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2021 Virtual Leading for Learning Program for Experienced School Leaders

PDF  2021 Leading for Learning Program at a Glance

General Information

General Resources and Presentation Materials

Professional Practice Standards
LQS: Alberta Teachers Association  Self Reflection Tool
Fort McMurray Public LQS Professional Growth Plan
Holy Spirit Adaptation of CASS Practice Profile for School Authority System Leaders
Alberta Education Act 
Alberta Education – TGSE policy
United Way – Words to Live By


The College of Alberta School Superintendents’ (CASS) 14th Annual Leading for Learning short course for newly or appointed system leaders and returning Start Right Leaders who want to delve deeper into leadership development.

Program Features

The Leading for Learning short course is designed to bring leaders together as a learning community to reflect on their own leadership style and education practices. This course offers leaders opportunities to:

  • Explore and experience the Leadership Quality Standard and the Superintendent Leadership Quality Standard;
  • Gain new ideas and resources through engaging presentations and interactive learning activities facilitated by Alberta educational leaders with a wealth of school and school system experience;
  • Engage in job embedded tasks and experiences linked to:
    • inspiring a shared vision
    • providing instructional leadership
    • supporting Truth and Reconciliation
    • leading change initiatives
    • mentoring and coaching for peak performance
    • team building
    • strategic planning
    • leadership communication strategies
    • stakeholder relationships and engagement;
  • Meaningfully address issues and challenges encountered by school leaders and develop practical strategies for action;
    • Reflect and build new leadership ideas for professional practice;
    • Connect with colleagues from other school jurisdictions to build an extended support network.

Day 1 - Jul 5

Embodying Visionary Leadership: Top Down or Bottom Up
Presented by Vince Behm

Module Specific Learning Outcomes

Leadership Competency 3: Embodying Visionary Leadership challenges leaders to collaborate with the school community to create and implement a shared vision for student success, engagement, learning and well-being.  Site based leaders play a pivotal role in articulating and actioning vision, but does it all come from the top down?  How does a leader involve others in the creation of this vision?  Who does the leader collaborate with and determine direction and the number of priorities?  What qualitative and quantitative data does a leader use to determine goals and the progress towards this vision?  Why is important to “start with the why”.  Leaders who embody a visionary leadership consider each of these questions.

Related LQS competencies participants will explore and experience:
Fostering Effective Relationships, Modeling Commitment to Professional Learning, Embodying Visionary Leadership, Leading a Learning Community, Providing Instructional Leadership, Managing School Operations and Resources, Understanding and Responding to the Larger Societal Context

Module Overview

Aspiring and current leaders recognize that their vision for their school is pivotal.  The Leadership Quality Standard states that leaders must Embody Visionary Leadership.  To begin with, leaders must consider what they mean by ‘vision’.  This session will look deeply into this standard and help participants determine what attributes, skills and processes leaders use to build, articulate, and lead their school toward this vision.

Presented by Vincent Behm

Vincent Behm has spent the last 25 years as a teacher, principal, and most recently as part of the senior administration team with Christ the Redeemer (CTR) Catholic Schools, which serves approximately 10,000 students in Okotoks, High River, Brooks, Strathmore, Canmore, Drumheller, and Oyen.  He has been a classroom teacher or administrator in Brooks, Strathmore, Canmore and now in Okotoks.  His teaching and leadership experiences includes all grade levels, and he has served as principal in elementary, junior, and senior high.  Vincent has a Master of Education degree in Educational Leadership and a Human Resources certification from the University of Calgary.  As Associate Superintendent with Christ the Redeemer Catholic Schools, he works primarily in Human Resources.  His passion is supporting both administrators and teachers in the areas of teaching and learning, staff recruitment and orientation, supervision, growth and evaluation, staff wellness and leadership development.  Vincent is also an instructor with St. Mary’s University and has mentored preservice teachers as a practicum advisor.  Vincent works to create balance in his life and greatly values time with his wife and two children as well as friends and family.  He enjoys running, biking, and more recently golf.  He feels very fortunate to be able to present at Start Right and Leading for Learning, as he attended as a new administrator many years ago.

Leading Without a Name Tag: The 7 Dimensions of Leadership
Presented by Kurt Sacher

Module Specific Learning Outcomes

Principals, vice-principals, and other leaders who participate in this session will engage in meaningful discussion and leave with key insights into 7 powerful dimensions of leadership.

Related LQS Competencies:  Participants will have opportunities to add to their toolboxes in the following LQS competencies:

  • Leadership Competency 1 – Fostering Effective Relationships: This competency will be addressed throughout the session in a variety of ways. This session targets this competency more than any of the others.
  • Leadership Competency 6 – Providing Instructional Leadership: One of the most difficult components of supervision and evaluation of teachers is building the will and the skill to confront injustice. A component of this session will tackle this very important competency. 

Module Overview

Through the power of authentic storytelling this session will engage participants around 7 key points of discussion. Developing school leaders who want people to follow their legitimate authority (who they are and what they stand for) rather than designated authority (title) will come away energized and confident. This is a discussion-based session for teacher leaders, school leaders, and division office leaders that will focus on the person behind the name tag or title, how to create personal wellness in exceedingly difficult times, key components of effective teams, how to confront what matters most, and more.  During our 2.5 hours together we engage in small and large group discussion around several storylines that the presenter will share from several powerful and personal experiences. You will find affirmation for much of what you do already, you will steal some new ideas, and you will be challenged by some influential insights into leadership from someone who has had virtually every name tag there is. Grounds crew, educational assistant, teacher, head teacher, vice principal, principal, assistant superintendent, deputy superintendent and chief superintendent or CEO.

Day 2 - Jul 6

8:20 a.m. Daily Launch Activity: 3, 2, 1 Blast Off!

8:35 a.m. Plenary Session

Appreciative Inquiry as a Tool to Guide Growth and Promote Wellbeing and Resilience
Presented by Dana Fulwiler

Module Specific Learning Outcomes

This session will address the LQS competencies of: Fostering Effective Relationships, Modeling Commitment to Professional Learning, Embodying Visionary Leadership, Leading a Learning Community, Developing Leadership Capacity, and Understanding and Responding to the Larger Societal Context

Session Outcomes: What will the participant learn as a result of attending the session that is related to the LQS?

  • How can I expand my understanding of wellbeing, resilience, and interventions that can buffer, bolster, and build mental health in the context of the pandemic?
  • How can I apply the Appreciative Inquiry (AI) process to help our organization bounce forward and promote growth and wellbeing?
  • What types of generative questions would be meaningful to help our schools and/or organization move forward with strength and resilience?

Module Overview

The far-reaching impact of the pandemic has created even more urgency to prioritize wellbeing, resilience, and mental health in education. How can schools navigate what’s next in ways that generate resilience and growth? First, this session will explore a general overview of wellbeing and resilience science in relation to the challenges of COVID-19. Second, we will explore the why and what of Appreciative Inquiry (AI), modeling this evidence-based approach to help process the year and bounce forward with strength and agility. AI is organizational wellbeing in-action; it offers several potential benefits to build resilience and promote growth. Finally, school (or school division) groups will have an opportunity to consider and design an AI plan tailored to their own context.

Presented by Dana Fulwiler

Dana Fulwiler is an educator and consultant. Her experience over the past 15 years spans public education, non-profit, and post-secondary, including Teacher, International Coordinator, Projects Coordinator with EAS, and System Specialist with the CBE. Dana holds a Master of Applied Positive Psychology (MAPP) from the University of Pennsylvania, where she now serves as an Assistant Instructor. She is also a Sessional Instructor in the BEd program at the University of Calgary. Through both MAPP and her Master of Education research, Dana has studied with leading researchers and psychologists in mental health and resilience and explored best practices for supporting educator and student wellbeing. This includes learning directly from the founders of positive psychology (Martin Seligman) and Appreciative Inquiry (David L. Cooperrider). Dana currently serves on an expert panel with the Government of Alberta exploring COVID-19’s impact on child and youth wellbeing. Contact: danaful@upenn.edu.

Leadership in Assurance Planning to Maximize Engagement and Success
Presented by Andrea Holowka

Module Specific Learning Outcomes

System and school leaders who participate in this session will increase their understanding of the new requirements for School Authority Planning and Results Reporting. Participants will be able to consider the best leadership approaches to take in their ongoing development of educational plans at the district and school levels. 

Related LQS Competencies:  Participants will have opportunities to add to their toolboxes in the following LQS competencies:

  • Leadership Competency 1 – Fostering Effective Relationships: A leader builds positive working relationships with members of the school community and local community. This includes creating opportunities for engagement with parents, staff and students through the educational planning process.
  • Leadership Competency 2 – Embodying Visionary Leadership: A leader collaborates with the school community to create and implement a shared vision for student success, engagement, learning and well-being, then executes this vision through inclusive strategic planning and reporting processes.
  • Leadership Competency 7 – Developing Leadership Capacity: A leader provides opportunities for members of the school community to develop leadership capacity and to support others in fulfilling their educational roles, centered around the development and execution of a shared educational plan.
  • Leadership Competency 9 – Understanding and Responding to the Larger Societal Context: A leader understands and appropriately responds to the contexts impacting schools and the school authority by understanding and representing the needs of students at the community, school authority and provincial levels.

Module Overview

This is a high-engagement session in which participants will share their experiences regarding leadership approaches, stakeholder engagement and reporting surrounding the new assurance requirements.  Small group discussions around case studies, best practices and pitfalls will be utilized to facilitate rich discussion.  Participants should gain an appreciation of how to create educational plans that can help transform learning experiences for students within their local contexts.

Presented by Andrea Holowka

Andrea Holowka is the Superintendent of Learning Services and Human Resources with the Calgary Catholic School District. This role includes the leadership of student wellness programming and support to the 56,000 students within the district. Her previous roles during her 26 years with Calgary Catholic include Superintendent of Educational Services, Supervisor of Teaching and Learning, principal and secondary science teacher. She is active in other leadership groups throughout the province and works collaboratively with various partnerships and cross-ministry initiatives to support student success.  Andrea is born and raised in Calgary, where she lives with her newly retired teacher-husband and two daughters.

Day 3 - Jul 7

8:20 a.m. Daily Launch Activity: 3, 2, 1 Blast Off!

8:35 a.m. Plenary Session

21 Human Resources Skills that Help School Leaders
Presented by Ray Hoppins

Module Specific Learning Outcomes

Principals, vice-principals, and other leaders who participate in this session will engage in meaningful discussion and leave with a wide variety of tips, tricks, processes, resources, and key understandings in the area of human resources within the schoolhouse. 

Related LQS Competencies:  Participants will have opportunities to add to their toolboxes in the following LQS competencies:

  • Leadership Competency 1 – Fostering Effective Relationships: For school leaders, developing and maintaining effective relationships with staff is just as important as relationships with other stakeholder groups.  And let it be said that it is not easy.  Great school leaders develop skills in serving their staff in the same manner that great teachers serve their students.
  • Leadership Competency 8 – Managing School Operations and Resources: Many of us find ourselves in leadership positions without any formal training or background in the area of human resources.  We are great at teaching and learning, but need more support and learning opportunities when it comes to hiring, supporting, challenging, encouraging, managing, organizing, and celebrating staff.

Module Overview

This is a discussion-based session for developing school leaders in the area of human resources, personnel, staffing, people services and staff wellness.  During our 2.5 hours together we engage in small and large group discussion around several scenarios and dilemmas on human resource topics that school leaders face each and every day.    Come join us and be ready to share key ideas from your school and jurisdiction as well.  Together, we will not only identify issues and challenges, but actual solutions that help us manage our most important resource, our people.

Presented by Ray Hoppins

Ray Hoppins has spent the last 30 years as a teacher, vice-principal, principal, and central office leader in Vegreville, Innisfail, Sundre, and Olds.  Ray has a Master of Education degree in Educational Leadership from the University of Calgary and is currently the Associate Superintendent of People Services with Chinook’s Edge School Division.  His teaching and leadership experiences transcend all grade levels from pre-kindergarten to grade 12. Ray served on the executive of the CESD School Administrators’ Association for many years and has played leadership roles on local and provincial committees in the areas of communication, mathematics, assessment for learning, program evaluation, and teacher supervision & evaluation.   He has facilitated ATA and CASS professional development sessions for teachers and administrators on topics such as educational technology and school-based leadership.   As a teacher, he served as a Pure Math 30 marker and item-writer for Alberta Education, as well as a math consultant for Central Alberta Regional Consortium.  Ray is active in his community and enjoys playing and coaching a variety of sports. He was raised on a family farm in Central Alberta and currently resides in Olds with his wife Sandi.  They have two children in post-secondary studies and two children in high school.  Ray has also presented at the Start Right Short Course for the last 15 years.

RESOURCES:

PDF  Presentation Handout
  • Death by Meeting: A Leadership Fable About Solving the Most Painful Problem in Business. (2004) Lencioni, Patrick.
  • Quiet: The Power of Introverts in a World That Can’t Stop Talking. (2013) Cain, Susan
  • Digital Minimalism: Choosing a Focused Life in a Noisy World. (2019) Newport, Cal.
  • Influencer: The Power to Change Anything. (2008) Patterson, Kerry et al.
  • Emotional Intelligence 2.0. (2009) Bradberry, Travis & Jean Greaves.
  • https://www.thewellnesssandbox.ca/

Leadership Life Skills
Presented by Dr. Wilco Tymensen

Module Specific Learning Outcomes

Principals, vice-principals, and other system leaders who participate in this session will engage in meaningful discussion approached through the lens of the Leadership Quality Standard and leave with deeper understanding about mobilizing knowledge to bring about systemic change.

Related LQS Competencies: Participants will have opportunities to add to their toolboxes in the following LQS competencies:

  • Leadership Competency 1 – Fostering Effective Relationships
      • A leader builds positive working relationships with members of the school community and local community.
  • Leadership Competency 3 – Embodying Visionary Leadership
      • A leader collaborates with the school community to create and implement a shared vision for student success, engagement, learning and well-being.
  • Leadership Competency 4 – Leading a Learning Community
      • A leader nurtures and sustains a culture that supports evidence-informed teaching and learning.

Module Overview

This is a discussion-based session for developing school and system leaders in the area of systemic change. During our 2.5 hours together we engage in small and large group discussion around several scenarios and dilemmas on system improvement topics that school leaders face each and every day.  Come join us and be ready to share key ideas, and obstacles from your school and jurisdiction. Together, we will not only identify issues and challenges, but actual solutions that help us maximize quality teaching and optimum learning.

Presented by Dr. Wilco Tymensen

Dr. Wilco Tymensen has worked in three school divisions and spent the last 27 years as a teacher, principal, director, associate superintendent and is currently the superintendent of the Horizon School Division. Wilco has an Educational Doctorate degree in Educational Leadership from the University of Calgary. Wilco is serving as the president of the College of Alberta School Superintendents for the 2021-2022 school year and is on the board of directors of the Canadian Association of School System Administrators. A two-time nominee and finalist for Teaching in Excellence Award, he has taught at the elementary, junior, and senior high level, as well as at the Post Secondary (master’s) level. He has facilitated CASS professional development sessions for system leaders on topics such as the Superintendent Leadership Quality Standard, and presented at Alberta School Board Association (ASBA), Alberta Teachers’ Association (ATA) and Alberta Education professional learning events. Wilco was born in the Netherlands and immigrated to Southern Alberta in the late 70’s. He is active in his community, is passionate about mountain biking and alpine skiing, and currently resides in Taber with his wife Dr. Lisa Tymensen.

Day 4 - Jul 8

8:20 a.m. Daily Launch Activity: 3, 2, 1 Blast Off!

8:35 a.m. Plenary Session

Simplexity and Student Learning
Presented by Dr. Scott Morrison

Module Specific Learning Outcomes

Participants will leave with a better understanding of how they can serve as instructional leaders to improve learning.

This session will address the LQS competencies of: Providing Instructional Leadership , Leading a Learning Community,  Modeling a Commitment to Professional Learning

Module Overview

Scott will begin with a reflection on leadership styles as they pertain to student learning. Scott will then lead participants through an examination of three high yield practices that improve student learning using a personalized narrative approach. The session will conclude with participants engaging in discussion and reflection about high yield instructional practices.

Presented by Dr. Scott Morrison

Dr. Scott Morrison is the Superintendent of Christ the Redeemer (CTR) Catholic Schools, serving approximately 10,000 students in Okotoks, High River, Brooks, Strathmore, Canmore, Drumheller, and Oyen. Scott has been an educator for over 30 years, also serving in roles as a secondary classroom teacher, an elementary school principal, a high school principal, a division principal, and an associate superintendent. Scott also serves as an instructor in educational psychology at St. Mary’s University, and a LQS and SLQS instructor for St. Mary’s University and the University of Calgary respectively. Scott has a B.Ed. from the University of Lethbridge, an MA from Gonzaga University, and an Ed.D. from Taft University. Scott has presented dozens of professional development workshops on the topics of academic achievement, creating safe and caring schools, organizational storytelling, classroom management, and educational leadership. This is the 15th consecutive year that Scott will be presenting at Start Right.

RESOURCES:

PDF  Copy of Presentation

Building Leadership for Educational Equity
Presented by Kim Barker-Kay

Module Specific Learning Outcomes

This presentation provides educational leaders with resources and guidance to both build educational equity for student achievement and advance education for reconciliation from the inside out. You will explore and identify areas of need for building equity on 3 levels:  personal, professional, and institutional. You will also explore ways to address those areas of need and will identify at least two actions to be taken immediately. Additionally, your understanding of the Alberta Leadership Quality Standards will deepen, such as embodying visionary leadership, fostering effective relationships, and supporting the application of foundational knowledge about First Nations, Métis, and Inuit.

Module Overview

Presented by Kim Barker-Kay

Kim Barker-Kay is currently a consultant with the Northwest Learning Regional Consortium. Previously, Kim was a teacher, principal, and researcher in northern Alberta, Kim’s work evolved into building leadership for educational equity. This path led her to the work of many influential educators in the field such as Curtis Linton, Anthony Muhammad, John Hattie, and Mike Mattos. She spent many years involved in diversity leadership training with the National Coalition Building Institute. Additionally, Kim had the unique experience as the protégé of a Cree Elder for ten years. As a principal, Kim was able to put all she learned into practice with favourable results in student achievement. She learned first hand the complexities involved in building educational equity. Kim continues to live on an acreage in the High Prairie area with her husband, enjoying the outdoors and spending time with her children and grandkids.

University Graduate Coursework

University Credit: Arrangements have been made with Alberta universities to offer graduate coursework for participants who are interested in extending the Leading for Learning 2021 short course learning experience. If you are interested in pursuing this option, you will be required to register with the university and to pay a tuition fee. If you plan to register, please contact the university at your earliest convenience in order to ensure that enrollment requirements are met. The contact information is as follows:

University of Alberta
Please e-mail Dr. José da Costa, Ed.D., Professor of Educational Administration and Leadership, Department of Educational Policy Studies, Faculty of Education at jdacosta@ualberta.ca. Dr. da Costa will provide information about both the registration procedures and the additional reading and assignment required.

University of Lethbridge
Please contact Kevin Matis at matis@uleth.ca with regard to registration with a copy to Dr. Mombourquette at carmen.mombourquette@uleth.ca who will provide information about Independent Study and Open Studies Registration processes. (i.e. deadlines and additional expectations for academic work.)

Please note: The University of Lethbridge will only take applications from U of L current and former students.

The registration fee is $600.00 (includes GST).
Registration is limited to 50 participants.

Online registration is now closed. Please contact claudine.cortes@cass.ab.ca for info.

Goal:

Establish a sense of efficacy and confidence in newly appointed school leaders by providing practical, grounded advice.

CASS Professional Learning Goal 2020-2021: Deepening the understanding and applying the learning to support implementation of professional practice.

Date(s):

July 5-8, 2021