Trustee Tracks

Planning for Transformation in Education

2012-01-26T12:48:00.000-08:00

"Transformation" is a buzzword being thrown around the education sphere these days. Yesterday at our Northern Lights School Division No. 69 board meeting, Gregory Schroeder of Integrowellness reminded us:

"Transformation almost always involves death. You often have to let go of something before something new comes."

He challenged our board to think about things in education that may have to die before transformation can occur. Here are some of the ideas we discussed:

Classroom structure (Desks in a row in a classroom where students are all the same age)
Instruction methods (Teachers standing at the front of the classroom dispensing knowledge)
Special education (Segregation of students)

Our board is preparing for our next three year plan cycle. We have hired Gregory Schroeder as a consultant to help us gather feedback from our communities. These are some questions he asked us:

What perspectives do you bring to the table? (He used the illustration of a person on a train dropping a pebble. That person sees the pebble dropping straight down. A person watching the train go by sees the pebble dropping in an arc. Two different perspectives, but both accurate.)
Whose voice are we missing?
What has happened in your school division in the past 3-10 years that really excites you?
Where do the innovative and creative ideas come from?
What event has been transformational in your life?
What is "true north"? Where do we take our bearings from? What is going to stay consistent while things change?

Mr. Schroeder reminded us that we are looking 20 years down the road and planning for three. His closing challenge was: "If you could do anything, what would you do?"

If you live in the Lakeland area and would like to give input to help NLSD in our planning email us!

Education in the News - Alberta

2012-01-23T09:46:00.000-08:00

Education is becoming a more popular topic for discussion. I think this is great! The past three years I have often heard other trustees ask how we can get more people engaged in education. Slowly, but surely it seems to be happening. Here are some topics that have been in the news lately:

Alberta Education Act. Many people have been involved in discussing changes to the current School Act. In November and December community consultations were held to get feedback on the proposed Education Act which is to be tabled in the Spring sitting of the legislature. A news release came from Alberta Education on January 10th. Several responses have been given since, including one from the Edmonton Journal on January 11th.

Provincial Achievement Tests and Provincial Diploma Exams. Premier Redford stated that the grade 3 and grade 6 achievement tests "should be abolished" and the discussion is continuing around the Province. Lately, the discussions have also included the weighting of the provincial diploma exams.

Secular education in Morinville. For months now, some parents in Morinville have been requesting secular education for their children. A temporary "solution" has been offered. We are still waiting to see what the final solution will be. A case has been filed with the Human Rights Commission as the parents seek resolution to this issue.

Wind Power? Up to 40 school boards around the province are obtaining information and discussing the option of supporting a wind power project. Northern Lights School Division No. 69 was presented with initial information at a board meeting on January 11th, 2012 and is requesting more information before a decision is made.

Tripartite Discussions. Representatives from the Alberta Teachers' Association, Alberta Education, and the Alberta School Boards' Association are meeting to discuss possible changes to teaching contracts. The current agreement expires in August, 2012. Check out these articles:

Conference: Learning Disabilities Association of Alberta (Part 2)

2011-12-30T18:33:00.000-08:00

On the second day of the conference, David Chalk continued to challenge us:

Educators need to use the power of the mirror neurons in their teaching.
Henry Ford was dyslexic. He wanted to create an efficient V8 engine. His own board of directors charged him with the inability to run his company. Fortunately, the judge ruled in Henry Ford's favor stating that anyone who is smart enough to know he can't know everything is smart enough to run his own company.
As a parent take a look at what your home is like. Any child will survive if they have love and empathy. Make your home a safe haven for your child. Children need role models and discipline. We can't just expect the school to fix it. If the father is absent, find another role model for your child.
20% of all CEOs are dyslexic; leaders need to be creative. Being an entrepreneur is high risk/high reward. If you look at the evidence, it will usually tell you "don't do it!" Entrepreneurial organizations need to be active in schools, telling students what it is like to be an entrepreneur.
We need to give children goals. Allow them to make their own goals. When a person is passionate about something, 60-70% of the problems disappear. Encourage your child to make a "vision board" - can be as simple as a collage of pictures.
Education is NOT the end game; life is. Turn the pain into passion. The only way you can get to goals is to choose. Once you move in a direction with passion and energy, people will come around and support you. If we give learning disabled kids goals, support, and tools, they will thrive.

Creating an Environment for all Learners - Richard S. Fowler Catholic Junior High School (St. Albert)
This school of 309 students and 25 staff, which is fully inclusive, took on an IPod project. In May 2011 all teachers were given IPods to take home over the summer, pick apps, and discover uses for themselves. Teachers were also supported through a variety of PD activities. In September 2011 all students had access to an IPod (or compatible device) during school hours as well as at home, which was either personally owned or borrowed from the school library. The IPods are required to be on "airplane mode" during school hours. The project has been very successful - adjustments have been made to resolve issues.

Math Apps: Freddy Fractions, iFormulas, Math Drills Lite, MathBoard pd app, Number Line, Graphing calculator, MathTasks, Perfect Maths Tool
Science Apps: Convert Units, Planets, Stars, Star Walk, Science Glossary, Elements SB, Periodic Table, EMD PTE
General Apps: myHomework, Dragon Dictation, BrainPop, eReader, Audiobooks, Kindle, Holy Bible, Catholic Calendar, NFB, CBC News, Stocks, TED, What Knot to do, French/English Dictionary, Showbie, Whiteboard
Physical Education Apps: Workout Trainer, THI Personal Trainer, Running Log, Pedometer HD, Nike Training Club, Human Body Facts, Injuries and wounds, iReferee, First Aid

Mind-mapping with Mindview4
Most people think in pictures and yet most of us take notes in a linear version. Mind-mapping is a powerful tool for learning, instructing, and writing, as well as a prep for voice recognition software.

Conference: Learning Disabilities Association of Alberta

2011-11-28T21:42:00.000-08:00

On November 24th and 25th I joined about 150 teachers, psychologists, and parents at the Learning Disabilities Association of Alberta conference - Transcending Barriers: Leveling the Playing Field for All in Red Deer, Alberta. I had the privilege of participating on a panel which opened the conference, along with Dr. Lorraine Stewart from Alberta Education and Deborah Lewis, Superintendent of Calgary Public Schools. We discussed The State of Special Education Reform: Challenges and Opportunities and shared some common themes:

Our Alberta education system needs to change - be transformed (In the words of a former trustee, we need to work until every student is "privately happy and publicly useful".)
Teachers need to receive adequate training, tools, and support if we expect them to do their jobs effectively. This is especially true as we move towards a more inclusive setting.
Inclusion is an attitude, not a place. Inclusion is not a one-size-fits-all model, but rather a flexible model where the best interests of each student as well as the community of students are served.
Education is the responsibility of the whole community, not just the school. We need to collaborate for the benefit of students.

Karlene Chorney shared research she did for her master's program: What Teachers Say They Need. She shared that most teachers feel totally inadequate to meet the needs of today's students, especially those with "special needs". The teachers who participated in her research gave the following items as their "wish list":

Smaller classes
Some method of mentorship
A collaborative model for professional development
A shift in student recognition practices

She reminded us that teachers want to know that someone notices the work they are doing and shared the following video to make her point:

Kathy Howery shared a session called Universal Design for Learning (UDL): What is it, and why should I care? She challenged us to make sure that kids who do things differently have a mentor and know they are not the ONLY one who is "different". She reminded us that glasses are the most common type of "assistive technology" which enable people with a "disability" (not being able to see) not to be impaired. UDL does NOT create one way to do things, but rather creates a flexibile system where multiple learners benefit. Two resources she suggested are:

CCProse "CC Prose is dedicated to making classic literature accessible to people around the world. By combining high quality audio, large print text, synchronized closed captions, and machine translations in multiple languages; we provide something for everyone."
http://robertmunsch.com/books where you can choose to either read Robert Munsch's books online or listen to Robert Munsch read his own books aloud.

The keynote speaker was David Chalk, who was told he would never succeed because of his learning disabilities. He shared the terrible experiences he had as a child in an education system that didn't understand him and called him lazy, stupid, and retarded. He also told us about the safe haven his mother provided for him and the way she nurtured and encouraged him to develop his unique abilities. When he graduated from high school, David was told he would either be a ditch-digger or end up in jail, or maybe even end up dead. By the age of 19, he became the youngest Canadian to earn his commercial pilot's license. He earned his first million dollars by the age of 22!

"It's not that you can't do it when you're learning disabled; it's that the environment is not conducive. Assistive technology helps, but the school system is flawed in many, many ways."

Look for my next blog post which will cover the sessions from day 2 of the conference.

Community Engagement & Generative Governance

2011-11-02T13:51:00.000-07:00

NLSD Board & Administrators meet with local MLAs

The Board of Trustees for Northern Lights School Division No. 69 has set a goal for itself of improving community engagement. This past year the board was involved in the following meetings with community groups and politicians:

School Council/Board Meeting November 15, 2010 (The board meets with school council representatives from around the school division to hear about successes and struggles from the perspective of parents.)
ATA Local/Board Supper Meeting December 8, 2010 (The board meets with local Alberta Teachers' Association representatives to build relationships and share information)
Public Engagement Meeting in Bonnyville January 12, 2011 (This was an open forum where the board asked people to share what they thought was important in education.)
Public Engagement Meeting in Lac La Biche January 26, 2011
Public Engagement Meeting in Cold Lake February 9, 2011
Meeting with MLA Leskiw and Minister Danyluk February 18, 2011 (An opportunity for the board to receive information from our local MLAs and also share our school division's priorities with them.)
Meeting with Lac La Biche County Council February 22, 2011 (We have been meeting regularly with the council to advocate for new schools in the Lac La Biche area. We were very pleased to welcome Premier Stelmach and Minister Danyluk to Lac La Biche in June 2011 for the announcement of a new high school!)
MLA Luncheon Meeting March 24, 2011 (This was an informal opportunity to meet with MLAs from around the province and share information.)
Budget Public Engagement Meeting in Lac La Biche (We shared the realities of the current education budget and asked for feedback from our stakeholders. We received very clear feedback about programs to protect.)
Budget Public Engagement Meeting in Cold Lake (A similar meeting to the one in Lac La Biche. Many of the priorities were similar in both communities.)
School Council/Board Supper Meeting May 16, 2011 (A second meeting with school council representatives, this time face-to-face to celebrate successes across the school division.)
ATA Local/Board Supper Meeting May 25, 2011
Lunch Meetings with MD of Bonnyville Council, Fishing Lake Council, and others. (Often we have similar mandates or concerns as other local groups. Meeting with them enables us to share advocacy issues and information.)
Community Consultation regarding new Lac La Biche High School (Several meetings were held in different areas to gather input into what community members would like to see in the new high school building which will be attached to the Bold Center.
Ongoing liaison with professional and support staff
FNMI Committee have provided extensive engagement opportunities to address needs
Meeting with Lakeland Catholic Board (An opportunity to discuss shared advocacy issues)
Board toured every school in the division after the last municipal election
Under the Northern Lights (A newsletter sharing highlights from board meetings.)
Live interviews at radio stations in Cold Lake and Bonnyville
One page flyer distributed to every mail box throughout the Division

At a recent conference, attendees were challenged to ask, "Who is not at the table?" How would you answer this question? What other groups or individuals should we be seeking input from?

International Conference on Innovative Learning Environments

2011-10-15T13:38:00.000-07:00

On October 10-12, 2011 I had the privilege of attending the International Conference on Innovative Learning Environments in Banff organized by the Organisation for Economic Co-operation and Development (OECD) and Alberta Education. Attendees from Australia, Austria, Belgium, Chile, the Czech Republic, Finland, Germany, Hungary, Israel, Korea, Mexico, Norway, Slovenia, Spain, Sweden, Switzerland, the United States, Hong Kong, and five provinces in Canada spent several days learning about innovative learning environments and discussing next steps in encouraging innovative education around the world. Here is a summary.

Welcome and Conference Aims

Tony Mackay and Deputy Minister Henke (chair of the OECD Education Policy Committee)

Setting the Scene – Current Agendas

Minister Hancock gave a brief overview of the Action Agenda happening in Alberta. Barbara Ischinger, OECD Directorate for Education spoke to global drivers of change and innovation. She highlighted PISA, TALIS, and the new PIA (surveys of adults). She stressed the need to forge partnerships between the world of work and education.

Why Systems Must Innovate their Learning

Nelson Gonzalez (Stupski Foundation, USA) asked “How do we reach all kids, particularly those who depend on publicly funded systems?” He stressed there is a sense of urgency due to events around the world such as the riots in London and the U.S. debt. Suggested resource: The Improvement Guide by Langley, Moen, Nolan, Nolan, Norman & Provost. He encouraged the development of networks and thoughtful reflection on the definition of learning, structural & policy issues to support learning.

The OECD/CERI International “Innovative Learning Environments (ILE) Project: Framing Concepts and Existing Conclusions

The Centre for EducationalResearch and Innovation (CERI) is focused on innovative ways of organizing learning for young people (ages 3-19). Over 25 countries are providing examples of innovative learning environments. OECD has produced two publications: Innovating toLearn, Learning to Innovate (2008) and The Nature of Learning: Using Research toInspire Practice (2010). The goal of this work is to study innovative learning environments around the world, see what works and why, and then put together information that can be accessed on the web, with the hope that this research will enable the spread of innovation.

Overview of Innovative Learning Environments in the International Project

Mariana Martinez Salgado (OECD Cases Strand) defined innovative learning environments as an ensemble of key ingredients, learners, teachers (learning professionals), content, resources, etc. Vanessa Shadoian-Gersing shared that the project is looking at real cases which are deliberately innovative, serving the needs of children, and providing a mix of learning opportunities. Hanna Dumont (Author/Editor of The Nature of Learning) stressed the importance of learner centredness, supportive technologies, the role of teachers, and the focus on real-world problems.

Workshop: Integrating technology’s potential for redesigning the medium of learning.

Jennifer Groff, an educational consultant, encouraged us to ask: “What is innovation? And What is innovative enough?” She shared several examples of innovative environments from around the world and then discussed barriers to integrating technology and reasons for using technology. She strongly stressed that pedagogy needs to drive technology and not vice-versa. Discussions focused around how we harness technology as a tool while taking into account the digital divide (lack of knowledge of some teachers vs. others AND some students having access to technology while others don’t)

How appropriately to judge the success of ILEs – Outcomes

Maria Langworthy, Microsoft Innovative Teaching andLearning (ITL) presented on the results of research conducted in 4 different countries.

Innovative teaching practices lead to 21^st Century skills. The design of the Learning Activity is the most essential element.
Educator’s professional development relation to innovative teaching practices (Most effective: research, then teacher networks, formal mentoring, and qualification based)
Teachers need clear definitions of new skills and examples of how to teach them, high levels of collaboration between teachers and schools, PD opportunities that require teachers to actively research teaching and learning

Recommended resource: www.pilsr.com

Summary statement by researcher: We saw innovative practices, not innovative schools.

Making Innovations Happen – Insights from ILE Cases and Wider OECD Analysis

Hannah Dumont described drivers of innovation (competitive market, failing schools, creating excitement about learning, recruiting future scientists). She stressed that partnerships are crucial for success and staff selection is critical. Stephan Vincent-Lancrin, Senior Analyst & Project Leader with OECD described brakes and motors in innovation. Brakes are: supply of innovation (insufficient investment, incentives, etc.), demand for innovation (accountability policy leads to risk aversion), and knowledge management (insufficient organizational learning within the school and across educational sector) Motors of innovation in education include research & development, technology, school organization, and system organization.

Designing Innovative Systems: Is Moving to Scale our Challenge? By Valerie Hannon, OECD Innovation Unit

We need social, not merely professional or technical innovation. When informal learning merges with new entrants we are able to reach a new paradigm of learning; otherwise education is merely improving, supplemental, or reinventing.

Systems and modes of governance appropriate for fostering 21^st century learning environments.

Canadian Rockies Public School District Board Chair and Superintendent gave an overview of their journey into generative governance. They challenged: when you have community meetings ask, “Who are we missing? Who’s not on the bus?” William Ryan defines generative governance as a cognitive process for deciding what you want to pay attention to, what it means and what to do about it. Generative governance is “fuzzy” and takes a LOT of time. The cycle CRPS has chosen is: governance teams/community education network detecting signals, making sense, setting direction, making decisions, then detecting signals again etc.

“When you suggest change for the future, you make enemies of those who’ve been successful in the past.” Machiavelli

“We need to shift from the leader as hero to the leader as host.” Margaret Wheatley

Employability in Changing Times by Greg Butler (Microsoft)

Egypt, Japan, and Sweden all have 20% or higher unemployment. Accelerating change demands different skills e.g. more consultants and engineers are needed and fewer assembly workers or plumbers. There are strong opportunities for partnerships between education and technology because we need eachother.

Check out: Innovative Schools Project (Microsoft)

Create the Learning Revolution…Please by Sir Ken Robinson

-Many people go through their whole education never discovering what they are good at, or even knowing if they are good at anything.

-The “basics” are not particular disciplines (3Rs), but rather economics, culture, and people.

-We need to discuss why we have systems of education

-If you have kids, encourage them to do what they like and they’ll figure the rest out

-Creativity is the process of having original ideas that have value

-If passion meets talent, you will never work again

-We need to reassert that teaching is at the heart of education; there is no school anywhere that is better than its teachers

-The role of policy makers is to create the climate for creativity and then get out of the way.

-If you’re in education, you’re in a miracle business; it’s a great place to be

Teaching Boys Who Struggle in School by Kathleen Palmer Cleveland, 2011

2011-09-12T21:22:00.000-07:00

"Some boys struggle in school, not because they are boys, but because their needs have not been met." -Kathleen Palmer Cleveland

It seems there is a plethora of evidence that boys are not doing well in school these days. Kathleen Palmer Cleveland set out to "confirm or deny what I was reading and to make sense of what sounded like a massive problem requiring an immediate, nationwide response." Her expertise in the areas of research, education, brain-based learning, learning styles, and multiple intelligences made her skeptical that boys struggle just because they are boys. After completing her research, she concludes that there is "no magic, one-size-fits-all-boys solution, but...there are many potential responses that can, indeed, be quite magical, especially where underachieving boys and school are concerned."

In this book, Ms. Cleveland shares the research process she followed and some key findings she discovered. Her "Pathways to Success," which focus on a student's strengths includes:

Replacing negative attitudes with an understanding of how important taking risks and making mistakes are to learning
Reconnecting boys who struggle by emphasizing their abilities, value, and personal strengths
Rebuilding skills that are necessary to enable learning
Reducing reasons to use negative behaviours

"The obstacle for a struggling boy is that too often he experiences the discomfort of the initial risk without the benefit of the eventual relief of accomplishment. As his experiences with failure continue to diminish his hope for eventual success, it becomes harder for him to willingly re-engage and try again." (Black & Wiliam, 1998)

In part II (2/3 of the book), Ms. Cleveland expounds on ways to re-engage boys who struggle, giving a flexible framework with practical strategies to use in the classroom. She uses humor and common sense with gentle reminders to arm teachers with tools. For instance, she urges, "Forgive and forget. No grudges allowed!" Ms. Cleveland understands that this is difficult and time-consuming work, but she presents the information with encouragement and hope. She acknowledges that many of her strategies are not new. However, "subtle changes in the things we do and say can have a major effect on whether a struggling boy sees us as supportive and sees our classrooms as safe places in which to risk learning. Simple daily efforts over time can make a difference."

Pathways to Re-engagement:

Support with trusting relationships and a non-threatening learning environment. Teachers build trust by their actions. The 8 Keys to Excellence are stressed: matching behaviours with values, learning from mistakes, speaking honestly and kindly, making the most of every moment, keeping promises, taking responsibility for feelings, words and actions, remaining open to change, and developing the body, mind, and spirit.
Guide with clear expectations, informational feedback, and positive reinforcement
Reinforce, using tools for communication and effective directions
Adjust to a student's zone of comfort, using strategies for increased physical movement, social interaction, reduced distractions, and physical comfort
Ignite active learning
Empower literacy building activities such as graphic novels, enactments, and talking.

Urban Prep Motto: We believe "We are exceptional - not because we say it, but because we work hard at it. We will not falter in the face of any obstacle placed before us...We never fail because we never give up. We make no excuses." (Robinson-English, 2006, p.1)

This resource may be ordered from ASCD

Brain Research Fact & Fiction

2011-09-02T21:22:00.000-07:00

Dr. Bryan Kolb visited Northern Lights School Division this past week. On Monday evening, August 29, 2011, Dr. Kolb spoke to a group of parents in Lac La Biche. All division staff had the opportunity to learn from him on Tuesday, August 30, 2011. Take the quiz below and see how much you know :)

Fact (True) or Fiction (False)

A person only uses about 10% of his or her brain.
12-year-old girls lose about 100,000 brain cells every second
Drugs change the brain permanently.
Each person predominantly uses either the right or left part of his or her brain.
Placing a child by a radio or TV that is on will help increase the child's vocabulary.
Early music training has no measurable effect on brain development.
Exercise enhances and improves brain development.
Proper sleep cycles influence brain development and learning
Stress has no impact on learning or brain development.
Literacy in developing years predicts later health and wellness.

Here are the answers: 1. False (We all use 100% of our brains throughout our lifetime, although at different times we may use only a portion of our brain.) 2. True (The brain trims off cells it is not using so that it can refine function) 3. True (Even caffeine alters the brain permanently, so be careful how you treat your brain!) 4. False (both sides of the brain work together most of the time!) 5. False (Learning only takes place when there is "serve and return" - a child hears something and responds, then receives clarifying information) 6. False (Research shows that early music training enhances verbal and non-verbal skills, enhances attention skills and increases IQ.) 7. True (Exercise increases blood flow and increases the amount of oxygen that is available to the brain.) 8. True 9. False (Research shows stress undermines learning and alters brain structure.) 10. True (Research shows that generally speaking, the higher the rate of literacy, the better your health. Literacy refers to being able to read, use language, and explain concepts.

"Your brain is sculpted by a lifetime of experiences. The most important time in brain development is the first few years of life, including prenatal...Managing factors that affect brain development is like taking out a life insurance policy that is only available early in life." Dr. Bryan Kolb

Check out this video on brain plasticity - amazing!

Stories that Haunt Me

2011-08-25T07:31:00.000-07:00

There are some stories that haunt me when I sit at the board table. Stories that have been shared by parents and students from around Alberta. Stories that urge me on as a new school year approaches and we talk about transforming education.

Beth* celebrates that her son in grade 8 actually wants to go to school for the first time in his life. When I query her comment, she shares. Jared* was an active child, the oldest of three. He struggled with sitting still, and when he was in Kindergarten and grade 1 this became very apparent. Beth was dismayed to learn that Jared spent many days during these first two years of school in a padded room with little stimulation. She placed Jared in a different school the next year. Things were better, but Beth was concerned about how little Jared was learning. Out of desperation, Beth pulled Jared out of school and taught him at home. Fast forward to grade 8. Jared was back in school and had the help of an educational assistant. At an age when many kids did not want to be in school, he was eager to join his peers and learn.

Fred* remembers enjoying school until grade 3. One day his teacher asked the class to pull out a sheet of paper and write a story. Fred used his imagination and came up with a story he was proud of. When the teacher asked for a volunteer to read his story, Fred put his hand up. He walked to the front of the class and read his creation. The teacher responded with, "That's the stupidest story I've ever heard!" Fred's interest in school vanished. He struggled through junior high and high school, never attempting story writing again. After graduating, Fred attended University. Fortunately, a teacher there provided a safe place for him to explore his creative side. Today Fred is an author with over 30 books to his credit.

Bruce* has special needs that were diagnosed before he started school. His parents provided the local school with documentation from doctors, therapists, and the Glenrose. Like any child, Bruce was excited about starting school. It didn't take long for the excitement to disappear. Bruce's parents began to advocate for their son. Soon they came to feel they were no longer welcome in the school. Teachers that once welcomed Bruce's parents into the classroom began to say they no longer required help. Bruce's Dad became frustrated and probably said things he shouldn't have said. Eventually, Bruce's Dad was told he is no longer welcome in the school. Bruce's Mom still advocates for his needs and feels the situation has improved somewhat.

Jeremy* enjoyed school until grade 4. One day his teacher told him, "You're stupid and you can't learn. I don't know why you bother coming to school." Jeremy's Mom tried talking to the teacher and principal, but couldn't come to a resolution. The next few years Jeremy studied at home with his mother. She discovered how he learned and was able to bring his knowledge up to grade level. When Jeremy returned to school, his mom shared what she had learned about Jeremy with his teachers. She felt the teachers were not receptive to what she shared with them. Jeremy is in high school now. He still struggles and his mom is concerned that he may not graduate. Although Jeremy has an IPP, he does not seem to be receiving the help he needs. When I encouraged Jeremy's mom to talk to the teachers, principal and division personnel, she told me, "I'm so tired of fighting. I don't know if I can do this any more."

As we start a new school year, I have a dream. I dream of every student in Alberta feeling safe, enjoying school, and learning to the best of his or her ability. I dream of parents being welcomed into their local school as partners and offering their expertise and time to help teachers and students. I dream of teachers being respected and having the training and tools they need to be instructional leaders. I dream of administrators resolving issues in an environment of mutual respect, responsibility, and collaboration. I dream of trustees who are passionate about education and put policies in place to provide world class learning. I dream of communities who place a high priority on education and collaborate to provide opportunities for their students. I dream of continuing to transform education in Alberta until there are only stories of success for every student. Will you join me?

*names changed

CASA Conference 2011 - 21st Century Learning (Part 2)

2011-07-27T19:46:00.000-07:00

In my last blog post I shared what I learned from the CASA Conference 2011 keynote sessions. This post will give an overview of the breakout sessions I attended.

Visual Learning - The Next Paradigm Shift (Making Thinking Visible) demonstrated some techniques of visualizing material along with participants sharing ways they are currently using visual learning. For examples of techniques, check out:

Visual thinking encourages students to use creativity, collaboration, communication, and critical thinking. Visual practice can be used for charts, problem solving visually, facilitating, and note-taking. Participants use visual learning for post-it brainstorming, exams (with written and visual sections), field trip reports, flip books, illustrating concepts such as the stages of a neuron, and even visual representation of school goals around school visioning and culture.

Literacy Achievement Program is a specific program designed to help students with mild or moderate literacy gaps. The Halton District School Board designed an 8-week, after school program, which provided a snack, fluency-based exercises, and fun for small groups of 6-10 students twice a week. At the end of the 8 weeks, a celebration was held where parents could come and students could read/perform. This program has resulted in helping most participants enjoy reading and feel good about themselves, as well as improving literacy skills. The presenters stated they felt the program was a success because of the focus on providing a safe environment, building a community of learners, providing nutrition, focus on fun and games, and students were not pulled out of class to participate. They are still grappling with the fact the program is only offered after school and transportation is an issue for some kids.

Learning in Today's Digital World: taking action and focus on 21st Century Fluencies The Wentworth District School Board asked stakeholders to give input regarding what they thought schools should look like in 5, 10, 15, and 20 years, and what needs to change to get where they want to be. Presenters asked:

How do you design conditions that embed 21st century fluencies in virtual and physical learning spaces?
What are the tools and resources your students will need, what are your school's learning goals, and how can they be woven into your Learning Commons?

For more information, check out http://www.hwdsb.on.ca/programs/21cf, Learning Spaces: Together for Learning and Innovative Intelligence.

Mobile Learning in Support of 21st Century Skills This session covered the benefits of using mobile technology in the classroom, challenges, strategies, and next steps. The presenter recommended Liz Kolb's book, Toys to Tools, The International Society of Technology in Education (ISTE), and the Horizon Report (which is published yearly and is available as a PDF file). Here are some examples of "mobiles in practice":

Art - Marymount School
Science (tracking GPS-tagged bird sightings) WildLab Program
City Experience - MCL School in Sydney, Australia
Mobile Learning Experience - a yearly event for educators interested in mobile learning
Mobile Math - Nokia's interactive study packages for student phones in South Africa
Poll Everywhere - an online polling system for mobile phones free for educators

Engaging the Exceptional Learner Using Innovative Technologies Participants were introduced to a number of technologies useful for students with special needs. These technologies included:

Activote
Activinspire
iPod Touch
Apps like Dragon Dictation (similar to Dragon Naturally Speaking), and Pictello (for social narratives, visual schedules, task strips, talking books etc.)
Gaggle (E-mail literacy project)

Community Partnerships-Key to Student Engagement in the 21st Century This session was presented by administrators from Dr. Swift Middle School in Lac La Biche (an NLSD school). Seven years ago, Alberta Education introduced YAP (the Youth Apprenticeship Project) as a pilot project for grade 7 and 8 students. Funding for the project was cut at the end of the 2009-10 school year. The school engaged their community and formed partnerships with Portage College, Statoil, Enbridge, MEG Energy, Cenovus, Lac La Biche County, Job Corp., Whitesands (Petrobank), and Alberta Employment and Immigration. These partners provide funding, resources, and support for the YAP, as well as serve on an advisory committe for the program. The long-term goal of the program is to

"engage as many students as possible in rich experiential learning opportunities that include opportunities for positive interactions with adults from the school, community and beyond."

The program has grown into a "catalyst of student engagement" across the entire school. The program has included partnering with:

Parks Canada in a transfer of bison to Russia
Five major oilsand corporations and an author to create a series of children's books
Welfare recipients in a job skills training program called Job Corp to build sheds
Portage College to explore Aboriginal arts as well as exposure to careers offered at the college
Community members such as morticians, power engineers, dog groomers, plumbers, pilots, dentists, ophthalmologists, archaeologists

Development of Growth as a Learner Presenters from Yellowknife Education told their story of moving towards a standards-based report card, separating behavior from learning. The process started with the division asking the community "What qualities do our young people need to live fulfilling and successful lives in the future?" The four criteria that were chosen are: critical thinking, social intelligence, metacognition, and problem solving. The reporting focuses on what students CAN do. If the student is working on an outcome from a different grade level, that is indicated. There have been learning curves along the way, but standards-based report cards are now being used at the elementary level. The division is investigating using the same system for middle schools and high schools as well.

Revolution Happens - With or Without You This session was presented by Edline, a computer software company. Their student-centric system is compatible with Power School and other commonly used software.

"Communication is the key to establishing parent and community partnerships with the school." Blondean Davis

Edline provides a communication platform including:

Websites
Parent Login which allows parents to access parent-only surveys, personalized content, access to their children's class list and extra-curricular activities. One log-in accesses any school their children are enrolled in, provides a combined calendar for parents (including homework assignments, school events, exams/tests, and links to study guides)
Student Login allows students to access only their personal info and a personalized "file locker"
Teachers are able to use blogs, wikis, Web 2.0 etc., post videos, homework assignments, pictures of field trips etc., list of contact info for parents & students, ability to send text messages or place phone calls, and a personalized "file locker". There is a bank of 1300 pre-recorded messages that teachers can access to send with one click
Visibility controls can be chosen for any content
Programmed with the "non-tech" in mind. Editing is easy, using the same types of tools as Word
The annual subscription rate is based on the number of students in the division

CASA Conference 2011 - 21st Century Learning (Part 1)

2011-07-12T21:12:00.000-07:00

On Wednesday, July 6th I arrived in Niagara Falls to attend the Canadian Association of School Administrators annual conference. Roger Garriock led a very practical workshop on innovation on July 7th. Participants were introduced to View: An Assessment of Problem Solving Style through team challenges. In the afternoon we were led through activities which demonstrated various tools for generating ideas and focusing decision making. (The workbook is produced by Destination ImagiNation.) This was definitely a day well-spent and I look forward to trying out the tools in a variety of ways.

Nancy Knowlton, Co-founder and Chief Executive Officer at SMART Technologies presented the conference opening theme address: 21st Century Classrooms - Today! She reminded us that the learning environment, teacher competence and vision are critical to transforming education. She encouraged us to find ways to provide teachers with the tools and competencies they need to be effective educators and make learning fun. Here is a video she shared with us:

Roger Garriock of Destination ImagiNation presented a Keynote address titled, Canada's National Innovation "Blind Spot". He challenged us with facts such as: Canada ranks 14th out of 17 for innovation amongst the major industrialized nations. Canada's blind spot is that it has no innovation strategy. He urged educators to treat curriculum in Canada like a burning platform - it needs to be changed immediately, not tomorrow. Garriock suggested we read The Global Achievement Gap by Tony Wagner. Here's a sample:

Ian Jukes, a retired football player, educator and author presented a keynote address: Understanding the Digital Generation-Teaching and Learning in the New Digital Landscape. (He also has a book titled Understanding the Digital Generation) He described the world in which our students are growing up and reminded us that it is very different from the world in which most teachers were raised. He challenged us with several questions:

What happens to engagement in learning when you have students who operate at "twitch" speed and a teacher that doesn't?
How do you find balance between focused attention and continuous partial attention when students need both for success in the 21st century?
How should the research on the impact of incorporating visual information guide your instruction in the classroom?
What implications does F-pattern reading (used by digital learners) hold for designing compelling reading material for students?
Students today are "just-in-time" learners. How can we accommodate both just-in-time and just-in-case learning in the classroom? How do we create learning experiences for a world that doesn't yet exist?

Literacy is Not an Option was the title of Ian Jukes second keynote address. His newest book, Literacy is Not Enough, is soon to be released. Jukes challenged us to consider: What are the essential core skills above and beyond being able to do well on a bubble test that all students need to have when they leave school? He introduced us to www.fluency21.com and the six fluencies he sees as essential: solution fluency, information fluency, creativity fluency, media fluency, collaboration fluency and digital citizenry.

Check out Ian's blog: The Committed Sardine and sign up to receive regular updates.

Celebrations and Convocations

2011-06-22T21:10:00.000-07:00

Where did the year go? It seems like just yesterday that our board held its organizational meeting at the beginning of the school year. Today we held our last board meeting for the 2010-2011 school year.

It has been my privilege to attend several events in the past month:

May 27th - Zone 2/3 Edwin Parr Banquet: Celebrating first year teachers from our area of Alberta who were nominated for the Edwin Parr Award for excellence in teaching. Difficult teaching assignments are handled by our first year teachers with enthusiasm and wonderful success.
May 28th - Glendon School Graduation: 27 students celebrated the conclusion of their high school careers and are anticipating what the future holds. Many of these students have been together since Kindergarten and have enjoyed the benefits offered by a small K-12 community school.
May 30th - Energy in Action at Iron River School: a partnership between this small K-9 community school, local businesses, and Energy in Action resulted in a beautiful outdoor classroom at the school. Students received practical lessons on renewable and non-renewable resources as well as hands-on opportunities to build bird houses and plant a community garden.
June 3-5th - Public School Boards' Association of Alberta Spring General Assembly in Red Deer. Board members of public schools around the Province gathered to hear from provincial leadership contenders; discuss the mission, vision, and values of the organization; and participate in workshop-style learning opportunities.
June 5th-7th - Alberta School Boards' Association of Alberta Spring General Meeting in Red Deer. Board members of Public, Separate and Francophone schools around the Province gathered for discussion on policy issues and advocacy efforts, and to participate in workshops on topics like the collective bargaining process.
June 8th - Year-end BCHS Fine Arts Showcase: The high school band, jazz band, and guitar ensemble provided two hours of amazing entertainment. During the intermission those in attendance were invited to enjoy visual art displays.
June 13th - Glendon School Year-end Band Concert: The grade 7 and grade 8 bands shared music they learned over the course of the year. It is amazing to hear the progress of these students over the course of the year!
June 15th - Joint Meeting between the Northern Lights School Division board and the Lakeland Catholic School District board. Topics on the agenda included transportation, advocacy issues, and division calendars.
June 20th - Glendon School Sports Banquet: An opportunity to celebrate the incredible successes of athletes from grades 5-12. Although Glendon School only has around 270 students, the school had athletes participate at the Provincial level in basketball, badminton, and track & field. This is the 6th year in a row that Glendon School boys have been ranked in the top 10 out of 129 schools, and the second year in a row that the senior track & field team brought home the 1A banner.

Have a safe and enjoyable summer!

Who Will Lead Alberta (Part 2)

2011-06-05T19:21:00.000-07:00

In the past few days I have had the opportunity to listen to three more leadership candidates. Each of these people, who are running for the leadership of the Alberta PC party, addressed delegates at the Public School Boards' Association of Alberta (PSBAA) Spring General Assembly (SGA).

Mr. Gary Mar shared that he has 17 years of experience in government, including serving as the Minister of Education and the Minister of Health. He just released his platform on education, which includes raising high school completion levels to 100%, meeting the needs of kids at risk, and holding a multi-stakeholder review on provincial achievement tests. Here are some other thoughts he shared:
-support for Bill 18, the Education Act, and commitment to bring it back to the legislature
-plans to announce a strategy on Youth soon
-supports public, Catholic, Francophone, and private schools
-Health & safety, critical needs, and essential modernization would be his top 3 ranking criteria for infrastructure
-Transformation means recognizing the change around the world and moving to prepare Alberta students so they will be competitive anywhere in the world.
-Not interested in adequate funding, but appropriate funding for education
-There is an unmistakable connection between healthcare and education.

MLA Doug Griffiths shared his experiences of growing up on a mixed farm, growing grain and raising cattle and horses. He also described his passion for teaching, which was his profession before he served as an MLA. His book, 13 Ways to Kill a Community is slated as a National Bestseller. Here are the thoughts he shared:
-The PC Party needs to be reinvigorated. Griffiths would like to make it a family-friendly party which attracts and keeps young people and families.
-Government: Instead of MLAs having to fight with bureaucrats to get what constituents need, the power of the legislature needs to be returned to the MLAs and those who elected them
-Healthcare: We need to fix the way we pay doctors and free up other medical staff to provide services they are trained to offer.
-Environment: We need to take care of our environment, share the good things we're already doing, and deal with our bad reputation in this area.
-Education: Cuts to education are like selling the topsoil off the farm
     a. We have to have secure, stable funding that does not flow with the price of oil.
     b. We need to reform the way we train teachers
     c. We need to remedy the funding formula to protect community schools
     d. We need to come up with a strategy for rebuilding the relationship between tax payers and school boards
-Some people say I'm an amateur; Amateurs built the ark and professionals built the Titanic!

Mr. Rick Orman was an MLA from 1986 to 1993—holding three Cabinet posts: Career Development and Employment, Labour, and Energy. Here are thoughts he shared:
-The PC party is right for Alberta, but lately there has been a disconnect between the principles of the party and the actions of the government.
-He will not release policy statements until he confers with caucus (if elected).
-His two top priorities are healthcare and education. 42% of the Provincial budget currently goes to healthcare. We don't need more money in our system; the question is, how can we do it better?
-The role of government in supporting a good economy is in the area of research. When we are growing the economy, we need to make Alberta a great place to live.
-People want predictability and sustainability. Government cannot give something in one budget and take it away the next.
-Decisions have to be made around consultation. Authority and cash need to be pushed down to the stakeholders.

NOTE: If you want to read comments by other leadership candidates check out: Who Will Lead Alberta?

Dreams Ignite Passion - Grade 9 Student Conference

2011-05-18T22:48:00.000-07:00

On May 12, 2011 the Northern Lights School Division hosted a student conference at the Bonnyville Centennial Centre geared to grade 9 students. Dreams Ignite Passion brought together speakers such as Craig Keilburger and Scott Hammel from Free the Children as well as musicians Quetzella, and Clayton Bellamy. Students were challenged to reach out and change the world while pursuing their passions.

The conference emcee was Leann Young, a graduate of J. A. Williams High School in Lac La Biche. Young shared how difficult events in her life refocused her dreams and led to her current acting career.

Craig Keilburger shared how his life was changed at the age of 12 by a story he read in the newspaper. A trip to Asia confirmed his desire to help people and set him on the path of social justice. Keilburger thanked the students of Northern Lights School Division for the immense impact they are having locally and around the world.

Scott Hammel recounted the day he escaped from a straight jacket while hanging upside down from a hot air balloon. Hammel is in the Guiness World Book of Records, not once, but four times. He told students that if you want to do something badly enough, you will find a way to do it. He demonstrated how to conquer a difficult task (escaping from a straight jacket) by breaking it into small steps.

Quetzella, a young musician, shared her story and passion with the students, challenging them to follow their dreams.

Clayton Bellamy, a graduate of BCHS, finished off the conference by performing a couple of songs and recounting his journey to Nashville. He told the students about selling his motorbike and truck to obtain money to pay for his first album. Nothing happened. He challenged students to persevere through difficult times to pursue their dreams. "There is no such thing as luck. Luck is when hard work collides with an unexpected opportunity." After recording several albums, Bellamy was invited to join the Roadhammers, which started him on the road to Nashville and a Juno award.

Thank you to all the community sponsors who made this day possible for our students!

Impossible or Challenging?

2011-05-05T10:43:00.000-07:00

On February 24, 2011 the Alberta budget was released. Although the education budget increased by 4.4% to cover the increase to teacher wages (recently increased to 4.54% to match the Alberta average weekly earnings index or AAWEI), other education grants were cut or eliminated. This has resulted in either minimal increases or actual decreases to school board budgets around the province. On April 27, 2011 the new Education Act was tabled, introducing many significant changes to the present School Act. At first glance, these two events seem to place educators and school boards in an impossible situation - expecting major changes to the delivery of education while facing inadequate funding.

This morning I was challenged by this video:

These boys could have thrown up their hands and declared it was impossible for them to ever have a soccer team. After all, they had no space, no soccer field, no coach, no uniforms, no equipment - except a ball. These limitations did not hold them back. Instead, they focused on what they did have - a dream, creativity, a cohesive team, access to raw materials, time, energy, and willingness to make things work. They even had some things they didn't need, like people who mocked their efforts. However, their persistence and determination paid off, enabling them not only to achieve their dream, but also to improve their community.

So how does this apply to education in Alberta? Will we choose to focus on the impossibility of running the education system as we have known it? Or are we up to the challenge of working together to prepare our students for the 21st century? I think we all have a vision of what we want education in Alberta to look like, thanks to discussions around Setting the Direction, Inspiring Education and Inspiring Action. We also have a lot of creativity in this province. One area we still need to work on is a cohesive team - collaboration. In difficult times it is easy to lay blame, to resort to name calling and divisive arguments. But this will not result in a strong education system. Are we willing to let go of the way things have been? People often express frustration about the "silos" that exist in government departments and how education, health and other departments sometimes "fight" over funding. What about our local communities? Are we working cooperatively or fighting over resources? At a recent community budget meeting it was suggested that different school boards in our area work together in the community to remove duplication of services and provide access to better programing. Are we ready to focus on what is really best for kids?

It's up to us: Impossible or Challenging? Please share your thoughts!

Who Will Lead Alberta?

2011-04-16T20:54:00.000-07:00

This weekend I had the opportunity to hear three visionary politicians speak to the attendees of the Public School Boards Council. Laurie Blakeman (Liberal), Doug Horner (PC), and Alison Redford (PC) have all put their names forward to run for the leadership of their respective political parties.

Laurie Blakeman shared what it was like growing up as the daughter of two teachers. She expressed frustration with the low opinion some people have of teachers. These are her thoughts on education:
-Education is not an expense; it is an investment
-Schools are like incubators. Like any incubator, the contents are fragile
-Education is a need, not an option
-People can't be responsible for outcomes without the resources
-Without the ability to requisition funds, school boards are powerless
-Why do we make schools prove that extra funding is required? A child confined to a wheel chair does not need to face red tape
-Education should be funded collectively and deliver an education that produces a workforce and a citizen. It should be provided to everyone with no out-of-pocket costs.
-Private education should be privately funded.

Doug Horner said that education should be a top priority for this province. We need to encourage life-long learners. He stated that he is the candidate that will unite people around conservative principles. He encouraged us to write down our values and principles and then go to the PC website and see how they match up. Alberta has 1/3 of the world's oil supply today. Emerging markets will always need energy; safe, reliable, and traceable food; and health care solutions. Doug Horner encouraged us to imagine an Alberta that is healthier, where entrepreneurship is respected, and resources are combined. He sees the role of the Premier as developing a place where ideas can be shared and collaboration can take place.
Views on education:
-believes in choice, including publicly funded private schools
-early childhood education is important
-decisions need to be made based on values
-should be inclusive
-students should be engaged so they want to complete high school
-wrap-around services should be available in the school
-adequate funding

Alison Redford reminded us that we have a lot to be proud of in Alberta - we have tremendous resources and people. We need to work towards making Alberta the energy resource capital of the world. We also need to support research and advanced education. Community consultations need to take place to define community needs and provide services. It doesn't work for pre-packaged plans to be delivered in the same way to different communities. There is no way a leader will ever understand individual communities as well as the people who live there. She wants to create a different set of values in government, being responsive to what is happening in specific communities.
Thoughts on Education:
-We are currently dealing with a legacy of old thinking
-Education needs to deal with the whole child
-Schools today are forced to be responsive to a whole host of needs they never had to deal with before
-Public education is there to not only educate kids, but also to serve the community
-We need to go back to Inspiring Education and bring the document to life.
-We need to examine the Education Act and see if there are other things we need to do
-Let's welcome community into school buildings
-We have government departments like education and infrastructure who seem to think they know better than people who live in the community
-It is fundamental to have sustainable, reliable funding for infrastructure and programming in education
-My initial idea is to have a 3-year rotating funding structure for education
-Although my daughter attends a private school in Calgary, I have no issue with private schools NOT being publicly funded
-We need an education system with wrap-around services
-Investments in education are the right thing to do and the best thing to do for economic reasons
-We need to know that we can't do education on a formulaic basis
-Government still thinks in silos. There needs to be a bringing together of government departments
-We have to keep people out of prison by providing better education, policing, and programs for youth
-We need to fund preschool
-We have to be able to invest in infrastructure and build schools to meet community needs

Members of the Public School Boards Association of Alberta will have the opportunity to listen to MLA Ted Morton, Gary Mar, and MLA Doug Griffiths at the spring Annual General Meeting June 3-5, 2011. I would encourage you to attend leadership forums, read blogs and follow social media so that you are informed about each candidate's position and policy. As Albertans we have the opportunity to pick the individual who will lead us through the next few years. Get involved!

National Congress on Rural Education - SELU 2011

2011-04-04T21:53:00.000-07:00

March 25-27 I had the opportunity to attend the National Congress on Rural Education in Saskatoon, Saskatchewan. Here is a summary of what I learned.

Trusteeship Skill Development by Tom Thompson (President of Olds College)

4 Characteristics of “good work” are Excellence - big picture, Engaged people, Ethical work, and Empathy
Professional Development as a board: January – self-assessment, February – peer-assessment, March – data is collected & analyzed and board chair meets one on one with board members to go over assessments. Professional development activities are chosen for board members based on strengths and weaknesses

Renewing the Spirit of Education by John Izzo

Spirit and culture trump everything else – they predict success
“We pay people fairly, but we treat them superbly
“Spirit is contagious and leaders carry the virus”
4 Keys: Passion, High expectations, A culture of belonging, and A sense of purpose

The Early Years: Taking the Lead in Program Development by Christine Boyzczuk

Saskatchewan based research on children 0-5 years
http://www.usask.ca/research/news/read.php?id=993 Research presentation by Professor Hertzman regarding the influence of early childhood experiences, including affects on DNA!

Are You Connected? Social-Networking in Education by Jackie Kirk, Michael Nantais, and Chris Brown (Brandon University)

Discussed education uses of Moodle, Blogs, Bookmarking, Twitter, Wikis, Google, Dropbox, Prezi, and NING
Suggested resources: Howard Rheingold & Clay Shirkey
“Don’t limit a child to your own learning, for he was born in another time.”
Check out CSRIU.org

Civic Engagement in Rural Communities Leading from the Heart by Dawn Wallin

An interesting case study which examined the nature of civic engagement within a rural community 15 years after the local school had been closed

Keynote by Candy Palmater (The Candy Show)

“There was always one person who could see me for who I really was, instead of what others called me.”
“It is very important that you understand the power of your words”
If even one kid can say their educational experience was different because of what you did, you have succeeded

Caring and Respectful Schools using PBIS (Positive Behaviour Interventions and Supports) by Jean Bacon

PBIS is a framework for enhancing adoption & implementation of a continuum of evidence-based interventions to achieve academically & behaviorally important outcomes for all students

PBIS is more effective when used by an entire school, and most effective when used by the entire school division
Always look for the smallest input of time and resources to obtain the biggest, most durable effect

Schools and Economic Development: We’re all in the same business by Colleen Christopherson-Cote (Trustee)

Figure out what people’s passions are and match them up with needs that need to be met
“Nothing is scarier than change, so run – don’t walk, from nothing.”
Small communities need to celebrate what they have, instead of focusing on what they don’t have

Celebrating World Read Aloud Day

2011-03-10T12:41:00.000-08:00

On Wednesday, March 9, 2011 the board and senior administration of Northern Lights School Division No. 69 had the privilege of celebrating World Read Aloud Day with students and staff at three Lac La Biche schools. We were split up into groups to read to students in Kindergarten through grade 8. The group I was with visited Dr. Swift Middle School.

The grade 8 teacher we worked with told us we would be participating in "novel in an hour." Each adult was assigned to a group of students (or tribe). Each group was given two chapters to read. We were asked to read the novel out loud, taking turns reading. We were told it would be our task to communicate the message of the two chapters to the rest of the class, using any medium that we chose. We were instructed to use more than one learning style, and each member of the group was encouraged to use a personal strength, whether acting, drawing, writing, speaking, etc. to contribute to the presentation.

After 25 minutes had elapsed, all the groups assembled in a large room. The teacher reminded us that we were to be respectful during the presentations, even if we didn't like them, and also gave people the option of sitting out if they did not want to participate. No one chose to sit out. Each group gave a presentation, enabling all of us to follow the main story line, meet the main characters, establish the hero, and understand the conflict and resolution. The presentations ranged from a mime to a play-dough scene to a hand drawn collage, to a mini play. Afterwards, many people commented that they wanted to read the whole novel.

Thank you to students and staff for welcoming us into your classrooms and for celebrating World Read Aloud Day with us!

Using Twitter to Learn About Education

2011-02-25T14:30:00.000-08:00

A recent post by Michael Janz, a school board trustee for the Edmonton Public School Board, encouraged me to write this blog. Twitter is a tool that may be used for good or evil. I would like to show you ways Twitter can be used in a positive way.

Even if you do not have a Twitter account, you are able to do searches. To do a search, go to www.Twitter.com. At the top of the page there is a search bar. You may enter words such as "education", "teacher", "School Board" "Alberta Budget" or anything else related to education that you wish. Twitter will do a search and show you all the tweets (entries) related to the key word(s).

Hash Tags (e.g. #abed) may also be used to do searches. Here are some common hash tags that I use related to education:

#abed (Alberta education) Tweets that have anything to do with education in Alberta
#asba (Alberta School Board's Association) Tweets having to do with public, separate, and francophone school boards in Alberta
#ata (Alberta Teachers Association) Tweets relating to teachers in Alberta
#ableg (Alberta Legislature) Tweets about politics in Alberta
#edchat (Education Chat) Tweets encouraging discussion about education issues
#specialed (Special Education) Tweets dealing with special education issues

You may also use specific user names to find out what people or organizations are tweeting about:

@wwjdr Ruth Snyder (my personal user name)
@nlsd69 Northern Lights School Division no. 69
@NLSDIGNITE Northern Lights School Division Student Leadership Conference
@clhsroyals Cold Lake High School Royals
@PublicSchoolsAB Public School Boards Association

Twitter is used in many different ways by people involved in education. Some people share recent news stories, others use Twitter to post information about events in their areas, and many use Twitter to ask questions or share knowledge and/or ideas that have worked for them. I have discovered that I can go onto Twitter for 10 minutes a day and learn more about what is happening in education and politics than I could using a web browser or any other tool.

As the ad used to say, "Try it, You'll like it!"

An Inspiring Day - Cold Lake

2011-02-12T13:01:00.000-08:00

Yesterday our board and administration had the opportunity to tour Northern Lights School Division schools in the Cold Lake area.

At Cold Lake Middle School Principal James Trodden highlighted the importance of excellence in facilities, programing and staff. Staff and students are enjoying the use of a facility that was built as a high school. The size and variety of the facilities have enabled programing that is more diverse and appealing to middle school students. CLMS students are able to experience drama, band, art, woodworking, vinyl cutting, video production, and french-immersion, to name a few. Enthusiastic, well-trained teachers complete the circle of excellence at CLMS.

Although Bridges and Cold Lake Off Campus operate separately, they share the common goal of helping students who have not been successful in other school situations. A parent at Bridges shared that her grade 8 son is not only succeeding in school this year, but he has also developed better self-esteem. A student at CLOC shared how the Saddle Up for Success program, where she learns how to care for and ride horses, has helped her choose to succeed in school. At CLOC students are provided flexibility and are able to attend during the normal school hours as well as a couple evenings a week. Teachers work with students to help them experience success academically and personally.

At North Star Elementary Principal Connie MacLeod gave us a tour of the facilities and highlighted ideas that have been successful. One idea she shared is the reverse lunch hour, where students go outside for physical activity before eating their lunches. She commented that students seem much more settled and ready to get back to work after lunch now. After we toured the school we were treated to a wonderful lunch provided by the school staff. I took advantage of the opportunity to interact with teachers by asking two questions: "What do you enjoy most about teaching?" and "What one thing would you change to make your job easier?"

A group of grade 8 students gave us a warm welcome to Nelson Heights Middle School and then gave us a tour of their school. We were treated to a performance by the 34-member band, shown the creative use of spaces (e.g. the library has computers around the perimeter where a whole class can work while two other classes check out books or work at the tables), and informed about various school programs and successes. Principal Jason Whaley and the students also showed us the new sensory room at the school and described how parents work with the school to make it a better place.

Our last stop of the day was Cold Lake High School. Here we had the privilege of congratulating the senior girls volleyball team who won the 3A provincial banner. We had a very informal tour of the school and enjoyed opportunities to interact with staff and students. As we left, the gym was buzzing with the action of a basketball tournament.

Thank you to all staff and students for your wonderful hospitality!

Engaged Learners

2011-02-04T15:39:00.000-08:00

At a recent community consultation in Bonnyville, I had the opportunity to discuss education with a grade 9 student. I asked her two questions: "What do you enjoy most about school?" and "What frustrates you at school?" She replied that hands-on learning was something that made school enjoyable for her. She appreciated the opportunity to participate in our division's Real 8 program where outcomes for math and science are tied into outdoor education. She went on to say she is frustrated by being in a classroom where a teacher does not have control. She explained that she tries hard at school, but often gets distracted and is prevented from learning by others who are not engaged.

Today at a PSBAA council meeting, Wayne Hulley challenged us to consider:

"Who would ever apply for a job where for thirteen years you sit in a chair, can't leave your seat unless you get permission, can't even go to the bathroom unless you ask. Why are we doing this to our kids?"

Albertans agree that education needs to change. Thanks to Setting the Direction, Speak Out and Inspiring Education, Albertans have had the opportunity to share their views. In response, the department of education has released the Inspiring Action discussion paper. There are many pieces to transforming our education system. However, I think the basis for all our decisions has to be, "What is best for kids?"

Imagine with me a classroom where every student is an engaged learner. What does it look like to you? What do we need to change? How can we get there together?

What I'm Learning About Governance (Part 2)

2011-01-20T13:21:00.000-08:00

This week I had the opportunity to attend the ASBA Dive In conference for new trustees and board chairs. I was delighted to discover the focus was on governance.

George Cuff started by laying a firm foundation for Excellence in Governance.

The board orientation needs to equip trustees to do their job (of governance NOT administration) as a team.
What are your goals and priorities for this term?
How can you lead if you have no idea of who is following? Learn to engage your public
"It is the capacity to develop and improve their skills that distinguishes leaders from followers." -Warren Bennis and Burt Nanus
Trustees need to work in cooperation with administration, respecting the line of authority
To make a good decision, understand what the agenda package says, ask questions of your administration, and participate in discussion and dialogue with fellow board members.
"Leadership is a potent combination of strategy and character. But if you must be without one, be without strategy." -General Norman Schwarzkopf

George Cuff continued the discussion in his Leadership Institute. I was challenged by the following questions and comments:

What are you doing to raise the bar on governance?
The two main goals of a board should be governance (policy) and system improvements
Concurrent information is essential - all board members having access to the same information at the same time
What is your CEO recruitment, review and succession plan?
How much do you know about people in your community and what kinds of skills and resources they can share with your school division?
School boards are building a community and community members. How are you allying yourselves with people who can help? (e.g. mayors, reeves, CFSA, FNMI etc.)
Ask Minister Hancock to "release school boards to lead."

The next day Dr. Keith Seel addressed the topic of Generative Governance.

"Generative work conveys the gift of helping executives see things better, improving their perception and perspective." Chait, 2005

Dr. Seel started by reminding us of the root of both words. Governance literally means to "steer" and Generative means "to create" which means that generative governance provides a means of leadership, exploration, transformation, revolution, and appreciation. In his discussion-style workshop, Dr. Seel shared the following concepts:

Orientation is essential: It is expected that you can put a complete group of strangers together, have them meet for a few hours a month, and have them be on the same page. Boards "crack up" because they have absolutely no common ground.
Generative literally means "to be bound to the future." Think of how you as parents are bound to the future by your children, and you have no idea what the future will be.
In generative governance there are two very active voices - the organization perspective and the community perspective. Two equally important, but conflicting perspectives.
Ask yourself, "Are we, as a board, willing to work with the education ministry, help define new terms, and be at the cutting edge of education?" If you are not, you will probably be left behind.
When was the last time your board took 30 minutes to discuss a question in small groups, including people from the public?
For generative governance, the questions you ask are of utmost importance.

Here are the questions Dr. Seel had attendees discuss in small groups:

When we bring together schools, home, business, and community to create an educational system that best benefits our children how should we make sense of the different demands of each of these worlds?
When we bring together schools, home, business, and community to create an educational system that best benefits our children how should we think about and then build the processes etc. to travel forward together?
When we bring together schools, home, business, and community to create an educational system that best benefits our children how should we ensure that what is created is meaningful and beneficial to children now and into their future?

What I'm Learning About Governance (Part 1)

2011-01-03T20:18:00.000-08:00

Reading is one of my favorite pastimes. Over the Christmas break I read two books written with board members in mind. The first book was Governance as Leadership: Reframing the Work of Nonprofit Boards by Richard P. Chait, William P. Ryan, and Barbara E. Taylor. The second was The Imperfect Board Member by Jim Brown.

During this blog, I will focus on the first book. One of the reasons I read Governance as Leadership is that generative governance is a buzzword in education right now. The first half of the book was mostly review, covering the fiduciary and strategic responsibilities of boards. The second half of the book tackles the often elusive work of generative governance. Jeffrey Pfeffer is quoted as saying, "establishing 'the framework within which issues will be viewed and decided is often tantamount to determining the result.'" Chait et.al. go on to say, "generative thinking produces a sense of what knowledge, information, and data mean...It is precisely because sense-making is so subjective and involves so many choices that it is so powerful and, ultimately, so necessary to governing." According to the authors, "noticing cues and clues, choosing and using frames, and thinking retrospectively" are the keys to governing in a generative mode.

Some points I found pertinent to my work as a school board trustee:

Working at the Internal Boundary - suggestions given were: attend routine occasions, talk with staff, volunteer at a social-service organization. I found it especially interesting that the authors challenged board members to do these activities as a group so that they could later reflect "collectively on shared experiences."
Working at the External Boundary - suggestions given were: meeting with other boards to discuss common issues and meeting with influential funders or collaborators to discover what "outsiders" see.
Reflective Thinking - "trustees and executives create an 'organizational saga'...a unified set of publicly expressed beliefs about the [organization] that is rooted in history, claims unique accomplishment, and is held with sentiment' by members of the group."

When I thought about activities the Northern Lights School Division No. 69 Board of Trustees has been involved with over the past several years, I see that we are doing many things well.

At the "internal boundary", board members often attend Christmas concerts, graduations, and other functions at our schools. Board members also have opportunities to interact with staff many times throughout the year. If you read my last post, An Inspiring Day - Bonnyville Area, you will know that we sometimes make visits to schools as a group.
At the "external boundary", our entire board attends conferences hosted by both the Alberta School Boards Association (ASBA) and the Public School Boards Association of Alberta (PSBAA). These conferences afford many opportunities to discuss issues pertinent to school boards, both as a large assembly and in networking groups. Further to this, our board has a Political Advocacy Committee which works diligently to meet with MLAs, Alberta Education, local politicians, and others to both promote the needs of the school division and find out about the views of others.
Regarding reflective thinking, our board and executives have worked hard at celebrating our successes, developing a culture of collaboration, and supporting risk-taking in meeting the varied needs of our students. We have yearly retreats where strategic planning is stressed, but we also discuss these issues regularly at board meetings.

Although this book was "heavy" reading, I'm glad I persevered and took the time to reflect. I'm hopeful that our board will continue to work well together and grow in the important area of generative governance.

An Inspiring Day - Bonnyville Area

2010-12-02T20:44:00.000-08:00

Today our Board of Trustees and senior administrators toured the Northern Lights School Division Bonnyville area schools. It was a wonderful opportunity to go into 7 different schools, talk with staff and students, and see education in action.

Bonnyville Off-Campus School
I was impressed with the fact that this outreach school is reaching so many students who have not been successful in traditional schools. At recent parent-teacher interviews, one parent said that this is the first time one student has experienced success in school - the student is 17 years old! Another student described her recent trip to the Bissell Centre. With tears in her eyes, she said, "I didn't realize how fortunate I am!" The Bonnyville students made blankets, delivered them to the Bissell Centre, and spent several hours holding babies.

Bonnyville Centralized High School
BCHS does not have a cafeteria. Instead of complaining, one student and his family have started a "healthy" concession for the school. Hot lunches are served twice a week, and the service is provided on a volunteer basis. The student also researches interesting facts on health and posts them on a bulletin board. In the CTS lab, we met an 81-year-old journeyman cabinetmaker who volunteers his time, about 5 hours a day, to assist the teacher. Students are able to choose their own projects, design them, figure out costs, draw plans, and make beautiful woodwork.

H. E. Bourgoin School
At H.E.B. we were treated to a performance by the bell choir. They were rehearsing for a performance at a community Christmas concert and wanted an audience. The students clearly enjoyed the music and played well as a team. We had the opportunity to observe a grade 6 science lesson in progress. The students were trying to solve the mystery of "who stole the ice-cream" by using scientific methods. While they were doing their experiment, they shared experiences from a recent trip with REAL8 and expressed appreciation and enjoyment for being able to learn in a hands-on environment. We also heard about two students who have taken on a recycling project, wonderful work by leadership students, and students who are doing bulletin board displays.

Duclos School
At Duclos School, we were treated to another musical performance - a school choir. The choir shared 3 songs from different genres. Their favorite was a song from Africa. Duclos is a peanut-free zone - all the students' lunches are checked daily to ensure the safety of those with severe nut allergies. Duclos is fortunate to have a "grandma" who comes to school 5 mornings a week to read with students. Other volunteers help as well. Some recent renovations have enabled the school to offer preschool, provide a welcome area for parents, and set up a resource room and work area for special education.

Ardmore School
Students at Ardmore School were eager to enter conversations with the board. They figured Trustees were people they could trust, and asked thoughtful questions about our duties. One class described what they were learning from their novel study. The Kindergarten class was on its way to the local post office to mail letters to Santa and learn about how the post office works.The support of the school council and parent advisory council was evidenced by technology and sports equipment the school would not ordinarily be able to afford.

Iron River School
Although this small community school is usually a beehive of activity, the halls were quiet today. Grade 5-8 students were away at Cold Lake, learning about cyber safety from Rob Nickel. The school and division have worked hard to make technology available to students. Iron River has both a computer lab, and a classroom set of Apple laptops for the 90 students who attend. The library collection is also impressive for a school this size.

Glendon School
The school gymnasium was one of our first stops. There we met three amazing grade 2 students and their mothers. These girls have raised over $12,000 for the Make a Wish foundation! At Glendon School, we were able to experience the hustle and bustle that happens at "home time." After the halls were quieter, we enjoyed a tour of the facilities, including the computer labs, science lab, video conferencing suite, library, and several classrooms.

Although I know our education system is not perfect, I came home inspired by the great work that staff and students are doing.

Education Past, Education Present, and Education to Come

2010-11-22T20:31:00.000-08:00

     Today at the Alberta School Boards Association fall general meeting, Jamie Vollmer challenged trustees to embrace their role in the transformation of the Alberta education system.

     Vollmer started by giving a brief review of the history of education as he sees it. Thomas Jefferson claimed, "The purpose of our schools is to rake the genius from the rubbish." When Jefferson set up schools in Virginia, he used this premise to guide the way he established the system. In 1967, seventy-seven percent of the work force consisted of laborers. Today laborers make up a mere seven percent of the work force.

   The school system we have today has not changed much from when it was first developed. Vollmer pointed out, "Although we are a moral people in North America, we are a practical people. We have never invested the resources to help every single individual develop their full potential. We have designed a system to teach some, not all. It worked well for many years, but it is not working today."

"You have the power (as trustees) to change the course of history in this province. You cannot move forward and create the schools you need in this province until you engage your community and convince them of the need to move forward. You have to go to the community's turf, on the community's terms, on the community's time.Your community has no idea of the challenges education faces. Many things have been added to the school's mandate. The old 'contract' said, 'Educate my kids." The new 'contract' says, 'Raise my kids!' The community does not understand the stakes involved for them. Our communities need to understand that education is good for them. A cut against education is a cut to every person's quality of life." -Jamie Vollmer

The Government of Alberta has provided many opportunities for Albertans to provide feedback and get engaged. The recent initiatives by Alberta Education have stimulated conversation about education. Many of us know change is necessary; we talk about the 21st Century learner and the skills they will need to be successful. Let's continue to talk, work collaboratively, and allow the education system to change. Let's celebrate our successes, be creative in solving our challenges, and embrace change. Let's make the vision of "education to come" a reality.

Thoughts About Trusteeship

2010-11-05T21:43:00.000-07:00

     For the past couple of days I have had the privilege of attending the U1 sessions hosted by the Public School Boards' Association of Alberta. The theme of the session has been Public Education: A Matter of Trust.

     Education Minister Dave Hancock reminded us that the role of trustees is changing and encouraged us to take on the role of connecting learning to the broader community.

Dr. John Wiens called trusteeship "a human story-journey of faith, hope, and love." He reminded us that the decisions we make change real people's lives. Education is about "the good" for an individual and a society. He challenged us that "if any one human being is being left out of our education equation, we have more work to do."

"In the best of all worlds, schools should be the hub of a wheel with each spoke leading to a different learning situation, be it on the playgroup, in the family, in the neighborhood, or the church, in the work place or in entertainment or travel." -Ursula M. Franklin

Dr. Jerome Cranston encouraged us to think about trust and transparency. He told us, "You need to be concerned with followership, not leadership. People will choose to either follow you or not, depending on what you do after the election." He reminded us that trust cannot be demanded; it must be earned.

Trust is earned when your actions align with your words
Trust is earned when you demonstrate that you care
Trust is earned when you listen to ideas and allow those ideas to inform your thinking
Trust is earned when you respect other people's ideas

Dr. Keith Seel discussed the topic of generative governance. He urged us to "think of yourselves in the role of risk takers. If you can't take a risk, you can't be innovative." Generative governance does not come with a clear-cut definition. It develops as the board gives itself the time to have conversations and dialogues about the "meaningfulness" of the organization in the broader community. Dr. Seel challenged us to bring community needs to the board table.

Getting Organized

2010-11-02T13:40:00.000-07:00

On October 27, 2010 the Northern Lights School Division Board of Trustees for 2010-2013 had our organizational meeting. The first order of business was for each trustee to take the oath of office. This was followed by electing a board chair (Mr. Walter Hyrcauk) and vice-chair (Mrs. Arlene Hrynyk).

Here are the dates for upcoming board meetings:

Tuesday, November 9, 2010
Wednesday, November 24, 2010
Wednesday, December 8, 2010
Wednesday, January 12, 2011 (Bville - Community Engagement 7:00 PM)
Wednesday, January 26, 2011 (LLB - Community Engagement 7:00 PM)
Wednesday, February 9, 2011 (C/L - Community Engagement 7:00 PM)
Wednesday, February 23, 2011
Wednesday, March 9, 2011
Wednesday, March 23, 2011
Wednesday, April 13, 2011
Wednesday, April 27, 2011 (LLB - Budget Meeting)
Wednesday, May 11, 2011 (Bville/CL - Budget Meeting)
Wednesday, May 25, 2011
Wednesday, June 8, 2011
Wednesday, June 22, 2011

I am looking forward to serving on the following board committees:

Audit Committee
Chamber of Commerce (Bonnyville) Representative
Student Achievement Committee
Superintendent's Compensation Committee
Teacher-Board Liaison Committee
Public School Boards Association of Alberta Board Representative

During my first term, I had to spend a lot of time and energy getting to know my roles and responsibilities and how the "system" worked. During my second term, I hope to use the knowledge I have gained to help make our education system even better. Feel free to send me an e-mail.

School's In!

2010-09-09T13:17:00.000-07:00

Summer is over and your children are back in school. Now you can sit back, put your feet up, and leave all the work to the teachers. Right? or Wrong? In order to provide the best education for your child, you need to work hand in hand with your local school.

Get to know your child's teacher
Many schools have a meet the teacher night or back to school barbecue. If you are able to, attend these functions and make a point of meeting the teacher(s) who interact with your child. Take the time to tell the teacher what you know about how your child learns best. A positive relationship will go a long way in helping your child learn better.

Keep informed about activities at school

Take the time to read the school newsletter. If you cannot depend on your child to bring the newsletter home, find an alternate way to get the news. Perhaps your school will e-mail the newsletter to you, or maybe there are extra copies in the school office that you can pick up yourself.
Attend school council meetings. This is an excellent opportunity for you to find out what is happening in your school. If you have a concern about something that affects the school in general (e.g. hot lunches), you can ask to have the topic placed on the agenda for everyone to discuss. If you want more information about school councils and what they do, check out the Alberta School Councils Association.
Many elementary teachers use agendas. These serve multiple purposes such as keeping students organized, letting students and parents know when there is homework, and providing an avenue of communication between parents and teachers. Other teachers have online pages where parents can get information and leave comments or send an e-mail. Find out what system your school/teacher uses and keep those communication lines open.

Be aware of changes/initiatives in education
As our world changes, education needs to change as well. You can keep informed by following your local school board (Check out Under the Northern Lights) as well as visiting the website of Alberta Education. Currently the School Act is under review. Visit Inspiring Action to become informed and give your feedback on the proposed framework.

Get involved in school board elections
Municipal elections will be held on October 18th. Nominations are due September 20th. Find out who is running for the positions in your area. If you are interested in becoming a school board trustee, talk to someone who has served in that position, read information, and get your nomination form filled out. Meet you at the polls!

Get Involved!

2010-06-20T21:28:00.000-07:00

You may or may not be aware of the three major initiatives the ministry of education has been involved with over the past couple of years.

"Speak Out is an opportunity for Alberta’s youth to share their experiences and ideas in order to help the people who make decisions about our schools understand the issues that are important to us. We can speak out here online, in person at a Forum or at the Conference or get involved with the Minister's Council."

"Setting the Direction for Special Education in Alberta is an initiative of Alberta Education. The project created a new special education framework that includes vision, principles, policy, accountability and funding. The Government of Alberta has responded to the Framework". Take a look at the Government Response, the implementation overview, and especially the progress on short-term priorities. One of the documents referenced is "Making a Difference" on differentiated instruction.

Inspiring Education provided Albertans the opportunity to share ideas and dreams about what the Alberta education system should look like 20 years from now.The steering committee's report was released on June 11th. On June 15th Inspiring Action, a discussion guide, was released. I urge you to get involved in shaping the future of education by reading these documents and then giving your feedback. One avenue for feedback is the transformational guides - Inspiring Action Overall Survey and Parental and Community Engagement are available now. Others will be available in the future. Make sure you bookmark http://engage.education.alberta.ca/!

Minister Dave Hancock has stated that the revised School Act, (Education Act) will be tabled in the spring of 2011. He is looking for feedback from Albertans. Do your part and get involved!

Congratulations, Glendon School Graduates, 2010!

2010-06-01T15:20:00.000-07:00

“Never underestimate the impossible”. As I pondered this theme, three words came to mind: dreams, failure, and attitude.

Marcus Aurelius challenges, “Because a thing seems difficult for you, do not think it impossible.” Graduates, allow yourself to dream and then pursue those dreams with all that is in you. As you enter the workforce or go on to further education there will be challenges, but that doesn’t mean it is impossible.

Sir Winston Churchill said, “Success is going from failure to failure without loss of enthusiasm.” As you pursue your dreams, be prepared for failure. Look on failure as a friend, not a foe. Ask yourself, “What can I learn from this? How can I improve next time?” When you face the daunting glare of failure, remember Thomas Edison who endured 14 months of trial and error (what some people would call failure) to produce a reliable, economical light bulb. Edison is quoted as saying, “I didn't fail, I found 2,000 ways how not to make a light bulb; I only need to find one way to make it work.”

Dreams, failure, and attitude. Peter Koestenbaum sums it up well. “Some people are more talented than others. Some are more educationally privileged than others. But we all have the capacity to be great. Greatness comes with recognizing that your potential is limited only by how you choose; how you use your freedom, how resolute you are – in short, by your attitude. And we are all free to choose our attitude."

Congratulations, Bonnyville Off-Campus Graduates 2010

2010-05-31T05:52:00.000-07:00

Parents and guardians, thank you for being here tonight. As a parent of five children, I know some of the challenges you have faced. Thomas Merton said, “The beginning of love is to let those we love be perfectly themselves, and not to twist them to fit our own image. Otherwise we love only the reflection of ourselves we find in them.” I’m speaking to myself when I plead with you to continue to love and accept your child as he or she is and challenge you to make a point of telling your child often that you are proud of him or her.

Graduates, you are asking us tonight, “Do I make you proud?” I trust this is a rhetorical question and assume that you know the answer is “yes”! However, your question deserves a thoughtful answer from those of us you have invited to help celebrate this milestone in your life.

You may or may not be aware that we as a school board often have discussions regarding the qualities of a successful student. Success can mean many different things to different people. However, as a board, we agree that success for a student entails a student achieving to the best of his or her ability and actively contributing to society. The fact that you are participating in this ceremony tonight indicates to me that you have worked hard. Some of you have had incredible odds against you, but you have overcome those barriers and you are here. In the process, you have learned many things. Nevertheless, knowing is just the first step.

J.W. Von Goethe said, “Knowing is not enough; we must apply. Willing is not enough; we must do.” My challenge to you tonight is to put feet to your knowledge. You each have unique abilities and wisdom that other people need. Yes, we are proud of you. Yes, we congratulate you. However, now we urge you to use the knowledge you have to help others and actively contribute to our community, our province and our world.

Parents Choose Messages to Send to Provincial Government

2010-04-27T21:01:00.000-07:00

The Alberta School Councils' Association Conference, Connection 2010 was held in Edmonton on April 23-25, 2010. The conference affords parents the opportunity to network, improve advocacy skills, and choose messages to send to the provincial government.

This year during the annual general meeting, school council representatives had the opportunity to discuss fourteen (14) proposed issue resolutions. Four (4) of the resolutions were withdrawn and two (2) were referred to the executive for further discussion. The remaining resolutions (listed below) were carried. These resolutions state positions which the executive will put forward to the Department of Education.

Resolution P10-02
We request that Alberta Education institute the same basic requirements for accountability in all provincially funded delivery models of education including the delivery of the provincial curriculum and measures of student achievement in English Language Arts and Mathematics

We further request that accountability for measures of student achievement include the literacy and numeracy outcomes in the Mathematics and English Language Arts provincial achievement tests.

Resolution P10-03

We request that Alberta Education, if considering future cuts to funding, maintain fair and equitable funding throughout the province by reduction based on student population equally to all school boards.

Resolution P10-04
We request that Alberta Education work with the Alberta Government Treasury to immediately return reserve funds to School Boards OR institute a re-payment plan that will come into effect when the province's fiscal situation improves.

Resolution P10-06
We request that Alberta Education, in cooperation with school boards, work to implement a process that provides more sustainable and equitable program funding options for all schools by the 2013/2014 school year.

Resolution P10-09
We request that Alberta Education keep potential cuts from affecting the students in the classroom by examining all educational monitoring programs first.

Resolution P10-10
We request that Alberta Education revise the weighting of Diploma Examinations for all subjects from the current 50% to 30% effective the 2010/2011 school year. The School Awarded Mark for all Diploma Examination subjects would then be weighted at 70%.

We further request that the System Improvement and Reporting Branch include statistical data in its existing reporting measures to monitor the difference among teacher marks relative to students diploma examination marks to ensure there are not groups of students advantaged or disadvantaged by differences in teacher assessment standards.

Resolution P10-13
We request that if parents choose to have their children attend Kindergarten, Alberta Education legislate the same Kindergarten entry age and cut off date for all school authorities across the province.

Resolution P10-14
We request that the relevant School Board jurisdiction, Alberta Infrastructure and the Government work together to streamline the process once approval for funding of the modular/portable has been attained.

We request that when the modular/portable is approved it is completed, transported, installed, connected and fitted out withing 3 months from the start of construction. Ideally the approving if the portable/modular units would be done earlier in the year so that they can be completed and installed over the summer and ready to be utilized at the start of the school year. Thus reducing the time our children are in a less suitable environment.

We request to have a member from Alberta Education sit on the Contract Review committee (Province) thus enabling Alberta Education to sign off on the modular/portables at the time without having to have the document passed to them.

We request that the School Boards, Alberta Education, the Province and the Government need to work together to reduce the number of times approval is required for each step of the modular/portable process and thus speed up the modular/portable becoming a classroom.

We request that ASCA work with School Boards, Alberta Infrastructure, Alberta Education and other relevant Government ministries to streamline the process for funding so more immediate usefulness of the modular/portable classroom occurs once the request has been approved.

We further request that this document be made available on the Alberta Education website for access by all interested parties.

Updates from Alberta Education

2010-03-29T11:50:00.000-07:00

On March 25th I attended an update session in Edmonton sponsored by Alberta Education. The following information was given to those who attended:

Education Sector Workforce Planning
In 2009 there were 597,000 students and 35,000 teachers. It is predicted that if present trends continue there will be 671,000 students by 2022 and a need for 39,000 teachers. There is a concern that jurisdictions may be scrambling to find qualified teachers, especially for K-3 students.
For more information: Framework for Action

High School Completion
We were introduced to the High School Completion Strategic Framework.
Five core strategies being suggested to address this issue are:

Personalized Learning
Successful Transitions
Collaborative Partnerships
Positive Connections
Tracking Progress

For more information: High School Completion in Alberta

Wraparound Approach
"Alberta Education is committed to developing and supporting a seamless, province-wide wraparound approach in which timely and coordinated supports and services address the needs of vulnerable students and their families within the context of their school and community ... Vulnerable students could include those with disabilities or who are at risk of becoming early school leavers."
For more information: Wraparound Approach

Protocol for Children in Care
Alberta Children and Youth Services and Alberta Education are working together to promote school success for children and youth in care. Pilot projects have been run in several jurisdictions, including schools in the Lac La Biche area.
For more information: Success in School for Children and Youth in Care

Speak Out - Student Engagement
Jennifer Keller gave an update on this initiative. The next event will be a conference in Edmonton from May 14-16, 2010 for students and teachers. Keith Hawkins will be the speaker.
For more information: Speak Out

K-12 Wellness

89% of Alberta children do not meet the Canadian guidelines for physical activity for children and youth.
The majority of grade 5 students in Alberta are not meeting Canada's Food Guide recommendations.
29% of Alberta children and youth are overweight or obese.

Alberta Education has developed a Framework for Kindergarten to Grade 12 Wellness Education
For more information: Wellness Education

Setting the Direction

"Throughout the Setting the Direction process, we have said that implementation of parts of the framework will begin in September 2010. We still say September 2010 is the beginning of implementation, but until the government has released its response, we won't know exactly what elements of the framework will be advanced. We know that any future changes will be well communicated and will ensure enough opportunities for stakeholder input and response. The next update on Setting the Direction is currently being developed and will be communicated through a variety of means such as e-mail and the website. Please watch for further information."

For more information: Setting the Direction

School Immunization
Dr. Marcia Johnson, Acting Medical Officer of Health for Zone 2/3 gave a brief overview of immunizations which are administered in schools.
For more information: Immunization Strategy

Student Leadership

2010-02-27T20:32:00.000-08:00

How do you get today's self-centered "it's-all-about-me" students to focus on others? You train them to be leaders. This is a fact our school division can attest to from experience. A student leadership initiative was chosen by Northern Lights School Division as an AISI project several years ago. The beginnings were simple - a handful of students and a few dedicated teachers. However, the initiative took off like wildfire and has since invaded every high school.

These student leaders are so excited about changing their world that they come up with their own projects, do all the foot work, and make an incredible difference both in their home communities and around the world. These students have participated in projects like Halloween for Hunger where they go door to door requesting non-perishable food items to donate to a local food bank. They have started a recycling project in a town where facilities did not previously exist. They have raised money to build schools in Kenya. Recently, many of these students fund raised in various ways so that they could send money to Haiti.

Bonnyville Centralized High School has been a major hub of the leadership initiative. In November, they accepted a challenge put forward by Free the Children to sell the most fair trade t-shirts. This school of 350 students competed against all the other high schools across Canada. When the deadline arrived, they had sold 609 t-shirts - this is 200 more than the 2nd place school! I was privileged to attend a celebration on Thursday, February 25th during which a representative from Free the Children presented the leadership group with a cheque for $5,000.00 to give to a charity of their choice. This money will be donated to help build another school in Kenya.

One of the most exciting aspects of this initiative is that it is now spreading to our middle schools. Students in grades 5 and 6 are being mentored by students from the high schools. On Friday, February 26th, high school students from Bonnyville Centralized High School and Glendon School put on a conference for the grade 5 and 6 students from the Bonnyville area. The high school students not only planned the entire conference, but also led the sessions during which they were able to teach some of the leadership skills they have learned - public speaking, making phone calls, etc.

May the fire continue to spread!

Good News Stories

2010-01-28T19:59:00.000-08:00

One of my favorite parts of our bi-monthly school board meetings is the agenda item, Trustee/Admin. Information Items. In a school division as diverse as ours, it is easy to be unaware of the wonderful things happening in our schools. At each meeting trustees and administrators are encouraged to share good news stories.

I would like to share a sampling of items from our meeting on January 27, 2010
+Bonnyville and Cold Lake will be hosting the Alberta Winter Games on February 4-7. On February 3rd, there will be a torch relay in Bonnyville. Fifteen students will participate in the relay, including two students from Iron River School and one student from Glendon School. Many staff and students are also volunteering in various ways to help make the games successful.
+H.E. Bourgoin School has a thriving Ukrainian program. Students learn not only the language, but also customs of Ukrainian heritage. Staff, students and parents worked diligently to prepare for the Feast of Jordan. Carols sung in Ukrainian were shared with residents of the Bonny Lodge prior to the feast, which is the last day of the Ukrainian Christmas celebrations. On January 22, 2010 a large crowd of parents, students, siblings, and division staff enjoyed the twelve meatless dishes of the Feast of Jordan.
+In February, the 2010 Winter Olympics will be hosted in Vancouver. Students at H.E. Bourgoin School were encouraged to write an essay on leadership to submit to the ATCO Celebrating Excellence contest. One male grade 6 student from H.E.B. and a female student from B.C.H.S.were chosen as winners and will be attending the winter olympics courtesy of ATCO.
+The division's student leadership program, which is one of our current AISI projects continues to earn rave reviews from parents, teachers, and community members. This program is a wonderful way to help students focus on the needs of others. This program has also caught the attention of people outside Northern Lights School Division. Our division has been asked to make a presentation on the leadership program at the upcoming AISI Conference in Edmonton on February 8 and 9, 2010.

"Effective leaders have inspirational qualities that motivate common people to do uncommon things." - Mac Hammond

What Happens at a School Board Convention?

2009-12-08T14:09:00.000-08:00

Our board attended the Alberta School Board's Association (ASBA) Fall General Meeting from November 22-24, 2009. The convention included the Edwin Parr Teacher Awards, Association business, a keynote speaker, and panels with discussion groups.

The Edwin Parr Teacher Awards are given out to six outstanding first year teachers from around the province of Alberta. Mr. Edwin Parr was a school board trustee and president of the Alberta School Trustees Association from 1956-1962. The ASBA instituted the Edwin Parr Teacher Awards in 1964 to honor his legacy. This year the recipients of the award were: Melissa Isaac (High Prairie School Division), Nancy Skelton (St. Albert Protestant Schools), Mallory Smith (Buffalo Trail Public Schools), Jana Kemmere (Chinook's Edge School Division), Nancy Espetveidt (Rocky View School Division), and Ricardo Avelar (Lethbridge School District). The awards were given out during the opening ceremonies on Sunday, November 22, 2009.

During the ASBA's business meeting, several key positions were proposed, discussed, and voted on. For more information on the positions that were adopted, go to http://www.asba.ab.ca/dispo_fgm09.asp.

Mr. Ian Hill, CEO of Let them be kids, and an advocate for local community action, was the keynote speaker. He challenged school board trustees to accept the fact that leadership today looks very different than it looked 50 years ago. Leaders of today need to be catalysts - motivating others to make a difference. Mr. Hill encouraged us to have "300 cups of coffee" with key people to hear their opinions and motivate them to change our world. (NOTE: If you would like to be part of my 300 coffee list, e-mail me at ruth.snyder@nlsd.ab.ca or phone me at (780) 646-3068)

"Small groups of people properly motivated, focused on a common goal, who do not care who gets the credit ALWAYS change the world."

Leaders also need to be students of "the game." Go to GOOGLE every day for 30 days and search "best practices in ... (whatever breaks your heart)" Finally, leaders of today need to be systems-thinkers. We need to start with our desired outcome, be honest about where we are today, identify and remove barriers, and then access the necessary resources.

" I am only one, but still I am one. I cannot do everything, but still I can do something; and because I cannot do everything, I will not refuse to do something that I can do."
Helen Keller

The panels we heard were a student panel, an employee panel (former ATA presidents), and Dr. Lyle Oberg (former Minister of Education). The panelists were instructed to be bold and honest in telling us what we need to do to improve our education system. We heard several reoccurring themes including: listen to all your stakeholders, education is more than just academics; make sure you are providing a well-rounded education, speak up for students who cannot speak up for themselves (meet the needs of students with special needs), don't be afraid to "rock the boat" in order to make changes for the better.

2009-11-25T12:10:00.000-08:00

Fair Trade Coffee House at BCHS

One aspect of being a trustee that I really enjoy is being able to spend time at schools with students. On Wednesday, November 18, 2009, I had the privilege of attending the Fair Trade Coffee House at Bonnyville Centralized High School. The coffee house was planned and run by the HOPE group, students who are passionate about helping make our world a better place.

As I entered the area set aside for the coffee house, I was cheerfully greeted by several students. When I paid my $5.00 entry fee I was given two tickets - one for coffee and one for a dessert. The area was tastefully decorated with lights and art from around the world. Another student informed me that I was welcome to browse in the market area where various fair trade items were available for purchase. "Fair trade" is a "growing movement dedicated to making sure that producers in developing countries are paid a fair price for the goods we consume." A large display of goods from Ten Thousand Villages included items such as carvings, scarves, Christmas ornaments, toys, and chocolate. Customers could also order T-shirts with the profits going towards building a school in Kenya.

After I made my purchases in the market area, I entered the coffee house. A cafe' like decor greeted me. As I sat down, I noticed a menu. Customers could choose from a selection of three types of coffee and several kinds of dessert. Student waitresses collected tickets from customers and delivered the requested food and drink.

Thank you, HOPE group and BCHS for an enjoyable evening. Congratulations on raising over $10,000.00 which will be used to help people around our world.

Science of Innovation & Sport Challenge

2009-10-15T19:37:00.000-07:00

On Wednesday, October 7th, I had the opportunity to listen to three amazing speakers at Cold Lake High School. Thanks to OSUM, the school offered a two day conference to students.

The first two speakers were Lawrence Shubert and Scott Underwood. They shared ideas on innovation from their experience working for IDEO, a design company which has done projects for Pepsi, Apple and BMW. They challenged students not to be afraid of risk or failure.

-"The way to get good ideas is to get lots of ideas." (Linus Pauling)

-"Fail early to succeed sooner. If you are not failing, you are not trying hard enough." (Tim Brown, CEO of IDEO)

They also shared a process used to design something. The acronym they left students with was

Teamwork (Brainstorm with people from a variety of backgrounds)
Heart (You need to love your job to design effectively)
Iteration (You will need to try many times before you come up with a good design)
Needs (Ask people what they need, what works, what doesn't work)
Knowledge (Use what you learn to create the best design possible)

The third speaker was Catriona Le May Doan, Canadian Olympic Speed Skating Gold Medalist. Catriona shared how she became interested in speed skating, some of the training she endured, and what happened at the winter Olympics in which she participated.

Catriona participated in the 1994 winter Olympics. Her training had gone exceptionally well and she anticipated being able to win a medal. The unthinkable happened when she fell during her race. Catriona honestly shared her struggles in dealing with her "failure." Instead of giving up, Catriona continued to train and entered the 1998 winter Olympics. She came home with a gold medal in the 500 metre and a bronze in the 1000 metre. Catriona stressed that although winning the medals was wonderful, they did not change who she was or make her a better person. Instead of "resting on her laurels," Catriona continued to train. In 2002, she became the first and only Canadian individual to defend a gold medal at any Olympic games.

Catriona also shared the big part that science plays in speed skating. She brought one of her wind suits with her and talked about working out in the wind tunnel in Toronto to see which fabric would best help her in her sport. She also brought along one of her skates to demonstrate the "clap heel" - an innovation which greatly impacted her sport. Finally, Catriona talked about the science behind making ice in arenas, and how different ice surfaces contribute to different results.

Thanks to OSUM and the speakers for providing such a great learning opportunity for some of our students!

Challenges and Celebrations

2009-09-22T13:29:00.000-07:00

     The beginning of school usually has its share of challenges. This year is no exception. However, along with the usual challenges we are also facing new ones - budget cuts, review of special education, and opening the school act.
     School boards have been informed they will be subject to clawbacks of their surplus money. Ironic, isn't it, that those schools and school boards which are trying to put money aside for a rainy day are being penalized. It is very tempting to revert to just spending all the money available instead of budgeting wisely.
     The proposed framework (Setting the Direction) for meeting the needs of all students, especially those with learning challenges is a work in progress. There will be no changes this year. School boards, teachers, parents, and students are waiting to see what next year holds.
     It is time for the school act to be updated. This is the legal framework that guides education in Alberta. People are hopeful adequate time will be allowed for discussion, input, and careful consideration in the process.
      The past couple of weeks I have had the opportunity to celebrate with students, staff and parents. Glendon School, H.E. Bourgoin, and Bonnyville Centralized High School all had their versions of a welcome back to school evening. Although the format differed, the purpose was the same - to provide a way for students to introduce their parents to teachers. I also enjoyed a talent show at Glendon School on Alberta Arts Day.
     I would like to take this opportunity to wish you all a successful school year. Yes, we have challenges ahead. However, we also have many things to celebrate. Let's work together to provide the best education possible for today's students.

Update on Setting the Direction

2009-09-05T20:42:00.000-07:00

In case you are wondering, work is continuing on Setting the Direction. The proposed framework is currently under review and awaiting approval by the Minister of Education and other government officials. In the mean time, it is "business as usual" for special education programming and funding. The coding criteria and use of Individualized Program Plans remain unchanged. (See Standards for Special Education, Amended June 2004 and The Funding Manual for School Authorities 2009/2010.)

System Focus Day

2009-09-03T13:56:00.000-07:00

Every year before school starts, all Northern Lights School Division staff members gather for a system focus day. This year it was held on August 27th at the brand new Cold Lake High School with Dr. Martin Brokenleg of Reclaiming Youth International as our guest speaker. He had many challenging things to share:

-Real discipline lets natural or logical consequences teach
-All students today are "at risk"
-We need to create resiliency in our students. We do this by reaching the whole student, not just by teaching knowledge.
-The number one enemy to relationships is busyness. Research tells us that if a child spends 2 evenings every week with Mom or Dad, they will not get into trouble. Only 1% of families meet that criteria.
-A child who is going to leave school decides to do so in grade 7, even if they don't leave until later. This is such a crucial year that teachers (and parents) need to really focus on building relationships with these students.
-There is a strong correlation between alienation and departure from school

System Focus Day was also a day of celebration. Cold Lake High School is the first school built in our division since school boards amalgamated in 1995 and Northern Lights School Division came into existence. Due to the diligent work of many maintenance crew members and school staff members, Cold Lake High School opened its doors to students on August 31, 2009. Make a point of checking out this beautiful facility if you haven't seen it yet.

The other celebration was a ribbon cutting for the new Trades in Motion CTS facility. Thanks to the hard work of Mrs. Ruth Isley, the generous donations of local businesses (over $400,000.00) and the Rural Alberta's Development Fund this incredible "classroom on wheels" will make trades training possible in smaller schools.

Staff came away from the day encouraged, challenged, and ready to start a new school year.

Getting Ready for School

2009-08-26T19:40:00.000-07:00

Today we had our first school board meeting of the year. The dates for this year's school board meetings have been set:

September 9 and 23
October 7 and 21
November 4 and 18
December 9
January 13 and 27
February 10 and 24
March 10 and 24
April 14 and 28
May 12 and 26
June 9 and 23

All board meetings will take place in the Bonnyville office, starting at 10:00 a.m. unless otherwise noted here.

If you have an item that you would like to discuss with the school board, you are welcome to contact the board chair, Mr. Walter Hrycauk. The board allows time for public input at each meeting around 11 a.m. You may also request to have a specific item placed on the board agenda. We want to hear from you!

One of the areas we are working on as a school board is making ourselves more visible in our local communities. The board appointed representatives to attend Chamber of Commerce meetings during the coming year. We are also available to attend school council meetings. If you have an event that you would like your school board member to attend, please contact us here.

A Parent's Guide to Navigating the Alberta Education System (Part 2 - for parents with preschool children)

2009-08-07T20:23:00.000-07:00

My child seems to be struggling in certain areas. What should I do?
You as a parent always know more about your child than anyone else. If you are concerned about your child's health or development, the first person to contact is your family doctor. Perhaps you have never parented before and don't even know what "normal" means. Ask your doctor or local health unit for developmental checklists. These will help you sort out when you need to take action and get help for your child. You can check out this sample checklist. Don't be afraid to get a second opinion. Be persistent. You are your child's best advocate!

When should my child start school?
Currently, the law states that all children age 6, as of September 1st, and up are required to be registered with a school or school system. Most children attend kindergarten when they are 5 years old. However, if your child has special needs, there is help available starting at age 2 1/2. (NOTE: In order for your child to access help when he or she is 2 1/2, you should start the process when your child is 1 1/2! It takes time to contact the right people and get things in place.) You will need to contact your local school or school division to find out what services are available. The current system requires certain assessments to document the needs of your child. I would encourage you to read about Program Unit Funding as well as contact your local school. Remember that the program should always be dictated by the needs of your child.

My child needs therapy. How do I access help?
Unfortunately there is currently a shortage of therapists in Alberta - speech and language therapists, occupational therapists, and physiotherapists. Before your child enters school, the best place to access help is through your local family doctor or at your local health unit. However, if your child is on program unit funding, he or she is no longer able to access therapy through the health system. School divisions work hard to get access to therapists, but often it is not possible to find help in your local area. Although it is more costly, sometimes the only way to access therapy for your child is through a private therapist. Check for contact information on the websites of the Alberta Speech Language Association of Private Practitioners, Society of Alberta Occupational Therapists, and Alberta Physiotherapy Association. Discuss funding options with your school before you hire a therapist.

A Parent's Guide to Navigating the Alberta School System (Part 1)

2009-07-23T19:46:00.000-07:00

As I was driving to Edmonton today to take my daughter to the Glenrose for a hearing test, I was listening to 630 CHED. Around 11 a.m. Dave Ruthorford interviewed Ingrid, who expressed her frustrations with the education system, Child & Family Services, and the legal system. Unfortunately, Ingrid is not alone in her frustration. I find that many parents don't understand how to navigate the school system. Perhaps I can offer some helpful comments since I have experienced frustrations myself as a parent of children with special needs.

Be Informed
If you are looking for help for your child, you need to do your homework. Find out what resources are available in your community and school. Get active in your local School Council. (The Alberta School Councils' Association is a great resource.) Develop relationships with your child's teacher, principal, vice-principal, and special education coordinator, preferably BEFORE there is conflict! Read the School Act. Become familiar with the special education resources available from Alberta Education. If you are informed you will know when people are beating around the bush, and you will also know your child's rights. Being informed is hard work, but people will listen better and respect you more if you know what you're talking about.

Be Respectful
This is extremely important. No matter how frustrated you are feeling, you need to be in control when you are advocating for your child. Otherwise, people will shut you off, ignore you, and perhaps even take their frustrations out on your child. Find a healthy way to vent your frustration before you talk to school or government officials!

Follow the Chain of Command
I have heard of some parents who phone the Minister of Education at the first indication of trouble. I will warn you right now that this approach does NOT work. If your child is struggling in school, you need to talk to your child's teacher. Do not bad mouth the teacher or the school. Try to get to the root of the problem by talking with the teacher. If this does not solve the problem, talk to the principal. If there are still unresolved issues, contact the superintendent of your school division. If this fails, meet with your local school board to discuss the issue. Contacting the Minister of Education should be your last resort.

I can testify from personal experience that this approach works. Several years ago an issue arose with schooling for two of my sons. After asking questions for months and getting nowhere, I followed the chain of command. Eventually I did phone the Minister of Education. Because I followed the proper procedures, I was able to express my concerns, ask questions, and get a resolution. Today I have a great working relationship with my local school and my sons are getting the help they need.

Summer Lessons

2009-07-11T20:12:00.000-07:00

Summer is one of my favorite seasons. Heat doesn't bother me - I spent the first 10 years of my life in southern Africa where the temperature reaches 40 degrees plus. Although I enjoy gardening and sight-seeing, the best part about summer for me is the privilege of spending more time with my children.

For those who don't know, we have 5 children in our home. They range in age from 15 months to 11 years of age. Several of our children have special needs. Like any other family, each individual has unique abilities and challenges.

After school ended in June I sat down with the four older children and we compiled a "to do" list for the summer. Each of the children contributed his or her idea of fun activities we can do as a family. Some of the ideas they came up with were: camping, riding bikes to Grandma's (3 miles away), and bowling. We also listed work projects such as weeding the garden, cleaning out cupboards, and learning how to make a meal. Each morning we pick one work project from our list. Part of the challenge is finding a way for each member of the family to participate. Once we figure out how to tackle the job of the day, we work together to get the job done. Family fun times, computer and video time are helpful incentives.

I have to admit that many times it would be easier for me just to do the job myself. (Have you ever tried to weed while one child crushes pea plants, one child pulls up potato plants, one child keeps asking, "Is this a weed?", and one child gets side-tracked by lady bugs and worms?) However, I have been encouraged by the growth I have seen in my children AND in myself. My children are learning valuable skills such as cooperation, planning, creativity, and how to work. I am learning that having a positive attitude is key to being a good leader. We are all enjoying the feeling of accomplishment as we cross items off our list. We only have 9 items left out of our original list of 21. Maybe we'll have to add more?!

BCHS Grad 2009 - Believe

2009-06-27T20:52:00.000-07:00

This afternoon I gave a short address to the graduates of Bonnyville Centralized High School. Here are my remarks:

Several weeks ago I had the opportunity to attend the Minister of Education's forum called, Setting the Direction. At the forum 9-year-old Justin, who is blind and wears hearing aids, very articulately challenged us, "People, believe in us. If you believe, we can achieve!" Grads, we believe in you!

The story is told of a mother who took her young son to a concert performed by the great pianist, Paderewski. They arrived early, found their seats, and waited. While they were waiting, the mother started visiting with people around her. She got involved in her conversation, failing to keep track of her young son. The next thing she knew, her son was up on stage, sitting at the concert grand piano, playing "Chopsticks". As he began to play, the concert hall quieted. Then people began to shout, "Who does he think he is? Get him off the stage!"

Paderewski, who was waiting in the wings, heard the commotion. Walking out onto the stage, he came up behind the boy. "Keep going!" he said as he began to improvise a wonderful flowing accompaniment. "Don't stop!" he said as he added beautiful chords and amazing runs. You could have heard the proverbial pin drop as the young boy and the famous pianist played together. When they finished, they both received a standing ovation.

Today, you grads may feel a little like that young boy. You have many goals. You have unique abilities to offer our world. However, at times people may not understand or like what you are doing. They may tell you to stop. However, in this room, you have people who will help you transform your "Chopsticks" into something unique and beautiful.

Parents, family, and friends, it is our job to believe in these grads. We need to be there for them, support and encourage them, and always tell them to "keep going, don't stop."

On behalf of the board of trustees of Northern Lights School Division, I commend you grads for your accomplishments. You made it! We believe in you and look forward to hearing about your future achievements. Keep going! Don't Stop!

Inspiring Education

2009-06-23T18:28:00.000-07:00

Today I attended the Inspiring Education session hosted by ASBA in Edmonton. This session was set up specifically for trustees and administrators. The session had two main purposes: to introduce us to the Inspiring Education process and to teach us how to facilitate sessions in our own areas.

Here are a sample of the questions being asked at Inspiring Education sessions:
-Take a moment to think about your past learning experiences. Choose one picture (from a selection provided) that best reflects your thoughts and feelings towards your past learning experiences.
-If you were born today, what hopes, dreams and aspirations would you have for your learning in the next 20 years?
-You have an opportunity to send an inspiring message to someone of your choice about what is really important to you about learning in 20 years. What would you write?
-What qualities and abilities will an Albertan need in 2029?
-It is now 2029; people are sitting around the table and talking about learning. One of them says "Those were bold and courageous ideas and decisions they made 20 years ago." What were those bold and courageous ideas and decisions? How did children, families and communities benefit from those decisions? How are we now defining success in the future?

It was interesting to hear the answers around the table where I sat. There were several common themes/ideas shared:
-We need to learn from our past
-We are already providing many of the skills/qualities that students in 2029 will need
-We need to make sure students of the future do not lose the ability to build relationships and work collaboratively
-Character development is just as critical as developing a knowledge base
-Along with technology comes the challenge of knowing how to use that technology and how to control that technology instead of allowing it to take over your life.

A couple quotes from people around my table:
"You honor the past, because it enables you to live in the present and move to the future."
"We teach ethics, but we model integrity."

On October 18-20 in Edmonton there will be a provincial session of Inspiring Education. For further information see the Inspiring Education website.

What in the World is a Trustee?

2009-06-11T19:21:00.000-07:00

As I have talked with people around our division, I have come to realize that many people have no clue what a trustee (school board member) is, much less have an understanding of what we do. In fact, most people do not even know who represents them on the local school board. This year I had the opportunity to do a presentation to grade 6 students at the C-School in Bonnyvile on what it means to be a trustee. This is what I shared with them:

What is a Trustee?
Encarta Dictionary states that a trustee is "somebody who is given the legal authority to manage money or property on behalf of somebody else." The grade 6's at the C-School told me a trustee is somebody you trust who takes care of something for you.

How is a Trustee Elected?
Currently, trustees are elected through municipal (local) elections that are held every three years. A person who wants to run in the election must be over 18 years old, eligible to vote, live in the ward they are running in, and cannot be employed by any school board. Nomination forms are handed in and an election is held. The results do not become official until 1 week after the election. The successful candidates then take an oath of office, promising to carry out the tasks they have been assigned.

Qualities of a Good Trustee
A good trustee is a person who cares about students, is knowledgeable about education and the education system, is a good communicator, is an effective decision maker, is a team player, and is able to make the needs of students known.

What is a Trustee Paid?
Trustees do not receive a wage. However, they do receive a monthly honorarium as well as payment for the days they are involved in working for the school division. The cost of mileage, hotels, meals, and professional development activities are reimbursed.

Trustee Responsibilities
A trustee has many responsibilities over and above attending actual board meetings. Trustees are expected to know division policies and procedures, prepare for board meetings, refer questions not covered by board policies to the board as a whole, participate in and contribute to board decisions, refer comments or complaints from students, parents, or community members back to the local schools, support decisions of the board, use their delegated authority wisely, participate in professional development, share ideas and materials from professional development activities, stay current with educational trends, develop a positive environment within the board and division, know and live by the trustee code of ethics, attend school or division events, and report violations of the trustee code of ethics to the board. The school board chair is elected by fellow trustees for a 1-year term. The chair plans agendas, leads board meetings, signs official documents, and is the main contact for the board.

What does a School Board Manage?
The school board manages land and buildings, the division transportation system and the division budget. They also make decisions related to programs offered in schools, approval of school calendars, approval of local courses, and school board policy.

What is the Role of the School Board?
The role of school boards is articulated in the Alberta School Act. Boards are responsible for obeying provincial laws regarding educational standards and policies. Education results must be reported to Alberta Education. Trustees are elected to represent the people who elected them. This means they should make decisions that reflect the values of their community. In order to do this effectively they need to obtain input from their community.

Setting the Direction Forum

2009-06-09T21:41:00.000-07:00

We are the change. This is the theme that was heard repeatedly at the Setting the Direction Forum in Edmonton on June 8th and 9th. Almost 1,000 Albertans came together to hear about the proposed new framework for education. We were informed that the vision for this new framework is One inclusive education system where each student is successful. (Inclusive is defined as "a way of thinking and acting that demonstrates universal acceptance of, and belonging for, all students. It also means that all students will have equitable opportunity to be included in the typical learning environment or program of choice.")

Dr. Martin Brokenleg (www.reclaiming.com) reminded us of the need to build resiliency into our youth. We can do this by providing belonging, encouraging mastery, nurturing independence, and modeling generosity.

Dr. Tom Parrish gave us an overview of the proposed framework. He encouraged us to become facilitators of success. The key concepts he stressed were shared responsibility, learning from experience, focusing on best practice, continuously improving, and reviewing and updating on an ongoing basis.

We were reminded that the framework is exactly that, a framework. Many details have to be worked out yet. At the forum we were given the opportunity to discuss the three priority areas of the framework: Curriculum, Capacity, and Collaboration, along with 10 programming recommendations. Over the summer, the steering committee will be hard at work to delineate the details of how the framework should work. It is the committee's task to present phase 4 - the response to the framework in September 2009. Over the next year details of implementation will be hammered out and shared with those involved in education. The goal for beginning to implement the framework is September 2010.

Many questions and concerns were raised at the forum. So far the response to the framework could be described as hesitant optimism.

"People, always believe in us, because if you believe, we can achieve." (a quote from a 9 year-old student from St. Albert.)

Change - Opportunity or Disaster?

2009-06-08T20:38:00.000-07:00

There is currently a lot of change "in the wind" regarding education in Alberta. Perhaps you have participated in one of the many consultations taking place - Setting the Direction, Putting the Public Back in Education, Inspiring Education. On one hand, the provincial government seems to be encouraging public debate and interaction. On the other hand, the provincial government passed bill 44 while most of us were sleeping, despite many pleas from Albertans to the contrary.

As a "newbie" trustee I have had the opportunity to interact with other trustees from around the province. Some are excited about the possibilities the future holds. Others are distraught. They seem to think the impending change will bring disaster.

It seems to me that the "tried and tested" way of running our democratic system is no longer yielding the results we desire. In the last municipal election, 63% of trustees were voted in by acclamation - there was no election per se. In my corner of the world, only 17% of eligible voters cast a vote. Of those, 70% were 65 or older. Most people my age cannot be bothered to vote! Why? Although they don't vote, they complain. So obviously they are not happy with the system. Are they doing anything to change it? To provide alternatives?

At the recent Alberta School Board's Association conference in Red Deer, we had the opportunity to have a question and answer period with Education Minister, the Honorable Mr. Dave Hancock. In public, at the question and answer period, trustees praised the work the minister is doing. In private, there were complaints.

What is my point? It has been said that if you do the same thing in the same way, you will get the same results. If we don't like what we're getting - apathy, lack of involvement, a disconnect between trustees and our public - what can we do differently? How can we use the change to our advantage? Do we know what our public wants from education, from us as trustees? If not, how are we going to find out? Let's embrace change. It's our opportunity to create the future.