Student-Focused System Leadership: Transformation Through
Strategic Coherence BCSSA & BCASBO Fall Conference November
13th, 2014
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Which Are You? Which better describes your district: system of
schools or a school system? Introduce yourself to each other.
Explain your choice.
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Participants will: understand how a governance position of
(Abbotsfords) Board of Education drives system-wide change;
understand how the alignment of student-focused system leadership
can move the strategic planning process; reflect on your learning
today and apply to your own district context Learning
Intentions
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How do we get the whole system moving in the right/same
direction? How do we have the board lead and govern for system
transformation? How do we engage the board and senior staff in
doing important work that supports classroom instruction? Our
Driving Questions 4
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Preparing and inspiring our students for a lifetime of success
through respect, opportunity, and innovation. The Mission 5
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A world-class, innovative, and individualized educational
experience for every student. The Vision 6
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The Strategic Plan (2010-14)
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Teaching excellence (Early learning; quality induction)
Leadership excellence Technology empowered learning Flexibility and
Access Community & parent engagement High Level
Priorities/Themes 8
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How do we create system coherence to drive the educational
transformation agenda? How do we ensure a level of system alignment
with our strategic direction? What measures will we use to
demonstrate that the system is making progress towards its
strategic goals? How do we ensure long term sustainability of our
efforts? Driving Questions 9
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Student-Focused System Leadership
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Bringing it to Life 11 MissionVisionStrategic ThemesOperational
PlansSchool PlansMeasures and TargetsStrategic Initiatives High
Altitude District/Board Level Ground Level Classroom Level
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Governance Provides the framework and process for the
allocation of decision-making powers. Structures and processes by
which an organization is directed, controlled and held to
account.
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Improving our Governance Model Improving Board Governance WHY?
It is the Boards responsibility to have good governance. Increased
focus on student achievement and overall system improvement.
Expectation for the Board to: Provide Leadership Demonstrate
Accountability & Stewardship Provide transparency
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Improving our Governance Model Developed Policies that:
Articulate VISION and GOALS. Define the Boards work (accountability
& assurance) Define Board/Superintendent relationship Are
important to the Board.
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Improving our Governance Model The Boards Role The Boards Role:
Developed Strategic Plan & Organization goals Established
accountability framework for reporting results Superintendent
reports on how programs/services & departments are meeting the
expectations established by the Board. Our work is the Boards
work
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Governance in Action Strategic Plan Operational & School
Plans Budget Development
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Excellence in Teaching Excellence in Leadership Flexibility and
access to programs & services Ethical and innovative use of
technology Parental & community engagement Our (Revised)
Strategic Plan
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Student-Focused System Leadership: The Balcony and the Dance
Floor
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A Bold Vision Only a commitment to a process of continual
improvement truly rewards. W.E. Deming All Students Meeting
Expectations for Literacy by the End of Grade Three Abbotsford
Board of Education 2013
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Our Provincial Vulnerability Ranking (Wave 5)
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Grade 4 FSA Reading (Fully Meeting+)
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Student-Focused System Leadership
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Moving from Pockets Theories of Action How we will move from
our current state to our desired future
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#1: Moving from Pockets to a system of brilliance
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Complete the M&M Variance Activity on your tables First as
an individual Then as a table group look for patterns. #2 Reduce
Variability: The M&M Variance Study
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Discuss the following question: What do you control variability
for in your district? Moving from Pockets
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#3 Moving from PocketsA Provocation It matters which classroom
students are in.
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Only 3 ways to improve student achievement at scale: 1.Increase
the level of knowledge and skill that the teacher brings to the
instructional process 2.Increase the level and the complexity of
what students are learning 3.Change the role of the student in the
instructional process - City, Elmore, Fiarman & Teitel, 2010
Moving from Pockets
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Building Leaders That Inspire Learners
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Student-Focused System Leadership
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Moving from Pockets Norm of isolation and autonomy Norm of
coherent learning environments for both adults and students
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Common Picture; Common Language: Accountability & Assurance
Early Learning Dept. Parent Engagement Community Engagement
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Impact on Leadership Behaviours/Accountability Measures Elem
PVPs will: engage all teachers and educational assistants to
develop their understanding and consistent implementation of a
common language and common standards for excellence in early
literacy curriculum, assessment and instruction. Continue to engage
in personal professional inquiry related to developing their
instructional leadership competencies (change leadership).
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Moving from Pockets Your Turn Theories of Action How will you
move from your current state to your desired future?