Welcome! come!!! !! Suppor ortin ing Effec fectiv ive e - - PowerPoint PPT Presentation

Welcome! come!!! !! Suppor

• rtin

ing Effec fectiv ive e Gover ernan ance ce

Once settled, please grab a marker and respond to prompts on the charts posted around the room. We will start once you have had a chance to respond and have returned to your table.

Module L e Learnin ing O Overview iew

Wednesd nesday 9:00 - 11:45 Session A Intro to Module Learning and Professional Practice Standards, Your Governance Story, Do School Boards Matter, Governance Models, Effective Governance - Alberta Examples of Practice Re Reflection on

• n Grow
• wth

1-4:00 Session B Effective Governance and Superintendent Leadership, Legislation and Research, Dual Role

• f Alberta Superintendent, Value of CASS, Province District Nexus Re

Reflection on

• n Grow
• wth

Thursday ay 8:15 - 11:30 Session C Fostering Collaboration, Stories of Governance and rule of civility, SLQS Competency Indicators,Re Reflection on

• n Grow
• wth

Friday ay 8:15- 11:30 Session D Deepening the Understanding and Applying the Learning Re Reflection on

• n Grow
• wth

Gover ernan ance ce Mod Module O e Outcomes mes

Participants will develop, and apply strategies to:

• 1. Understand good governance and why it is important.
• 2. Deepen understanding of governance for Board members,

Superintendents and System leaders based on what the research says.

• 3. Examine your own governance practices.

Poli litics, s, G Gove verna nanc nce a and S Syst stem I Impro prove vement nt

Paul Richman - former executive director of California’s Parent Teacher Association

Alber erta P Profession fessional al Practice S ce Standar ards

Page 3 of Participant Guide (PG)

Albe lbert rta E Education n Te Term rms

“Standard”

A standard (Small S) is a policy that identifies the requirements for the competent professional practice

• f members of a profession. In turn, Alberta’s “Capital

S” Standards adopted by Ministerial Order are authorized under Section 39(1) (f) of the School Act. This makes them part of the legislative framework under the School Act . Within each of the TQS, LQS and SLQS “Standard” policies is the “standard”

• statement. This standard is the clear expression of the
• utcome of competent practice.

“Compet eten ency cy” means an interrelated set of knowledge, skills, and attitudes developed over time and drawn upon and applied to a particular leadership context in order to support quality leadership, teaching and optimum learning as required by the Superintendent Leadership Quality Standard; e.g., Supporting Effective Governance“De Descriptor of

• f the

compet eten ency cy” The sentence that describes the

• competency. A superintendent engages with the

school community in implementing a vision of a preferred future for student success, based on common values and beliefs.“Indicat ator

• rs” means actions that are

likely to lead to the achievement of the competency and which, together with the competency, are measurable and observable;

PG 4,5

CASS S Terms ms Support for Implementation

Compet eten ency Over erview – “Two pager” providing awareness of the competency based on 4 frames: Legal and Key References, Research, Practice in Alberta, Resources. Learning ng Modules s - are designed to deepen and apply system leader’s professional practice with opportunities to examine Alberta context through a community of inquiry approach based on research. Braid d – Image CASS developed to represent that competencies are interrelated and interdependent.

Superin inten enden ent & System em Leader er

Practice P ce Profil files es

PG 6-10

Pract ctice P ce Profi file e Self Reflection Tool focused on Indicators

Learning M g Modul ules es Read ading a g and Resour urce ce Tab ab

Story ry vs. Desc scri ription

Fence Climbing Free Photo —By Ryan McGuire

A.1 .1 Your St Story

Fence Climbing Free Photo —By Ryan McGuire

Shared with permission - Dr. Scott Morrison

A.1 Telli lling ng y your S r Story ry

PG 11

• mindset,
• moral imperative,
• cohesive governance

system

• system-wide commitment
• continuous improvement

PG 12

A.1 Gover ernan ance C ce Core

• mi

mindset,

• mo

moral al i imp mperat ative,

• cohes

hesive g gover ernance syst system

• syst

system-wide c e commitmen ent

• continuo

uous us i improvem emen ent

A.2 D Debat ate e - Do Do Scho chool B Boar ards M Mat atter? -

• Identify half of your table group as “yes” and half as “No”

respondents in the debate.

• Take 5 mins to discuss with your “yes or no” group how you

would like to respond the the topic.

• Allow each person two minutes to share their stance - alternate

yes/no etc.

PG 13

A.3 Gov

• ver

ernance M e Model els

“ Models are just that: Models.”

PG 17

A.3 Simila lari rities a s and Differ fferen ences es

Work in pairs or triads to:

• Identify similarities and differences between the

governance models, and

• Indicate strengths and limitations of having a model.

Pat C Cochr hran ane e - Former B r Board C rd Chair - CBE BE

• Importance of having a Mod

Model

• What does it take to have an effect

fective B e Boar ard?

A.4 Aspects of Effective Governance Alberta Exemplars of Practice

Brand randon

• n’s Five

ve P Pri rinc nciples Review research Identify practice that aligns with the research Ont ntari rio Gove

• Governa

rnanc nce Co Committee Fiv ive Pr e Prin incip ciples Review research Identify practice that aligns with the research

A.5 P Profes fessional al Growth/ h/Refl eflect ection

How is your practice reflected/informed by what you have learned? What que uest stions have emerged in this session about supporting effective governance within your school authority?

B.1 Effective ve Gove vern rnanc nce & S Superi rint ntende ndent nt Leade dersh ship p What does the Legislation/research say?

• 1. What strikes you as ho

hopeful ul? Where do you see an

• pportunity?( e.g., aligned?) (symbol - H)
• 2. Where did you feel most challen

enged ed? (Symbol C)

• 3. What are the implicat

ations

• ns of this for the superintendent,

secretary treasurers, your system leadership team, (e.g. human resource leads) and school trustees? ( Symbol I)

H C I

B.1 Alber erta G a Gover ernan ance R ce Rules es, Regu Regulations an and L Legi egislation

Leg Legis islation in in Albe lberta Not Notes Must do School Act Want to do Delegate to

B.2 Superi rint ntende ndent nt D Duties ( s (Section 1 113 (1)and nd select ected ed B Board p policy cy r requi uirem emen ents.

Chief Executive Officer of the Board Chief Education Officer of the School Authority

B.2 College of Alberta School Superintendents

VISI SION ON: Leadership excellence for world-class public education. MISSI SSION ON: The College of Alberta School Superintendents, the professional voice of system education leaders, provides leadership, expertise, and advocacy to improve, promote, and champion student success.

B.2 College of Alberta School Superintendents

Next ext S Step eps Commit itmen ent t to Practice ice Ministry Involvement Via CASS Ministry Involvement Via Ministry

PG 29

Je Jeff Joh Johnson - For

• rmer Min

Minister of

• f Ed

Education Personal perspectives of the mutual benefits of the province and district leadership working together to support optimum learning for all students.

B.3 Superi rint ntende dent nt/Syst ystem L Leade dersh ship Mutual Benefits of the Province-District Nexus

Think, Pair, r, S Square re, S Share

• Read alone - highlight key concepts/key words.

○ Look for - alignment/coherence with the Boards policies/goals

• Discuss with a colleague and share - What did you find most interesting?

Similarities? Differences?

• Join another pair and highlight one item. Record the information for

sharing.

• Share with large group

PG 30

B. B.4 Pro Professiona nal G Gro rowth Refl flect ection

How is your practice reflected/informed by what you have learned? What que questions have emerged in this session about supporting effective governance within your school authority?

C.1 - Fosteri

ring ng C Coll llabo bora ration What does the research say?

= Got it. I know or understand this. ! = This is really important information. ? = I’d like clarification or elaboration of this material.

PG 33

C.2 Stories es o

• f Gover

ernan ance ce Manne nner a r and R nd Rule les o

• f C

Civility

PG 33

C.3 Evi videnc nce In Pra n Practice

• Alberta S

a Stories o

• f P

f Pract actice ce

• 1. Review Stories - identify governance indicators
• 2. Dialogue about promising practices you/your school

authority take that would model “Evidence in Practice” for the indicators at your table.

PG 33

C.4 Pro Professiona nal G Gro rowth Refl flect ection

How is your practice reflected/informed by what you have learned? What que questions have emerged in this session about supporting effective governance within your school authority?

D.1 Tips f ps for T Trustees a s and S Superi rint ntende ndent nts

PG 33

D.2 Deepe peni ning U Underst standi nding ng a and Apply pplying ng t the Lear earning - Coh Coherence wit with y you

• ur s

sto tory

• 1. Review Stories - identify governance indicators
• 2. Dialogue about promising practices you/your school

authority take that would model “Evidence in Practice” for the indicators at your table.

PG 33

D.3 .3 Professi ssiona nal G l Growth Refl flect ection

How is your practice reflected/informed by what you have learned? What que uest stions have emerged in this session about supporting effective governance within your school authority?

Deepe peni ning U Underst rstandi nding a and A Applyi pplying the L he Lear earning

This learning

• pportunity was

successful because…..

• 1. Understand good governance and why it is

important.

• 2. Deepen understanding of governance for

Board members, Superintendents and System leaders based on what the research says.

• 3. Examine your own governance practices.

Than ank k you

• u for

for t the opp

• pportunity t

to

• le

lear arn wi with th you th this we week! k!