Canada Post Mail Publications Agreement Number: 40609661 Leaders Association ofSchool Association Administrators oftheCanadian The officialmagazine Summer 2011 &

Learners Redefined Learning Learning Association canadienne des administrateurs canadiennedesadministrateurs Association et des administratrices scolaires et desadministratrices

| Summer 2011 | | Contents | FOCUS: Learning Redefined 17 Environmental Learning Centres The Upper Grand District School Board believes that, as a school system, it has the unique opportunity to teach environmental stewardship in the classroom. Free standing buildings which are full time elementary school classrooms, contain teaching resources to support lessons in energy conservation, renewable resources, solar advantages of building position, etc.

21 Reporting on the Growth of the 21st Century Learner 24 Bursting Boundaries and 26 Lead at the Elbow While Yellowknife Education Borders BIT by BIT Social media is here to stay. The District NO. 1 was developing a Through the use of web-based Skype Waterloo Region District School new standards-based report card for technology teachers at St .Thomas Board is embracing this very their K-grade eight students in their Aquinas Roman Catholic School important trend in the classroom. small northern school community, Division were able to support their This article will share the they asked their stakeholders how classroom instruction by making web important aspects to consider when they could best report on the cam connections with relevant local, contemplating implementation of characteristics 21st Century learners provincial, national and international social media usage in modern schools. require. experts in subject areas being studied by students. 30 Engaging the Digital Native Thames Valley District School Board knows that effective online learning requires rethinking teaching practices. The rapid advancements in educational technology encourage the growth of collaborative online learning experiences unconstrained by time and space.

32 Enabling Learning Through a Strategic Plan In the Lester B. Pearson School Board, there is active, on-going discussion at staff, political and parent levels that has led to the development and adoption of a strategic plan and measurable objectives to prepare students effectively for increased success in all they undertake.

Summer 2011 7 | Contents | | Summer 2011 |

MESSAGES: 44 Creating Vibrant 11 A Message from the CASA/ Learning Cultures ACAS President 46 Learning Through 13 A Message from the CASA/ Social Media and Literacy ACAS Executive Director Strategies 48 On Q: Delving Deeper SPECIAL FOCUS: with Questioning Because this issue’s topic drew so many article proposals from across Canada, this special NOTEWORTHY: section will highlight programs, initiatives 50 News From Across the and creative ideas from schools and districts Nation throughout Canada. From coast-to-coast Canadians are making a 35 Opening Up a World of difference in the school system. This regular Possibilities section will look at what’s going on across 36 Think Bigger the country, including awards won, positions 38 Excellence in filled, innovative ideas and programs, Educational Technology conference highlights and upcoming events. 40 Immigrants and ESL If you have news you’d like to share, email it Students in the 21st Century to [email protected]. 42 Balancing Educational Approaches for the 21st 54 Buyer’s Guide Century

Published Summer 2011, for: 52 Donald Street, Suite 300 Accounting/Administration: Choi, Brian Davey, Jim Hamilton, The Canadian Association Winnipeg, MB Canada R3C 1L6 Shoshana Weinberg, Pat Andress, Chantal Duchaine, Gary Nagy, Brian of School Administrators / Toll Free: 866-999-1299 Nathan Redekop Macintyre, Jamie Steward, Colleen L’Association Canadienne Toll Free Fax: 866-244-2544 [email protected] Bell, Cole Williams, Trish Bird, www.matrixgroupinc.net des Administrateurs et des Declan O’Donovan Director of Marketing & Administratrices Scolaires President & CEO: 1123 Glenashton Drive Distribution: Layout & Design: Jack Andress Shoshana Weinberg Travis Bevan Oakville, Ontario L6H 5M1 Senior Publisher: Sales Manager – Winnipeg Advertising Design: Tel: 905-845-2345 Maurice LaBorde Neil Gottfred James Robinson Fax: 905-845-2044 [email protected] www.casa-acas.ca Editor-in-Chief: Sales Manager – Hamilton ©2011 Matrix Group Publishing Shannon Savory Jessica Potter Inc. All rights reserved. Contents Published By: [email protected] may not be reproduced by any Matrix Group Publishing Inc. Matrix Group Publishing Inc. means, in whole or in part, without Publications Agreement Number: Editor: Account Executives: the prior written consent of the 40609661 Return Karen Kornelsen Albert Brydges, Rick Kuzie, Miles publisher. Opinions expressed in this undeliverable Canadian [email protected] Meagher, Ken Percival, Peter publication are not necessarily those addresses to: Alexandra Walld Schulz, Benjamin Schutt, Rob of Matrix Group Publishing Inc.

8 www.casa-acas.ca

| Message from the CASA/ACAS President |

s we look forward to the CASA 2011 Annual Conference in Niagara Falls, Ontario from July 7 to July 10, 2011, CASA as a professional organization for school administrators continues to move forward with its mandate of providing high quality professional development to CASA members, from coast to coast across Canada in a national conference. The theme for this year’s conference is “21st Century Learning”. This topic is one that generates excitement, enthusiasm, and educational conversations in classroomsA and school districts across the country, as the 21st century learning skills are implemented in schools. CASA is pleased to present such esteemed keynote speakers as Roger Garriock and Ian Jukes to set the stage for us with their messages about innovation in teaching and learning in our current digital age. Furthermore, there will be 34 workshop sessions on various topics based on the theme of “21st Century Learning” for Lee Ann Forsyth-Sells participants provided by 70 presenters from CASA President jurisdictions across Canada. On behalf of the “As a result of the positive Executive, I would like to express appreciation teamwork, the CASA 2011 to the CASA affiliates and members with their 2010/2011 CASA/ACAS teams for their tremendous response to the Executives 2011 Annual Conference. As a result of the Annual Conference continues positive teamwork, the CASA 2011 Annual President Conference continues to be an excellent Lee Ann Forsyth-Sells to be an excellent profes- professional development opportunity for Niagara Catholic District School Board CASA members, to enhance their learning Past President sional development oppor- about new programs and initiatives, share Carol Gray information, and to network with other Lester B. Pearson School Board tunity for CASA members, to members from across Canada. This year CASA welcomes members to Executive Director Frank Kelly Niagara Falls, the home of the internationally enhance their learning about CASA renowned scenic wonder, and many other new programs and initiatives, attractions for members and their families to President Elect/Treasurer enjoy while in attendance at the conference. Roger Nippard share information, and to net- The Niagara Region features golf courses, the Northern Lights School Division No. 69 Shaw Festival in historic Niagara-on-the-Lake, Professional Development / work with other members the beautiful Niagara Parkway, restaurants Communications Director and wineries, along with many other activities Ed Wittchen from across Canada.” for enjoyment and entertainment during a Ed Wittchen Consulting Ltd. stay in the beautiful Niagara Region. Western Regional Director I would like to take this opportunity to Barry Wowk personally extend an invitation to all members of CASA to attend the CASA 2011 St. Albert Protestant School District Annual Conference. This time of year presents many challenges for Canadian school administrators Ontario (OCSOA) Regional Director making decisions regarding budget, staffing, programs and facilities in school districts. Cathy Horgan Brant Haldimand Norfolk CDSB These decisions require focus, time, and coordinated efforts in order to make the best decisions on behalf of all students in Canadian classrooms. As school administrators, Ontario (OPSOA) Regional Director we continue to work within our school districts on improving student achievement, Laura Elliott particularly in literacy and numeracy skills, and meeting the needs of all students by Thames Valley District School Board continuing to provide quality, educational programs in our Canadian schools. Quebec Regional Director CASA members continue to lead their educational communities, and to grow Robert Mills professionally working with their teams to support students in their educational journey Lester B. Pearson School Board of 21st Century Learning. On behalf of the Executive I look forward to seeing everyone at the CASA 2011 Annual Conference in Niagara Falls, July 7 to 10, 2011. Thank you for Atlantic Regional Director your continued support of CASA! TBA

Summer 2011 11

| Message from the CASA/ACAS Executive Director |

eeping content current and relevant is the responsibility of superintendents and those who monitor curriculum in our schools. There is evidence from students at every level that they wish to learn about new things that are happening in this fast moving world. Parents support provision of content that is new and based on happenings in our global society. Our world continues to provide meaningful happenings from which we can draw new life lessons and comparisons with what we find in textbooks andK fixed units of study. The events of this year demand review and study by our young people. As senior administrators, we should look for applications within our school curriculum and con- tinually question what is being done to involve students in meaningful ways. Just think of the lessons to be learned from the terrible natural disaster in Japan. What Frank Kelly happened there in minutes speaks volumes to science and geography. It shows us the Executive Director, CASA power of nature and creates a respect for the environment. There are lessons to be learned about preventive construction and building locations. The nuclear complication which followed allows for a detailed study of how power is generated around the world and the precautions that must be taken. Handling the natural crisis has shown a very complex image of the Japanese culture. In the midst of terrible trauma, there has been a stoic acceptance and remarkable activity of renewal. No doubt there are basic lessons here for the differences in human nature. The events that have transpired in the Middle East provide years of study about his- tory and religion and economics. The questions that come to mind immediately are: Why did this happen now? What are the desired outcomes? What is the role of young people? What do these changes mean to the Western world? Are the current impacts temporary or will our world be changed permanently? Is there a place for study of the massive oil spill in the Gulf of Mexico? Think of the impacts of that disaster: natural devastation, economic costs, effect on industry and local businesses. Such an event will change the nature of work and living conditions in that area for years to come. These are only three major events of the past year. Consider also on-going wars, polit- ical changes and pending elections, the impact of communication developments and the involvement of our population with various sport activities and media changes. CASA members work hard to make schools effective. As we work to improve new learning, we must promote effective inclusion of current issues and draw significant les- sons from them for our students. Announcing the CASA Planning Forum All CASA affiliates from across Canada will be invited to send system leaders to a two-day session considering future national education priorities. From these deliberations, CASA will set directions for the next three years. September 15th-16th Toronto, Ontario

Summer 2011 13

Environmental Learning Centres Environmental stewardship starts in the classroom.

By Paul Scinocca

he Upper Grand District School Board believes that, as a school the build- system, it has the ing. The winter unique oppor- sunlight provides pas- tunity to teach sive solar heat as well as natural light to building, which gets all its power from environmental stewardship in the class- the interior of the building. Overhangs electricity, used approximately 17,000 Troom which can spill over to the home protect the classrooms from the heating kWh to provide all energy requirements and at the same time, stimulate interest in effect of direct sunlight in the summer. including heat, lights and ancillary environmentally responsible choices for The north face of the building has very power. The environmental centre gener- thousands of future home owners. few openings creating a solid barrier to ates its own electricity through renewable Part of the Board’s strategy is to the prevailing wind. Any children who resources with a small wind turbine (1.8 construct a series of ‘Environment- have turned their backs to a cold winter kW) and solar photo voltaic (PV) panels al Learning Centres’ which students wind to stay warm will understand how installed on the centre’s roof. The per- use as classrooms. These free standing this works. formance of the photo voltaic system can buildings which are full-time elemen- The energy demands of the building be monitored on the internet by students tary school classrooms, contain teach- are reduced by its orientation, innova- and the public for educational purposes. ing resources to support lessons which tive technology and its highly insulated See http://enlighten.enphaseenergy.com/ align with Ontario Curriculum, character. In 2010, the 2,280 square foot public/systems/hrbH1162. in energy conservation, renewable resources, solar advantages of building position, natural processes and energy generation. The size of the buildings allows the materials and technologies used in their construction to be more residential in nature and be visible and interactive to students. The first centre which is in Orange- ville, is a straw bale insulated, wood framed building, clearly oriented on the site to take advantage of solar energy and to protect the inside environment from the prevailing winds. The majority of windows face south to allow sunlight into Island Lake P.S. – Environmental Learning Centre, 50 Oak Ridge Drive, Orangeville.

Summer 2011 17 A solar to air collector, constructed with recycled cans, provides heat on sunny days. Rainwater Cistern located in the rafters, visible to students.

The Island Lake Environmental Learn- innovative solar to air heat source using supporting environmental learning. In its ing Centre is presently operating at zero recycled pop cans. first year of operation, the students in the net energy costs. The electricity gener- When the outdoor environment can- Island Lake Centre provided tours for over ated by the 2kW PV system is supplied not provide natural ventilation, a heat 500 students from surrounding schools. to Orangeville Hydro under the terms of recovery unit will reclaim heat from the The environmental concepts have been the Feed-in-Tariff (Micro F.I.T.) Program exhausted air to partially heat or cool the incorporated into science and technology at 80.2 cents/kWh which creates revenue fresh air being brought in to ventilate the curriculum lessons available to teachers to offset the operating cost. In 2010 the classrooms. These heat recovery units have across the district. revenue from the 2,400 kWh generated been modified to allow students to visually The Upper Grand District School completely paid for all the power coming observe the inner workings. Board intends to build on the success of its from Orangeville Hydro. The reclaimed heat can be demon- Orangeville Centre. Conservation is a major theme of the strated using temperature readings and The second environmental learning building. A rainwater cistern, completely the environmental building data is avail- centre under construction at Minto Clif- visible to the students, stores runoff water able at any time on the internet through a ford Public School in Harriston, Ontario, is from the roof for use in the toilets of the customized building automatic control sys- scheduled to open in 2011. The building is two washroom facilities. tem. This information is available to stu- constructed using environmentally friendly The building is naturally ventilated and dents in the Upper Grand District School left-in-place wall forms made from recycled cooled when the outdoor weather condi- Board so that the actual data can be used wood products and a cement binder. The tions allow it. Windows open on command in lessons at any of our schools. building utilizes a biomass boiler, which can of the building automation system and, in While of environmental and economic burn either wood pellets or corn to gener- conjunction with the roof cupola, provide significance, the excitement generated by ate heat. The equipment is all exposed for fresh air to the classrooms. Even low wind this initiative is more about the lessons it students to see. On the south facing wall a speeds can result in significant ventilation supports. The classes using these build- prototype solar collector will help heat the rates. The building also incorporates an ings daily are immersed in a classroom classroom on sunny days.

18 www.casa-acas.ca Here is what some of our students are saying … “I don’t think there is a better way to learn about the environment than in a zone that is 100% eco-friendly, like the eco-pack.” “I think this building is a great thing because it has helped me learn about SAVING ENERGY and how much power it takes to make energy. The building has pop can heaters and pop cans are used.” “Some of the features make me wish I had them in my own house. I love the materials it is made of.” “What I like about being in the Eco-Pack is being able to tell my parents about it.” “It helps us learn about energy because it is right around us, like we can see it, and touch it, and it teaches us to work green Minto Clifford Learning Centre under construction. and be green, and that is a very important lesson in life.”

One of the most interesting features regular portables on site. Construction After the first year of operation in of the Minto Clifford Environmental has started on a third Centre in Fergus, Orangeville, we know one thing for sure... Learning Centre will be the living wall. Ontario. the students love their classroom and are Classroom air will be ducted through Shaping Our Schools, Shaping Our eager to share its lessons with anyone who the wall so that it can act as a biofil- Future: Environmental Education in comes to visit. ter removing harmful organic gasses and Ontario encourages schools to, “Model contaminants. environmentally sound practices in their Paul Scinocca presently manages the Cap- Presently under construction is a proto- facilities and operations development.” ital and Renewal efforts of the UGDSB. He type portable classroom built using straw The Upper Grand District School Board spent much of his professional engineering bale insulated wall construction. It is being is taking this recommendation to heart career as a consultant designing structures with built off site and will be moved to Rock- and aims to utilize these buildings to a particular interest in school buildings. He wood Public School. The comfort of the teach students about the environment has taught at Conestoga College and at the environment and the energy consumed and to be an environmental leader in our University of Waterloo in both the Faculty of by this building will be compared to our field. Engineering and the School of Architecture.

Summer 2011 19

Reporting on the Growth of the 21st Century Learner

By Anita Griffore and Peter Maguire

hat are the this section of the report card across the dis- spectrum of the community and, using the qualities trict but the task then was to select the key World Café method, they spent the day iden- of people aspects we could commit to reporting on tifying qualities considered essential for full that equip from year to year. participation in the community of the future. them for a An invitation was sent to parent groups, Educational services staff of the district life that is community business, civic and church orga- clustered the qualities identified at the World responsive nizations, Aboriginal groups, student leader- Café into four key areas of personal develop- to ever-changing demands and information? ship groups, trustees, teachers and school ment: critical thinking, social intelligence, WhatW qualities do our young people need administrators, educational partners (Mon- metacognition, and problem solving. Repre- to live fulfilling and successful lives in the tessori, Department of Education), etc. ask- sentatives from the original workshop recon- future? These are the questions we asked ing them to send a representative to a forum vened and validated this clustering. The four our stakeholders as we revised our report to help us identify the key characteristics areas of development were defined by the card to focus on standards and to separate 21st century citizens would require. Over educational services team in the following behaviour from the demonstration of learn- 100 people turned up, representing a broad ways on page 22: ing outcomes. Relying on the ideas of Ken Robinson, K-2 3-5 6-8 Howard Gardner and Art Costa, we were • attempts to solve • takes initiative. • spends sufficient time on a hoping to stretch our programming to rec- problems. • takes risks. problem before asking for ognize creative thinking, social responsibility • explores alternative • perseveres through process assistance. solutions to a problem. to completion. and the ability to synthesize large quantities • finds information • perseveres when • shares process. or resources to solve of data in solving problems. attempting to solve • considers variables. problems independent of Once the academic learning outcomes problems. the teacher. section of the new report card was in place • perseveres when faced for all grades, kindergarten to grade eight, with challenging the old section on ‘Work Habits and Behav- problems. iour’ was left to each school to define as • develops awareness of the standards based report card was piloted. uncontrolled variables. • applies various strategies There was no continuity between schools and in solving problems. disagreement on what was important. Some • evaluates the reporting areas were very broad and vague reasonableness of a (works hard) and others were very specific solution. (on time). Items being reported on did not • recognizes the validity of reflect our district’s motto “Educating for various solution strategies. Life”. A decision was made to standardize Figure 1. Expanded Criteria for problem Solving

Summer 2011 21 • Reflecting on work; • Monitoring self by questioning and self testing; • Providing your own feedback; • Exhibiting concentration; • Monitoring self (health, wellness, other influence on his/her learning); • Setting goals and priorities; • Demonstrating self-confidence; and • Showing passion towards an activity.

Problem solving: Problem solving is applying knowledge to new situations. It may involve using creative methods to approach a situation. Successful problem solving involves the willingness to take risks that may not nec- essarily lead to correct solutions. Success- ful problem solvers demonstrate persever- ance. Problem solving includes: • Showing stamina; • Being flexible; • Being resourceful; • Demonstrating self-confidence; • Demonstrating initiative; • Being resilient and adaptive; Figure 2. Report Card Sample • Showing perseverance; and • Taking risks. Social intelligence: plans, and counterexamples; planning In the months following, teachers were Social intelligence can be described as a inquiries; evaluating observations and gathered by division (K-2, 3-5, and 6-8) combination of abilities. The first is a basic actions; and recognizing alternatives. and criteria were developed for each char- ability to understand others. The second Critical thinking includes: acteristic which would reflect appropriate is the ability to interact successfully with • Being inquisitive; development at that stage. The following others. Social intelligence can be thought • Asking questions; description of problem solving exemplifies of as the ability to get along and cooperate. • Applying knowledge to new situations; how a student demonstrates the character- Social intelligence also includes an aware- • Evaluating and justifying ideas and istic across the elementary years. The chart ness of how one’s actions impact others actions; and (See Figure 1) is used by teachers who are and the surroundings. • Managing time appropriately. reporting progress on the report card and Social intelligence includes: can form the basis for the general com- • Advocating for self (asking for help); Metacognition: ment section identified in the report card • Having and keeping a friend; Metacognition is thinking about think- sample (See Figure 2). • Managing impulsivity; ing. It is the ability to understand how one The implementation of this new • Being responsible and accountable for learns and which strategies work best at reporting of growth as a learner with one’s actions; different times. It is a critical ingredient students, parents and teachers has been • Working with others; to successful learning. It consists of three smoother due to the process put in place. • Respecting self, others, and the processes: monitoring progress, making The inclusion of the stakeholders into the environment; changes, and adapting strategies. development of the criteria has lead to • Having a positive outlook; and Problem solving includes: much greater acceptance and support in • Performing community minded actions. • Showing an awareness of the process of the community. The investment in the learning; process has paid off. Critical thinking: • Identifying what you already know; Critical thinking is reflective thinking. • Defining learning goals; Anita Griffore is currently district It is focused on identifying one’s under- • Demonstrating intrinsic motivation; coordinator for student support services in standings and connecting one’s response to • Estimating time requirements; Yellowknife, NWT. those understandings. It involves creative • Making plans and setting priorities; Peter Maguire is currently district instruc- activities such as formulating hypotheses, • Organizing materials; tional coordinator in Yellowknife, NWT.

22 www.casa-acas.ca Figure 1.Expanded Criteria for problem solving.

Summer 2011 23 Bursting Boundaries and Borders BIT by BIT Technology provides unique opportunities at St. Thomas Aquinas RCSRD No. 38. By Mark Basaraba, Jamie McNamara and Troy Davies

ducation systems can aged 16-24 found that most students did not delivery and enhancement of instruction that benefit significantly drop out of high school because they could would provide students with real-time learning from the sharing of not do the work. In fact 90 per cent had pass- and community connections. Through the use expertise related to ing grades, but 81 per cent were longing for of web-based software, teachers were supported emerging technologies more ‘real world learning’ that would be more in their classroom pedagogies by being able to in teaching and learn- engaging. SKYPE connections to local, provincial, nation- ing. Technology pro- Linking the positive potential for technol- al and international workplaces. In so doing, vides unique opportunities for expanding edu- ogy with a desire to increase student engage- students were able to interface with people who cationalE programs for students and increasing ment, in the spring of 2008 St. Thomas Aqui- were actively applying the very skills in their levels of student engagement. Used effectively, nas RCSRD#38 applied for and received a workplaces that students were learning about it can also lead to gains in student achieve- grant from Alberta Education for a research in their classrooms. With each new connection, ment, inspire changes in teaching practice, and project that would enable us to make this link- the borders of the classroom were breached increase students’ and teachers’ proficiencies in age. We named the project BIT, which was as students and teachers tapped into the ever- the digital domain. an acronym for Building Integrated Technol- expanding world, in real-time, that existed Those battling to reduce high school stu- ogy Together. The research project was to span beyond the confines of the school walls. dent drop-out rates are discovering that the over two years and involve the division’s three The following four SMART goals were pur- source of the problem often resides not with high schools, a core group of 15 teachers, six sued during the project: disengaged teens per se, but with learning site-based administrators, three division admin- 1. By September of 2010, 80 per cent of environments that do not capture the curios- istrators and over 500 high school students. high school teachers in the division will be ities of students and provide them with the Simply stated, the mandate of the research using real-time learning to engage students challenges necessary to sustain their interest. In project was to implement projects that would though connecting new knowledge with short, high school students are ‘checking-out’ integrate technology in order to improve stu- application in the real world. because they are bored (Barak, 2006). A 2005 dent engagement and success in high school. 2. By September 2010, the division’s high survey by Peter D. Hart Research Associates The BIT project focused on applying tech- schools will strategically use instructional that polled nearly 500 diverse young people nology in the classroom so as to assist in the technology to increase the percentage of

24 www.casa-acas.ca grade 10, 11 and 12 students who stay in school and make academic progress towards high school completion. 3. By September 2010, 80 per cent of students will self-report an increase in their engage- ment as a result of incorporating real-time learning in the classroom. 4. By September 2010, 50 SKYPE-enabled local, provincial, national and internation- al contacts will be made with businesses, organizations and individuals and entered as data in a resource directory for shared use. The project had a significant impact in four domains. These were: 1. Impact on student learning • By the end of the project, students were approaching their teachers and inquiring Mark Basaraba is principal of Holy Trinity Academy in Drayton Valley, Alberta and served as the BIT project’s leader. Jamie about what was coming up next in the cur- McNamara and Troy Davies are the Superintendent and Assistant Superintendent, respectively, of St. Thomas Aquinas RCSRD #38. riculum they were studying. In turn, stu- dents themselves created SKYPE lessons that they would incorporate in their class- the fall of 2010, two days were dedicated A website was also created to assist teachers in rooms. In essence, students were creating to division-wide professional development gathering survey data related to the project’s aims real-time learning opportunities for them- in the area of technology. This included the and view videos on how to SKYPE. This site can selves and their peers by establishing con- BIT project being presented to the division’s be viewed at: www.buildingittogether.com. nections with experts in the community and teaching staff including discussion of possible around the world. implications and opportunities for elemen- Promising practices • A high level of student engagement was tary and junior high schools. Promising practices emerging from the pro- reported, specifically 85 per cent, when • A noteworthy advantage of this project was ject relate to observed increases in: SKYPE lessons were used in the course of the low cost of sustainability and the low • Teacher use of technology during instruc- instruction. maintenance required for ongoing techno- tion; 2. Impact on teaching logical support. Initially, however, there was • Students wanting to use technology in their • Teachers became familiar with technolo- extensive work involved in the purchasing, learning; gies and software that could enhance their hardwiring, and implementation of the tech- • Using technology for administration of instruction. nology required. school operations; • SKYPE enabled the development of Profes- • Forming community/business relationships sional Learning Communities across the div- Challenges encountered within our communities; ision that transcended considerable geograph- At the start, the major challenge was for • Building leadership capacity; ical distances. The outgrowth of these PLCs teachers to identify how they could use SKYPE • Building collegial PLCs among teachers in included common lesson planning, common in their lessons. Uncertainty and fear of techno- three different schools separated by hundreds examination preparation and SKYPE inter- logical failure during a classroom lesson posed of kilometres; and actions between students and classrooms. additional challenges. • Students planning technology-inspired class- 3. Impact on leadership In order to assist teachers in identifying how room lessons, alongside teachers, which • Using a capacity-building leadership model, SKYPE could be used in curricular areas, the requires students to be looking into the cur- teachers have been able to coach each other project team gathered teachers from each of the riculum and taking ownership for their own using software and hardware to deliver real- three high schools and organized SKYPE lesson learning. time learning. Teachers, in turn, have been planning days. The collegial planning proved The Alberta Ministry of Education recent- able to coach students assisting them to plan successful with many teachers claiming it had ly presented the division with an award for SKYPE-based peer lessons. been some of the best professional development improvement in high school completion, a dis- • Professional growth in the areas of technology they had experienced. tinction which is partly attributable to the suc- and student engagement has increased. In response to teachers’ fears of technical cess of the BIT project. • Each school involved in the project has a site- failure during a SKYPE lesson, a manual was cre- based technology and instruction leader to ated to assist teachers in both planning and light Mark Basaraba is the principal of Holy Trinity make the program plan sustainable. trouble-shooting of technical issues. A calendar Academy in Drayton Valley, Alberta. 4. Impact on school operations of events was created in each school that would Jamie McNamara is the superintendent of St. • The division supported and encouraged con- allow the site-based project lead to be on alert Thomas Aquinas Catholic School Division. tinued growth and development in the inte- should they be required to provide technical sup- Troy Davies is the assistant superintendent of gration of technology with instruction. In port during a SKYPE lesson. St. Thomas Aquinas Catholic School Division.

Summer 2011 25 Lead at the Elbow Implementing technology with the 21st century learner in mind. By Cindy Matthews

urs is a rapidly Information Communication Technology These tools allow for greater clarity of changing society. (LICT). expression. A student writes, rereads, edits, The job of edu- She believes in getting ‘into students’ rephrases and edits again. Reflection on cators is to pre- worlds and engaging them in a positive ideas and writing process is considerable. pare youth for an way…we have an opportunity not only to unknown future. connect with…our learners, but also to pro- So now what? What are the steps to With that in mind, mote learning that matches with the real implementation? teachers have a specific and purposeful world...that will propel them toward the Greg Bass, superintendent of Education roleO in using social media with 21st cen- next century’. in Rocky View Schools, Alberta, says estab- tury learners. In this article, we explore best Students get immediate feedback on lishing a common district-wide vision is practice considerations when implementing work posted and work is recognized. A writ- vital. Community engagement is significant technology into modern-day classrooms. ten record of teacher and student comments to success. The district used a Facebook exists. community page, Twitter and Word Press Why bother? Alberta teacher Shelley Cunningham is a to invite input. Emphasizing the develop- Youth spend inordinate amounts of time lead teacher in the 21st Century Project and ment of employment skills helped with using social media. Viewed as time-wasting Alberta Initiative for School Improvement. parental buy-in. Further, the district built by some, other educators believe schools Cunningham uses wikis for discussions and a powerful wireless system with abundant must instruct the ethical, creative, and journal writing. Email is a communication bandwidth to support access. Teachers were responsible use of social media. tool for students and parents. One literacy provided MacBooks, projectors, Interactive Jodi McMahon is an experienced literacy question alone was viewed 2000 times and Whiteboard Technology, and professional coach and teacher at P. W. Kaeser High had received more than 150 responses in a development. These supports are import- School, Fort Smith, Northwest Territories. class of 25 students. This type of exposure ant in helping staff move from ‘knowledge She and her students have a Facebook site to a critical question cannot be duplicated. disseminator to facilitator of knowledge (pwkreads) where students are presented Students are more engaged and apt to par- construction’. reading challenges and discussion opportun- ticipate using this mode of communication In the Northwest Territories, McMahon ities. In 2010, her English class developed than traditional formats. Teachers mediate says the LICT pilot project is in three a Wikipage called pwklitrocks. These ideas and direct the conversation while providing Northwest Territory schools and is poised to arose from a pilot project, Literacy with online support and input. spread. Professional development has a tech- nology integration focus and the territorial wikispace facilitates collaborative sharing by staff. Teachers using technology in the class- room lead by example. Ryerson Public School in Cambridge, Ontario, is a unique example of a whole school technology venture. The original Ryerson was torn down and a new one built on the same site. Principal Peter Berndt designed and implemented a school with a technology vision. Every classroom has a document reader, access to iPads, built-in Smart Boards as well as sound-field speakers wired into the infrastructure. This writer observed technology actively being used by Ryerson Public School spe- cial education teacher Kim Gill. Her stu- dents are reluctant readers and writers. Stu- A student with special needs is thoroughly engaged in completing a mathematics problem on the Smart dents use Twitter to message parents, a local Board. university, classmates, and other teachers.

26 www.casa-acas.ca This student uses traditional and contemporary forms of text at Ryerson Public Technology must be up-to-date and accessible as evidenced by these two users. School.

They participate in Teddy Bears around the World. (www.langwitches.org/blog/travel/ “This type of exposure to a critical question cannot teddybearsaroundtheworld) One student be duplicated. Students are more engaged and apt to blogged about taking a class mascot on a participate using this mode of communication than cruise and then received feedback on his ideas. traditional formats. Teachers mediate and direct the Gill maintains a class website. Students conversation while providing online support and write collaboratively through the Progres- input.” sive Story Project (http://writeyourstory. wikispaces.com) with students from Canada and the U.S. One student likes using Global The success of young people in the McMahon reminds us that deconstructing Read Aloud because you can talk to people work place is contingent on aptitude with lessons to determine the skills being anywhere in the world. technology. Further, youth need to be taught and/or reinforced is critical. Stu- And therein resides the hook...a global critical users of technology and educa- dents are risk takers who uncover media presence. This alone validates to students tors have a role in teaching the multi- tricks that teachers never imagined. And the purpose of writing. When written words media formats and platforms as well as teachers have to be comfortable within are ‘valued’ by others, students are more netiquette. Educators must keep pace with that construct. motivated to take risks and share ideas. Her those changes and embrace learning as Greg Bass sums up the need for students are engaged in learning in ways she ‘modern literates’. Infrastructure, hard- technological innovation this way: “It never anticipated. Now her previous ‘home- ware and professional development dol- is about learner engagement, fostering work avoiders’ are responding to online lars are required. Accountability is critic- innovation, creativity, collaboration, questions at home! al. And teachers must determine how to critical thinking, and civic, social and Some parents who might not have come measure student growth and learning. environmental stewardship. All students into the school offer ideas and ask questions Bass says that teachers need to shift need to be successful, in and along a path through social media. Surveyed parents say thinking and practices. In their district, of their choice, for their flourishing.” they prefer staying in touch through Face- future editions of textbooks will only be Social media: Powerful educational book. available in online formats. Staff must potential we cannot afford to miss. Peter Berndt’s vision of a technologically have an online presence with student savvy staff and student body will be sus- learning as the focus. Cindy Matthews is a vice-principal tained if teaching staff remains engaged over Bass says, “This is not a fad—it is a of Section 23 and Enrichment in Water- the long run. revolution.” His district has committed loo Region District School Board. She has Berndt sums it up this way, “We can’t to facilitating teachers to work in a ‘com- taught at the community college, secondary, afford to become dust balls.” munity of practice’. Fear of change is not and elementary levels. She was an itinerant helpful. District leaders must show per- developmental education resource teacher Wait a second? What about the sistence in the visionary plan. Sure, there before going into administration. In addi- naysayers? will be growing pains and discomfort. tion, Cindy is a special education instructor Implementation of technology is not With supportive ‘master’ teachers provid- for online AQ courses in special education without issues. Many stakeholders are ing guidance, the negativism of naysayers (Parts I, II and behaviour) for Queen’s Uni- totally against the concept of technology can be contained. versity. You can view more of her writing at in the classroom. These range from par- McMahon and Gill agree that learning www.cindymatthews.ca. ents to community members to teachers about technology and monitoring usage To view references for this article, email themselves. requires commitment, interest and time. [email protected].

Summer 2011 27

Engaging the Digital Native How blended learning will increase student engagement and improve student learning. By Travis Kartye

tudents will soon be given secondary school sphere. However, the next Management System (LMS) such as drop a chance to enhance their phase of online curriculum delivery will affect box for assignment submission, calendar and learning. This enhance- every single teacher and will benefit every events management, archived and current ment will immerse them in single student. class news, rich discussion administration and the curriculum, engage stu- bLearning, or blended learning, is the next online curriculum that is rich with multi- dents in their learning, and logical phase in the delivery of curriculum to media elements. All of this will be available change their learning. The students. Blended learning will fuse the best 24/7 from any internet connected device to change will be dramatic, for the teacher, yet aspects of classroom learning and electronic enhance student engagement when outside the naturalS to the student. The natural progression learning creating a learning environment that brick-and-mortar classroom facility. Student will come much later than it should, but it will will support students with the goal of improv- engagement with learning will have no bound- never be too late, and will have all teachers ing student learning. bLearning provides stu- aries, and will now be fluid as it continues to rethinking their pedagogy. This pedagogy will dents with the ability to use technology in the take place beyond the cLearning environment. improve student engagement, resulting with classroom, and beyond, giving them the ability bLearning will provide students with access to improved student success. to use traditional classroom teaching strategies curriculum and the learning community with- cLearning, or classroom learning, is com- while enhancing student engagement by pro- out restriction. mon place for curriculum delivery. However, viding access to myriad of online tools. “The In 2009-2010 eLearning Ontario, or eLO, fewer students and teachers have heard of Blended learning environment transforms the (www.elearningontario.ca) launched its blend- eLearning, or electronic learning, which allows traditional classroom to meet the learning ed learning pilot to determine the feasibility a student to complete a course online over needs of its tech savvy students, while fostering of bLearning in Ontario. It has met with great the Internet. The benefits of this curriculum and developing 21st century skills.” success. 2010-2011 saw the pilot expanded to delivery method are numerous, yet currently bLearning students will have access include more students. The Alberta Distance reach a very small subset of the elementary and to online tools, provided by the Learning Learning Centre offers courses in a variety of

30 www.casa-acas.ca formats, such as blended. In addition, Alberta opportunity to learn strategies to improve stu- allows anyone with an internet connection and provides some direction about bLearning in dent engagement. For example, the eTeachers a camera to engage with their family, friends their annual Guide to Education. In Quebec, have been introduced to strategies of curricu- or students anytime, anywhere. On the other a programme sponsored by the Ministry of lum delivery that goes beyond the traditional hand, Adobe® Connect™ is an enterprise Education, called Networked Remote Schools linear, text-based approach. web conferencing solution for online meet- is used to engage students in bLearning oppor- TVDSB eLearning teacher Shereen Mil- ings, eLearning, and webinars to deliver rich tunities based on themed projects. There is ler states, “It is incredibly beneficial to have interactions that students can join easily. The some trepid engagement with bLearning across a community with dedicated time to discuss Ontario Software Acquisition Program Advis- the country, but it’s application is soon to eLearning, especially as a new eTeacher. The ory Committee (www.osapac.org) advised the explode. Today’s digital native student can no opportunity to create working relationships Ministry of Education’s Ontario Educational longer wait for the digital immigrant teacher, with colleagues not only provides a sound- Software Service (OESS) in regards to the administrators and Ministry officials to realize ing board for pedagogical issues resulting benefits of Adobe® Connect™ in the eLea- bLearning will help improve student learning. in increased student engagement, but also rning environment and beyond. As a result, With this said, educators will have to supports students by providing continu- Adobe® Connect™ is available to all publi- address some of the challenges they will face ity between courses delivered in the online cally funded school boards in the province of with the implementation of bLearning. For environment. A key aspect of our community Ontario. This technology is starting to become example, we must realize that bLearning will is the sharing of best practices, which ultim- used by teachers in the eLearning environment affect everything from students and teachers to ately benefits students in all of our online and certainly will have benefits in the bLearn- administration and infrastructure. Students are courses.” ing classroom. technologically ready and waiting for educa- TVDSB’s community of eTeachers has Teaching online is fundamentally differ- tion to move forward. How can we support the learned about the power associated with pro- ent from teaching face-to-face. The design teachers and administrators in this transition? viding descriptive student feedback using of effective online learning requires rethink- How can we support the technology required audio, perhaps, in addition to the more trad- ing teaching practices. The rapid advance- for bLearning? How can we ensure students are itional text-based format. With the help of ments in educational technology encourage engaged in order to support improved student Ryan Ewaskiw (www.tvdsb.ca/webpages/rewas- the growth of collaborative online learning learning? kiw), a learning technologies coordinator, they experiences unconstrained by time and space. During the 2010-2011 school year, Thames have discovered that audio can provide more eLearning and bLearning will soon become Valley District School Board (TVDSB) sup- authentic student-centered feedback as the common place in the educational environment ported an eLearning project called Improving teacher is directly speaking to the student. and we must provide teachers with strategies to Student Engagement. This project was found- This was accomplished using a free software implement online learning to improve student ed on the need to help eTeachers collaborate, application called Audacity (www.audacity. success. by sharing best practices, and encouraging a sourceforge.net). In addition, the eTeachers Professional Learning Community. have been working to implement community Travis Kartye is a learning technologies With the help of Ontario’s Ministry of building by engaging the students in inter- coordinator with TVDSB specializing in eLearn- Education Regional eLearning Contact active video sessions using technologies such as ing. He has taught numerous eLearning courses (ReLC), David Miller and the Ontario eLea- Ustream and Adobe Connect. over the past 10 years. rning Consortium’s (www.oelc.ca) Coordin- Ustream (www.ustream.tv) is the leading, For further information, contact Travis ator, Alison Slack, eTeachers have had the free, live interactive broadcast platform that Kartye at [email protected].

Summer 2011 31 Enabling Learning Through a Strategic Plan The Lester B. Pearson School Board has developed a Strategic Plan to prepare students for success.

By Robert T. (Bob) Mills

n a fashion that is typically quite Canadian, we find our- selves rushing forward in an effort to develop a new para- digm in our schools in spite of excellent achievement of our students in international assessments. IWhile there is no doubt that chang- es must be made to enable our students to function effectively in a shrinking and ever- changing world, we must be careful to build upon the successes we have in place currently. To function with effectiveness in this new context, we must foster within our learners A four-year-old kindergarten student at his computer. the ability to be creative and to be innova- tive. Both qualities are derived from continu- objectives, reflect the movement towards smart phones and tablets are appearing ous and rather intense direction and pursuit, organizational and public accountability, a in our classrooms as teachers embrace the not from a sudden awakening or interaction. clear feature of today’s educational environ- technologies with which their students are Our approaches must lead our students con- ment. We have implemented measurement familiar. In a kindergarten classroom, the sistently in this direction. tools that enable teachers, administrators, ‘playtime’ moments that once involved blocks We are all aware of the necessity to engage and consultants to carefully monitor student and toys now see a rush to computers and students in different ways, to adjust our progress and achievement. Performance data ipads© for some quick, fun learning. We methodologies to their electronic, social-net- is collected at grade, school and school board might find senior students from a neighbour- working world but, while doing so, we must levels to enable ever more accurate assess- ing high school developing learning activities be careful to maintain our focus on those ment of the effectiveness of our teaching and for them, part of the senior students Interna- ever-present and absolutely essential basics: learning strategies and our progress towards tional Baccalaureate requirements. literacy, critical thinking skills, and to create, the achievement goals specified in the Stra- While French and English are taught in in the words of Socrates, a belief in our stu- tegic Plan. Staff is currently involved in the all of our schools, an increasing number now dents that “wisdom begins in wonder.” design and implementation of the LUMIX© feature Spanish or Italian or Mandarin as In the Lester B. Pearson School Board, software program that assists in tracking and a third language option. Teachers and stu- there is active, on-going discussion at staff, interpretation of relevant data on student dents are finding Rosetta Stone© software political and parent levels that has led to performance. to be a valued aid in this activity. Media lit- the development and adoption of a Strategic As the 21st century quickly envelops us, eracy has become ever-more important as has Plan(1) and measureable objectives in four there is no doubt that technology has become multi-cultural awareness. To help ensure that specific directions, each of which contributes a major feature of our pedagogical approach- students and staff integrate effectively into to preparing students effectively for increased es as well as the basic necessity for our stu- this new technological world, a school board- success in all they undertake, now and as dents and for their lives in the future. At the wide Digital Citizenship Project is underway. future citizens. A quick review of this mate- present time, technology is ever prevalent in Direction two provides a focus on rial shows clearly the impact of technology our approaches to the four strategic direc- empowerment of teachers and learners on the classroom of the 21st century, a learn- tions. through effective use of new technology. Vir- ing space that, at last, has no walls. Direction one refers to increasing litera- tually all classrooms are now furnished with The four major directions of the Stra- cies: reading and writing; numeracy; media; SMART Boards© that are in almost con- tegic Plan are all focused on strategies that international awareness; multi-cultural stant use by students and staff. An extensive will foster increased student success and, learning and appreciation and, of course, library providing video streaming opportuni- by the elaboration of specific measureable technological literacy. ipods© and ipads©, ties of up-to-date material is available as is a

32 www.casa-acas.ca direct link to the wealth of Discovery Chan- a vocational school in that country. Resultant the basic literacies of reading, writing and nel© materials. As well, our students and activity in receiving schools brings togeth- numeracy. We must be certain that, amongst staff have access to LEARN (Leading English er students through video conferencing and the excitement of new technologies, we do Educational and Resource Network), an edu- common classroom activities. Staff and stu- not undermine their critical importance to all cational foundation that offers e-learning dent exchanges between our board and school learning. services and support to all English school districts in China, Korea and England are boards. In addition, our educational services increasing in frequency. (1) Available at www.lbpsb.qc.ca and student services departments provide Ecological awareness and effective Robert T. (Bob) Mills is director general of extensive professional development activities practice are receiving increasing emphasis the Lester B. Pearson School Board in Mon- and workshops for staff and parents. Students throughout our organization with a system- treal, Quebec. It is a K-11 system of approxi- with special needs are provided with various wide energy efficiency project underway. As mately 30,000 students in both youth, adult learning tools such as hearing and speech part of this project being conducted by John- and vocational education sectors and operates devices, touch screen monitors and other son Controls, we have benefitted from their approximately 65 facilities on the western half adaptive devices to assist in their learning. development of related curriculum materials of the Island of Montreal and extends to the Internationalization and global partner- for our secondary science program. border of Ontario. ship development, as specified in the third It may well be said that, for those of us Over the 30-plus years of his career, Mills direction of the Strategic Plan, has been devel- who are not digital natives, the pace of cur- has been a teacher, school administrator and oping rapidly. The board’s International Pro- ricular change is incredibly fast and we must board-level administrator prior to assuming his gram has brought to our board and schools rush into developing new methods and new current post five years ago. He has been active in students and staff from Europe, the British content to match the tech-savvy clientele professional associations at the local, provincial, Isles, South America and Asia for profes- we now serve. There can be little doubt national and international levels. He has held sional development programs for staff and that such modification is needed and need- recent association positions such as president for short-term and year-long stays for stu- ed quickly if we are to foster the intimate of the Association of Administrators of English dents who are integrated into our schools. engagement of our students in their own Schools of Quebec (AAESQ), president of the Formal relationships have been established learning as the years unfold. Canadian Association of School Administrators with a number of schools and organizations in As we embrace the new, we must do so (CASA) and is currently completing a six year China and we currently have teachers training with caution, ensuring that we continue to term on the Board of Governors of the American their Chinese colleagues in pastry-making in value with single-mindedness and purpose Association of School Administrators (AASA).

Summer 2011 33 34 www.casa-acas.ca Opening Up a World of Possibilities Webcams and Web 2.0 tools encourage ultimate student engagement in Fort Vermilion School Division classrooms. By Kathryn Kirby

any students in have made connections with the Royal students in particular, who often have high remote northern Tyrell Museum in Drumheller, the Glenbow drop-out and low high school comple- Alberta rarely Museum in Calgary, as well as the Canadian tion rates, teachers have been infusing such have the oppor- Museum of Nature in Ottawa. In addition, tools as blogs and wikis within their regular tunity to travel students have connected with the MP for the classes. Students post ideas, questions or the long distances Peace River constituency as part of their grade responses to their teachers’ questions on the required to experi- six social studies program, and grade five and blogs which can be viewed by their class- ence educational programs available across six students have connected with the Can- mates as well as others who have been pro- Mthe province. In an effort to increase students’ adian Space Agency together with students at vided access. This allows students to develop access to these programs and thereby impact a school in Ontario. Through each of these communication and critical thinking skills student engagement and the relevance and learning connections, students have been able within a meaningful and authentic learning authentic nature of student learning experi- to interact with scientists, astronauts, museum environment. ences, webcams were installed in FVSD class- interpretive staff and other students whom As they read and comment on the ideas of rooms. The webcams were initially installed they have never met. their classmates and others, students begin to through a Technology and High School Suc- The benefits of these educational programs think differently and more deeply about the cess project funded by Alberta Education and are obvious to those participating alongside topics and their responses. The students’ sense are now accessible by teachers and students at the students who are actively engaged, ask- of pride when they realize that someone they all grade levels. Our students are able to reach ing questions that were prepared prior to the don’t know, especially if that person comes out and participate in programs anywhere in session or that have come up in the moment, from another part of the province or beyond, the province, country and beyond. much like they would if the students were has responded to their post speaks volumes The Fort Vermilion School Division participating in the educational program at about the impact of this type of experience on (FVSD) is a small, rural jurisdiction in the the actual site. In some cases, parents who their learning. north western corner of Alberta. Approxi- have been reluctant to support extensive tech- The use of 21st Century Learning strat- mately 3,200 students attend 15 traditional nology use in the past have attended their egies and technology is indeed helping stu- schools, which range in size from less than child’s class on the day of the session. These dents in the Fort Vermilion School Division 50 students to approximately 450. The div- parents now speak of the benefits of this type as we strive to meet our vision of “Building ision also has four Learning Stores that offer of learning experience for their children. The Success: One Student at a Time.” an alternative education to prepare students use of webcams in the Fort Vermilion School to face life’s challenges not only academic- Division levels the playing field by opening up Kathryn Kirby is the assistant superintend- ally but also emotionally and socially. Our a world of possibilities to our isolated north- ent of teaching and learning at the FVSD. Her schools serve families from diverse cultural ern students who might otherwise never have current portfolio includes responsibility for cur- backgrounds including several distinct First such opportunities. riculum and assessment from early childhood Nations and Métis groups as well as a large Student learning is also being impacted services to grade 12, student services, as well Mennonite population among others. by the use of Web 2.0 tools and student as technology in education. For more informa- Through the use of webcams, students in laptops in a collaborative learning environ- tion, you can contact Kirby at kathrynk@fvsd. a number of schools across the jurisdiction ment. In efforts to actively engage aboriginal ab.ca.

Grade five students interacting with a museum’s educational program in Grade six students “meeting” with the MP for the Peace River constituency. southern Alberta.

Summer 2011 35 ThinkBigger The Grande Prairie Public School District is maximizing the use of available technology.

By Cheryl Brown and Sandy McDonald

s leaders in the field of education, we are challenged daily to support 21st century learn- ers with no increase in funds. In order to meet this goal, school leaders must have clarityA of vision, be reflective in practice and seek synergies in resource allocation. Integrating technology across all learning environments is essential, but it must be looked at as a challenge of integration rather than as an add-on. Given that we are 11 years into the 21st century, urgency exists to maximize the use of the available technology across the pyra- mids of intervention in educational environ- ments. School leaders struggling with limited funds can benefit from remembering that often strategies and technologies applied to students with unique learning needs may also be useful for the larger student body as members, specific assistive technologies (soft- final step is for the school to deter- well. ware/hardware), IT department parameters, mine how these finite resources may be Schools should consciously seek to maxi- etc. The third step is to create a master plan deployed to reach the goal, and to measure mize the use of assistive technology resour- that identifies target goals and outcomes (the and assess success. ces, embed their use in standard practice and Tasks to be completed). Lastly, school learn- In the Grande Prairie Public School to build the collective capacity of all staff. ing teams evaluate how best to deploy the District, assistive technology is recognized Schools can set a universal goal to support finite resources (Tools) available for max- as essential to success with pyramids of the most students in the most flexible way imum success in achieving identified goals. intervention. The past practice of referring by enhancing their learning with a finite An example of a universal goal is to students to district specialists is used less number of resources. A modified SETT help all staff in a school develop baseline frequently with the knowledge that what Framework is often used by the Grande Prai- knowledge of the available assistive tech- is good for one student may be good for rie Assessment Team (GPAT) to help area nology within the jurisdiction. Instruc- all students. Graphic organizers (such as schools use a systems approach to attain this tional leaders, learning support specialists Inspiration or Kidspiration), word predic- goal (www.joyzabala.com/Documents.html). and educational technologists can work tion software, speech-to-text and text-to- The first step is to evaluate the general together to identify core technologies and speech software are examples of technolo- needs in the school with respect to Student how they may be used in an integrated gies that have the potential to benefit all traits. Schools will then identify the Environ- manner. Various strategies for developing students. Virtual licensing and the pool- mental factors available, such as the avail- baseline knowledge for all staff are estab- ing of resources, as used in the Grande ability of learning specialists, support team lished and outcomes are identified. The Prairie Public School District, can help

36 www.casa-acas.ca jurisdictions to efficiently and flexibly utilize resources to support many students. When schools pool resources to purchase district licenses, such as text-to-speech software, staff and students from any site within the jurisdiction can access it at any time. As educational leaders in the 21st cen- tury, it is our responsibility to reflect on existing practice. On a regular basis we must ask where efficiencies may be gained to better support all students. As assistive technology continues to grow in afford- ability, availability and utility, we must actively seek to integrate it into our prac- tice. We must embrace the opportunity to maximize resources and commit to inte- grating technology in all areas of our schools. Addressing technology integration from a systems approach and building it into our vision for preparing 21st century learners is something we owe the students in our charge! As leaders in this field we must reflect often and think bigger!

Cheryl Brown is currently director of inclusive supports for the Grande Prairie Public School District and a speech language pathologist. She has worked with this dis- trict and other jurisdictions in north western Alberta for over 20 years. You can email her at: [email protected] or phone (780) 539-0333. Sandy McDonald has been a school administrator since 1997 with the Grande Prairie Public School District. He is cur- rently the director of educational technology for the jurisdiction. You can email him at: sandy.mcdonald@ gppsd.ab.ca, phone him at (780) 532-4491 or find him on Twitter: acmcdonaldgp.

Summer 2011 37 Excellence in Educational Technology The Near North District School Board’s Mobile Learning Initiative.

By Christopher Walkling

dvances in mobile tech- and understanding within a professional themselves ‘novice’ users while others were nology have created learning community. able to cite years of experience working a vast array of modes In place of “top down” professional with classroom ‘techno-gadgets’. Interest- through which people development, teachers were provided with ingly, one of the most widespread applica- communicate. While access to the technology (Apple iPods) and tions of the devices was developed by a it has been argued that openly encouraged to explore how these group of cooperative education teachers today’sA youth are the most adept at navi- mobile devices may be used to develop who previously had very limited access to gating these tools, many teachers are also new pedagogical processes and support technology. The coop teachers were hoping discovering exciting new ways to engage student success. Teacher experiences were to find a tool that would support their and support learners. Mobile devices, now documented and now act as resources to efforts to differentiate assessment and were capable of cross-mediated communication support ongoing professional development, intrigued by the audio recording capabil- (using written text, still images, videos and and continuous improvement planning. ities of the iPod Touch and the integrated audio) have captured the innovative spirit Teacher participants developed ground- Voice Memos application. of educators and have acted as a catalyst breaking ways to use mobile devices to The teachers acknowledged that the for pedagogical change. deliver learning content, engage learners longstanding practicum logbook and In 2009, the Near North District across a diversity of learning competencies, scripted written reflections did very lit- School Board initiated a Teacher Leader- and differentiate instructional strategies. tle to engage learners or provide oppor- ship and Learning Project (TLLP) designed The project ‘team’ was comprised of indi- tunities for meaningful assessment. In to enable teachers to explore the many viduals with a wide range of experience fact, incomplete written reflections often educational opportunities presented working with technology; some considered acted as a barrier for students attempting through highly mobile devices and dynam- to move forward through the course. The ic digital content. The Mobile Learning mobile technology presented a creative Initiative emphasized organic, classroom- solution. Rather than have students oriented, teacher-directed action research struggle to write their responses to and provided embedded opportunities to the reflection questions, they used access expertise, implement new the iPods to record audio assessments skills and share knowledge using “Voice Memos”. Student audio assessments were imported into iTunes and organized into playlists. Teachers were able use the same pro- cess to generate descriptive audio feed- back responding to the student reflec- tions. In some cases, employers were also asked to provide recorded comments to support student progress during the coop placement. As the iPod technology improved, teachers began using video in addition to audio to document student achievement. Performance tasks can now be reviewed by the student and teacher and are accom- panied by a formative dialogue about assessment and next steps.

38 www.casa-acas.ca As a result of the Mobile Technology Initiative, cooperative education teach- ers across the Near North District School Board have adopted the use of iPod tech- Excellence nology to facilitate differentiated assess- ment and evaluation. Using audio and now video assessments, students and teachers in Educational Technology are better able to track progress during coop placements. This technology has enabled students to more accurately dem- onstrate their knowledge and understand- ing of learning expectations. Students may now choose to use oral communica- tion skills to share their ideas, experien- ces, and responses to the various reflection and integration assignments. The student logbook and journal have been revised to work in conjunction with this form of differentiated assessment and evaluation. Practicum reflection activities have incor- porated strategies to support the concep- tualization and organization of ideas for oral literacy. Coop teachers have shared their experiences through the Mobile Learning Initiative: Profiles of Success, (an online resource), and teachers in other curricular subjects and grade levels have begun using the iPod devices to support the implemen- tation of descriptive feedback and mean- ingful assessment.

Christopher Walkling is the secondary educational technology coordinator for the Near North District School Board. He can be reached by email at: walklingch@nean- rorthschools.ca or by phone at: (705) 472- 7015 ext 5066. Roy Desjardins is the experiential learn- ing/OYAP coordinator for the Near North District School Board. He can be reached by email at: [email protected] or by phone at: (705) 472-8170.

Summer 2011 39 Immigrants and ESL Students in the 21st Century Red Deer Regional Catholic Schools is addressing the needs of an ever-increasing population of non-English speaking students.

By James Ward, M.Ed. and Paul Stewart, Ed.D.

n 2009, Canada welcomed be flexible enough to address the needs of so their children have the opportunity for over 600,000 immi- an increasing population of non-English a better life and where it may take two grants and refugees where speaking students. years to adapt to Canadian culture. Along approximately 20 per What are the factors that influence an with culture shock, ESL parents may not cent of the refugees were ESL student’s success in high school? Stu- know what educational opportunities exist aged 15-24 and 25 per dents new to Canada need to move beyond for their children which may disable their cent were under 15. As basic communication as their primary goal advocacy ability. Attention to 21st century migrants enter Canada they strive to meas- and toward 21st century academic compe- skills may seem contrary to their vision for ureI up to what media, school, and Western tencies that include literacy development, the 3R’s. society expects of them including their critical thinking, adaptability, social collab- Before attention to 21st century skills acquisition of English skills. oration and learning strategies to become can be emphasized, trust in the new cul- Many experience disenfranchisement, more productive citizens. From day one, ture and school system needs be developed confusion, and frustration when they enter our programs for ESL students link to 21st before the students can learn. Many Canadian schools that differ in norms century skills that are tied to academic immigrants from Latin America and East- compared to their homeland schools. standards targeted to individual needs. ern Europe come to school from a cultural Many youth and their families attempt to A major hurdle is to bridge the parental system that engenders trust in teachers. balance the conflict and anxiety of living and societal expectations for these children Immigrants from refugee camps often and communicating in both their new and to achieve academically while identifying require time to develop trust in schools old cultures. It is clear that a 21st cen- the factors that will address low gradua- and societal systems. A team approach tury Canadian education systems should tion rates. Many families move to Canada involving community agencies, the

Students using Flipcams while reading a book. Students then can correct their mistakes when they listen/watch themselves read. Flipcams can also be used for interviews, self-reflection, etc.

40 www.casa-acas.ca its prosperity. Increasingly, attention to immigration is looked upon as a solution. As such, our public education system is called upon to provide increased services to Limited English Proficient students arriving at our schools. Effective ESL programs linked to technology, academic language and communication in math, Students new to Canada learning about two important Canadian icons—the maple leaf and curling. science and civics will enrich our popula- tion and may support increased gradua- school and recreational facilities will help become empowered and better prepared tion rates among ESL students in the 21st new families and their children develop for Canadian society. However, in many century. the trust that is needed to start anew. cases, technology is only available to ESL Ongoing and continuous support includes families at school, public libraries or shared James Ward is currently a high school peer and teacher intervention to bridge among peers. We support students for 21st learning coach and biology teacher. Ward has the gap between the home and school. century learning through media by includ- formal and informal leadership experiences Our schools use individual approaches to ing applications, Internet and television in Red Deer Regional Catholic Schools. foster relationships with students from in schools. With that, lessons in digital Paul Stewart is an associate superintend- different countries to ensure success in citizenship become as important as other ent who oversees student services areas in Red school. academic subjects for ESL students. Deer Catholic Regional Schools. Effective communication is key for Canada enjoys a tremendous econ- For full article and references, contact all students but has different meanings omy which desires manpower to sustain [email protected] or [email protected]. for students new to the English language. Survival in oral language skills is the first thing we help our new students strive for. ESL students need processing time when they translate back to their first language before responding in English. A focus on academic language can follow after stu- dents become proficient. Students then have the confidence to lead their parents in English skill acquisition. Today’s students are tech savvy and able to learn such skills quickly. By combin- ing technical skills with critical thinking and problem solving ability, ESL students

Summer 2011 41 Balancing Educational Approaches for the 21st Century

By John Picard and Garfield Gini-Newman

ducators in the 21st century will con- In a typical direct instruction lesson, after identifying the tinue to be subject to theories about key learning targets and the criteria for success, student engage- teaching and learning that range from the ment is activated with a preparatory set of advance organizers, traditional to the progressive. Traditional sometimes called the “hook”. When teachers focus the hook on (or classical) approaches insist upon the being an invitation to solve a problematic situation or a “critical need for a clear set of objectives including challenge”, teachers create the conditions, and a context, for stu- specific content and defined skills which dent engagement and achievement. When direct instruction is are taught in an explicit and structured manner. Teaching strat- harnessed to problem-solving in this way, the result is the creation egiesE falling under the progressive or romantic banner tend strong- of teaching conditions for very powerful learning. ly towards a more natural approach in which children can explore Shirley Coughlan’s grade seven classes spend considerable time and develop their own understanding, acquiring knowledge and learning about the various historical events leading to Confed- skills in a more personal and meaningful way. eration. As they learn about these events, they are also learning to Believing that the dichotomy between teacher-centered and determine which ones have the most historical significance. The student-centered learning provides false choices in education, criteria for historical significance are taught directly, with mul- Foundations for the Future Charter Academy (FFCA) in Calgary tiple examples, until the students come to a place where they can has been developing a balanced educational approach in which apply those criteria on their own. the “direct instruction” model of teaching provides a founda- These young people have been exercising critical thinking and tion for the integration of more progressive approaches. As coming to an understanding of historical events that goes well an example, teachers working with the support of the Critical beyond the learning of facts and dates. At the same time, a great Thinking Consortium (TC2) are finding that there is a strong deal of direct instruction has been brought to bear in equipping synergy to be found between direct instruction and the develop- students with solid background knowledge and skills in research, ment of critical thinking. critical thinking and self-expression. The term “direct instruction” derives primarily from the work In her grade nine language arts class, Pamela Hunnisett inte- of Barak Rosenshine (1979, 1986), who identified common grates essential critical questions into her practice of direct “teaching functions” which had proved to be effective in improv- instruction as she leads her students to an understanding of the ing student learning. These teaching functions included teach- universal nature of the “hero pattern”. While the concept of the ing in small steps with student practice after each step, guiding hero pattern is taught directly, the criteria for determining a hero students during initial practice, and ensuring that all students are worked on together. Students apply and chart the application experienced a high level of successful practice. of the criteria, and use critical questions to guide their work, as

42 www.casa-acas.ca well as their planning of performance tasks to demonstrate their learning and their understanding. Critical thinking involves the thoughtful application of cri- teria to a problematic situation. The development of the intel- lectual tools for quality thinking is done within the model of direct instruction as students are engaged in solving meaningful problems derived from learning objectives set out in the cur- riculum. The evolution of the program of instruction at FFCA is revealing the potential of the direct instruction model to effect- ively integrate a variety of different teaching strategies. The development of critically thoughtful habits of mind and the introduction of critical challenges into the model provide a stimulating environment for learning that engages students and makes their experience more meaningful.

John Picard is a principal educator with Foundations for the Future Charter Academy (www.ffca-calgary.com), a charter school in Calgary, Alberta. FFCA has expanded from 211 students in 1997 to over 2900 students on seven campuses in 2010, and has over 4000 students on its waiting list. Garfield Gini-Newman is a critical thinking facilitator with the Critical Thinking Consortium (www.tc2.ca), and a lecturer with OISE (Ontario Institute for Studies in Education) at the University of Toronto. For more information on this subject, contact John Picard at [email protected].

Summer 2011 43 Creating Vibrant Learning Cultures: Reaching the Digital-Age Student. By Bonnie Crane and Leslee Jodry

orthern Gate- past practice. To develop understandings of Four jurisdictional schools teamed up way Pub- the inter-relationships of the many facets to overcome the unique challenges encoun- lic Schools of school improvement, coherent and inte- tered by small rural schools. The principals (NGPS) has grated plans of action need to be carefully created a structure based on mutual needs worked with constructed. to facilitate strategic curriculum planning its school- To support effective learning in the founded on critical thinking principles. based admin- 21st century, principals and teachers must The communities of learning, consisting of istrators and develop competencies to ensure students are grade level partners, ensure teachers have in- teachers through four three-year cycles of prepared for “active participation in a global depth curricular knowledge to embed effect- Nthe Alberta Initiative for School Improve- and knowledge-based society” (Alberta Edu- ive instructional and assessment strategies ment projects. The initiatives undertaken cation, 2011, p.1). Schools have to teach that engage students in authentic learning have included early and middle literacy, students the skills to advance digital-age experiences. differentiation, numeracy, assessment and literacy, inventive thinking, and effective The teachers develop and review critical critical thinking and represent the under- communication in highly productive class- thinking activities. They hold each other pinnings for student success in the 21st rooms (Lemke, Coughlin, Thadani, Martin, accountable to their learning community century. 2003, p.9). and build repertoires of ‘best practices’. School leaders are motivated, yet chal- Two models of school improvement are Together, the learning communities deepen lenged, to provide learning environments highlighted to illustrate how teachers engage understandings of metacognitive and cogni- that support the 21st century learner. They in research-based practices that support the tive thinking strategies to create learning have the complex task of connecting the 21st century learner. Four small schools environments that allow students to crit- instructional core with district priorities. work collaboratively to build a community ically evaluate information and construct Teachers often have a sense of ‘one more of reflective practitioners who embed critical new knowledge. This framework, found- thing’ being added to an already demanding thinking into curriculum, instruction and ed in affiliations, is flexible to adjust to workload. Creating learning environments assessment to increase student engagement. the evolving nature of school improvement that support students as ‘knowledge build- A mid-size elementary school utilizes a goals and allows both the needs of teachers ers’, flexible, critical and creative thinkers framework of planning to create learning and students to be the primary focal point and collaborators that persist in their learn- environments that reflect the needs of the for teacher collaboration. It provides a bal- ing is complex work that often challenges 21st century learner. ance between stimulating change and main- taining sufficient focus and stability to keep people moving in a purposeful direction. In an elementary school, serving 450 students in kindergarten to grade seven, teachers have common understandings of good teaching practice to support both horizontal and vertical collaboration. The school’s participation in a provincial project studying the effects of ‘one-to-one’ technol- ogy on student learning enhanced teacher understandings of the ‘new literacies’ gener- ated by information and communication technologies. Alberta Education’s three-year mobile computing study provided the lever- age to create a broader and deeper vision of the “educational opportunities 21st century skills can bring to students” (Lemke, et al, 2003, p.7). Using Wiggins and McTighe’s Understanding by Design as a framework, Digital personal devices in Onoway Elementary School provide flexible, mobile tools to support both grade level teams plan units of study. The individual and social learning strategies. teachers engage with curricula to apply

44 www.casa-acas.ca Teachers from Darwell School, David Ovans Elementary, Grasmere School and Rich Valley School collaborate to embed effective instructional and assessment strategies to meet the needs of the 21st century learner. Curriculum is at the core of the work. research-based instructional and assessment pedagogical practices that value ‘knowledge strategies through critical thinking, differen- builders’ create classroom environments tiation, and multi-modal literacies. Mean- that prepare students to take charge of their ingful and purposeful learning opportunities learning and shape their futures. are constructed for their students. Making instructional sense of the vast Bonnie Crane, assistant superintendent in number of skills the 21st century learn- Northern Gateway Public Schools, has over 30 er requires to be successful is a challenge. years of teaching and school-based leadership School-based administrators provide the experience. She can be reached by email at: lens to view new practices through frame- [email protected]. works that integrate and build connec- Leslee Jodry, learning services coordinator tions between improvement areas. Well- in Northern Gateway Public Schools, has constructed and well-implemented school guided schools through three Alberta Initia- improvement plans focus teachers’ attention tive for School Improvement cycles. She can be on the instructional goals for their students reached by email at: [email protected]. and make links to effective teaching and To view references for this article, email learning strategies. Teachers who engage in [email protected].

Summer 2011 45 Learning Through Social Media and Literacy Strategies By Daniel Espejo and Susana Gerndt

y getting our stu- Fee Otterson Junior High School. That Rewind back to September of 2010 dents to collab- morning, in Robert Madunicky’s social when Rob had just started working with orate and share studies class, all students had firsthand his grade seven students in the area of their thoughts experience sharing their learning with social studies. Although Rob felt very we are treating their peers by using the microblogging blessed that his students had one-to-one their ideas as site: http://todaysmeet.com. Using this laptops, he remembers that his students meaningful and website, students were asked to pose ques- were not accustomed to guiding their valued. This seems to be what our “mil- tions they had about a specific topic. learning through questioning and collab- Blenials” experience in their digital social Every student in the classroom had the orating with others to develop common lives outside of school. After all, our opportunity to contribute and to read understandings. students are online and in touch. Social everyone’s thoughts. These class generated Questioning and collaboration were media sites such as YouTube, Facebook, questions were later used to guide discus- areas that Rob fostered from the start Wordpress and Twitter provide students sions and study sessions for upcoming through the cultivation of literacy-rich with a platform that gives them immedi- assignments, projects and quizzes. While activities in the day-to-day life of his ate access to other’s thoughts. More the activity was seemingly simple and classroom. Since questioning seemed to importantly though, it gives our students quick it was a small snippet of the jour- be a struggle for most of his students, a platform to share their voices with the ney for the students in this class. Rob put Rob spent significant time modeling two global community. excellent scaffolds in place so that his stu- types of questions: what he calls “right A few months ago we had the privilege dents would not only be engaged but also there” questions where the answer can to witness the power of social media in be effective and able to reap the benefits be found directly in the text and “deep a seventh grade classroom at Monsignor that this type of experience can offer. questions” where the answer is often an

Students have colour coded cards with question starters when learning how to ask better questions. The goal is to eventually ask various types of questions naturally...without the cards.

46 www.casa-acas.ca opinion or an amalgamation of informa- todaysmeet.com but also with the execu- tion and background knowledge. “Bar- tion of projects, the use of mindmap- rett’s Cards” is a specific questioning tool ping tools like bubblus.com and collab- that the students learned to use effectively orative presentation tools like prezi.com. in order to ask more thought-provoking His students have become more adept questions of themselves and their peers. at several important 21st century skills, When asked about the benefits of such as how to guide their own thinking, using a questioning strategy coupled work with others and create meaningful with a microblogging experience, Rob’s representations of what they have learned. students were not at a loss for words. Meaningful use of one-to-one laptops, Andrea, a student in the class, com- technological tools and project creation pared the experience to that of making would not have been possible without the soup; all of the questions that her class- support of literacy strategies and a master mates generated were put together and teacher. “before you know it you’ve made some- thing that’s wonderful, tastes great and Susana Gerndt is the content literacy helps”. Another student, Joshua, voiced consultant for Edmonton Catholic Schools that this made him more confident on and this is her ninth year being involved tests because he had a better understand- with the district. Prior to this role, Gerndt ing of the questions themselves and how taught grades two, four and six. She can be to tackle answering them. Joshua also reached by email at: Susana.Gerndt@ecsd. stated that he liked that his teacher could net. see what everyone in the class was think- Daniel Espejo is an educational technol- ing and monitor their progress on the ogy specialist with a background in teaching spot. high school physics and math. This is his The literacy scaffolds that Rob put sixth year with Edmonton Catholic Schools. in place not only helped with the effect- He can be reached by email at: Daniel. In the beginning, the teacher models the use of the ive use of a microblogging site like [email protected]. question starter cards as a form of guidance.

Summer 2011 47 On Q: Delving Deeper with Questioning By Brian Weishar

ill and Marlee are Board teachers who have been working on range of thinking skills. It is one of the team teaching a les- a multi-year project to gain greater under- most utilized approaches teachers use son in a grade nine standing of questions and to how use them to prompt and expose students’ think- religion class where more precisely. ing. However, the research indicates that students are jotting The teachers worked with the Mosen- teachers are not always strategic with their ideas on chart thal Taxonomy of Learning (a copy of the questions. Students encounter, on aver- paper about the taxonomy is posted on the Literacy GAINS age, between 300 and 400 a day. About meaning of words like identify, summar- website: www.edugains.ca). This taxonomy, 70 per cent of these questions are lower Bize and explain. Janice has grade seven like other taxonomies, such as Bloom’s level, closed types of questions. students sort out cards with words such or Costa’s, provides a structure to clas- One of the goals of the project was to as ‘how’ and ‘why’ and match them to sify types of questions. However, this tax- use questions more effectively. The work what those words request. Janet has her onomy identifies three different aspects of the teachers led to several outcomes: students in her grade 10 English class use of questions. Specifically, the Mosenthal • More precision a strategy to understand questions before taxonomy structures according to three Teachers found that they eliminat- they discuss them in their literature circle qualities: what is requested (e.g., ‘why’ ed redundancy in questions, and by groups. Shannon is itemizing each ques- requests a reason), the type of processing using the taxonomy were able to iden- tion on a task and assessing how well stu- required (e.g., identify), and the source of tify the kinds and range of questions dents perform on each type of question the answer (e.g., directly from the text). they were asking, and select more she poses. These are a few examples of We know that questioning is an purposefully the questions they need- Simcoe Muskoka Catholic District School effective way to help students develop a ed to tap into the desired learning. • Stronger connection to assessment When teachers were more purposeful in their questions, they were better able to identify the criteria and skills they were assessing. • A more balanced use of questions Teachers reported they were asking fewer questions. This means students spent more time thinking deeply about fewer questions. There were also more opportunities for students to pose questions. • A means to scaffold The structure allowed teachers to more effectively scaffold questions. As they posed high level questions, they also had a way of scaffolding questions, when they needed to, to help all students be able to attempt Grade seven students collaboratively sort question words and match them to the kinds of information the high level questions rather than that is requested or required by each word as part of their work in developing a greater understanding of simply lowering the level of the ques- questions. tions.

48 www.casa-acas.ca • Greater clarity of question prompts There was greater clarity in what a number of question prompts mean. Teachers created a number of supports including anchor charts to help build students understanding of what certain prompts such as define, summarize and explain mean. In order to navigate an increasingly complex, information-rich world, students need to develop questioning skills to think critically. In this project, teachers found that students were more thoughtful when they were more deliberate in thinking about questions. As one teacher put it, “before the stu- dents usually raced to get [questions] fin- ished so they wouldn’t have any homework, so they would be answering in very limited ways. Now they are really better at thinking it through…and looking at more than one way to answer the question as well as the best way to answer the question.” If we want students to use questions to open up possibilities of thinking and learn- ing, they need to be explicitly taught the complexity of questions. Ultimately, when students have a greater understanding of questions, they have greater control when they engage in them.

Brian Weishar is a secondary curriculum consultant with the Simcoe Muskoka Cath- olic District School Board. He has facilitated this Literacy GAINS project for the last three years.

Summer 2011 49 | News From Across the Nation |

CASS professional learning project completing fourth New directors of education in Ontario 2010-2011: year Ottawa-Carleton District School Board Barrie Hammond (Acting) The College of Alberta School Superintendents professional Superior Greenstone District School Board Terry Ellwood (Acting) learning project to build system leadership capacity is complet- Near North District School Board Paul Moffatt (Acting) ing its fourth year. Leadership, research and a bias for action Avon Maitland District School Board Ted Doherty drive the Moving and Improving initiative. In conjunction with Lambton Kent District School Board Jim Costello the Ministry of Education, three provincial education partners Simcoe Muskoka Catholic District School Board Brian Beal and the province’s three graduate programs in educational Peterborough Victoria Northumberland leadership, CASS is actively building district leadership cap- Clarington Catholic District School Board Greg Reeves acity, enhancing school system success and fostering stronger Rainbow District School Board Norm Blaseg research-oriented linkages among superintendents and the Halton District School Board David Euale leadership research community. Two research informed docu- Algonquin and Lakeshore Catholic District School Board Jody DiRocco ments now shape system level leadership practice in Alberta. Grand Erie District School Board John Forbeck The CASS Practice Standard (2008) is designed to inform the Bluewater District School Board John Bryant individual CASS member’s leadership practice, while the CASS Ottawa Catholic District School Board Julian Hanlon Framework of School System Success (Morrow & Schmold, Windsor-Essex Catholic District School Board Paul Picard 2009a) supports the collective work of the school district leadership team. The Framework is founded on Ken Leith- wood’s (2008) CASS commissioned review of the literature on high performing school districts. McGuinty government expands popular high school programs New capital funding announced for 120 school projects in For the fifth year in a row, Ontario is expanding the Special- Saskatchewan ist High Skills Major programs to help students graduate and Saskatchewan’s education system received good news today when Educa- find their passion in the workforce. tion Minister Donna Harpauer announced in February 2011 more than $60 Starting September 2011, students will have access to over million in additional funding for 120 school renovation and improvement 1,300 Specialist High Skills Major programs—an increase from projects in 65 communities across the province. 1,000 this year. This expansion will ensure more than 34,000 “This is funding that will help address enrolment and renovation pres- high school students are able to participate next year—an sures being felt in schools and school-based child care centres across the increase of 6,000 students. province,” Harpauer said. Specialist High Skills Majors encourage students to develop Funding of $17.8 million is for block capital projects that will provide their skills and interests and help put them on the path to a functional and safer environments for students and children. This includes: successful career. Through these programs, students earn cred- • $9.9 million for more than 65 roof replacement projects; its while developing the skills needed for college, university, • $1.8 million for seven heating and ventilation upgrades; apprenticeship or the workplace. These programs engage stu- • $1.8 million for relocatable classroom construction and relocation to dents and are helping to increase high school graduation rates address overcrowding; and across the province. • $4.3 million for other miscellaneous projects. Building a well-educated workforce that helps Ontario com- Also, an additional $42.2 million for capital will complete the funding pete in the global economy is part of the McGuinty govern- for eight major projects previously announced and will move the design and ment’s Open Ontario plan to open the door to a bright future construction ahead for the six projects given Approval-in-Principle on March for high school graduates. 18, 2010. Schools in Preeceville, Lashburn, Maple Creek, Balcarres, Swift Current and Yorkton are just a few who will see some funding come their way to initiate new projects or finalize those in progress. The Government of Saskatchewan has committed more than $402.6 mil- Reducing team staffing lion since November 2007 to move forward 29 major school capital projects District school boards in Ontario face a 10 per cent reduc- and about 570 additional smaller school capital projects across the province. tion in executive team staffing over the next two years. Each This represents a record high investment in school infrastructure over a three board is asked to make local decisions. year period.

Education Act A new Education Act was expected to be passed in the spring session of the Legislature. The retirement of Alberta Premier, Ed Stel- mach, may delay the legislative process until later in the term of government.

50 www.casa-acas.ca | News From Across the Nation |

EXL award given to John Mackle John Mackle, director of education for the Peterborough Victoria Northumberland Clar- ington Catholic District School Board was selected for the EXL award given by CASA to the Canadian superintendent of the year. John received his award in Quebec City last summer Premier honours 10 students for and was later recognized at the American Association of School Administrators conference contributions to their communities, in Denver in February. healthy living Healthy Living, Youth and Seniors Minister Jim Rondeau presented 10 grade 12 students LEADS from across the province with the Premier’s The College of Alberta School Superintendents will partner with Dr. Kenneth Healthy Living Award for Youth at a ceremony Leithwood to present at the LEADS (League of Educational Administrators, Direc- held on June 3 at the Legislative Building. tors and Superintendents of Saskatchewan) Annual Policy Conference, February 27 “Our award winners share a common - March 1 in Regina, Saskatchewan. thread—a willingness to help others, outstand- ing leadership qualities and a dedication to healthy living,” said Selinger. “Their efforts are helping to build stronger, healthier communities throughout Manitoba.” This year’s recipients of healthy-living awards are: • Jordan Beer, Springfield Collegiate Institute, Oakbank; • Grant Burch, Stonewall Collegiate, Stone- wall; • Melissa Campbell, Stonewall Collegiate, Stonewall; • Sara Catellano, West Kildonan Collegiate, Winnipeg; • Gurpreet Chahal, Sisler High School, Win- nipeg; • Natalie Dearborn, École communautaire Réal-Bérard, Saint-Pierre-Jolys; • Veronica Fieldhouse, Glenlawn Collegiate Institute, Winnipeg; • Shayla Hickie, Morris School, Morris; • Kevin Nikkel, St. Paul’s High School, Win- nipeg; and • Naomi Sawchuk, Vincent Massey Collegiate, Winnipeg. Each participant received a medal and cer- tificate for their achievements, as well as a letter of cwngratulations from the premier. “These young citizens are outstanding role models for other children and youth,” said Sel- inger. “They make our province a better place to live and they are truly inspiring.” The Premier’s Healthy Living Award for Youth builds on the existing Manitoba Youth Leadership Scholarship Program that recognizes grade 12 students who have engaged in mean- ingful volunteer activities that promote leader- ship, citizenship and healthy living in their schools and communities.

Summer 2011 51 | News From Across the Nation |

Coldstream celebrates a century of learning with new school Students celebrated 102 years of learning on June 6 in Coldstream by officially opening their new elementary school, a green facility that ensures rural families have access to quality education while supporting a healthy environment, Education Minister George Abbott says. Located in the Coldstream Valley southeast of Vernon, the school was designed to fit into the natural surroundings of Coldstream Park and reflect the rural lifestyle and rich agricultural history of the region. The official opening of the new $13.6-million school will mark a legacy of more than 100 years of education at the site—from its beginnings as a modest one-room school house, to the state-of-the art, green school of today. Some of the features of the new school include: • A unique selection of colour materials to reflect a typical fall day in the nearby Coldstream Park, including greens, reds and yellows. The corridors also feature blue-coloured flooring to depict a nearby stream. • Curved benches in the main foyer that allow children and parents to gather. These have become a popular area for imaginative games at recess and lunch. • A horizontal geothermal field under the soccer field for heating the school. • An irrigation system hooked up to the weather station so that watering the fields is controlled depending on how much it has rained. • Occupancy sensors in all the classrooms turn lights on when a room is entered, off when the room is no longer occupied. • Various trees and shrubs to provide shaded areas for the school. • Each classroom has two computer stations, and the school has a wireless network. • A new parking lot that includes a bus superstation and parent drop off zones. The design ensures buses no longer stop traffic on Kalamalka Road, easing the morning commute.

McGuinty Government supporting clean schools, building clean energy economy Innovation growing in rural schools With projects ranging from Aboriginal performing arts, full-day This fall, 126 schools will be turning on more cleaner and renew- nature kindergarten, Doukhobor history, renewable energy, and healthy able sources of power, like solar, wind and geothermal, creating food choices for students, Government is supporting rural schools with a cleaner and more sustainable places to learn for Ontario students. $300,000 program to enhance learning for rural students. Using renewable energy will help schools reduce their greenhouse Out of the impressive 61 submissions from 36 rural districts, a gas emissions, save money on energy costs or earn revenue by selling remarkable response to the call for applications, 17 were selected with a electricity back to the grid. Schools and boards will reinvest savings focus on their impact on students in rural communities, innovation, and and revenue to support improved student achievement and success. potential for research. Investing in our schools is an important part of the McGuinty An 18th award, of $6,000, sponsored by the Eleanor Rix Professor- government’s, Open Ontario plan, to strengthen and protect public ship in Rural Teacher Education at the University of British Columbia, education. will go to George M. Dawson Secondary school in Masset for their pro- QUICK FACTS posal to build an outdoor classroom. Last March, the Ministry of Education and UBC teamed up to launch • In 2009-10, Ontario school boards spent nearly $400 million on Growing Innovation. The province-wide program provides grants to utility bills. the districts selected so they can bring their innovative ideas to life and • Since 2009, the McGuinty government has invested more than enhance rural learning. $620 million to make Ontario’s schools cleaner, more sustainable Graduate students will support and document research in the districts places to learn. As a result, more than 2,400 schools have bene- and in May, 2012 schools/districts and researchers will share information fited from more than 4,200 clean energy projects. at a symposium at UBC. As well, all districts involved will develop dem- • From that investment, $50 million went toward solar, wind and onstration sites to highlight their findings. geothermal technologies as a part of the Renewable Energy Fund- ing for Schools program. • Solar panels and wind turbines can sell electricity back to the grid through the MicroFIT Program, an important part of the Green Full-day kindergarten and after school programs Energy Act. The Ontario government’s initiative in providing full-day kin- • Ontario’s Long-Term Energy Plan includes increasing the prov- dergarten and before and after school programs has moved through ince’s renewable power supply from sources like wind, solar and its initial stages and plans are under way for provision of instruc- bio-energy by more than 500 per cent, up to 10,700 megawatts. tional spaces for the final years of the five-year plan. Program has been • Ontario now has more than 1,500 megawatts of wind power received very positively. Boards and Ministry continue to facilitate staff- online generated by more than 800 wind turbines. In 2003, there ing and building concerns. were only 15 megawatts of wind power generated by 10 turbines. This is a 100-fold increase in wind power capacity.

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Financial Services Portable Classrooms World Class Sustainable Roofing KPMG...... 49 C.L. Martin & Co. Limited...... 19 Sika Canada Inc...... 23

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