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.

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.  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.

Facilitator:

Vincent Behm has spent the last 25 years as a teacher, principal, and most recently as Chief Deputy Superintendent of 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 Deputy Superintendent, 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.

Thoughtful administrators engage in routine activities every day to help ensure their schools are safe and caring. The speakers will share some principles from both personal experience and research that empower administrators to create a safe and caring culture in a very intentional way. A focus will be on how the administrative team can create and promote a safe and caring culture by managing attention and by managing meaning.

Participants will learn practical strategies and systems that can be applied on a daily basis to create more safe and caring schools.  The focus will be on the creation of a whole school approach as advised by Alberta Education, which advises that a, “whole-school approach promotes positive mental health and academic achievement and includes social-emotional learning in school practices, policies and partnerships.”

Facilitators:

Dr. Scott Morrison is the recently retired Superintendent of Christ the Redeemer (CTR) Catholic Schools, which is centered in Okotoks and serves approximately 10,000 students across southcentral Alberta. Scott has been an educator for over 30 years, and his leadership experience also includes serving as 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 an LQS and SLQS instructor for St. Mary’s University and the University of Calgary respectively. Scott also consults with St. Mary’s University on the development of its inaugural Master of Education program, and will be assuming the role of Executive Director of the Council of Catholic School Superintendents in the fall of 2023. 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 17th consecutive year that Scott will be presenting at Start Right.

Jacealyn Hempel is the Principal of École Good Shepherd School in Okotoks, AB and has been an educator in Christ the Redeemer School Division for 15 years.  Her educational background consists of a Bachelor of Fine Arts Degree, Master of Teaching Degree, and a Masters in Leadership and Administration.  Her biggest impact is working with teachers through modelling teaching and leadership actions and learning alongside them, team teaching with teachers, inspiring students through building a school of passionate teachers, and learning from other mentors and colleagues.

Often, the management side of running a school trumps what we all want to focus on, and that is to lead.  “Lessons learned” has become the foundation of all of Maureen’s interactions with staff, students, and parents. In this session, Maureen will share tips with administrators so that they can see that they CAN design how they run their school and that more time can be given to the important work of leading. These tips come from Maureen’s daily lessons from students, colleagues, and parents as school principal over the past twenty years, which have enhanced her management and leadership skills.

Facilitator:

Dr. Maureen Ference is the principal of Glendon School, a Pre-K to Grade 12 school, and Pine Meadow Hutterite Colony. She served as principal of a middle school for 14 years and as a teacher, counsellor, program consultant, and assistant principal in a junior/senior high school for 10 years. Maureen graduated from the University of Alberta, received her Master’s degree from San Diego State University, focusing on leadership and administration, and recently completed her Doctoral Degree from the University of Portland.

Maureen sits on the Alberta Education Leadership Standards Committee and is a Association Administrator Instructors Corps member. She has served as a member of the Association’s Professional Practice Review Committee, board member of the Learning Networks Consortium, secretary for the Council for School Leadership, and was appointed as an instructor for the Leadership Certification In-Service program.

Maureen is passionate about leadership development and supporting aspiring and new school leaders. She has been a guest presenter at the University of Alberta’s Summer School on Leadership Excellence and continues to enjoy opportunities to share her learning through designing and presenting workshops and facilitating division leadership programs.

Maureen resides with her ‘bison’ farmer husband near Bonnyville, Alberta. They have three grown children living in Texas, Toronto, and Edmonton.

In Alberta, teachers are expected to meet the Teaching Quality Standard (TQS), which is a Ministerial Order. Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students. Principals are expected to provide ongoing supervision and evaluation of teachers on the basis of the TQS and certification in Alberta is also based on the TQS. This session takes a look at the TQS and helps school leaders better understand the expectations to be met by teachers and what their role is within the LQS framework and provincial policy.

Related LQS competencies participants will explore and experience:

1. Fostering Effective Relationships (such as – engaging in collegial relationships while modeling and promoting open, collaborative dialogue; communicating, facilitating and solving problems effectively; and implementing processes for improving working relationships and dealing with conflict within the school community.)
2. Modeling Commitment to Professional Learning (such as – engaging with others such as teachers to build personal and collective professional capacities and expertise; seeking, critically reviewing and applying educational research to inform effective practice; and engaging members of the school community to build a shared understanding of current trends and priorities in the Education system.)
3. Embodying Visionary Leadership (such as – communicating a philosophy of education that is student-centred and based on sound principles of effective teaching and leadership; promoting innovation, enabling positive change, and fostering commitment to continuous improvement; and accessing, sharing and using a range of data to determine progress towards achieving goals.)
4. Leading a Learning Community (such as – creating an inclusive learning environment in which diversity is embraced, a sense of belonging is emphasized, and all students and staff are welcomed, cared for, respected, and safe; developing a shared responsibility for the success of all students; cultivating a culture of high expectations for all students and staff; creating meaningful, collaborative learning opportunities for teachers and support staff;  establishing opportunities and expectations for the positive involvement of parents/guardians in supporting student learning; creating an environment for the safe and ethical use of technology; collaborating with community service agencies to provide wrap-around supports for all students who may require them, including those with mental health needs; and recognizing student and staff accomplishments.)
5. Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit (such as – aligning resources and building the capacity of the school community to support First Nations, Métis and Inuit student achievement; enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit; and pursuing opportunities and engaging in practices to facilitate reconciliation within the school community.)
6. Providing Instructional Leadership (such as – building the capacity of teachers to respond to the learning needs of all students; implementing professional growth, supervision and evaluation processes to ensure that all teachers meet the Teaching Quality Standard; ensuring that student instruction addresses learning outcomes outlined in programs of study; facilitating mentorship and induction supports for teachers and principals, as required; demonstrating a strong understanding of effective pedagogy and curriculum; facilitating the use of a variety of technologies to support learning for all students; ensuring that student assessment and evaluation practices are fair, appropriate, and evidence informed; interpreting a wide range of data to inform school practice and enable success for all students; and facilitating access to resources, agencies and experts within and outside the school community to enhance student learning and development.)

RESOURCES

• Alberta Education – TGSE policy
• Claim evidence notes
• Doctrine of Fairness
• Planning for Staff Supervision
• Robinson – Open to Learning Conversations
• TES-2 Leadership Services For School Leaders
• TGSE Flowchart

Facilitator:

Dr. Konsctancija deGoeij joined the Alberta Teachers’ Association as an executive staff officer in the Member Services program area in 2004 and in 2006 became the Associate Coordinator Member Services, Administrator Assistance with a responsibility for professional learning and support for Alberta’s school leaders. She has considerable experience in professional relations, terminations, suspensions, transfers, evaluations, professional conduct investigations, and professional development, leadership training. She is a certified mediator and published author. Her focus is on relationships of trust in school settings and how these are related to important outcomes such as teacher behavior and student outcomes. Her presentations help school and district leaders to develop effective and intentional leadership practices in learning communities, where leaders feel comfortable with taking risks to bring out the best in the teachers in their schools and districts.

Prior to assuming her position with the Association, Konni had a wide variety of experience gained through working for four different school jurisdictions in Alberta. Konni has been a classroom teacher in grades 6 to grade 12 in a variety of disciplines and programs. Konni has taught has been a school administrator, both as Principal and Vice-Principal for 13 years. Being an administrator and teacher in schools from K – 12 in four different school divisions has allowed her the opportunity to work with a variety of teachers, administrators and division personnel.

Since time immemorial Inuit have lived in harmony on and with the land. In what some consider of the harshest climates and geographies in the world, Inuit have and continue to survive and thrive.  The success of our Inuit communities involve living, honoring, and upholding a specific set of principles and practices. Through the sharing of Inuit oral tradition & games, this session will support leaders in coming to an increased awareness of Inuit identity, customs, culture, community, and connection to the land with an emphasis on traditional Inuit approaches to leading and leadership. Educational Leaders will examine, explore, and develop practical methods to authentically interweave traditional Inuit principles into their personal and professional practice – enhancing and complementing the way they serve, support, guide and direct their faculty, staff, and students. Session participants are encouraged to dress comfortably for participation in the experiential learning component of the program.

Jeanien Bell (she/her) is an Inuk kablunangujuq educator, artist, and angajukKâk of mixed Inuit and Qallunat ancestry. Raised in a semi remote sub-arctic village of 450 on the land, water, and ice on Nitassinan – the traditional territories of the Innu First Nation and her Nunatsiavumiut Inuit Ancestors. Guided by Inuit Maligait & Qaujimajatuqangit principles, Jeanien is fortunate to have lived her life immersed in the traditional land-based community centered ways of her Inuit Ancestors. Relationships formed on and with the land, the experience, knowledge, and skills acquired through traditional teachings motivates and inspires her life’s work.

For the past 16 years, Jeanien has been an honored and humbled guest in the Treaty 6 & Treaty 7 Territories – the traditional homelands of her Southern relatives, the diverse First Nations and Métis peoples. She considers it a great privilege to live among her human and more than human relatives and she is thereby committed to fulfilling her relational obligations to respect and care for the peoples, skies, lands, and waters that sustain and support all life.

Jeanien humbly serves her community as AngajukKâk of the Inuit Edmontonmiut Community, co-director / co-founder of the Inuit Community Development and Education Foundation, Chair of Indigenous Studies at NorQuest College and a member of the Métis Women’s Council on Economic Security advising the Minster of Indigenous Relations on policies, programs, and services to improve the lives of Indigenous women, their families, and communities. Jeanien uses her gift of two eyed seeing and her experience of walking in two worlds to serve Indigenous and Non-Indigenous communities alike; providing support, guidance, and direction to others so they may identify their unique gifts to uplift their families and communities: ensuring an increasingly just and equitable future for all.

Our daily thoughts, actions, and interactions with others impact the students we teach, the colleagues we work with, and the community we live in. The more conscious we are of the decisions we make every day regarding the language we use in our school, the more positive impact it will have on us personally and professionally. Learn some key words and phrases Maureen uses when interacting with students, staff, and parents, focusing on developing and maintaining positive working relationships.

Facilitator: 

Dr. Maureen Ference is the principal of Glendon School, a Pre-K to Grade 12 school, and Pine Meadow Hutterite Colony. She served as principal of a middle school for 14 years and as a teacher, counsellor, program consultant, and assistant principal in a junior/senior high school for 10 years. Maureen graduated from the University of Alberta, received her Master’s degree from San Diego State University, focusing on leadership and administration, and recently completed her Doctoral Degree from the University of Portland.

Maureen sits on the Alberta Education Leadership Standards Committee and is a Association Administrator Instructors Corps member. She has served as a member of the Association’s Professional Practice Review Committee, board member of the Learning Networks Consortium, secretary for the Council for School Leadership, and was appointed as an instructor for the Leadership Certification In-Service program.

Maureen is passionate about leadership development and supporting aspiring and new school leaders. She has been a guest presenter at the University of Alberta’s Summer School on Leadership Excellence and continues to enjoy opportunities to share her learning through designing and presenting workshops and facilitating division leadership programs.

Maureen resides with her ‘bison’ farmer husband near Bonnyville, Alberta. They have three grown children living in Texas, Toronto, and Edmonton.

In Alberta, teachers are expected to meet the Teaching Quality Standard (TQS), which is a Ministerial Order. Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students. Principals are expected to provide ongoing supervision and evaluation of teachers on the basis of the TQS and certification in Alberta is also based on the TQS. This session takes a look at the TQS and helps school leaders better understand the expectations to be met by teachers and what their role is within the LQS framework and provincial policy.

Related LQS competencies participants will explore and experience:

1. Fostering Effective Relationships (such as – engaging in collegial relationships while modeling and promoting open, collaborative dialogue; communicating, facilitating and solving problems effectively; and implementing processes for improving working relationships and dealing with conflict within the school community.)
2. Modeling Commitment to Professional Learning (such as – engaging with others such as teachers to build personal and collective professional capacities and expertise; seeking, critically reviewing and applying educational research to inform effective practice; and engaging members of the school community to build a shared understanding of current trends and priorities in the Education system.)
3. Embodying Visionary Leadership (such as – communicating a philosophy of education that is student-centred and based on sound principles of effective teaching and leadership; promoting innovation, enabling positive change, and fostering commitment to continuous improvement; and accessing, sharing and using a range of data to determine progress towards achieving goals.)
4. Leading a Learning Community (such as – creating an inclusive learning environment in which diversity is embraced, a sense of belonging is emphasized, and all students and staff are welcomed, cared for, respected, and safe; developing a shared responsibility for the success of all students; cultivating a culture of high expectations for all students and staff; creating meaningful, collaborative learning opportunities for teachers and support staff;  establishing opportunities and expectations for the positive involvement of parents/guardians in supporting student learning; creating an environment for the safe and ethical use of technology; collaborating with community service agencies to provide wrap-around supports for all students who may require them, including those with mental health needs; and recognizing student and staff accomplishments.)
5. Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit (such as – aligning resources and building the capacity of the school community to support First Nations, Métis and Inuit student achievement; enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit; and pursuing opportunities and engaging in practices to facilitate reconciliation within the school community.)
6. Providing Instructional Leadership (such as – building the capacity of teachers to respond to the learning needs of all students; implementing professional growth, supervision and evaluation processes to ensure that all teachers meet the Teaching Quality Standard; ensuring that student instruction addresses learning outcomes outlined in programs of study; facilitating mentorship and induction supports for teachers and principals, as required; demonstrating a strong understanding of effective pedagogy and curriculum; facilitating the use of a variety of technologies to support learning for all students; ensuring that student assessment and evaluation practices are fair, appropriate, and evidence informed; interpreting a wide range of data to inform school practice and enable success for all students; and facilitating access to resources, agencies and experts within and outside the school community to enhance student learning and development.)

RESOURCES

• Alberta Education – TGSE policy
• Claim evidence notes
• Doctrine of Fairness
• Planning for Staff Supervision
• Robinson – Open to Learning Conversations
• TES-2 Leadership Services For School Leaders
• TGSE Flowchart

Facilitator:

Dr. Konsctancija deGoeij joined the Alberta Teachers’ Association as an executive staff officer in the Member Services program area in 2004 and in 2006 became the Associate Coordinator Member Services, Administrator Assistance with a responsibility for professional learning and support for Alberta’s school leaders. She has considerable experience in professional relations, terminations, suspensions, transfers, evaluations, professional conduct investigations, and professional development, leadership training. She is a certified mediator and published author. Her focus is on relationships of trust in school settings and how these are related to important outcomes such as teacher behavior and student outcomes. Her presentations help school and district leaders to develop effective and intentional leadership practices in learning communities, where leaders feel comfortable with taking risks to bring out the best in the teachers in their schools and districts.

Prior to assuming her position with the Association, Konni had a wide variety of experience gained through working for four different school jurisdictions in Alberta. Konni has been a classroom teacher in grades 6 to grade 12 in a variety of disciplines and programs. Konni has taught has been a school administrator, both as Principal and Vice-Principal for 13 years. Being an administrator and teacher in schools from K – 12 in four different school divisions has allowed her the opportunity to work with a variety of teachers, administrators and division personnel.

Experienced school and system leaders have remarked that leadership competency #8 (Managing School Operations and Resources) and leadership competency #9 (Understanding and Responding to the Larger Societal Context) often presented the biggest challenges for leaders and that these competencies were the ones for which they were least prepared. Participants will engage in meaningful small-group and large-group discussions and leave with many tips, tricks, processes, resources, and key understandings in these areas.   Participants will be presented with actual case studies, scenarios, and dilemmas that beginning and experienced leaders have faced and will be asked to work together to first identify and understand the systems at play and secondly, to respond in an effective manner.

In preparation for this session, participants should be familiar with both competencies and their descriptors and be prepared to share “Big Picture” examples of their own.

Facilitators:

Dr. Jody Dennis is honored to have spent the past 30+ years in education. She has had the opportunity to be an educator as a Pre-K – grade 9 teacher, vice-principal, and principal. Presently, she is the Division Principal for Chinook’s Edge School Division, and was previously the principal at Penhold Elementary School and Poplar Ridge School in Chinook’s Edge. She has a Master of Education degree in Leadership and School Improvement from the University of Alberta and a Doctorate in Education in Senior Leadership in K-12 Education from the University of Calgary. Jody has had the opportunity to be involved with the Literacy Steering Committee and the Learning Commons Visioning Committee for Chinook’s Edge School Division. She has a passion for Instructional Leadership and enjoys working alongside teachers to improve teaching and learning. Jody resides in Red Deer and enjoys spending time with her husband, Wade, and her two boys. This is the 9th consecutive year that Jody will be presenting at the Start Right short course.

Ray Hoppins has spent more than 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 17 years.

This session will help participants become fully aware of the new complexities they will face as a new school based administrator. The presenters will use storytelling and small group participation to ensure high levels of engagement throughout. Participants will leave the session better able to build and nurture critically important relationships with all of their constituents. The presenter will share a wide range of relevant experiences that will be both practical and sensible. Expect to come away with new tools in your tool kit that have been proven over time to help new leaders transition effectively into new roles. Participants can also expect the presenters to share some powerful insights relative to wellness.

Participants will be given an array of supports, ideas, and processes for building and enhancing interpersonal relationships. This will be the most significant component of the practice standard that will be targeted. There will also be time given to ensure participants know and understand how to begin their roles as visionary leaders and they will also be given some key insights into staying well in difficult times. Kurt will also provide some compelling personal insights with respect to staying well in the midst of chaos and personal trauma.

Facilitators: