8 returning)

Exempt: 24 jobs posted and 23 jobs filled in the 2016/2017 school year

o Sep 1, 2017 – current 16 employees hired (15 new, 1 returning)

o Sep 1, 2016 – Aug 31, 2017 14 employees hired (13 new, 1 returning)

o Sep 1, 2015 – Aug 31, 2016 45 employees hired (41 new, 4 returning)

o Sep 1, 2014 – Aug 31, 2015 37 employees hired (36 new, 1 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.

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Active recruiting occurs through our Careerposts Job Board, Apply to Education, and other job boards as required.

We were a present at the following University Education/Hiring Fairs to attract the highest quality teachers across

Canada.

o St. Mary’s University

o The University of Calgary

o Mount Royal University

o St. Joseph’s College

o The University of Alberta

o Faculté Saint-Jean

o University of Victoria

o University of Saskatchewan

o University of Regina

o University of Toronto

o Brock University - Hamilton Campus

o McGill University

o Mount St. Vincent University, St. Francis

Xavier, Acadia University, Cape Breton

University, Universite Sainte Anne

Catholicity is highlighted at all fairs through the use of our recruitment video, banners and give-away items to

prospective teachers.

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 we had 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 teacher chaplains (with Bishop’s approval) and 4 teachers are

participating in the CTS Bridge to Education program as they transition from the trades to teaching.

Continued the creation of a Guidance Counsellor Pool to ensure there will be a supply of qualified counsellors should a vacancy for teacher counsellor arise during the year.

A Diverse Learning (SPED and Behavior) Teaching Recruitment Information Session was held on May 3, 2017 for teachers considering a Special Needs position. Master teachers were invited to come out to hear about the possibilities and potential of working in a Special Needs or Behaviour Classroom. This was done in collaboration between Human Resources and Instructional Services and over 50 teachers attended.

Promotion of mentoring/shadowing opportunities for teachers considering a special needs or behavior teaching position will take place twice during the year.

o The following notice was placed in the October 5, 2017 IS Weekly: “Attention master teachers, interested in a Special Needs or Behavior teaching position: Instructional Services would be happy to coordinate a shadowing opportunity in a Special Needs or Behavior classroom. If interested, contact your school’s SPED or Behaviour Consultant.”

Inclusion of Instructional Services personnel in recruitment activities and visits to hire candidates in specialized areas of need (FNMI, languages, CTS, etc.).

In addition to external recruiting, our absence management team oversees, collects, and maintains employee

profiles on over 1000 casual and seasonal employees (ATA, Unifor and CUPE) to ensure temporary contracts are

filled with qualified staff

Each year the District brings together a committee to review AP 401 Appendix B – Staffing Guidelines. The

committee is composed of teachers, administrators, central office staff and union representatives. The committee

met on January 16, 2016.

127 retirements were processed for the 2016-2017 year

o 97 ATA, 17 Unifor, 7 CUPE, 6 Exempt

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Orientation

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

employees. Orientations were held weekly from September to December and then every second week from

December to June. Additional sessions are scheduled at peak times. The agenda for each session is

standardized and can be seen in the Appendix on page 21.

Approximately 475 returning guest teachers/casual support staff attended our welcome back orientation at Bishop

Carroll on August 23, 2017.

Hosted our annual New Teacher Feedback Forum on May 17, 2017. 16 new teachers attended and provided

feedback on the application process, Professional development and district supports, experience dealing with

Human Resources staff and the staffing cycle (See Appendix page 22-24)

New recruitment video created. This video is being used at University career fairs, when speaking directly to

university classes and has been posted to our webpage under how to apply. The video includes:

o Interviews with three new teachers

o Unscripted, honest feedback

o Filmed and edited by the students of Bishop Grandin High School

Staff Development

Continued the partnership with Instructional Services to promote special education positions to experienced

employees.

New guidance counsellors were teamed up with veteran counsellors in a mentor relationship to provide additional

supports.

First Aid Training Stats 2016-2017

o The district has successfully completed our first full year having four trained first aid instructors providing

first aid training to district staff. This has allowed us to customize course examples to directly relate to

CCSD school settings, programs, and safety policies and procedures. It has also saved the district more

than $15,000 in training costs.

# of trainees 2016-2017 236

In-house training cost $4708.20

Contractor projected cost $20,164.00

Total district savings $15,455.80

WHMIS (Workplace Hazardous Material Information System) & TDG (Transportation of Dangerous Goods)

Training

o The district offers WHMIS and TDG training online for all employees who require it. During the 2016-2017

school year 64 staff were trained in WHMIS and 30 staff participated in the TDG training.

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 2016-17 school year the fund was accessed by 9 custodial staff, 86 support staff and 13 exempt

staff

o In the current 2017-18 school year 4 custodial staff, 59 support staff and 16 exempt staff have accessed

the fund as of February 1, 2018

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Snack and Share monthly gatherings allow for increased understanding of district departments for leaders at our

Central Office site.

o The introduction of "HR in 2" allowed for quick, focused presentations that were meaningful to Central

Office Staff

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

include:

o Two “PD Dinner Series” evenings were organized in 2016-2017. Both exceeded the expected 100 participants and were well received by those in attendance. November 15, 2016 – the staff of Our Lady of Lourdes presented a session on Supporting Autistic

Students April 26, 2017 – Dr. Jody Carrington presented The Power of Being Crazy about Kids in the

Classroom: How School Staff are Life Changers o On November 15, 2017, the first of two education assistant dinner evenings for 2017-2018 was held.

Large Group Session: Boys and Girls Learn Differently Breakout Session #1 – Emotional Regulation Across Cultures and Culturally Responsive Practices

for EAs Breakout Session #2 – Using Assistive Technology to Support All Learners Breakout Session #3 – Empowering Kids When All They Say is “NO!”

o PowerSchool training occurs for school front office staff and SIS data clerks throughout the year to

address annual needs and emergent issues.

o School Cash Net training was provided August 22, 2016 to secretaries, business managers and accounts

clerks to facilitate the transition from Quickbooks.

o Accounting annually provides training to school secretaries to updates regarding accounting, year-end

reminders, Acorn, School Cash Net, PeopleSoft as well as new processes being implemented. These

meetings occurred on August 25-26, 2016

o Business Managers meet 8 times a year for dissemination of information, discussions of best practices and process improvements, accounting systems training (Acorn, SCN and PeopleSoft)

o PD sessions for school front office support staff on First Nation, Metis and Inuit culture on cultural awareness and sensitivity.

Disciplinary A progressive discipline process in which the application of discipline is administered in a series of steps that

gradually increase in severity as an employee progress through the steps. o Steps include: counsel, written warning/reprimand, suspension and dismissal.

In the past year, we have employed all these 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 district's interests.

Grievance Summary

Filed (ongoing) Resolved In Arbitration

ATA None 2 1

Unifor None 6 1

CUPE None 3 None

Discipline Summary

Warning Reprimand Suspension Other

ATA 25 13 None 3

Unifor 4 6 None 3

CUPE 1 None None None

Exempt None None None None

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Evaluation and Supervision Teachers:

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

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 to support optimum learning

Non-Certificated 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 outlined in the position profile after attempts to support the employee through the growth plan process have been unsuccessful.

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 year 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

Absence Management

The district daily absence rate is a representation of employee leaves taken during any given period of time where

the leave duration is nineteen (19) days or less. Once a leave's duration exceeds twenty (20) days, it is considered

a long leave and not included in the daily absence rate.

The district manages staff attendance with Smart Find Express and HR Self Service to report absences by staff

and assign guest teachers and casual staff where required. A detail report of the overall average attendance can

be seen on page 25 in the Appendix.

On page 25 of the appendix is the average absentee rates for the past three years overall and for each employee

group. The three-year average overall for the district has been 5.03%. The cost to support absenteeism for the

2016-17 school year was just under eleven million dollars as seen in the table on page 24 of the appendix.

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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 72 teachers benefited from the $243,108 which was allocated to successful applicants. In addition, 36 teachers access funds for guest teacher time totaling approximately $125,000 to provide time to complete projects and research associated with their application.

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.

● 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 and can be found at this link.

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

● A new format of professional development was implemented in January 2017. District diverse learning teachers (DDLT) were assigned to specific classrooms to support teachers in re-engaging students into the learning process. The DDLTs were each assigned to a class setting for approximately three weeks. While in the classroom, they would observe and coach the teacher to implement strategies that would result in a stronger relationship between the teacher and students. At the end of the support, principals, DLCTs and teachers involved were asked to evaluate the supports provided. From January to June, the three DDLTs worked in a total of 13 schools; in a variety of classrooms in each school. A summary of the evaluations can be found in the Appendix on pages 26 and 27.

● In September, 2017, four new DDLTs worked with new teachers or teachers new to a grade. Recommendations and supports were offered to the teachers on a day-to-day basis and regular communication was completed through emails. In total, 22 individual teachers were supported in the month of September. No feedback was gathered for this month. From October to December, 2017, ten schools were supported for three weeks each. Feedback from this support can be found in the Appendix – pages 28 and 29.

● Diverse learning teachers were involved in both general and community meetings within their Professional Learning Series which enabled them to support teachers. (2016-2017 schedule and feedback summary is located in the Appendix – pages 30 to 31).

● 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 32)

● The Teaching and Learning subject area Instructional Services teams facilitated professional development offerings for teachers for all subject areas and grades, as well as shared professional development opportunities through the IS Weekly and ePD sites. (See sample of an IS Weekly.)

● New Teacher Orientation series was hosted by Instructional Services and provided both structured and informal support for new teachers in the district throughout the school year. Five sessions were held during the 2016-2017 school year with 175 participants. Three sessions have taken place in the 2017-2018 school year with 112 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. Fifteen new teachers were involved, and three sessions were offered.

o October 11, 2016 – Understanding District Programs and Students; Guiding Documents; Psych Ed Assessments; ePD

o December 16, 2016 – Preparing for District Support Conferences and Assessment o April 20, 2017 – Behaviour Detectives; Vision & Hearing Simulation; Feedback Opportunity

● As well, all 15 new teachers were connected with a teacher mentor within their school or a program teacher from another site. Some took the opportunity to visit program classrooms while others maintained communication

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through email or GoogleDocs. Verbal feedback was gathered at the end of the three sessions and teachers felt these sessions were very beneficial.

● Professional development offerings were also provided to teachers to support students with diverse learning needs.

o October 7, 2016 – Ability Hub; Zone of Regulation and Building Communication o October 31, 2016 – Team Approach to Supporting Diverse Learners in Specialized Programs o January 27, 2017 – Augmentative Technology and Communication o March 17, 2017 – Children’s Link and Transition Planning o May 19, 2017 – FSCD and the American Sign Language Workshop

● Teachers of Starting Points (behaviour classes) and mental health programs are provided with program specific professional development opportunities organized by the behaviour team. (See professional development schedule in the Appendix – page 33.)

● Ongoing support has been provided for teachers in the area of English language learning. Focus continues to be supporting schools with fostering culturally responsive practices and creating welcoming communities for students new to Canada. A variety of professional learning opportunities have been provided including supporting schools with implementing the K-9 ESL Proficiency Benchmarks and a professional learning series for senior high teachers. (See the 2017-2018 ELL PD Session Master List)

● Catholic Community of Caring sessions are provided for lead teachers every fall and spring. The focus of these sessions was on service learning and faith formation. A total of 149 participants took part in these two sessions (spring and fall 2017). Feedback from these sessions can be found in the Appendix on page 34.

● Continued to provide Inclusive Communities sessions to leadership councils, new teachers and school staffs in order to meet professional development needs district-wide. (District-based staff – 5 participants; whole schools – 367 participants; leadership councils - 150 participants.) See sessions offered through ERO and number of participants at this link.

● The ATA/CCSD PD committee collaboratively planned and executed district-wide professional development day offerings throughout the year. Two sessions were held during 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 with 62 sessions offered on 52 topics). Session offerings are linked to the dates. Feedback from these sessions can be found in the Appendix on page 35.

● Clevr, an online forms management system which is easily accessible and allows for integrated data collection and streamlines tasks, was introduced for Learner Support Plans (LSP), School Resource Team meetings (SRT), Requests for Support (RFS), ELL Benchmarks and Special Education Transportation. Clevr training was provided to all diverse learning coordinating teachers (DLCT) in a train-the-trainer model. These teachers then provided training to the teachers in their schools. As well as the DLCTs, other groups were either trained in the use of Clevr or informed about it. A schedule of the training sessions which took place can be found in the Appendix on page 36.

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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 August 23, 2017 – 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.

***Note: The Administrative Meeting Matrix is included as a reference for the above mentioned meeting in the Appendix pages 45 and 46

Instructional Leaders’ Network (ILN) Four sessions were offered during the 2016-2017 school year:

October 27, 2016 - Dylan Wiliam spoke on the topic: Formative Assessment for Leaders. January 19, 2017 - Dr. Jody Carrington presented The Power of Being Crazy about Kids in the Classroom: that’s

all you need – believe it! March 15, 2017 - John Roberto presented on the topic of Faith Formation in a Changing World. This presentation

provided faith formation strategies for schools and families and how to connect with parishes. May 17, 2017 - Cowboy Smithx provided a session on FNMI – Resilience, Empowerment and Discourse. He

spoke to our Board priority of FNMI, specifically on the history, challenges and success of the FNMI people. The presentation addressed the territorial acknowledgement, eliminating the achievement gap, and the recommendations of the Truth and Reconciliation Commission.

The first session of four sessions being offered during the 2017-2108 school year: November 15, 2017 -– Elizabeth Coelho spoke on the topic of creating culturally responsive schools. Her book,

Adding English: A Guide to Teaching in Multilingual Classrooms, has become a standard resource for the training of English language learners in Canada and around the world.

Feedback from these sessions was positive can be found in the Appendix – pages 37 to 41. Administrators Leadership Network

This professional development series has continued as a result of the positive feedback and the ability to address topics specific to areas of growth for principals

Sessions were held on November 16, 2016, February 13, 2017, April 5, 2017 for the 2016-17 school year and for the current school year November 8, 2017. Topics addressed in these sessions included; Accounting practices, Teacher evaluation, Supervision of teacher, FOIP training and International Travel.

***Note: The Administrative Meeting Matrix is included as a reference for the above mentioned meeting in the Appendix pages 45 and 46 Faith Formation

Leadership Academy Faith Formation series: Catholic Foundations (37 participants), Inclusive Communities, Moral Teachings & Pastoral Applications (46 participants), Catholic Community of Caring (76 participants). Feedback can be found in the Appendix – page 42.

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

understanding of the district faith theme “Ask and it will be given”, Liturgy of the Hours (Morning Prayer) and Bringing Catholic Education Alive.

Alpha Program for Instructional Services staff (16-18 participants). District Leadership Retreat (47 participants). Feedback can be found in the Appendix – pages 43-44.

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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 – page 48) 2016-2017 Series One 462 Registrants Series Two 349 Registrants

2017-2018 Series One 374 Registrants Series Two 70 Registrants

Fall Leadership Once a year Fall Leadership allows for DLC to come together outside the city to engage in focused professional

learning This year Fall Leadership took place in Kananaskis on November 9 and 10 with the theme “ASK – Ask, Seek,

Knock”. The keynote speaker was David Irvine – The Leaders Navigator from Cochrane. He spoke on Authentic Leadership – It’s About Presence, Not Position. In addition, breakouts sessions were provided by district leaders and clergy for local parishes.

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 2016-2017 school year, there were 6 principals and their mentors who participated and in 2017-2018 there are 21 principals and their mentors taking part in the sessions. 2016-2017 October 3, 2016 2016-2017 Year 1 Group October 21, 2016 2015-2016 Year 2 Group January 13, 2017 2016-2017 Year 1 Group January 23, 2017 2015-2016 Year 2 Group February 27, 2017 2016-2017 Year 1 Group March 20, 2017 2015-2016 Year 2 Group May 3, 2017 2017-2018 Year 1 Group

2017-2018 October 20, 2017 2017-2018 Year 1 Group October 20, 2017 2016-2017 Year 2 Group November 21, 2017 2017-2018 Year 1 Group November 24, 2017 2016-2017 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 5.6 Ensures compensation criteria are in place to ensure qualified staff are attracted and retained and reflect

market factors.

In September 2015, the Calgary Catholic School District engaged Mercers to develop an internally equitable and market competitive compensation structure, including:

o the development of a job evaluation system resulting in internally equitable salary grades; o an assessment of the market competitiveness of current compensation levels for benchmark jobs; and o the development of market competitive salary ranges that incorporate a step-based salary progression and

reflect the District’s objectives and target competitive position. On June 13, 2016, the market compensation review, the new job evaluation system and competitive salary grades

(PowerPoint presentation) was shared with all exempt employees in the Boardroom and then via email. After June 13, 2016, all exempt employees received a Personal & Confidential memorandum that identified their current Category, Step and salary and their new Grade, Step and salary that would be in effect as of September 1, 2016.

The Exempt Staff Job Evaluation Review - Terms of Reference and the Job Evaluation Review Form were revised and posted on the Intranet. Both documents reference that Job Evaluation Review Forms are accepted for review beginning the first day of October and February and no later than 4:00 p.m. on the last working day of October and February of each year. The Job Evaluation Review of new exempt positions occurs on an as required basis:

o Three (3) requests that were submitted in October 2016, o Eight (8) requests that were submitted in February 2017, and o Four (4) requests that were submitted in October 2017.

In addition, for new exempt positions, the Job Evaluation Committee reviewed: o One (1) request that was submitted in September 2016, o Two (2) requests that were submitted in June 2017, and o Two (2) requests that were submitted in August 2017.

Staff are informed of pay schedules which are updated annually and posted on Intranet: (click on the link to see each pay schedule)

o Bi-Weekly Pay Schedule o Monthly Pay Schedule o Guest Teacher Pay Schedule

Payroll forms are updated annually and posted on Intranet to allow for provision of information in a timely manner o TD 1 forms (Federal and Provincial) o Direct deposit form o Time sheet o ATA charitable donation form

Annually Human Resources and Finance meet to review the group benefits plan renewal for past year's claims experience, projected costs and plan alternatives for cost containment while maintaining the health and financial security for employees and their families and attracting talent. The proposed and negotiated renewals are reviewed to determine future budgetary implications and a communication to each of the union groups of the renewal rates. Meetings between Human Resources, Finance and union representatives are held to review the annual renewals and impact on their members. The Group Benefits Rate Summary (updated annually and posted on Intranet), effective for January 1, 2017, for each employee group can been seen by following the links below:

o ATA, Unifor, CUPE, Exempt The complete Group Benefits Plan Information is posted on Intranet for each employee group to inform them in

greater detail the benefits provided. Each employee groups benefit plan can be seen by following the link below: o ATA, Unifor, CUPE, Exempt

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Pension plan information is updated annually and posted on Intranet to notify employees of any changes. In addition, regular information sessions are arranged by the district which brings personnel from the Alberta Teachers' Retirement Fund (ATRF) together with staff considering retirement for an information and questions session. These sessions occurred on October 20, 2016 and January 26, 2017 for ATRF. An overview of LAPP is posted below, and greater details are available by contacting LAPP directly. ATRF overview is available to all ATA members at http://www.atrf.com/teacher which is posted on the Intranet.

o Local Authorities Pension Plan overviews: Unifor, CUPE , Exempt

Annual information sessions are arranged by the district which brings personnel from Alberta Blue Cross and the Alberta Retired Teachers' Association together with staff considering retirement for an information and questions session about individual benefits plans. This session occurred on May 25, 2017.

The Calgary Catholic School District Savings Plan (CCSD Savings Plan) has been created to offer employees a convenient and cost-effective savings option through payroll deductions. Information about the Group RRSP & Tax-Free Savings Accounts are posted on Intranet by following the link: Group RRSP

District Turnover Rate for the 2016-2017 school year was 5.85%. The graphic below breaks down the reasons for departure.

o This rate does not include individuals employed as casual support staff, caretaking staff, summer school

certificated and support staff, or night school certificated staff. Guest Teachers are included in the district turnover rate.

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QI 5.7 Develops and implements quality processes relating to labour matters in respect to employees. Progressive Discipline

A corrective approach rather than punitive and ensures employees are dealt with in a firm, fair and consistent manner. Progressive Discipline is a series of steps that gradually increase in severity as employees progresses through the steps. The number of steps may vary. Each step may be repeated or skipped, depending on the situation. Steps include counsel (non-disciplinary), written warning/reprimand, suspension (brief/long) and dismissal. In the past year, we have employed all measures to ensure appropriate professional conduct and behaviour from our staff and quality programming for our students.

Warning Reprimand Suspension Other

ATA 25 13 1 3

Unifor 4 6 2 3

CUPE 1 None None None

Exempt None None None None

Attendance Monitoring

All employees contribute to Calgary Catholic’s mission and their attendance is essential to maintaining quality of services, consistency of support to students, staff and the community, as well as ensuring a fair distribution of work among colleagues. The Attendance Monitoring Guidelines are to assist principals and/or supervisors to approach attendance monitoring from a positive, proactive, and preventive perspective and in doing so, achieve acceptable and/or improved attendance. The focus of these protocols is to positively recognize optimal attendance as well as deal effectively and consistently with non-culpable (innocent) absenteeism. There are six (6) phases of attendance and all employees fall within these phases. The phases are similar to those found in other processes - Professional Performance Evaluation and Progressive Discipline (Steps). Many employees will fall within Phase 2, which is to identify employees having excessive absenteeism. The complete each phase can be reviewed by following the link to AP 160 Attendance Monitoring Guidelines. The successful program involves the cooperation of the employee and the active participation of their principal/supervisor, their manager/director/superintendent, their union/association representative, and Human Resources personnel

Grievance Process

Grievance processes are established in each collective agreement and contains a method for the settlement of differences arising as to the interpretation, application, operation or alleged contravention of the collective agreement between the parties to or persons bound by the collective agreement.

Filed (ongoing) Resolved In Arbitration

ATA None 2 1

Unifor None 6 1

CUPE None 3 None

Employee Group Relations

ATA Advisory, Unifor Consultation and CUPE Labour Management Committees consists of an equal number of district and union representatives who meet for the purpose of maintaining communication between the parties on matters of mutual interest. The parties understand that this committee will not hear matters pertaining to grievances and collective bargaining. Each committee meets every two (2) months if required by either party.

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Discrimination / Harassment / Violence / Bullying in the Workplace (AP 170) The district is committed to providing a work environment for its employees that is free of discrimination,

harassment, and violence or bullying. Each staff member employed by the board is provided with a warm, caring, respectful and safe environment that respects diversity and fosters a sense of belonging. The district affirms its faith values and specifically its commitment to human rights, including its support for the principle that every member of the community has a right to equitable treatment without fear of harassment or discrimination on the grounds prohibited by the Alberta Human Rights Commission. “Discrimination” and “Harassment” mean any unwelcome verbal or physical behaviours, conduct or communication, directed at an individual that is offensive to that individual and is based on any of the rights identified in the Human Rights Act. The normal exercise of supervisory responsibilities, including training, direction, instruction, counselling, discipline, supervision and evaluation, does not constitute harassment.

For the 2016 – 2017 school year, three complaints were file with the Superintendent of Human Resources o Two complaints were found to have no merit and the file closed o One case went to investigation by a panel and inconclusive evidence did not support the claim of

harassment Investigations

Personal matters may lead to the need to conduct a formal investigation that may lead to some form of progressive discipline. During the 2016-2017 school year there were 15 cases that lead to a major investigation of which included 10 were ATA, 4 Unifor and 1 Exempt staff. The result of these investigations included letters of discipline to restitution to termination.

Professional Development

Professional development is provided to both supervisors and staff each year to inform all employees. Sessions that were provided during the 2016-17 school year included:

o Probationary Teacher Performance Evaluation – October 4, 2016 o Interviewer, Interview and Selection of Employees – February 28, 2017 o Interviewee--Interviewing and resume Building Seminar – March 28, 2017

Attendance at Union functions o ATA Christmas Party – December 15, 2016 o ATA CSR (Council of School Representative) presentation on March 28, 2017 regarding to

implementation of AP 160 – Attendance Monitoring o Unifor General Meeting – March 22, 2017 o ATA Retirement Celebration - June 8, 2017 o Unifor Retirement Celebration - June 8, 2017 o CUPE Retirement Celebration - March 4, 2017

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QI 5.8 Develops measurements and monitors progress relative to providing a welcoming, caring, respectful and safe working environment. Recognition

Each year the district takes pride in recognizing staff each year for the contributions to the students, school and the district. A few areas that the staff are recognized annually are:

o Shepherd Leadership Recognition On Faith Day each year we recognise employees as Shepherd Leaders who model the qualities of a

Shepherd Leader. In the Appendix on page 48 is the current list of Shepherd Leaders recognized on November 1, 2017

o Farewell Banquet The trustees and district honour employees who resign with 20 years of service, or, who retire from the

district. Employees are invited to a farewell banquet and are given a gift to celebrate their years of service to the district. On June 15, 2017, of 120 employees who were honored with a gift, 82 attended the banquet.

o Long Service Banquet When an employee reaches 25 years of service they are honored with a dinner and gift hosted by the

trustees. This past year 62 employees were honored with a gift, 37 attended the banquet at the Coast Plaza on November 2, 2017.

o Long Service Recognition At various periods in an employee’s career the district recognizes staff for their contribution to the success

of the operation of the district. Below is the number of staff recognized in September:

233 received their 5-year letter

191 received their letter and 10-year bronze pin

148 received their 15-year letter

172 received their letter and 20-year silver pin

24 received their letter and 30-year gold pin New this year, we began recognizing staff who have achieved the 35 year and 40 year mark

23 received their 35-year letter

5 received their 40-year letter New pins were designed for distribution.

35-year gold gem pin

40-year gold gem pin o District Celebration

This evening is intended to celebrate and recognize district schools, employees, and students who have recently received awards, or have been recognized for outstanding achievements in teaching and learning.

For the 2016-2017 school year 2 students, 1 volunteer, 7 employees and 3 schools were recognized by the board on March 2, 2017. One of our nominees was selected to represent Zone 5 for the Alberta School Boards Association.

o Edwin Parr Award The ASBA recognizes excellent first-year teachers, long serving trustees, outstanding school boards and

citizens who contribute to public education in Alberta. There were 15 nominees recognized for this award in the spring 2017.

o Excellence in Catholic Teaching Is an opportunity to honor your teachers for the Catholic values they bring to Calgary Catholic School

District classrooms. Three teachers were honoured at the ACSTA banquet on April 28, 2017 and at the District Celebration on March 2, 2017.

o Canada’s Outstanding PrincipalsTM program Canada’s Outstanding PrincipalsTM program recognizes outstanding contributions of 40 principals in

publicly funded schools. It honours principals from every province and territory in Canada who demonstrate innovation, entrepreneurial spirit and who have done something truly remarkable in public education. Three principals from the district were honoured last spring 2017 which included; Christine Gannon, Lynn Leslie and Cheryl McInnes.

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The Employee and Family Assistance Program (EFAP) The Employee and Family Assistance Program (EFAP) provides counselling and wellness services to employees

and their families. The program is internally staffed with one Director, two Psychologists, and a 0.7 FTE Assistant. The Director oversees the program and completes directorial tasks to ensure the highest standards are being adhered to in the provision of services. The Psychologists provide counselling and crisis intervention services to staff members and their families. The Assistant provides administrative support to the Director and Psychologists. There is also a list of external service providers that can be accessed by employees and family members who have benefits through CSSD. The EFAP brochure has been attached in the Appendix (pages 50-51). The following services are included in the EFAP:

o Individual counselling, couples counselling, family counselling, and play therapy o Office locations throughout the city to provide increased accessibility to services o Mediation of employee conflict matters o Professional development workshops/seminars to staff o Smoking Cessation Program (reimbursement of smoking cessation aids) o TrymGym Program (reimbursement of the registration fee of a fitness and lifestyle change program at the

U of C) o Referrals to community agencies and specialized services o Critical incident interventions o Consultation to the District Threat Assessment Team o Consultation to school administrators and senior administrators on staff mental health issues

A new mental health workshop was provided to staff in April-May of 2017. This 6-week long group met weekly for one hour. The sessions were focused on helping 10 participants to explore different ways of coping with the stress and pressures of everyday life. The goal of the group was to help participants to re-connect with what relaxation feels like mentally and physically, and to also discover how to integrate it into their daily routines in a manageable way.

Professional development sessions were provided to staff by the EFAP team within the 2016-17 school year to provide supports requested.

o October 2016, a presentation was given to new principals in the District to outline the services that EFAP offers. The new principals were provided with information on common mental health issues that impact the workplace, as well as how to help facilitate access to the program.

o November 2016, a staff wellness presentation was delivered to the staff at Our Lady of Lourdes School to assist them in dealing with the stress of working with a high needs population.

o November 2016, a presentation was provided to school counsellors regarding the Critical Incident Response Team (CIRT) and their processes. The role of EFAP in critical incidents was discussed, as well as how counsellors can connect staff who require support with the program.

o January 2017, a presentation was delivered at the District Leadership Council meeting to introduce the EFAP team, to explain the services that EFAP offers, and to answer any questions that District leaders had regarding the program and its services.

Statistics are provided by Alberta Blue Cross in the 2016-2017 Annual Report of EFAP benefits usage. Included is information regarding the following: total number of sessions attended; total number of plan members who used EFAP by gender; total number of plan members who used EFAP by employee, spouse, and dependent; total number of plan members who used EFAP by new and ongoing cases; presenting issues summary; and referral type (self or supervisor). This information can be found in the appendix on pages 51-57.

The internal EFAP Psychologists provided counselling services to 206 employees and family members during the 2016-17 school year. Services provided included individual counselling, couples counselling, family counselling, and crisis counselling. Referrals to external service providers and therapists who provided specialized services were also made when deemed appropriate to do so.

Leaders & Learners

Employee wellness continues to be a priority for the Human Resources Department. Department initiatives were highlighted in a summer publication of Leaders & Learners; the article, A Healthy Future for All: A comprehensive Approach to Employee Wellness is attached in the appendix page 59

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QI 5.9 Implements the requirements of Occupational Health and Safety legislation that support staff welfare and maintains COR compliance.

The school district has developed manuals, procedures and programs in place to help ensure health and safety legislation is being met. District manuals and programs that relate to health and safety are as follows:

o Occupational Health and Safety Manual (process and procedures to ensure Occupational Health & Safety legislation compliance),

o Safe Work Practices Manual, o Risk Management Manual (Section 7 and 13), o Caretaking Operational Manual (maintenance checks performed by caretakers), o Computerized Maintenance Management System (Maximo) automatically schedules preventative

maintenance tasks, and o EARS (Employee Accident Reporting System/RISC Systems) tracks employee incidents.

Completes a yearly external safety audit to ensure we are meeting the requirements of the Occupational Health and Safety legislation and to maintain our Certificate of Recognition (COR – obtained by the district in 2005). Our COR is evaluated through OHS audits using The Alberta Association for Safety Partnerships (AASP) auditing tool which is an acceptable government document that we could measure our OHS management program against, while obtaining a WCB/PIR rebate as well as meeting legislative compliance.

o We maintained our WCB rebate by being a part of Partners in Injury Reduction (PIR) which involves offering modified work to injured employees and getting employees back to work doing modified duties ASAP. The PIR/COR rebate from 2017 will be approximately $177,000.00 and the surplus dividend for 2017 was $257,040.55. In 2017, we were 33% better than the industry average for WCB claims costs.

Each year a series of workshops, in-services and information sessions are conducted to educate our staff on the importance of being a contributor to a safe work environment. A list of this sessions includes:

o Hosted an occupational health and safety meeting at the beginning of the school year with all school administrators. This year’s meeting took place on August 22, 2017 at Bishop Carroll High School.

o Provided new hire orientations weekly and/or as required throughout the year which include OHS in-servicing.

o As part of the start-up process, OHS orientations held at each of our worksites for new and existing employees. This orientation provides an opportunity to review procedures and inform staff on new processes. This includes sessions at central office of which one was attended by trustees on October 23, 2017.

o Ensures all staff complete Position Hazard Assessments and Worksite Inspection Forms annually o New this year is inspections in our junior high and high school science classes. o Provided Personal Protective Equipment (PPE) for tasks/positions that require PPE (ex. Protective foot

wear, hearing protection, etc). o Updated Emergency Response Plans yearly to reflect site specific safety requirements

Complete assessments as required (ex. air quality, water quality, ergonomics, etc.) to address concerns raised in the field.

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INDENTIFIED STRENGTHS, ADMINISTRATIVE ISSUES, STRATEGIES AND GENERATIVE GOVERNANCE CONSIDERATIONS: Identified Strengths:

The use of technology within the department to support collaboration, reduce duplication and increase workflow efficiency

Strategic approach to recruiting staffing in areas of needs such as languages, special education and CTS. Successful pilot involving First Aid Training done in house. The result was better access to training and a cost of

only 25% of contracting out of services. Professional development opportunities for teachers were aligned with the priorities of the Board of Trustees,

including Student Excellence (with the focus on formative and summative assessment), Faith Formation (with the focus on the formation of students, staff and district leaders), First Nation, Métis and Inuit (awareness, student support and eliminating the gap), 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 consideration given to different

locations, time of day and modes of delivery available to teachers. 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. The numerous events and opportunities the district provides to celebrate and recognize the employees for their

outstanding contribution to the students and communities throughout the district. Employee and Family Assistance Programs focus on proactive sessions to address stress and mental health for

both our staff and their families. The protocols and procedures established in the district to support staff welfare and safety. As a result, the district

has consistently maintained Certificate of Recognition through the annual audit and Partners in Injury Reduction recognition.

Identified Administrative Issues (2017 – 2018)

Strategies that will be used to address administrative issues

Volume of applicants across employee groups o District in the 2017 – 2018 approve the purchase of an applicant tracking systems that meet the demands

of a growing organization. The RFP is being submitted and prospective vendors being reviewed.

Professional development fund for Unifor, CUPE and Exempt employees has been depleted each of the last 2 years. This has occurred shortly after the midpoint of the school year.

o Review the distribution of professional development fund to determine if there are any areas which are not being fully utilized. The review may allow for the total allotment of professional development funds to be redistributed to better serve the staff of the district.

There is continued need for all district staff to better understand our Catholic teachings and worldview, including permeation of faith, faith theme and inclusive communities.

o Opportunities to gather and celebrate our faith and new faith theme are provided during the District Opening Mass and Faith Day.

o Professional development sessions related to faith formation, permeation and our Catholic teachings were offered on a regular basis throughout the school year.

o Continued professional learning opportunities for leadership and staff, both school and district-based (e.g. professional development days, retreat offerings, and after school series) in the area of inclusive communities and Catholic perspectives.

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

There is a continued need amongst staff regarding the foundational knowledge of First Nation, Metis and Inuit cultures and history.

o Professional development sessions have been provided by our Instructional Services department in many areas, including Residential Schools, Blanket Exercise, Treaty 7, and Intergenerational Trauma. Sessions also provided by ATA, CASS and external PD providers are also shared with district staff for their participation.

o Orange Shirt Day and Aboriginal Day provide opportunities for schools to participate in further celebration and professional learning in the area of Indigenous education.

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

o 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.

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

o Instructional Services consultants continued with the Data Driven Collaborative Learning Process with all high school teachers at the October 6, 2017 High School Data Analysis Sharing Day which resulted in the development of school goals for each course for 2017-2018. (See 2017-2018 Diploma Goals)

o 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 2017-

2018 document). o More strategies are outlined in the Instructional Services Action Plan 2017-2018 document. o Presentation and workshop sessions have been provided to principals at the elementary and junior high

levels on data-analysis and data-informed practice. o Professional Learning Communities have been established for teachers of ELL students, in order to

support them with best practices for our language learners. o Ongoing professional development with those who support diverse learners has been provided, in order to

create optimal learning environments for students with complex needs. o Encouragement of students to participate in Science 30 has continued by providing posters in science

classes regarding the viability of this course for post-secondary program entrance and educating district staff and students on the benefits of Science 30 course completion.

During the 2016-2017 safety audit, it was brought to our attention that principals require more training in how to complete investigations when an accident occurs and that investigations need to be completed after all accidents.

o We will be working in conjunction with Business Services and Support Services on an investigation module through EARS (Employee Accident Reporting System).

There were a large number of employee slips and fall during the school year. In March 2017 alone, there were 75 slips and falls that occurred on district property (with the majority being in staff parking lots). Staff parking lots are not cleared of ice or snow currently as there is no budget or resources to do so.

o We will be providing stats to Business Services who will be requesting a B budget for snow and ice removal in staff parking lots. In the meantime, schools will have to sand their own areas that are identified as being hazardous. Sand/salt can be requested via a service request.

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Previous Identified Administrative Issues (2016 – 2017)

Strategies that will be used to address administrative issues

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.

o The upgrade for PeopleSoft 9.2 commenced during the 2016-2017 school year and continues currently with an anticipated completion date for Spring of 2018. The upgrades are required to ensure the continued smooth operation of a Human Resources Management System, as well has applying new system technology and functionality.

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.

o A high level of professional development opportunities, with consideration given to different locations, time of day and modes of delivery were available to administrators and teachers.

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).

o A wide range of professional development session formats has been provided. There is a balance between school-based and district-based PD sessions. This allows for PD facilitators from outside of the school to provide knowledge, skills and support for students, as well as time professional learning to occur at the school level.

o Area directors and superintendents review professional development plans with each principal and support the development of these year-long plans. The Instructional Services team provides support with these plans, as required.

o Instructional Services has created a PD Catalogue, which contains a variety of offerings for schools, related to the Board of Trustee Priorities. These offerings can be provided during school-based PD days, during staff meetings, at “lunch and learns”, or at other opportunities convenient to the school community.

o PD offerings are regularly held throughout the school year, both during the day with the provision of guest teachers, and after school. These sessions are advertised through the IS Weekly.

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.

o New Teacher Faith Formation Series continued throughout the year and was offered on school-based and district professional development days as well as after school sessions

o Leaders have been provided with the opportunity to receive such faith formation during Council meetings, as well as during an Instructional Leadership Network (ILN) meeting specifically on the topic of faith formation.

o Through the IS PD Catalogue and scheduled PD offerings, district staff have been able to participate in sessions specifically regarding our Catholic teachings. These have included leadership and staff retreats, pilgrimages, Church tours, summits and faith formation sessions.

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

o Continued use of the student referral process to Instructional Services has allowed for the district to respond to and support students with complex learning needs.

o Introduction of the new professional development format of using District Diverse Learning Teachers (DDLT) who were assigned to specific classrooms have supported teachers in re-engaging students into the learning process.

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o Additional Family Support Workers and additional counselling time in elementary and junior high schools have provided increased support for students with mental wellness needs.

o Continued implementation of various resources has occurred to support student mental wellness needs, including the Go To Education program, the Go To Health Curriculum, the 4th R program and the PATHS (Promoting Alternative Thinking Strategies) program

o Professional development in the areas of neuroscience, growth mindset and resiliency, is allowing for further understanding and support of complex needs students, including those who have experienced trauma.

o Teachers new to congregated programs are provided with support through the Instructional Services department, as well as through mentorship from peers in similar positions.

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

o A review of the administration meeting matrix was conducted, and district meetings were scheduled for Wednesday mornings to bring a level of predictability to for district leadership. This model will be reviewed for effectiveness.

Generative Governance Considerations:

The Board of Trustees will continue to work with Senior Administration to set the Board’s strategic priorities for the next school year. This will allow Instructional Services to align their professional development support and offerings with these priorities.

Continue to emphasize the importance of Catholic Education and permeation into all of our subject areas. Continue to support human resources practices and process that promote effective staff management resulting

optimal student learning. Recommendation for reporting for future years Personnel Management may move reporting in QI 5.1 on

disciplinary, supervision / evaluation and growth and absence management to QI 5.7 and reporting on employee wellness / employee and family assistance processes to QI 5.8 to improve the clarity of the accountability report.

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, supervision /

evaluation and growth, absence management, employee wellness / employee and family assistance 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. QI 5.6 Ensures compensation criteria are in place to ensure qualified staff are attracted and retained and reflect market factors. QI 5.7 Develops and implements quality processes relating to labour matters in respect to employees. QI 5.8 Develops measurements and monitors progress relative to providing a welcoming, caring, respectful and safe working environment. QI 5.9 Implements the requirements of Occupational Health and Safety legislation that support staff welfare and maintains COR compliance.

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APPENDIX QI 5.1 Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, supervision /

evaluation and growth, absence management, employee wellness / employee and family assistance 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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2016/2017 NEW TEACHER FEEDBACK FORUM

Question 1: What made you apply to the Calgary Catholic School District? What did you like about the application process? What would you suggest to improve it? How would you rank the effectiveness of the following recruitment tools Social Media, Postings on University Job Boards, Face to Face (booth at recruitment fairs, Our District Website, Recruitment Vide, Other? Question 1A: What made you apply to the Calgary Catholic School District?

Catholicism - Catholic Education

Positive reputation (CCSD) - welcoming, inclusive, positive environment, familiar with employees who hold dear markedly good values

Was a student with the district, so familiar with education system (and familiar with values, etc.), natural fit applying

Practicum assisted with making prospective employees comfortable and at ease, increasing odds of application to CCSD

Family members with the district helped shape the decision

Moral tenants embedded in the classes / lessons - connect content to faith

The interview process was known to be "better" at CCSD as compared to CBE

Question 1B: What did you like about the application process?

Appreciated the job fair at the University and CCSD presence

Really enjoyed the presentation - welcoming and kind tone. Community and family feel, contrary to CBE presentation and approach to working with prospective employees

Interviewers were very friendly - showed care and concern for the applicant. Honest and genuine feedback - very transparent.

CBE process awful and impersonal, and candidates left hanging with little feedback and response to questions

When questions with application process arose, HR very tolerant and helpful Streamlined process - also appreciated the physical aspect to the application (no error messages!) and physically

delivering to HR

Appreciated check list of required documents

Question 1C: What could we do to improve the process?

Go digital and keep the paperwork! Beware - Paperwork got lost (one teacher at table)/delayed and missed interviews

Hated having the interview downtown - parking bad, heightened anxiety Continue treating the process like the conversation that it is

Communicate expectations/requirements to universities for dissemination to students sooner (give students more time to collect and compile required documents) - perhaps even sent out checklist sooner

The interview with <a retired principal> left a candidate with the impression that she wasn't in tune with current pedagogy - the interviewer kept making suggestions that may be considered "old school" or tied to approaches that may have been popular once upon a time

Need IT to expedite user name and access to key district information and resources (ePD) - some had to wait for up to a month

Teacher Orientation good, but mini refresher orientations would be good in review of smaller and very important parcels of information (practical stuff, like where to find a liturgy and how to fill out a field trip form and where to find them)

Question 1D: How would you rank the effectiveness of the following recruitment tools? Social Media, Postings on University Job Boards, Face to Face (booth at recruitment fairs), Our District Website, Recruitment Video, Other?

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Didn’t look at social media before applying (checked out the website) Postings on University Job Boards: didn't look, but still good to have accessible

Face to Face: (booth at recruitment fairs) GREAT! Our District Website: yes, for collecting key information

Recruitment Video: What video???

Other: Word of mouth important and relevant, friends spoke highly of Calgary Catholic!

Question 2: What supports/PD did you access both in and out of the school this year? Did you find them helpful? Are there other supports you would have appreciated?

after school PD

the session on PAT analysis was useful the New Teacher meetings were great! Supper was always provided

school PD days were confusing, like the ones where we got to sign up for our own sessions

more PD about progress reports would be appreciated

Question 3: When dealing directly with the HR team, did you find the personnel helpful and knowledgeable? Was the New Employee Orientation helpful? How could it be improved? Is there something you wish you were made aware of prior to acceptance of your contract?

Question 3A: When dealing directly with the HR team, did you find the personnel helpful and knowledgeable?

when had a conflict with combining 2 contracts, had to deal with too many people to try to solve the problem

good, kind, patient people great response to email requests regarding any HR problems!!!

Question 3B: Was the employee orientation helpful?

benefits - never told anything about health spending account or needing to submit your own prescriptions online

was never told about teacher days, unspecified or personal days

Question 3C: How could it be improved?

in Sept, a good reminder on steps on booking a sub (especially when booking a sub in regards to PD- entering a code for that PD)

not much info at once in the orientation, maybe plan a mini orientation in May and then another in Sept would like info on benefits, salary & deductions

have the terms about contracts and getting a full probationary year made clear right up front clarify differences between ATA and District rules on continuous contracts (is there a difference?)

Question 3D: Is there something you wish you were made aware of prior to acceptance of your contract?

was very frustrated when didn't get probationary year when one contract ended on a Friday and started a new contract on Monday at a new school.

not happy with the rules on getting their 2 years of continuous teaching

know when and how often you need a pastoral letter would you ever consider continuous contracts to be 2 evaluations over 3 years?

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Question 4: As we move into staffing for next year, what is your understanding of how we fill teaching positions in schools? What steps in the process are unclear to you? What can we do to alleviate any confusion or anxiety around the process?

steps of applying and the staffing process to be addressed at the New Employee Orientation

when can we apply to new schools?

send a video tutorial of how to apply

is there still a 'blurb' spot for applying for positions?

Cost to Support Absenteeism

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Average Absence Rate

Medical Absence Rate is comprised of Sick Leave, Doctor and Dental Appointments and Workers’ Compensation Leave

Uncontrollable Absence Rate is comprised of Compassionate Leave, Family Emergency and Critical Illness Leave, Paternity Leave, Court Appearance Leave, Jury

Duty/Selection Leave and University Exam Leave

Controllable Absence Rate is comprised of Unspecified Leave, Teacher Leave, Principal Leave, Personal/General Leave and Professional Development Leave

Inservice / Union Absence Rate is comprised of district lead inservicing opportunities, Union Business Leave, ATA Local and Provincial Meetings

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

District Diverse Learning Teacher

Summary of Evaluations January to June 2017

School Name Were the goals identified at the onset accomplished?

What were the benefits of this PD? On a scale of 1 to 4 (lowest to highest), rank the effectiveness of the supports.

St. John Paul II Yes Support, communication, role modeling, strategies, relationship, resources

4

Holy Angels Yes Support, communication, Supports, role modeling, strategies, relationship, resources, recommendations

4

Monsignor Hetherington Yes Support, PD, communication, supports, role modeling, strategies, SRT insights, relationship, resources, recommendations

4

Prince of Peace Yes Support, PD, communication, supports, role modeling, strategies, SRT insights, relationship, resources, recommendations

4

St. Bonaventure Yes Support, communication, strategies, SRT insights, resources, recommendations

4

St. Cecilia Yes Support, PD, communication, supports, role modeling, strategies, SRT insights, relationship, resources, recommendations

4

St. Cyril Yes Support, PD, communication, supports, role modeling, strategies, SRT insights, relationship, resources, recommendations

4

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District Diverse Learning Teacher Summary of Evaluations

January to June 2017 (Continued)

St. John XXIII Yes Support, PD, communication, supports, role modeling, Zones of Regulation, strategies, SRT insights, relationship, resources, recommendations

4

St. Joseph Yes Communication, Zones of Regulation, strategies, SRT insights, relationship, recommendations

2.5

St. Martha Yes Support, PD, communication, strategies, SRT insights, relationship, resources, classroom organization recommendations

4

St. Michael Yes Support, communication, role modeling, Zones of Regulation, relationships, strategies, SRT insights, relationship, resources, classroom organization, recommendations

4

St. Stephen Yes Support, communication, role modeling, relationships, strategies, relationship, classroom organization, recommendations

4

St. William Yes Support, communication, role modeling, relationships, strategies, relationship, resources, recommendations

4

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District Diverse Learning Teachers (DDLT) October – December 2017

Evaluation Summary

From October to December, 2017, the following ten schools were supported for three weeks each.

Blessed Cardinal Newman

Monsignor Hetherington

St. Andrew

St. Angela

St. Damien

St. Gerard

St. Monica

St. Peter

St. Philip

St. Thomas Aquinas

Surveys were completed with the following results:

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Diverse Learning Coordinating Teacher’s Professional Development Series

From January 2017 – December 2017, 12 professional development sessions were planned for the diverse learning teachers and coordinating teachers in the district.

There were ten General Meetings and two Community Group Meetings held throughout the year which 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 address my needs

PD contribute to my

development

January 23, 2017

General Meeting

Exploring new supports available for students (DDLT) and MASST

Discuss the Learning Disability Program screening process

Review Special Needs registration process and changes

175 DLCTs + DLTs 7 consultants 2 IS supervisors 1 psychologist

N/A

N/A

N/A

February 1, 2017

General Meeting

Examining CLEVR

Exploring assistive technology

Reviewing accommodation and exemption procedures for PATs

174 DLCTs + DLTs 4 consultants 2 IS supervisors 1 IS director

97.3%

100%

N/A

February 9, 2017

Individual Sessions at Reception Centre

ELL Supports

High School Registration Process

75 DLCTs + DLTs 8 consultants 1 IS supervisor

N/A

N/A

N/A

March 22, 2017

General Meeting

Reviewing District Assessment Document and Summative/Formative Practices

Exploring Formative Assessment practices in the humanities and STEM

Gaining insights around Open Minds Programs

160 DLCTS + DLTs 16 consultants

94.5%

N/A

100%

April 26, 2017

General Meeting

Presentation by Dr. Jody Carrington.

Identifying strategies of how to work with challenging students

187 DLCTs + DLTs 100%

100%

100%

May 24, 2017 General Meeting

Examining descriptor for the role of the DLCT and prioritizing duties.

Exploring the use of CLEVR

Organizing tasks on a timeline

148 DLCTs + DLTs 92%

92%

94%

June 1, 2017 General Meeting

Feedback on professional development sessions for next year.

Presentation by Dr. Jody Carrington.

194 DLCTs + DLTs 100%

95%

94%

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September 12, 2017

General Meeting

Reviewing district updates

Presentation by the Intercultural Wellness Team

Sharing instructional strategies

186 DLCTs + DLTs 5 consultants 3 supervisors

100%

92%

N/A

October 19, 2017

General Meeting

Explore IS supports

Reflect on how the DLCT role may support teachers in creating a positive environment for students

179 DLCTs + DLTs 5 consultants 2 supervisors 2 mental health therapists 1 director

95%

92%

N/A

November 7, 2017

Community Group Meeting

Develop understanding of K – 9 math assessment document

Review the use of the asterisk on progress reports

ELL supports and reviewing supporting documents

Peer support on the use of clevr

185 DLCTs + DLTs 95%

68% felt

the Community

Group Format was

effective

N/A

December 5, 2017

General Meeting

Explore and discover supports available for K to 9 students.

o MASST o Learning Disability and

Gifted o COPE o DDLT

145 DLCTs + DLTs 1 supervisors 2 consultants 2 psychologists

95%

92%

N/A

December 7, 2017

High School General Meeting

Growth Mind Set

High School Re-design

22 DLCTs/DLTs 2 supervisors 1 director

N/A

N/A

N/A

Additional Professional Development Opportunities 27 Diverse learning coordinating teachers participated in Fierce Conversations training through Winter 2017 12 Diverse learning coordinating teachers participated in Fierce Conversations training through the Fall 2017. 35 DLCTs have been involved in a Professional Learning Community run by the Behaviour Team (Fall 2017)

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First Nations, Métis and Inuit Professional Development

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 in 2017

January 8 – Treaty 6 Education Conference – CCSD Model of Support for FNMI Education March 9 – Our Lady of Lourdes – We are all Treaty People March 17 – St Boniface, St Bernadette, St William - We are all Treaty People and Treaty Simulation March 17 – St Rita, St Henry, Corpus Christi- Blanket exercise March 21 – Saskatchewan Think Indigenous Conference – CCSD Model of Support for FNMI Education April 13 – St Mary’s - Indigenous Knowledge Fundamentals April 24 – CASS Edmonton – CCSD Model of Support for FNMI Education and Treaty Simulation May 2 – St Joseph – Blanket Exercise May 8 - St Matthew – Consistencies in Catholicity and Indigenous Spirituality May 19 – St Kateri - We Are all Treaty People and Blanket Exercise May 19 – St Anne – Blanket Exercise June 2 – St Leo – We Are All Treaty People June 20 – ATA Local 55 – We are all Treaty People September 6 – Our Lady of the Evergreens – We are all Treaty People and Blanket Exercise September 6 – Our lady of the Assumption – We are all Treaty People and Blanket Exercise September 27 - St Paul- IS New Teachers In-service October 6 - St Dominic- Smudge ceremony teachings, Blanket Exercise, and talking circle teachings and practice. St Alphonsus joined us at St. Dominic. October 6 - Holy Spirit- Blanket Exercise and talking circle exercise October 24- St Leo- Meeting with IMC to in-service them on how to choose appropriate Indigenous materials November 9 - Delta Kananaskis- Fall Leadership- Blanket Exercise November 17 - St Ambrose- Indigenous-themed, fine arts lens PD: 5 fine arts schools, 125 teachers, 8 presenters, 14 different sessions- all with an Indigenous arts focus. St Dominic, St Ambrose, St Augustine, St Phillip, St Alphonsus

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Professional Development Offered by Behavior Team 2017-2018

Date Program Topics Presenters Number of

Participants

June 15, 2017 Principals / Sr. Admin of Behavior / Mental Health programs

“The Fairy Tale” – CCSD therapeutic model

Leanne, Claire, Wes

65

September 21, 2017 Teachers – Behavior / Mental Health programs

“The Fairy Tale” – CCSD therapeutic model

Leanne, Wes, Stephanie

25

November 17, 2017 Starting Points AM – Attachment Styles PM – Planning, Assessment, Differentiation

AM – Colleen Webber PM – Jennifer Woodward

7

November 23, 2017 DLTCT PLC Mindfulness – 4:15 – 6:15 p.m. Terri Smith

30

February 1, 2018 DLTCT PLC

Verbal De-escalation Renee Mazurk

For these sessions, Instructional Services provides Guest Teachers to the Starting Points Teachers (6 out of 7 programs have a new certificated teacher) and the Mental Health Program Teachers. A SharePoint page was set up for the diverse learning coordinating teachers professional learning collaborative (DLCT PLC). Participants were able to share how they have implemented the strategies they have learned and post and challenges or questions they have to the group.

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Catholic Community of Caring Spring Meeting – May 16, 2017

Catholic Community of Caring Fall Meeting – November 15, 2017

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Senior High-March 17, 2017

Elementary/Jr. High-January 27, 2017

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Clevr Schedule for Training and Information

Training Sessions

Date Group

August 8 Year round

August 10 Year round (AM/PM)

August 23 Diverse Learning Supervisors

August 31 St. Leo Admin Secretaries

September 1 Diverse Learning Team (Request for Support team)

September 7 Diverse Learning Coordinating Teachers (AM/PM)

September 11 Diverse Learning Coordinating Teachers (AM/PM)

September 12 High School Diverse Learning Coordinating Teachers

September 13 Diverse Learning Coordinating Teachers (AM/PM)

September 19 St. Leo Admin Secretaries review

September 21 High School Diverse Learning Coordinating Teachers

September 21 Request for Support (RFS) Team

September 21 Psychologists

October 17 Guidance Counsellors

October 19 St. Leo Admin Secretaries review

October 30 Principals

November 7 DLCTs Clevr review

November 24 RFS Clevr review

Information Sessions

Date Group

September 27 Principals

September 29 Assistant Principals

October 2 Vice Principals

October 31 Central Office Snack & Share

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

October 27, 2016

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Instructional Leaders’ Network Feedback Dr. Jody Carrington - The Power of Being Crazy about Kids in the Classroom: that’s

all you need – believe it! January 19, 2017

57 responses

This session contributed positively to my professional practice.

This session was well planned and interactive.

The presenter was knowledgeable about the topic.

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Instructional Leaders’ Network Feedback John Roberto – Faith Formation in a Changing World

March 15, 2017 14 responses

This session contributed positively to my professional practice.

This session was well planned and interactive.

The presenter was knowledgeable about the topic.

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Instructional Leaders’ Network Feedback Cowboy Smithx – FNMI – Resilience, Empowerment and Discourse

May 17, 2017

46 responses

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Instructional Leaders’ Network Feedback Elizabeth Coelho – Teaching in the Quadrants:

A Framework for Differentiated Instruction for ELLs November 15, 2017

31 responses

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0

5

10

15

20

25

Strongly Agree Agree Disagree Strongly Disagree

This session was well planned and interactive.

0

5

10

15

20

25

30

Strongly Agree Agree Disagree Strongly Disagree

This session contributed positively to my professional practice.

0

10

20

30

Strongly Agree Agree Disagree StronglyDisagree

The presenter was knowledgeable about the topic.

Leadership Academy: Catholic Foundations; Catholic Community of Caring; Inclusive Communities

Feedback: January – December 2017 36 responses

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CCSD Leadership Retreat Feedback April 19, 2017

32 responses

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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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QI 5.8 Develops measurements and monitors progress relative to providing a welcoming, caring, respectful and safe working environment.

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