1

ABroadlySharedMission,VisionandGoalsFoundedontheAspirationalImagesoftheEducatedPersonDufferin-PeelCatholicDSBTheDufferin-PeelCatholicDistrictSchoolBoardisoneofthelargestandmostdiverseschoolboardsinOntario.Itservesapproximately84,000studentsin149schoolslocatedthroughoutMississauga,Brampton,CaledonandOrangevilleandanadditional46,000studentsinadultandcontinuingeducationprograms.Withover10,000employees,theboardisalsooneofthelargestemployersintheregion.TheschoolsinDufferin-PeelareorganizedintosevenFamiliesofSchools:MississaugaSouth,MississaugaNorth,MississaugaEast,MississaugaBramptonCentral,BramptonNorthEast,BramptonEast/Caledon/Dufferin/MaltonandBramptonWest.Dufferin-PeelCatholicDistrictSchoolBoard’scurrentCatholicBoardLearningPlan2013-2016forWell-BeingandAchievementhighlightssystemgoalsthroughthemetaphorofripplesofwater.Theripplesrepresenttheinterconnectednatureofthesystemandprovideguidingprinciplestoinformtheroleeachinthesystemplayinsupportingthewell-beingandachievementofalllearners.Themetaphorispowerfulinthatitgivesavisualtoacomplex,multilayeredandinterdependentnetworkandstructure.Allareasoftheripplearecenteredonthelearner.RipplesandlayerssharethecommonfocusthatallcanachieveandbesupportedinthedevelopmentofChrist’svisionofthewholeperson.Wecontinuetocreateacollaborativecultureofcarethatsupportshighstandardsforalllearners,emphasizescontinuousimprovementsforalllearnersandisresponsivetothefullrangeofeachlearner’sGodgivengiftsandabilities.TheOntarioCatholicSchoolGraduateExpectations(OCSGE)guidesouroutcomesandhelpsallthroughoutthesystemandinourcommunitiesunderstandourlong-termvisionforeachstudent.

2

…On the way to becoming an Ontario Catholic School Graduate

DiscerningBeliever

EffectiveCommunicator

Reflective,Creative,HolisticThinker Self-Directed,

Responsible,LifelongLearner

CollaborativeContributor

CaringFamilyMember

ResponsibleCitizen

Thecultureofthesystemcanbedescribedasbeinginclusiveofalllearners,focusedondevelopingleadersthroughoutthesystemlayers,responsivetothevoicesofallpartnersandashavinganunderstandingoftheevolutionarynatureofGod’swork.Inapracticalsense,acontinuedfocusoncoherenceandalignmentofallstructures,activitiesandsupportsison-goingandhasmetwithaconsiderabledegreeofsuccessasevidencedinEQAOresultsovertime,varioussystemdatasourcesandalsointheextraordinarystudentswecontinuetoattractandgraduate.Thispaperdescribestheboard’sapproach,overthepastseveralyears,totwocharacteristicsofstrongdistricts1;

• Abroadlysharedmission,visionandgoalsfoundedonambitiousimagesoftheeducatedperson

• Job-embeddedprofessionaldevelopmentforallmembersoftheorganization.Sharedmission,visionandgoals:Thesharedvisionofthelearnerflowsthroughthemanylayersofoperations.TheOntarioCatholicSchoolGraduateExpectations(OCSGE)isaprominentexampleinthesystem,andotherCatholicsystems,oftheoutcomeswehaveforallstudentsandencouragesallstafftoseetheirroleintheoutcomes.TheOCSGEinformplansatalllevelsandisavisualreminderineachschoolcommunityofthevisionthesystemhasforalllearners.ThevoiceofeachuniquecommunityisalsoheardthroughtheBoardofTrustees.Dufferin-Peel’sStrategicSystemPlan(2010-2015)isdevelopedeveryfiveyearsandreviewedeachyearbytheBoardofTrustees.ThroughtheSystemDirectiontheplanisputintoaction.PrioritiesarealignedwiththeMinistryofEducationpriorities.CommunityinsightsandprioritiesidentifiedthroughtheprocessaretheguidingprinciplesuponwhichallBoardoperationsandpolicyaredeveloped.IdentifiedprioritieswithintheStrategicSystemPlanandtheSystemDirectionincludeCatholicity,Parish-Home-School,theLearningEnvironment,PhysicalEnvironmentandCommunityEngagement.Witheachoftheseidentifiedpriorities,thecurrentinitiativesandtheplansformovingforwardareoutlinedand

1Leithwood,K(2013).StrongDistrictsandTheirLeadership.Toronto:FinalreportofresearchfortheInstituteforEducationalLeadershipofOntario.

3

reviewed.EachyeartheDirectorofEducationreportstotheBoardofTrusteesonthemanyinitiatives,nextstepsoradjustmentsalongtheway,highlightingwherewehavebeen,whereweareandrecommendeddirection.Inaddition,allSuperintendentsarerequiredtopresenttoTrusteesyearlythroughthemonthlyFaithandProgramCommitteeMeetingsonvariousaspectsofinstructionalpracticeanddirectionaswellasdepartmentactivitiesasalignedtothestrategicplanandtheCatholicBoardLearningPlan.TheSystemDirectionissharedwithallschoolcommunitiestofacilitateopportunitiestorespondtoaspectsoftheplan.SystemprioritiesarereviewedwithCatholicSchoolCouncils,throughRegularBoardMeetings,theSpecialEducationAdvisoryCommittee(SEAC)andFaithandProgramMeetingstoensuretheprioritiesarecommunicated.CommunitiesrespondbackthroughtheCatholicSchoolCouncils,SEACandtheFamilyofSchoolsrepresentativesontheCentralCommitteeCatholicSchoolCouncils(CCCSC).AllinputisreviewedthroughtheBoardresearcherstoinformsystemdirectionsandupdates.

2TheSystemStrategicPlanandtheSystemDirectionsdocumentsguideboththeCatholicBoardLearningPlanandtheCatholicBoardCorporatePlan,whichprovidesthefoundationforbothinstructionalandcorporategoalsoftheboard.TheBoard’sEquityPlanandTechnologyPlanalsosupportthesharedsystempriorities.Allofthesedocumentsarealignedthroughoursharedprioritiesandreflectthemission,visionandvaluesoftheDufferin-PeelCatholicDistrictSchoolBoardandourvisionofalllearners.ThroughthesesystemdocumentstheMinistryofEducation’sAchievingExcellence3prioritiesofachievingexcellence,ensuringequity,promotingwell-beingandenhancingpublicconfidencearesupported.Continuingtoengageandbuildconfidenceinallschoolcommunitiesiscriticaltothelongtermhealthofthesystem.

2Dufferin-Peel’sCatholicBoardLearningPlan2013-2016andCatholicCorporatePlanareinformedbyTrusteeprioritiesasoutlinedintheSystemStrategicPlanandSystemDirections2010-2015documents.Trusteeshaveapprovedthenextupdatedplanbuildingontheseplansandministrydirections.3AchievingExcellent,MinistryofEducation,April2014

4

Dufferin-PeelhasapplieditsdistinctiveCatholiclenstodevelopthesesharedprioritiesandarticulatesharedbeliefstosupportfurtherimprovementforinstructionalpracticesandstudentachievementinallschools.Allplanshavebeendevelopedforthepurposeofmakingfurtherprogressinfosteringthewell-beingandachievementforalllearners.TheCatholicBoardLearningPlan(CBLP)2013-2016buildsonthelearningfromthepreviousCBLP.Thepreviousplan,Dufferin-Peel’sCatholicBoardLearningPlan2010-2013,articulatedtheBoard’scommitmenttoimprovedstudentachievementandoverallwell-beingforalllearners.TheMinistry’sthreecorepriorities4andtheboard’sfivecorepriorities5providedaframeworktosupportthiscommitment.ThePlanwasorganizedintofourpillars:Catholic,Community,CultureandCaring,Literacy,Numeracy,PathwaysandTransitions.Eachofthesepillarsincludedexplicitlydefinedoutcomesforschoolsandidentifiedpotentialdatasourcestoinformnextstepsingoalsettingwithinschools,divisionsanddepartments.Alignmentandcoherencewas–andcontinuestobe–astronglyembeddedguidingprincipleforallsystem,Familyandschoolplans.Dufferin-Peel’scurrentCatholicBoardLearningPlans(2013-2016)continuedtobuildonthecapacityofallleadersintheclassroom,schoolsandthroughoutthesystem.Thenextstepsintermsoffocusor‘bigidea’forthesystemwasdeterminedtobecollaborativeinquiry.ThroughayearoveryearfocusinthepreviousCatholicBoardLearningPlanpillarsofCatholicity,Numeracy,Literacy,PathwaysandTransitionsandProfessionalLearning,staff,studentsandfamilieswereengagedinworkingtosupporteachlearnerinmeetingtheoutcomesoftheOntarioCatholicGraduateSchoolExpectationsthroughtheimplementationofschoolgoalsencompassingexpectedpracticesandavarietyofoutcomes.Thisstronginstructionalpracticeandstrategiesapproachmovedsystemthinkingandsupportedthealignmentofclassroompracticesaswellasseveralmonitoringpiecestoensuretheon-goingcollectionofdatatoinformnextsteps.Akeypartofcollaborativeinquiry,extensivecollectionandreviewsofdatafromprofessionallearningsessions,aswellashearingthevoiceoftheCatholicSchoolLearningTeamsandCatholicFamilyLearningteams,hashadmanyprofessionallearningimplications.Dufferin-Peel’sCatholicBoardLearningPlan2013-2016continuestoprovidethesystemwithasharedvisionandfocusforrefiningeffortstorealizeourSharedPriorities.WithintheCBLPtheelementsofCatholicCommunityCultureandCaring(CCCC),Pathways,TeachingandLearning,aswellasProfessionalLearningandLeadingeachhaveclearlyarticulatedfoundationalprinciplesandpracticestodescribeandsupporttheactionswetakeinallschoolstoensureoverallwell-being,

4Higherlevelsofstudentachievementreducedgapsinstudentachievementandincreasedpublicconfidenceinpubliclyfundededucation.MinistryofEducation,Ontario.5Catholicity,LearningEnvironment,Communityengagement,Parish-Home-SchoolandPhysicalenvironment.Dufferin-Peel’sCatholicBoardLearningPlan2010-2013

5

learning,andachievementinthesefourareas.TheinterconnectednatureofthematrixintheCBLPiscriticaltounderstandingtheCatholicBoardLearningPlan.Wecontinuetoshareandexplorebestpractices–andnextbestpractices-withourcommunities,bothelementaryandsecondary,throughavarietyoflearningopportunitiessuchasbullyingawarenessprograms,diversityconferencesandschool-basedparentinformationnights.Inaddition,theBoard’shighlyactiveCentralCommitteeforCatholicSchoolCouncils(CCCSC)alsoengagesallcommunitiesinmanylearningopportunitiesandprovidesaforumforreviewingnewandemergingissuesorinitiativestogainparentvoice.EachFamilyofSchoolshasarepresentativefromthelocalCatholicSchoolCouncilsonCCCSC.WithintheschoolstheCatholicSchoolCouncilshavebeenengagedinthecommunicationprocessandfeedbacktoevolvingprioritiesandinitiatives.ThisfeedbackisgatheredthroughTrusteeattendanceandthroughsiteadministrators.Oursenseofcommunityengagementcontinuestobesupportedbymanyrelevantinitiativesincludingtheimplementationofthehealthyschoolsstrategy,theMinistryofEducation’sEquityandInclusiveEducationpolicyandarangeofcommunicationapproacheswithallcommunities.TheBoardcontinuestobecommittedtodemonstratingandcelebratingthepositiveroleofCatholiceducationinourclassrooms,schoolsandthewidercommunityaswellastherolesthateachcanplayintheformationofCatholicstudents.Werecognizethatstrongparish-home-schoolconnectionsarefoundationaltosupportingthedevelopmentoflearnersontheirjourneytomeetingtheOntarioCatholicSchoolGraduateExpectations.Wecontinuetonurturetheseconnectionsandexploretogetherpathwaystosupporteachlearner.OurZonemeetingswiththeArchdioceseincludeallschooladministratorswhomeettoreviewprocesses,emergingchallengesandissuesandtodeterminecommunicationstrategiesforengagingcommunitymembersandtofurtherdevelopcommunitypartnerships.Thesharedsenseoffocusandcommitmentisclear.JobembeddedprofessionallearningforallmembersoftheorganizationTheactivitiesandstrategiesoftheCBLPalsofocusonprofessionallearningandinstructionalleadershipasasystempriority.Inorderforallstafftorespondtotheneedsofstudents,staffhastobeappropriatelyequippedintermsofpracticeandresources.Thetermsofreferenceforallprofessionallearningarebuiltontheidentifiedexpectedpractices6andcollaborativeinquiry7.Thesystempriorityofsupportingallaslearners–students,teachers,administrators,corporatemanagers,andsuperintendentsbecameembeddedinhowweseeourrolerelatedtoeachlearner.Allstaffhasaroleininformingthenextsteps,beingrespectfuloftheuniquecircumstancesorconsiderationswithineachschoolcommunity.Increasinglythedialogueinthesystematalllevelsisabouttheroleandconnectionoftheindividualtothestudentintheclassroom.Allarechallengedtofindthethreadtothechild.6Dufferin-PeelCatholicBoardLearningPlan2010-20137Dufferin-PeelCatholicBoardLearningPlan2013-2016.

6

Overthepastthreeyearswehavelearnedtoembracecollaborativeinquiryasaprocessforprofessionallearning.Webelievebuildingcollaborativepracticesthroughinquirywillsupportandengagealllearnerstogrowincommunity.Thisapproachissupportedthroughresearch,reviewofsystemprofessionallearningdataandtheMinistryofEducation.Acriticalsteptobuildingcapacitywithcollaborativeinquirywastogrowacommonlanguageandunderstandingofwhatcollaborativeinquirywasandwhereitcouldlead.Avarietyofpilotprojectsoverthepreviousyearshadallowedanumberofentrypointstobeidentifiedandseveralstructuresdidevolveinresponsetothisdata.Professionallearninghasmovedtobemorecenteredtotheclassroomandschool.Schooladministratorscontinuetobeengagedindevelopingcapacitywithinstructionalleadership,especiallyournewercolleagues,butalsotounderstandsomecriticalaspectsofinquiry.ThisunderstandingisdevelopedthroughtheFamilyofSchoolsLearningTeamwhocontinuesasleaderswithineachFamilyofSchools.ThelearningpriorityforeachFamilyofSchoolsSuperintendentbecameprofessionallearning.Thismajorpartofthemonthlymeetingsexploresapproachesandmodelsthatcanbeadjustedandadaptedforschooladministratorstousewiththeirownstaffsandtoidentifynextstepsneededforlearningopportunities.TheselearningopportunitiesaredevelopedthroughtheBoard’sProgramDepartmentandaresharedwithFamilyLearningTeams(eachFamilyofSchoolshasaleadteamconsistingofelementaryandsecondaryadministrators).TheseFamilyLearningTeammeetingsoccurseveraltimesayeartocollectandreviewexitdatafrompreviousFamilysessionsandtoberesponsivetoidentifiedprofessionallearningopportunitiesoverthenextfewmonths.ThiscollaborationinvolvestheFamilyofSchools’Superintendents,ProgramandSpecialEducationSuperintendentsandtheAssociateDirectorofInstructionalServiceswhoreviewandadjustproposedplanstomeetthediverselearningneedsofeachFamilyofSchools.InadditiontotheFamilyofSchoolsprofessionaldevelopmentfocus,theProgramDepartmentprovidesawiderangeofprofessionallearningopportunitiesforteacherstobeengagedinprofessionallearningcycles.Inthepastschoolswereassignedtonetworks,releasetimewasprovidedandadministratorsattendedsessionsthroughouttheyearwhereaco-planningandco-learningstancewasemployed.Datafromtheschoolwasusedtodevelopnextsteps,toinformcyclesforcontinuousimprovement,andtoidentifyprofessionallearningneedsforteachersandotherstaff.ProgramConsultantswereinstrumentalinfacilitatingthesenetworksandprovidingresearch-basedguidancefortheprocess.Thisapproachisimportanttoensuringalignmentandcoherencethroughoutthesystemwhilerespectingthelocaldata,whichidentifiedtheneedtodifferentiatethelearningattheschoolandintheFamilyofSchools.

7

TheFamilyofSchool’smeetingprofessionaldevelopmentcontinuedtoevolveandthisyearPrincipalLearningTeams(orpods)areengagedin“cycles”.A“Plan,Act,Assess,andReflect”cycleiscommonlyusedthroughoutthesystem.Administratorsreviewdata,developinquiriesaroundproblemsofpractice,meetasteamsandreviewwithinspecifictimelines.Cross-panelgroupingsalsoassureaK-12perspectiveandsupporttheconnectednesstotheOCSGE.Thenetworksstructureevolvedandbecamemoreclassroomandschoolfocusedaswell.SchoolscontinuetobeprovidedwithreleasetimeandFamiliesofSchoolshaveaccesstotheexpertiseofboardConsultants.ReleasetimeallowsforteacherattendanceatPrincipalLearningTeamcollaborationsandavarietyofotherin-schoolandcrossFamilyinitiativesandinquiries.Thisevolutionallowsforadeeperfocusonproblemsofpracticewithinclassroomsandsupportsthepersonalizationofthelearning.Monitoringofprofessionallearning,resourceandinfrastructureneedsison-going.TheexpectationthatPrincipalsweretobeinclassroomsandSuperintendentsinschoolswasclear.Avarietyofsystemprofessionallearningopportunitieswereprovidedforprincipalsandsuperintendentstosupportthelearning.ResourcessuchasInstructionalRoundsinEducation(City,Elmore,FiarmanandTeitel2009),TheArtofFocusedConversationforSchools(Nelson2001),TheMoralImperativeofSchoolLeadership(Fullan2003),MotionLeadership(Fullan2010),PuttingFacesontheData(SharrattandBarber2012)allplaycriticalrolesininformingtheprofessionallearning.Dr.SharrattandDr.Katzwerealsoretainedtoconductavarietyoflearningsessionswithsenioradministratorsandschoolprincipalstoconnectresearchunderstandingstoconditionsanddatarelatedtoschools.Dufferin-Peelvaluesjob-embeddedprofessionallearningforallmembersoftheorganizationandmadeitaprioritytoalignleadershipopportunitiesandpracticesinallareasbothInstructionalandCorporate.AllprofessionallearningopportunitiescontinuetoberootedinGospelvaluesandreflecttheBoard'scorestrategicprinciples.Job-embeddedlearningisacoreaspectoffunctioningwithintheboardandhasgraduallybecomemoreintentionalandalignedwithleadershipdevelopmentoverthepastseveralyears.Thisalignmenthashelpedtoensureequityandsupportforallwhoconsiderleadershipandaresuccessful.TheBoardLeadershipDevelopmentStrategy(BLDS),theProgramandSpecialEducationandSupportServices,InstructionalCouncilandCorporateServiceshaveworkedtowardaligningthewiderangeofsystemprofessionallearningopportunitiesprovidedtostaff.Onestrategicfeatureofourcurrentplanistoenhancetheuseoftechnologyforteachingandlearninginordertoengageourstudentsintheethicalandresponsiveuseoftechnologyandtosupportallclassroom,schoolandsystemleadersinbuildingefficacywithalltechnology.Attractingandsupportingnewleadersisanongoingpriorityanddrivesmanyofthesystem’sprofessionallearningopportunities.Successionplanningresearchinthedistricthasinformedthegoalforthisaspectofoperations.Thisresearchindicated

8

thatahighpercentageofouradministrativestaffwasbecomingeligibletoretire.Thedistrict’sBoardLeadershipDevelopmentStrategy(BLDS)8wasdevelopedtorespondtothischallengeinthreesectors:RecruitingandSelectingCatholicLeaders,ProvidingProfessionalLearningOpportunitiesforCandidatesinthePrincipalandVicePrincipalPoolsandtheBoardMentoringProgram.DifferentiatedprofessionallearningopportunitieswerealignedwiththeOntarioLeadershipFramework(OLF)9withspecificfocusonCatholicschool-levelleadership,Catholicsystem-levelleadership,thePersonalLeadershipResources,theOntarioCurriculumandotherMinistryresourcedocumentssuchasGrowingSuccessandLearningforAll.

a) RecruitingandselectingCatholicleaders.Dufferin-Peelhasalongtraditionofsupportingpotentialleadersandcontinuingtodevelopnewlyappointedleaders.Thepathtoformalleadershippositionsincludesparticipationinassessmentdays,interviewsandrecommendationsofsupervisors.Morerecentlytheinvitationtotheprocessofleadershipdiscernment,bothInstructionalandCorporate,hasbecomeboard-wideandopentoallwhoexpressaninterest.Thisinvitationisnolongertheproverbial“tapontheshoulder”,butanequitableopportunity,whichreachesallpotentialleaders.Asareflectionofthispractice,ithasbeenmanyyearssincetherewasaneedtorecruitleadersfromoutsidethesystem.

b) ProvidingprofessionallearningopportunitiesforcandidatesinthePrincipalandVice-principalpools.

Oncesuccessful,candidatesaregivenavarietyofon-goingprofessiondevelopmentopportunitiesinordertopreparefortheappointmenttoaleadershiproleinthefuture.Theyhavetheopportunitytonetworkwithandlearnfromotherscurrentlyintherole.Thisfacilitatednetworkbuildinghasbeencrucialtothesuccessandpreparationofcandidatesinalltheleadershippools.

c) Providingavarietyofdifferentiatedprofessionallearningopportunitiesandsupportsfornewlyappointedleaders.

Movingintoapositionofleadershipplacesoneinasteeplearningcurve.ThroughtheBoardLeadershipDevelopmentStrategy,newlyappointedleadersundergoatwo-yearcycleintheMentoringprogram.ThekeycomponentofthisprogramistoconnectnewadministratorswithamentorwhoisabletoguidetheirlearningandunderstandingasitrelatestotheOntarioCatholicLeadershipFrameworkandtodeepenunderstandingoftheimportanceofrelationships.Throughouttheprogram,bothMentorandMenteeareinvitedtoparticipateinprofessionallearningopportunitieswhichalignwithbothleadershipdevelopmentandourCatholicBoardLearningPlan.Theseopportunitieshaveprovedtobesuccessfulandarenowopentoalladministratorsthroughoutthesystem.AnewinitiativetitledtheArtofthe8BoardLeadershipDevelopmentStrategy9TheOntarioLeadershipFramework

9

Principalshipalsoprovidesaspiringleaderstheopportunitytoseeintothelifeoftheleadersinschoolsandtoinquireintotherelationalandartisticsideoftherole.Thefocusoftheseprogramscontinuestobeprovisionofavarietyofdifferentiatedprofessionallearningopportunitiesandsupportsfornewlyappointedleaders.Dataarecontinuouslycollectedtoinformnextstepsthrough“exittickets”10,discussions,focusedconversations,focusgroupsandsurveystoinformnextsteps.Inresponsetodatafromthesesources,theprogramhasevolvedtoincludeSummerInquiryCoaches;recentlyretiredPrincipalspartneredwithnewlyappointedPrincipalstoworkthroughprofessionallearningcycles,learntheschoollandscape,identifyandunderstanddatasourcestoinformdecisionsandtodevelopgoalsintransitionplans.ThealignmentofalldepartmentswiththeBLDShascreatedequitableopportunitiesforassumingleadershipandparticipatinginprofessionallearning.Staffaresupportedandguidedwithopportunitiesdevelopedinresponsetodata.Thereisincreasedconfidenceamongstaffandgreaterwillingnesstocontinuetheleadershipjourney.Thecalltoleadershipisdevelopedthroughourstudentpopulationaswell.StudentTrusteesattheboardtablebringayouthfulperspectivetodeliberations.CatholicStudentCouncilswithinschoolsfosterleadershipopportunitiesandareprovidedlearningopportunitiesthroughsuchagenciesasBlueVeilandtheHarmonyGrouptosupportstudentconfidenceinleadershipcapacitiesandinfindingtheirvoice.TheseCouncilsareveryengaged,withChaplainsandChaplaincyLeadsintheSecondarySchools,withawiderangeofsocialjusticeprojectstoenrichcommunities.AttheelementarylevelYouthFaithAmbassadorsarefoundinallschools.Thesestudentstakeleadershiproleswithintheschoolsforfaithactivities,socialjusticeinitiativesandengageinsystemlearningopportunities.TheAdultFaithAmbassadorsconnectwiththesystemmissionofafaithcenteredlifeandsupportsthefaithjourneywithinschoolsandsharesthejoyoftheGospelmessagesinsessionsthroughoutthesystem.Conclusion:Thesuccessandwell-beingofalllearnersiscentraltoourmission.TheBoardcontinuestobecommittedtoeffectiveassessmentandinstructionacrossdisciplines,particularlyinmathematics,andtocontinuethesupportofresearch-informedinstructionalpracticesandapproaches.TheBoardcontinuestoreviewandimplementavarietyofprogramstoberesponsivetotheneedsandinterestsidentifiedinourcommunitiesandvoicedthroughparentgroups,TrusteesandCatholicSchoolCouncils,aswellasstaffs(e.g.,InternationalBaccalaureateexpansion,regionalFrenchImmersion,SpecialistHighSkillsMajors,andEarly

10Exitsticketsareresponsescollectedattheendofeachsessionaskingforfeedbacktothevalueofsessions,applicationstocurrentunderstandingsandlearningneedsfornextsession.Attimestheexittickettakestheformofanelectronicsurvey.

10

Years/FullDayLearning)tosupportthedevelopmentofourlearnersintoresponsibleandethicalglobalcitizens.Collaborationandrelationship,partofoursharedvisionofafaith-filledcommunity,areessentialtooursuccessinprofessionallearning.Schoolteamsarelearningtogetheraboutcollaborativeinquiryasaprocessforprofessionallearningandleadingthrough,forexample,adultfaithdevelopment,theNewTeacherInductionProgram,Mentoringinitiatives,aswellasschoolwidecyclesofinquiry.AsaCatholiccommunityoflearnersweactivelyengageinjointworktocontinuetoimprovewell-being,learningandachievementbybuildingknowledge,coherence,andacapacityforchange.Wearecommittedtoimprovingpracticethroughadeepunderstandingofwhenandwhyinstructioniseffective.Collaborativelyplanningforschoolimprovementandinquiringintopracticewillsupporton-goinglearningandinnovationforall.Bycarefullymanagingalltransitions,asbroadlyasyeartoyearmilestonesorasspecificallyasdaytodayshifts,wecanbetterensurethatalllearnershavetheopportunitytorealizetheirvocationtothefullestextentoftheirGod-givenpotential.