Supporting Teacher Efficacy

Volume 10, Issue 2 Fall 2014

the CASSCONNECTION The official magazine for the College of Alberta School Superintendents

Canada Post Publications Agreement Number 40609661

The CASS Connection The official magazine for the College of Alberta School Superintendents Fall 2014 Published for: contents The College of Alberta School Superintendents #1200, 9925 – 109 Street Edmonton AB T5K 2J8 Phone: (780) 451-7126 Fax: (780) 482-5659 Email: [email protected] www.cass.ab.ca Published by: Matrix Group Publishing Inc. Publications Agreement Number 40609661 Return Undeliverable Addresses to: 309 Youville Street Winnipeg, MB R2H 2S9 Toll free Phone: (866) 999-1299 Toll free Fax: (866) 244-2544 www.matrixgroupinc.net President & CEO Jack Andress Chief Operating Officer Jessica Potter [email protected] Publishers Peter Schulz, Joe Strazzullo Editor-in-Chief Shannon Savory [email protected] Messages: Editors 7 Message from the Minister of Education Danelle Cloutier [email protected] 9 Message from the President of CASS Alexandra Walld, Meg Crane Finance/Accounting & Administration 13 Message from the Executive Director Shoshana Weinberg, Nathan Redekop, Pat Andress [email protected] Director of Marketing & Circulation FOCUS ON...SUPPORTING TEACHER EFFICACY Shoshana Weinberg Sales Manager – Winnipeg Neil Gottfred Features: Sales Manager – Hamilton 14 Teacher Efficacy: Capacity Over Context Jeff Cash Sales Team Leader 22 Enhancing Teacher Efficacy Through TRANSFORM in Colleen Bell Edmonton Catholic Schools Matrix Group Publishing Inc. Account Executives 26 Central Alberta Partnership Helps Catholic Educators EXCEL Alex Incretolli, Ansuta Louisy, Anthony Doucet, Bonnie Petrovsky, Brian 28 Building a Collaborative Network Davey, Brian MacIntyre, Carlos Castro, Christine Gilbank, David Roddie, Fatima 31 Improving Instructional Leadership Builds Teacher Efficacy Khan, Frank Kenyeres, Jim Hamilton, John Price, Miles Meagher, Rick Kuzie, 33 Academic Wrap-Around Gives Individual Attention & Support Rob Allan, Rob Choi, Rob Gibson, Roderick O’Quin, Shalynn Ramsden to Student & Teacher Layout & Design Cody Chomiak Advertising Design Department: James Robinson 36 ASEBP’s Healthy People, Healthy Workplace News: ©2014 Matrix Group Publishing Inc. All rights reserved. Contents may not be reproduced by The Happy Factor any means, in whole or in part, without the prior written permission of the publisher. The opinions expressed in this publication are not necessarily those of Matrix Group Publishing Inc. 38 Buyer’s Guide

The College of Alberta School Superintendents 5

The Honourable Gordon Dirks | Minister of Education I am driven to provide students with all the tools they need to thrive in their futures.

he start of another new school year always holds so much promise for chil- T dren and adults alike. Fall is an annual opportunity to refocus our energy—to set new goals, learn new skills, hone our talents, discover new ideas and rekindle the passion for learning, for ourselves and for students. A fresh start certainly rings true for me. I am honoured to have the opportunity to serve Albertans as the minister of education. While I may be new to this position, my passion for education is deep-rooted. As a former educator, school administrator and public school board representative, I am driven to provide students with all the tools they need to thrive and administrators to use as they support history to immediately address our school in their futures. This includes: students, from updates on various education shortage. In October, Government com- • Ensuring Alberta’s school curriculum initiatives and upcoming workshops, to tips mitted to the third-phase of a 10-year focuses on foundational elements— on building inclusive and bully-free settings. capital build-out of new schools, expan- reading, writing and arithmetic—while Alberta Education is committed to updating sions and modernizations. We are moving incorporating essential 21st century skills, these toolkits throughout the year so they quickly to provide school boards with the such as innovation and critical thinking; can be used for the benefit of students when- predictability they need for longer-term • Promptly addressing the need for new ever the need may arise. infrastructure planning. schools throughout the province; and One of the best ways to secure a bright It is important to respect and celebrate • Providing students with safe and respect- future for our children is through our teach- the achievements of Alberta’s education ful education environments. ers. After parents, teachers are at the heart of system. But it is also important to recognize I am looking forward to getting to work— a student’s success in learning, which is why that we need to evolve to keep pace with an in co-operation with all of our provincial we work to ensure teachers have the tools ever changing world. It is not a matter of education partners—on these initiatives and and support they need to do their very best disregarding or abandoning our successes, others. As a group, it is up to all of us to in the classroom. but rather a matter of building on our embrace the opportunity for a fresh start and Support for the difficult, but rewarding achievements to accomplish even more. renew our commitment to putting the best jobs of Alberta’s teachers does not begin and Ultimately, it all comes back to our interests of students first. Our students must end with the school year. Alberta Education’s common goal—putting the best interests be at the heart of every decision we make if efforts to work with teachers and other key of students first. And while our approach we are to help them reach their full potential. stakeholders like CASS continue year-round. may change over time, our commitment to Alberta Education joined our partners We remain focused on investing in our grow- doing what is best for our children and their across the province to help students get a ing education system, learning from research teachers will never change. positive and healthy start to the new year. and best practices and building on our success. I look forward to the 2014-15 school Our 2014 Back to School online toolkits As Alberta’s population continues to year and the progress we will make together feature resources for children and parents. grow, we have embarked on the largest in building an even stronger education sys- The toolkits also have links for teachers school construction project in Canadian tem for Albertans.n

The College of Alberta School Superintendents 7

Karl Germann President | College of Alberta School Superintendents

Our international results are excellent. Why change? Answer: Braydon

n individual at the most recent CASS / Alberta Education ...through hard work and A Annual conference made one of the most brilliant speeches I have heard in a long time. He had the courage to chal- dedication, Albertans have lenge everyone to define the problem in Alberta, namely why we would embark on achieved unparalleled success... a radical overhaul of the education system. For years, through hard work and I believe Alberta educators achieve because Our gaps did not improve and statisti- dedication, Albertans have achieved we are research-based and we monitor and cally our students did not achieve at the unparalleled success on the national and react to the data. In the late 1990s, I remember level of the students in Alberta. We even international stage. Countries use our cur- travelling to Northern Lights School Division brought in experts, followed the Reading riculum to establish international schools to gain a better understanding of their early Recovery model and had specialists from and delegations tour our schools attempt- literacy intervention programs. Regina Catholic Schools assist us in our ing to replicate our success. Yet, when At the time I worked in central office work. I came from Saskatchewan in 2001, we in the Meadow Lake School Division. The In conversations years later I now real- too were working hard. So what was the two districts are approximately an hour’s ize that the emphasis on researched-based difference between the two provinces? drive apart and have a similar student demo- strategies and accepting the data, no matter Why did Alberta students achieve at a graphic profile. Yet even though we mirrored how brutal it is, allows Alberta’s educators significantly higher level than students in the Northern Lights model, we were not as to make the necessary changes. Saskatchewan? successful. Continued on page 11 CASS Board of Directors

President 2nd Vice President Zone 4 Director Metro Director Karl Germann Colleen Symyrozum-Watt Amber Hester Dianne Yee Superintendent of Schools Superintendent Assistant Superintendent Director, Area 3 Grande Prairie & District Pembina Hills Regional Division Wolf Creek Public Schools Calgary Board of Education Catholic Schools No. 7

Past President Zone 1 Director Zone 5 Director Executive Director Dr. Larry Jacobs Betty Turpin Mark Rawlek Barry Litun Chief Superintendent of Schools Superintendent Superintendent, Support Services Executive Director Wolf Creek Public Schools Holy Family CRD #37 Calgary Catholic School Division College of Alberta School Superintendents 1st Vice President Zone 2/3 Director Zone 6 Director John Waterhouse Michelle Brennick Brian Andjelic Deputy Superintendent Deputy Superintendent Superintendent Westwind School Division Northern Gateway Public Prairie Rose School Division Schools No. 8

The College of Alberta School Superintendents 9 10 Fall 2014 • The CASS Connection Continued from page 9 story; a story about a child we taught or a perform at a higher level. Teaching to the Fast forward to 2014-15. Dr. John child who is one of our own. We need to tell test is not the answer. In the future, if we can Hattie notes that approximately 70 per that story and explain why we need to do a adapt to the learning styles of more students cent of Alberta’s educators are already better job educating more Alberta students at we will have provided every Albertan with a high performing, adapting and changing the highest possible level we can. quality education they need and deserve. to meet the needs of students. But more Society is demanding a lot from our Tell your story about your Braydon. needs to be done. Why? Because of young youth and we need more graduates who can You just might change the world. n people like Braydon. You see, Braydon is my 18-year-old son who graduated this year. He is highly Back to School Toolkit verbal and a very successful elementary/ Alberta Education’s Back to School toolkit is junior high French Immersion student. packed full of information and resources to help His mom and dad are both teachers but students, parents, teachers and administrators they missed understanding that Braydon as they prepare for the 2014-2015 school year. learns in a completely different way than Highlights of the toolkit include the follow- the average academic student. ing topics: He is a verbal processor with extremely high language skills. Ask him to decode • Inspiring Education; print and he falls off the education test • Student Learning Assessments; wagon. Until we personally paid for an • Learning and technology framework; educational psychology assessment at the • Dual credit opportunities; and end of Grade 10, we missed understand- • High school success. ing how Braydon learns and how he can demonstrate his learning in different ways. The Back to School Toolkit is also available in French. Why do we need to change an excellent For more information, visit www.education.alberta.ca/backtoschool.aspx. system? Braydon. Many of us have a similar

The College of Alberta School Superintendents 11 12 Fall 2014 • The CASS Connection Barry Litun | College of Alberta School Superintendents

enise McCluggage, born in the 1920s, was a pioneer female race How students learn today is clearly Dcar driver, journalist and author. She once stated, “Change is the only con- different from how I learned or stant. Hanging on is the only sin.” In Alberta, we are certainly in a period how my parents learned. of change. New premier Jim Prentice has appointed Gordon Dirks as the education that his legacy will be the positive changes The key, in his opinion, is to determine minister and Gene Williams is the new in education. These positive changes have from the research available, which strate- acting deputy minister. With the changes, occurred and will continue to occur as a gies have the most significant impact upon it is understood that there will be a period result of the response by all education part- the learning of all students and then ensure of time for the new minister to be briefed ners to the unprecedented levels of public that the environments and supports are in and become familiarized with the activities, consultations that took place during Inspir- place so that these strategies are universally directions and initiatives within education ing Education. implemented. in our province. On behalf of the board As we move forward, I know that you As stated in the opening quote, change of directors for CASS, I can assure Mr. will enjoy reading the stories from the con- is the only constant. I believe this is even Dirks and Mr. Williams that system leaders tributors of this edition of The CASS Con- truer today than when Ms. McCluggage in Alberta will continue to work with all nection about the impact that teachers have originally put those words to paper. How the staff of Alberta Education in order to on student learning. How teacher practices students learn today is clearly different continue to provide outstanding learning support gains in student learning was the from how I learned or how my par- opportunities for all students. focus of the presentations this past summer ents learned. It is essential that we take I do want to take this opportunity to by Dr. John Hattie, a world renowned edu- the research available and combine that thank outgoing minister Jeff Johnson and cation researcher, to more than 1,400 system research with examples of effective prac- deputy minister Greg Bass for their contri- leaders, school leaders, teachers, Alberta tices to shape the educational experiences butions to education during their tenures Education staff, post-secondary educators, of our students of this generation and in their respective positions. Their commit- parents and members of the public in Leth- generations of the future. ment to serve in order to provide for the best bridge, Calgary, Edmonton and Grande In closing, I want to thank all the spon- interests of students is unquestioned, and Prairie. sors who have supported this edition of The both have made a positive difference in our Jointly sponsored by CASS, the Grande CASS Connection. Their support enables province. The Ministerial Order on Student Prairie Public School District and the Pro- us to publish this magazine which is shared Learning (#001/2013), guided through the fessional Development Consortiums in the with all education partners in the province legislative process by Mr. Johnson, outlines four cities, Dr. Hattie shared his work of the as well as the parallel organizations to CASS that the “fundamental goal of education in past twenty years. In his book, Visible Learn- across Canada. Alberta is to inspire all students to achieve ing: A Synthesis of over 800 Meta-Analyses Finally, a sincere thank you to all the success and fulfillment, and reach their full Relating to Achievement, Dr. Hattie reviewed contributors for this edition of The CASS potential.” research studies that involved approximately Connection. While the world around us I also want to extend thanks to former half a billion students. For me, the most may be constantly changing, one way that minister of education Dave Hancock, who striking comment made by Dr. Hattie in we will always be able to learn is from each served as acting premier through the spring his presentation was that almost all actions other. Your willingness to share the stories and summer of this past year. As Mr. Han- or initiatives undertaken by teachers have from your respective jurisdictions is sin- cock leaves public life, he should be proud some positive impact upon student learning. cerely appreciated. n

The College of Alberta School Superintendents 13 Teacher Efficacy: Capacity Over Context

By John Waterhouse

he relatively recent infusion of the term “teacher efficacy” into the T Alberta context of teacher negotia- tions, professional learning and especially the C2 committees has been both interesting and alarming. Given that efficacy is a psychological construct, a perception or a feeling, and that it is highly dependent on the actual ability, skill level or capacity of an individual teacher to accomplish what they set out to do, it is interesting that any profession, school or school system would not immediately attribute high levels of efficacy to high levels of skill and with a passionate and singular focus pursue teacher capacity building to improve efficacy. What is alarming in the area of teacher efficacy is the tendency of many to attribute teacher efficacy to external factors rather than internal factors, such as teacher capacity. Some people focus on lowering class sizes rather than increasing teacher instructional capacity. Some people advocate for more support for students they do not have the skills to teach, as opposed to advocating for more skills to teach the students who need their support. Some people ask for less teaching time on something that beguiles and provides collective capability to influence student rather than for more professional learning emotional relief from a symptom, rather learning1.” time. In aggregate, there is a preponder- than being something that edifies through The research over time is quite con- ance to ask for the demands on educators a focus of developing the skills and capac- sistent in attributing high levels of effi- to be lowered to meet the current skill set ity to successfully meet the real challenges cacy to high levels of skill on the part of as opposed to asking that the skill sets be inherent in the teaching and learning the teacher. The more highly skilled the raised to meet the learning demands of process—the very things that result in suc- teacher, the more confidence they have the students they teach. None of these cessful learning and therefore confidence in their ability to successfully influence are exclusive but they are very seductive and efficacy. student learning. maxims in the teaching culture. The most widely accepted definition In examining the research, it is quite This tendency is highly problematic of teacher efficacy is, “The confidence obvious that teacher efficacy is highest in because it too often allows the focus to be teachers have about their individual and teachers who, because of their own drive,

14 Fall 2014 • The CASS Connection “…efficacy begins with the intrinsic attitude of a passionate professional learner…”

passion and commitment to attain mas- another approach when one is found This characteristic of professionalism tery of a repertoire of professional skills, wanting—in other words, teachers who attributes efficacy to internal factors that actually become master teachers. have a high sense of efficacy and act on focus on increasing people’s capacity to In other words, efficacy is the natural it—are more likely to have students who meet the demands of their context. This result of internal attitudes and actions learn2. In this sense, efficacy begins with is in sharp contrast to those who attribute that lead to the development of high the intrinsic attitude of a passionate pro- teacher efficacy to external factors that levels of skill, which then lead to success- fessional learner who continually increases they demand be modified to meet their ful teaching and learning, and to high their skill set and culminates at the point current level of teaching skill or ability. levels of confidence in one’s capacity as of having achieved a level of confidence Henson3 asserted that there were a teacher. that they can and do in fact have the “powerful effects from the simple idea As one researcher put it, “Teachers capacity to influence student learning, and that a teacher’s belief in his or her ability who set high goals, who persist, who try at high levels. Continued on page 16 The College of Alberta School Superintendents 15 Continued from page 15 to positively impact student learning is critical to actual success or failure in a teacher’s behavior.” One must recognize that high quality professional behavior on the part of a teacher both stems from and results in high levels of teacher efficacy and is an essential professional characteristic. The research has further indicated that teachers with a strong sense of efficacy: 1. Tend to exhibit greater levels of planning and organization; 2. Are more open to new ideas and more willing to experiment with methods to better meet student needs; 3. Are more persistent and resilient when things do not go smoothly; 4. Are less critical of students when they make errors; and 5. Are less likely to refer a difficult student to special education. These behaviours on the part of teachers, when coupled with their actual impact on student learning, are discriminating indicators of teacher quality. This again

16 Fall 2014 • The CASS Connection punctuates the essential need for teachers to be personally and professionally respon- “Teachers with a higher sible for their own high levels of efficacy. Responsibility is a significant correlate, if sense of efficacy exhibit greater not a significant causal factor, leading to high quality teaching practice. enthusiasm for teaching, The reality of a significant variance in both efficacy and quality in teacher capacity has a profound impact on the levels of stu- have greater commitment to dent learning. Dylan Wiliam illustrated the impact of the variance in teacher capacity or teaching and are more likely to quality in the following statement: “Another way of thinking about stay in teaching.” the effects of teacher quality is in terms of the rate of learning. Take a group of fifty teachers. Students who are fortu- nate enough to be taught in the most effective teachers in that group will learn in six months what those taught by the average teacher will take a year to learn. And those taught by the least effective teacher in that group of fifty teachers are likely to take two years to learn the same material. In other words, the most effective teachers generate learning at four times the rate of the least effective teachers4.” The most effective teachers have the greatest skill sets. They also have the greatest impact on student learning, and as a result of their impact on student learning, have the highest level of teacher efficacy. Furthermore, “Teachers with a higher sense of efficacy exhibit greater enthusiasm for teaching, have greater commitment to teaching and are more likely to stay in teaching 5.” The unhelpful distraction of focusing on external factors in an effort to increase teacher efficacy is analogous to the concept of target fixation, which sometimes plagues less skillful vehicle operators. In tests where drivers are specifically tasked with avoiding the pop-up pedestrian at a fork in the road, those with target fixation invariably veer into, rather than away from, the very thing that impedes their progress. In similar fashion, those who exhibit the target fixation of focusing on external factors rather than on the internal factors of developing and increasing teacher capacity, will never achieve the level of Continued on page 18 The College of Alberta School Superintendents 17 Continued from page 17 the most significant impact of any of the as well as personal judgment; about teacher quality and capacity that result in factors that we can influence and should being open to one’s clients rather than the highest levels of teacher efficacy. therefore be our primary focus. sitting on a pedestal above them; and One example that can be used to illus- In general terms, perhaps the best way ultimately about being tough on those trate this concept relates to the discussion to increase both individual and collective colleagues who, after every effort and about class size that has taken place over teacher efficacy is to do the very things that encouragement, fall short of their pro- the past decade. Following the release of the improve teacher quality through a level of fessional mission and let their peers as Alberta Commission on Learning in 2003, professionalism that so many teachers in well as their students down6.” significant financial investments were made this province identify with and is advocated We live in a dynamic and changing to reduce class sizes across the province. for by very respected educators and authors world that effects all professions and facets Statistical evidence from Alberta over the Michael Fullan and Andy Hargreaves: of our lives. We live in a time when effi- past 10 years shows the decrease of class size “To teach like a professional or cacy could easily be re-framed to be seen had little, if any, impact on student learning teach like a pro, as they say in the lan- as being inherently connected to passion. and objective measures of a teacher’s ability guage of sports, is a personal commit- Efficacy could be the very key to an entre- to impact student learning. ment to rigorous training, continuous preneurial spirit that problem-solves its This mirrors results of many studies learning, collegial feedback, respect for way to success through action research and about the impact of class size from around evidence, responsiveness to parents, professional practice, regardless of context. the world. It can be argued that if the striving for excellence and going far We live in a time where the context or investments had been focused on increasing beyond the requirements of any writ- stimulus is value-neutral and it is the pro- teacher skills, teacher capacity or teacher ten contract. But teaching like a pro, fessional alone that determines people’s quality, the results on student learning day in, day out, cannot be sustained sense of efficacy. would have been more positive. It is not unless your colleagues teach like pros According to a Bloomberg Weekly arti- that external factors have no impact, it is too…Professional capital is about col- cle, engaged professionals are defined just that the research concludes time and lective responsibility, not individual as those who have “the passion of the time again that high-quality teachers have autonomy; about scientific evidence explorer—those who view new challenges

18 Fall 2014 • The CASS Connection as opportunities to learn additional skills” and “are driven to develop new skills at an ever rapid pace and are thrilled by it7.” Teachers, schools and school divisions that invest in developing teacher capacity with a determined professional passion will achieve individual and collective teacher efficacy at higher levels and in nearer timelines than any efforts or resources expended on external factors. The truest sense of efficacy is attained as the result of possessing the passion that leads to mastery in any facet of life. n

John Waterhouse is the deputy superintendent of the Westwind School Division and first vice-president of CASS. He is also a member of Alberta’s Teacher Develop- ment and Practice Advisory Committee.

References 1. Klassen, Robert M. and Chiu, Ming Ming. “Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.” Journal of Educational Psy- chology, Vol 102(3), Aug 2010, 741- 756. Print. 2. Shaughnessy. Interview with Anita Woolfolk. Educational Psychology Review. 2004. Print. 3. Henson, Robin K. “Teacher Self- Efficacy: Substantive Implications and Measurement Dilemmas.” University of North Texas. College Station, TX. 26 January 2001. Keynote Address. 4. Wiliam, Dylan. Embedded Formative Assessment. 2001, p.20. 5. Tschannen-Moran, Megan and Hoy, Woolfolk. Teacher efficacy: Captur- ing an elusive construct. Teaching and Teacher Education. 2001, p. 783–805. 6. Hargreaves, Andy and Fullan, Michael. Professional Capital: Trans- forming Teaching in Every School. 2012, p. xv. 7. Sager, Ira. “Forget Employee Engage- ment; U.S. Companies Need Passion- ate Workers.” Bloomberg Business- week, 19 Sept. 2013. Web. 23 Sept. 2014.

The College of Alberta School Superintendents 19

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A story of teacher efficacy had more technological skills than she TRANSFORM “My grade partner’s students use QR- thought. Bandura explained, “Skills can Each of our 88 schools invites two codes to share their work. My students point easily be overruled by self-doubts” (p.37). teacher volunteers to be TRANSFORM to paper assignments stapled to our bulletin To erase self-doubt, individuals require lead learners who work with one district board. I know I’m lagging behind with four supports: consultant-coach over five months. The using technology for learning, but I’m not 1. Mastery experiences (opportunities to teacher chooses one pedagogical shift (Fig- confident. Could you help me to make this experience success); ure 1) to move towards more student- shift towards multi-modal learning?” 2. Vicarious experiences (opportunities to centered teaching. David* (Educational Technology Con- watch someone else do a task success- Anne and David engaged in ongoing sultant) responded, “Absolutely! We will fully); cycles of planning, teaching, documenting, start with BoardBuilder, a digital portfolio 3. Verbal persuasion (positive feedback reflecting and sharing changes in classroom tool.” David taught the first lesson as Anne* while trying a task); and practice over five months. Such coaching is observed. Her students easily accessed and 4. Inspiration and accountability (enough job-embedded because each school receives explored the digital tools on the Discovery support and pressure to try a task). teacher release time for coaching and for Education website, and soon were engaged TRANSFORM is a professional devel- inter-visitation to mobilize knowledge within creating their unique digital representa- opment (PD) model that involves lead in and between schools. tions of the concepts in their science unit. teachers and consultants in a sustained The district’s TRANSFORM Man- At one point while David had students dem- coaching cycle of planning, teaching, doc- ager matches consultants with particular onstrating BoardBuilder on the Smartboard, umenting, reflecting and sharing. While school communities based on a consul- one boy, Brayden*, turned to Anne, “Hey, coaching, the consultants draw upon the tant’s background and relationship with Mrs. Murphy*, you should try!” four identified supports to enhance teach- the school community, as well as a princi- Anne blushed, “Oh, I’m not very er efficacy throughout the process. pal’s PD goals. David was an educational good at this.” Brayden grabbed her hand. Together they clicked in and out of menus eventually finding, ‘Create Portfo- lio.’ When she finished, Brayden said, “I told you, you could do it, Mrs. M!” Anne beamed. For the first time she began to feel that being a ‘21C teacher’ was possible for her.

Teacher efficacy and four sources of support Bandura1 defined self-efficacy as believing in one’s ability to perform a task to achieve positive outcomes. Anne is a 10-year veteran teacher who later acknowledged she discovered that she Figure 1: TRANSFORM’s 10 pedagogical shifts.

22 Fall 2014 • The CASS Connection The TRANSFORM logo.

technology consultant who had done PD in teachers’ self-efficacy and willingness that the teacher has the right supports sessions on integrating technology at Anne’s to try new teaching approaches is directly and resources for success. This may school. The principal’s PD goal was to related to their context, including admin- include involving other consultants into have teachers continue to explore various istrative support (positive verbal encour- their team to lend expertise and advice. technologies as a tool to enhance learning. agement and financial backing to take up Given Anne’s context, it was logical that school goals) and PD support (coaching 2. Vicarious experiences she would identify multi-modal learning and inter-visitation opportunities).3, 4 Consultants often start by co-teach- as her pedagogical focus; however, it was Anne had her principal’s support; the ing with the lead teacher. David taught somewhat surprising given her lack of con- principal encouraged her to be a TRANS- first which enabled Anne to take on an fidence. We have seen many examples in FORM lead and she she had ongoing coach- observer role. When Brayden invited Transform of teachers being willing to step ing support from David. She also provided Anne to do the digital think aloud, she out of their comfort zones. all staff with iPads and made it a school goal shifted more towards mastery learning to use them to enhance student learning). of parts of a task. Bandura (1997) high- TRANSFORM and teacher efficacy TRANSFORM’s success depends on consul- lighted the need to move back and forth Anne reported that she was now con- tants coaching in ways that enable teachers to between vicarious and mastery experi- fident when integrating new technologies experience the following supports intended to ences to ensure that teachers experience into her practice, and she willingly present- enhance their self-efficacy: enough success to believe they can take ed on what she had learned not only to her on the whole task alone. staff but to other Edmonton-area teachers at 1. Mastery experiences a Discovery Education evening. Consultants and lead teachers usu- 3. Verbal persuasion Teemant2 found that most teachers ally plan a unit to be taught six to eight Consultants study how to provide improve their self-efficacy and skill transfer weeks away. This gives the consultants teachers with positive, specific and through ongoing coaching. Such an increase time to ensure their plan is solid and Continued on page 24 The College of Alberta School Superintendents 23 Continued from page 23 intellectual and emotional resources. Lead change their habits. TRANSFORM helpful feedback on their learning. In teachers have social resources (their coach, builds in accountability because all lead addition, Anne received a lot of rein- principal and often their peers); physi- teachers are expected to share with other forcement from her students in this cal resources (access to sub money and lead teachers from different schools. example because student-centred teach- teaching resources); intellectual resources ing requires teachers to take on roles of (expertise from colleagues and access to Conclusion co-learner at times. PD); and emotional resources (encourage- TRANSFORM enhances teacher effi- ment and support from the consultant and cacy through coaching relationships that 4. Inspiration & accountability the Transform teammate). foster mastery experiences, vicarious experi- Bandura1 noted that positive arousal Bandura explained that along with ences, verbal persuasion, and inspiration or inspiration to change comes from feel- positive arousal, human beings need and accountability to empower teachers ing control over one’s social, physical, enough pressure/accountability to to move towards more student-centered practices. *These are fictitious people. n

Rhonda Nixon has been a K-12 teacher and administrator for 17 years and is currently the Manager of TRANSFORM, a professional development model involving more than 2,000 teachers in Edmonton Catholic Schools.

Susan Chevalier has been an educator for more than 30 years, and is currently the Assistant Superintendent of Learning Ser- vices Innovation with Edmonton Catholic Schools.

References 1. Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W.H. Freeman & Co. 2. Teemant, A. (2014). A Mixed-Meth- ods Investigation of Instruc- tional Coaching for Teachers of Diverse Learners. Urban Education, 49(5), 574–604. 3. Chambers-Cantrell, S. & Hughes, H.K. (2008). Teacher Efficacy and Content Literacy Imple- mentation: An Exploration of the Effects of Extended Professional Development with Coaching. Journal of Literacy Research, 40 (95), 127-152. 4. Protheroe, N. (2008). Teacher efficacy: What is it and does it matter? Principal, 87, Retrieved on August 30, 2014 at www.naesp.org.

24 Fall 2014 • The CASS Connection The College of Alberta School Superintendents 25 Central Alberta Partnership Helps Catholic Educators EXCEL

By Kent Dixon

stablished in January 2011, the staff collaborate around a common purpose. The EXCEL Academy is an in-depth Excellence in Catholic Education- Many meetings followed that initial conver- study of topics related to Catholic school E al Leadership (EXCEL Academy) sation and, gradually, the shape and design leadership. Examples include leadership Academy began as a partnership between St. of EXCEL Academy began to emerge. Over and supervision; school law; interactive Thomas Aquinas Roman (STAR) Catho- time, the religious education directors of the relationships between home, school, and lic School Division, Evergreen Catholic two divisions and the president of Newman parish; peace education; strategic planning; Separate Regional Division (ECSRD) and Theological College were included in the and inclusive communities. Students are Newman Theological College. Including process. required to keep a weekly leadership reflec- Newman Theological College as a part- EXCEL Academy exists to provide faith- tion journal and complete various book ner right from the start made it possible based leadership development for teachers responses. to provide the post-secondary academic who are interested in becoming leaders, Between classes, it is expected that foundation to make the EXCEL Academy enabling them to explore their faith and participants engage in online moderated project a reality. develop their leadership gifts and talents. discussions with other members of their EXCEL Academy began as a conversa- The EXCEL Academy curriculum is geared cohort. Each participant is assigned to a tion between the assistant superintendent towards teachers who have a service orienta- journey group consisting of members from of St. Thomas Aquinas Roman (STAR) tion and wish to assume leadership roles in all three school divisions. Group members Catholic School Division and the depu- their school or division. share in each other’s leadership journey for ty superintendent of Evergreen Catholic A new cohort of approximately 24 the two year program. Finally, each par- Schools. It stemmed from a shared belief teachers is chosen every two years from ticipant is required to complete an action that professional learning and teacher lead- across the partner divisions to participate research project each year that will have ership could be powerful tools that could in sessions held at Newman Theological a direct benefit on their school and stu- benefit students. College. Over the course of their studies, dents and prepare a 12- to 15-page project There was also a spirit of collaboration teachers meet for 10 full-day sessions to analysis. that was driven with the conviction that focus on a challenging, custom-designed Each curriculum module had been school divisions are stronger when their curriculum. designed to deliberately focus on one of the

26 Fall 2014 • The CASS Connection four words that comprise the EXCEL acro- The EXCEL Academy program con- future participants. The program has nym. For example, two sessions focus exclu- tinues to grow and make an impact on been successful so far and the partners sively on what it means to pursue excellence the lives of participants who experience look forward to the continued growth and another two sessions focus on what it the curriculum firsthand. In February and development of the program in means to be absorbed in leadership. 2013, Excel Academy founding part- the future. In the end, the students of In addition to academic and reflective ners STAR Catholic School Division, our jurisdictions benefit most from this work, participants are required to engage Evergreen Catholic School Division and program. With well-trained leaders, in various leadership projects at their work- Newman Theological College welcomed everyone wins! n place that allow them to translate their Elk Island Catholic School Division as a learning into action. The entire program new partner. Kent Dixon is the manager of com- is infused with a Catholic perspective and Expanding the partnership has helped munications with St. Thomas Aquinas even meal times include faith formation to expand the resources to meet the Roman (STAR) Catholic School Division. as Newman faculty join participants dur- increasing demands as more Catholic Dixon has more than 20 years of experi- ing meals to provide additional theological educational leaders look to deepen their ence in marketing, communications and teaching. faith and expand their leadership skills. media relations, and has worked for prop- Tara Malloy, vice principal of Notre Committed to building strong, erty management companies, federal and Dame School with STAR Catholic School faith-filled leaders for the future, the provincial ministries, and a provincial Division, was a member of the first cohort EXCEL Academy partners continue to not-for-profit organization. He holds an of EXCEL Academy students and looks develop their curriculum to ensure it honours BA in English and a two-year fondly back on her experience. meets the needs of both current and public relations diploma. Malloy enjoyed the unique opportunity to experience the first year of the EXCEL Academy curriculum as a teacher, then as an administrator in her second year. “I will always cherish and appreciate the connections I made with colleagues, both in our division and our colleagues at Ever- green,” says Malloy. “We shared our experiences, passions and aspirations for both our schools and our divisions, and our experience with EXCEL Academy inspired us to become shepherd leaders, with Christ as our ulti- mate example.” Malloy’s perspective is very much that, no matter where someone is in their career with a Catholic division, and no matter what their role or experience is, when they begin the program, the EXCEL Academy experience is invaluable.

The College of Alberta School Superintendents 27 Building a Collaborative Network By Lorelie Lenaour and Chris Smeaton

eaching, for far too long, has been a solitary profession. The archaic T system of bells, time constraints and individual classrooms has been well ingrained in our understanding of school. Fortunately, better research has provided educators with an understanding that the world of private practice is insufficient to meet the needs to all students. Although learning communities and communities of practice must exist in schools, school divisions must make a concentrated effort to establish opportunities for teachers to engage in reflective practice within collaborative cultures. It is through reflective practice within a collaborative culture that teachers increase their own and, more importantly, a col- Rhonda Brosz, Shelley Kirkvold and Gay Lagler participating lective efficacy. in the Collaborative Peer Mentor Program. Teacher efficacy has been defined as, “the confidence teachers hold about their beneficial to be done in a collaborative observing, reflecting and providing feed- individual and collective capability to and safe environment where discomfort back to peers. influence student learning.”1 This confi- is expected and risk taking is encouraged. Over a six month period, program dence is a critical component to ensuring The Collaborative Peer Mentor Pro- participants attend five face-to-face ses- that teachers stay in the profession and gram was initiated in Holy Spirit Catholic sions, as well as engage in five classroom experience positive job satisfaction. School Division in 2012-13. Its purpose observations. In the publication, A Great The ability to build efficacy within is to build a collaborative educator net- School for All – Transforming Educa- oneself requires a desire to seek con- work that allows teachers to grow in their tion in Alberta, autonomy in professional tinuous improvement and hone one’s understanding of exemplary instructional development and teacher leadership are professional practice. While this can be practice. The program is based on content two of the 12 dimensions for transform- accomplished in solitude, it is far more designed to improve educators’ skills in ing education in Alberta.2

28 Fall 2014 • The CASS Connection Factors such as teacher professional easily mastered, should be performance data judgement, self-efficacy, collaborative pro- driven and is easily replaceable by online fessional autonomy, flexibility and inno- instruction, Fullan and Hargreaves assert vation are identified as necessary for the that, “Teaching like a Pro…is about under- successful transformation of education. Our taking difficult, inspiring work; constantly Collaborative Peer Mentor Program pro- trying to improve practices and working vides participants with professional auton- with all the collective might and ingenuity of omy over the four essentials identified by professional colleagues to do so.5” In other Daniel Pink in his book, Drive.3 words, good teaching is much bigger than a Participants have autonomy over task toolbox of tidy little strategies. through self-selecting to engage in the Another part of the program considered program. They have autonomy over time the perspective of cognitive coaching. Par- and team through selecting who they will ticipants learned that coaching (or mentoring) work with and scheduling the best times peers was really not at all about coming to the for partner classroom visits. They also rescue of a colleague with the perfect strategy have autonomy over technique through that would improve the other’s teaching. Cog- exposure to and individual choice in how nitive coaching is much more about helping classroom observations are conducted and the other to look inward to find solutions and feedback provided. This allows for a strategies to their questions. program that is tailored to the needs and In this model, one of the main out- interests of the group. comes is to modify teachers’ capacities to Participants have expressed interest in modify themselves.6 Time was spent exam- learning more about effective instructional ining and discussing the importance of strategies. Through examining the work what Jim Knight refers to as the partnership of Michael Fullan and Andy Hargreaves, approach.7 Key elements include equality, teachers were able to distinguish between choice, voice, dialogue, reflection, praxis and a business capital view and a professional reciprocity. The underlying idea is that the capital view.4 coach or mentor is on equal ground with the While the business view assumes that person on the receiving end. good teaching is technically simple, can be Continued on page 30

The College of Alberta School Superintendents 29 Continued from page 29 The relationship between professional through peer to peer observations. The David Rock, in his book Your Brain at learning and teacher efficacy is complex. result was a highly motivated and effica- Work, raises an understanding about feed- Efficacy beliefs are both a product of experi- cious group of teachers who demonstrated back that was important for us to consider. ences and a constructor of experiences since improved instructional practice which led “Giving others feedback is often the first teachers with high self-efficacy approach to higher levels of student engagement and strategy people use to facilitate change. professional learning experiences more posi- learning. n Yet, surprisingly, giving feedback is rarely tively and confidently.9 the right way to create real change.” In The sessions were designed to help the Lorelie Lenaour is the director of learning fact, “most feedback conversations revolve participants reflect deeply on their own pro- for Holy Spirit Catholic Schools. around people defending themselves.8” The fessional practice as well as to form a strong real flaw of giving suggestions is that it trusting environment where participants Chris Smeaton is the superintendent of impacts relative status. could speak candidly with one another schools for Holy Spirit Catholic Schools. When a person can come up with their about their observations, and hopes and own solutions, it enhances their own status dreams for their students and classrooms. as well as autonomy and certainty. With With this focus on the building of a col- References these foundational ideas in mind, participants laborative educator network, teachers were 1. Self-Efficacy: The Exercise of Control became better prepared to explore and share allowed to grow in their understanding of (1997) Albert Bandura. effective instructional strategies and to engage exemplary instruction. Informed by various 2. A great school for all…transforming in sensitive, professional and growth oriented models of coaching, teachers engaged in education in Alberta (2012) Alberta observations, reflections and feedback to peers. reflective practice and applied their learning Teachers’ Association www.teachers. ab.ca/SiteCollectionDocuments/ATA/ Publications/Research/PD-86-26%20 A%20Great%20School%20for%20 All-Transforming%20Education%20 in%20Alberta.pdf. 3. Drive: The Surprising Truth About What Motivates Us (2009) Daniel Pink. 4. Professional Capital- Transforming Teaching in Every School (2012) Andy Hargreaves and Michael Fullan. 5. Professional Capital - Transforming Teaching in Every School (2012) Andy Hargreaves and Michael Fullan. 6. Cognitive Coaching Foundations Semi- nar Learning Guide (2011) Arthur L. Costa and Robert J. Garmston. 7. Instructional Coaching: A Partnership Approach to Improving Instruction (2007) Jim Knight. 8. Your Brain at Work: Strategies for Over- coming Distraction, Regaining Focus, and Working Smarter All Day Long (2009) David Rock. 9. Sources of Self-Efficacy: Four Profes- sional Development Formats and Their Relationship to Self-Efficacy and Imple- mentation of a New Teaching Strategy The Elementary School Journal, Vol. 110, No. 2 (December 2009), pp. 228- 245 Megan Tschannen-Moran and Peggy McMaster.

30 Fall 2014 • The CASS Connection Improving Instructional Leadership Builds Teacher Efficacy By Greg Miller

oday’s school principals have a con- The work involved in providing effec- Strong and vibrant siderable workload. The following list tive leadership in each of these areas has T includes (but is certainly not limited become even more complex as the educa- instructional to) the vast array of responsibilities that com- tion landscape continues to change. pete for a principal’s time every day: How, then, do school principals find leadership helps 1. Leadership and climate; the time for instructional leadership? This 2. Programming; is a task John Hattie refers to as “the most develop a sense 3. School organization and staffing; important work they do.” After all, district 4. Professional development; leaders expect their principals to supervise 5. Staff supervision, growth and instruction and provide teachers with feed- of efficacy for evaluation; back that will allow them to both reflect on 6. Student safety and supervision; and grow in their practice, thus developing individual teachers 7. Student evaluation and reporting; a greater sense of efficacy. 8. Communication and public rela- Dimension 4 of Alberta Education’s and the entire tions; Principal Quality Practice Guide states that 9. Budgeting and buying; and principals are asked to “implement effective school. 10. Health, safety and plant supervision. supervision and evaluation to ensure that The College of Alberta School Superintendents 31 all teachers consistently meet the Alberta of video or pictures is great to start a Teaching Quality Standard.” discussion;” Supporting our teachers in improving • “Asking the students what they were practice and strengthening their efficacy is learning and why, and then sharing a critical component of our profession and these responses with the teacher was also must be done with consistency and authen- a great way to discuss how the objec- ticity. Instructional supervision should tives are being valued or understood in take priority over other needs in the school. student language. Changes the conversa- However, some principals will make it a pri- tion from the activity to the objective;” ority. Some will not. And of those who do, • “…has allowed us to celebrate the won- some will be better at it than others. Hence, • Principals would write reflections high- derful things that happen in our class- a collaborative and transparent approach lighting challenges and successes in Jan- rooms each day;” works best. uary and again in June, and post them • “We have found that we have shifted At the beginning of the 2013-14 school on the Wiki; our focus as we moved through the year, Grande Prairie & District Catholic • Time was scheduled inside principal school year. At the beginning of the Schools embarked on a new approach to meetings to share best practices, receive year, we were focused on what the teacher growth and supervision that allowed professional development, bring up con- teacher was doing or teaching. Now, school administrators to share and learn cerns and grow capacity in instructional we are more concerned with what the from their colleagues. The hope was to leadership; and students are learning. We ask the teach- provide principals with the support needed • Central office administration were to ers if their students know what they are to continue their growth in this professional visit schools on a regular basis and spend learning and why they are learning it;” arena. Along with the informal classroom time in classrooms providing quality • “The most beneficial part of this process visitations that had been taking place in feedback to teachers. has been the face-to-face meetings with district classrooms for years, we decided to As the year progressed, three ideas teachers after a visit. The conversation make instructional supervision more formal emerged as high yield strategies for improv- is crucial in supporting and guiding and transparent, and in doing so build the ing instructional leadership: teacher growth;” and capacity of our administrators. We set the 1. What gets scheduled gets done; • “Next year I would like to encourage following guidelines for ourselves before the 2. Professional conversation with fellow teachers to visit each other. We have start of the school year: administrators that focuses on instruc- much expertise within our classrooms. • Every teacher would receive at least 60 tional supervision practices is invaluable; We just need to find a way to tap into minutes of instructional supervision per and that resource.” month. The minutes could be broken 3. When ideas, reflections, practices and For the upcoming school year, our plan up in a way that worked best for each resources are shared in an open online is to continue with the work we have start- school; space, everyone benefits and improves. ed. As our administrators continue to grow • All administrators, both principals and Most would agree that placing more in the area of instructional leadership, they vice principals, would be involved in the focus on instructional supervision is a valu- have identified two future goals: supervision process; able use of time, but one powerful indicator 1. Partner with colleagues and conduct • All visitations would be followed up of our success has come directly from our instructional supervision rounds togeth- with a face-to-face professional conver- principals in their year-end reflections: er; and sation, providing teachers with specific • “…our hope is to go deeper into the 2. Provide more opportunities for peer feedback; KSAs, with more reflection and deep observations among teachers. • Completed visitations were noted and professional conversations with col- In Grande Prairie & District Catho- recorded to ensure everyone was staying leagues as we grow and learn from each lic Schools, teacher efficacy is improving on track; other;” because instructional supervision is also • All principals were to submit their • “Next year I would like to have a improving. n instructional supervision plans by the two-part approach of principal and end of October; vice-principal supervision coupled with Greg Miller is assistant superintendent • All supervision plans would be posted teacher-teacher observations;” of human resources for Grande Prairie and for sharing on our public Wiki at gpcs- • “Teachers became more reflective as the District Catholic Schools. He holds a master of dteachergrowth.wikispaces.com; year unfolded and started to invite me education (school administration) from Gon- • The Wiki would be used as a central into their classrooms to observe a lesson zaga University, where he completed action location to share resources, videos, arti- that they were excited about;” research titled, Shift 2.0 – Moving Toward cles and walk-through tools; • “I have found that taking short snips the 21st Century School Library Media Centre. 32 Fall 2014 • The CASS Connection Academic Wrap-Around Gives Individual Attention & Support to Student & Teacher

Michelle and Trinity Savard.

By Dawn Sugimoto

hen Palliser Regional “Trinity was a student who, in look- Schools started its Academic ing through her file, showed almost no WWrap-Around pilot project growth in the previous year at a dif- 2012-13, teacher Mitchell Van Dyk did ferent school in her reading, and was not hesitate to volunteer for the opportu- significantly below where her peers were. nity to access central office resources and But she was keen to read and she really expertise to support a struggling student. wanted to learn,” says Van Dyk. “Being He also had no hesitation about which a Grade 6 teacher, teaching early literacy Teacher Mitchell Van Dyk. student to bring to the table. was not my expertise. It really helped me

The College of Alberta School Superintendents 33 learn how to teach reading to a beginning she’d often just sit quietly, waiting for class Trinity’s mom, Michelle Savard, says reader.” to end. she didn’t know what they were doing at Van Dyk had adopted a balanced lit- “I didn’t really know what to do,” says her daughter’s new school, but she knew eracy program in his classroom with stu- Trinity. “I was stuck on words. I didn’t get whatever it was, it was working. dents reading aloud, in groups or guided a lot of big words.” “Her overall confidence, a mom likes by him, in addition to reading silently by Her coping mechanism was to ignore to see that,” she says. “She would start themselves. the words she got wrong or could not talking about the story she was reading. Trinity took part in this literacy instruc- comprehend. That changed when she Before, she wouldn’t but I didn’t know she tion with the rest of the class, but also joined Van Dyk’s class at Dorothy Dal- didn’t know the details. She could tell you had access to one-on-one time with her gliesh School in Picture Butte in October the main characters and the gist of it, but teacher, the principal and an early literacy 2012. now she could tell me, ‘In this chapter, this support worker. Palliser’s literacy special- “I liked having someone help me happened.’” ist, Connie Adserballe, helped Van Dyk through, without having just to forget Savard, an avid reader whose home identify specific gaps in Trinity’s reading about it, pretend that word doesn’t exist. is filled with books, says she knew her skills using Fountas and Pinnell benchmark I actually solved it out and found out the daughter had a reading problem but and additional assessment tools. They used word,” she says. “Mr. Van Dyk always she did not know how to help. She says this information to determine key strategies pulled children aside and read with them she kept hoping Trinity would have an to improve reading fluency and compre- and if you did a word wrong, he would say epiphany and discover a love of reading hension. An iPod and apps identified by it and then he would ask us to say sound it others in the family had. Palliser’s technology integration specialist, out and say it in our head and then say it For Palliser literacy specialist, Adser- Rocky Wilson, helped Trinity work on her out loud, say it in our head and say it out balle, it is a myth that is tough to shake. sounding out of words. loud again.” Reading is not a natural process, like “Through the wrap-around services It is all part of the balanced literacy oral speech, that develops in all children (project), I gained a lot of experience on framework. The teacher demonstrates a over time. Children aren’t born readers how to teach somebody like Trinity,” says strategy, gives students opportunity to prac- or non-readers. It is a learned series of Van Dyk. “Just knowing that there’s all tice together, then guides them individually, skills. For kids who have not learned these different resources available to us and until the student is able to use the strategy how, reading is a painful, frustrating all we need to do is ask, not only did it help independently. process and that lack of skill is often last year, but it’s been valuable to me this “The tears became a lot less frequent and masked behind a defensive posture of “I year as well.” the smiles came along as the year went,” don’t like reading.” Trinity described often feeling lost in says Van Dyk. “A lot of what held Trinity In 2013-2014, the Academic Wrap- class when reading was required. She says if back was her reading, and what went along Around team worked with and assessed the she did not understand written instructions, with that was her writing as well.” reading levels of 19 students. All but one of

34 Fall 2014 • The CASS Connection the students improved by at least one read- “He took time with me and he had ing level. Two of the students leapt up by patience,” says Trinity. “It was like going five reading levels with the team’s support. on a field trip. He showed me the way there. Palliser Superintendent Kevin Gietz says My other teachers they brought me a little that in addition to helping those individual bit and went back without me. So I kind of students, the team’s work has a domino got stuck.” effect by giving the teacher strategies and Trinity says that at one point, she tools that are beneficial to other students thanked Van Dyk “for not giving up on me and can be shared with other teachers in because all my other teachers did.” the school. It’s building capacity across the “She was so happy that people believed system to support learning. in her and that she’d never really seen that Adserballe said Trinity’s story under- before,” Van Dyk recalls, noting there’s still scores the importance of building expertise work for Trinity to do. “That was really in teachers across Palliser in literacy instruc- exciting. I think that’s what teaching is all tion to ensure students who are struggling about. get the help they need. Palliser has added “It was more than just me, even though a second full-time literacy specialist, Bev she didn’t even realize the effect our literacy Smith, to the team this year to continue the coach or other people had on her...It was all division’s literacy improvement efforts. part of the bigger picture and we were all Reading assessments show Trinity working together. improved by five reading levels in a matter “It was a pretty special moment.” n of months, progress typically achieved over the course of nearly two years. While this Dawn Sugimoto is the communications success story was a team effort, for Trinity, officer for Palliser Regional Schools, a divi- it was her classroom teacher who made the sion serving about 7,000 students in southern difference. Alberta.

The College of Alberta School Superintendents 35 Healthy People, Healthy Workplace News

The Happy Factor The Alberta School Employee Benefit Plan (ASEBP) is a health and welfare trust governed by ten Trustees—five from the Alberta Teachers’ Association and five from the Alberta School Boards Association. ASEBP offers a wide variety of health benefits and promotes programs that sustain healthy lifestyles and workplaces for over 54,000 covered members in almost 60 school jurisdictions across the province. Working with the education sector has provided many insights and opportunities for growth that they are pleased to share in their regular column in The CASS Connection.

By Jennifer Carson, BBA

e may think the saying, “laugh- ter is the best medicine” is Wsimply an old cliché, but before you read one more line of this article, pause and ask yourself: “Am I happy in my job?” Now, read on. It was noted in a recent About Health article that there is “ample evidence that unhappiness—depression, anxiety, and stress, for example—are also linked to poor- er health outcomes.”1 “A vast scientific literature has detailed ASEBP’s Health Continuum. how negative emotions harm the body. Serious, sustained stress or fear can alter Health is a complex subject. We know what happiness is, we can just take a look biological systems in a way that, over time, there are many facets of health—physi- at popular culture’s recent past. adds up to ‘wear and tear’ and, eventually, cal, mental, financial, workplace and situ- The song “Happy” by Pharrell illnesses such as heart disease, stroke, and ational—to consider. And, in turn, there are Williams was nominated for an Acad- diabetes.”2 many factors that can affect an individual’s emy Award in the best original song Although many believe the health and health, such as a physical injury, unexpected category this year. We are all familiar happiness of employees is the individual’s costs that put a strain on personal finances, with this jazzy tune—the bouncy music responsibility, it is in fact a shared responsi- martial trouble or even too many deadlines and positive lyrics bring a smile to most, bility between the employee and employer. to meet at work. and maybe even gets you dancing in And since the impact of employee health This may seem overwhelming, but your seat. You cannot help but feel a in the school system is so far-reaching, we it really comes down to whether an bit of delight, a spark of joy—in other must address it. individual is happy or not. To help define words, you feel happy!

36 Fall 2014 • The CASS Connection ASEBP’s Health Continuum (see page what leaders should be doing, given a 36) shows the range of health that an more public focus on workplace wellness, individual, or an organization, can experi- as opposed to a decline in what they are ence. The factors we have discussed all currently doing. impact where an individual may be on this All of this boils down to one simple continuum at a point in time. question that each individual can ask The Sanofi Canada Healthcare Survey themselves: Am I happy? Like Williams 2014, a well-respected annual national sings, “Clap along if you feel like happi- survey, polled both plan sponsors and ness is the truth.” I know that I will be members. It showed some interesting clapping. What about you? n trends regarding health in the workplace. “More plan sponsors are also rec- Jennifer Carson is the Chief Executive ognizing that a healthy workforce is a Officer of ASEBP and has worked in the more productive workforce,” and “Plan health and benefits industry for more than sponsors may be overestimating the qual- 25 years. During her nine years at ASEBP, If we translate this happy feeling to ity of their work environment: while Carson has championed the organization- your workplace, your employees and even 90 per cent believe that their corporate al transformation from purely a benefits your role, where would each rank on a culture and environment encourage well- provider to a health services and benefits scale of one (unhappy) to ten (happy)? ness among employees, a relatively modest provider of choice. For 2014, ASEBP was Happier employees lead to a more majority—60 per cent—of employees feel named one of Alberta’s Top 65 Employers effective school system. If employees are the same way.”3 and also won the 2014 Premier’s Award of happy, they are more likely to be in good Sanofi’s results are consistent with Distinction for Healthy Workplaces. physical health. Since student, teacher, the regular ASEBP customer satisfaction school and school jurisdiction health are survey; the most recent was in mid- all intertwined, focusing on employee 2013 and included questions about leaders References health and happiness really does lead to and workplace health. According to our 1. Scott, Elizabeth. “The Link Between comprehensive school health. members, who are also your employees, Happiness and Health.” About I recently attended Benefits Canada’s the extent to which leaders in the workplace Health. July 15, 2014. “Healthy Outcomes” conference where promote healthy individuals and workplaces 2. Drexler, Madeline and Sara Rimer. this concept of happy employees was has declined over the past three years. Scores “Happiness & health.” Harvard discussed. A happy employee—one who around 62 per cent signified that efforts pro- School of Public Health. Winter has autonomy, mastery and purpose—is moting healthy individuals and workplaces 2011. a motivated employee. And motivated, were far from universal. 3. Sanofi. “The Sanofi Canada Health- happy employees contribute to a healthy These results made us question if there care Survey 2014.” www.sanofi.ca. workplace. is more emphasis and expectation around

The College of Alberta School Superintendents 37 buyer’s guide

ABORIGINAL STUDIES EDUCATION CONSULTANTS JASPER ACTIVITY, FITNESS AND AQUATIC Halford Hide & Leather...... 30 Pyramid Educational Consultants Canada Inc...... 30 CENTRE Municipality of Jasper Culture & Recreation ACADEMY OF LEARNING AIRDRIE CAMPUS EDUCATIONAL PUBLISHING Department...... 19 Academy of Learning...... 25 Solution Tree...... 3 LEARNING RESOURCES ACADEMY OF LEARNING EDMONTON EMPLOYEE ASSISTANCE PROGRAM 3P Learning...... 10 CAMPUS Organizational Health Inc...... 24 Academy of Learning Edmonton...... 27 MUSEUMS ERGONOMIC PRODUCTS AND FITNESS PRODUCTS Sundre Museum...... 34 ACCESSABILITY OPTIONS Fitter International Inc...... 12 Adaptive Engineering Inc...... 10 NOISE CONTROL, SOUND FENCING SYSTEMS, GATE AND ENCLOSURE SYSTEMS PROOFING ACOUSTICAL DESIGN CONSULTING Innova Fences...... 25 Acoustic Solutions...... 25 Farion Architectural Acoustic...... 27 FERTILIZER OUTDOOR EDUCATION ANTI-BULLYING Turffix...... 11 Halford Hide & Leather...... 30 Canadian Safe Schools...... 29 FIRST AID TRAINING PIPING INDUSTRY TRAINING ARCHITECTS St. John Ambulance...... 18 SCHOOL The Workun Garrick Partnership...... 34 FLEET MANAGEMENT UA Local 496...... 38 ASSESSMENT TOOLS FOR TEACHERS Quantum XXI...... 20-21 POST-SECONDARY EDUCATION Alberta Assessment Consortium...... 17 FLOORS, GYMNASIUM EQUIPMENT AND GPRC...... 38 ATTORNEY SCOREBOARD ROOFING ASSOCIATION Brownlee LLP...... 38 Centaur Products Inc...... 25 Alberta Roofing Contractor...... 12 CAMP FOOT CLINIC SCHOOL EMPLOYEE BENEFIT PLAN Alberta Pioneer Camp...... 35 Achilles Foot Clinic...... 24 Alberta School Employee Benefit Plan...... 37 CASTERS AND WHEELS FUNDRAISING SCHOOL TRANSPORTATION Caster Town Ltd...... 35 Steeped Tea...... 35 Southland Transportation...... 25 CONCRETE SLAB LIFTING HEALTHY VENDING SCHOOL TUTOR POLY-MOR Canada Inc...... 25 Can-West Vending Distributors Ltd...... 12 Tutor Doctor Canada Inc...... IBC CONSERVATION EDUCATION HOLOCAUST EDUCATION CLASSROOM SCIENCE CURRICULUM Alberta Hunter Education Instructors’ RESOURCES PROGRAMS Association...... 17 The Azrieli Foundation...... 8 Mind Fuel...... 4 DISTANCE LEARNING HOME ECONOMICS STUDENT TRANSPORTATION ROUTING Alberta’s Distance Learning Centre...... IFC Halford Hide & Leather...... 30 SOFTWARE EDUCATION INTEGRATING BASIC SKILLS K-6, READING, Transfinder Corporation...... 10 Alberta Education...... 6 SPELLING UNIVERSITY Inside Education...... 19 Rescue the Students...... OBC University of Lethbridge...... 16

38 Fall 2014 • The CASS Connection