My top three priorities for 2010-13 will be…
- A Warm Welcome & Positive Connection for Each Student
- Emphasis on Citizenship, Creativity, Critical Thinking & Communication
- Strong Stewardship for Public Education NOW & Into the Future
These priorities build on those I established in 2007 and my experiences during my first term. You can see the progress toward the priorities I set in 2007 on the “My top five priorities in 2007” page!
A Warm Welcome & Positive Connection for Each Student
Dr. Martin Brokenleg (Circle of Courage) says that before children can master skills and knowledge they must feel that they belong, and Dr. Gordon Neufeld and Dr. Gabor Mate (Hold on to Your Kids) discuss the critical importance of children feeling connected and attached to their parents and to at least one adult in school as a way of providing a platform of comfort and safety from which children can explore their creativity, take risks, and enjoy learning. In short, “belonging” and a strong “connection” are fundamental to success in school.
Part of genuinely welcoming students is acknowledging and accepting students for who they are and meeting them where they are. To do so teachers and schools must understand the “whole” child – their strengths, abilities, talents, weaknesses, cultural and family background – and help children (and their parents) see themselves through this lens as well, not just exclusively through an academic lens. I believe this means we need to broaden how we define “success” for students and subsequently, how we measure individual student success. What does holistic success mean in the 21st century and how will we measure it? Your thoughts are welcomed.
Our classrooms are complex, and everyone needs to be welcomed and included.
- With 13,000 of our students living in poverty (one sixth), going that extra step to welcome and support these students and value all that they bring to the classroom will be a vital area of focus for me.
- Similarly, I know that some special needs families do not feel their children are genuinely welcomed and properly supported, and I believe that the Board must continue to support the development of the Special Education Implementation Plan that is currently evolving through the collaboration of the administration with “on the ground” staff and parents. Also, now that the provincial Setting the Direction framework is entering the implementation phase, I believe Edmonton Public Schools must also examine its current policies related to accommodating special needs children and consider whether they are still appropriate or need revision.
- The Board also needs to continue its annual evaluation of how the district is responding with respect to its Aboriginal Education and Multicultural Education policies. Are we making progress? What are the successes and what are the challenges?
- The Board must also consider the needs of the extremely gifted children in the district as well.
- And let’s not forget the “average” student. Every single child is important.
A Warm Welcome for Students Includes a Warm Welcome for their Parents, too!
Parents are a child’s first teacher and remain a child’s first line of support throughout their schooling. As such, parents must be continue to be welcomed and included in the conversations and decisions about a child’s educational progress.
Families must also understand and act on their crucial role in their children’s success in school, and as per the community-generated strategy of “Strengthening Families” (May 2009) as a key way to acheive the schools and communities we want in 2030, the system must be flexible and innovative enough to welcome and encourage strong families regardless of socio economic backgrounds, language barriers, and any other challenges the family may be facing. (See ideas on strengthening families in Let’s Dig Deeper! Final Report.) Teachers are key connection points for parents with respect to their own children, and principals are key connection points for the successful inclusion of parents into the broader life of the school community (through School Councils and other groups and activities).
And Let’s Not Forget About Welcoming “the Village”!
Finally “the village that it takes to raise a child” must be welcomed into our schools because community members, partner organizations and other elected officials have so much to give to our students and staff. Examples of this support, from big to small, can be found in It Takes a Village! Report (March 2008), a compilation of ideas from a March 2008 community meeting. In order for “the village” to want to be involved, feel welcomed, and stay connected to schools, excellent communication is a must. Ideas on improving communication can be found in Let’s Dig Deeper! Final Report and remains an area to work on by the Board and by individual schools. If you have ideas on what communication methods would work for you, please let me know. Your thoughts on barriers to your involvement in schools are also welcomed.
A Positive Connection for Each Student
Once warmly welcomed, schools need to ensure that each child has a positive connection to school. Research shows that if children have a meaningful relationship with at least one adult, their chances of being successful in school (and staying in school) are much, much higher. Many students find this meaningful adult connection through their classroom teacher (s) and their engagement in learning. Others find this connection through the extra-curricular activities or non-academic subjects they are involved in and the adults or older students involved in those, and still others require a more focused mentorship approach.
How could all schools demonstrate that there is a plan in place to ensure a positive connection to school for each and every child? School staff members don’t necessarily have to do it all — mentors and “success coaches” from the community and partner organizations can be important additions to a school community in terms of working to ensure a positive connection to school for each and every child.
A positive connection for children to learning is also very much linked to being successful in school. In my opinion, the one skill that underlies success at school (and in life) is an ability to read. Over the next term, I believe the Board needs to keep pursuing the standard that “all students should be reading by Grade 3” (at the very latest). The Superintendent’s K-12 Literacy Plan, launched in 2010, creates a common set of expectations for the district with respect to literacy and looks at literacy in its broadest sense– what can the Board do to support this through policy and budget allocations over the next term? The current and previous Boards have allocated resources and support to ensure all children attain that fundamental skill of reading solidly (Reading Recovery, Balanced Literacy, Middle Years Literacy, etc.). We are still not at 100% of kids reading at grade level by Grade 3. What other supports could the Board be providing to the Superintendent and his staff?
One way that schools can support literacy and a love of reading/learning is through the effective use of their libraries. The School Library policy is due to come for Board discussion this next year, and I am looking forward to exploring how we can strengthen and support school libraries throughout the district through policy (as a starter). The revision of policy must be done within the context of a recent provincial look at standards for school libraries , an understanding of where our various schools libraries are at, and how libraries can contribute to the K-12 Literacy Plan. There is no doubt in my mind that school libraries or “learning commons” (and teacher librarians) are fundamental in supporting both students and staff with attaining 21st century literacy goals.
Emphasis on Citizenship, Creativity, Critical Thinking & Communication
The root of the word “educate” is the Latin educare – to bring out/to lead forth. Within public education, there has been a great emphasis on bringing out the academic skills of students, and certainly, helping students to develop their knowledge and skills in math, science, a second language, a trade, history, geography, etc. is important and foundational to a student’s future studies, work, and life.
However, I believe the community has a great desire to ensure our children and youth to succeed in areas beyond “subject” areas. Primarily, the community wants the next generation to be “good people,” good citizens who care for and respect other people, contribute to bettering society, and participate in our democratic society. Indeed, at my May 2009 Let’s Talk the Future community meeting community members identified “enhancing innovative citizenship education” as an important way of achieving the schools and communities we want in 2030. For more, see Let’s Talk the Future! Final Report (May 2009).
In a world of increasingly rapid change, where some of our youth will be working in jobs that we haven’t yet imagined, the next generation must also be adept at thinking critically about an issue or problem and then tackle those problems with creativity. In the spring of 2009, Cambridge Strategies reported to Board on its research with Edmontonians around community preferences with respect to public education and school space. A focus on education was the top preference, and within that preference, a focus on creativity, critical thinking and adaptability ranked very high. I believe that the Board needs to follow up on the recommendation that it should “engage with the community to gain a deeper understanding of the three attributes …of creativity, critical thinking and adaptability in schools.”
Finally, we want the next generation to be able to communicate information and their views clearly whether face-to-face, through writing (online or traditional), through the arts… whether working in teams or own their own….
To ensure that all students (no matter what their passions, talents, and abilities) get lots of practice in these four critical areas, we must develop a better understanding of how children and youth are doing in these areas. It appears that we pay attention to what we measure, so I will work to encourage the district (and the province) to develop measures for these areas against which we can broaden our understanding of how a student may fare once he or she has left the K-12 education system.
Strong Stewardship for Public Education NOW & Into the Future
Edmonton Public Schools trustees are elected by Edmontonians to serve and take responsibility for enhancing the health and vibrancy of public education in this city . To achieve this, the Board works with the human, financial, and capital resources of Edmonton Public Schools (which operate under the leadership of its Superintendent) as well as the good will and trust of its public. Having considered the range of implications of any decision, the Board endeavours to make sound, well-informed decisions – decisions that are “good” not only for today’s students, staff, parents, and communities but also, for tomorrow’s students, staff, parents, and communities.
As stewards, trustees need to continually ask ourselves, the Superintendent and his staff, and our community: “How can we build on our successes and overcome the challenges in a thoughtful, responsible way that strengthens Edmonton Public Schools?” Ideally, after its term of office, each Board of Trustees will leave Edmonton Public Schools in a stronger position going forward.
Trust and Good Will of the Community
To build on the trust and good will of the community and its strong support of public education (which it has been demonstrating since 1881), I believe that Board’s policies and directions for the Superintendent must be based on a clear understanding of what the desires and dreams of the community are for “our” school system. Robust public engagement and excellent two-way communication are critical for enhancing the “trust and good will” of the community.
Over the next term, the Board must communicate better about the realities, successes and challenges of public schools, think carefully about when and how to ask for the community’s wisdom, perspectives and insights, and then show how community ideas come together with the professional expertise of the Superintendent and his staff to make Edmonton Public Schools stronger and healthier.
Human Resources
It is not only children and youth (and their parents) who must feel like they belong within Edmonton Public Schools. To take full advantage of all the skills, expertise, and diversity that over 7,000 staff members bring to work every day, it is vital that all staff feel welcomed and esteemed. Staff must be compensated fairly, and the Board must encourage the desire of each staff member to contribute his or her ideas and creativity to enhancing our work with students and for the community.
This past term a key goal for the Board was to be an employer of choice. To this end, among other actions, the Board passed a Respectful Working Environment policy and a Staff Conduct Policy. It also supported the work of an ATA and District joint committee on increasing involvement in site-based decision-making.
In the next term, I believe a Board focus on supporting and developing strong leaders (principals, central department directors, and senior administrators) will further the work of welcoming and esteeming all employees. First, we need to recognize our leaders’ talents and strengths better and second, we need to ensure that 100% of our leaders are “walking the talk” in terms of welcoming and valuing and supporting all staff members who report to them.
Capital and Financial Resources
With respect to capital and financial decisions, in the term ahead, the Board must continue to be vigilant and careful in how it allocates the funding Edmonton Public Schools receives from the Provincial Government. I have discovered (and I guess I always knew this!) that the dreams and desires of both the community and the staff with respect to offering the very best educational opportunities to children usually outstrips the dollars provided. Thus, to live within our means, the Board must prioritize its funding allocations. New priorities will be set in Winter 2011, and I encourage everyone to get involved in this far-reaching work of the Board.
Within the context of community values and priorities, it will also be important to continue to consider carefully the Superintendent’s recommendations to streamline, maximize and optimize the operations of the district. The better use of our dollars we can make, the better we will be able to support great educational opportunites for all students.
A review and reorganization of Central Services by the Superintendent will continue in 2010-11, with particular attention to how Plant Operations & Maintenance, Technology and Student Support Services could work more effectively to support schools/students/teachers.
On the capital front, the new Sector Review process (recommended by the Superintendent in 2008 and supported unanimously by the Board) will also continue. The process is intended to look at the educational opportunities being provided in each sector of the city (or area of the city) and to consider whether or not we could be doing a better, more efficient job of ensuring vibrant schools for this sector. What are the numbers of students in the sector, and are there enough students to fill all the schools to an optimum level? What age are the buildings? What programming is missing? What does the community value about the schools in this area of the city? Should we be consolidating students and staff? Should some school close? Which schools should be renewed? Ultimately, what is the best plan for each sector over the next ten years (or longer) to ensure great education and the best allocation of our financial and human resources?
The SW Sector (which contains Ward H) is not being considered in the first round of Sector Review, but eventually this process of community consultation and review will come to Ward H. I will keep people posted. You can take a look at http://sectorreview2010.com/ to see how the reviews of the Central, South Central and West 1 sectors are going. A report from the Superintendent on how to move ahead in each sector, based on community consultation and the advice of the district planners, is expected to Board in the late fall/early winter.
