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CASSconnection
Fall 2011
the
The official magazine for the College of Alberta School Superintendents
g i n g
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E m u n
C om
Canada Post Publications Agreement Number 40609661
4 Fall 2011 • The CASS Connection
contents
The CASS Connection
The official magazine for the College of
Alberta School Superintendents
Fall 2011
Published for:
The College of Alberta School
Superintendents
#1200, 9925 – 109 Street
Edmonton AB T5K 2J8
Phone: (780) 451-7106
Fax: (780) 482-5659
Email: kath.rhyason@cass.ab.ca
www.cass.ab.ca
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9 Message from the Minister of Education
President & CEO 11 Message from the President of CASS
Jack Andress
Senior Publisher
Maurice LaBorde
Focus On...Engaging the Community
Editor-in-Chief
Shannon Savory Features:
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12 Family Programming: A Catalyst for Community
Editor
Alexandra Walld 18 Seeking Elder Counsel Through the Elder Advisory Council:
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Finance/Accounting & Administration
Making Our Learning Public
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20 When the Community Participates, Relevance Goes Up
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22 Supporting the Village that Raises a Child
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Jessica Potter Success Stories
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30 Getting it Right: Community Engagement in PSD
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32 Online Community Engagement Strategy:
Account Executives Conversations Toward Student Success
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Colleen Bell, Declan O’Donovan, 34 Participation, Feedback and Stakeholder Input
Jeff Boyle, Jeff Cash, Jim Hamilton,
John McDougall, Miles Meagher, Transforms Gifted and Talented Education
Peter Schulz, Reuben Abib, Rick Kuzie,
Rob Choi, Theresa Teixeira, 35 Enhancing Parent Attachment to School Communities
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The College of Alberta School Superintendents 5
The Honourable Dave Hancock | Minister of Education
I
t has often been said that it takes a that true community engagement is more
village to raise a child. That sentiment than inviting parents to school board
has continuing currency because it is meetings or sending out newsletters to
demonstrably true. However, one of the let them know what is going on in their
most important aspects of child rearing is children’s schools. All Albertans support
making sure children get the educational our education system through their taxes.
opportunities they need to succeed to the Yet, only about 25 per cent of Albertans
best of their abilities. This includes ensur- have children in the school system. This
“We will need the
ing they have ready access to often means that their engagement with
community supports and ser- the education system is marginal at best.
vices they may need to enable They may or may not understand what
help, wisdom and them to succeed in school. So,
in effect, it takes a village to
is happening in education and why. If
they do not understand, they cannot be
support of the educate a child as well.
Though it is unlikely there
supportive of our efforts towards trans-
formation.
broader community
are too many people who We need to engage the broader com-
would dispute that point, it munity in order to show them what we
creates some challenging ques- are doing and how the return on their
if we are to rise tions for all those interested in
education: How big is the vil-
investment will benefit the province in
the future. We will also need the help,
to the challenges lage? Who actually lives in it?
And what are their expectations
wisdom and support of the broader com-
munity if we are to rise to the challenges
of education
of the education system? of education our children in an increas-
I think all of us strongly ingly complex world. This will mean
believe that engaging commu- reaching out to communities of interest
our children in nities in the education of their
children is critical to the trans-
that, in the past, have not been invited to
the educational tent. This is particularly
an increasingly formation of Alberta’s Kinder-
garten to Grade 12 education
true for the business community that will
employ the students our education system
complex world.” system. What we need, how-
ever, is a clearer idea of what
graduates. We need to be certain we are
equipping our students with the skills
community engagement in the 21st cen- they need to be successful in the world
tury actually means and how it can best of work.
be achieved. This is going to require all of I am the first to admit that there
us to think differently about when, how is no single approach to community
and who we want to engage and why it is engagement. How it can be achieved will
important to do so. depend on local circumstances. However,
Community engagement is about as superintendents, I believe you have the
building solid, ongoing relationships knowledge, skills, attributes and commit-
rather than those that are issues-related ment necessary for you to be able to lead
and sporadic. We all need to accept your boards in the right direction. n
The College of Alberta School Superintendents 9
Roger Nippard
President
College of Alberta School Superintendents
T
he poet-teacher Gabriela Mistrial Success identifies research-based leadership its preamble, that “the collaboration and
wrote, “It’s vital to consider the practices having a demonstrated positive cooperation of all partners in the educa-
school not as one person’s house, impact on student achievement. Dimension tion system is necessary to ensure the edu-
but as everyone’s house.” Over the past two 8: Building and Maintaining Good Rela- cational success of all students.” It specifi-
years through transformational initiatives tions recognizes the importance of authentic cally places the responsibility on boards
such as Student Speak Out, Inspiring Educa- relationships between schools and families and individual trustees, to engage parents,
tion and the drafting of a new Education and the broader community. The Univer- students, staff and community on board
Act, educators have opened the doors of sity of Calgary Alberta Initiative for School matters. Collaboration with municipali-
the schoolhouse and Albertans have had an Improvement (AISI) review (2009) conclud- ties, other boards and community-based
opportunity to participate in a generative ed that parent and community participation agencies is required. This cooperation
dialogue about how we can best deliver is crucial for school success and provided and collaboration is deemed to be neces-
opportunities for student learning. concrete strategies for involving parents in sary to ensure that all students experience
Against the backdrop of “mandate schools. Aside from the AISI research the success. Our recent focus on generative
creep”, educators, policymakers and families academic literature corroborates that paren- governance has prepared us well to move
increasingly agree that schools cannot do it tal interest and involvement in their child’s in this direction.
alone. Children need multiple opportuni- learning can have a profoundly positive effect Successfully involving parents and the
ties to learn and grow—at home, in school on a child’s success in schools. Benefits cited community requires hard work but the
and in the community. The preponderance include improved school readiness, higher long-term results are well worth it. We need
of evidence in the research supports the student achievement, improved attendance, to both reach and touch our communities.
contention that when school staff, families and higher rates of school completion. Involving hard-to-reach parents and com-
and community members work together to While engaging parents is important, munity members requires strengthening ties
develop a system of supports for children, community partners are also a gigantic piece to community leaders, following through on
these collaborative efforts lead to better of the equation. Effective engagement is a commitments, developing trust and build-
developmental and educational outcomes. shared responsibility carried out everywhere ing relationships. It requires a firmer grasp
Moving beyond the traditional bake sale children learn. I would contend that histori- of the cultural and language barriers for
or construction of a new playground, to more cally our efforts at engagement have looked populations that have been historically mar-
authentic involvement of parents and the more like a divided highway than a two-way ginalized.
broader community, requires courage, hard street. It’s important to realize that learn- My first position at the school division
work and leadership. Jim Collins, in his manu- ing is increasingly taking place outside the level was that of a partnership facilitator so
script, Good to Great, notes that the “Lone physical walls of the schoolhouse. While it is I am very pleased that community engage-
Ranger” style of leadership in the social sci- important to invite the broader community ment was selected as the theme for this
ences is increasingly less pervasive and effective. into the schoolhouse, it is equally important edition. On behalf of the CASS Executive,
Green and Etheridge (2005), in a study of for schools to connect with the families I want to take this opportunity to thank all
eleven school districts, commented that, “new and communities they serve. Schools can contributors for sharing concrete examples
leaders were sought, hired or elected because of certainly benefit from the social capital of community-based approaches that stand
their inclusive leadership style. They exhibited expertise of community-based organizations in stark contrast to more traditional, school
particular traits that facilitated participatory and the authentic learning experiences they centric and individualistic approaches to
governance of the district and fostered collab- can provide. engagement. Your insights and practices
orative working relationships.” Our proposed new Education Act “ups are highly valued as we continue to move
The College of Alberta School Superinten- the ante” for the formal leadership in towards positioning our schools and divi-
dents (CASS) Framework for School System the education sector by referencing, in sions as “everyone’s house.” n
The College of Alberta School Superintendents 11Family Programming:
A Catalyst for Community
Edmonton Catholic Schools’ Early Learning Team is one example of how
a school district has demonstrated leadership in building bridges through
family programming.
Child and parent participants
in various Edmonton Catholic
By Corine Gannon, B.Ed., M. Ed. Schools’ Early Learning programs.
W
ithin the province of Alberta,
the Government supports
educational programming
that is in addition to the regular instruc-
tional time within the early learning (pre-
Kindergarten/Kindergarten) classroom.
This is referred to as Family (Orientated)
Programming, which traditionally was
designed for children identified with severe
needs. It materialized as one and a half
hour home visits where quite often, a social
worker would visit homes and do various
activities together with the parent and the
child, as recommended by the speech lan-
guage pathologist, occupational therapist or
classroom teacher.
As with all experiences, we recognized
the strengths and challenges with such a pro-
gram. We recognized as a district the value of
extended programming, where opportunities
were given to both parent and child together,
to continue the building and practicing of
strategies utilized in the classroom. This
helped to build stronger bridges with the
home and the school, and to provide some
additional individualized programming to and relationships with other parents and moderate or severe needs and English as a sec-
children with identified needs. We also rec- families were not able to develop. ond language learners) were grouped together
ognized challenges. As we built a bridge to In a quest to overcome these challenges, into more natural, organic environments.
school and home, we were not providing we re-designed our family programming. As we re-designed our family program-
opportunities to build these bridges into Along with this new direction, we revolu- ming for pre-Kindergarten, we also included
community, nor were we utilizing existing tionized our pre-Kindergarten programs so all our Kindergarten programs. The notion of
community resources in the spirit of aligning that rather than having segregated sites with working with family programming and offer-
and sharing community resources. Parents children with severe needs, we created more ing this to all our children was something that
were not brought out into their community, authentic community based pre-Kindergar- all our families could benefit from.
rather, sessions were typically conducted in ten programming where children with var- What began as a small brochure offer-
their home where networking opportunities ied abilities (i.e. typically developing, mild/ ing a handful of evening sessions for parents
12 Fall 2011 • The CASS Connectionand children to come together under typi- practice and build on the skills that the child
cal topics such as behavior and speech and needs to further develop.
language, is now a series of sessions and For example, as children explore the Zoo,
integrated disciplines that include speech a speech language pathologist works with
and language, occupational therapy, physical the families, modeling how to elicit language
therapy, adapted phys-ed and fine arts. It also from children and develop both conversa-
includes a variety of partners from around tions and vocabulary that is meaningful and
the city, within the context of early learning motivating for children.
environments and philosophy. One day, I had the opportunity to go and
In each program, various members from observe Little Shakers, our movement and
the Early Learning Multidisciplinary Team gymnastic program. Our physical therapist
participate and integrate their expertise into was in attendance together with a child who
each session in an inclusive, meaningful way had some challenges moving one side of his
to parents. As well, parents gain increased body. His parents were not only smiling but
awareness about what the city and other they were talking to other parents and they
community organizations and facilities have were laughing. Their child had a stroke earlier
to offer, to further support them and their that year and the family was a newer family to
child’s growth. Below are a few examples of Canada and had few supports.
our community based, family programming. In speaking with the family, they were
delighted to see their child participate in a
Little Movers program with other children. There was a nat-
This is an example of a partnership with ural mix of children with varying needs and
the City of Edmonton. At various rec- most importantly, they were all children first,
reational facilities around Edmonton, this together with their parents, enjoying both
umbrella title includes three different series relationships and a rich community hub.
offered at select sites. These programs are
an opportunity for parents to get active with Multi-cultural programming
their children with a series of swim classes Edmonton has a growing population of
(Little Swimmers), gym classes (Little Shak- new families from various countries. Multi-
ers) or exploring days at the Edmonton Valley cultural evenings have been most successful
Zoo (Little Explorers). In this way, parents and bring together the various cultures in a
are not only introduced to various facilities classroom. We have also developed specific
around the city but they are exposed to them cultural evenings that support building net-
in ways that build their capacity to strengthen works within the comfort of the families’ own
the quality of the visit with their child and language and nationality.
One of these programs is our Mandarin
series, which includes four sessions and
is facilitated by one of our Family School
Liaison Workers and a Speech Language
Pathologist who is also Mandarin. Manda-
rin food is brought in for dinner, parents
and children sing songs and rhymes in their
first language, and the SLP dialogues with
parents ensuring that parents continue to
honor their first language in their home and
with their children.
Families have enjoyed these sessions and
we have expanded them to include Spanish
and Vietnamese. Further to this, we offer
field trips to our new families to various facili-
ties around the city, so that they can learn and
participate in what the City of Edmonton has
to offer. It is not unusual on a family field
The College of Alberta School Superintendents 13Figure A trip bus to have three or four different lan-
Parent’s pre-participation goals for Parent’s post-participation comments for guage interpreters as well. Family field trips
attending Triple P attending Triple P. What is the most pow- include trips to Fort Edmonton, John Walter
erful message you are taking away from Museum, Muttart Conservatory, John Janzen
being involved with this group? Nature Center and the Zoo.
Wants to stay positive in parenting. I have a game plan now. Following is a story from Laura Moniz,
Address challenges with own child’s jealousy I feel in control as a parent even though my one of our Family School Liaison Workers,
with her family day home children. child has some challenges. who planned and facilitated a spring art proj-
Concerned about constant drama and acting I know who is driving the bus. ect night with families.
out behavior. I would like to share with you my “success
How to develop better listening skills. I know my role as a parent. story” of a family I worked with this year.
How to handle different parenting I have strategies that are working. This little boy joined us in September in
expectations.
the 100 Voices program. He was considered to
have little to no English and did not speak in his
mother tongue in Chinese. His parents were so
concerned about his lack of socialization that they
took him to China thinking that if he was around
his cousins, he would start talking and playing.
They returned from their trip discouraged
as Tim (not his real name) seemed to lapse even
further into his own world. His family doctor
recommended 100 Voices. Tim was also born
with Cerebral Palsy and wore leg braces. His
parents would carry him around most times.
After a few days in the 100 Voices (pre-Kin-
dergarten) program, his mom was convinced to
allow Tim to walk around the room on his own.
Our adapted Phys-Ed specialist suggested he
have his braces off for circle time so he could sit
with the others on the carpet. Although his mom
was hesitant, she began to allow us to integrate
him into all the activities and eventually felt she
could leave him with us.
I encouraged Tim’s parents to sign up for
family programs and this started to openTim’s
world up! He participated in Little Movers
and Little Swimmers—at first he was content
to just watch the other kids but soon he was
playing in small groups with the support of the
team. Tim’s parents brought him to my Spring
Art Project night. The kids were making kites
and decorating birdhouses and Tim had so
much fun that night; he had never used paint
or flown a kite. His parents were delighted to
see him giggling and smiling with the other
kids. At the end of the evening, Tim’s parents
came to me to thank me for the evening. Tim’s
mom had tears in her eyes as she grabbed me
and gave me the biggest hug I have ever gotten.
She said, “Tim like kids.” I responded, “Oh
yes, Tim loves to be with other kids.” His dad
quickly corrected me, saying, “no, no. Tim is
like his friends now.”
14 Fall 2011 • The CASS ConnectionSince then, Tim has been diagnosed with partnership with the Centre for Family Literacy have created a new music program entitled
High Functioning Autism. Despite a strong and they have provided training for our own Genesis Early Learning Music (GEM), that
recommendation from a doctor that he attend personnel to offer these sessions. Once again, will be offered to families at various locations
a segregated program for Autism, his parents these programs, although offered to our early across the city. This includes singing, dancing,
refused. They have expressed that they would learning families, have been implemented in listening and playing instruments and is free
have never seen the changes in him now had he many schools and have also been extended (like all of our programs). It is for parents and
not had caring people in his life that supported to the larger community. This is an excellent their children (birth to six years old).
his growth. They will be continuing on again opportunity for schools to open their doors to
next year and are very excited. Inclusion—and potential new families, as well as participate in Triple P Positive Parenting
feeling and being a genuine part of communi- some pre-transition programming for younger This series enables parents to find suc-
ty—are a great thing! children not yet in the school system. cessful strategies to deal with the challenges
This year, we have not only added addi- of raising children. The program aligns well
Community hubs/aligning services tional sites for Rhymes that Bind, but we with Alberta Education’s initiative to provide
We are also in the process of creating a
community-based center for our new Cana-
dian families. Mosaics (the bringing together
of different pieces into one site) is an early
learning family center for new families with
young children that serves both Edmonton
Catholic School families as well as other com-
munity families in the area, whether or not
they are registered in the school district.
In our room we will have an Early Learn-
ing Facilitator who will act as the Program
Coordinator and is already working with
a Family School Liaison Worker, building
partnerships with surrounding agencies to
provide an ideal “one stop” for parents. This
Early Learning Family Center will act as a site
for family programming, family networking
and will be an opportunity for agencies within
the community to offer additional program-
ming and services/resources to families.
The site also serves as the District ESL
Centre to all the families in Edmonton Cath-
olic Schools, and supports Language Instruc-
tion for Newcomers to Canada (LINC) pro-
gramming and child minding services.
Music and language programs
Rhymes that Bind, a program developed
by the Centre for Family Literacy, has been
widely received by hundreds of our families.
Rhymes that Bind gives parents and their
children (birth to six years) an opportunity to
get together with other young families to sing
songs, have fun and share a meal.
The six-week drop-in program promotes
positive parenting and language development.
Children learn about rhymes and rhythms.
While children have fun, parents learn new
ways to interact and enhance their child’s
speech. A few years ago we established a formal
The College of Alberta School Superintendents 15access to this program to build stronger in their own communities. For those families This fall, Edmonton Catholic Schools
families. Following is some pre/post data that who find it challenging to come to our ses- plunged into a new territory, providing
one of our social workers collected from the sions, this is another way for us to go to them formal education programming away from
parents who participated. It was collected at in their community. school and into the social heart of a com-
the beginning of one of these series and at the Partnerships are being developed with munity at a new recreational facility (Terwil-
end of the series (See Figure A). agencies who will hop on board the EMU legar Recreation Centre, City of Edmonton).
to provide enrichment that will engage com- The program has been so widely received,
Early Learning Mobile Unit munity children (birth to six years), both in that we soon had to open up an additional
For this school year, we are further expand- the educational system and those still in their classroom at the center. This newer concept
ing our community programs by building an “pre-transition years”. Many of these drop-in of school away from school—in the social
Early Learning Mobile Unit (EMU) that will programs will be open to all children and heart of the recreation center rather than in
travel to various locations in the city and offer parents, whether or not they are currently a traditional school—is where active living
programming to children and their families registered in Edmonton Catholic Schools. and pre-Kindergarten programming is being
fused together with our families and where
we are being challenged to redefine education
within the context of the 21st century.
Today, we have hundreds of family pro-
gramming sessions, many of which can be
located on our district website (www.ecsd.net)
under Early Learning. Be sure to take a look
and be inspired. There is no doubt that the
old African proverb, It takes a village to raise a
child, is most noteworthy. Although we are not
in Africa, it is very clear that if we are to sup-
port our families, it is the whole community
that needs to come together and embrace this
common goal that we all share. n
Corine Gannon, B.Ed. M.Ed., has been a
teacher and school principal for 25 years and is
currently the District Principal in Edmonton
Catholic Schools who supervises and coordinates
Early Learning.
16 Fall 2011 • The CASS ConnectionSeeking Elder Counsel Through the Elder
Advisory Council: Making Our Learning Public
The Calgary Board of Education is committed to personalizing learning
to achieve success for each student, every day, no exceptions.
By Dianne Roulson and Elizabeth Gouthro
I
n an effort to enhance our understanding One of the principles of personalized learn- that we long to create for others in our work.
of First Nations, Métis and Inuit (FNMI) ing is that “we learn to do the work by doing They have not told us we belong, but rather,
wisdom and teachings, and to serve FNMI the work, not by telling other people to do the have received us. They have not said they have
students well, our chief superintendent invited work, not by having done the work at some heard us, but rather, have listened. We have
Elders from Treaty 7 Nations to meet regularly point in the past, and not by hiring experts been moved beyond words by their teachings.
with some members of the Calgary Board of who can act as proxies for our knowledge about We have come to appreciate the significant
Education (CBE) staff, forming what has how to do the work.” (City, E.A., Elmore, R F. role the Elders play and why they are honoured
come to be known as the Elder Advisory & Fiarman, S.E., p. 33, 2010). We must also and esteemed within their various Nations.
Council (EAC). Our first gathering took place be willing to make our learning public. We have a growing understanding of what it is
in October 2010. We met five times during It is in the spirit of these ideas that we share to have pride in one’s culture and identity. It is
the 2010-2011 school year and will continue some of the learning and questions that have a pride that draws others in and expands as it
to meet during the current school year. emerged for us as a result of our involvement is expressed. Their acknowledgement of many
EAC has proven to be a powerful vehicle in the EAC. We do so to provide a glimpse Nations allows us (and others) to participate
for mutual learning and we would like to share of the complex interplay of our engagement with them and to be included.
some aspects of our own learning journeys, as as learners with the Elders and the tasks we It has been challenging to face, acknow-
influenced by our participation in it. We have have taken up together. Of course, our learn- ledge and witness the cultural destruction
found ourselves living the central tenets of our ing as adults must influence the learning of and devastation in the wake of the residential
district strategy of personalized learning. These students in CBE and student success is our school experience. At the same time, the Elders
include, beginning with engagement, being raison d’être. offer forgiveness and generosity in the midst of
active and effortful, assessing our learning One of the first thoughts that came to great suffering that leaves us, as learners, with
and allowing for transformation. Personal- mind when we paused to consider our own confidence in our capacity to heal and find our
ized learning, as it is understood in the CBE, learning and experience with the Elders resided way together.
involves a complex interplay of interactions around being struck by beauty. Being struck can A significant aspect of personalized learn-
around tasks that are deemed to be worth- be construed as a violent or hurtful act or in ing, as it is understood in the CBE, is that the
while. It is a living practice in which those some way being dealt a blow. But to be struck teacher teaches just the thing that the student
participating and the work in which they are by beauty is something else entirely. It is kind- needs to learn next. Therefore, we are never
engaged, are each influenced and shaped by er, somehow, and yet its impact remains great. relieved of having to ask ourselves, “what is
the other. See Figure 1. We have been overwhelmed by the beauty of our next level of work” at this particular time
the culture(s), wisdom and teachings that flow and place and in the company of one another?
from the Elders. They have both touched and As the Elders have shown us repeatedly, our
changed us. There is a gentleness and generos- next level of work will always depend. They
ity that we have felt in their presence, even continue to teach us what it is we need to learn
when the lessons we have learned have next and, in doing so, our work takes on a dif-
been jarring. ferent shape as we strive for success for every
We have felt a sense of belong- student, every day, no exceptions.
ing in the presence of the Elders Our experience with the Elders has been
humbling and unsettling as well as calming.
Figure 1. Personalized learning. This
We have felt accepted while also having had
image is from: City, E.A.; Elmore, R.F.,
Fiarman, S.E., & Teitel, L. (2005). our thinking and way of being in the world
Instructional rounds in education: interrupted and challenged. Their teachings
A network approach to improving have caused us to think differently and to take
teaching and learning. Cambridge, time to pause. We are learning, albeit slowly,
MA: Harvard Educational Press.
how to hold questions in silence, in thought-
ful pause, as a sign of deep respect for the
18 Fall 2011 • The CASS Connectionquestions themselves and for our work togeth- promise of learning/as unique/as every student? specialist, principal and, most recently, as man-
er. Historically, we have often felt the need to The spirit of these questions is reflected in the ager, Diversity, Learning Services. Roulson has
fill the silent space and are discovering how to Niitsitapii (Blackfoot) value of Ihpipototsp, a B.Ed, M.A., and Ph.D. from the University
allow questions to simply sit in-between us. calling us to question our purpose for being of Calgary.
We can see our way forward when we are wherever we are and how we will live what we Elizabeth Gouthro has been with the CBE
working like this together in the EAC—not learn. Although this definition does not give for 38 years. She has served CBE students in
the way forward but many ways forward. the language the depth of interpretation that it a variety of roles including teacher, assistant
The Elders teach us but do not provide us an deserves, it helps us begin. n principal, principal and director. She is cur-
answer. They teach through story as we are rently director, Learning Services. Gouthro has
able and willing to listen. As we anticipate a Dianne Roulson has been with the Calgary a B.Sc. from St. Francis Xavier University, a
new year of learning with the Elders, we ask Board of Education (CBE) for 25 years. She B.Ed. from Acadia University, an M.Sc. from
ourselves, why does this work matter and has served CBE students in a variety of ways Dalhousie University, and an M.Ed. from the
how will our learning contribute to the CBE’s including classroom teacher, assistant principal, University of Calgary.
The College of Alberta School Superintendents 19When the
Community
Participates,
This student artwork
represented the theme
of the convention, The
Relevance
Road Trip to Success.
Goes Up
By Bryan Funk and Alexander (Sandy) McDonald
The student-planned Road Trip to Success convention exceeded expectations.
W
hen school improvement is career convention, built upon significant community in making the event a suc-
discussed, the issue of how student input and extensive community cess. Two of the school’s goals, success
engaged students are in involvement, are described and the lasting for all and social responsibility, would
their learning is discussed frequently as benefits of the event are shared. be supported through the activity and
well. When students are not fully engaged students would be engaged in building
in their learning there are many conse- Planning and implementation self-awareness regarding their individual
quences, including students not completing Connecting with community is strengths as well as supporting their
high school. As a result, increasing high important at Derek Taylor Public School development as lifelong learners.
school graduation rates is a priority for and students are constantly reminded Prior to the convention days, ground-
educational systems across North America. of the important role they play in the work was done in two areas. Students
Many factors influence high school comple- neighbourhood and the city. As a new were guided through several days of activ-
tion and the complex problem is one that school opening in 2007, staff at Derek ities to help them identify their interests,
should be given consideration long before Taylor decided early that community- skills and strengths. This newly devel-
students enter high school. One strategy based learning opportunities were a pri- oped self-awareness was later used for
for improvement is to help students see ority. Engagement with parents, field choosing individual sessions during the
school as relevant and identify connec- trips off campus and inviting guests into convention. Students were also surveyed
tions between their interests, the work the school are opportunities to develop before the convention to rate how much
they do in school and their future. In and practice the skills that help connect they knew about their strengths. Using
their 2009 book, the Fourth Way, Andy students with their community and are the information about themselves from
Hargreaves and Dennis Shirley addressed organized whenever it was possible and the lead-up activities, students worked
this concept, stating increased commu- relevant. with staff to select sessions to attend that
nity engagement and giving students a In October of 2008, staff began dis- reflected these results. Students were also
larger role to play in educational change cussing the topic of student engagement encouraged to explore one area outside of
are two strategies to improve education. and ways to help students make the their strengths as well. When the event
The purpose of this article is to describe connection between school and life after was over students were surveyed again to
how Derek Taylor Public School, in Grande school. Talk centered on ways to help assess the growth they experienced as a
Prairie Alberta, attempted to create the con- students learn more about themselves result of the convention.
ditions for increased community engage- and connect their interests to careers. Secondly, the student convention was
ment and student participation in influenc- Planning for a Student Career Conven- designed to be hosted by the students for
ing their own learning. The planning and tion began. The priority for planners the students and they were given ownership
implementation of a Grade 6 to 9 student was to involve students and the entire of the many roles necessary to make such an
20 Fall 2011 • The CASS Connectionevent successful. Students embraced owner- enhanced their participation and made a community and get a glimpse of their
ship and came up with the convention title, dramatic impression on the entire school future. By hearing community members
designed the logo, welcomed the guests into community. speak about the path they took from school
the building, directed presenters to their to work, students had more chances to
sessions and generally helped with setup Lasting benefits understand the path that lay before them.
and implementation. The Road Trip to Success convention Seeing how their interests and strengths
The great unknown was whether or exceeded initial goals, achieving success in junior high can ultimately influence life
not the community would see the benefit on many levels. From the perspective outside of school after graduation helped
to the students and connect with them. of student engagement in the learn- reinforce the relevance of school for stu-
Presenters were encouraged to speak to ing activity, staff could not have been dents.
the students about their careers as well as more pleased. Students were visibly and The Road Trip to Success increased
the life path they took to end up in their actively engaged in all of the sessions and student engagement at Derek Taylor
current roles. The challenges presenters the presenters were consistent with their Public School, gave students the oppor-
had to overcome to achieve personal and praise for student behavior. tunity to engage with their community
professional goals were a common discus- Additionally, the post-convention sur- in a very positive way, and hopefully will
sion topic with students. veys showed students experienced significant stay with them as they all complete high
Presenters were also asked to make the growth in self-understanding. The benefits school successfully! n
session as hands-on as possible, which led to of the convention were evident among the
a high level of engagement by the students. school’s parents as well, who reported high Bryan Funk is the Vice Principal of Derek
The question and answer sessions that levels of satisfaction on district and provin- Taylor Public School, located in the Grande
occurred helped students gain first hand cial surveys regarding the school’s ability Prairie Public School District. Alexander
experience from experts in the community, to prepare students for the world of work. (Sandy) McDonald is the Director of Edu-
which was an impressive benefit! By having the opportunity to choose ses- cational Technology for the Grande Prairie
The opportunity for the adult members sions they wished to attend based on learn- Public School District. Follow him on Twitter
of our community to talk about their pas- ing inventories, students had a chance to at acmcdonaldgp or check out his blog: http://
sions with the future of our community engage with passionate members of their over40andstillinschool.blogspot.com.
The College of Alberta School Superintendents 21Supporting the Village that
Raises a Child are properly supported.
Immigrant children will succeed if they
By Cathy Cameron, Kathleen Finnigan and Paul Mason
W
ith continued growth of immi- to provide joint supports and connections. approximately 6,700), an increase of approxi-
grant families in central Alberta, The school becomes a focal point in this learn- mately 11 per cent since 2010. The provision
Red Deer Catholic Regional ing village through the development of trusted of supportive ESL learning programs extends
Schools has adopted a full service model to relationships and ensuring quality education across 16 neighbourhood schools throughout
support newcomers to their school commun- for children. To complete the triad between the division from Pre-Kindergarten through
ity. This model is built on the concept of the school, family and community, local parishes to Grade 12.
collaborative learning village; a belief that chil- have a significant role in our village concept. Support from the Central Services team
dren will succeed in school when newcomer Red Deer Catholic Regional Schools has an at Red Deer Catholic has been critical to the
families successfully integrate within the com- ESL student enrolment of almost 700 children program’s overall success through the delivery
munity as a result of stakeholder collaboration in 2011 (with an overall student population of of professional development in the areas of
instructional and assessment strategies, stan-
Father Martin Carroll takes dardized reporting and program evaluation. An
time from Sacred Heart Parish ESL Reception Centre provides a central loca-
to learn about which countries
tion where families are supported through the
the students in Red Deer
Catholic Regional Schools lived registration and intake process. During intake,
before arriving in Canada. family interviews are conducted and student
assessments are completed. This provides key
information to neighbourhood schools prior
to the student’s arrival.
To appropriately welcome new students
to their neighbourhood school environment,
Red Deer Catholic has established a Stu-
dent Ambassador Program. Based on the
Alberta Education’s ESL Guide to Implemen-
tation, Ambassadors are given the opportun-
ity to demonstrate servant leadership skills
by welcoming and supporting students with
orientation, establishing new friendships and
Student Ambassadors familiarizing the new students with cultures
welcome parents with a and customs that are taken for granted in our
“Morning Muffin Mingler”. Canadian schools. Student Ambassadors and
staff receive training in order to provide con-
sistent services across the division.
As a result of this program, new students
gain a positive start which is encouraging
for parents and opens the door for ongoing
relationship building between the school and
family. The Newcomer Orientation Week
(NOW) model is successfully implemented
for high school students whereby a week long
orientation course is offered at the beginning
of the school year to develop ambassador
leadership for newcomers and further connect
students positively to the school community.
22 Fall 2011 • The CASS ConnectionNeighbourhood schools are encouraged to priests are well-known to our students and neighbourhood school level. Because of the
provide opportunities for family interaction families as they visit schools regularly to collaborative efforts between our schools, our
and engagement. Across the division, these visit students and staff, bless prayer centres, churches and our community, newcomer
activities have included Parent Advisory Coun- take part in school events including liturgies families are integrating and embracing their
cil, international potluck dinners and talent and Masses, and to support sacramental new lives here in Canada. n
nights, Parent Information Nights, and school preparation in the various grade levels.
celebrations such as awards and Masses that are As the village continues to grow, so does Cathy Cameron is a Vice Principal at St.
open to families. In many of these activities, the importance of providing timely services Patrick’s Community School and is the Red
interpreters and/or translators are required to and supports to immigrant families new to Deer Catholic Regional Schools ESL Division
support parents and family members that have Canada. Even in a community with over Lead. Kathleen Finnigan is the Associate Super-
not acquired the necessary English skills to 90,000 people, new families in Red Deer intendent-Student Services at St. Patrick’s Com-
fully communicate with staff. are feeling welcome due to the personal rela- munity School. Paul Mason is Superintendent
In Red Deer, a crucial partner in the deliv- tionships and caring approaches used at the of Red Deer Catholic Regional Schools.
ery of the collaborative learning environment
has been the Central Alberta Refugee Effort
(CARE), a not-for-profit community organiz-
ation that, in cooperation with Catholic Social
Services (CSS), provides settlement services
for new Canadians. The services provided by
CARE include settlement support in schools,
interpreter/translation services during registra-
tion and intake, support for parent/teacher
interviews and family/school events.
As an example of community collabora-
tion, an initiative was undertaken between St.
Patrick’s Community School, CARE and the
local Family and Community Support Servi-
ces (FCSS) program to provide Focus on Fam-
ilies, a positive parenting series that included
information sessions on nutrition, positive
discipline, school culture and volunteerism
through service learning. Each session of the
series was delivered to a capacity audience.
The series concluded with “An Evening
of Advent” celebration hosted by 35 program
participants and was attended by over 400
students and families. In addition, immigrant
parents are now personally invited, through
the support of CARE interpreters, to Parent
Advisory Council (PAC) meetings and Joint
School Council meetings to ensure their voices
are heard as we continue to meet student needs
within our school division.
Our Catholic faith is foundational in
making Christ known to children and for
that reason, our local parish communities
are instrumental in helping to welcome and
include new children and families. Many of
our new families choose Red Deer Catholic
Schools because of their Catholic roots from
their home countries, and for that reason
the connection between school, family and
church is critically important. Our parish
The College of Alberta School Superintendents 23Advertorial
On-Site Signage:
A Communication Win
W
hile Facebook and newspapers, or mailing out flyers in the Marquis signs communicate practical infor-
pages and web- catchment area. This is no longer necessary mation. “Getting information out to parents
sites are playing with his school’s highly visible marquis sign. and the community is critical,” says Betsy Lin-
a greater role in Signs are economical, with purchase price and nell, co-chair of the parent advisory committee
improving school installation typically costing less than $10,000. for Signal Hill Elementary in Pemberton, B.C.
communications between staff, parents and Colt Chesney, an architectural technician with “Parents are busy and sometimes need a visual
students, marquis signs on school property the Calgary Board of Education, says 90 per reminder. There have been instances of parents
remain valuable tools to engage the broader cent of school signs are purchased with funds forgetting about a Pro-D Day and arriving to
school community. raised by parent committees. drop their kids off, to a locked school. Paper
Leo Letourneau, principal of St. Stanislaus The purchase and installation of mar- notices get stuck in backpacks and often do
School in Edmonton, has made it a prior- quis signs has also become a district-wise not make it into parents’ hands.” Not to men-
ity to have an on-site sign at every school he initiative. Bernie Girardin, Superintendent tion report cards.
has worked at. Marquis signs are an effective of Business and Operations for Saskatch- “We have to operate with a business men-
way to relay information such as term start ewan Prairie South School Division No. tality,” says Letourneau. “Each child at your
and end dates, fundraisers and parent-teacher 210, recently purchased 22 signs for his school means upwards of five or six thousand
interviews. district. He says, “we wanted all our schools dollars for the school. I tell people that with
Letourneau recalls the expense of placing to reap the benefits of these effective com- two new kids at your school as a result of your
ads for kindergarten registration in magazines munications tools.” sign, you’ve paid for that sign.”The College of Alberta School Superintendents 25
26 Fall 2011 • The CASS Connection
A Passion for Learning
Success stories
Helps Build a Library in Peru
By Tannis Emann, Joanne Lambrinoudis, Laurie Renton and Natalie Veldhoen
G
rade 3 students at Battalion Park Connections, such as the one at Battal- learning truly came alive for students and
School in the Calgary Board of ion Park, would be difficult for schools to resulted in a connection to the people of
Education (CBE) are bringing undertake without the support for innova- Q’enqo and a desire to make a difference.
their own perspectives and experiences to tive practices. The role of Learning Innova- The Grade 3 students were moved to action
the social studies curriculum. Through tion, a CBE service support unit, is to as they discovered how challenging it is for
active inquiry and engagement, fostered by work with schools to create new images the people in Q’enqo to meet their basic
synchronous online connections, students of teaching and learning in a personalized needs, something many of these Calgary
constructed meaning in the context of their context and focusing on global citizenship. students never have to consider.
lived experience. As such, they gained a Ongoing collaboration and a relationship With drive and passion, the students
genuine understanding of what it means to of trust between Learning Innovation and began to coordinate, organize and plan
be global citizens by connecting with the schools such as Battalion Park ensures that fundraising events by generating support
small, rural village of Q’enqo, Peru through schools leverage opportunities to enhance from the school and parent community.
the use of video conferencing and Skype. As the learning environment for their stu- Although the students had hoped to use
this organic experience blossomed, students dents. these funds to purchase sports equipment
realized the potential within themselves Last November a video conference for the children of Q’enqo, it became quick-
to contribute to a positive change in the kicked off a year long journey for the Grade ly apparent that the needs were so much
world. 3 students and a passion was sparked! The greater. Through their connections, the
students connected with a CBE employee students came to realize that several years
and his children while they were Peru. Stu- before, Q’enqo had been forced to aban-
dents were able to experience, through con- don a school library project due to lack of
versations, authentic and real time informa- funds. Through a variety of student-driven
tion about life in Peru from the perspective fundraising efforts the Grade 3 students at
of children their own age. Battalion Park School were able to make
This opportunity increased the students’ a significant donation that will fully fund
level of engagement and as they processed the renewal of the library project, including
the experience, they generated many ques- renovating a building, constructing shelves,
tions, illustrating the natural development transporting materials and most import-
of true inquiry. Due to a lack of full antly purchasing books.
video conferencing capabilities needed for The scope of this experience reflects
future connections, the school approached the growth of Battalion Park Grade 3 stu-
Battalion Park School connection to Q’enqo, Learning Innovation about using Skype to dents’ global awareness as they learned their
Peru school library project. continue the synchronous communication. actions could positively affect people else-
Consequently, the school participated in a where in the world. The Grade 3 students
Skype pilot project and it proved essential successfully brought together their school
in creating an environment for seamless community to truly make a difference and
connections and relationship building with become agents of change in a community, a
people in Peru. continent away. n
Through stories from primary sources
about the land, the people and the chal- Tannis Emann is a Learning Leader at
lenges of everyday life in rural Peru, Calgary Battalion Park School. Joanne Lambrinoudis
students developed a rich awareness, under- and Natalie Veldhoen are Specialists, Learn-
standing and appreciation that exceeded ing Innovation. Laurie Renton is a teacher at
any textbook or Google knowledge. The Battalion Park School.
The College of Alberta School Superintendents 27Success stories
28 Fall 2011 • The CASS ConnectionCommunity Partnership Night
Success stories
at Edmonton Catholic Schools
By Carol Durnford, B.Ed. M.Ed.
based situations, and “Beyond the School”
speaks to the acquisition of skills and com-
petencies, which are expected in high per-
formance work organizations. Skills such as
team work, self-management skills, prob-
lem solving, communication and decision
making are all skills which can be nurtured
through direct learning experiences and
studies that connect students with interac-
tions and experiences outside the school
environment.
T
he ancient African proverb, “it takes the skills learned through direct first-hand Establishing partnerships and encour-
a whole village to raise a child” holds experience is imperative in a growing tech- aging community involvement through
true in our 21st century schools. It nological world (Dow, 2009). This message inquiry-based learning is an initiative in
takes many people to teach a child all that applies even more so today, where the skills Edmonton Catholic Schools to encourage
he or she should know and so community and attitudes that can be developed through the direct exploration of authentic learning
is very much involved in the education and authentic and direct learning experiences is experiences for students.
growth of children. This was true in an critical in a rapidly changing world. On October 12, 2011, approximately 15
African village many, many years ago and is The Galileo Educational Network community groups will come together to share
still true today. (2011) describes inquiry as a study into a what their organization can do to support
We might argue that community has worthy question, issue, problem or idea. It teachers in providing an opportunity to con-
become even more important in a global is the authentic, real work that someone in nect the curriculum with the community.
society. Children are exposed to many the community might tackle. One dimen- Post secondary organizations, profes-
facets of our world via the Internet. They sion of inquiry as given by the Galileo Edu- sional organizations, and educational sup-
can research almost any topic and reach out cational Network (G.E.N.), is authenticity. port organizations will be on hand for
to many communities around the world. An element of authenticity, involves stu- teachers to explore the potential classroom
However, this second hand research should dents involved in studying a question that partnerships towards student learning.
not be the only exposure children have to not only has meaning to the students, but It takes a village to raise a child, and the
the world around them. The world is a also would be a question an adult working ECSD Community Partnership Night is
fingertip away yet it still can remain at arms in the community might tackle. Through helping to strengthen our village. n
length if we stop here. this authentic exploration, students might
In order to help students develop skills have the opportunity to contribute knowl- Carol Durnford, B.Ed. M.Ed., is an AISI
to maneuver this fast paced world, we need edge and experience back to the community Inquiry Consultant for the Edmonton Catho-
to help them explore their natural curiosity and discipline. lic School Board.
about the world around them and experi- Among the other eight dimensions of
ence the world first hand. They need to inquiry, as outlined by G.E.N., are several References
interact and experience their communities with direct links to the importance of com- Dow, Peter (2009). Why Inquiry? A
in real time. Entrenched within inquiry- munity in education. The dimension of Historical and Philosophical Commentary.
based teaching is the connection to com- “Active Exploration” is described as a study Foundations Volume 2: A monograph for
munity. which requires students to spend time doing professionals in science, mathematics, and
This isn’t a new concept. John Dewey fieldwork, interviews, and studio work, in technology education, National Science
in the early 1940s was a strong advocate for authentic working environments. Foundation.
inquiry-based teaching in which children “Connecting with Experts” is a dimen- The Galileo Educational Network
are allowed to learn from direct experience sion that requires students to observe and (1999-2011): www.galileo.org
and he maintained that the importance of interact with adults in a variety of work-
The College of Alberta School Superintendents 29You can also read
