Strategic Plan - Algonquin and Lakeshore Catholic District School

Strategic Plan
Strategic Initiatives
for 2014-2015
September, 2014
Algonquin and Lakeshore Catholic District School Board Strategic Plan
Strategic Initiatives for 2014-2015
Catholic schools in the Algonquin and Lakeshore Catholic District School Board inspire and nurture strong communities of faith,
engaged communities of learning and compassionate communities of service.
Knowing that we are alive in the faith of Jesus Christ and that we are called to put our faith into action, we educate our students to
grow in grace and knowledge, and to lead lives of faith, hope and love. Accordingly, we remain resolute in our commitment to
academic excellence and the relentless pursuit of success for each student and staff member, fostered within faith-filled Catholic
learning environments.
Planning Framework
Strategic Directions:
Strategic Directions are organized under the pillars of Discipleship, Scholarship, and Stewardship, and outline the major themes of the
Board’s Multi-Year Strategic Plan. The strategic directions create the context and direction for our improvement, planning, and
operational efforts. Strategic directions also guide our implementation and monitoring strategies.
Strategic Initiatives:
Strategic Initiatives are the annual activities and outcomes that are directly aligned to the achievement of the Board’s strategic
directions. Strategic initiatives are monitored through board and department improvement and operational plans and progress is
reported to the Board of Trustees regularly throughout the year and through the Director’s Annual Report.
Algonquin and Lakeshore Catholic District School Board Strategic Plan
Strategic Initiatives for 2014-2015
As a community of learners, created in the image of
God, we:
As a community of learners, created in the image of
God, we:
As a community of learners, created in the image of
God, we:
Inspire and nurture strong communities of Catholic
faith with all partners in Catholic education- home,
school, parish and community
Inspire and nurture compassionate communities of
Respect the dignity of all persons by fostering
trusting relationships through policies and
practices that promote equity, diversity and
Promote welcoming and healthy work
environments that respect the dignity of each
person, while serving the needs of students in our
Catholic schools
Support practices of sustainability and respect for
God’s creation
Promote independence, integration and equality
of opportunity for all members of our Catholic
school communities
Improve understanding of and access to mental
health supports for staff, students and their
Develop the Catholic leadership capacity of one
another by empowering staff to achieve goals for
professional growth, leadership and faith
development in support the learning needs of all
Ensure fiscally responsible, transparent and
accountable decision making practices and
resource allocation of all school, Board and
provincial resources to achieve goals that equitably
meet current needs in our school and Board
Articulate, share and celebrate our Catholic values
and traditions through our lived “Faith in Action”,
proudly professing and bearing witness to our
Build and sustain collaborative Catholic
professional learning communities that are
collectively responsible for the development of the
whole person, integrating mind, body and spirit
Demonstrate commitment to model, teach and
practice the Ontario Catholic School Graduate
Expectations in all school and Board activities
Reach every student by creating classroom
environments that are responsive to individual
learning strengths, needs and pathways, and offer
timely and tiered interventions through a team
Increase student achievement through focused
instruction and intentional practices which include
intentional assessment practices for, as and of
Design rich and engaging learning opportunities
that capture students’ voices, building confidence
and engagement in their own learning
Combine pedagogy and the innovative use of
technology to foster growth in Catholic character,
citizenship, communication, critical thinking and
problem solving, collaboration, creativity and
Embrace student inquiry permitting each learner
to make their thinking visible in a variety of ways
Deepen our professional learning through
collaborative inquiry, moving to consolidation of
the Board’s Four Core Instructional Strategies:
Accountable Talk, Rich, Relevant and Engaging
Tasks, Share and Guided Practice and Effective,
Descriptive and Timely Feedback
Support and create opportunities to apply the
principles of Catholic Social Teaching and respond
to the needs of our local and global communities
Sustain healthy and nurturing communities of
belonging that are safe, caring and respectful, and
built upon the principles of restorative practice
Inspire and nurture engaged communities of
learning that promote high levels of student
achievement, in a culture that supports the belief
that all students can learn
Algonquin and Lakeshore Catholic District School Board Strategic Plan
Strategic Initiatives for 2014-2015
Strategic Initiatives
Continue to support Catholic leaders who promote and model healthy school cultures that have high expectations and a strong commitment to the
academic, social, spiritual and mental well-being of students and staff.
Infuse the Personal Leadership Resources (problem solving, self-efficacy, resilience and systems thinking) into all leadership activities in the 2014-15
school year.
Engage leadership candidates who have not assumed formal leadership roles in the NTIP working group, VP Network and job shadowing.
Communicate the Leadership Assessment Centre process and expectations in an open and transparent manner; expand site visits, focus on the
personal leadership resources, and provide constructive and timely feedback to participants.
Engage newly appointed leaders in mentoring/coaching relationships.
Support the attendance of 4 staff at the EOSDN Leadership Academy.
Build on the successful partnership between ALCDSB and CPCO. PQP 2 will be offered Oct-Dec 2014 followed by PQP 1 March-May 2015.
Engage students in Student Voice initiatives and School Improvement plans.
Develop an implementation strategy for Creating Pathways to Success document.
Educate all staff on the updated Integrated Accessibility Standards.
Review accessibility compliance requirements and reconfigure the Accessibility Committee.
Integrate ‘Able’-minded curriculum, promoting inclusivity and equity and accessibility awareness in K-12 curriculum and professional learning
Develop a regional communication strategy to increase parent engagement.
Continue current model of regional school council forums and utilize PRO grant funding to facilitate engagement opportunities.
Facilitate formal and informal PLC opportunities for Life Skills Developmental Centre, Student Support Centre and Special Education Resource
Teachers, K – 12.
Promote a deeper understanding of using a whole school approach focusing on implementing restorative practices to reduce barriers to social,
emotional learning.
The Mental Health Leadership Team leads and communicates system-wide implementation of the Board Mental Health Strategy.
Support school leaders in promoting and monitoring strategies focused on student well-being within faith- filled and inclusive cultures of belonging.
Facilitate system-wide implementation of the FSEAP Positive Mental Health Initiative for Educational Environments.
Support the implementation of the new and revised ICE curriculum policy documents that promote a rich, relevant and engaging Religious and
Family Life curriculum.
Algonquin and Lakeshore Catholic District School Board Strategic Plan
Strategic Initiatives for 2014-2015
Strategic Initiatives
Implement the Technology Embedded Learning Plan, focusing on developing a 21 Century Learning Environment that aligns technology investments
with educational priorities and builds confidence in IT infrastructure and support.
Develop an implementation plan for the integration of technology into the teaching and learning process.
Implement a PD plan that supports the use of 6:1 laptops in grades 4-8 and aligns with the learning outcomes of the Board Math Strategy.
Create a vision for Learning Commons that transforms current library structures into learning spaces that share resources, both print and digital,
promoting a culture of collaboration, creativity, critical thinking and inquiry.
Expand the implementation of a revitalized District Support process in 2014-2015 (eleven elementary and two secondary schools will participate in
system District Support visits over the course of the year).
Support small school multi-graded classrooms (3 or more grades) with curriculum planning and innovation through a Small School Summit.
Create a FSL committee to provide system support for the implementation of a Year 2 Board FSL plan as well as assisting with implementation of the
Common European Framework of References (CEFR).
Provide system support for all primary teachers in the Board to develop teacher fluency in primary numeracy.
Provide system support for all intermediate teachers in the Board to develop proportional reasoning in numeracy with leadership by Dr. Marian
Create learning network numeracy pods (3 to 5 schools) where staff collaborate to co-plan, co-teach and co-assess student work based on problems
of practice as identified in School Improvement Plans (SIP) and Board Improvement Plan for Student Achievement (BIPSA).
Support implementation of Board Technology plan through program lens- integrating technology to support teaching and learning in numeracy
(Grades 4-8).
Expand the repository of numeracy resources (Grades 4-8)- videos, websites, clips, questions that support student learning and devise ways to share
resources with all teachers accessing Desire to Learn (D2L) platform.
Create an electronic e-learning portfolio for all K-6 students in ALCDSB as part of Creating Pathways implementation utilizing D2L as the framework.
Provide on-going professional development and support to school leaders and teachers that focuses on shifting the teaching and learning paradigm
reflecting higher levels of teacher collaboration; student inquiry; fluid groupings; learning blocks; use of learning spaces; knowledge building and
Expand the collaborative inquiry learning model in all secondary and adult learning environments.
Investigate alternative learning opportunities for all students through the development of systemic approaches to D2L and relationships with outside
agencies and ministries.
Review and revise the service learning and excursion Policy and Administrative Procedures.
Provide the required network infrastructure to support the implementation of the Learning Technology Embedded Strategy which includes the
System-wide upgrades to the Wide Area Network.
Stable and robust network infrastructure and wireless access.
Standardization of hardware.
Centralization of technical support and resource allocation.
Algonquin and Lakeshore Catholic District School Board Strategic Plan
Strategic Initiatives for 2014-2015
Strategic Initiatives
Enabling access to Bring Your Own Device (BYOD) at secondary schools.
Implement a 6:1 student to technology ratio in grades 4 to 8 and upgrade teacher resource laptops. Develop a platform in Fall 2015 whereby K to 3
classrooms are resourced at 6:1 ratio and Learning Commons are resourced at 25:1.
Implement cloud-based application services including email, SharePoint and the Board’s website.
Support school teams to plan and develop personalized, timely, pro-active supports for Transitions, learning goals, safety and positive behavior to
enhance student engagement.
Support school teams in their planning, assessing and evaluation of students with special education needs in all areas of the student’s IEP.
Deepen understanding of transition practices for students supported in their learning through an IEP (PPM 156).
Provide professional learning and networking forums for classroom teachers, Special Education Resource Teachers and Centre teachers to support
the application of assistive technology, enhance transitions practices and instructional practices.
Develop and implement a system resource to support transitions practices for ALCDSB.
Initiate a pilot project of five elementary schools focusing on closing learning gaps and implementing early intervention strategies.
Create a framework to support the integration of assistive technology and learning technology to support student learning.
Formalize the Board protocol for the use of alternative programming, assessment and evaluation in the regular K – 12 classroom.
Establish a writing team to develop a protocol outlining expectations for alternative programming in elementary and secondary classrooms.
Collaborate with community service providers and families to ensure seamless access to supports and services.
Support Full Day Early Learning Kindergarten education teams, Early Years Partners and families in understanding the foundational conditions of
Belonging, Well-Being, Engagement and Expression to support optimal development of our youngest learners.
Collaborate with Early Years educators to build the pedagogical approaches that support seamless experiences for children and families in the Full
Day Early Learning Kindergarten (FDELK) and Extended Day Child Care programs.
Promote and support the implementation of the EOCCC Resource: Mental Health and Wellness for Catholic Schools: Feelings, Emotions, Resiliency
and the Dignity of the Whole Person.
Implement a Youth Resiliency Framework that builds capacity of staff.
Promote positive mental health and well-being and system-wide bullying prevention plans, including pilot projects such as ‘Friends for Life’, ‘Fun
Friends’ and Roots of Empathy.
Algonquin and Lakeshore Catholic District School Board Strategic Plan
Strategic Initiatives for 2014-2015
Strategic Initiatives
Adopt a proactive systems based approach to environmental sustainability by developing an Educational Stewardship Action Plan.
Develop and implement a comprehensive risk assessment strategy and protocol for student safety in school and extra-curricular contexts including a
concussion management.
Create a framework to support the integration of assistive technology and learning technology to support student learning.
Foster positive relationships maximizing the degree to which management and labour will co-operate to their mutual benefit, and minimize the
causes and effects of unnecessary conflict or restrictive practices.
• Engage employee group representatives in discussions of how a positive working relationship can continue to be achieved.
• Ensure consistent decision making and application of management policy.
• Ongoing and frequent communication through both formal and informal processes.
• Use interest-based problem solving approaches that respect process and acknowledge individual roles and differences.
Human Resources team and OECTA local leadership participate in a Ministry of Labour workshop “Building & Maintaining the High-Trust Labour
Management Relationship”.
Human Resources team continues to meet regularly with union representatives, both formally through labour-management meetings, and
informally, upon request, to discuss issues, and resolve differences expeditiously.
Human Resources will, over the next two years, successfully implement the legislated changes associated with Sick Leave. This includes establishing
processes and structures and include timely communication to staff and to other departments within the Board that maximize the use of existing
Board Resources.
Monitor and review existing Attendance Support processes, continued implementation of automation of occasional teacher callout, absence
tracking and time sheet generation.
All teacher, educational assistant, and early childhood educator absences are filled using the automated callout system. Employees will input their
absences directly into the system, allowing for more accurate leave data and quicker identification of absences allowing for more timely response
and adjudication.
Human Resources will, over the next two years, successfully implement the legislated changes associated with Hiring Practices.
Develop, in partnership with OECTA, a performance appraisal process for occasional teachers.
In consultation and collaboration with OECTA and the Ministry of Education, a performance appraisal system for long term occasional teachers will
be implemented in the Board.
Streamline new hiring practices related to Regulation 274 as a result of a review that was undertaken by a committee of Human Resources and
Principals to further streamline the process to ensure its rigour and efficiency.
Algonquin and Lakeshore Catholic District School Board Strategic Plan
Strategic Initiatives for 2014-2015
Strategic Initiatives
Expand the interdependence and support of special assignment teachers through planned interventions and responsibilities from each portfolio that
facilitate a K-12 approach.
Develop and implement a comprehensive strategy for self-identification of Aboriginal students.
Expand system-level understanding and inclusion of Aboriginal curriculum, K-12, through integration of the system special assignment teachers.
Manage the design and the capital construction project of a new Catholic elementary school to be located on the Holy Family site in Kingston.
Commence Pupil Accommodation Review processes in Belleville and Tyendinaga Township.
Monitor and operationalize a Multi-Year Strategic Internal Audit Plan for the Board using sound risk management practices.
Further develop short and long-term financial and operational strategies that will provide for a balanced budget in 2015-16.
Monitor potential shared services opportunities to promote effective and efficient use of resources with the goal of improving service.
Focus the work of the ALCDSB Mental Health Strategy through implementation of a comprehensive communication plan for within our system and in
the broader community.
Engage all school communities and community partners in adopting and promoting the philosophy of a whole school approach empowering all
students and staff to model positive and inclusive peer interactions and healthy relationships.
Demonstrate through our daily actions with students, staff, families and community members our commitment to a bias free approach to
progressive discipline in ALCDSB emphasizing promotion, prevention and intervention practices and acknowledging mitigating factors, adjusting
practices as necessary to meet the diverse needs of all students.
Critically examine current school culture, mindset and instructional practices, supporting a deeper understanding of ‘well-being’ and ‘equity’ through
our Catholic lens.
Support an implementation plan for the revised ALCDSB Bereavement and Crisis Response Protocol and ALCDSB Suicide Prevention and Intervention
Resource with elementary and secondary school teams.
Use the Religion and Family Life programs to support development of skills and attitudes that promote positive relationships and the prevention of
bullying with particular focus on Living in Relationship, Living in Communion and Living in Solidarity.