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Leaders Learners
Summer 2019
The official magazine of the Canadian &
Association of School System Administrators
Association canadienne des gestionnaires
de commissions scolaires
Healthy
Living,
Active Learning
Part 2
Canada Post Mail Publications Agreement Number: 40609661
Contents
| Summer 2019 |
MESSAGES
7 A Message from the CASSA/ACGCS President 24 Creating a Collective Vision Through
Partnerships
9 A Message from the CASSA/ACGCS Executive
Director 28 Strategically Nurturing
Well-being for All
THEME: HEALTHY LIVING, ACTIVE
LEARNING – PART 2 LEADERSHIP LEARNING
10 Healthy Living, Active Learning in Frontier 34 Leading from the Middle: Strengthening
School Division Equity, Well-being and Achievement through
Collaborative Leadership
14 A New Way of Looking at Recess
18 Mental Wellness and Well-becoming in 38 INDEX TO ADVERTISERS
Pembina Trails
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Shannon Savory Sales Team Leader:
Fax: 905-845-2044 publisher. Opinions expressed in this
ssavory@matrixgroupinc.net Colleen Bell
www.cassa-acgcs.ca publication are not necessarily those
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Leaders Learners
Summer 2019
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Summer 2019 5
| Message from the CASSA/ACGCS President |
After Some Reflecting...
D uring this past year our
division hosted a Leader-
ship course with over 40
participants. During the
five all-day sessions, which
were spread out over eight months, we have
covered a wide range of topics and the dis-
cussions have been rich and inspiring. As
one of the instructors responsible for teach-
that learning occupies no static space, rather,
it is always moving forward and the speed
depends on the instructor.
Today, I believe the goal of education
is to prepare students to take their place
in society as citizens of a democracy. True
democracy allows for the discussion of
issues that are common to all people, and by
resolving these issues we take another step
Reg Klassen
CASSA/ACGCS President
ing some of the sessions, I had cause to towards a good life for all citizens.
reflect on my own beliefs about education, Invariably, students will succeed at a
where they began and how they have been much higher level if they have the oppor-
shaped over my many years of work. tunity to build positive relationships with
If I think back to my early days in school those whose job it is to teach them. These
there are events and people that helped give positive relationships provide teachers with
birth to the philosophy that exists today. I
distinctly remember two teachers who, based
the conduit to help students develop skills
and the independence required to live as
Today, I believe
on their ability to connect with me when I
was a student, gained my trust and respect.
contributing citizens.
Years ago, I met a former student who the goal of
As a result, they were able to inspire me to had been in my school a decade earlier. She
learn and be a person who made my world excitedly told of her life and what she was education is to
a better place. These teachers did two things presently doing. As we said our goodbyes
no other teacher did.
First, they accepted me for who I was
she said, “You were one of the people who
never gave up on me, you always believed
prepare students
to take their
and second, they joined me in my journey. in me.” I will always remember those words,
Good relationships are filled with acceptance in part because they made me feel wonder-
of the other person as a human being, creat- ful as an educator, but more importantly,
ing a pathway for mutual respect to occur.
This mutual respect allows us to see each
because they referred to the messages we
give as educators when we are not speaking.
place in society
student, and the other, as important and
unique.
I remember slogging through the simplest
of math with this young lady and wonder- as citizens of a
Secondly, these teachers found where I ing if she would ever make it or if it was all
was in my educational journey and walked
alongside me; they did not stand ahead
worth it for her. Her comments reminded
me that it was not the math that she remem-
democracy.
of me and ask me to catch up. In order bered as the most important part of my
to join our students, we must listen and instruction. Rather, it was about learning
understand, then we can take the journey and understanding herself, supported by As a result of this encounter, I more
together. someone believing in her along that part of firmly believe it is important to remember
In my first teaching position I worked her journey; that is what had the most sig- that the expectations we have of others will
with a principal who constantly stated that, nificant impact. only have credibility in the context of a
“He could work with what is.” I did not In that short conversation she told me relationship that includes honesty, integrity,
understand him at first, but the idea, over about her job as an Educational Assistant, fairness and transparency. Relationships,
time, came to find a place in my thinking her upcoming marriage, and how excited built on these principles can overcome all
as well. I was amazed at how he always took she was about being a mom to the 6-year the obstacles and find meaningful solutions
the time to discover where the student was old boy of her soon to be husband. And to living together in a global community,
in their journey and then moved forward then she laughed and told me she was help- responsible to each other for the collective
together with them. As a result, I believe ing students with math at her school. in our lives.
Summer 2019 7
Share Your
Success Stories!
Write for the
Winter 2018-2019
issue OR the
Summer 2020 issue of
Leaders & Learners!
We are looking for features and success stories from each region of Canada:
Eastern Canada, Quebec, Ontario, Western Canada and Northern Canada.
THEME: EQUITY AND INCLUSION FOR STUDENT
MENTAL HEALTH AND WELL-BEING
We are looking for articles about how schools, school districts and community partners are
supporting every student through programs, community partnerships, professional development for
principals/teachers, etc, that promote Equity and Inclusion for Student Mental Health and Well-being.
The Winter 2019-2020 will drop into the mail the first week of January 2020. The Summer 2020 edition
will be mailed to readers in Spring 2020, and will be available to attendees at our Conference, which will
be held July 2-4, 2020, at St. Andrews By-the-Sea, New Brunswick, and is focused on this same theme.
If you have an article idea that fits into this theme, please send a short abstract (50 to 100 words)
to Shannon Savory, editor of the magazine, at ssavory@matrixgroupinc.net, and copy
ken_bain@cassa-acgcs.ca.
Proposals are due: September 13, 2019
Final articles are due: November 1, 2019
Photos are welcome (must be high resolution)
You will be notified if your abstract is selected.
| Message from the CASSA/ACGCS Executive Director |
Making a Commitment to PHE
British Columbia well-being is an integrally important aspect
“The Physical and Health Education of the work being undertaken in schools
(PHE) curriculum aims to empower stu- and communities from sea to sea to sea.
dents to develop a personalized under- CASSA has identified a commitment to
standing of what healthy living means.” student physical and mental health and well-being
“Physical and Health Education (PHE) as a core aspect of its work over the past several
is designed to develop educated citizens years. Student physical and mental health and
who have the knowledge, skills, and under- well-being is one very important lens through
standings they need to be safe, active, and which CASSA has viewed healthy students,
healthy citizens throughout their lives.” healthy schools and healthy communities.
The Winter 2018-2019 issue of Leaders Ken Bain
New Brunswick & Learners began our review of promis- CASSA/ACGCS Executive Director
“Students will leave public educa- ing practices across Canada. The Summer
tion both understanding and practicing 2019 issue continues with articles that schools and communities to ensure that our
wellness, by making wise lifestyle choices highlight a commitment to ensuring that students are physically and mentally healthy!
which contribute to the development of students’ physical and mental health and This issue’s Leadership and Learning
not only a healthy, caring individual but well-being are promoted and sustained in article highlights the findings and impli-
also to the community.” – From Desired many districts. cations of a collaborative, appreciative
Outcomes for Health Education in NB From the Frontier Games in which inquiry research project conducted by 10
Schools. 3,000 students participate in outdoor Ontario school boards. The article rein-
healthy active learning experiences to the forces the concept of collaborative leader-
Saskatchewan Pembina Trails Mental Health Curriculum ship and its impact in practice on equity,
“Health education, as a part of a com- to the collaborative approach to healthy liv- well-being, identity and achievement for
prehensive school health program, will ing, active learning in Edmonton Catholic students and staff.
support youth in developing a solid foun- Schools to a new way of looking at recess I want to thank the contributors for
dation for attaining and maintaining a in Hamilton-Wentworth Catholic District making the time to submit their stories for
balanced life.” Schools to the New Pedagogies for Deep publication, but more importantly, thank
For this message, I intentionally select- Learning at Holy Family Roman Catholic them for their daily efforts to ensure we
ed quotes from across Canada to reinforce Separate School Division, there are many graduate healthy citizens. This will result in
that student physical and mental health and exemplary efforts being undertaken by a healthy future for us all!
CASSA Board of Directors OPSOA (Ontario) BCSSA
President Joy Badder and Colleen Kappel Claire Guy and Kevin Kaardal
Reg Klassen
OCSOA (Ontario) NLASSA (Newfoundland and Labrador)
Past President John Kostoff and Theresa Kennedy Gerald Buffett and Bronson Collins
Anne O’Brien
NWTSA (Northwest Territories) AASA Eastern Rep
President Elect Metro Huculak and Curtis Brown Cindy Finn
Curtis Brown
ADGESBQ (Quebec) AASA Western Rep
CASS (Alberta) Michael Chechile Mike Borgfjord
Barry Litun and Karen Shipka
AAESQ (Quebec) Directors At Large
LEADS (Saskatchewan) Christopher Fuzessy and Jan Langelier Penny Prysnuk (Yukon) and Bill Cooper
Ben Grebinski, Gwen Keith and (Nunavut)
Lynn Little RNDGÉ
Valérie Morand and Anne Bernard-Bourgeois Executive Director
MASS (Manitoba) Ken Bain
Barb Isaak and Donna Davidson NBSSA (New Brunswick)
Zoë Watson
Summer 2019 9
Healthy Living, Active Learning
in Frontier School Division
Frontier Games snowshoeing competition at
Jack River School in Norway House, Man.
By Brian McMillan, Louise Landygo and Jacqueline Connell,
Frontier School Division
F
rontier School for Northern Manitoba students, program-
Division is the largest ming in physical education, land-based
geographical school learning and horticulture play an integral
division in Manitoba, role in helping us to achieve this goal.
covering 75 per cent
of the province and Physical Education
serving a primarily While the current educational trend in
Indigenous student and community popu- our Canadian school system is to devalue
lation. This broad geographical expanse is the importance of physical education pro-
not a barrier to our work, but rather an grams in comparison to academic subjects,
opportunity to build and maintain relation- Frontier School Division has continued to
ships across communities, from the furthest take an innovative approach in providing
northern regions of Manitoba to the east unique physical education opportunities for
and west points of our province. Our many youth (Active Healthy Kids, 2009).
Frontier School Division’s 10th Annual High School communities help to foster both inclusion One of innovative programs Frontier
Games featured 400 athletes from across Manitoba and diversity across the school division. established to unite students and communi-
gathering in Cranberry Portage for three fun-filled days As Frontier School Division aims to pro- ties is well known as Frontier Games. The
of sport, competition and friendship. vide ever increasing learning opportunities first event started 45 years ago in 1974 and
10 www.cassa-acgcs.caTeaching students how to dress a goose at the Annual Heritage Day at Cooking moose at the Annual Heritage Day at Oscar Blackburn School
Oscar Blackburn School in South Indian Lake, Man. in South Indian Lake, Man.
This A-frame
greenhouse at Leaf
Rapids Education
Centre in Leaf Rapids,
Man. is open all year.
Early years students
learning to plant
at Leaf Rapids
Education Centre in
Frontier students gardening at Mel Johnson School in Wabowden, Man. Leaf Rapids, Man.
was created for youth in Grades 5-8. It has events provide students the opportunity to outdoors, connecting to nature and the
grown in size and scope to a highly attend- interact and build relationships with youth land, can help to reduce feelings of stress,
ed, divisional competition that reflects local from different schools and communities. anxiety and improve overall well-being
culture through a mix of modern sports and Students are also provided leadership oppor- (Romano, 2019).
traditional activities. tunities in areas such as refereeing, minor
Students compete in their local school officiating, planning and organizing. Both Land-based Learning
and community, progressing to a compe- High School Games and Frontier Games Frontier School Division considers land-
tition with students in their geographic demonstrate that healthy competition makes based education to be a significant part of a
region, culminating, for successful contend- sports fun and leads to a healthy and active holistic educational program.
ers, with a division-wide three-day competi- lifestyle. Numerous international studies have
tion. Students are transported from across shown that students’ health and sense of
Frontier School Division to attend this Frontier Ice Fishing Derby well-being benefit enormously from time
event. Sports and activities include, badmin- Now entering its 13th year, the Frontier spent outside. Education researchers found
ton, volleyball, cross-country skiing, floor Ice Fishing Derby continues to be one of that interactions with the natural environ-
hockey, table tennis, archery, trap setting the school division’s most cherished events. ment builds self-esteem, confidence, col-
and snowshoeing. Each year, approximately 3,000 students laboration, communication skills and much
High School Games is a similar competi- participate. Students and staff enjoy a day more. Land-based pedagogy takes these ben-
tion that takes place for students across the out on the ice while engaging in friendly, efits to yet another level by providing essen-
school division in Grades 9 to 12. These division-wide competition. Spending time tial connections to students’ Indigenous
Summer 2019 1113th Annual Frontier Ice Fishing Derby in Northern Manitoba. Students from the Manitoba communities of Black River, Berens River, and
Wanipigow participating in a cross-country ski trip.
cultural values, language and traditional up on their family trapline. The school’s school division to ensure a deeper connec-
teachings, while also providing specific, recent expansion to a second trapline tion between our youth and the spirit of the
practical knowledge of their ancestral lands was critically important to the continued earth. Additionally, equipping youth with
and its resources. engagement of students with extensive the necessary skills and knowledge to be
Many schools in Frontier have long- trapping experience. environmentally conscious individuals mak-
established land-based programs, some of ing choices for a more sustainable future.
which are formal course programs taught by Horticulture As we move forward, Frontier School
trained land-based educators, while others From hands-on urban gardening to land- Division remains committed to prioritiz-
simply find opportunities to take students scaping projects and aquaponics, Frontier ing the health and wellness of our students,
out on the land on a regular basis. One of School Division students learn valuable life- staff, schools and communities through
Frontier’s priorities is to develop an inno- long skills as they become more aware and innovative and culturally responsive pro-
vative and comprehensive program that is empathetic contributing members of soci- gramming.
community driven and focuses exclusively ety. These skills, in many respects, help to
on the connections to the land, including support career development and personal Brian (Mick) McMillan is a Physical
language. An important aspect of virtually growth for youth in Northern Manitoba. Education Co-ordinator in Frontier School
all established and planned programming Students have the opportunity to devel- Division who grew up in Northern Manitoba
are that students interact with and learn op a working knowledge of the industry and and attended school at Joseph H. Kerr in Snow
from local elders and knowledge keepers to practice their skills in a greenhouse, on Lake, Man. He attended Brandon University
Currently, land-based learning oppor- school grounds, and on various work sites in where he received a Bachelor of Education
tunities in Frontier School Division vary their local community. degree. He currently sits on the Physical and
from trips to culture camps, to the planting Leaf Rapids Education in Frontier Health Education (PHE) Manitoba Board of
of traditional three-sisters gardens in school School Division has continued to lead the Directors as its Grants and Funding Chair.
yards and course offerings on land-based way in horticulture and gardening pro- Louise Landygo, a researcher for Frontier
skill development for high school credit. gramming, offering workshops that include School Division’s Indigenous Way of Life
For example, some school-initiated courses edible shrub planting, vermiculture, mulch- team, is involved in resource development and
in Frontier are credit courses that include ing and creating grow boxes. Food secu- initiatives that advance the strengths of our
hunting, fishing and trapping. These pro- rity is a critical issue that impacts many students and highlight the beauty of our com-
grams allow students to learn skills that are Northern Manitoba communities. When munities. Louise focuses on connections to the
culturally and economically relevant while we develop capacity in youth to achieve land and values the wisdom and guidance of
earning credits toward graduation. Where local food self-sufficiency through food pro- our knowledge keepers.
Indigenous language teachers and/or duction and harvesting, we increase their Jacqueline Connell is Assistant
other fluent speakers are involved, schools access to healthier food choices and physi- Superintendent of Senior Years and Career
incorporate the local language (e.g. Cree, cal activity (this is the vision of Manitoba’s Studies in Frontier School Division. Jackie
Ojibwe/Saulteaux, or Dakota) into their Northern Healthy Food Initiative). These has held numerous positions in administra-
programs. many opportunities support food sovereign- tion prior to joining Frontier’s Family Senior
Frontier Collegiate in Cranberry ty within our Indigenous communities in Administration team. She holds a Bachelor
Portage, a high school that serves many Manitoba, supporting the right of peoples of Education and a Masters in Special
First Nation communities in Northern to healthy and culturally appropriate food Education. She holds certificates in Threat
Manitoba, offers a popular course on produced through sound and sustainable Assessment as well as Land-based Indigenous
trapping that provides basic skills train- methods. Leadership, and was a stakeholder at a Federal
ing to students new to the activity but Frontier continues to expand and inno- Roundtable on Indigenous Education and
also attracts the interest of those who grew vate horticulture programming across the Pedagogy.
12 www.cassa-acgcs.caA New Way of
Looking at Recess
Everyone can play
hopscotch! Student leaders
are trained to make all
games age and ability
Student leaders share a new active game with Grade 3 students during a L.E.A.D. recess training day. appropriate.
By Morris Hucal, John Student leaders
Madalena and Lynn problem solve to
untangle from a
Campanella, Hamilton- human knot with
Wentworth Catholic District younger students.
School Board
T
he Hamilton-
Wentworth Catholic
District School
Board (HWCDSB)
is dedicated to
providing a healthy,
safe, accepting
and inclusive learning environment
where students feel connected, valued
and empowered. The HWCDSB Board
Improvement Plan for Student Achievement
(BIPSA) refers to the development
of physical literacy skills of students,
specifically encouraging all students to
participate and engage in purposeful, daily
physical activities to enhance their physical
literacy skills. Included in this vision is the
14 www.cassa-acgcs.cainclusion of recess which has the potential What Students Do NOT Like About Recess at their School
to have a positive effect on students’ overall 40
success and well-being.
Recess is the time normally allocated
in the school day for a student’s physical
Number of Student Responses
30
activity, where free play should be the
primary component. Children and youth
participating in free play and low structured
20
activities at recess can accrue numerous
physical, emotional, cognitive and social
benefits. Research shows that recesses with
an enriched environment and activities 10
promoted by caring, trained leaders will
maximize student benefits, and hence
the overall well-being of the school and 0
Equipment Bullying etc. Playground & Field Other Weather Time
community.1
A recent article from the American What Students Dislike
Academy of Pediatrics states, “Recess Actual student responses:
represents an essential, planned respite • “That there is lots of arguing at four square.”
from rigorous cognitive tasks. It affords a • “Sometimes, I get excluded and bullied.”
time to rest, play, imagine, think, move, • “I don’t like it sometimes because I see that some kids don’t get included and that makes
and socialize. After recess, students are kids sad.”
more attentive and better able to perform • “We do not have a lot of basketball nets at our school because a majority of the grades play
cognitively (Pediatrics.aapublications. basketball at recess and there is not enough.”
org. 2019).2 However, for the last 20 to • “I do not like recess because we’re not allowed hockey sticks.”
25 years, the amount of time and quality • “Recess is too short!”
of children’s playtime had diminished due
to societal changes. Here are some of the
leading contributors that have taken recess What Students LIKE About Recess at their School (106)
to become a topic of concern: 40
• Social changes – with only the best of
intentions, some parents overstructure
their children’s activities; by doing this,
30
Number of Student Responses
however, unstructured play and the
learning that occurs during this time is
greatly reduced;
• Global economy – play dates with neigh- 20
bourhood friends used to occur organi-
cally; now they are structured events that
may happened at home, but more likely 10
at an after-school program;
• Decreased opportunities – there is a self-
generated decline in play. If a child is
allowed to play outside, it can be chal- 0
Friends Games Other Sports Stencils
lenging as other neighbourhood children
What Students Like About Recess
are not allowed to come out unsuper-
vised; and Actual student responses:
• Technology – children are choosing • “Meeting with friends in other classes.”
screen time over true play. The physical • “PLAYING WITH MY FRIENDS.”
interaction during authentic play has • “I like that you can play with your friends and hang out, and also I like how they give you
been replaced by “playing” a sedentary school balls that you can play with as long as you return them back after recess.”
game on a screen. With social interac- • “The playground has a variety of things to do, such as basketball nets and four square
tions reduced, the virtual person is a spaces.”
poor substitute for the real thing, as the • “It is a fun time when you don’t argue or fight and like to try new sports and games.”
social/emotional cues are missing. The • “You can play basketball, tag, etc.”
long-term detriment to this sedentary • “There is grass that is good to run on and the teachers take care of bullying.”
lifestyle is far more damaging. • “It’s a chance to have time off work and relax.”
Summer 2019 15surveys with anonymous results. What
follows are results to two of the questions
asked along with quotes from the students.
To provide the schools with a tangible
and working representation of the Recess
Protocol and Guidelines, each school is given
a Recess Action Plan to complete. With the
support of the Quality Recess Team, schools
fill out this plan and tailors their responses
to reflect their unique population and
environment. Once complete, each school
has a communication tool on their recess
processes and procedures that can be shared
with all staff, students and parents.
As we move through the next phase
of schools, the Quality Recess Team is
currently gathering information, evidence
and an amazing collection of stories from
administration, staff and students who are
starting to see changes throughout their
Grade 2 students learn the finer details of playing 4 Square from student leaders. whole school in their attitude towards recess.
We like to say, “What happens on the
The HWCDSB Quality Recess Project 4. Recess is not a Form of Discipline; playground, doesn’t stay on the playground.”
came as a result of current research on 5. Established Indoor Recess Plan; If effort is made to create a quality recess
the benefits of play for children, as well 6. L.E.A.D. Recess; experience, then what children learn on the
as expressed concerns from school 7. Appropriate Recess Equipment/Play- playground will be a positive trajectory back
administration, staff, students and parents. ground Markings; into the classroom setting.
The Quality Recess Project aims to develop 8. Safe Recess Plans Developed;
and implement changes on a board-wide 9. Recess is Not Physical Education/DPA; Morris Hucal is a Superintendent of
level to support all students and staff in their and Education for the Hamilton-Wentworth
social, emotional, physical and cognitive 10. Recess is Digital Device Free. Catholic District School Board and has been
wellness journey. Highlights from a few of these points of an educator for 28 years. Morris is a strong
In some school environments, recess is a the Recess Protocol and Guidelines are as advocate for physical literacy and physical
neglected part of the school day where the follows: activity.
importance focuses on injury prevention and 2. Identified Recess Team: All school John Madalena, an HWCDSB consultant,
“bubble wrapping” rather than creating a stakeholders, principals, all staff members, has been an educator for the past 30 years with
quality recess that will enhance the learning students and parents, have an opportunity to a special interest in physical literacy and the
experience once students are back in the be represented on the Recess Team. benefits of play.
classroom. 3 If the two main purposes of 6. L.E.A.D. Recess: This is a student Lynn Campanella is founder and CEO of
recess are a) a break from the classroom and leadership program to train senior students Playocracy Inc., a social innovation company.
b) to provide a child’s choice of play, then to create a strong school community Playocracy develops creative resources to foster
why are we not creating a recess playground through play. This is a year-round healthy childhood development through play.
that is not only inviting to children but leadership training program where students’
extends the learning of emotional and social role model positive social skills to younger References
soft skills? students. 1. Cdc.gov. (2019). [online] Available at:
During the 2017-18 school year, 7. Appropriate Recess Equipment/ https://www.cdc.gov/healthyschools/
five pilot schools came together under Playground Markings: Appropriate recess npao/pdf/LWP_Recess_Brief_2012_13.
the direction of HWCDSB board equipment and playground markings pdf. (Accessed April 29, 2019).
superintendent Morris Hucal, a board contribute to a quality recess. Intentionally 2. Pediatrics.aappublications.org.
consultant and two community partners to providing age and ability appropriate (2019). [online] Available at: https://
explore the possibilities of the creation of the equipment, colourful playground markings, pediatrics.aappublications.org/con-
Recess Protocol and Guidelines. and training for staff and students all help tent/pediatrics/131/1/183.full.pdf.
The draft Recess Protocol and Guidelines to engage and increase physical activity and (Accessed April 23, 2019).
contains the following components: creativity. 3. Bergeron, N., Bergeron, C., Lapointe,
1. Scheduled Recess Breaks; In addition, during the pilot phase, L., Kriellaars, D., Aubertin, P.,
2. Identified Recess Team; student voice was collected during face-to- Tanenbaum, B. and Fleet, R. (2019).
3. Recess First; face interviews and computer-generated
16 www.cassa-acgcs.caSummer 2019 17
Mental Wellness and
Well-becoming in
Pembina Trails
By Geoff Brewster and Jane Friesen, Pembina Trails School Division
I
n the Pembina Trails Dr. Stan Kutcher, recognizing that good education plays a crucial role in provid-
School Division, our mental health was an essential compo- ing relevant mental health information
journey to improve nent of health education. They recom- to students so they can make appropriate
mental wellness and mended that as a division, there needed healthy choices about their mental health.
well-becoming began in to be increased understanding of mental Through discussions, our mental health
the fall of 2009, when wellness and well-becoming by educators, steering committee approved an initia-
we brought a group of youth and parents. tive to create a mental health curricular
divisional staff together to explore and At that time, a divisional steering com- support document to assist educators in
establish a divisional voice and stra- mittee followed up with a needs assess- teaching mental health within their school
tegic plan for our schools and commu- ment and established goals for mental communities.
nity. This plan was spearheaded by our wellness initiatives/programming. The The mental health steering commit-
Senior Years Administrative Leadership committee organized professional learning tee also felt strongly that teachers within
Council, which had examined the work of for staff and students, collected data that Pembina Trails School Division should
informed our practice and expanded our have a voice in creating the divisional
outside partnerships. mental health curricular resource. We
One ongoing item of discussion believed that having a team of teachers
within the mental health steering involved in the process was critical in
committee was how to further making the document relevant and imme-
develop mental health edu- diately impactful for both teachers and
cation in our schools. students.
In Pembina Trails, Our research and writing team was
we strongly believe composed of physical education teach-
that mental health ers and guidance counselors from a rangeof Grade 7 to 12 schools from Pembina
Trails. These teachers developed les-
sons specific to mental health education,
In Pembina Trails, we strongly believe
which met the existing Manitoba physi-
cal education and health education grade
that mental health education plays a
level specific learning outcomes. The les-
sons became part of the Mental Health: crucial role in providing relevant mental
Curriculum Resource for grade 7 to Senior 2.
The Mental Health: Curriculum health information to students so they
can make appropriate healthy choices
Resource for grade 7 to Senior 2 is orga-
nized to provide teachers with suggestions
about their mental health.
for instruction, assessment and resources
to help students develop the knowledge,
skills and attitudes they need at various
stages of their lives to make informed
and health-enhancing decisions related
to mental health. The Mental Health:
Curriculum Resource for grade 7 to Senior
2 is based around four pillars of Positive
Mental Health, Stigma, Mental Illness,
and Help Seeking Strategies.
The lessons challenge students to
examine their assumptions around mental
health and wellness, combat stigma, be
aware of warning signs that may indi-
cate a mental health and wellness concern
for themselves or their peers, and iden-
tify appropriate mental health resources
in both their school and community. Four
or five lessons were created at each grade
level with at least one lesson per grade
level focusing on each of the four pillars.
The mental health resource was suc-
cessfully piloted in physical education
and health classes in three high schools
and five middle schools within Pembina
Trails. Pilot schools were provided with the
opportunity to create conversations around
mental health in formats that best fit with
the existing school culture and to use the
Mental Health: Curriculum Resource for
grade 7 to Senior 2 lessons as the backdrop
around which to frame those conversations.
All teachers responsible for teaching
mental health in Pembina Trails School
Division were strongly encouraged to
take Mental Health First Aid training as
a precursor to their teaching of the Mental
Health: Curriculum Resource for grade 7
to Senior 2. Teachers were adamant that
having Mental Health First Aid training
greatly assisted them in establishing a level
of comfort and understanding of mental
health and illness.
In September 2016, after feedback
from pilot schools, Pembina Trails School
Continued on page 22
Summer 2019 19Continued from page 19 classroom environment. Providing stu- continue the conversation around mental
Division implemented Mental Health: dents with a non-judgmental, honest, and health and wellness.
Curriculum Resource for grade 7 to Senior open environment has been seen by teach- As a result of the implementation of
2, in all schools division-wide with stu- ers as an important first step in begin- the curricular resource and additional
dents from Grades 7 to 10. Teachers ning conversations around mental health mental health initiatives in schools, we
have remarked on how the lessons acted stigma in the classroom. have heard three important themes that
as catalysts for honest and thoughtful Additionally, the writing committee are in common between schools:
conversations around mental health and felt that common language was impor- 1. That mental health stigma education
wellness. Additionally, teachers have tant throughout the lessons. Corey Keyes’ is important and students want to talk
remarked that students have demonstrat- Dual Continuum of Mental Health about it;
ed strategies for mental health self-care, served as the context for common lan- 2. That students want personalized strate-
are capable of having conversations about guage. Teachers have remarked that they gies they can use to increase their men-
mental health, are empathetic towards are encouraged when students freely use tal wellness; and
persons with a mental health concern, “flourishing” and “languishing” as part 3. That it is critical to talk about how
and are willing to initiate and/or par- of the conversation around mental health you are feeling, and if you have a men-
ticipate in initiatives promoting positive and wellness. tal health concern to talk about it.
mental health and combating the stigma The rollout of the curricular resource and
surrounding mental illness. correspondence increased the frequency of Geoff Brewster is a former high school phys-
The Mental Health: Curriculum conversations about mental health and well- ical education teacher and the current Physical
Resource for grade 7 to Senior 2 was written ness in schools, which have in turn spurred Education and Health Education Consultant
with Grade 7 lessons acting as a founda- school-wide initiatives that piggyback in Pembina Trails School Division.
tion for mental health and wellness edu- on the outcomes of the Mental Health: Jane Friesen is the Director of Clinical and
cation. Many teachers have commented Curriculum Resource for grade 7 to Senior Extended Services in Pembina Trails School
that they routinely will use parts of lessons 2. Schools have championed mental health Division. She is co-chair of the Divisional
from Grade 7 as activating activities for and wellness campaigns including student- Mental Health Steering Committee and
lessons in Grade 9 and 10 classes. These led symposiums, mental health and well- sits on the Manitoba Association of School
foundational lessons have been deemed as ness themed weeks/months, which provid- Superintendents (MASS) Mental Health
critical for establishing a safe and caring ed students with further opportunities to Committee.
22 www.cassa-acgcs.caSummer 2019 23
Creating a Collective
Vision Through
Partnerships
This photo shows students developing social emotional learning skills with
the facilitators as part of the Social Emotional Learning for Families
(SELF) Program.
“Learning environments that promote and
support student and child well-being focus
on their cognitive, emotional, social and
physical development — a whole child/student
approach. This comprehensive approach aims
to improve student health and educational
success through the creation of healthy school
communities” (PHE Canada).1
T
By Cheryl Shinkaruk, Edmonton Catholic Schools
he Vision Statement for Edmonton Catholic
School’s Mental Health Strategic Plan says: Through
a continuum of supports, all students in Edmonton
Catholic Schools will be immersed within a culture
that supports their mental health and well-being.
With these words guiding us, the district has embarked
on a whole-community approach to health promotion,
which involves the four pillars of Comprehensive School Health: School Policy,
Teaching and Learning, Social and Physical Environment, and Community
Partnerships and Services. Through innovative opportunities for all students,
This Get Moving in the Hallways art features staff and parents, our schools cultivate a continuum of support for healthy liv-
a hopscotch pattern.
ing, active learning. We encourage students to develop the attitude and skills
24 www.cassa-acgcs.cato be healthy students by creating a culture development of social emotional skills and
of active learning within multiple environ- student leadership. This type of partner-
ments that extend beyond the traditional ship allows students who might not thrive
school environment. within the traditional school environment to
By allowing for flexible programming, be immersed in an alternative environment
the educational experiences follow a holis- which reignites their passion for learning.
tic model in which health and wellness are Having access to a swimming pool, ice
important contributing factors in empower- arena, gymnasium, fitness centre, turf field
ing students to reach their academic goals. and community kitchen allows students to
Through a multi-pronged approach, we aim meet their educational and life goals through
to support the needs of our students, so a healthy living lens. The student and teach-
they can reach their fullest potential, physi- er co-create the learning experiences that
cally, socially, emotionally, spiritually and are flexible and responsive to the strengths,
intellectually. We have established strong needs and interests of the student. It is truly
partnerships with multiple local, municipal a life-changing experience for our students
and provincial organizations that believe and their families!
educating children and youth is an impor-
tant shared responsibility. Get Moving in the Hallways
The following are examples of healthy In collaboration with our school dis-
living opportunities that engage active learn- trict occupational therapists, Edmonton
ing through collaborative partnerships: Catholic Schools has created a resource
for schools that promotes students being
Personal Pathways physically active, along with the develop-
This educational experience allows Grade ment of numeracy and literacy skills in the
4 to 12 students to attend school within a hallway areas. Initially launched in 2015,
The Personal Pathways City of Edmonton community recreation Ever Active Schools created the Don’t Walk
Program utilizes a
centre, which provides learning opportu- in the Hallways Resource, which is com-
community kitchen.
nities for physical literacy, healthy eating, promised of vinyl floor tiles that promotes
Summer 2019 25the passive environment of the hallways to have jumped two feet forward into our hop-
become more active and engaging. scotch by letters pattern!
Edmonton Catholic Schools expanded
upon the idea by creating a resource that Physical Literacy and Student
incorporates multiple options, including Leadership
the Ever Active kit, sensory numeracy and In collaboration with our local organiza-
literacy floor decals and a do-it-yourself tions and school leaders, we collected feed-
option that utilizes vinyl adhesive from a back on the question: What does physical
local distributor in Edmonton. This final literacy mean and why it is important? The
option allows for maximum creativity and end product was the production of a set
has led to patterns ranging from Indigenous of three posters, one each for elementary,
to curricular themes. This strategy promotes junior high and high school, that highlights
movement breaks between classes and cur- physical literacy as a lifelong journey for
ricular enhancement. Even parents and staff everyone and everywhere. These posters,
This eye-catching poster builds student awareness
about physical literacy.
created in both French and English, can
be seen in every school and not only do
they educate our students, staff and parent
community about the benefits of physical
literacy, but they spark the conversation on
how we can all become more physical liter-
ate while developing social skills.
Nutrition in Action
The paradigmatic shift in our under-
standing of the role of health and nutrition in
school-age children has fundamental impli-
cations for setting students up for success.
Canadian evidence has linked eating breakfast
and higher diet quality (including adequate
vegetable and fruit intake) to academic per-
formance (Sampasa-Kanyinga, H. and H.A.
Hamilton, 2017).2 Provincial, municipal and
local partnerships are critical partners to our
schools universally successful programs that
embrace cultural diversity.
Several collaborative partnerships have
developed between local organizations such as
grocery stores, church groups and volunteer
associations that focus on shared goals while
leveraging the strengths of the school and the
community, ultimately building capacity and
helping to ensure sustainability for the future.
Working closely with our national funders,
President’s Choice Breakfast for Learning and
Breakfast Clubs of Canada, along with our
provincial funder, Alberta Education, and our
local funders, E4C, Go Auto, and our own
Edmonton Catholic Schools Foundation, our
students receive healthy food choices, along
26 www.cassa-acgcs.cawith nutrition education, so they can make children to interact in a final activity that Shared vision is vital in order for partner-
healthy choices. Building innovative program- promotes active learning. ships to succeed because it provides direction
ming that not only fuels the body, but fills the and purpose. When schools inspire and sup-
mind is key to students being ready to learn! Parent Engagement Evenings port students, staff and teachers to be at their
In partnership with Alberta Health Services, physical, social, emotional, spiritual and intel-
Social Emotional Learning Edmonton Catholic Schools hosted a series lectual best, learning thrives!
Social Emotional Learning for Families of three Parent Engagement Evenings so par-
(SELF) program is a seven-week series that ents could learn about how to support their Cheryl Shinkaruk is the Manager, Programs
offers both a parent and a child learning com- child’s well-being. Topics included Social and Projects, with Edmonton Catholic Schools.
ponent about social and emotional learn- Emotional Learning: Supporting our Children, Holding a Master of Education in Curriculum,
ing. Embedded within our Mental Health Supporting Your Child’s Mental Health she continues to champion student healthy living
Strategic Plan, we recognize the importance Through a Holistic Approach and Breaking and active learning through a comprehensive
of developing social-emotional learning skills the Cycle of Anxiety: A Step by Step Approach. school health approach.
so students can build resiliency, communicate By working in collaboration with Alberta
effectively, make responsible decisions, and Health Services, we were able to bring for-
understand themselves and how they interact ward the importance of health and educa- References
with others. tion working together for our school fami- 1. PHE Canada. Healthy School Com-
The SELF© program is designed to meet lies. These sessions not only provided an munities. Retrieved from https://
the needs of any family who is interested in educational opportunity for our families, phecanada.ca/activate/healthy-school-
increasing the parent and child awareness but they gave practical strategies that could communities/health-and-education-
and skills in the area of social and emotional extend into the home environment. By are-interdependent.
learning. We specifically target children in engaging with the parents, we are able to 2. Sampasa-Kanyinga, H. and H.A.
our preschool program (100 Voices) and cultivate a continuum of support for healthy Hamilton, Eating breakfast regularly is
Kindergarten. Children learn social emotion- living, active learning that extends beyond related to higher school connectedness
al skills through play, while parents engage in the four walls of the school. and academic performance in Cana-
dialogue with their peers and learn skills and An investment in a healthy school dian middle- and high-school students.
strategies that will support their child. At the community is an investment in students Public Health, 2017. 145: 120-123.
conclusion of the session, parents join their being successful now and in the future!
Summer 2019 27Strategically Nurturing
Well-being for All
A Kindness Month hallway display at St. Olivier School
in Radville, Saskatchewan.
Students at St. Olivier School in Radville, Saskatchewan were asked to explain what they believe kindness to be, and this “kindness quilt” was created with their answers.
Creations from the Deep Learning Lab (which includes a 3D printer and laser cutter) for intellectual, social, physical engagement at St. Michael School in Weyburn, Saskatchewan.
28 www.cassa-acgcs.caA Wellness Wall for physical and social engagement at A sensory pathway in hallway at St.
St. Mary’s School in Estevan, Saskatchewan. Augustine School in Wilcox, Saskatchewan.
By Terry Jordens, Holy Family Roman Catholic Separate The BOKS program teaches physical, emotional and
social engagement at Sacred Heart School / École Sacré
H
School Division Coeur in Estevan, Saskatchewan.
oly Family At Holy Family we know that student
Roman Catholic and adult well-being is imperative to learn-
Separate School ing. Students who practice self-regulation
Division (Holy have the right mindset for learning. Once
Family) is a this strategy is in place, schools can more
small rural divi- effectively utilize NPDL and real-life expe-
sion located riences to deliver learning opportunities
in southeast Saskatchewan. Our mission that foster growth in global competencies.
for our 1,300 students is to prepare them
for success in navigating the economies of Well-being Teams
the 21st century, guided by Catholic values Schools have a crucial role to play in
and principles. In an effort to effectively developing support systems for students.
fulfill this mission, Holy Family’s founda- With this in mind, the creation of school-
tion is rooted in New Pedagogies for Deep level well-being teams has been an essen-
Learning (NPDL) (www.npdl.global). This tial step to the realization of NPDL in our
framework, developed by Fullan, Quinn and school division. At Holy Family, school-lev-
McEachan,1 provides a futuristically coher- el well-being teams consist of a combination
ent guidance to school divisions on how to of administrative personnel, school counsel-
transform learning for all students. lors, teachers, resource teachers and parents. A STEM box for intellectual and social engagement
The theory of NPDL provides a frame- The role of these well-being teams is at Sacred Heart School / École Sacré Coeur in
work from which to transform the role to implement programming, permeate Estevan, Saskatchewan.
of teachers into activators. Teachers as
activators are able to design learning
experiences for students that focus on
the building of global competencies. The
global competencies, called Deep Learning
Competencies in NPDL, are collaboration,
creativity, critical thinking, citizenship,
character and communication. The funda-
mental purpose of the NDPL framework is
that every student deserves to learn deeply
and have learning opportunities that will
lead to success in modern life.
Before our division implemented the
NPDL framework, there was a necessity
to ensure that our students and staff were
emotionally and mentally prepared. To
ensure this readiness, Holy Family strategi-
cally centred our NPDL plan around well-
being. As illustrated in the graphic, well-
being is the central focus of Holy Family’s
deep learning pathway, surrounded by the
NPDL framework.
Summer 2019 29well-being practice and language into are interwoven relationships among the that learners understand well-being is within
classrooms and schools, and design proj- dimensions of well-being. Holy Family the NPDL philosophy which guides our mis-
ects to focus students and staff onto an schools benefit from autonomy, allowing sion. At Holy Family, permeation of well-
area within well-being. Workshop time them to focus and implement initiatives being into all aspects of professional develop-
has been designated for school well- in their schools to support any aspect of ment has been and continues to be purposeful
being teams as an opportunity for these well-being. As such, Holy Family schools and carried out with clear alignment.
teams to focus on their 2018-19 well- have produced engagement for students Holy Family welcomes guests into and
being projects, targeting the uniqueness in the areas of spiritual, intellectual, from within our school division. We use a
of their school community. social, physical and emotional well-being. “Leading from the Middle” mindset, where
The photos display the varied way that teacher collaboration, networking, and pro-
Well-being Projects Holy Family schools engage students into fessional learning communities are part of
In the 2018-19 school year, school active and well-being learning. our professional development. Whether the
well-being teams applied to the division for guest we are learning from is one of our own
funding. These applications were project Professional Development or not, they provide new knowledge and
proposals that met the currents needs of Professional development around the input along the way of our NPDL journey.
their buildings in the area of well-being. The entirety of well-being is deep and wide Learning is concentrated on improving stu-
projects ranged in scope from the creation of at Holy Family. Focused, specific learn- dent achievement in academic outcomes and
Kindness Month to Mindfulness workshops ing happens and will continue to hap- global competencies, and the enhancement
with students and staff to a sensory path- pen. Our school division has targeted of learning experiences in general.
way installation. At the end of the school well-being learning for all stakeholders:
year, Holy Family school principals will be the board, central office personnel, teach- Connections
celebrating their stories on their well-being ers, support staff, students and parents. Critical friends, professionals who are
projects with senior administration. Speakers, workshops and specific learning supportive and offer candid feedback, are
have been meticulously selected to suit extremely important, especially to a small
Active and Well-being Student the audience, all the while guiding them school division such as Holy Family. Our
Engagement all to the same result. motto at Holy Family is to access, not
Educators know that well-being in not Throughout all well-being learning at Holy acquire. Networking, making connections,
a one-dimensional concept, and there Family, a dedicated goal has been to ensure consulting, and learning from our critical
30 www.cassa-acgcs.cafriends is common practice and part of the partnership that NPDL offers its members, for all through the development of school
Holy Family strategic plan. In the areas of Holy Family gathers knowledge and expe- well-being teams, well-being projects,
NPDL and well-being, critical friends and rience from other school divisions world- division professional development, and a
professional relationships have assisted in wide. These networks supply us with the strong focus on connections. Overall, we
illuminating our pathway in deep learning. information needed to continue our jour- know that healthy staff cultivates a healthy
As part of our strategic process, we have ney of building knowledge and practices environment for nurturing students in a
check-ins with internal and external critical in our schools to fully develop NPDL and positive story of learning.
friends. foster whole system change.
Internally, Holy Family has a Lead The unique factor in this framework Terry Jordens is the Superintendent of
Learner Group that is comprised of is that our Holy Family leadership has Student Services and Assessment at Holy
teachers, administrators and central centred its deep learning on well-being. Family Roman Catholic Separate School
office staff. This group leads the direc- Starting our NPDL journey with self-reg- Division #140 in Saskatchewan. Her role
tion of NPDL in our school division. ulation strategies in our classrooms, Holy involves working with schools and families to
Provincially and nationally, we have Family has strategically nurtured well-being meet student needs.
trusting relationships with C21 Canada:
Canadians for 21 st Century Learning &
Innovation, Dr. Jody Carrington, and
other school divisions. Internationally,
we focus on connections with NPDL and
World Business and Economic Forums.
These connections and relationships
offer Holy Family an objective point-of-
view, novel suggestions and an opportu-
nity to critically analyze our work. As a
result of our focus on connections, Holy
Family continues to grow and adapt to
make NPDL and well-being a strong base
upon which all learning relies.
Alignment and strategic relationships
are also an important part of connection.
Holy Family is deliberate when it comes to
the relationship between practice and edu-
cational targets. We achieve alignment and
direct connection by focusing on through
lines. NPDL and well-being are through
lines that have connections running from
our Provincial Education Sector Plan to
our Holy Family teacher deep learning
planning template.
This template specifically outlines
well-being development, outcomes, essen-
tial understandings, global competencies,
processes for deep learning experience,
evidence of learning, and reflection on
the process. It is used by Holy Family
teachers in the facilitation of learning
experiences for students in classrooms. In
reflection, teachers use a self-assessment
tool to evaluate themselves as facilitators
in all core areas of the Deep Learning
framework.
Summary
Holy Family’s educational philosophy
stands firmly upon the foundation of New
Pedagogies for Deep Learning permeated
by the Catholic faith. As part of the global
Summer 2019 31You can also read
