STUDENT ACHIEVEMENT AND WELL BEING, CATHOLIC EDUCATION AND HUMAN RESOURCES COMMITTEE

Transcription

1 PUBLIC REPORT TO STUDENT ACHIEVEMENT AND WELL BEING, CATHOLIC EDUCATION AND HUMAN RESOURCES COMMITTEE BACKGOUND INFORMATION ON CHAPLAINCY RESOURCES AND FURTHER INTEGRATION WITH THE ARCHDIOCESE OF TORONTO The Chaplaincy Team serves and ministers to its school community like the Good Shepherd who works in harmony with students, parents, local parish priests, principal, staff and others. Chaplaincy Guidelines for Secondary Schools - Archdiocese of Toronto Created, Draft First Tabling Review May 5, 2014 May 8, 2014 Geoff Grant, Superintendent of Faith Development and Area 8 Schools Dan Koenig, Superintendent of Curriculum and Accountability Anne Marum, Program Co-ordinator, Religion & Family Life INFORMATION REPORT Vision: At Toronto Catholic we transform the world through witness, faith, innovation and action. G. Poole Associate Director of Academic Affairs Mission: The Toronto Catholic District School Board is an inclusive learning community rooted in the love of Christ. We educate students to grow in grace and knowledge and to lead lives of faith, hope and charity A. Sangiorgio Associate Director of Planning and Facilities S. Pessione Associate Director of Business Services, Chief Financial Officer and Treasurer Angela Gauthier Director of Education Page 52 of 190

2 A. EXECUTIVE SUMMARY INFORMATIONAL REPORT ARISING OUT OF A FURTHER INQUIRY BY TRUSTEES MOVED BY TRUSTEE DEL GRANDE AND SECONDED BY TRUSTEE TANUAN ABOUT BACKGROUND INFORMATION ON ALTERNATIVE MODELS FOR CHAPLAINS, THE CRITERIA USED FOR HIRING AND ASSESSING CHAPLAINS AND FURTHER INTEGRATION WITH THE ARCHDIOCESE OF TORONTO IN THE PROCESS OF CONFIRMATION OF CANDIDATES. B. PURPOSE At Student Achievement meeting of February 6, 2014, there was a trustee request for staff to look at: alternative models for Chaplains in our schools; the criteria we use for hiring and assessing Chaplains; and the process to get confirmation from the Archdiocese on the candidates. C. BACKGROUND 1. Our strategic goals of Living our Catholic Values and Fostering Student Achievement and Well-Being ensures students will be instructed in a curriculum that is rooted in Gospel values and informed by the Ontario Catholic School Graduate Expectations and rooted in the application of Catholic Social Teaching to all that we do. Particularly, in Living our Catholic Values, we educate students to grow in grace and knowledge to lead lives of faith, hop and charity in partnership with parents and parishes. Currently, TCDSB has Chaplaincy Team Leaders in all of its Catholic Secondary Schools who actively promote opportunities for students and staff that support and grow their spiritual formation and make connections for family and parish involvement. Chaplaincy services is one of the many necessary approaches to ensuring the Catholicity of an age appropriate Secondary School Faith Formation for our Students meeting the needs of our strategic goals. This is further supported by the provincial Religious Education Curriculum and resources available through the assembly of Catholic Bishops of Ontario Institute of Catholic Education (ICE) and Catholic Curriculum Cooperative D. EVIDENCE/RESEARCH/ANALYSIS TCDSB Chaplaincy in Secondary Schools 1. Each secondary school has a Chaplaincy team of experienced teachers who work with adolescents and knowledgeable about scripture, theology, liturgy and Chaplaincy service to organize prayer groups, liturgies, celebrations of the Holy Eucharist, and prayer services throughout the year. Chaplaincy team leaders support and encourage students and staff on their faith journey and celebrate the Page 53 of 190 Page 2 of 6

3 board s pastoral plan of Faith Hope and Charity as well as encourage service to others through peer support groups, mission groups, special needs projects and community outreach to the elderly and disabled. Chaplaincy.aspx 2. TCDSB staffing for Chaplaincy Team Leaders is funded out of the teacher s envelope Grants for Student Needs (GSN). Each high school receives a staffing proportionate to the student population which allows for the Chaplaincy teams to professional education partners and faith animators for their schools. In regards to Chaplaincy Services in the Budget Estimates: FTE Chaplains in Secondary Schools spread proportionally across 32 Secondary Schools Total cost of approximately $2.326M Assuming an average Secondary Teacher Salary & Benefit cost of $95,758. Within our contractual agreements, Chaplaincy positions are posted and qualified applicants interviewed by the Principal and where appropriate consult with Religion and Family Life Co-coordinator Anne Marum with regards to Chaplaincy Team Leader expectations. Chaplaincy teams are created by using the staffing teacher allocation in a shared model in most schools. As well as working in the local school community, the expectation is that school Chaplaincy Team leaders meet with the Central TCDSB Chaplaincy Team headed by Religion and Family Life Co-coordinator Anne Marum and Catholic Teacher Centre pastoral team 5 times a year to assess curricular supports, engage in professional dialogue, listen to guest speakers, and share resources. Reference for the Chaplaincy expectations is found in TCDSB Policy Register: Chaplaincy Program H.S.09. Please note that our direct contact prior to the appointment of a chaplain if needed is through Archdiocesan Education Liaison currently Dan Smith facilitated through Religion and Family Life Coordinator Greater Toronto Area Chaplaincy in Secondary Schools 3. Alternative modes of delivery in comparable Greater Toronto Area (GTA) Catholic boards include: Dufferin-Peel Catholic District School Board (DPCDSB) has one Chaplaincy team leader per high school where deemed reasonable subject to enrolment considerations. It has 25 Chaplaincy leaders of whom 11 are non-teachers (ordained clergy appointed as full-time Pastoral Care Ministers called Chaplains ) paid on different pay scale lower than the teacher salary grid and 14 certified teachers (lay persons appointed as Chaplaincy Team Leaders ) paid on the teacher salary grid. As each non- teacher retires, the replacement is a certified teacher funded out of the Page 54 of 190 Page 3 of 6

4 teacher s envelope with the intent move all Chaplaincy positions with natural turn over into the certified teaching funding model; it is increasingly challenging to fund non- teachers from the Grants for Student Needs (GSN). Individual principals hire the candidates best suiting the needs of the school community and meeting the Chaplaincy Team Leader expectations of guiding the spiritual and faith formation of students and staff through curriculum supports, prayer/liturgy services, retreats, and community outreach acts of service. Durham Catholic District School Board (DCDSB) has a chaplaincy leader in each of its 7 Secondary School who are non-teachers but funded on a grid similar to teachers with a maximum salary of 79,778 from Grants for Student Needs (GSN). DCDSB find it challenging in funding non-teachers from the GSN and are looking to move towards the TCDSB model. Central Superintendent of Faith, Senior HR staff and Chaplaincy Lead review applications, hire and select Chaplains after posting the job there is consultation with Archdiocese in reviewing application files with regards to faith experiences and credentials. York Catholic District School Board (YCDSB) has 15 teacher allocations for Chaplaincy team leaders with a model of dividing the allocation into two people aiming for a male/female teams that model faith animation for staff and students. Individual principals hire the candidates best suiting the needs of the school community and meeting the centrally determined Chaplaincy Team Leader job expectations of guiding the spiritual and faith formation of students and staff through curriculum supports, prayer/liturgy services, retreats, and community outreach acts of service. Simcoe Muskoka Catholic District School Board (SMCDSB) has a Chaplaincy team teacher leader in each of its 9 Secondary Schools available to provide spiritual guidance and support faith development for the school community funded from Grants for Student Needs (GSN). Central staff review applications and work individual principals hire the candidates best suiting the needs of the school community and meeting the Chaplaincy Team Leader expectations of guiding the spiritual and faith formation of students and staff through curriculum supports, prayer/liturgy services, retreats, and community outreach acts of service. The chaplaincy leaders with the SMCDSB are in the role for only a three year term. 4. Bishop John A. Boissonneau is Auxiliary Bishop of Toronto with responsibility for Vicar for Christian Education (Elementary and Secondary GTA Catholic School boards), Vicar for Liturgy and Archdiocesan Liaison with the Catholic Faculties of Theology who meets regularly with GTA Directors, Superintendents of Faith, and Religion and Family Life Co-ordinators. The Archdiocese has been involved most recently in a consultative and advisory approach to Catholic Curriculum and Faith Formation as well as reviewing the expectations for Chaplaincy teams. The Archdiocese of Toronto s ongoing partnership with Chaplaincy teams in TCDSB, DPCDSB, DCDSB, YCDSB and SMCDSB focuses on spiritual guidance and support for student and staff faith formation, connections for Catholic community services and outreach opportunities for student/staff active volunteer service across the four pastoral regions comprising 14 pastoral zones. Page 55 of 190 Page 4 of 6

5 5. The four pastoral regions which divide the Archdiocese are the Central (Bishop McGrattan), Northern (Bishop Kirkpatrick), Eastern (Bishop Nguyen) and Western (Bishop Boissonneau) Regions made up of parishes within a geographical boundary. Archdiocese Liaison for Catholic Education, Dan Smith is in constant contact with each school board providing a consistent contact for each pastoral region as well. He sits on Religion Education committees for each board (Nurturing our Catholic Community for TCDSB) and hosts meetings for the GTA Directors, Superintendents of Faith and Religion and Family Life co-ordinators. Currently, the Archdiocese consults on the expectations of the chaplaincy teams with Senior staffs in all boards through Archdiocesan Educational liaison Dan Smith or directly through Bishop John A. Boissonneau. The practice is not to sit on interview teams but review pastoral letters or where deemed appropriate chaplaincy candidates credentials and applications so that out of province experience can be qualified and/or parish references. 6. As per the Guidelines for School Chaplaincy in Ontario (CSCO), the Diocesan bishop is represented by his Archdiocesan Educational Liaison and consulted where needed in the course of selection process for chaplains/chaplaincy. The role of Chaplaincy is the ultimate responsibility of the Canadian Council of Bishops who have set clear expectations that the Chaplain/Chaplaincy Team Leader must be a practicing Catholic with academic and theological credentials and training in pastoral care and youth ministry although the daily conduct of the program is supervised by the school board. School Chaplains/Chaplaincy team leaders answer directly to the local School administration and are to keep them apprised of their work within the school. They are part of the school crisis team along with Social Work department as well as working closely with the pastoral team of the Catholic Teacher Centre. They collaborate with the local pastor and local ordinary in matters of theology and liturgical practice. 7. All 5 GTA boards have worked in partnership with the Archdiocese in establishing qualifications for role of Chaplaincy within their secondary schools and are in constant contact and partnership in order to improve spiritual and faith formation. There is no direct confirmation of the chaplaincy candidate by the Archdiocese as each school board supervises the hiring and placement of chaplains through an internal interview process of posting positions and hiring as per Human Resources conditions of employment and provincial Labour Relations Act. Each board has a rigorous process of systematic teacher appraisal process which governs the assessment of chaplaincy services. There are ongoing connections to parishes as a link to the diocese and centrally facilitated central office Religion or supervisory officer staff on a regular consultative basis. E. METRICS AND ACCOUNTABILITY 1. Input was given from senior staff, Superintendent of Faith, Superintendent of Curriculum and Accountability and/or Religion and Family Life Co-ordinator in each Board on the Page 56 of 190 Page 5 of 6

6 Chaplaincy model; Bishop Boissoneau and Archdiocesan educational Liaison Dan Smith spoke to the input on the advisory assessment of Chaplains from the Archdiocese perspective. F. CONCLUDING STATEMENT This report is for the consideration of the Board. Page 57 of 190 Page 6 of 6

7 LIVING OUR CATHOLIC VALUES Strategic Directions # Priorities #Goals #Actions Strategic Direction Action Status Report (Activities) Living Our Values Priority: To apply Catholic Social Teachings to all that we do Goal Actions Level of Completion The senior staff, central staff, school administrators and school staffs will engage in and support learning opportunities on applying Catholic Social Teachings and the Ontario Catholic School Graduate Expectations (OCSGE) Ensure that the OCSGE are contextually reflected in all our TCDSB resource documents, lesson plans and communication Students will be instruction in a curriculum that is rooted in Gospels Values and informed by the Ontario Catholic School Graduate Expectations Support the integration of the OCSGE in curricular planning and teaching and learning Support the integration of Catholic Social Teachings (CST) in the curriculum All Catholic Leadership Programs, elementary, secondary and adult, will align themselves with the Ontario Catholic Graduate Expectations and have focused instruction on Catholic Social Teachings Staff will participated in ongoing faith development through liturgical celebrations and opportunities for spiritual retreats Page 1 Ensure that trustees and staff have the opportunity for an annual retreat and for reflective practice. Page 58 of 190

8 Parents will be supported in their integral role of nurturing the relationship between home, school and parish The Pastoral Plan for year of Faith, Hope and Charity launched with trustees, parents, parish priest, students and staff in May 2012 will support a focused approach to faith development. The launch provided an opportunity for learning and celebration and included a comprehensive resource package to support the plan. The senior team, central staff and school administrators will continue to provide opportunities such as the Zone meetings that strengthen dialogue between the school, the parish and homes The senior team, central staff and school administrators and school staffs will continue to provide opportunities such as retreats, liturgies, prayer services and social justice outreach to further the ongoing faith development The pastoral plan of Faith, Hope and Charity is rooted in the belief of the need for strong relationships between the home, school and parish Senior Team and Trustees will develop decisionmaking processes and ensure setting policy priorities that reflect Catholic Social values (e.g. stewardship of God s creation, option for the poor and vulnerable..) Opportunities for the senior team and trustees to deepen their knowledge and understanding of Catholic Social teachings through presentations such as the Poverty Strategy will continue to be provided. The review and development of policy and its implementation will have an integral lens Gospel values and Catholic Social Teachings. Page 2 Page 59 of 190

9 Overall Status Summary: Activities: Highlights from Program Staff related to this priority include: System roll out for Pastoral Plan of Faith, Hope and Charity focus on Theological Virtue of Hope through electronic resources and in-services to Chaplaincy Leaders and Religion Reps. Religion Rep and Chaplaincy Leader In-services on the Year of Hope with curricular links provided to schools (CGE, CST and Virtue of the Month). The Anchor of Hope Highlights the second year of our Pastoral Plan Faith, Hope, and Charity connecting with 21 st century learning and the Arts Department, through the use of digital images on the wooden anchor.working with 21 st Century Learning, the launch of The Anchor of Hope will take place during Catholic Education Week The Anchor of Hope will also feature in the dual school canonization celebrations on May 9 th Central Religion Team Bi-monthly meetings ensure that the OCSGE, CST, Virtues, Year of Hope student/school activities are contextually reflected in all TCDSB resource documents, lesson plans and communication online, as well in student activities at ES and SS local and system level Doors of Hope project and system connections online / calendar to support Catholic Charities / Nuit Blanche connection to the larger community Project Reach second generation planning for year of Charity Religion Department staff provides retreats for Sacramental Classes making connections with OCSGE, CST and virtues. Sacramental Retreats for Gr. 2 and 8 students across the system supported by central Resource curricular links and also facilitation Religion Department, CTC, and Student leadership will arrange for representative students lead opening prayer at CEC to reflect and inspire best practices. Student led prayers at the TCDSB Board and Student Achievement meetings focusing on liturgical seasonal prayer and/or links to OCSGE and CST Continue to support the integration of the OCSGE in curricular planning, teaching and learning (Fully Alive In-services) and use critical thinking skills in the light of OCSGE/CST and connect to strands in Fully Alive and Religious Education Student Leadership workshops for students/teachers:wfmp, WFMP Youth Forum, We Day; We Day In-Service for Teachers, Voices that Challenge Conference, Camp Olympia, ILITE, Circling our Angels of Hope, ECSLIT meetings and CSLIT, India Leadership Program (Loretto Sisters) and Philippines Leadership Program; Kenya Leadership Program (Free the Children); Smile program Elementary and Secondary; Merry Go Round Program (Kids, Cops, Computers) Provide all Grade Seven students with a Fully Alive text book and provide all teachers of Grade Seven students with a Fully Alive teacher s Guide. Teachers were in-serviced in the updated Grade Seven Fully Alive Program approved by the Assembly of Catholic Bishops of Ontario with input from parents, teachers and students. The revised program connects students and teachers with a program rooted in Gospel values. Page 3 Page 60 of 190

10 To enhance ongoing faith development through liturgical celebrations and opportunities for retreats and to build and foster a strong faith community, there are connections to Pastoral Plan in Year of Hope in our various Faith Development opportunities, which range from NTIP retreats, training and orientation, to various retreats for different staff employee groups (Principals, VPs, Chaplaincy Leaders, Religion Reps, Non-Academic staff, Central Program staff, etcetera). Alignment Page 4 Aligning the Catholic Social Justice Teachings with the Catholic School Graduate Expectations to support curriculum for ongoing student/staff activities through student Leadership Department and Religion and Family Life in-servicing as well as Retreats reflect a consistent approach in the development of a common understanding of ongoing faith development through liturgical celebrations and opportunities for retreats/in-serving and to build and foster a strong faith community The activities provided by the central staff are clearly linked to the identified priority and goals and support a high degree of alignment. Page 61 of 190

11 Growth Next Steps The receptivity to the Catholic Social Justice Teachings with the Catholic School Graduate Expectations has been an expanding online presence through twitter, portal pages and other web based tools to support the work of this particular priority has demonstrated significant growth over the past two years. As well a growing culture of teacher and student lead community outreach in the year of Hope to embrace Catholic Social Justice Teachings within the school and larger community has been initiated by central staff and deepened the shared understanding of spiritual and faith formation practices during the last two school years. There will to be a continued focus community outreach in the pastoral Year of Charity as we use the symbol of the Heart as a sign of charitable acts so that all religion and Family Life curricular resources can have an intentional inclusion Catholic Social Justice Teachings with the Catholic School Graduate Expectations. All program areas will demonstrate purposeful intentionality in regards to embedding the CST and OCSGE s in curriculum planning and professional learning sessions. The aim is for the language of the OCSGE to become part of the regular conversation of educators, students and parents. To that end a review of all web resources and portal pages needs to be completed in order to determine gaps related to the inclusion of the CST and OCSGE s. The central Religion and Family Life Team have begun consultation with stakeholders with an intention to align the plan with the CST and OCSGE s, the School Effectiveness Framework and the Multi Year Strategic Plan. Page 5 Page 62 of 190

12 FOSTERING STUDENT ACHIEVEMENT AND WELL-BEING Strategic Directions # Priorities #Goals #Actions Strategic Direction Action Status Report (Activities) Fostering Student Achievement and Well-Being Priority: To support our students in meeting the OCSGE. Goal Actions Level of Completion (Priority) Student work in K to 12 will show evidence of the Ontario Catholic School Graduate Expectations 1. The senior team and central staff have provided differentiated professional learning both at the system and school level on the Ontario Catholic School Graduate Expectations (OCSGE) to support staff, students and parents in their understanding of the OCGSE and their application. 2. Ensure that the OCSGE are contextually reflected in all our TCDSB resource documents, lesson plans and communication. Routine Use Students will exceed the provincial average in literacy and numeracy as measured in Education Quality and Accountability Page 6 3. Support the integration of the OCSGE in curricular planning and teaching and learning. 4. Ensure that a purposeful and system-wide focus for supporting staff underpins the Board Learning and Improvement Plan (BLIP). 5. Continue to have School Learning and Improvement Plans, SLIP team visits HUB networks, teachers professional learning, principals Page 63 of 190

13 Office assessments by 2015 Students will exceed the provincial average in credit accumulation and graduation rate by 2015 Students, staff and parents will share a common understanding of the learning goals and related success criteria by meetings support the BLIP. 6. Senior team, central staff, school administrators and school staffs will continue to monitor and support the implementation of the strategies and goals articulated in the Board Learning and Improvement Plan. This includes the implementation of Individual Program Planning for students 7 to 12, and next year K to Senior team, central staff, and school administrators will continue to lead, model, promote and participate in professional learning about setting learning goals, co-created success criteria and descriptive feedback. 8. Learning goals and related success criteria will be posted in all classrooms and will be evident in student work. Early 9. Special Education Advisory Committee, Catholic Parent involvement Committee and Catholic School Advisory Councils in their efforts to help parents understand the use of learning goals and related success criteria. Early Overall Status Summary: New Context for Learning Page 7 In year Two there has been a deeper understanding of the OCSGE as the set of learning skills or competencies that as a Board learning community we view as essential for students life-long learning. In this light, 21C competencies and provincial Growing Success Learning skills and work habits were understood in the context of the OCSGE. As well, connections have been made between the School Effectiveness Framework components and the skills embedded in the OCSGE. As a consequence, the OCSGE are proving to be a powerful touchstone for teacher planning, a unifier for professional inquiry at the classroom, Page 64 of 190

14 school and system level and a means to the innovation cited in the Board Mission. Activities Highlights from Program Staff related to this priority include: In Year 2 the OCSGE Central staff has consistently focused during Year 2 on having the OCSGE s reflected on resources provided to schools. Staff has worked to develop an integration of these expectations into their professional learning sessions, including collaborative inquiry sessions. Staff has developed a resource that will be provided to all teachers that aligns the OCSGE s with the 21 st Century learning competencies, the school effectiveness framework, and the learning skills and work habits as described in the Ministry Growing Success document. Parents and students have been provided a pamphlet that supports the importance of the OCSGE s as a feature of the community service hours and OCSGE are regularly referred to at Parent Engagement meeting and events. Student Success regionals and learning networks as well as department head symposiums have integrated the 21 st Century competencies, the Growing Success learning skills and the OCSGE s within their professional collaboration activities. Project NeXt used the OCSGE s to develop the framework for this particular project. Work has been done to integrate OCSGE into Individual Pathways Planning for students 7 to 12, further work will be done to expand K to 12 for next year. All program areas have developed professional learning sessions using learning goals, co-construction of success criteria and descriptive feedback as a focus for their professional development with teachers in the system. The skill development articulated in the OCSGE s are embedded within the collaborative inquiry work undertaken with classroom teachers. Student leadership initiatives supported all staff with the integration of the OCSGE s in curricular planning, the teaching/learning cycle and student engagement activities. A system approach was used to link the OCSGE with Catholic Social Teachings, Virtues of the Month and the pastoral plan of Faith, Page 8 Page 65 of 190

15 Alignment Hope and Charity. In our professional learning sessions there has been a focus on the use of multiple sources of data (e.g., student artefacts, focus groups, surveys, assessments, report card marks) supporting an evidence-based approach to inform practice. Our system-wide surveys for staff and students are reviewed annually to ensure they reflect departmental priorities. All visits by area Superintendents in regards to each school s learning improvement plan reflect a consistent approach in the development of a common understanding of learning goals and the co-construction of success criteria. The activities provided by the central staff are clearly linked to the identified priority and goals and support a high degree of alignment. Growth The receptivity to the OCSGE as a set of skills and prism for assessment have been well received by educators. Most interesting has been how information and dialogue has taken place. There has been an expanding online presence through blogs, e-community, portal pages, e-learning and other web based tools to support the work of this particular priority has demonstrated significant growth over the past two years. As well a using traditional means, educators have integrated the use of different technological tools for pedagogical documentation, assessment and dialogue. Hand held digital devices are making a remarkable change in teacher practice. As well a growing culture of teacher and student inquiry has embedded the understanding of learning goals, co-construction of success criteria and descriptive feedback into all of collaborative inquiries initiated by central staff. The sharing of artifacts and evidence based strategies linked to these specific goals and the OCSGE s has deepened the shared understanding of these specific assessment practices during the last two school years. In the last 2 years there have been increases on many of the EQAO assessments; mathematics remains an area that requires increased focus; credit accumulation in Grade 9 and Grade 10 and graduation rates have all shown increases. Next Steps Page 9 There has to be a continued focus on reviewing all resources for the intentional inclusion OCSGE s. All program areas will demonstrate Page 66 of 190

16 purposeful intentionality in regards to embedding the OCSGE s in curriculum planning and professional learning sessions. The aim is for the language of the OCSGE to become part of the regular conversation of educators, students and parents. To that end a review of all web resources and portal pages needs to be completed in order to determine gaps related to the inclusion of the OCSGE s. Further there is a need to develop consistency with regards to the effective development of school improvement plans which are linked to reinforcing student learning skills and work habits. Continue the implementation of Individual Pathways Planning for students Central staff in consultation with stakeholders has begun the next iteration of the Board Learning Improvement Plan with an intention to align the plan with the OCSGE s, the School Effectiveness Framework and the Multi Year Strategic Plan. Priority: To support our students ability to apply critical and innovative thinking in all subjects. Goal Actions Level of Completion Use evidenced based teaching and learning strategies to provide students opportunities to become: discerning believers, effective communicators, reflective thinkers, selfdirected 10. Ensure a common understanding of learning goals and related success criteria and the applications of the OCSGE in order to provide coherence to our systems approach to 21 st learning. learners, 11. Senior team, school administrators and collaborative contributors, school staffs will continue to use the process caring family members and of the School Learning and Improvement responsible citizens (Ontario Plan (SLIP) visits to ensure that critical and Catholic School Graduate innovative thinking and 21 st century fluencies Expectations) are evident in student work. Page 10 Page 67 of 190

17 Employ a variety of instructional strategies to ensure that individual learning needs are accommodated and to engage students fully in learning 12. The system wide plan for District Review and The School Effectiveness Framework (SEF) will help the Senior team, central staff and school staffs deepen their understanding of evidence informed teaching and learning. 13. Senior team, school administrators and central staff will learn how to conduct effective learning walks and develop a common understanding of high yield instructional practices in all classroom settings. Early Increase investments in technology to better support 21st century fluencies and the overall needs and aspirations of students 14. Senior team will ensure student assessment policy is developed to support assessment practices outlined in Growing Success. 15. Senior team, school administrators, central staff and school staffs will continue to build capacity through professional development on technology-enabled learning and the connection between the OCSGE and 21st century fluencies. 16. The senior team, school administrators, central staff and school staffs will be encouraged to model the use of technology. 17. Digital learning resources will be increasingly used in all classrooms. 18. Promote and increase the availability and improve the quality of elearning courses for all secondary students. Awareness Overall Status Summary: Page 11 Page 68 of 190

18 Learning Context In Year Two a significant part of our learning is with respect to a deeply understanding of the full range of learning skills and disposition (mindsets) that promote critical and innovative thinking and wellbeing. Alongside thinking skills cited in the OCSGE are the dispositions that lead to deeper caring and empathy. Such hope filled dispositions allow students to be more fully alive in all aspects of their being, including the physical, spiritual, social, intellectual and emotional. Activities Highlights from Program Staff related to this priority include: Area Superintendents have facilitated learning walks with principals and staff members to identify effective instructional strategies and collect evidence related to the school learning improvement goals. Staff has developed a resource that will be provided to all teachers that aligns the OCSGE s with the 21 st Century learning competencies, the school effectiveness framework, and the learning skills and work habits as described in the Ministry Growing Success document. Innovations through the implementation of collaborative inquiries along with the integration of 21st Century competencies has resulted in schools developing effective instructional practices to support student learning. System implementation and monitoring teams grouped in area superintendencies have focused on literacy and numeracy initiatives for the purpose of precise school planning and implementation of effective strategies. All participants in District Review have had the opportunity to provide feedback into the review process. Data will be reviewed to improve the process and ensure relevance for school improvement planning and actualizing the school learning improvement plan. Student Success and the 21st Century Learning Department have provided schools with a framework to find a common area of focus, based on their area of critical need. These networks of learning (SSLNs) have aligned their work between the NeXt Lesson competencies, the OCSGE s and the learning skills as outlined in Growing Success. Project NeXt used the OCSGE s to develop the framework for this particular project. Online professional development courses designed to help teachers learn the use of D2L is currently developed and implemented. The focus is on D2L in a blended classroom to better infuse NeXt Lesson competencies Page 12 Page 69 of 190

19 in their lessons. Expansion of the 21C (Tech) Innovators across the system has led to improved spread of Project NeXt. Vice Principals, supported by TCDSB21C staff are leading teachers representing all schools in a PD series intended to build capacity across the system. Staff has initiated a collaborative inquiry with teachers to look at blended learning pedagogy. The goal of the inquiry is to examine how a students ability to apply critical and innovative thinking in all subjects is effected by a flipped learning environment. Staff has initiated a plan to refresh, increase in numbers and renew current technology devices within all schools. Alignment Significant alignment in regards to the implementation of the NeXt Lesson competencies has been evident in many school visits as indicated by our area Superintendents. The initiation of learning walks during school learning improvement plan visits by area Superintendents have become a regular practice. This practice promotes a high level of interaction amongst school leaders and their staff. It provides for a shared sense of responsibility for school improvement. A consistent alignment amongst departments and school divisions and their implementation of collaborative inquiry along with the integration of 21st Century competencies and OCSGE s has developed over this past school year. Growth A consistent approach in regards to the monitoring of the school learning improvement plans by all senior staff has resulted in a more aligned approach to improving student learning. The sharing of over 600 school visits has allowed for senior staff to determine the promising practices evident in many classrooms and also determine the next steps to target the implementation of effective strategies related to groups of underperforming students. Next Steps If Jonathan Swift is correct Vision is the art of seeing what is invisible to others then our vision is make learning visible to all. Page 13 Page 70 of 190

20 This means a continued focus on the monitoring of school learning improvement plans by senior staff to allow for the sharing of effective instructional practices within our schools. For school communities this means further opportunities for collaborative learning of practise that are respectful of professionalism. Coupled to this will be a refresh of new technology will allow for further professional development linked to the NeXt Lesson competencies. The spread and depth of learning will be enhanced as we increase the number of devices within each school. Increase in the number of staff trained in the use of blended learning will result in further development of 21Century competencies within our student population. The completion of the district review process for all schools will provide data to support the next iteration of our Board Learning Improvement Plan. A focus on the school needs as identified through the 200 district reviews will provide central staff with an aligned approach to address the student learning needs in our schools. Page 14 Page 71 of 190

21 Priority: To create equitable learning environments for all students Goal Actions Level of Completion Provide all students with equitable access to learning and technology and strive to close the opportunity gap so that the most vulnerable students achieve their full potential 19. The senior team and school administrators will ensure a systematic and transparent approach to the distribution of learning and human resources. 20. The senior team, school administrators, central staff and school staff will support all students by implementing Learning for All and the Accountability Frameworks and Many Roots, Many Voices. Early Strive to ensure that the physical, emotional, intellectual, and spiritual needs of all students are met Strive to ensure that all students are eating nutritionally and are physically fit Provide all students with safe, healthy learning environments by promoting a positive school climate, inclusive and accepting of all pupils and by promoting the prevention of bullying. 21. Provide professional learning on the Student Well-Being Research Framework to ensure a holistic approach to the well-being of all students 22. Continue to support curricular and cocurricular programs on healthy and active living 23. Continue to support the system-wide nutrition program 24. Ensure through ongoing professional learning a deeper understanding of the direct link between student success and a school climate where all students feel safe and supported. 25. Support staff, students and parents in developing their awareness and understanding of safe school legislation, policy and practice regarding bullying prevention, progressive discipline and restorative justice Early Routine Use Page 15 Page 72 of 190

22 26. Develop planning and facilities standards that reflect leading practices in ensuring optimal health and safety in learning and work environments. Overall Status Summary: New Learning Context Part of the focus in year two has been examining factors that can create opportunities for students to optimize their ability to learn. This means ensuring, to the extent possible, there is a good understanding, on the part of staff of a student and a family s experience outside the school since those external factors such as housing, nutrition, persona and family health are all impact on a student s ability to learn. This understanding can be deepened through understanding Catholic Social Teaching, including the preferential option for the poor and vulnerable and the Catholic principle of subsidiarity (participation in the local community). Activities Highlights from Program Staff related to this priority include: Staff has used a multi-step approach to understanding the learner living in poverty. Staff have worked on raising awareness of students living in poverty and also provided resources to support the implementation of effective strategies. A system approach to the distribution of technology based on socioeconomic indicators has been established and supported by senior staff. A distribution of school block funds based on socio-economic needs has been implemented for the upcoming school year. Numerous opportunities for students to engage in co-curricular activities at both the elementary and secondary level continue to be supported by all school and central staff. The continued professional learning for Health Action Teams has allowed for development of strategies to support the physical, emotional, spiritual and intellectual well-being of all our students. Staff has provided support to schools during the implementation phase of a nutrition program. Staff is also raising awareness regarding the need for communities to further embrace the concept of a nutrition program in all schools. Staff has implemented a mental health strategy, part of which Stop the Stigma that is raising staff, student, and parent awareness and expanding Page 16 Page 73 of 190

23 the literacy of mental health thereby building capacity and decreasing stigma. Through system-wide student surveys, we gather feedback on school climate, engagement, transition, safety and well-being (e.g., emotional, intellectual and spiritual). Summary school and board-level reports are created to help support the creation of a healthy learning environment for all students. A wide variety of Professional learning modules related to Safe Schools, Positive School Climate, Equity and Inclusion, Promoting Positive Student Behaviour and Well-Being have been delivered to teachers, support staff, administrators, superintendents. Alignment A system approach to supporting schools identified as having challenges related to socio-economic factors has supported the integration of our Catholic Social Teachings. A consistent understanding of how to best support schools along with professional learning sessions related to understanding issues related to living in poverty has resulted in school learning plans that reflect initiatives to address these student needs. Staff will develop a deeper understanding of topics related to promoting safe, positive, inclusive and accepting school communities. Participating staff are encouraged to share newly acquired knowledge and practical strategies with local school staff (Safe and Accepting Schools Team) to promote school climates where all members feel safe and supported. Parent engagement is addressed by continuously supporting Parents in their understanding of Safe Schools legislation, policies and practices. Growth The implementation of a mental health strategy has raised awareness amongst all stakeholders that support and contribute to the mental health of our students. A system approach to supporting schools in need has been considered when making budget decisions and when allocating resources to schools. Page 17 Page 74 of 190

24 Additional new staff s including support staff and new administrators continue to receive updated in-services. Capacity continues to increase across the system. Familiarity with Progressive discipline processes amongst Administrators is evident. Next Steps Continue to look for ways to further build capacity in schools that are struggling due to issues of poverty by using an assets based model for action. Continue to build capacity and support schools with the implementation of a school wide nutrition program. In an analytical manner (who, what, when, where) identify and address the factors that create a readiness to both learn and participate fully in school life as part of the school learning plan process. Create instruments for school communities to determine their students opportunity to learn with the aim to creating more resilient students and communities. Continue to raise awareness with our leaders so that they become more aware of the impact of mental health upon student achievement. Continue with in-servicing new staff with particular focus toward Elementary administrators. The goal is to extend this professional learning to students so that they feel more confident in assuming leadership roles in their school communities that promote positive school climate, student achievement and well-being. Support ongoing dialogue with school principals, dialogue with safe schools staff (pre-expulsion hearing meetings, case conferences, restorative conflict mediation and threat assessment processes, interactions with TIPSS teachers/social Workers) and Safe Schools presentations delivered to CSAC communities. Expand use of RCMC in Elementary panel. Page 18 Page 75 of 190

25 STRENGTHENING PUBLIC CONFIDENCE Strategic Directions # Priorities #Goals #Actions Strategic Direction Action Status Report (Activities) Strengthening Public Confidence Priority: To create enhanced, regular communication with all stakeholders Goal Actions Level of Completion Improve communication 1. Trustees, the senior team, and and provide expertise for principals will be provided with public communications opportunities for learning about Early that reflect the mission, vision and values of the enhancing skills in public communication and engagement board 2. The Catholic Parent Involvement Early Committee will be provided with support to improve its parent engagement and communication strategies 3. Practice of providing translations and interpreters for non-english speaking families will continue 4. The Multi-Year Strategic Plan is available on the board website in several languages 5. Web-based resources to assist parents to support student achievement and well-being will be further developed and posted in a variety of languages Early Early Ensure timely and sensitive responses to Page An annual Parent Survey will be conducted to measure engagement and perceptions of school climate 7. The senior team, central staff, school administrators and school staffs will Page 76 of 190 Early Routine Use

26 stakeholder questions and concerns Create opportunities for meaningful dialogue, feedback and input from the community continue to communicate and ensure full implementation of policies and guidelines that deal with the concerns of stakeholders 8. The review and monitoring of policies and administrative procedures to ensure alignment with the mission, vision and values and strategic directions articulated in the MYSP 9. The senior team will continue to work with trustees to identify any gaps and system-wide issues 10. Continue to support trustees in the development and implementation of a comprehensive policy on community engagement. Build and maintain community partnerships 11. Provide trustees, senior team, central staff and school administrators with opportunities for differentiated learning on community engagement policy and promising practices to ensure successful implementation. 12. Continue to support a variety of partnership development projects. Early Ensure public transparency in all processes and activities 13. Communicate frequently with stakeholders on the various partnerships that currently exist across the TCDSB community. 14. Post Multi-Year Strategic Plan, an overview of strategic actions, the Board Learning and Improvement Plan, the Board Leadership Development Strategy as well as Strategic Plans for Facilities and Planning and Business Services Routine Use Page 20 Page 77 of 190

27 Overall Status Summary: Many of the actions are ongoing. Outstanding actions will be achieved through the roll out of tcdsd.org web portal version 2.0 expected to occur in July/August Activities: Comprehensive communications actions plans have been instituted for all major TCDSB consultation and community engagement initiatives including, MYSP Report Card, Budget Consultation, Admissions and Placement Policy, Boundary Reviews etc. Ongoing initiatives to engage schools and staff in use of 201 school websites through Talk with Yan series, and personalized school visits of Communications web staff to support local school staff training and portal improvements. Providing support to identify and enlist additional local associations to work with SEAC. Alignment: Growth: Next Steps: Alignment with MYSP priorities is ongoing. The Communications Teams continues to look for opportunities to use all multimedia and communications modalities to improve the flow of information to parents, staff, and the Toronto Catholic Community at large. Social media footprint has increased more than 10 times through Twitter strategy over past 24 months. Growth from 790 followers of TCDSB in May 2012 to 10,700+ followers as of May, The Communications Team continues to support the IT team in the roll out of version 2 of the TCDSB web portal which will feature ability to allow for Google Translation based universal access for parents from all language and cultural groups. Page 21 Page 78 of 190

28 PROVIDING STEWARDSHIP OF RESOURCES Strategic Directions # Priorities #Goals #Actions Strategic Direction Action Status Report (Activities) Providing Stewardship of Resources Priority: To establish integrated decision-making structures and processes to support responsive and responsible allocation of resources we will: Ensure that every student has the tools and resources they need to support their learning Increase the use of research and evidence to guide decisions and actions in teaching, administration and governance Priority: To ensure fiscal responsibility at all levels of the organization we will: Establish informed, accountable and ethical decision-making for policy development and resource management Align operational and capital budgets with the Multi-Year Strategic Plan Maintain a sustainable balanced budget that reflects ecological justice principles Report results and actions annually Goal Actions Level of Completion The Research Department will continue to support the senior team in developing research tools to gather and analyse meaningful data to support student achievement and wellbeing 1. Use evidence and other research data to guide decision-making processes 2. Research data and evidence used during budget consultation efforts Routine Use Routine Use Business Services will work with senior team to develop and refine a budget planning tool that is clearly aligned with the MYSP 1. Budget Initiative Impact Statement 2. Aligning the Budget Estimates with the MYSP Routine Use Page 22 Page 79 of 190