Handbook for New Teachers 2018-19

SCH E OO RI L I A

R D P I

I N H

NO. 48

We inspire, lead, and achieve to the highest level.

TABLE OF CONTENTS

About Us 6 Board of Trustees 8 Executive Council 9 Overview of Schools 11 C.J. Schurter School 12 E.G. Wahlstrom 13 E.W. Pratt High School 14 École Routhier School 15 Georges P. Vanier School 16 High Prairie Elementary School 17 Joussard School 18 Kinuso Outreach School 19 Kinuso School 20 Lakeside Outreach School 21 Prairie River Junior High School 22 Prairie View Outreach School 23 Roland Michener Secondary School 24 2018-19 School Calendar 25 2018-19 Teacher Assignment 26 2018-19 Board Priorities 31 Mentorship Program 33 Information about the Mentorship Program 34 Instructional Coaching Menu 36 Monthly Areas of Focus 37 Information for Teachers 39 Teaching Qualifications Services 41 Teaching Quality Standard 47 Programs of Study 55 Teacher Certification 55 Duties of Teachers 56 Curriculum Planning, Assessment, and Reporting 58 Daily Lesson Plans 62 Long Range Plans 63 Assessment 64 Professional Growth Plan 65 Section 1: Review Provincial Policy Regulations 66 Section 2: Reflect on Your Professional Practice 68 Section 3: Develop a Professional Growth Plan 69 Section 4: Prepare for Review or Approval of Your Growth Plan and a Successful Year-end Review of Your Growth Plan 71 Section 5: Frequently Asked Questions (FAQ) 73 Leaves and Absences 76 ATA Collective Agreement 77

Page 3 Page 4 Inclusive Education 101 Success Plans 102 ISP’s (Individualized Service Plans) 102 NLCS (Northern Lakes Collaborative Services Team) 102 Supports and Clevr 102 Inclusive Education Loaner Library 102 Role of the LST 103 Inclusive Education Websites 103 Technology 105 Maplewood connectEd 106 Employee Self Service 107 Netop 107 HPSD School Messenger System 107 Teacher Webpages 108 Hour-Zero and Public School Works 109 Forms and Resources 111 Important Forms 111 Professional Resources 111 Team Drives 112

Page 5 ABOUT US

High Prairie School Division, located in north-central Alberta, provides comprehensive educational programs and services to approximately 3200 students, kindergarten through to Grade 12. Its educational enterprise is carried out in 13 schools located in the communities of Falher, Donnelly, High Prairie, Joussard, Kinuso, and Slave Lake. Approximately 550 full and part-time employees, including educational assistants, secretaries, librarians, janitors, maintenance personnel, bus drivers, mechanics, education specialists, and Learning Support Centre administrators and personnel directly supplement the endeavours of over 200 school-based teachers and administrators. Seven trustees elected by parents and taxpayers of the Division’s four subdivisions provide governance and overall direction.

Vision Statement We inspire, lead, and achieve to the highest level.

Mission Through exemplary teaching, leadership, and collaborative partnerships, we prepare students to be socially responsible and to succeed locally and globally.

Core Values • Learning: We create dynamic learning environments which challenge and support individuals to reach their full potential. • Leadership: We believe that leadership empowers people to make extraordinary things happen for kids. • Integrity: We believe in employing the highest ethical standards in every action we take. • Efficacy: We believe we have the capacity to enable all students to achieve. • Diversity: We understand, appreciate, and respect everyone’s differences. • Interdependence: We recognize and draw upon each other’s individual and collective strengths to educate students. • Courage: We have the tenacity, strength, and conviction to do what is right for student learning.

Page 6 SCH E OO RI L I A

R D P I

H I

I N H

NO. 48

FALHER DONNELLY

HIGH PRAIRIE JOUSSARD KINUSO

SLAVE LAKE

Page 7 BOARD OF TRUSTEES

The High Prairie School Division’s Board of Trustees consists of seven elected officials from across the region. As the corporate body elected by the voters and the ratepayers that support the High Prairie School Division, the Board of Trustees is responsible for the development of goals and policies to guide the provision of educational services to students resident within the division, in keeping with the requirements of government legislation and the values of the electorate.

WARD 1 Trustee Trustee

Karin Scholl Lynn Skrepnek Elected in 2004 Elected in 2013

Mobile (780) 837-0235 Mobile (780) 837-4849 [email protected] [email protected]

WARD 2 Trustee Chair

Joyce Dvornek Tammy Henkel Elected in 1998 Elected in 2008

Home (780) 523-2797 Mobile (780) 523-7354 Mobile (780) 291-0888 [email protected] [email protected]

WARD 3 Trustee

Lorraine Shelp Elected in 2017

Mobile (780) 355-3667 [email protected]

WARD 4 Vice Chair Trustee

Joy McGregor Ali Mouallem Elected in 2013 Elected in 2017

Mobile (780) 805-1233 Mobile (780) 805-6122 [email protected] [email protected]

Page 8 EXECUTIVE COUNCIL

The High Prairie School Division’s Executive Council is comprised of a Superintendent, Deputy Superintendent, and four Assistant Superintendents. Executive Council supports learners across the Division from the Learning Support Centre in High Prairie, Alberta. From this central location, the team is able to coordinate student services, curriculum strategies, and consistent communications to the Division’s students, parents, staff, and stakeholders.

SUPERINTENDENT DEPUTY SUPERINTENDENT Laura Poloz Margaret Hartman

[email protected] [email protected] Hired 1985 Hired 1982

ASSISTANT SUPERINTENDENTS Secretary Treasurer Assistant Secretary Treasurer

Raymonde Lussier Jody Frowley

[email protected] [email protected] Hired 1989 Hired 2017

Human Resources

Treva Emter Evan Dearden

[email protected] [email protected] Hired 1997 Hired 2009

Page 9 Page 10 OVERVIEW OF SCHOOLS

High Prairie School Division is committed to providing quality public education in schools that are welcoming, caring, respectful, and safe learning environments that respect diversity and foster a sense of belonging. This is accomplished by our team of dedicated staff who work in partnership with our community stakeholders. Teachers work in conjunction with our Wellness Coaches and Career Coaches to facilitate optimum learning which goes above and beyond the standard curriculum.

Our Wellness Coaches acknowledge that mental well-being, physical activity, and nutrition play significant roles in children’s overall health. They encourage students to think critically about the impact of their choices on their current and long-term health and promote lifestyles that support healthy attitudes toward mental well-being, physical activity, and nutrition. The team works with parents, community members, and community organizations to promote and support programs and services that contribute to healthy school communities.

The team of Career Coaches works closely with our students to provide academic counseling starting in junior high to ensure those students are successful at work once they complete their education program. They meet with students to develop plans and strategies for post-secondary education as well as dual credit opportunities for those who have a passion to work in the trades. They familiarize students with the post-secondary educational institutions available to them and the corresponding scholarship and bursary opportunities.

This multi-faceted approach to supporting learners is an integral reason why High Prairie School Division is the division of choice for quality public education. Our team of highly skilled professionals, whether they are teaching in a classroom, driving a bus, answering a phone, installing a computer, or pushing a broom make a defining impact on each student by facilitating quality public education.

Page 11 C J Schurter Elementary School

C.J. SCHURTER SCHOOL

Principal STATISTICS: YEAR BUILT 1971 Linnea Jones GRADES K - 3 [email protected] LOCATION SLAVE LAKE Hired 2010 STUDENTS 491 Map data ©2015 Google 50 m TEACHERS 29 SUPPORT STAFF 26 AVERAGE CLASS SIZE 21.1

Vice Principal CONTACT INFORMATION: WORK (780) 849-4344 Marlee Adams WEBSITE www.cjs.hpsd.ca [email protected] Hired 1993 300 - 6TH AVENUE NE SLAVE LAKE, AB T0G 2A2

C.J. Schurter Elementary School is located in the town of Slave Lake in northern Alberta, in the Municipal District of Lesser Slave River. It is located 257 kilometres north of Edmonton on the southeast shore of Lesser Slave Lake at the junction of Highway 2 and Highway 88.

C.J. Schurter Elementary School maintains a strong literacy focus and utilizes a balanced approach to instruction. Staff members work with literacy and math coaches to enhance instructional practice while grade level teachers work in professional learning environments to address the literacy and numeracy goals of the school. We are also implementing the Leader in Me program in which students are taught leadership principles and strategies that have positive effects on their self-confidence, problem solving abilities, communication skills, and helps develop a positive school culture and atmosphere.

Page 12 E G Wahlstrom School

E.G. WAHLSTROM

Principal STATISTICS: YEAR BUILT 1954 Kristoffer Herbert GRADES 4 - 6 [email protected] LOCATION SLAVE LAKE Hired 2012 STUDENTS 341 TEACHERS 20 SUPPORT STAFF 12 AVERAGE CLASS SIZE 22.5

E.G. Wahlstrom School is located in the town Slave Lake in northern Alberta, in the Municipal District of Lesser Slave River. It is located 257 kilometres north of Edmonton on the southeast shore of Lesser Slave Lake at the junction of Highway 2 and Highway 88.

E.G. Wahlstrom is a Grade 4 to 6 school with an enrollment of approximately 330 students that supports the cultural diversity of the school and community to enhance student learning. By collaborating with other agencies, we have been able to realize a strong sense of belonging within our school. We are actively involved with the Leader in Me program and provide additional support services to all students through Learning Supports in the areas of literacy and math in addition to transitioning and counseling services.

Page 13 E.W.Pratt High School

E.W. PRATT HIGH SCHOOL

Principal STATISTICS: YEAR BUILT 1969 Neil Barry GRADES 10 - 12 [email protected] LOCATION HIGH PRAIRIE Hired 2017 STUDENTS 292 TEACHERS 17 SUPPORT STAFF 10 Map data ©2015 Google 50 m AVERAGE CLASS SIZE 13.0

Vice Principal CONTACT INFORMATION: WORK (780) 523-3813 Lyndsay Fleming WEBSITE www.ewp.hpsd.ca [email protected] PO BOX 150 Hired 2018 5650 - 50TH STREET HIGH PRAIRIE, AB T0G 1E0

E. W. Pratt High School is located in the town of High Prairie in northern Alberta within Big Lakes County. It is located at the junction of Highway 2 and Highway 749, approximately 371 kilometres northwest of Edmonton and 118 kilometres west of Slave Lake.

Our students are offered an academic program with an extensive list of options as well as a wide variety of activities. Our students represent eight different communities in the surrounding region and our staff continues to pride itself in building our students into a single cohesive community. Our student population of approximately 270 students has access to a wide variety of amenities in the community including an indoor pool, curling rink, and skating rink.

Page 14 Routhier School

ÉCOLE ROUTHIER SCHOOL

Principal STATISTICS: YEAR BUILT 1957 Diane Benoit GRADES K - 6 [email protected] LOCATION FALHER Hired 1987 STUDENTS 233 TEACHERS 17 SUPPORT STAFF 15 Map data ©2015 Google 50 m AVERAGE CLASS SIZE 17.75

Vice Principal CONTACT INFORMATION: WORK (780) 837-2114 Melissa Portelance WEBSITE www.ers.hpsd.ca [email protected] PO BOX 540 Hired 2008 131 CENTRAL AVENUE SE FALHER, AB T0H 1M0

École Routhier School is located in the Francophone-based community of Falher, Alberta which is located in the Municipal District of Smoky River No. 130, along Highway 49. École Routhier School is situated in the heart of northwestern Alberta’s Smoky River region which is an area comprised of approximately 5,000 residents and is predominantly driven by agriculture and apiculture sectors as well as the oil and gas industry.

The school prides itself on an ability to offer quality instruction to students from ECS to Grade 6 in a dual track program of French Immersion and an English program.

Page 15 G P Vanier School

GEORGES P. VANIER SCHOOL

Principal STATISTICS: YEAR BUILT 1955 Pamela Heckbert GRADES 7 - 12 [email protected] LOCATION DONNELLY Hired 1998 STUDENTS 281 TEACHERS 19 SUPPORT STAFF 10 Map data ©2015 Google 50 m AVERAGE CLASS SIZE 14.3

Vice Principal CONTACT INFORMATION: WORK (780) 925-3959 Monique Dubrule WEBSITE www.gpv.hpsd.ca [email protected] PO BOX 60 Hired 2005 5504 CENTENNIAL AVENUE DONNELLY, AB T0H 1G0

Georges P. Vanier School is centrally located in the village of Donnelly within the Municipal District of Smoky River No. 130. It is located near the intersection of Highway 2 and Highway 49, located approximately 65 kilometres south of Peace River and 427 kilometres northwest of Edmonton.

We offer dual-track programming in French Immersion and English for students in Grades 7 to 9 with a full array of courses for our senior high students. Our school is situated in the heart of northwestern Alberta’s Smoky River region. This is an area comprised of approximately 5,000 residents and is predominantly driven by the agriculture sector as well as the oil and gas industry.

Page 16 High Prairie Elementary

HIGH PRAIRIE ELEMENTARY SCHOOL

Principal STATISTICS: YEAR BUILT 1956 Kim Corless GRADES K - 6 [email protected] LOCATION HIGH PRAIRIE Hired 2008 STUDENTS 321 TEACHERS 21 SUPPORT STAFF 19 AVERAGE CLASS SIZE 19.9

Vice Principal CONTACT INFORMATION: Map data ©2015 Google 50 m WORK (780) 523-4531 Spencer Smith WEBSITE www.hpe.hpsd.ca [email protected] PO BOX 1200 Hired 2015 5701 - 48TH STREET HIGH PRAIRIE, AB T0G 1E0

High Prairie Elementary School is located in the town of High Prairie in northern Alberta within Big Lakes County. It is located at the junction of Highway 2 and Highway 749, approximately 371 kilometres northwest of Edmonton and 118 kilometres west of Slave Lake.

The elementary school offers programming for students from ECS through to Grade 6. The school supports a broad range of opportunities for students including leadership and alternative French language programs as well as art courses and it is operated by staff with passion for teaching.

Page 17 Joussard School

JOUSSARD SCHOOL

Principal STATISTICS: YEAR BUILT 2016 Heather Caudron GRADES K - 6 [email protected] LOCATION JOUSSARD Hired 1980 STUDENTS 122 TEACHERS 9 Map data ©2015 Google 50 m SUPPORT STAFF 12 Joussard School AVERAGE CLASS SIZE 17.7 School Vice Principal CONTACT INFORMATION: WORK (780) 776-3753 12 Lakeview Dr, Joussard, AB T0G 1J0 Kienan Wilson WEBSITE www.jou.hpsd.ca [email protected] PO BOX 60 Hired 2017 12 LAKEVIEW DRIVE JOUSSARD, AB T0G 1J0

Joussard School is located in the hamlet of Joussard in northern Alberta within Big Lakes County, located 2 kilometres north of Highway 2, approximately 338 kilometres north of Edmonton. The school, which is located in close proximity to the shoreline of picturesque Lesser Slave Lake, prides itself on being a close- knit elementary school serving students from ECS to Grade 6. The school has been replaced by a new facility which offers an up-to-date learning centre in keeping with the school’s 1:1 technology program for the 140 students. Staff and students moved into the new facility in December 2015.

Page 18 Kinuso Outreach School

KINUSO OUTREACH SCHOOL

Kinuso Outreach School is nestled in STATISTICS: the Hamlet of Kinuso and is located 48 YEAR BUILT N/A kilometres west of Slave Lake on the GRADES 7 - 12 southern shores of Lesser Slave Lake. LOCATION KINUSO The region is home to a varied and STUDENTS 14 diverse population with rich cultures and TEACHERS 2 backgrounds. SUPPORT STAFF 1 AVERAGE CLASS SIZE Map data ©2016N/A Google 50 m The school is located just south of the lake. The school is operated by qualified CONTACT INFORMATION: and dedicated staff who provide WORK (780) 775-3533 quality education in a safe and caring WEBSITE www.kio.hpsd.ca environment. The school is supervised by the PO BOX 428 ND administrators at Kinuso School. 211 - 2 STREET KINUSO, AB T0G 1K0

Page 19 Kinuso School

KINUSO SCHOOL

Principal STATISTICS: YEAR BUILT 1957 Linda Green GRADES K - 12 [email protected] LOCATION KINUSO Hired 1997 STUDENTS 276 TEACHERS 23 SUPPORT STAFF 20 AVERAGE CLASS SIZE 17.3 Map data ©2015 Google 50 m Vice Principal CONTACT INFORMATION: WORK (780) 775-3694 Brita Goldie WEBSITE www.kin.hpsd.ca [email protected] PO BOX 180 Hired 2013 500 KINUSO AVENUE KINUSO, AB T0G 1K0

Kinuso School is nestled in the Hamlet of Kinuso and is located 48 kilometres west of Slave Lake on the southern shores of Lesser Slave Lake. The region is home to a varied and diverse population with rich cultures and backgrounds.

The school serves students from kindergarten to Grade 12 and is located just south of the lake. The recently remodeled school is operated by a group of qualified and dedicated staff who provide quality education in a safe and caring environment. The school offers diverse programming in the arts, education, and extracurricular activities. National archery championships, poetry competitions, Cree and French language programs, and dual credit courses highlight just a few of the successes that have been achieved by the students and staff at Kinuso School.

Page 20 Lakeside Outreach School

LAKESIDE OUTREACH SCHOOL

Vice Principal STATISTICS: YEAR BUILT N/A Jessica Sachs-Cardinal GRADES 7 - 12 [email protected] LOCATION SLAVE LAKE Hired 2004 STUDENTS 70 TEACHERS 3 SUPPORT STAFF 1 Map data ©2015 Google 50 m AVERAGE CLASS SIZE N/A

Lakeside Outreach is located in the town CONTACT INFORMATION: Slave Lake in northern Alberta, in the WORK (780) 849-2992 Municipal District of Lesser Slave River. It is WEBSITE www.lso.hpsd.ca located 257 kilometres north of Edmonton PO BOX 127 on the southeast shore of Lesser Slave Lake 117 - 3RD AVENUE NE at the junction of Highway 2 and Highway SLAVE LAKE, AB 88. T0G 2A0

The school offers an alternative learning environment with programming which is individualized, flexible and offered within a small, personalized setting. The school serves students from Grade 7 to Grade 12 and is located in the heart of Slave Lake with a team of dedicated staff providing quality education to the diverse and unique learners.

Page 21 Prairie River Junior High School

PRAIRIE RIVER JUNIOR HIGH SCHOOL

Principal STATISTICS: YEAR BUILT 1982 Paula Taylor GRADES 7 - 9 [email protected] LOCATION HIGH PRAIRIE Hired 2018 STUDENTS 228 TEACHERS 15 SUPPORT STAFF 12 AVERAGE CLASS SIZE 23.8

Map data ©2015 Google 50 m Vice Principal CONTACT INFORMATION: WORK (780) 523-4418 Troy Runzer WEBSITE www.prs.hpsd.ca [email protected] PO BOX 940 Hired 2018 5006 - 56TH AVENUE HIGH PRAIRIE, AB T0G 1E0

Prairie River Junior High School is located in the town of High Prairie within Big Lakes County. High Prairie is located at the junction of Highway 2 and Highway 749, approximately 371 kilometres northwest of Edmonton and 118 kilometres west of Slave Lake.

In addition to academic programming, PRJHS boasts an exceptionally strong student athletics program including basketball, golf, volleyball, track and field, badminton cross country running and archery. They continue to maintain a tradition of excellence for student achievement at various levels of competition.

The school further offers a full arts program including fine arts, performing arts, and industrial arts as well as a variety of option courses.

Page 22 Prairie View Outreach School

PRAIRIE VIEW OUTREACH SCHOOL

Principal STATISTICS: YEAR BUILT N/A Jamie Babcock GRADES 7 - 12 [email protected] LOCATION HIGH PRAIRIE Hired 1985 STUDENTS 47 TEACHERS 3 Map data ©2016 Google 50 m SUPPORT STAFF 2 AVERAGE CLASS SIZE N/A

Prairie View Outreach is located in the town CONTACT INFORMATION: of High Prairie in northern Alberta within Big WORK (780) 523-4200 Lakes County. It is located at the junction of WEBSITE www.pvo.hpsd.ca Highway 2 and Highway 749, approximately PO BOX 1447 371 kilometres northwest of Edmonton and 4601 - 58TH AVENUE 118 kilometres west of Slave Lake. HIGH PRAIRIE, AB T0G 1E0 Our school offers an alternative learning environment to students in Grades 7 to 12. Programming is individualized, flexible, and offered within a small, personal setting. The community offers a wide variety of amenities and our school takes advantage of the access we have to those amenities including an indoor pool, curling rink, and skating rink. This is in addition to facilities located in other schools operated by High Prairie School Division.

Page 23 Roland Michener Secondary School

ROLAND MICHENER SECONDARY SCHOOL

Principal STATISTICS: YEAR BUILT 1971 Lisa Palko GRADES 7 - 12 [email protected] LOCATION SLAVE LAKE Map data ©2015 Google 50 m Hired 1993 STUDENTS 540 TEACHERS 29 SUPPORT STAFF 17 AVERAGE CLASS SIZE 21.8

Vice Principal CONTACT INFORMATION: WORK SENIOR (780) 849-3064, JUNIOR (780) 849-5300 Brian Hay WEBSITE www.rms.hpsd.ca [email protected] Hired 1988 106 - 7TH STREET SE SLAVE LAKE, AB T0G 2A3

Vice Principal Roland Michener Secondary School is located in the town Slave Lake in northern Alberta, in the Municipal District Patrick Kennedy of Lesser Slave River. It is located 257 kilometres north of [email protected] Edmonton on the southeast shore of Lesser Slave Lake at the Hired 2012 junction of Highway 2 and Highway 88.

Roland Michener Secondary School offers full academic and special education programs in an effort to foster hope and to inspire success among our students in Grades 7 to 12. A wide range of CTS options are also available for students to take, including Art, Drama, and Instrumental Music.

Page 24 2018-19 SCHOOL CALENDAR Victoria Day Last day for Kindergarten - Grade 11 Students Day in Lieu or PD Day in Lieu or PD Christmas Day Non-Operational Day Teachers' Convention Divisional PD Day Labour Day Christmas Holiday PD Day PD Day Remembrance Day Remembrance Day Observed Divisional PD Day Day in Lieu New Year's Day Semester Break - Beginning of 2 Spring Break Good Friday Easter Monday Day in Lieu or PD Teacher Only Holiday and Vacation First day for all students Divisional PD Day Thanksgiving Day Last day for Grade 12 Students Last Day for Teachers Canada Day Family Day PD Day Teacher Only Days - Start-up PD Day Aug 28 - 31 July 1, 2019 May 20, 2019 May 17, 2019 May 10, 2019 March 23 - 31 Dec 22 - Jan 6 June 26, 2019 February 7 - 8 June 28, 2019 June 27, 2019 April 12, 2019 April 19, 2019 April 22, 2019 March 15, 2019 January 1, 2019 October 5, 2018 October 8, 2018 February 6, 2019 January 31, 2019 October 26, 2018 February 18, 2019 December 7, 2018 September 3, 2018 September 4, 2018 December 25, 2018 December 21, 2018 November 11, 2018 November 12, 2018 November 23, 2018 September 21, 2018 6 S S S S 6 5 6 20 27 13 19 12 26 20 27 13 20 27 13 F F F F 5 5 4 5 19 26 12 18 11 25 19 26 12 19 26 12 T T T T 4 4 3 4 18 25 11 17 10 24 31 18 25 11 20 18 25 11 18 19 9 3 3 2 3 W W W W IN 17 24 10 16 IN 23 30 17 24 31 10 IN 31 17 24 10 322 337 July 2019 April 2019 9 8 9 T T T T 2 2 1 2 9 30 16 23 15 22 29 16 23 30 January 2019 October 2018 30 16 23 8 7 8 1 1 1 8 M M M M 20 29 15 22 14 19 21 28 15 22 29 22 29 15 22 7 6 7 S S S S 7 28 14 21 13 20 27 14 21 28 28 14 21 OP OP OP

8 1 8 2 9 S S S S 1 1 8 30 15 23 15 22 29 16 22 29 29 15 22 Minimum required minutes of instruction per day Elementary/Junior High Senior High 7 7 8 F F F F 1 7 29 14 22 14 21 28 15 21 28 28 14 21 6 6 7 T T T T 89 88 6 15 28 13 21 13 13 20 27 14 20 27 18 18 27 13 20 177 5 5 6 5 W W W W IN 27 12 20 12 IN 19 26 13 19 26 IN IN 26 12 19 June 2019 4 4 5 T T T T March 2019 4 26 11 19 11 18 25 12 18 25 25 11 18 December 2018 September 2018 3 3 4 3 M M M M 16 25 10 18 10 31 15 17 24 11 17 24 20 19 24 10 17 9 2 9 3 S S S S 2 9 2 31 24 17 30 16 23 10 16 23 30 30 23 16 OP OP OP OP Instructional Days (IN)

Semester 1 Semester 2* *89 for Senior High

4 S S S S 2 9 3 4 18 23 11 17 10 24 16 25 18 25 11 9 F F 99 97 F F 3 1 8 2 3 17 22 10 16 23 30 15 24 31 31 17 24 10 196 T T T T 9 2 8 7 2 1 9 16 28 16 21 15 20 22 29 14 23 30 20 30 16 23 6 8 1 7 1 8 W W W W IN 27 15 20 14 IN 21 28 13 22 29 IN IN 29 15 22 May 2019 5 T T T T 7 6 7 August 2018 26 14 19 13 20 27 12 21 28 28 14 21 February 2019 November 2018 6 5 4 4 6 M M M M 18 25 13 18 12 21 19 26 11 20 27 22 27 13 20 5 4 S 3 S S S 5 24 12 17 11 18 25 10 19 26 12 19 26 OP OP 2018-19 School Year Calendar OP OP Operational Days (OP) Semester 1 Semester 2

Page 25 2018-19 TEACHER ASSIGNMENT

The following list is the 2018-19 teacher assignments as of July 2018. Please note that they are subject to change. Instructional Codes 1 (Elementary Generalist) 2 (Math) 3 (English LA) 4 (French LA) 5 (Social Studies) 6 (Science) 7 (CTS) 8 (Wellness/Phys-ed) 9 (Special Needs) 10 (Religion) 11 (Other) 12 (Early Childhood Education) 13 (Music) 14 (Art) 15 (Second Languages)

Page 26 Last Name First Name School Position K 1 2 3 4 5 6 7 8 9 10 11 12 Instructional Codes DAVID GOLDA APL TCR DUGAS BRIDGET CJS LST JONES LINNEA CJS PRI BAILEY KIMBERLEY CJS TCR Y 12 CAHILL WENDY CJS TCR Y 1 DANA KAREN CJS TCR Y Y Y 3 8 DENONCOURT LISA CJS TCR Y 12 DEPUTAT DENISE CJS TCR Y 12 DONALD KELLY CJS TCR Y 1 EMES DUDLEY SERENA CJS TCR Y 12 EMSLAND LENORE CJS TCR Y 1 FINES VICTOR CJS TCR Y 1 FISK SHERRI CJS TCR Y 1 KLYNE YOLANDE CJS TCR Y 1 LAFRANCE VICKI CJS TCR Y 1 LAMARCHE KAREN CJS TCR Y 1 LAWRENCE DAWN CJS TCR Y 1 LOROFF ALYSSA CJS TCR Y 1 MERCER SHANNON CJS TCR Y 12 OAR BONNIE CJS TCR Y 1 PEDERSON COURTENAY CJS TCR Y 1 PERROTT JANICE CJS TCR Y Y 8 SOMERVILLE LAURA CJS TCR Y 1 ST. LOUIS KEIRA CJS TCR Y 1 TKACHYK JANET CJS TCR Y 1 TRUEMAN TERESA CJS TCR Y 1 TURCOTTE TARA-LEE CJS TCR WAHLSTROM PAMELA CJS TCR Y 1 ADAMS MARLEE CJS VPL AUGER SHAWN EGW LST HERBERT KRISTOFFER EGW PRI Y Y Y 8 BAKEWELL ERICA EGW TCR Y 1 BISHOP JILLIAN EGW TCR Y 1 CAHILL ANDY EGW TCR Y 1 ENSLEN ALICIA EGW TCR Y 1 FORS LINDY EGW TCR Y 1 HOLOSNEY CHRISTINA EGW TCR Y 1 KENNY LAURA EGW TCR Y Y Y 15 LABOUCAN BRENDA EGW TCR Y Y Y 11 MALCOLM COLLEEN EGW TCR Y 1 MORGAN MARNI EGW TCR Y 1 NORMAN AMANDA EGW TCR Y Y 1 REA TERESA EGW TCR Y 1 REMILLARD DESIREE EGW TCR Y 1 SLOAN JESSIE EGW TCR Y 1 STRICKLAND ALLYSON EGW TCR Y 1 TAYLOR JENNIFER EGW TCR Y 1 ZIMMER JANE EGW TCR Y 1 GHOSTKEEPER AUDREY EGW VPL O'NEILL HEATHER ERS LST BENOIT DIANE ERS PRI ARTEAU-LAFOREST JOCELYNE ERS TCR Y 1 AUCOIN TARYN ERS TCR Y Y Y 1 10 BRICKWOOD-DUBOIS MELINDA ERS TCR Y 1 BROWN LINDSAY ERS TCR Y Y Y 1 10 CLOUTIER PATSY ERS TCR Y Y Y 1 10 MCFADDIN ARYN ERS TCR Y Y Y Y Y Y 8 MORIN KRYSTIN ERS TCR Y 1 PELLETIER JOEL ERS TCR Y Y Y 1 10 PIERCE PAULETTE ERS TCR Y Y Y 1 10 SEIER DONNA ERS TCR Y 12 SMITH JEFFREY ERS TCR Y 1 ST. JEAN JENNY ERS TCR Y 1 TURCOTTE ELISE ERS TCR Y Y Y 1 10 WUTH LAURA ERS TCR Y Y Y 1 10 PORTELANCE MELISSA ERS VPL Y Y Y Y 9 LARADE PATRICK EWP LST BARRY NEIL EWP PRI ALGUIRE JESSLYN EWP TCR Y Y Y 6 11 CISAROSKI TREVOR EWP TCR Y Y Y 7 11 CORLESS BRADLEY EWP TCR Y Y Y 5 7 11 ELLIOTT KIMBERLEY EWP TCR Y Y Y 8 6 7 GALLIVAN JENELLE EWP TCR Y Y Y 8 HOPPS CRYSTAL EWP TCR Y Y Y 13 LANG DOUGLAS EWP TCR Y Y Y 5 3 11 LOOGMAN DAVID EWP TCR Y Y Y 5 7 LUND RHONDA EWP TCR Y Y Y 13 14 MARTENS NATASHA EWP TCR Y Y Y 3 7 MCCARTHY MARISSA EWP TCR Y Y Y 2 6 15 11

Page 27 Last Name First Name School Position K 1 2 3 4 5 6 7 8 9 10 11 12 Instructional Codes MICHALEC ROBERT EWP TCR Y Y Y 2 11 NORGAARD JENNIFER EWP TCR Y Y Y 7 5 11 ROSE MADISON EWP TCR Y Y Y 8 11 RUDNIK CODY EWP TCR Y Y Y 2 6 11 WATTS CHRISTOPHER EWP TCR Y Y Y 5 3 11 FLEMMING LYNDSAY EWP VPL Y Y Y 6 11 LEHMAN LINDSAY GPV LST HECKBERT PAMELA GPV PRI BLANCHETTE KRISTEN GPV TCR BONNAH PARKER GPV TCR Y Y Y Y Y Y 6 CARLEY ANGELA GPV TCR Y Y Y Y Y Y 7 CARSON CHRISTOPHER GPV TCR DUPUIS JENNIFER GPV TCR Y Y Y 3 GARANT WENDY GPV TCR Y Y Y 2 4 GIROUX CAROLYN GPV TCR Y Y Y 5 PEDDEN DAVID GPV TCR Y Y Y 3 8 15 SCHAEFER-SIMARD CATHERINE-MELODIE GPV TCR Y Y Y 4 5 15 SERVANT HEATHER GPV TCR Y Y Y Y Y 2 6 7 SERVANT DARCY GPV TCR Y Y Y Y Y Y 7 8 SIMARD MELANIE GPV TCR Y Y Y 4 5 SUTTON PETER GPV TCR Y Y Y 2 6 TURCOTTE DANIEL GPV TCR Y Y Y Y Y Y 8 3 WHALEN BROCK GPV TCR Y Y Y Y Y Y 13 5 DUBRULE MONIQUE GPV VPL Y Y Y 2 7 ZABOLOTNIUK LISA HPE LST CORLESS KIM HPE PRI BARRONS ROBERTA HPE TCR Y 1 CARDINAL REBECCA HPE TCR Y 12 COLE-LAMOTHE NATALIE HPE TCR Y 1 COULOMBE BRENDA HPE TCR Y 1 DENTY LORI HPE TCR Y 1 FRECHETTE MAGALIE HPE TCR Y Y Y Y 15 HARTMAN BREANNA HPE TCR Y 1 HOPPS CRYSTAL HPE TCR Y Y Y Y Y 13 ISAAC MELISSA HPE TCR Y 1 JOHANSSON PENNY HPE TCR Y 1 LANGLOIS CHRISTOPHER HPE TCR Y 1 MACKENZIE TANNISHA HPE TCR Y Y Y Y Y Y 13 MURPHY JOANNE HPE TCR Y 1 PORISKY CHARLENE HPE TCR Y 1 RAGAN RHONA HPE TCR Y 1 ROMICK JEANNE HPE TCR Y 12 SEBO LASHA HPE TCR Y Y 1 STECIK CRYSTAL HPE TCR Y 1 ZAHACY HILARY HPE TCR Y 1 SMITH SPENCER HPE VPL Y Y Y Y 8 ADAMS MEGHAN JOU LST CAUDRON HEATHER JOU PRI BELYAN JOCELYNNE JOU TCR Y 12 HARFORD BREANNA JOU TCR Y 1 JACOB SHOBA JOU TCR Y 1 REIMER TAMMY JOU TCR Y 1 SANDER JULIA JOU TCR Y 1 TRACY DEVON JOU TCR Y 1 WILSON KIENAN JOU VPL LASHER AMY KIN LST BADGER SUSAN KIN TCR Y Y Y Y Y Y 13 14 11 BEAUPRE TARYN KIN TCR Y 12 BENTLEY IAN KIN TCR Y Y Y Y Y Y 8 7 CHURCHILL STACEY KIN TCR Y 1 CHURCHILL JENNIFER KIN TCR Y Y 3 5 DEVAPIRIYAN NOEL KIN TCR Y Y Y Y 6 FRIESEN JOHN KIN TCR Y Y Y Y Y 7 11 GALE-ROWE DENELLE KIN TCR Y 1 JONES COLIN KIN TCR Y 1 KIBBLEWHITE CARRIE KIN TCR Y Y Y Y 2 MACLEAN LUCAS KIN TCR Y Y Y 3 5 MCDONALD SKYE KIN TCR OLIVER LEONARD KIN TCR Y 1 STUEHMER DEBORAH KIN TCR Y 1 YARO JUDITH KIN TCR Y 2 3 5 6 YOUNG MARLA KIN TCR Y 1 GOLDIE BRITA KIN VPL GREEN LINDA KIN/KIO PRI WILLIAMS THERESSA KIN/KIO TCR Y Y Y Y 2 6 7 KIRKHAM DARCY LSC CUR BAIRD LYNDSAY LSO TCR Y Y Y Y Y Y 8 7 HILDINGSON KEVIN LSO TCR Y Y Y Y Y Y 2 6 SACHS-CARDINAL JESSICA LSO VPL Y Y Y Y Y Y 3 5 8 7 11

Page 28 Last Name First Name School Position K 1 2 3 4 5 6 7 8 9 10 11 12 Instructional Codes STREBCHUK LINDSAY PRS LST TAYLOR PAULA PRS PRI CARLSON KELLY PRS TCR Y Y 2 8 CISAROSKI TREVOR PRS TCR Y Y 7 DAVIDSON KEITH PRS TCR ELLIOTT KIMBERLEY PRS TCR Y Y 7 HOPPS CRYSTAL PRS TCR Y Y Y 13 3 JACKMAN KARISSA PRS TCR Y Y Y 3 14 7 5 OLSEN MICHAEL PRS TCR Y Y Y 3 5 6 7 PEREIRA NEIL PRS TCR Y Y Y 6 7 8 RAE KYLA PRS TCR Y Y 2 5 8 SCHROEDER NATHAN PRS TCR Y Y Y 8 SHARPE ALYSIA PRS TCR Y Y Y 3 5 15 7 14 SIMMS CHEYENNE PRS TCR Y Y 3 14 SMITH ASHLEY PRS TCR RUNZER TROY PRS VPL BABCOCK JAMIE PVO PRI CARMICHAEL EATHEL PVO TCR Y Y Y Y Y Y 3 5 11 LEWIS GARY PVO TCR Y Y Y Y Y Y 2 6 8 7 FEDORUS TARA RMS LST GARDNER CHRISTOPHER RMS LST ALLAN SCOTT RMS TCR Y Y Y Y 7 BLOCK CARA RMS TCR Y Y Y 3 BOISVERT CHRISTINA RMS TCR Y Y 5 BRADLEY AMANDA RMS TCR Y Y Y Y 6 7 CARRIGAN ANGELA RMS TCR Y Y 3 7 CRISS ELLEN RMS TCR Y Y Y Y Y Y 13 CYR MICHELE RMS TCR Y Y Y Y Y Y 7 DENONCOURT KEITH RMS TCR Y Y 6 7 DOETZEL IAN RMS TCR Y Y 8 11 DOROSHENKO MARIA RMS TCR Y Y Y 2 7 DURLING CHAD RMS TCR Y Y 3 FISH MACKENZIE RMS TCR Y Y Y 2 HEATHER MACKENZIE RMS TCR HOLLOHAN ROBYN RMS TCR Y Y 6 HUNT TRAVIS RMS TCR Y Y Y Y Y Y 7 8 KENNY NICHOLAS RMS TCR Y Y Y Y Y Y 15 KENYON KAREN RMS TCR Y Y Y 6 KOLIBABA NATASHA RMS TCR Y Y Y Y 5 2 7 LARSON JUDY RMS TCR Y 3 RIES APRIL RMS TCR Y Y Y Y Y Y 14 8 ROSENSTEIN GEOFFREY RMS TCR Y Y 2 ROSS ANN RMS TCR Y Y Y 9 ROWE CHRISTOPHER RMS TCR Y Y Y 2 SLOAN DEANNA RMS TCR Y Y Y Y Y 8 SMITH MICHELLE RMS TCR Y Y Y Y Y 3 5 7 SYSLAK TAMMY RMS TCR Y Y 7 5 TURNER COREY RMS TCR Y Y Y Y Y Y 3 7 HAY BRIAN RMS VPL KENNEDY PATRICK RMS VPL Y Y Y 11 15 PALKO LISA RMS/LSO PRI

Page 29 Page 30 2018-19 BOARD PRIORITIES

Quality Learning Quality Teaching Quality Relationships

The educational Staff will grow their Quality relationships community will ensure practice and strive for with parents, local learning success for every a culture of excellence communities (including student. to ensure teaching and First Nations and leadership success. Métis Settlements), municipalities, and government ministries will ensure success and supports are in place for every student.

GOAL 1: LEARNING GROWTH GOAL 1: PROFESSIONAL GOAL 1: ONGOING AND AND ACHIEVEMENT GROWTH EFFECTIVE COMMUNICATION Outcome: Students meet learning Outcome: Staff will grow their Outcome: Parents and local outcomes with a focus on literacy professional capacity through communities are kept informed and numeracy. regular and ongoing supervision of plans, programs, and progress and evaluation. within the education system.

GOAL 2: INCLUSIVE ENVIRONMENTS SUPPORTING GOAL 2: ENHANCING PRACTICE GOAL 2: PARENTS/CAREGIVERS ALL STUDENTS Outcome: Professional development AS PARTNERS Outcome: A clearly articulated and collaboration meetings will Outcome: Parents are provided pyramid of intervention will provide provide staff opportunities to opportunities to make decisions students with greater opportunities enhance their practice. and be involved in their child’s to succeed in school. education.

GOAL 3: LEADERSHIP GOAL 3: PREPARING STUDENTS Outcome: Staff display leadership GOAL 3: ENGAGED TODAY TO BE SUCCESSFUL qualities and model a culture of GOVERNANCE TOMORROW excellence. Outcome: Local communities, Outcome: Collaborative, municipalities, and provincial and creative, inquiry-based learning federal ministries are engaged in environments will support students the education system as active to be life-long learners who are partners. resilient, engaged, passionate citizens.

Page 31 Page 32 MENTORSHIP PROGRAM High Prairie School Division strives to recruit and retain quality teaching staff. We continue to support the recruitment process by attending career fairs in Alberta and advertising nationally. We provide exceptional support to our new teachers from the moment they are offered a position and throughout the first two years of their employment with us. HPSD maintains a full time mentor/coach to facilitate the mentorship program. This program offers ongoing individual coaching, support with planning, and professional development. The feedback received by the program participants is overwhelmingly positive. We are pleased that our new teachers work diligently to ensure that the students in their classrooms are receiving quality instruction. HPSD maintained the “Early Resignation Incentive”. Any teacher who is on a continuing contract and submits an early notice of resignation effective at the end of the 2016-2017 school year will be paid $2000 at the end of their employment. This early notice must be received by December 31, 2016. This was a very successful recruitment strategy. We were able to begin our recruitment process very early in the new calendar year allowing us to secure teachers on temporary contracts as well as find quality candidates for the remaining positions. We continued to work with the universities to provide placements for practice teachers. Last year we were able to place 4 teachers in schools within our division. We will continue to develop this relationship with our pre-service institutions.

Page 33 INFORMATION ABOUT THE MENTORSHIP PROGRAM

Page 34 Page 35 INSTRUCTIONALIn sCOACHINGtruction MENUal Coaching Menu Choose from a variety of options. Mix and match to Design what is appetizing to you. Pre-Teaching In The Classroom After Teaching Appetizers Main Entrees Desserts

Gather Resources - H unt for Classroom Assistant - S erve as Data Analysis - those hard to find another pair of hands or Collaboratively analyze resources, projects and another pair of eyes to formative assessments ideas. track student concerns. to make instructional decisions Planning - C ollaboratively Team-Teaching - After plan a lesson or project planning cooperatively, Reﬂection - Through that meets best teach a lesson together. conversation and practices. observation, reflect on student learning Di�erentiation Support - Help Demonstration Lesson - design choice Demonstrate a lesson in Brainstorming - assignments or tiered your classroom while you Collaboratively bounce activities or assessments. observe ideas off one another

Classroom Coverage -C over Classroom Observation - Listening and support - your class so that you can Observe a lesson and Lend an open and observe another collect data on activities, confidential ear. colleague in your building. students and engagement.

Page 36 Monthly Areas Of Focus MONTHLY AREAS OF FOCUS

September October November

❖ September Survival ❖ Relationships ❖ Assessment ❖ Procedures ❖ Professional ❖ Report Cards ❖ Routines Growth Plans ❖ Parent-Teacher ❖ Establishing ❖ Planning Interviews relationships December January February

❖ Joy ❖ Engagement ❖ Rigor ❖ Relationships ❖ High-level ❖ High (Check-In) questioning Expectations ❖ Work-Life Balance ❖ Critical Thinking ❖ Growth Mindset

March April May

❖ Project Based ❖ Review routines ❖ Differentiation Learning and procedures ❖ Compliance vs ❖ Instructional ❖ Classroom engagement Strategies management

June

❖ Celebrate successes ❖ Have some fun ❖ Look back and reflect

Page 37 Page 38 INFORMATION FOR TEACHERS

Page 39 Page 40 TEACHING QUALIFICATIONS SERVICES Teacher Qualifications Service (TQS) Application Form and Guide Book

What is TQS?

The Teacher Qualifications Service (TQS) is the agency in Alberta responsible for evaluating teachers’ years of education for salary purposes. It is a unit within the Alberta Teachers’ Association, which is completely removed from Alberta Education. All public, separate and francophone school boards in the province, as well as some private boards, accept statements issued by TQS for the purpose of determining a teacher’s placement on a salary grid as set out within the collective agreements of the jurisdictions. For a list of school boards in Alberta and their collective agreements, please visit www.teachers.ab.ca and click on Salary, Benefits and Pension under the For Members link and follow the Collective Agreeements link. TQS evaluations are completed in accordance with the Principles for the Evaluation of Years of Teacher Education for Salary Purposes established by the Teacher Salary Qualifications Board (TSQB). The principles are contained in the Alberta Teachers’ Association Members Handbook and are available from TQS as well as online at www.teachers.ab.ca; click on Salary, Benefits and Pension under the For Members link and follow the Teacher Qualifications Service link. Amendments are published in the ATA News and posted online. It is the responsibility of applicants to stay informed of changes in the principles and to ascertain if any changes affect the evaluation of their qualifications. Please note that TQS does not evaluate years of teaching experience. Proof of previous teaching experience should be submitted to your current employing school board. The board’s assessment of your teaching experience together with the TQS assessment of your educational qualifications determines your placement on the salary grid.

Page 41 TEACHER QUALIFICATIONS SERVICE (TQS) APPLICATION GUIDE BOOK

How to use this guide Please refer to this guide to assist you in correctly completing all sections of the TQS Application Form. If you are unsure of the type of information required in a particular section of the application form, please consult the corresponding section in the guide. The guide will also indicate if there are any additional supporting documents that must be included with your application.

A. Personal Information This is a mandatory section that must be completed in full to establish your identity. Please state your name as it appears on your birth certificate. If you are using a different name, please state your current and former names. Make sure to include evidence of name change, such as a copy of your marriage certificate or a statutory declaration. TQS issues statements of qualifications to applicants who are Canadian citizens, permanent residents or lawfully authorized to work in Canada and who hold an Alberta teaching authority for the current year.

B. Contact Information This is a mandatory section. Please indicate the address to which you would like TQS to send your correspondence. Also make sure to include telephone numbers in case TQS needs to contact you. Please note that, due to privacy concerns, TQS will not release personal information regarding your application via e‑mail. Please make your inquiries via the telephone, in writing or in person.

C. Alberta Teaching Authority Please fill out this section if you have been granted teaching authority (eg, Interim Professional Certificate, Temporary Letter of Authority) by Alberta Education. A photocopy of your teaching authority will be accepted as sufficient evidence. Before a TQS statement of qualifications may be released, evidence of Alberta teaching authority must be submitted. Teaching authority is issued by the Registrar, Teaching and Leadership Excellence Sector, Alberta Education, 2nd Floor, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6. For telephone inquiries, call 780‑427‑2045, or call the government’s RITE line toll free at 310‑0000 and dial 780‑427‑2045 at the prompt. For further information regarding Alberta teaching authority, please visit www.education.alberta.ca/teachers/certification.aspx.

Page 42 D. Employing Alberta School Board This is an optional section. If you indicate an Alberta school board, TQS will release one copy of your statement of qualifications to this school board directly and send one copy to you. If no school board name is given, you will receive both copies of your statement of qualifications. It will then be your responsibility to provide one of these to the school board upon employment.

E. Last TQS Application This section is completed only if you have applied to TQS before. Please indicate the date of your previous application. If uncertain as to the exact date, please approximate.

F. Application Fee

Type of Evaluation Fee First $75 Each subsequent re‑evaluation $130 Duplicate $55 Certified copy of transcript on file $25

Payments may be made in Canadian funds by credit card, cheque or money order payable to The Alberta Teachers’ Association. Cash is also accepted for walk‑in applicants. Should you discontinue your evaluation request, a non‑refundable fee of $20 will be retained and applied to future evaluation charges.

G. Education Information This is a mandatory section. Please include the last secondary institution you attended and all postsecondary institutions you attended in chronological order, including dates and any degrees/diplomas/ certificates received. All postsecondary documents must be official and complete originals. You may request your educational institutions to forward your transcripts directly to TQS. Photocopies and facsimile are unacceptable. High school records are not required unless specifically requested by TQS. Please note that all transcripts from Canadian and United States institutions become the permanent property of TQS. Only original degree and diploma parchments, as well as documents originating outside of Canada and the United States, will be returned to the applicant, with copies kept on file. Once submitted, a document does not need to be resubmitted for subsequent applications. Documents in languages other than English or French must be accompanied by official notarized English translations. If your degree or diploma consists of more than the standard graduation requirements, official evidence of extraneous courses and/or semester credit hours is required. If you are applying for an evaluation of your education from the United States under TSQB principle 2.01.b, please make sure to provide, together with your transcript, official letters of course and program equivalencies from institutions in the same state that are accredited by one of the six regional accreditation bodies as indicated in 2.01.b. Please make sure to contact TQS if further information is required.

Page 43 If you have been issued a TQS statement of qualifications previously and are reapplying with no additional study completed, TQS may issue a duplicate statement.

H. Declaration and I. Verification Agreement These are mandatory sections. Your application will not be processed without signatures and dates here. Signing the declaration indicates that the information you are providing is both accurate and complete, and authorizes TQS to contact third parties to collect further information necessary to complete the evaluation of your application. Signing the verification agreement indicates your responsibility to review and verify the statement of qualifications and report any errors and/or omissions to TQS within 90 days of the date on the statement. Please refer to the TSQB Principles for the Evaluation of Years of Teacher Education for Salary Purposes for information regarding evaluation disputes.

J. Review This section is optional and included for your information only. Please use the checklist provided to ensure that all sections of the application form have been completed to the best of your ability and all required documentation has been included with the application.

NOTE: Please allow sufficient time for processing of your application, as processing times vary throughout the year depending on volume of applications. Though every attempt will be made for a timely evaluation, processing times are not guaranteed. Incomplete applications will result in further processing delays.

Please contact TQS for further assistance at 780-447-9400 (from Edmonton and area) or 1-800-232-7208 (from elsewhere in Alberta).

PD-TQS-2E 2015 09

Page 44 FOR OFFICE USE ONLY Personal Identification No Application No

TEACHER QUALIFICATIONS SERVICE (TQS) APPLICATION FORM Refer to Application Guide Book

A. PERSONAL INFORMATION

Last Name Female ❑ Male ❑

First and Middle Name(s) Language Preference English ❑ French ❑ Former Names Date of Y M D Birth Country of Birth

B. CONTACT INFORMATION

Mailing Address Contact Phone Numbers

Cell ( )

Home ( )

City/Town Province/State School ( )

Country Postal/Zip Code E-mail

C. ALBERTA TEACHING AUTHORITY Y M D Type No Expiry Date

D. EMPLOYING ALBERTA SCHOOL BOARD

Name Jurisdiction No

Address

E. LAST TQS APPLICATION

Y M D Date of Last Application

F. APPLICATION FEE

SEE APPLICATION GUIDE BOOk FOR FEE SCHEDULE First Evaluation ❑ Re-evaluation ❑ Duplicate Statement ❑ Payment enclosed Yes ❑ No ❑

FOR OFFICE USE ONLY Y M D Teaching Authority Expiry Date Y M D Reviewer App Complete Alberta Degree Y M D Y M D Evaluator Yrs Eval Complete Eval Type Sch Brd Mailed Date Y M D Y M D Evaluator Yrs Eval Complete Eval Type Sch Brd Mailed Date Y M D Y M D Evaluator Yrs Eval Complete Eval Type Sch Brd Mailed Date

Refund Fees Received

Page 45 G. EDUCATION INFORMATION

DATES ATTENDED COMPLETED INSTITUTION(S) ATTENDED DATE AWARDED FROM TO DEGREES/DIPLOMAS (Name and Location) Y M Y M (eg, BEd, DipEd, MA) Y M

H. DECLARATION

I hereby declare that the information given is accurate and complete. I hereby authorize the Alberta Teachers’ Association to collect further information on my behalf as necessary from third parties for the purpose of processing the application.

Y M D Signature Date

I. VERIFICATION AGREEMENT

I hereby agree to review and verify the statement of qualifications I receive from TQS for any errors and/or omissions and to notify TQS in writing, within 90 days of the date of the statement of qualifications, of the alleged errors and/or omissions. I acknowledge that at the end of the said 90 days, I will be deemed to have waived my right to object to any alleged errors and/or omissions in the statement of qualifications, howsoever caused, and the statement of qualifications shall be regarded as final.

Y M D Signature Date

J. REVIEW

Have you Completed all mandatory sections of the application? ❑ Included evidence of teaching authority? ❑ Included payment according to the fee schedule? ❑ Arranged for original/official transcripts to be sent to the ATA? ❑ Signed both the Declaration and Verification Agreements? ❑

Alberta’s Personal Information Protection Act (PIPA) governs the Association’s collection, use and disclosure of personal information. The information gathered here will be used to administer the Teacher Qualifications Service application process and the Association’s obligations under the Teaching Profession Act. The Association will not disclose the information collected here except as permitted or required by law. The Association will not sell, lease, or barter the personal information here collected. For more information regarding the Association’s privacy policy, please visit www.teachers.ab.ca/ Privacy+Policy or contact the Association’s Privacy Officer at (780) 447‑9429 or 1‑800‑232‑7208.

MAIL COMPLETED APPLICATION FORM TO Teacher Qualifications Service The Alberta Teachers’ Association Barnett House, 11010 142 Street NW Edmonton, AB T5N 2R1 Phone: (780) 447‑9400 Edmonton calling area 1‑800‑232‑7208 elsewhere in Alberta Fax: (780) 455‑6481 Email: [email protected]

PD-TQS-2Ea 2012 03 Page 46 TEACHING QUALITY STANDARD

Alberta Education Teaching Quality Standard

Page 47 Teaching Quality Standard Teaching Quality Standard

1. In the context of this document: (e) “school authority” means a public school board, (a) “competency” means an interrelated set of separate school board, Francophone regional knowledge, skills and attitudes, developed over authority, charter school operator or accredited Teaching Quality time and drawn upon and applied to a particular private school operator; teaching context in order to support optimum (f) “school community” means students, teachers and student learning as required by the Teaching other school staff members, parents/guardians and Quality Standard; school council members; Standard (b) “inclusive learning environment” means a (g) “school council” means a school council established classroom, school, on-line learning environment or under the School Act, or a parent advisory council other educational setting structured to anticipate, established under the Private Schools Regulation; value and respond to the diverse strengths and needs of all learners; (h) “student” means, for the purpose of this standard, an individual enrolled in a school or required by law (c) “indicators” means actions that are likely to lead to attend, and includes a child younger than 6 years to the achievement of a competency and which, of age who is enrolled in an early childhood services together with the competency, are measurable and program; Whereas Whereas observable; (i) “teacher” means an individual who holds a Alberta’s teachers, students, parents, educational leaders, the Teaching Quality Standard provides a framework (d) “local community” means community members certificate of qualification as a teacher issued and members of the public have a strong will to ensure for the preparation, professional growth, supervision and who have an interest in education and the school, under the School Act. all Alberta students have access to quality learning evaluation of all teachers. including neighbouring Métis settlements, First experiences that enable their achievement of the learning Nations and other members of the public; outcomes outlined in programs of study. Whereas students, parents and other partners in education should Whereas be confident that Alberta teachers demonstrate the Alberta teachers provide inclusive learning environments Teaching Quality Standard throughout their careers. in which diversity is respected and members of the school 2. The Teaching Quality Standard: community are welcomed, cared for, respected and safe. Whereas Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions it is important to recognize the value of a consistent about which pedagogical knowledge and abilities to apply, result in optimum learning for all students. Whereas standard of professional practice for all teachers in the Alberta teachers play a fundamental role in establishing province. the conditions under which the learning aspirations and the potential of First Nations, Métis and Inuit students will be realized. 3. All Alberta teachers are expected to meet the 4. The Teaching Quality Standard is described Whereas Teaching Quality Standard throughout their by the following competencies and indicators: quality teaching occurs best when teachers work together careers. In any given context, reasoned with other teachers in the common interest of helping professional judgment must be used to all students succeed in diverse and complex learning determine whether the Teaching Quality environments. Standard is being met.

Page 48 Alberta Education 2 Alberta Education 3 Teaching Quality Standard

2. The Teaching Quality Standard: Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply, result in optimum learning for all students.

3. All Alberta teachers are expected to meet the 4. The Teaching Quality Standard is described Teaching Quality Standard throughout their by the following competencies and indicators: careers. In any given context, reasoned professional judgment must be used to determine whether the Teaching Quality Standard is being met.

Page 49 Alberta Education 3 Teaching Quality Standard

Fostering Effective Engaging in Career-Long

Relationships Learning

1. A teacher builds positive and productive 2. A teacher engages in career-long professional relationships with students, parents/guardians, learning and ongoing critical reflection to peers and others in the school and local improve teaching and learning. community to support student learning. Achievement of this competency is demonstrated Achievement of this competency is demonstrated by indicators such as: by indicators such as: (a) collaborating with other teachers to build personal (a) acting consistently with fairness, respect and collective professional capacities and expertise; and integrity; (b) actively seeking out feedback to enhance (b) demonstrating empathy and a genuine caring teaching practice; for others; (c) building capacity to support student success in (c) providing culturally appropriate and meaningful inclusive, welcoming, caring, respectful and safe opportunities for students and for parents/guardians, learning environments; as partners in education, to support student (d) seeking, critically reviewing and applying learning; educational research to improve practice; (d) inviting First Nations, Métis and Inuit parents/ (e) enhancing understanding of First Nations, Métis guardians, Elders/knowledge keepers, cultural and Inuit worldviews, cultural beliefs, languages advisors and local community members into and values; and the school and classroom; (f) maintaining an awareness of emerging technologies (e) collaborating with community service professionals, to enhance knowledge and inform practice. including mental health, social services, justice, health and law enforcement; and (f) honouring cultural diversity and promoting intercultural understanding.

Page 50 Alberta Education 4 Teaching Quality Standard

Demonstrating a • consider student variables, including: - demographics, e.g. age, gender, ethnicity, Professional Body religion; of Knowledge - social and economic factors; - maturity; 3. A teacher applies a current and comprehensive repertoire of effective planning, instruction, and - relationships amongst students; assessment practices to meet the learning needs of - prior knowledge and learning; every student. - cultural and linguistic background; Achievement of this competency is demonstrated by indicators such as: - second language learning; (a) planning and designing learning activities that: - health and well-being; • address the learning outcomes outlined in - emotional and mental health; and programs of study; - physical, social and cognitive ability; • reflect short, medium and long range planning; (b) using instructional strategies to engage students • incorporate a range of instructional strategies, in meaningful learning activities, based on: including the appropriate use(s) of digital • specialized knowledge of the subject areas they technology, according to the context, content, teach; desired outcomes and the learning needs of • an understanding of students’ backgrounds, students; prior knowledge and experiences; • ensure that all students continuously develop skills • a knowledge of how students develop as learners; in literacy and numeracy; (c) applying student assessment and evaluation practices • communicate high expectations for all students; that: • foster student understanding of the link between • accurately reflect the learner outcomes within the activity and the intended learning outcomes; the programs of study; • consider relevant local, provincial, national and • generate evidence of student learning to inform international contexts and issues; teaching practice through a balance of formative • are varied, engaging and relevant to students; and summative assessment experiences; • build student capacity for collaboration; • provide a variety of methods through which • incorporate digital technology and resources, students can demonstrate their achievement as appropriate, to build student capacity for: of the learning outcomes; - acquiring, applying and creating new knowledge; • provide accurate, constructive and timely feedback on student learning; and - communicating and collaborating with others, • support the use of reasoned judgment about the - critical-thinking; and evidence used to determine and report the level - accessing, interpreting and evaluating of student learning. information from diverse sources;

Page 51 Alberta Education 5 Teaching Quality Standard

Establishing Inclusive Applying Foundational Learning Environments Knowledge about First Nations, Métis and Inuit 4. A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, 5. A teacher develops and applies foundational cared for, respected and safe. knowledge about First Nations, Métis and Inuit for the benefit of all students. Achievement of this competency is demonstrated by indicators such as: Achievement of this competency is demonstrated by indicators such as: (a) fostering in the school community equality and respect with regard to rights as provided for in (a) understanding the historical, social, economic, the Alberta Human Rights Act and the Canadian and political implications of: Charter of Rights and Freedoms; • treaties and agreements with First Nations; (b) using appropriate universal and targeted strategies • legislation and agreements negotiated with and supports to address students’ strengths, Métis; and learning challenges and areas for growth; • residential schools and their legacy; (c) communicating a philosophy of education affirming that every student can learn and be (b) supporting student achievement by engaging successful; in collaborative, whole school approaches to capacity building in First Nations, Métis and (d) being aware of and facilitating responses to the Inuit education; emotional and mental health needs of students; (c) using the programs of study to provide (e) recognizing and responding to specific learning opportunities for all students to develop a needs of individual or small groups of students knowledge and understanding of, and respect for, and, when needed, collaborating with service the histories, cultures, languages, contributions, providers and other specialists to design and perspectives, experiences and contemporary provide targeted and specialized supports to contexts of First Nations, Métis and Inuit; and enable achievement of the learning outcomes; (d) supporting the learning experiences of all students (f) employing classroom management strategies that by using resources that accurately reflect and promote positive, engaging learning environments; demonstrate the strength and diversity of First (g) incorporating students’ personal and cultural Nations, Métis and Inuit. strengths into teaching and learning; and (h) providing opportunities for student leadership.

Page 52 Alberta Education 6 Teaching Quality Standard

Adhering to Legal Frameworks and Policies

6. A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide the foundations for the Alberta education system. Achievement of this competency is demonstrated by indicators such as: (a) maintaining an awareness of, and responding in accordance with, requirements authorized under the School Act and other relevant legislation; (b) engaging in practices consistent with policies and procedures established by the school authority; and (c) recognizing that the professional practice of a teacher is bound by standards of conduct expected of a caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.

Page 53 Alberta Education 7 Alberta Education, Office of the Registrar 2nd Floor, 44 Capital Boulevard Building 10044 - 108 Street Edmonton, Alberta T5J 5E6

Page 54 PROGRAMS OF STUDY The Programs of Study cards include information on what students learn, resources to support their learning, and diploma exam and provincial achievement test (PAT) resources and exemplars. Can’t find what you are looking for? View the contact info found in each card for help. https://education.alberta.ca/programs-of-study/programs-of-study/ TEACHER CERTIFICATION Applying for Interim Teacher Certification If you would like to apply for teacher certification, the guide at the link below will tell you the steps you need to follow and what you need to know to submit your application. https://education.alberta.ca/applying-for-teacher-certification-the-guide/

Applying for Permanent Teacher Certification If you have held an Alberta Interim Professional Certificate for a minimum of two years, and you have taught in Alberta’s school system (public, separate, private, charter, francophone, band schools, Alberta Accredited International Schools) for a minimum of two full school years (or equivalent), you may be eligible to be recommended for Permanent Professional Certification.

The Permanent Professional Certificate is issued by Alberta Education upon receipt of a recommendation from your employing school authority attesting that the teacher has: • completed 2 years of successful teaching; and • had two formal evaluations (see the Teacher Growth, Supervision and Evaluation policy) based on the knowledge, skills and attributes for permanent certification outlined in the Teaching Quality Standard.

A recommendation for permanent certification is made online by the Superintendent of Schools or other Officer acceptable to the Minister of Education attesting that the teacher’s practice consistently demonstrates the Teaching Quality Standard Ministerial Order. The recommendation for permanent certification is submitted online by your school authority.

Full details can be found at the link below. https://education.alberta.ca/teacher-certification/after-receiving-interim- certification/everyone/twins-self-service/

Page 55 DUTIES OF TEACHERS 411-1

ADMINISTRATIVE PROCEDURE 411

DUTIES OF TEACHERS

Background

HPSD views teaching duties as all those professional tasks related to the instruction of pupils. Other duties relevant to the welfare of students and the maintenance of a positive educational climate in the school community are also considered to be an integral part of the teacher's task.

Procedures

The Duties and Responsibilities of Teachers are to:

1. Instruct all students in their charge according to the directions provided by Alberta Learning, Board policy, the Superintendent, and the Principal.

2. Develop appropriate long and short-range instructional plans for each course and, in partnership with Special Ed. teachers, develop Individual Program Plans where required. (Plan books will be provided for recording daily lesson plans.)

3. Develop an annual “Personal Growth Plan” to be presented and reviewed with the Principal.

4. Regularly evaluate students and report the results of the evaluation to the students and the student's parents as required by administrative procedures.

5. Make recommendations for promotion or retention of students at the end of each term.

6. Maintain high standards of student behavior during the school day and at school sponsored activities.

7. Carry out those duties that are assigned by the Principal.

8. Diligently adhere to all HPSD policies and directives of the Board.

9. Maintain a timetable of daily instructional assignment.

10. Record student attendance and report to the Principal names of students who are not attending school as required by Section 13 of the School Act.

11. Subject to Principal's approval, inform parents regarding their child's attendance, conduct, and program, at such times as deemed expedient by the teacher.

12. Assist in providing information and completing necessary forms required by Alberta Learning.

13. Provide school related information as requested by authorized personnel. HPSD No. 48 Administrative Procedures Manual February 2003 Page 56

411-1 411-2

ADMINISTRATIVE PROCEDURE 411 14. Maintain a high standard of good housekeeping in their classrooms.

DUTIES OF TEACHERS 15. Take such action as will preserve the health and safety of pupils.

Background 16. Safeguard the property of the Division.

HPSD views teaching duties as all those professional tasks related to the instruction of pupils. 17. Remit school building keys, or any other property of the Division in their possession Other duties relevant to the welfare of students and the maintenance of a positive educational when required to do so by proper school authorities. climate in the school community are also considered to be an integral part of the teacher's task.

18. Attend all meetings as required by the Principal or Central Office Personnel. Procedures 19. Dress in a manner that reflects the teaching profession. The Duties and Responsibilities of Teachers are to: 20. Foster good public relations between school and community. 1. Instruct all students in their charge according to the directions provided by Alberta Learning, Board policy, the Superintendent, and the Principal. REFERENCES 2. Develop appropriate long and short-range instructional plans for each course and, in Section 18, 60, School Act partnership with Special Ed. teachers, develop Individual Program Plans where required. (Plan books will be provided for recording daily lesson plans.)

3. Develop an annual “Personal Growth Plan” to be presented and reviewed with the Principal.

4. Regularly evaluate students and report the results of the evaluation to the students and the student's parents as required by administrative procedures.

5. Make recommendations for promotion or retention of students at the end of each term.

6. Maintain high standards of student behavior during the school day and at school sponsored activities.

7. Carry out those duties that are assigned by the Principal.

8. Diligently adhere to all HPSD policies and directives of the Board.

9. Maintain a timetable of daily instructional assignment.

10. Record student attendance and report to the Principal names of students who are not attending school as required by Section 13 of the School Act.

11. Subject to Principal's approval, inform parents regarding their child's attendance, conduct, and program, at such times as deemed expedient by the teacher.

12. Assist in providing information and completing necessary forms required by Alberta Learning.

13. Provide school related information as requested by authorized personnel. HPSD No. 48 HPSD No. 48 Administrative Procedures Manual February 2003 Administrative Procedures Manual February 2003 Page 57

CURRICULUMAdministrative Pro PLANNING,cedure 360 ASSESSMENT, AND REPORTING 360-1

CURRICULUM PLANNING, ASSESSMENT, AND REPORTING

Background HPSD believes that quality curriculum planning, student assessment and progress reporting are related and essential for effective teaching.

High Prairie School Division supports research-based formative and summative assessment practices to improve student learning. The Division holds that purposeful and appropriate formative and summative assessment practice is an integral component of effective teaching and learning.

In formative assessments (assessment for learning), the learning assessments are designed as investigative tools to determine what students know and can do to inform and further the learning and teaching process. In summative assessments (assessment of learning), the learning assessments are designed as confirmations of what students know and can do to certify proficiency or educational placement and to provide evidence of achievement to parents, students, and sometimes to outside groups.

HPSD believes that it is the teacher’s professional responsibility to facilitate ongoing communication with stakeholders regarding student progress and well-being.

Procedures 1. Planning 1.1. All lesson planning is the property of High Prairie School Division. 1.2. Teachers’ practice shall reflect the HPSD Handbook of Fair Assessment and Reporting Practices. 1.3. All teachers shall prepare long range and medium range lesson plans in accordance with the Teaching Quality Standard. 1.3.1. Long range plans shall include: 1.3.1.1. a listing of units or themes 1.3.1.2. a listing of major resources 1.3.1.3. evaluation procedures 1.3.1.4. timeline of units 1.3.1.5. hyperlink to the respective and current Program of Studies or Program at a Glance posted on the Alberta Education website 1.3.2. Medium range plans (unit plans, theme plans, intermediate plans) shall include 1.3.2.1. objectives 1.3.2.2. content summary 1.3.2.3. duration of study 1.3.2.4. listing of off-campus learning activities 1.3.2.5. assessment procedures 1.3.2.6. learning resources 1.4. Long range plans shall be submitted to the Principal prior to course commencement. In exceptional circumstances, the Principal may extend the date required for submission of long range plans. The Principal shall approve long range plans or provide direction to the respective teachers accordingly. The Principal shall confirm submission of long range plans on the monthly Report to the Superintendent. 1.5. All teachers shall post respective long-range plans on the school’s website within two weeks of course commencement. 1.6. The teacher shall prepare short term plans (daily lesson plans) in advance of their commencement and shall make available to an administrator upon request. Short term plans shall include: 1.6.1. identification of the learning outcomes 1.6.2. activities and methodologies 1.6.3. formative assessments 1.7. Curriculum planning and assessment documents shall be made available to the Superintendent upon request.

HPSD No. 48 May 2018 Administrative Procedures Manual Page 58 Administrative Procedure 360 360-2

1.8. If a student has been identified as an exceptional student, an Individual Support Plan (ISP) must be developed by the teacher per Administrative Procedure 212 –Inclusive Education.

2. Assessment 2.1. The teacher shall make available to students and parents detailed assessment and reporting criteria, inclusive of differentiated instruction, to address the needs of each student. 2.2. The HPSD grade book should where possible reference formative and summative assessments. 2.3. Every teacher shall input learning assessments in the HPSD approved grade book for each student in each course a minimum of once every six calendar weeks. 2.4. No single assessment item shall be weighted more than 20% of a student’s final grade. 2.5. All final course grades must be approved by the Principal prior to being released to students and parents/guardians.

3. Reporting 3.1. Schools shall use a common HPSD approved student progress report. 3.2. At Kindergarten, progress reports shall be issued to parents at a minimum of two intervals throughout the school year, including the final report. 3.3. At grades 1 to 6, student progress reports shall be issued to parents at a minimum of three intervals throughout the school year, including the final report. 3.4. At grades 7 to 12, student progress reports shall be issued to parents at a minimum of two intervals throughout a semester, including the final report. 3.5. Student progress reports shall reflect the student’s achievement in relation to provincial Programs of Studies’ learner outcomes. 3.6. The final student progress report shall be filed in the individual’s Student Record in a secure location at the end of the school year and before a student transfers out of the school. 3.7. Attitude, behaviour, punctuality, effort, attendance and work habits must not be assessed or reported as marks or incorporated within an achievement mark, unless specified in the respective Program of Studies. Comments that reflect student progress in these areas must be reported separately. 3.8. Parent-teacher conferences shall be scheduled a minimum of once per semester. The duration of the session shall be approved by the Superintendent. 3.9. Teachers shall facilitate ongoing teacher-parent communications regarding student progress.

4. Final and Provincial Examinations 4.1. When final examinations are given, their weighting shall be included in the teacher’s approved long-range plan and copies of the examination shall be submitted to the Principal. Final examinations shall not exceed 20% of a student’s final grade. 4.2. All final examinations shall be approved by the Principal prior to being administered. Principals shall retain a copy of the approved final examination. 4.3. A student may be exempted from a school level final exam for medical or compassionate reasons or when busses do not run. In instances where a student is absent for a final assessment an alternate assessment may be approved by the Principal. 4.4. In the case of a student missing a Diploma Exam the Principal will follow the procedures as outlined in the current Alberta Education Diploma Examinations Program, General Information Bulletin. 4.5. The parent of a student who has a special request regarding a Provincial Achievement Test or Diploma Exam may contact the Principal. The Principal shall then follow provincial guidelines.

5. Student Program Placement 5.1. Student placement in a regular classroom with the same-age peers is usually the most appropriate. 5.2. Parents must be consulted as early as possible in the school year if any placement other than the usual placement is being considered for their child.

HPSD No. 48 May 2018 Administrative Procedures Manual Page 59 Administrative Procedure 360 360-3

5.3. If in exceptional cases students are placed with other than their age appropriate peers the Principal must ensure program adaptations are provided to optimize opportunities for learning success in accordance with Admin Procedure 212: Inclusive Education. 5.4. Parents shall be informed of their right to appeal special education placement. 5.5. Only in exceptional circumstances may a student in kindergarten through grade 9 be retained more than once. Such instances must receive the approval of the Superintendent. 5.6. At the Kindergarten–Grade 9 levels, the Principal shall forward the Student Evaluation (Potential Retentions: Kindergarten - Grade 9) form to the Superintendent before February 1. 5.7. The Principal in consultation with the teacher shall notify parents in writing before February 15 if their child is at risk of retention. 5.8. The Principal, parents, and teachers of students identified as potential retentions shall collaboratively formulate and implement the Student Success Plan before March 1. 5.9. The Principal shall make a recommendation for each student’s year-end placement and shall submit to the Superintendent the Promotion-Retention Summary form for each grade and the Student Evaluation (Retention: Kindergarten - Grade 9) form for each student recommended for retention, before June 20.

6. Appeals 6.1. Parents and students have the right to appeal evaluation procedures, results and student placements per the following: 6.1.1. The first appeal must be made to the Principal as soon as possible and must be made prior to the commencement of the ensuing program. Upon receipt of appeal, the Principal shall investigate the case and inform the student or parent/guardian of the decision. The Principal must provide the evidence to substantiate the decision. The Student Appeal - Report to the Superintendent form must be completed and forwarded to the Superintendent. 6.1.2. In the event the student or parent is dissatisfied with the outcome of an appeal to the Principal the student or parent may request a hearing with the Superintendent. 6.1.3. In the event the student or parent is dissatisfied with the outcome of an appeal to the Superintendent the student or parent may request a hearing with the Board of Trustees per HPSD Policy 12. 6.1.4. The decision of the Board of Trustees shall be considered final except in those cases where a student may elect to re-write an available Grade 12 Diploma Examination. 6.1.5. A student in a Grade 12 diploma subject may appeal the Diploma Exam mark through Alberta Education.

7. Confidentiality 7.1. Teachers shall be responsible for maintaining confidentiality of the results of all individual student assessments. The Principal and staff shall take reasonable precautions to ensure that all student assessment records are secure. 7.2. School level results reports of student performance on Provincial Examination and Diploma Exams shall be released to the Board of Trustees and the public in accordance with provincial regulations. The individual identity of students shall be protected in the process of releasing these reports.

Forms 360A - Student Evaluation (Potential Retentions: Kindergarten - Grade 9) 360B - Student Evaluation (Student Success Plan) 360C- Student Evaluation (Promotion - Retention summary: Kindergarten - Grade 9) 360D - Student Evaluation (Retention: Kindergarten - Grade 9) 360E - Student Evaluation (Student Appeal - Report to the Superintendent) 360F - Student Evaluation (Exceptions to Number of Retentions in Senior High Courses-SHS: R-P1 (more than 10% failing course))

References HPSD Handbook of Fair Assessment and Reporting Practices HPSD Administrative Procedure 212: Inclusive Education

HPSD No. 48 May 2018 Administrative Procedures Manual Page 60 Administrative Procedure 360 360-4

School Act 2000 (current as of 2017) Student Evaluation Regulation 177/2003 Student Record Regulation 225/2006

HPSD No. 48 May 2018 Administrative Procedures Manual Page 61 DAILY LESSON PLANS

Page 62 LONG RANGE PLANS

Page 63 ASSESSMENT

Page 64 PROFESSIONAL GROWTH PLAN Teachers have a professional responsibility to keep abreast of new developments in education and to continue to develop their professional practice. Teacher professional growth means the career-long learning process whereby a teacher annually develops and implements a plan to achieve professional learning objectives or goals that are consistent with the Teaching Quality Standard.

To be effective, professional growth opportunities should be determined by teachers, focus on enhancing professional practice and be ongoing, coherent and coordinated. https://www.teachers.ab.ca/For%20Members/Professional%20Growth/Pages/Index.aspx

Page 65 SECTION 1: REVIEW PROVINCIAL POLICY REGULATIONS Definitions “Teacher Professional Growth” means the career-long learning process whereby a teacher annually develops and implements a plan to achieve professional learning objectives or goals that are consistent with the Teaching Quality Standard. Source: Alberta Education Policy 2.1.5 (Teacher Growth, Supervision and Evaluation)

“Professional Development” means practices and activities teachers do individually or collectively further understand the nature of teaching and learning, enhance professional practice and contribute to the profession. These activities provide opportunities for growth in knowledge, skills and attributes leading to improved practice. Professional development includes a broad range of activities.

“Teacher Professional Growth Plan” means a plan, developed by a teacher, which outlines the teacher’s proposed professional development activities to enhance their teaching practice.

“Teaching Quality Standard” means the statement which describes competent teaching practice in Alberta and is supported by descriptors of selected knowledge, skills and attributes appropriate to teachers at difference stages in their careers. The Teaching Quality Standard (TQS) applies to teacher certification, professional development, supervision and evaluation processes. Source: Alberta Education Directive 4.2.1 (Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta.

“Principal Quality Practice” refers to the working draft which describes competent school leadership practice in Alberta, the seven leadership dimensions and supporting descriptor designed to guide principal preparation and recruitment, professional growth, supervision and evaluation. Principal Quality Practice: Successful School Leadership in Alberta

Provincial Policy Teacher Professional Growth, Supervision and Evaluation Policy (Policy 2.1.5)

Note: All certificated staff, including school principals and central office professional staff, are governed by this policy.

Summary of Policy Requirements: 1. Each teacher employed under a probationary or continuing contract is responsible for completing an annual professional growth plan. 2. The plan is submitted for review or approval to the principal or group of teachers delegated by the principal. 3. The plan may be a component of a long-term, multi-year plan or may be fulfilled by mentoring a teacher or supervising a student teacher. 4. Each teacher will meet annually with the principal or delegated group of teachers to review the plan and in consultation decide whether the teacher has completed an annual growth plan that reflects the following requirements: • the teacher’s self-assessment of learning needs • the Teaching Quality Standard • consideration of the educational plans of the school, system and government.

Understanding the Context Teachers must consider the context in which they practice when they develop their professional growth

Page 66 plans. The context in which teachers carry out their teaching duties is in constant flux. No two days are the same. The students bring with them their latest joys and sorrows. Weather changes. Schools and communities suffer crises that affect the everyday operation of the school.

The Teaching Quality Standard (TQS) recognizes the importance of context when determining competent teaching in Alberta. In judging whether the TQS is being met, the context in which the teacher is practising is of utmost importance. If you are teaching in an urban area, you work in a different context than a teacher in a rural area. If you are a first-year teacher, your challenges are different than those of an experienced teacher. A new curriculum, changing grade levels or changing schools can be as challenging for experienced teachers as for new teachers. Class composition, the number of students and their learning needs combine to produce a unique context in every classroom.

The TQS states: All teachers are expected to meet the Teaching Quality Standard throughout their careers. However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgement must be used to determine whether the Teaching Quality Standard is being met in a given context.

Quality teaching occurs when the teacher’s ongoing analysis of the context and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students.

Principal Quality Practice is defined as:

“The principal is an accomplished teacher who practices quality leadership in the provision of opportunities for optimum learning and development of all students in the school.”

Reasoned, evidence-based, professional judgement must be used to determine whether Principal Quality Practice is demonstrated in a given context.

In developing a professional growth plan, the teacher and principal must consider the education plans of the school, jurisdiction and Alberta Education. https://www.teachers.ab.ca/For%20Members/Professional%20Growth/Section%201/Pages/Section-1- Review-Provincial-Policy-Regulations.aspx

Page 67 SECTION 2: REFLECT ON YOUR PROFESSIONAL PRACTICE Self-Assessment of Learning Needs Professional growth plans must reflect the teacher’s self-assessed learning needs. Source: Alberta Education Policy 2.1.5 (Teacher Growth, Supervision and Evaluation)

How well do you know the requirements, the specific knowledge, skills and attributes associated with the Teaching Quality Standard or the Professional Practice Competencies for School Leaders in Alberta? All teachers and school leaders are expected to meet the standard throughout their career.

The self-assessment of teacher learning needs is critical to professional growth. Teachers develop their professional practice throughout their entire career. Therefore, self-assessment must be continuous and seamless with professional growth. Self-assessment can take many forms from reflective practice and journals to action research; from analysis of student achievement data to peer coaching and critical friends. Many tools exist to assist teachers in assessing their professional learning needs in meeting the Teaching Quality Standard and/or the Professional Practice Competencies for School Leaders in Alberta.

A new comprehensive digital, interactive Self-Reflection on My Professional Practice tool is available to assist teachers and school leaders in reflecting on the knowledge, skills and attributes of their professional practice as related to the Teaching Quality Standard and/or the Professional Practice Competencies for School Leaders in Alberta. Results of the self-reflection appears in bar graph summary format, which ultimately leads to a self assessment of ones’ learning needs. An online User Guide with Frequently Asked Questions is available to support users and to answer commonly asked questions.

In addition, the following self-assessment tools, one tool for each standard, may be used individually or in collaboration with teaching colleagues or school administrators. The tools are MS Word files that can be saved to your computer so that you can complete and print the documents. https://www.teachers.ab.ca/For%20Members/Professional%20Growth/Section%202/Pages/Section%20 2-Reflect%20on%20Your%20Professional%20Practice.aspx

Page 68 SECTION 3: DEVELOP A PROFESSIONAL GROWTH PLAN Requirements Professional growth plans can take many forms. They can be textual or graphical. They can include mind maps or web formats. Whatever the format, the plan must demonstrate a relationship to the Teaching Quality Standard or the Principal Professional Competencies for School Leaders in Alberta and should include the following essential components of a good plan: • Name • Dates • Goal(s) including reference to TQS or PPCSL • Strategies to achieve Goal(s) • Resources to be used • Timeline • Descriptors of indicators or measures of success • Outcome at year-end: Reflections and implications

Developing Learning Goals Professional growth is a result of identifying professional goals to improve your professional practice and taking action towards achieving those goals. Once you have completed the self-assessment, a general goal or TQS focus area you might select could be to focus on “inquiry-based learning”. As you develop your own learning goal, a more specific one would be “to integrate inquiry learning into my grade 7 mathematics pedagogy using targeted teaching and learning strategies”.

Meaningful goals: • have substance and meaning for the teacher; • stretch current thinking and practice; • can be achieved and, therefore, don’t lead to frustration; and • have deadlines that help to ensure that the goal is attained.

A common technique for writing goals is to think about SMART goals.

S—specific, significant, stretching M—measurable, meaningful, motivational A—agreed upon, attainable, achievable, acceptable, action-oriented R—realistic, relevant, reasonable, rewarding, results-oriented T—time-based, timely, tangible

A SMART goal describes an observable behavior or action. By using an action verb, the SMART goal answers the question “What is to be done?” The following are some action words for developing SMART goals: • Apply • Experiment • Pilot • Attend • Implement • Produce • Arrange • Integrate • Publish • Conduct • Investigate • Read • Construct • Join • Review • Create • Maintain • Revise • Contribute • Mentor • Serve • Develop • Modify • Share • Design • Organize • Use • Enroll • Participate

Page 69 Possible Strategies and Resources Once you have identified your goal(s), it is important to think about the strategies, timelines and resources you will employ to achieve the goal(s). First of all, make sure that a goal is realistic and achievable within the time and resources available in a given year. Outline the strategies and timelines you will use to accomplish your goal. For some goals, it may be better to break the goal into manageable pieces that can be part of a multi-year growth plan.

You, the learner, are in control of your learning. Since you chose the goal(s) based on self-identified needs, you also should choose the strategies and human and nonhuman resources to achieve your goal(s). Not all strategies require attendance at a conference, workshop or other formal PD event. There are many possible forms of learning that can be considered when considering learning strategies that best meet your needs.

Some strategies are directed by the individual teacher whereas others may involve colleagues or a learning community within or outside of your school. Other strategies involve attendance at workshops or conferences. Search out which resource(s) might be best to help you achieve your goal and include them in your plan.

Having identified the strategies to be employed, it is important to identify the resources, human and/or nonhuman that you will need. Sometimes funding will be required, e.g. attending a workshop of conference, whereas at other times, no budget or funds are needed, e.g. a mentor teacher or coach on staff, etc. Some possible resources available to provide support to teachers are identified in the following tool.

Meaningful Measures and Indicators of Success How do you know if your plan will be successfully completed? An effective professional growth plan involves pre-identifying indicators of success and measures or data that relate to achieving the professional development goals. Indicators of success define what the end result or successful completion of the growth plan will be acceptable to you and will look like in practice. Indicators provide answers to questions such as “What do I anticipate will be different in my professional practice as a result of accomplishing this goal? What will my students be doing differently? How do I anticipate student learning will change or improve as a result of achieving this professional goal?, etc.” https://www.teachers.ab.ca/For%20Members/Professional%20Growth/Section%203/Pages/Section%20 3-Develop%20a%20Professional%20Growth%20Plan.aspx

Page 70 SECTION 4: PREPARE FOR REVIEW OR APPROVAL OF YOUR GROWTH PLAN AND A SUCCESSFUL YEAR-END REVIEW OF YOUR GROWTH PLAN Initial Review or Approval of the Growth Plan Once you have developed your professional growth plan, you will meet with the school principal or designated group of teachers to present and discuss it. School principals will meet with the Superintendent or designate to present and discuss their professional growth plan.

The Teacher Professional Growth, Supervision and Evaluation Policy (Policy 2.1.5) states: A teacher employed by a school authority or ECS operator: (c) must submit for review or approval at a time specified in the policy that annual teacher professional growth plan to: (i) the principal (ii) a group of teachers delegated by the principal, if such delegation is provided in the policy

The policy of the school authority will stipulate: • whether the teacher growth plan will be submitted to the school principal for review or approval • whether the principal can delegate the review or approval of the teacher growth plan to a group of teachers, such as the school professional development committee, the leadership team or the professional learning team (a group of teachers having the same curriculum or grade level). • timelines for the submission of professional growth plans, as well as its review and approval • discipline procedures for the failure to submit an annual professional growth plan within policy guidelines

The purpose of the review process are to: • empower the teacher in setting professional learning goals and the review process • encourage professional reflection and collegial dialogue • link professional development to improved practice and the Teaching Quality Standard or the Principal Practice Competencies for School Leaders in Alberta • discuss the support and resources required to facilitate future professional growth • discuss the teacher’s role in achieving school and district goals • promote a collegial model for professional growth

The teacher’s role in the initial review or approval process is to: • be prepared for the review or approval process • lead the discussion (after all, the teacher owns the growth plan) • provide a rationale for the goals and strategies identified in the plan • lead the administrator through the critical parts of the growth plan • identify resources that may help support the growth plan

The school administrator’s role in the initial review or approval process is to: • link information gained through supervision into the reflective questions asked of the teacher (for example, “We discussed the work you were doing with assessment for learning during our last conversation. How is that coming along and could you see it becoming something that you would include?”) • ask reflective rather than evaluative questions • ask questions of clarification

Page 71 • help to identify the resources needed to complete the growth plan • act as a “critical friend” • be a reflective listener and provide encouraging feedback for the professional learning and growth to be undertaken

Implementing the Plan The plan is a guide to professional growth rather than a recipe to be followed without question. Think of it as a proposal that needs to be scrutinized and reflected upon. Ask yourself, “Is the plan working? Do I see change? Does the plan need more work? Have I underestimated the resources or time needed?”

Document your strategies or activities undertaken and collect evidence along the way by using portfolios, reflective journals, samples or artifacts of student work, where appropriate, feedback received, etc.. Be aware that change and movement toward your goal will take time. results may be slow in coming.

The principal/supervisor needs to be aware of your progress and needs to be informed of any major changes to the plan. You retain ownership of the plan, but the principal/supervisor should assist you in implementing it. You should discuss the situation with your principal/supervisor before changing your growth plan.

Your role in the implementation phase is to: • identify strategies and resources (financial and human) required to fulfil the growth plan • establish collaborative support, if needed • schedule strategies/activities that involve others or require prior approval • seek out strategies/activities and resources to support implementation of your plan • be aware of and follow school and district policy and administrative practices • keep records of your progress and measures that you have used to demonstrate your progress • inform your administrator of any changes, challenges and short term successes • be proactive in scheduling your year-end review conference

The administrator’s role in the implementation phase is to: • help you implement your growth plan • gather information regarding your progress • be aware of the learning needs of all teachers on staff and keep them up to date with materials, PD opportunities and information about new developments in their area of professional growth • show an on-going interest in the implementation and attainment of growth plan goals • recognize the hard work, commitment and accomplishments of each teacher https://www.teachers.ab.ca/For%20Members/Professional%20Growth/Section%205/Pages/Prepare-for-a- Successful-Review-of-Your-Growth-Plans.aspx

Page 72 SECTION 5: FREQUENTLY ASKED QUESTIONS (FAQ) 1. I have a permanent certificate and a continuing contract. Do I need to have a professional growth plan? Yes. Every teacher employed by a school authority or ECS operator: 1. under a probationary contract or continuing contract, or 2. under other provisions of the School Act if required by the policy of the school authority or ECS operator, is responsible for completing during each school year an annual teacher professional growth plan.

2. Can I change my professional growth plan during the school year? Yes. Unexpected changes in your assignment may necessitate changes in your professional growth plan. For example, you may be transferred to another school or assigned to teach a different grade. In such cases, you may need to change goals or goal strategies. You have a responsibility to keep your school principal informed about changes.

3. I supervise student teachers. Do I need a professional growth plan? No. An annual teacher professional growth plan may consist of a planned program of supervising a student teacher or mentoring a teacher. The key principle that applies in this situation is that the program is planned. This mentoring plan can take the place of the annual professional growth plan. However, if you are supervising a student teacher for a short time only, your administration may require you to add a component to your growth plan.

4. Can my principal send my professional growth plan to central office? No. The teacher making the plan owns the plan. It would be reasonable for the school principal to copy the plan and hold it in the school office as a ready reference when discussing the plan with the teacher. However, a copy should not be sent to, nor filed at, central office. The principal is responsible for staff supervision. Therefore, sending the professional growth plan beyond the school serves no purpose. All copies of the professional growth plan must be returned to the teacher after the year-end review.

5. What happens if I don’t do an annual professional growth plan? If teachers do not develop an annual professional growth plan and submit it to the principal according to school authority policy, they may be subject to the discipline procedures of the school authority. Teachers should be aware of timelines and other responsibilities outlined in the school board’s policy.

6. Can I keep my professional growth plan? Yes. The teacher making the annual professional growth plan owns the plan. The principal may keep a copy of the plan as a ready reference for discussion purposes, but the teacher needs the plan as a working document throughout the school year. All copies of the plan must be returned to the teacher following the year-end review.

7. I am a first-year teacher. Are the descriptors of the Teaching Quality Standard different for my teaching? Yes. The Teaching Quality Standard descriptors are different for those entering the profession with interim certification. The difference recognizes that teaching practice changes throughout the teacher’s career. The context in which the teaching and learning takes place also changes. Teachers’ annual professional growth plans need to demonstrate a relationship to the Teaching Quality Standard, which, in your case, are the Knowledge, Skills, and Attributes Related to Interim Certification (Interim KSAs).

Page 73 8. What should my plan look like? A plan can be formatted in many ways. Some teachers prefer a linear plan, while others prefer a mind map or web format. Some school staffs have adopted a format that fits their unique needs. Whatever format is chosen, however, the plan should include the following components: goals, strategies, timelines, meaningful measures and required resources.

9. How many goals do I need? It’s not the number of goals that is critical but the quality of the goals. Goals need to reflect the teacher’s self-assessed learning needs, demonstrate a relationship to the Teaching Quality Standard and take into consideration the education plans of the school, school authority and the government (or the program statement of the ECS operator). As a general rule, a growth plan should have fewer than five goals.

10. Do I need to have “personal” or “wellness” goals? It depends. The policy calls for an annual teacher “professional” growth plan. Personal or wellness goals may make you a better person, but the focus of the plan must be on professional as opposed to personal growth. The provincial policy specifies that the teacher’s goals reflect the Teaching Quality Standard.

11. Do I need to align my professional growth plan with school and district goals? No. However, teachers need to consider the education plans of the school, the school authority and the government (or the program statement of an ECS operator). The key word is “consider,” which does not imply that these goals must be included. Teachers should not only have a well-developed rationale for all goals that they have included in their professional growth plan but also be prepared to explain why they have excluded other goals.

12. What happens if I don’t finish my professional growth plan? If a teacher fails to complete a professional growth plan through a lack of effort, the teacher may be subject to whatever disciplinary action is outlined in the school board’s policy. However, if the plan has not been completed because the nature of the plan makes completion impossible (for example, a goal may require further study) or because of extenuating circumstances, the plan may be restructured as a multi-year plan. Multi-year professional growth plans must, nevertheless, contain timelines specifying the components that must be completed during each school year.

13. Can the school principal recommend changes to my professional growth plan? Yes. The principal can recommend changes to the plan if it does not reflect the Teaching Quality Standard. Furthermore, if, through supervision, the principal believes that the teacher’s practice does not meet the Teaching Quality Standard, he or she may initiate an evaluation. Through the evaluation process, the principal can develop a remediation plan that replaces the teacher’s annual professional growth plan. The teacher is then obliged to use the remediation plan. Teachers might also be asked to provide a rationale for the goals and/or strategies that they identified in their professional growth plan.

14. Can my professional growth plan be used for my evaluation? No. The provincial policy states that the content of an annual teacher professional growth plan must not be part of the evaluation process.

15. Can the principal “reject” my professional growth plan? Yes. The regulations governing professional growth plans state that the professional growth plan is submitted “for review or approval.” School authority policy may give the principal the authority to approve

Page 74 the professional growth plan, in which case the principal can reject it if it does not meet the three criteria stated in the regulation. In other words, the professional growth plan must be based on the self-assessed learning needs of the teacher, must demonstrate a relationship to the Teaching Quality Standard and must consider the education goals of the school, district and the government.

16. I remember having an evaluation every three to four years. Has that changed? Yes. Routine evaluation (summative and formative) is a thing of the past. Evaluations can be initiated in the following circumstances: 1. at the written request of the teacher, 2. to gather information related to a specific employment decision (permanent certification, continuing contract), 3. to assess teacher growth in specific areas of practice and 4. when a principal, through the process of supervision, has reason to believe that the Teaching Quality Standard is not being met.

17. Can I have the same professional growth plan for more than one year? The professional growth plan can be a multi-year plan. However, the plan needs to be divided into school year blocks. Otherwise, it cannot be considered an “annual” teacher professional growth plan.

18. Can my peers serve on a committee to review my professional growth plan? Yes. However, regulations specify that the professional growth plan is submitted for review or approval to: 1. the principal, or 2. a group of teachers delegated by the principal, if such delegation is provided for in the school authority policy.

In some schools, the professional development committee or the teacher’s collaborative team may be authorized to review the plan.

19. Should I use provincial student achievement data as a measure for my professional growth plan? No. Provincial student achievement data is one type of data that teachers should use for professional reflection. This data is subject to more than just teaching practice and can vary considerably from day to day as the context of the classroom changes. Provincial student achievement data can be valuable if it is analyzed so as to take into account such other factors that may affect student achievement as attendance, fluency in English and socioeconomic status. You should consider, however, what can be learned by analyzing a wide range of student achievement data over time in relation to the goals outlined in your professional growth plan. The provincial achievement data is not available before the end of the year. Therefore, teachers will need to use a variety of other classroom assessments to meaningfully measure changes in student learning. https://www.teachers.ab.ca/For%20Members/Professional%20Growth/Section-6/Pages/Index.aspx

Page 75 LEAVES AND ABSENCES Alberta Teachers Association Information

Information About Leaves

8.00 LEAVE OF ABSENCE 8.01 A teacher is entitled to temporary leave of absence with pay for: (d) Four (4) days for family medical, dental appointments or hospitalization, provided that the teacher’s accumulated number of sick leave credits, as granted by Article 10, is reduced by a corresponding amount. For the purposes of this clause, “family” shall refer to the teacher’s parent, spouse/common-law partner, child, or person who is a member of the teacher’s dwelling. The Board may request in writing that the teacher obtain verification of the appointment or hospitalization at no cost to the Board, but the Board will not do so as a matter of course.

8.03.01 Leave of absence for a minimum of one-half (½) day for personal reasons may be granted by the Superintendent for up to two (2) days per school year. Leave shall be granted at full salary less forty-five percent (45%) of the daily rate for a certificated substitute as determined in clause 6.03.02 for each day of such leave. Requests for leave under this clause shall not be used to extend the Christmas break, spring break, long weekends, or summer vacation period. Unused leave may accumulate from year to year provided that the total leave available does not exceed four (4) days in any school year. Part time teachers are eligible for personal leave of up to two (2) days at an amount, per day, equivalent to their part time status. Teachers on temporary contracts are eligible for personal leave at a proration equivalent to the term their contract bears to the total school year multiplied by two (2). 8.03.02 Notwithstanding clause 8.03.01, a teacher may request personal leave to extend a long weekend, provided at least ten (10) calendar days advance written notice is given and a suitable substitute has been engaged to replace the teacher. Effective September 1, 2014, notwithstanding clause 8.03.01, the Superintendent may grant personal leave to extend a long weekend, Christmas break or spring break, provided at least ten (10) calendar days advance notice is given. 8.04 In addition to the foregoing, the Board, in its discretion, may grant leave of absence with or without pay and with or without Board contribution to benefits to a teacher applying for such leave.

HPSD ATA Members

Past President - Lindsay Brown (Ecole Routhier) Jennifer Taylor - President (EG Wahlstrom) Jessica Cardinal - Vice President (Lakeside Outreach) Amanda Bradley - Secretary (Roland Michener) Maria Doroshenko - Treasurer ( Roland Michener) PD Chair - Kim McConnell (CJ Schurter)

Page 76 ATA COLLECTIVE AGREEMENT

Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92 Page 93 Page 94 Page 95 Page 96 Page 97 https://www.teachers.ab.ca/Public%20Education/CollectiveAgreements/Pages/ High-Prairie-School-Division-No-48-2012-2016.aspx

Page 98 Page 99 Page 100 INCLUSIVE EDUCATION Our Division is committed to increasing understanding and capacity in regard to inclusion. Schools received dedicated funds to implement supports in-keeping with the needs of their school community. Staff were able to access resources and support through Student Services. A team of dedicated individuals including our Inclusive Education Coordinators, Registered Psychologists and Occupational Therapist worked diligently to address the needs of staff and students. Collaboration with our Regional Collaborative Service team – Northern Lakes Collaborative Services, occurred on a regular basis.

Much of our worked centered on developing the capacity of our Learning Support Teachers (LSTs). This involved re-thinking their role in order to accommodate dedicated time in teachers’ classrooms. Professional development days for LSTs promoted the Pyramid of Intervention ideology through targeted sessions focusing on differentiated instruction. There was also a focus on student centered learning which correlates to the Learning Technology Policy Framework. In order for LSTs to engage teachers in meaningful discussions about student learning, there was a need to develop their coaching skills. LSTs practiced coaching conversations to build skill and confidence when returning to their respective schools.

The Inclusive Education Coordinator assumed a lead role in assisting Learning Support Teachers to address challenges associated with student needs and parental concerns. The changing paradigm, from a deficit model to a strength-based model, required a re-thinking of assessment and lead to a broader understanding of “inclusion”. To extend this understanding, the division recruited a psychometrician who provided training on administering the WIAT assessment. The intent of administering this diagnostic tool is to assist teachers to plan programs for students that capitalize on the identified strengths.

Re-visioning of inclusive education remains an uphill climb. Developing teacher capacity while coping with the daily demands of the classroom leads to resistance and the continued need to advocate for the most vulnerable of students. An ongoing challenge involves the reliance on funding to support educational assistants. While it is recognized our support staff play an important role in supporting student learning, there is need to reduce the reliance on EAs and rethink how they are being used. The promotion of universal strategies has an intended outcome of reducing the reliance on EAs.

Page 101 SUCCESS PLANS The Success in School Plan template will assist with identifying the child or youth’s needs, services, supports and key people. It should be developed by the child or youth’s core support team. Completion of the Success in School Plan is not intended as duplication of the Individualized Program Plans/Instructional Support Plans (IPP/ISP). The Success in School (SIS) plan has holistic goals. It also has information outlining who to contact and involve in specific situations. The SIS plan also recognizes that the entire core team has a role to play in implementing the plan. https://education.alberta.ca/media/3739962/success_in_school_plan_template.pdf ISP’S (INDIVIDUALIZED SERVICE PLANS) Each student that is identified as needing some supports to be successful will have an Individualized Service Plan (ISP) which outlines goals and ensures that he/she experiences success in school. ISPs are tailored to each child’s unique needs, which are identified during an evaluation process. The ISP is based on strength based comments and draws from what the student can accomplish not what they cannot accomplish.

ISP’s are to be created by the teacher of the student in support with the school’s Learning Support Teacher (LST). NLCS (NORTHERN LAKES COLLABORATIVE SERVICES TEAM) SUPPORTS AND CLEVR

Our school division is lucky to have the supports of the Northern Lakes Collaborative Services team. The NLCS team provides supports to kids and students within our division with Speech Language, Occupational Therapy, Behaviour Management support and a host of other supports that our students need. The NLCS team uses the website www.clevr.ca to get referrals and then uses these referrals to provide supports to the students in our region. INCLUSIVE EDUCATION LOANER LIBRARY HPSD has created a library that is stocked with equipment to make your classroom more inclusive. It has materials to support your lessons through books and other professional readings. As well it has equipment such as wiggle stools, desk cycles etc. to provide flexible seating to students in your class. The loaner library also has larger materials like wheelchairs, ramps and toileting needs to provide student with the the care that they need. These items can be reserved for 6 weeks at a time and we encourage you to look at the library and promote these devices within your class. https://docs.google.com/document/d/1YJUVsrmXXqaeQfpJPAS5L8MlU3E9yMan5ZGBEF9 iVd8/edit

Page 102 ROLE OF THE LST In each school there is a person dedicated to providing support in the area of inclusion in your school this is the Learning Support Teacher (LST). The LST works collaboratively with you to promote a variety of instructional methods that will support the students in your class. You will work as an academic partnership that promotes differentiated instruction strategies, as well as develop success plans, ISP’s and other supports so that students are successful within your school. The LST is a great resource to help you plan and develop your inclusive practices. The LST will be in and out of your classroom on a regular basis providing assistance in the field of inclusion. INCLUSIVE EDUCATION WEBSITES Learn Alberta Loaner Library http://www.learnalberta.ca/ https://docs.google.com/ content/ieptLibrary/index.html document/d/1YJUVsrmXXqaeQfpJ PAS5L8MlU3E9yMan5ZGBEF9iVd8/ edit

Clevr Inclusive Education Library http://www.clevr.ca/ http://www.learnalberta.ca/ content/ieptlibrary/

Page 103 Page 104 TECHNOLOGY The HPSD Technology Department has completed several major milestones as part of a major upgrade to its network infrastructure.

All network switching hardware and routers have been upgraded to support up to 1 Gb/s connectivity between sites. The SuperNet NGN upgrade has been completed and now allows schools to connect at 100 Mb/s, a fourfold increase of the previous connection speed of 20 Mb/s. This has dramatically increased the performance of staff and student devices such as Chromebooks which depend entirely on web hosted content.

HPSD has implemented toolsets to allow the automation of day to day management tasks and gathering metrics to inform decision makers. PRTG Network Monitor and Scrutinizer network traffic analytics alerts the Technology department of performance bottlenecks before they impact division staff and students. Wireless infrastructure continues to be upgraded in anticipation of increasing demand. Client density on individual Wireless Access Points (WAP’s) is monitored, and additional WAP’s will be installed in locations of high demand. HPSD advertised, awarded and completed the installation of 10 colour laser photocopiers.

Upcoming projects consist of disaster recovery hardware and software upgrades, certificate based Wi-Fi client authentication, and completing the migration of all existing Windows 7 Enterprise computers to Windows 10 Enterprise.

HPSD will continue to work with schools to develop effective and responsive technology ever-green planning and providing technology professional development to ensure technology is used by students. The Technology Department will continue to train staff and students on the use of Chromebooks for written diploma exams and personal achievement tests.

HPSD is continuing the work started through the Leveraging System Leadership: Realizing our Learning Potential project to support the use of the Learning Technology Policy Framework (LTPF) as a guide. Division leadership and the Technology Department will continue to promote and model appropriate and and effective technology use in schools. Revising and updating Administration Procedures to reflect changing technology access and needs within the jurisdiction continues to be a focus for the 2017-18 school year. Through CAP, HPSD School Administrators will be working with the Division Principal on recognizing and facilitating strong teaching practice. With the guidance of the Supervisor of Instruction, school LSTs will look at the specifically LTPF Policy Directive 1: Student Centred Learning through the lens of Inclusion.

Page 105 MAPLEWOOD CONNECTED This is the software HPSD uses for anything student related, biographic information, attendance, achievement. You will use this program for your attendance, gradebook, and reporting.

To access your Maplewood connectEd, go to the school website (ex. ewp.hpsd.ca) Hover over staff and click on “Maplewood connectEd”.

This will launch your school’s Maplewood connectEd.

Enter your user name and password (you can get this information from the school secretary) ***Please make sure your browser allows pop-ups from this site***

Support To access the manuals for Maplewood connectEd, go to www.maplewood.com and hover on Support and click on Manuals.

Enter the username: MapleHelp Password: connect2MW Click on Maplewood connectEd – Teachers

If you cannot find what you are looking for or need help, please contact Angie Uhrig-Dow at support@ hpsd.ca

***Please do not call Maplewood directly as you will be charged for the call***

Page 106 EMPLOYEE SELF SERVICE Video Tutorial For Booking A Sub https://www.youtube.com/watch?v=nbHgf2sGRjs

Written Instructions On How To Book A Sub https://docs.google.com/presentation/d/1Fvdv-Z8MKI6s1VBIkwhJjIhAaapZgOxYSwptd5NtqQ8/ edit#slide=id.gc6f80d1ff_0_0

NETOP YouTube Tutorial on Netop Vision https://www.youtube.com/watch?v=7d4cx42LZ7g&t=60s

HPSD SCHOOL MESSENGER SYSTEM YouTube Video on Communicate Messenger System https://www.youtube.com/watch?v=Qn1P3_erpq0

Page 107 TEACHER WEBPAGES Teacher webpages are required for all HPSD teaching staff. This is just one of the tools that we use to provide effective communication with today’s parents. The following are required items for each teacher page: • Short biography • Course outlines (for teachers in K-6, use the following link from Alberta Education outlining the parent resources www.learnalberta.ca/content/mychildslearning/) • Contact Me page (auto-generated during setup) • Significant events (i.e. annual field trip to the Alberta Legislature)

In order to set up a teacher page, you will need to: • log in (no extra passwords or user names, you authenticate with Google), • navigate to the teacher page area under the “Parents and Students” tab, • click on the + Page button, • select Teacher Page.

For full steps on how to add a teacher page, check out our “How to” videos on YouTube. Also, our technology support aides are able to assist you with the setup of your teacher page. You can request assistance from them by contacting [email protected]. You can also click on the question mark at the top of the edit bar and chat online with the SchoolMessenger support team. Call them toll free at 1-800-920-3897, or download their instruction manual on teacher pages.

How to create a teacher page “How to” videos

Page 108 HOUR-ZERO AND PUBLIC SCHOOL WORKS Hour-Zero Hour-Zero is the program which helps with our crisis management and how we prepare for these situations by supplying table-top exercises and raining videos that lay out the path for what is expected from you in the event of a crisis. https://hpsd.ca/staff/hour-_zero

Public School Works This program assists us with government compliance, safety training, and accident and incident recording. https://hpsd.ca/staff/public_school_works_reporting_and_training

Page 109 Page 110 FORMS AND RESOURCES IMPORTANT FORMS Field Trips Off-site Activity Proposal https://hpsd.ca/common/pages/DisplayFile.aspx?itemId=1603960

Parent Permission Form https://hpsd.ca/common/pages/DisplayFile.aspx?itemId=1603968

Student Declining Transportation https://hpsd.ca/common/pages/DisplayFile.aspx?itemId=1603982

Category B Professional Development Category B Request For PD Leave https://hpsd.ca/common/pages/DisplayFile.aspx?itemId=1606969

Category B Expense Claim https://hpsd.ca/common/pages/DisplayFile.aspx?itemId=1606971

Expense forms Travel Within The Division

Travel Outside The Division

Application for Personal Day https://hpsd.ca/common/pages/DisplayFile.aspx?itemId=1544331

Application for Family Medical Day https://hpsd.ca/common/pages/DisplayFile.aspx?itemId=1544342

PROFESSIONAL RESOURCES Learn Alberta http://www.learnalberta.ca/Home.aspx

Alberta Assessment Consortium https://aac.ab.ca/

Alberta Teachers Association https://www.teachers.ab.ca/Pages/Home.aspx

Inclusive Education Library http://www.learnalberta.ca/content/ieptlibrary/

Page 111 Program of Studies (Alberta Education) https://education.alberta.ca/programs-of-study/?searchMode=3

Critical Thinking Consortium https://tc2.ca/

ASEBP (Benefits) https://www.asebp.ca/home

HPSD Curriculum Convergences https://sites.google.com/hpsd.ca/cc1/home

Staff How To YouTube Videos https://www.youtube.com/channel/UCsLsP-Fp9piomAjV23-1kEw TEAM DRIVES HPSD Central Library https://drive.google.com/drive/folders/0AFGCRflZHybkUk9PVA

HPSD Tech Help and How To’s https://drive.google.com/drive/folders/0ALJBjMf0uJJGUk9PVA

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