1. Supporting Effective Governance Curriculum

Might need more of a focus on supporting the board in consultation of the FNMI community Why was the superintendent evaluation placed in this competency? I don’t see the connection to any of the current SLQS indicators

Yes it does. Tooics are good but not sure if they are in the right timeline. Superintendents will likely require just in time learning to support their work and development. One caution is that the scope and sequence may be too broad. Keep it narrow and ensure alignment and coherence is in the design. Year one communication seems to not fit. Communications should connect to the objectives for the topic.

It will ensure all components are addressed. But I don’t know if they should be years rather than mods that could be taken in what ever order or as rapidly as needed

Need to remove the ‘Year’ titles, especially if entry points are flexible and non linear.

Great initiative, it will help superintendents support the board.

Wondering about the necessity of of sequencing learning in years rather than themes.. leads us to think that the order is important…

Since there is multiple pounts of entry, the years do not need to be included in the document. The years make it confusing.

Can not be lock step. The four years must be interwove to maximize the growth of CASS members.

Yes the scope is a good way to ensure that important pieces are not missed. Does ASBA have any role/voice to consider?

Yes - I see significant value in the scope and sequence; however, the will of the board may impede the timeline. Is this intended to be cyclical based on the four year election process and growth of the board?

Yes because of the flexibility to enter a year that suits your needs rather than moving through chronically.

Yes because it provides a clear path and progression to building upon effective governance. Who/what/how/why is a good structure for understanding and hitting all key points. We look forward to delving into further with more conversations to explore what this means.

The information presented is exactly what I’ve been wrestling with as a brand new Superintendent. Though it is difficult to think of all the things I won’t hear about till year 3&4. But I also realize I can’t do it all once.

Yes because the progressions seem logical and reasonable at first glance and addresses many of what I perceive to be the big rocks of this work, as I understand it to be (in my admittedly limited experience)

Yes because it delves into the « big rocks » of the role.

Yes because it provides a framework to work from and from first glance the fluidity to move in and out of categories based on board experience , board readiness, board relations and other contextual factors.

Yes because they are laid out in a way that is sequential and scaffolded however no because I think the timeline is too long.

Yes, because it addresses a comprehensive set of knowledge and skills related to working effectively with our Boards

Yes because it is well sequenced and highlights the key issues of governance for me as a new Superintendent. No because I am concerned trustees and ASBA will feel CASS might be moving out of its lane and begin this process on the wrong foot.

No because the sequence needs some work. Issue Management can cause challenges for new Superintendents very early in their career.

Yes it will. Understanding the uniqueness of boards and how to transition the decision making process in to courageous hard decisions.