Saskatchewan Educational Leadership Unit Annual Report 2015-2016
Saskatchewan Educational Leadership Unit Department of Educational Administration College of Education University of Saskatchewan 28 Campus Drive Saskatoon, SK S7N 0X1 Phone: (306) 966-7634 Email:
[email protected] www.usask.ca/education/selu
Saskatchewan Education Leadership Unit Annual Report 2015-2016
Page 2 of 2
Table of Contents Table of Contents ................................................................................................................... i Director’s Report ....................................................................................................................... 1 Unit Administration & Governance .......................................................................................... 5 SELU Organizational Structure .............................................................................................. 5 2015‐2016 Management Advisory Board ............................................................................. 5 Project Personnel ...................................................................................................................... 6 Mission ...................................................................................................................................... 7 SELU History .............................................................................................................................. 7 SELU Administration ................................................................................................................. 8 Overview of SELU Programs and Services ................................................................................ 8 Associate Director’s Report .................................................................................................... 11 Saskatchewan Educational Leadership Unit Activities and Initiatives ................................ 11 Major Events ....................................................................................................................... 14 Projects ................................................................................................................................ 21 International Initiatives ....................................................................................................... 26 Future Initiatives ................................................................................................................. 26 Appendix A Constitution ......................................................................................................... 31
Director’s Report Transitions are opportunities. This is the perspective from which I entered my second year as Director of the Saskatchewan Educational Leadership Unit (SELU). While it is true that transitions can mean loss, they also represent renewal and growth. For SELU, the past year has seen the departure of Dr Norm Dray from the position of Associate Director, and the arrival of Ms Patricia Prowse into the same. Norm’s departure following six years of tremendous growth for SELU represents a milestone for the Department of Educational Administration and the advancement of educational leadership in the province. In addition to SELU’s longstanding track‐record for high quality work in the K–12 sector, Norm’s tenure saw expansion of the work of SELU into Aboriginal and international community development, and human rights and citizenship—but always with a keen focus on expanding supports for educational leadership in these areas. Many of you will know Patricia through her recent work as Superintendent of Education with Saskatoon Public School Division (Safe, Caring and Accepting Schools; English as an Additional Language; Literacy for Life; Community Education Action Plan; and School Administrator Staffing), others may know her through her service as an advocate for violence threat risk assessment and First Nations, Inuit, and Métis education initiatives. Among her many accolades and accomplishments, Ms Prowse holds a BA (PSY), BEd, and an MEd (EADM) from the University of Saskatchewan. Notably, in 2003, Ms Prowse received the Saskatchewan School Based Administrators’ Award for the Distinguished Administrator of the Year and in 2004 she was honoured by the Canadian Association of Principals’ as Distinguished Principal of the Year. In 2013, she received the YWCA Women of Distinction Leadership and Management Award and further the Saskatoon Fire and Protective Services’ Shield award for community service. The Department of Educational Administration, the College of Education, Cecile, and I were each delighted by Patricia’s timely arrival at SELU, and as the year has progressed Patricia’s many strengths have, in equal measure, carried our work forward in new and exciting ways. Some of these ways are technical and operational—fitting nicely into our need to more closely align SELU’s historical practices to those expected by the University of Saskatchewan under its policies on “Type A” centers—others maintain longstanding relationships with partners domestic and international, and still others facilitate our renewal and expansion. As those who read this and know Patricia will undoubtedly expect, each of these ways have resulted in important achievements in what must be understood in a
1
university environment as a relatively short period of time; in so doing, Patricia and Cecile have maintained SELU’s reputation for nimbleness and high quality service. The need for technical and operational work over the past year was early identified in consultation with the Dean of the College of Education and other university administration. As SELU operates within the accounting, contracting, and administrative structures of the University of Saskatchewan, Patricia and Cecile first worked in consultation with University fund managers to reduce SELU’s total number and to reorganize accounts held. Second, contracting procedures were evaluated in consultation with University legal services; this led to greater clarity for contracting clients, consultants, faculty of the Department, and College and University administration alike. Third, SELU has worked closely with the University’s Behavioural Research Ethics Board to build templates for the research consultation work we are commonly called to do. And fourth, but closely linked to the second and third points above, clearer demarcation of roles within research projects undertaken by SELU has meant that the Department of Educational Administration, the College of Education, and the University of Saskatchewan will garner important recognition in terms of research productivity. Each of these are milestones in SELU’s continued commitment to ameliorating challenges identified three years ago by internal and external evaluators during our University mandated program and operations review. With operational advancement in mind, this year Patricia and I sought to involve the Department of Educational Administration in strategic planning and in conversations around the structure and design of the organization given our intent to more fully attend to the recommendations of our 2013 external review. Principal among our interests is establishing clarity around the key organizational concepts of reporting and representation. The Unit is housed in the Department, and the Constitution makes this clear—but determining the exact role played by the Department in the management and operation of SELU has not been so well designed. During our meetings and in meetings with former directors of the Unit, reflecting on these very issues, current and former members of the Department have offered four key insights: (a) the University environment requires that SELU report to the Dean of the College of Education, particularly with respect to financial activity; (b) SELU’s currency in broader educational and human services environments is assured through valuable partnerships with civil society organizations (both governmental and non‐); (c) expertise in support of the general research direction of the Unit is largely based in the Department faculty; and (d) national and international work of the Unit might be better facilitated through national and international advocates and ambassadors. To this end, the Department has recommended that SELU advance discussions on the establishment of the following four bodies over the next year:
2
SELU Management Board o Consisting of the Dean of the College of Education, the Department Head in Educational Administration, and the Director and Associate Director of the Unit; o Responsible for the operational, administrative, and financial direction and accountabilities of the Unit. SELU Advisory Board o Consisting of representatives of partner organizations and longstanding major clients in the education and human services sectors; o Responsible for participation in, and advising through, discussions related to partner‐valued and strategic activity of the Unit. SELU Research Fellows o Consisting of representatives of the academy recently engaged in research activities of the Unit; o Responsible for participation in, and advising through, discussions related to research trends and issues faced by the Unit. SELU Patrons o Consisting of key representatives of national and international bodies in educational and human services sectors who have a current or historical connection with the Unit and its activities; o Responsible for advocacy and ambassadorship on behalf of the Unit in their own professional domains or spheres of activity.
Naturally, constitutional changes will be required to facilitate such restructuring, and these will be widely circulated as decisions are made. Over the past year, SELU has continued in its commitment to healthy partnerships within and beyond the K–12 education sector. In the pages that follow, you will find these detailed in the catalogue of consultation work undertaken. You will note within this catalogue our valued list of consultants; consultants whose professionalism and skill precede them. SELU has the great fortune to work with this exceptional group on a regular basis, and we thank them for all of their great work. We pride ourselves in our ability to offer clients the right individuals for the challenges they face or opportunities they seek to engage. Of particular importance for SELU over the past few months has been our effort to remain true to our commitment to offer supports and leadership expertise in the province. This was most directly manifest in both the sharing of such expertise held by Patricia Prowse with the education community in LaLoche following their recent tragedy, and in our major undertaking to refresh school review materials ensuring alignment with current research, the needs of Aboriginal communities and Aboriginal students, and the provincial sector plan.
3
Faculty of the College of Education generally, and the Department of Educational Administration more specifically, continue to offer their expertise to the Unit as consultants and partners. Nearly all members of the faculty with specializations in the area of educational administration and leadership were engaged in SELU projects last year. As “consultants in training”, graduate students of the Department have also made many important contributions to our work. This cohort offers their support for the work of consultants on many projects, and it is clear that they appreciate such learning opportunities—opportunities that place the research theory into practice in the field. These are important arena for research skill development and represent SELU’s supportive contributions to the graduate programming of the Department of Educational Administration (beyond scholarship funding). Opportunities afforded to graduate students more closely tie the work of the Department and the work of SELU; something both the Department and SELU see as mutually beneficial linkages. Cecile Laprairie remains the first point of contact for many of our partners and friends; and we cannot thank her enough for her professionalism and her positive demeanor. She is a joy and a trusted friend. Cecile will continue with the Unit in the 2016‐2017 year. We are also grateful for the support of the members of the Department and College: Professor Xiao, Drs Cottrell, Kovach, Newton, Okoko, Squires, and Walker, Associate Dean Wallin and Dean Prytula. The work of SELU is the work of many—we are grateful for all that they do. Respectfully submitted, David Burgess
4
Unit Administration & Governance SELU Organizational Structure
David Burgess Director
Patricia Prowse Associate Director
Cecile Laprairie Administrative Assistant
2015‐2016 Management Advisory Board Saskatchewan Ministry of Education Brett Waytuck Saskatchewan Teachers’ Federation Laurel Irving‐Piot University of Saskatchewan Michelle Prytula University of Regina Carol Schick League of Educational Administrators, Directors and Superintendents Dean Newton Saskatchewan School‐Based Leaders Carol Sarich Saskatchewan School Boards Association Ted Amendt Saskatchewan Association of School Business Officials Lonny Darroch Saskatchewan Ministry of Advanced Education Tammy Bloor Cavers Saskatchewan Association of School Councils (SASC) Ruth Griffith First Nations Educational Authorities Pat Bugler Saskatchewan Educational Leadership Unit David Burgess (Director) Patricia Prowse (Associate Director)
5
Project Personnel Faculty and Staff Consultants: David Burgess
Paul Newton
Keith Walker
Tim Claypool
Michelle Prytula
Dawn Wallin
Michael Cottrell Debra Kemp‐Koo
Chris Scribe Vicki Squires
Jay Wilson
Brian Keegan Hugh Kurz Michael LeClaire Cathy Mills Kim Newlove Joe Pearce
George Rathwell Mary Scissons Linda Stanviloff Tom Sutherland Herb Sutton Avon Whittles
External Consultants: Karen Anderson John Barton Jerome Chomos Cliff Chutskoff Bill Gulka Rosalind Hardie Jim Jutras
Graduate Student/Research Support: Shane Henry Robert Heppner Tenneisha Hibbert Nelson
Robert Liggett Maryam Madani Larijani Terrance Pelletier
Jeff Solheim Josie Steeves
Technical Support – College Staff: Cheryl Brooke Graham Walker
Brenda Mergel Alyssa Wiebe
Cindy Pidskalny
“I wanted to express how much I enjoyed working with SELU and the PIs (principal investigator’s) on the school effectiveness reviews. It was such a fantastic learning opportunity, and I appreciated having it.” Josie Steeves, PhD Candidate
6
Mission The Saskatchewan Educational Leadership Unit is committed to excellence in educational leadership in the belief that, through communication, coordination, cooperation and consultation, the quality of administration, teaching and learning will be enhanced. This mission includes the following objectives: 1. to promote educational leadership through the design and implementation of professional development programs and activities; 2. to conduct research and administrative studies on educational leadership and matters affecting educational leadership; 3. to provide a forum in which significant educational and administrative issues can be addressed; 4. to provide a communication link among organizations involved in leadership development, and; 5. to provide consultative services to agencies and leaders interested in enhancing their leadership development and educational programs.
SELU History The Saskatchewan Educational Leadership Unit (SELU) is a self‐sustaining organization that is aligned with the Department of Educational Administration in the College of Education at the University of Saskatchewan. The Unit was initially formed through a grant from the provincial government in response to “Directions”, the curriculum reform movement in Saskatchewan that started in 1983. SELU's mandate was to support leadership development at all levels of the provincial education system. At the same time, the Saskatchewan Professional Development Unit with the Saskatchewan Teachers' Federation and the Saskatchewan Instructional Development and Research Unit at the University of Regina were founded to support in‐service development and instructional research respectively.
7
SELU Administration SELU is governed by the Department of Educational Administration, while administratively the Department appoints a Director from the faculty. SELU employs an Associate Director to carry out the operational functions of the Unit. The current Director of SELU is Dr. David Burgess. Patricia Prowse is the Associate Director, and has served in this capacity since August 2015.
The Leadership Unit engages College of Education faculty and external consultants as researchers and contractors to provide the services delivered by SELU. Most projects and services are designed to meet specific needs as outlined by the client and consultants are identified for projects depending on matching project needs and the interests and skill sets of the consultants. SELU continues to build capacity by engaging faculty from other disciplines and new external consultants. SELU maintains one full time support staff to carry out the day‐to‐day functions of the Unit. Currently, Cecile Laprairie is employed as the full time administrative assistant. Because of changing demands for clerical time, SELU maintains flexible arrangements for assigning staff. The Management Advisory Committee consists of representatives of the various educational organizations in the province. These representatives are appointed by their member organizations and serve terms that vary in accordance with the policies and bylaws of their organizations. Their role is to provide advice on the direction of the Leadership Unit from their organization's perspective. “On behalf of the Society for the Involvement of Good Neighbors, I would like to thank the Saskatchewan Educational Leadership Unit (SELU) for the assistance in providing an external assessment and performance appraisal for our Executive Director. Our Board of Directors found the process very comprehensive and reached the goals and objectives that we sought. SELU provided a professional service that was collaborative, measureable, focused on continuous improvement and has assisting our organization moving towards the future. I appreciate the strong partnership that has been formed between SELU and the Society for the Involvement of Good Neighbors and I look forward to future work together.” Randy Goulden, Chair, Society for the Involvement of Good Neighbors
8
Overview of SELU Programs and Services The Saskatchewan Educational Leadership Unit has developed a comprehensive list of programs and services from its experience working with provincial school divisions and First Nations authorities as well as for other organizations to which SELU can make a contribution. SELU’s approach to programs and services has been always been foremost to meet the needs of our client. Although approaches have been developed by SELU for project development and implementation, each contract is seen as unique in the client expectations for the project.
PROFESSIONAL DEVELOPMENT: National Congress on Rural Education Saskatchewan Principals’ Short Course Educational Assistant In‐service Program Instructional Supports Professional Learning Communities Assessment and Evaluation Instructional Leadership Team Building Is the Principalship for You? Change Leadership Citizenship Education Visiting Scholars Research Dissemination
SCHOOL AND DIVISION STUDIES: School Effectiveness Reviews: Refreshed in 2016 (Telling Your Learning Community Story) Strategic Planning Administrative Procedure and Policy Development Programs and Services Studies School and Divisional Culture Studies Technology Studies Program Evaluation Survey Development Director and Superintendent Searches Personnel Appraisals Director and Board Evaluation Division Office Review School Review Committee Facilitation
9
“SELU has also shown an eagerness to revamp and revitalize their current practice to meet the needs of its clients. Treaty Six Education Council has worked with SELU to ensure that the school review process becomes more responsive to the needs of First Nations schools and communities. Comments from community members, parents, staff, elected leaders and students of the Nations making up TSEC were positive about the school review process. Many stated that they ‘have never been asked before,’ when providing feedback on the school review process. SELU has taken steps to hear the voices of the clients they serve, and have opened themselves up to examine their own philosophy on why they do what they do. We have been very pleased with our experience working with the staff of SELU. Interactions have always been courteous, professional and collegial. We look forward to working with SELU in the future and appreciate the organization’s willingness to be open to change.” Pat Bugler, Director of Education, Treaty Six Education Council
10
Associate Director’s Report
Saskatchewan Educational Leadership Unit Activities and Initiatives As the newly appointed Associate Director of the Saskatchewan Educational Leadership Unit effective August 1, 2016, it is an honour to present my first report. I would like to thank all those individuals who have helped me make the transition to my role in the Saskatchewan Educational Leadership Unit. Special thanks to Dr. David Burgess, Director of SELU, for his steadfast leadership of SELU and his wise advice and to Cecile Laprairie for her unfailing support and guidance.
SELU continues to animate our mission. We are committed to excellence in educational leadership. As we collaborate with our various stakeholders through communication, coordination, cooperation and consultation we are able to assist in providing excellence in leadership and management supports that enhance teaching and learning. SELU creates professional development opportunities, conducts research, provides forums for a discussion of salient educational and administrative issues, acts as a communication link among organizations and provides consultative services in the education and human services sectors. SELU has fulfilled contracts this year with the Ministry of Education, school divisions, First Nations authorities, and other client organizations. As well, the Unit remains committed to the ongoing work in the educator sector as demonstrated by our participation in provincial committees and our membership in organizations that are involved in developing leadership capacity. The following overview highlights some of SELU’s recent activities. This past year could be described as another successful year for SELU. The 2015‐2016 annual report incorporates client endorsements that validate this statement. SELU values their feedback on the services we provide. SELU has continued to offer professional development opportunities though conferences and this year we hosted a presentation from a Chinese professor of comparative education from Southwest University, Chongqing, China. An international symposium for the International Study on School Autonomy and Learning (ISSAL) was supported by SELU. The symposium and panel discussion involved researchers from Australia, Canada, Finland,
11
Hong Kong, and Israel. SELU also assisted a faculty member in the dissemination of her recent research findings to an audience of educational stakeholders. SELU work remains focused on the key areas of professional development and research. This year SELU has doubled its involvement with faculty and staff consultants (from 5 last year to 11 this year) and our consultant cadre continues to have well qualified consultants with a broad range of abilities, expertise and interests. With the outstanding support of faculty and staff we have been able to connect to scholarly work and research. Our external consultants provide field experience and important links to the educational community as well as the wider community. I want to acknowledge SELU’s consultants and thank them for their service. A major project this past year has been to “refresh” our school review process. After consulting with our clients, and receiving their feedback, SELU undertook a major refresh of our school review process. Building on the school effectiveness model that has served SELU well in the past, efforts were made to complement the existing work with new research findings and aligning the SELU school review process with the current provincial context (Education Sector Strategic Plan‐ESSP) and those of First Nation authorities. Following this year’s pilot in 11 schools in nine First Nations’ communities, I believe we have a more focused process that is collaborative and delivers a positive path forward plan that will contribute to enhanced student learning and well‐being. The school review process of “Telling the Learning Community Story” will incorporate feedback from the pilot phase and will be ready for full implementation in the fall of 2016. The Unit continues to have interest in the Educational Assistant In‐service Program and this year we offered a refreshed Module Five: Fetal Alcohol Spectrum Disorders. We continue to offer employee, director, board and CEO evaluations, and strategic planning supports. SELU works closely with LEADS, SASBO, the SSBA, the STF and the Ministry of Education as the major pre‐k to 12 educational partners. Efforts have been made to work more collaboratively with the Saskatchewan Professional Development Unit (SPDU). The Ministry of Advanced Education is also a partner and has representation on our Management Advisory Board. SELU appreciates the ongoing partnerships that have been established with tribal councils, First Nation authorities, and long standing clients such as the Office of the Treaty Commissioner and the Saskatchewan Human Rights Commission. This year SELU expanded its support to graduate students in the College of Education. We benefitted from their involvement in research projects, school reviews and in the delivery of our professional development opportunities. SELU continues to offer financial support through scholarships and a first ever postdoctoral fellowship. Specifics concerning these financial awards are outlined following.
12
SELU Scholarships Shane Henry ‐ $20,000 Terrance Pelletier ‐ $20,000 Murray Scharf Award for the National Congress on Rural Education Robert Liggett ‐ $5,000 Principals’ Short Course Award Jeff Solheim ‐ $4,000 Postdoctoral Fellow Miguel Angel Diaz Delgado ‐ $44,000 Guadalajara, Mexico Think Indigenous Education Conference (ITEP) Sponsorship $6,500
Literacy for Life Conference Sponsorship $5,000
Additional efforts have also been made to indigenize our professional development offerings and to ensure that all of our work is done in a culturally responsive manner. Evidence of this commitment was found in the National Congress on Rural Education Canada. The Saskatchewan Principals’ Short Course, under the capable leadership of Dr. Michelle Prytula, Dean of Education, has also made significant commitments in this area. This year SELU and the College of Education provided professional development opportunities in Mexico. A recent trip to China has renewed partnerships with educational authorities and opened doors for innovative program discussions. This past year, SELU was involved in a myriad of leadership activities. The remainder of this report will describe SELU initiatives during the 2015‐2016 school year. Written descriptions are provided for most projects. Respectfully submitted, Patricia Prowse
13
Major Events The Saskatchewan Educational Leadership Unit continues to sponsor the Saskatchewan Principals' Short Course and the National Congress on Rural Education. These are annual events that have a long history of success. As well, each year, SELU has sponsored one major professional development event that has a provincial focus.
SASKATCHEWAN PRINCIPALS' SHORT COURSE The 2015 Saskatchewan Principals’ Short Course (SPSC) was held July 6 to July 9 at the Travelodge Hotel. The enrolment of 93 reflects the average enrolment for the course. Past year enrolments were 117 in 2014, 119 in 2013, 164 in 2012, and 118 in 2011. Michelle Prytula served as Director, Jeff Solheim, a PhD student in EADM, was Associate Director, and Cecile Laprairie, Saskatchewan Educational Leadership Unit (SELU) support staff, served as the course registrar and coordinator. The Saskatchewan Ministry of Education, the Saskatchewan Teachers’ Federation (STF), the Saskatchewan School Based Leaders (SSBL) and the Saskatchewan School Boards Association (SSBA) provided direct financial support. Support‐in‐kind came from the Department of Educational Administration, University of Saskatchewan, and the League of Educational Administrators, Directors, and Superintendents (LEADS). The 2015 SPSC Advisory Committee consisted of: Carol Sarich (SSBL), Kevin Kleisinger (Saskatchewan Ministry of Education), Geraldine Knudsen (SSBA), Laurel Irving‐Piot (STF), Lori Jeschke (LEADS), Chris Scribe, (First Nations schools), David Burgess (SELU), Norm Dray (SELU), Michelle Prytula (Director, SPSC), and Jeff Solheim, (PhD student in EADM ‐ Associate Director, SPSC). Thank you to the advisory committee for the suggestions and support. The committee’s perspectives and recommendations are integral to the success of the short course. The registration fee including breakfasts, lunches, banquet and taxes was $495.00 and the registration fee with hotel accommodations was $1,080.00. The major goal of the Short Course is to provide an intensive opportunity for participants to deepen their knowledge of theory, practice, and reflection, contributing to their skills as teachers and school leaders. The activities of the Course enable participants to: 1. Examine the role of the principal through the lens of instructional leadership;
14
2. Extend knowledge regarding the practices of establishing a vision, influencing school culture, and stimulating the learning environment, while at the same time managing, modeling, and monitoring activities within the school; 3. Learn about new developments and initiatives in education; 4. Share experiences, insights and concerns with other practitioners; and, 5. Develop a support network. Within the theme of Establishing a Vision and Culture Conducive to Learning were larger plenary sessions designed for participants to come to understand the necessary roles of a shared vision and a culture of learning in their professional communities. Within the theme of Stimulating the Learning Environment were smaller sessions designed to enable participants to focus on topics of special interest to their schools. These sessions made up a significant component of the conference in that each was designed to generate discussion within the broader context of school leadership. This session format consisted of multiple small group presentations, with audience sizes of 15‐25 participants in the hope that participants could engage in meaningful, related discussion. Within the theme of Managing, Modeling, and Monitoring were sessions (large and small) designed to help participants understand the management role inherent in the leadership of schools. Throughout the week, participants also met as a small group, where they had the opportunity to discuss what they had learned, ask questions of group members and leaders, and share experiences, thoughts, and concerns in dialogue with one another. In addition, common breakfasts, breaks and lunches were scheduled throughout the Course, with an entertaining banquet mid‐week. While the week’s activities included a number of topics of special interest to beginning vice‐principals and principals, many of the issues were relevant to those in other leadership positions, including teacher leaders. In addition, students of EADM 894 (Laboratory in Educational Administration) paired up with EADM 820 (Administrative Roles), had the opportunity, as in previous years, to take the Saskatchewan Principals’ Short Course as the main conference for their studies, and complete the course work following the Short Course. The session meeting times are included in the agenda for the week. The Director acknowledges the leadership of the small group facilitators at the SPSC 2015 and recognizes that they were an integral component of the program’s success and thank them for their knowledge, involvement, and commitment to the SPSC. The facilitators were as follows: Tracy Dollansky, Superintendent of Education, Sun West School Division; Neil Finch, Superintendent of Schools, Saskatchewan Rivers School Division; Mark Forsythe, Superintendent of Education, Good Spirit School Division, Crandall Hrynkiw, Superintendent of Learning, Horizon School Division; Lori Jeschke, Superintendent of Learning and Leadership, Prairie Spirit School Division; Noel Roche, Superintendent of Schools and
15
Learning, Prairie Spirit School Division; Anne Sloboda, PhD Candidate, Dept. of Educational Administration; Darran Teneckye, Superintendent of Education, Good Spirit School Division; and Elizabeth Thunderchild, Superintendent, Northern Lights School Division. Keynote speakers and topics were as follows: Lori Jeschke, Superintendent of Learning and Leadership, Prairie Spirit School Division: Instructional Leadership Vision Patricia Kovacs, Planning and Reporting Consultant, Strategic Policy Branch, Saskatchewan Ministry of Education: Introduction to the Education Sector Strategic Plan (ESSP) Tim Caleval, Executive Director, Priority Action Team, Saskatchewan Ministry of Education: The Two Priorities: Reading and Following Their Voices Chris Scribe, Coordinator of ITEP and First Nations, Metis and Inuit Programming College of Education, University of Saskatchewan: Indigenous Educational Leadership: An Untapped Educational Resource for Principals Debbie Pushor, Professor, Department of Curriculum Studies, College of Education, University of Saskatchewan: Challenging Notions of “School Readiness” Cheryl Erlandson, Consultant, Leading for Assessment Literacy: Research Based Principles & Practices Vicki Moore, Assistant Superintendent, Sun West School Division: Learning Leader: Lessons Learned Geraldine Knudsen, Solicitor, Saskatchewan School Boards Association: Legal Issues in Schools Norm Dray, Associate Director, Saskatchewan Educational Leadership Unit: Dealing with Difficult People. Noel Roche, Learning Superintendent, Prairie Spirit School Division and Scott Dyck, Principal, Warman Elementary School, Prairie Spirit School Division: Instructional Leadership: Managing, Modeling, Monitoring … The Principals’ Full Role Gwen Keith, Director of Education, Holy Family Catholic School Division: The Multiple Roles of the Principalship: Putting it Together and Thriving NOW and in the FUTURE! In addition to the keynote addresses, the SPSC included a variety of concurrent sessions to meet the needs of all attendees. These, too, were well received by attendees.
16
Dr. Michelle Prytula, Dean, College of Education, U of S, was the Director for the 2015 Course and she will continue on in 2016. Planning is well underway. We are pleased to have Michelle continue in this role. SELU appreciates the inter‐organizational support both financial and in‐kind. This year the SPSC will be July 4 ‐ 7 at the Travelodge in Saskatoon.
17
NATIONAL CONGRESS ON RURAL EDUCATION CANADA The National Congress on Rural Education Canada was held from March 20 to March 22, 2016 at TCU Place in Saskatoon. This was the 21st Annual National Congress held in Saskatoon since its inception in 1996. This year we had 374 participants, displayers and e‐ journalism students. The planning committee was pleased with the continuing support from Saskatchewan school divisions and the significant percentage in attendance from outside the province. Eight provinces and three territories were represented along with a registrant from Australia. SELU would like to acknowledge the work of Brian Keegan, Conference Chair, and Cecile Laprairie whose combined efforts made this year’s Congress a success. The theme for the Congress this year was "Imagine the Possibilities …Together We Are Stronger”. The planning committee was very pleased to have Karl Subban, a recently retired principal from Toronto, as the opening keynote. In addition to Mr. Subban, Dr. Alec Couros (“Embracing Change in a Digital World: Possibilities for Rural Schools”), and Waneek Horn‐ Miller (“Inspiring Aboriginal Youth”), were keynote speakers. We had two well attended preconference seminars this year. One on “Promoting Educational Success for Aboriginal Students through Research and a Turn of the Medicine Wheel” facilitated by Elder Noel Milliea, Dr. Jane Preston, Dr. Tim Claypool, William Rowluck and Brenda Green, and one on “Sexual Orientation and Gender Identity in Canadian Schools: Rights and Responsibilities” facilitated by Kristopher Wells, Geraldine Knudsen, Ben Grebinski, Amanada Guthrie, James Tuckanow and Prudence Bellegarde. A feature of the Congress again this year were the 58 concurrent sessions offered over two days, which continually receives positive feedback from participants. Along with the concurrent sessions, an e‐journalism group from the Horizon School Division and the Englefeld Protestant Separate School Division provided Congress updates and feature presentations each day. The National Congress on Rural Education continues to be a premier event for Saskatchewan educators. The Congress appreciates the support received from the Ministry of Education. This year it was an honour to support the Saskatchewan Human Rights Commission in recognizing 14 educators that were teacher leaders in the development of the citizenship education resources. The Department of Educational Administration and SELU would like to thank our National Congress on Rural Education Committee. Members includes Shelley Adams (Ministry of Education), Christine Boyczuk (MAL), David Burgess (Dept. of Ed. Admin.), Ruth
18
Griffith (SASC), Laurel Irving‐Piot (STF), Marvin Jimmy (First Nations/Métis), Terry Johanson (SPDU), Gwen Keith (LEADS), Pamela Osmond‐Johnson (U of R), Ron Purdy (SASBO), Darcy Swiderski (SSBA), Rob Liggett (graduate student), Brian Keegan (Congress Chair), Patricia Prowse (SELU), and Cecile Laprairie (SELU).
“The Saskatchewan Association of School Business Officials (SASBO) is very fortunate to have built a strong connection with the Saskatchewan Educational Leadership Unit (SELU) and appreciate having a representative on their executive. Education is a unique environment in which to work, over the past number of years we have seen demands of school division staff become more demanding finding less and less time to complete those functions important to a growing organization while still trying to put the success of students first. SELU provides access to individuals who have had exemplary careers in the educational field, possess the expertise and understand the environment. These individuals have a proven track record of providing the support needed by educational organizations to effectively manage change, continue to operate efficiently and assist school division staff to concentrate on the education of the students. Our association has been privileged to work with SELU and we look to the opportunity to expand that relationship even further in the future.” Phil Benson, Executive Director, Saskatchewan Association of School Business Officials
“Our school division has contracted SELU for the last few years to complete 360 Reviews for our Professional Service Providers. Patricia and Tom have been excellent to work with and very responsive to our requests as we refined and improved our process. Working with SELU has been a positive and professional learning opportunity for all involved.” Tracy Huckell, Superintendent of Education, Good Spirit School Division No. 204
19
20
LEADING FOR ASSESSMENT EXCELLENCE INSTITUTE The third major professional development event this year was a fall institute titled: “Student Engagement and 21st Century Skills: Engaging Students Now for the Future”. It was held at TCU Place in Saskatoon on September 17 and 18, 2015. Keynote session speakers were Meg Ormiston, Tom Schimmer, and Nicole Vagle and there were concurrent sessions facilitated by staff from the Saskatoon Public School Division, Good Spirit School Division and Sun West School Division. Approximately 300 people were in attendance.
Projects Research and Planning Projects Project Title: Client: Consultants: Description:
Project Title: Client: Consultant: Description:
Project Title: Client: Consultants: Description:
Community Treaty Curriculum Connections Saskatoon Tribal Council Cathy Mills and Tom Sutherland The Saskatoon Tribal Council engaged its communities in a process to identify important events, themes or partnerships that can act as the basis for curriculum materials. These materials will be related to a particular grade level and will be used to support the Treaty Kits produced by the Office of the Treaty Commissioner. SELU’s role in the project is to help gather the information for the teaching materials and then to author those materials. Dakota History Teachers’ Manual Office of the Treaty Commissioner Cathy Mills The Whitecap First Nation and the Office of the Treaty Commissioner commissioned a history of the Whitecap First Nation (and other Dakota First Nations), its history, and its involvement in the War of 1812. SELU was engaged to write a curriculum guide for the document. Citizenship Education: Instructional Resources Saskatchewan Human Rights Commission and Ministry of Education Cathy Mills, Tom Sutherland, a technology consultant, and Norm Dray The Saskatchewan Human Rights Commission (SHRC) has worked with SELU to develop culturally responsive pedagogy and resources aligned to Saskatchewan curricula to support citizenship education. Website exploration was also part of this project.
21
Project Title: Client: Consultants: Description:
Project Title: Client: Consultant: Description:
Office of the Treaty Commissioner: Impact Evaluation Office of the Treaty Commissioner Terrance Pelletier and Michael Cottrell The Office of the Treaty Commissioner (OTC) was interested in gathering feedback concerning the impact of its work. While it had gathered feedback on individual aspects of OTC operation (Education, Speakers Bureau, Livelihood), it had not collated that data or sought deeper information on impact. An analysis of website use and effectiveness was included in the evaluation. Data Collection for Provincial Student Health Survey (Year Two) Saskatchewan Alliance for Youth and Community Well‐being (SAYCW) Tom Sutherland (and Cecile Laprairie) The Saskatchewan Alliance for Youth and Community Well‐being (SAYCW) developed a survey on all aspects of youth health. It offered the survey to all grade 7 to 12 students in Saskatchewan and youth ages 12‐18 not attending school. Students in all Saskatchewan school divisions and in First Nations schools have been invited to participate through their respective educational authorities. SAYCW contracted with SELU to implement the survey because of SELU’s familiarity with provincial and First Nations schools.
Project Title: Board and Director Performance Review Client: Lloydminster Public School Division Consultant: Bill Macfarlane Description: SELU facilitated the performance review of the LPSD Board of Education and the Director of Education. Project Title: Executive Director Appraisal Client: Society for the Involvement of Good Neighbors Inc. (SIGN) Consultant: Cliff Chutskoff Description: SELU facilitated the performance review of SIGN’s Executive Director. Project Title: Service Provider Performance Appraisals Client: Good Spirit School Division Consultant: Tom Sutherland Description: Appraisals of six personnel were conducted.
22
Project Title: Client: Consultant: Description: Project Title: Client: Consultant: Description:
Staff Performance Appraisal Office of the Treaty Commissioner Michael LeClaire A staff performance appraisal was completed. Facilitation Muskeg Lake Cree Nation John Barton SELU was asked to engage a facilitator to have face‐to‐face conversations with stakeholders that are connected to kihiw waciston School.
Project Title: Employee Engagement Client: Saskatchewan School Boards Association Consultant: Paul Newton Description: SELU was contracted to research effective employee engagement models/practices, and develop a current state inventory. The final report included a literature review, school division website review and a review of salient information. Project Title: Performance Appraisal Client: NORTEP/NORPAC Consultant: Tom Sutherland Description: SELU conducted a performance appraisal of NORTEP/NORPAC’s President/CEO. Project Title: Saskatchewan Association of School Business Officials Client: Saskatchewan Association of School Business Officials (SASBO) Consultant: Paul Newton Description: SASBO requested a consultant to assist them in refreshing the organization’s mission, vision and guiding principles. Project Title: Positive Paths Forward – Director of Education Evaluation and Board Self‐ Evaluation Client: Prairie South School Division Consultant: Avon Whittles Description: SELU conducted a director of education evaluation and facilitated a board self‐ evaluation.
23
Project Title: STC Resource Guide: Policy and Administrative Procedure Requirements and Templates Client: Saskatoon Tribal Council Consultant: Michael Cottrell and Paul Newton Description: STC asked SELU to review and compile sample Canadian polices and administrative procedures that are required in provincial educational jurisdictions and those that exist within First Nations authorities. Templates were created that would assist STC in the development of coordinated and local First Nations policies and administrative procedures. School Effectiveness Reviews Conducted (12 in total): School: Little Red River School Consultant: Cliff Chutskoff Treaty Six Education Council (9 reviews)* Schools: Ahtahkaoop School, Ahtahkakoop Christian Academy, Chief Beardy Memorial Elementary School, Constable Robin Cameron Education Complex, Clifford Wuttunee School, Moosomin School, Mosquito School, Saulteaux Heritage School and Sweetgrass School. Consultants: Tom Sutherland, Bill Gulka, Hugh Kurz, Linda Stanviloff, Kim Newlove, Vicki Squires, Cathy Mills, Michael LeClaire Saskatoon Tribal Council (2 reviews)* Schools: Almightyvoice Education Centre and kihiw waciston School Consultants: Michael Cottrell and Cliff Chutskoff *Pilot using our Telling Your Learning Community Story “refreshed” school review process Professional Development Projects Project Title: Educational Assistant Modules Clients: Saskatchewan Rivers Public School Division; Holy Family Roman Catholic School Division, Prince Albert Catholic School Division ; Treaty Six Education Council; Prince Albert Grand Council; Regina Catholic School Division Consultants: Mary Scissions, Linda Stanviloff, PAGC Personnel, Treaty Six Education Council Personnel Description: EA modules were facilitated for groups of EAs working for each of these school divisions and educational authorities.
24
Project Title: Client: Consultants: Description:
Project Title: Client: Consultant: Description:
A Guide to Saskatchewan School Law (Revised II) Saskatchewan Educational Leadership Unit Keith Walker, David Burgess, and Jerome Chomos The Saskatchewan Guide to School Legislation has been an excellent resource for trustees, school administrators, teachers and teachers in training. The resource has received wide spread distribution in the province since its development in 2003 and revision in 2008. With changes in legislation, new seminal cases, and recent provincial initiatives, it will be timely to introduce a third edition of the guide to the province. SELU Symposium International Study on School Autonomy and Learning (ISSAL) Dr. Paul Newton The symposium and panel discussion reported on the progress of an international project exploring school autonomy and 21st century learning. Researchers from Australia, Canada, Finland, Hong Kong and Israel participated followed by a question and answer period.
Project Title: Preparing School Leaders to Work with Newcomers who have English as an Additional Language Client: Janet Okoko Consultants: N/A Description: SELU helped organize a consultation session with school division leaders to assist with the interpretation of research findings. Project Title: Education in China: Similarities and Differences from the Saskatchewan Context Consultants: Professor Zhou Yi Description: This session provided faculty, teachers, school‐based administrators, central office personnel, senior administrators and educational and community partners with an opportunity to gain insight into the educational system in China. The purpose of the presentation was to share information that may prove helpful in welcoming and transitioning Chinese students to schools and postsecondary institutions in Saskatchewan.
25
International Initiatives SELU’s international activity has fluctuated over the years. SELU conducted a training programs for 15 senior university administrators from Tianjin Normal University in 2012 and 2013. Unfortunately, the 2014 program was cancelled due to regulation changes in China. In addition to that, SELU developed and administered a training program for 19 senior university administrators from Huazhong Agricultural University in the fall of 2013. These programs included lectures and practical visits to various offices on campus as well as travel to Alberta for educational excursions. This year SELU assisted the College of Education in a conference presentation at the National Pedagogic University of Chetumal in Chetumal, Mexico in November, 2015. In April SELU joined the College of Education and a University of Saskatchewan delegation to China. Events included attending the 120th anniversary at Xi’an Jaotong University, visiting Tianjin Normal University, renewing MOUs and exploring innovative partnerships. SELU is excited to support the College of Education’s international work.
Future Initiatives As a Type A Centre affiliated with College of Education at the University of Saskatchewan, SELU must align with, and support, the work of the College. Also, SELU must be well‐informed and responsive to the context of educational and human services’ clients. SELU will continue to fulfill its mandate while being open to innovative opportunities. 1. SELU will continue to find ways to support the College’s research, scholarly and artistic work mandate. Ongoing dialogue will continue with the various departments to ensure that SELU is maximizing opportunities to contribute in these areas through awarding research contracts, supporting grant applications, leading large scale data collection and reporting for schools, school divisions, ministries and other agencies. 2. SELU is committed to developing a strategic plan with short‐term and long‐term goals. 3. SELU is committed to a brand and website refresh in 2016‐2017. 4. SELU will develop consultant resources to ensure that all SELU representatives understand our mandate, our expectations, and our commitment to conduct our services in a culturally responsive manner. 5. SELU will move the refreshed school review process from the pilot stage to full implementation. 6. SELU will explore collaborative partnerships in the delivery of professional development opportunities.
26
7. SELU will explore the use of strategic forums to stay informed of significant educational and administrative issues in the education sector. 8. SELU will work with the Ministry to support and assess provincial initiatives and commit to active membership on salient provincial committees. 9. SELU will work with school divisions, First Nations authorities and human services to facilitate customized workshops and deliver keynote addresses on issues as requested. 10. SELU will explore ways to make graduate students and faculty members’ research more accessible to the sector. 11. The international market has the potential of expanding through working closely with the College of Education and the International Office of the University. RFPs will be completed when projects match our expertise and ability to supply resources.
27
28
APPENDIX A SASKATCHEWAN EDUCATIONAL LEADERSHIP UNIT CONSTITUTION
29
30
SASKATCHEWAN EDUCATIONAL LEADERSHIP UNIT
CONSTITUTION 1.
DENOMINATION The agency shall be known as the Saskatchewan Educational Leadership Unit. In keeping with University of Saskatchewan Policy on Centres, the Unit is a Type A Centre
2.
MISSION In light of the growing interconnectedness of organizations across geographical boundaries and sectors in society, the mission of the Saskatchewan Educational Leadership Unit is to serve as a coordinator, developer, and administrator of leadership dialogue, research and development. Specifically, the mission of the Unit consists of the following: 2.1
2.2 2.3 2.4 2.5
to promote educational leadership through the design and implementation of professional development programs and activities; to conduct research and administrative studies on educational leadership and matters affecting educational leadership; to provide a forum in which significant educational and administrative issues can be addressed; to provide a communication link among organizations involved in leadership development, and; to provide consultative services to agencies and leaders interested in enhancing their leadership development and educational programs.
31
3.
GUIDING ORGANIZATIONAL PRINCIPLES 3.1 Since a variety of agencies and the school systems themselves are offering in‐service and support service programs for administrators, the Unit must be organized and operated in such a manner as to capitalize on existing services.
3.2
Linkages should be maintained with relevant agencies so that common themes can be jointly addressed and complementary programs can be offered.
3.3
By the nature of its work, the Unit’s projects should be collaborative efforts. Ownership should be shared, and concomitantly, purpose and authority must be shared. On the other hand, given the inter‐ agency nature of the Unit, some autonomy in decision making and operations must be achieved. It is recognized that the Unit must have identity and visibility.
3.4
The Unit will be based in the College of Education, in collaboration with the Department of Educational Administration, University of Saskatchewan and will be subject to University regulations regarding facilities, personnel and financial accounting.
3.5
It is expected that the Unit will have self‐sufficiency as a continuing goal.
4.
ADVISORY AND GOVERNANCE STRUCTURE 4.1
Governance Structure:
The Unit will be governed as a Type A Centre at the University of Saskatchewan and shall be subject to University policies and regulations regarding centre operation and assessment; The Director of the Unit is appointed by the Dean of Education;
The Director of the Unit will be identified from the Department of Educational Administration upon consultation with the Department Head;
32
Appointment to the position of SELU Director shall be for a period of five years;
The Director/Associate Director of the Unit shall report regularly to the Dean/Department Head;
4.2
The Management Advisory Board: The membership of this Board will consist of: The Director of the Unit The Associate Director of the Unit
The Head of the Department of Educational Administration
A representative nominated by each of the following organizations: LEADS, Ministry of Education, Ministry of Advanced Education, SSBL, SSBA, STF, SASBO, First Nations educational authorities, SASC, and University of Regina. The Dean of the College of Education, U of S A representative of the faculty of the College of Education, University of Saskatchewan at large.
4.3
The primary role of the Board will be to provide advice to the Unit concerning the projects proposed or pursued by the Unit.
4.4
The Management Advisory Board will meet at least yearly and at the request of the Director of the Unit. One of the nominated members shall serve as chairperson of the Management Advisory Board (The chairperson shall be appointed annually).
4.5
4.6
Director of the Unit: The Director will be appointed by the College of Education to assume overall responsibility for the Unit. Staff will be employed at the Unit as needs arise. 33
4.7
4.8
5.
Associate Director of the Unit: Under the direction of the SELU Director, the Associate Director shall exercise general supervision of the SELU office, engage in public relations and liaison, and participate in the design, and, where necessary, the delivery of the Unit programs and projects. Other Staff: Clerical staff of the Unit will be charged with the responsibility for conducting the logistics of the day‐to‐day operations of the Unit – budgeting, personnel, program implementation, mailing, printing, and other details. All staff associated with the Unit will be responsible to the Director, or by delegation, the Associate Director. EVALUATION
5.1
Each project undertaken by the Unit will be evaluated under the guidance of the Associate Director.
5.2
The Director and the Associate Director shall provide an annual report (including a financial statement) on the status of the Unit to the Management Advisory Board. The format and nature of the financial statements of the Unit, and the disposition of surplus assets of the Unit, shall be determined by the Director and Associate Director of the Unit in consultation with the Dean.
6.
PROPERTY 6.1
Any materials produced by the Unit will remain the property of the University of Saskatchewan.
Full names of agencies represented on the Management Advisory Board are: League of Educational Administrators, Directors and Superintendents (LEADS) Saskatchewan School Based Leaders (SSBL) Saskatchewan Association of School Business Officials (SASBO) Saskatchewan School Boards Association (SSBA) Saskatchewan Teachers’ Federation (STF) Saskatchewan Association of School Councils (SASC) * Revised as of June 2014
34
