“strategic thinking can be - ddsb...strategic planning puts big thinking into action. it involves...

“Strategic thinking can be understood as being: (a) conceptual:

reflecting ideas, models, and hypotheses, (b) systems-oriented: taking into account

the interaction of the organization’s parts as well as its relationship with the

external environment, (c) directional: providing a sense of an aimed-for

future state which is different from the present, and (d) opportunistic: taking advantage of the organization’s past

achievements and present competitive and environmental conditions.”

—Judi Mellon and Michael Kroth, “Experiences That Enable One to Become an Expert Strategic Thinker”, Journal of Adult Education 42, no. 2 (2013), page 71

IMPLEMENTING THE IGNITE LEARNING STRATEGIC PRIORITIES AND OPERATIONAL GOALS ACTION PLAN September 2019 3

PUTTING THE DDSB OPERATIONAL GOALS INTO ACTIONMulti-Year Strategic Planning

TRUSTEES AND SENIOR TEAMMulti-Year Strategic Planning and Budget Allocation

STRATEGIC PRIORITIES OPERATIONAL GOALS BUDGET ALLOCATIONINPUT/PLANNING

IGNITE LEARNINGCORE BELIEFS AND VALUES

PROJECTSINITIATIVESPROGRAMSMONITORING

METRICSEVALUATION

INPUT CONSULTATION

COLLABORATION ANALYSIS

FUNDINGALLOCATION TO

SUPPORT STRATEGICPRIORITIES ANDOPERATIONAL

GOALS

Strategic Planning puts big thinking into action.

It involves putting the pieces together

into one coherent plan that will drive the organization forward.

Adapted from The Coherence Framework, Michael Fullan

Multi-Year Strategic Planning Document, 2017 Ministry of Education

IMPLEMENTING THE IGNITE LEARNING STRATEGIC PRIORITIES AND OPERATIONAL GOALS ACTION PLAN September 20194

Set high expectations and provide support to ensure all students and staff

reach their full potential every year.

KEY INITIATIVES ACTIONS METRICS STATUS/

STAGE

Gap Closing and Interventions

Instructional and assessment practices with a focus on numeracy

Secondary Assessment and Evaluation and Grading and Reporting

• Utilize case conferences that focus on gap closing and digital tools in both elementary and secondary (Faces on the Data)

• Improve teacher practice and increase student achievement through elementary BCIs and HUBs

• Embed CRRP in all curriculum strands utilizing CRRP tool kit and website

• Build capacity with differentiating teaching and learning for individual students with learning disabilities and/or autism

• Implement Ministry of Education Math Strategy

• Leverage Digital through Knowledgehook

• Expand training of teachers and administrators on assessment and evaluation

• Principals will examine grade specific benchmarks and utilize report card data to measure improvements

• Measure impact through exit surveys and stages of implementation and student assessment data

• Superintendent monitoring through staff meeting agendas and school visits

• Achievement data, course completion data and graduation rates starting with pilot schools

• Schools will examine report card data and survey data

• Eleven elementary and four secondary Ministry identified schools will track student achievement using PRIME and AEAC reports

• Tracking student achievement data in secondary mathematics throughout the semester

• Utilize board and school activity statistics on usage of Knowledgehook

• Examination of EQAO scores for schools using Knowledgehook

• Feedback from administrators related to stages of Implementation

• Post-training surveys completed by teachers attending the training

3

3

2

2

2

3

1

1

3

1 AWARENESS 2 BEGINNING IMPLEMENTATION 3 PARTIAL IMPLEMENTATION 4 FULL IMPLEMENTATION

Great Beginnings Start at the DDSB— School Success Program

• Enrich School Success Program to support children’s transition to year 1 kindergarten

• Ten locations offering Great Beginnings Start at the DDSB School Success Program

• Pre- and post-developmental assessment completed to identify gains

3


Create safe, welcoming, inclusive learning spaces to promote

well-being for all students and staff.


STAGE

Positive Mental Health: Implementation of the Strategic Plan —Well-Being, Everyone, Everyday

Increasing School Attendance

• Equip principals during Family of Schools (FOS) monthly meetings with strategies to support their staff mental health

• Equip staff with Mental Health Assist strategies and Everyday Mentally Healthy Classroom resources

• Provide School Mental Health Ontario (SMHO) new online mental health certification course to teachers

• Equip students with mental health literacy strategies

• Implement strategies using the Mental Health Mentor Text series

• Provide teachers with online professional learning and resources to support students in mental health literacy

• Create school and individualized attendance plans to reduce persistent absence and to re-engage students and families

Positive School Climate: Safe and Accepting School Teams

• Implement recommendations on student and staff safety from the Incident Ad Hoc Committee

• Multi-discipline team to support high incident schools

• Further refine technology of dashboard to deconstruct type of incident e.g. verbal vs. physical

• Self-regulation tool kits to be distributed

• Share resources with parents/guardians and community through monthly communication on school websites

• Provide self–regulation training, strategies, supports and resources

• Provide Secondary Trauma/ Response Training to clinical staff

• Provide Bias Aware Progressive Discipline training

• Committee to track results of recommended actions and bring updated Incident Ad Hoc report to board

• Monitoring of incident data

• Monitoring of feedback from schools and parents

• Positive Climate School Survey data

• FOS Superintendent monitoring use of strategies

• Monitoring SIPSAW goals and corresponding actions and use of resources

• FOS Superintendent monitoring of well-being school climate survey data use to support school improvement goals

• Compare Mentally Healthy School Reflection tool pre- and post data

• Collect data on number of teachers attending the training

• Review school and individual student attendance trends and data

• Review newly developed data dashboard and school monitoring

2

2

1

1

1

3


2

2

2


Identify future leaders, actively develop new leaders and

responsively support current leaders.


STAGE

Identify leaders with an emphasis on attracting Indigenous and Racialized candidates

Develop effective leaders to support the system at all levels

Responsively support current leaders

• Utilize various methods to identify potential candidates to expand the Aspiring Leaders Program with an emphasis on attracting Indigenous and racialized candidates

• Build foundational leadership skills and support multiple pathways to leadership by offering differentiated professional development experiences

• Continue to recruit and support candidates, both internal and external, through the transfer and promotion process

• Facilitate on-boarding supports for successful candidates

• Coordinate and facilitate job-embedded mentorship program for new administrators, with emphasis on leadership and management skill development

• Facilitate Vice Principal Network through a job-embedded, professional learning model for all elementary and secondary vice principals to build school-level leadership and management capacity

• Develop and lead professional learning series for Cohort three of aspiring Supervisory Officers

• Expand the administrator professional development series with internal and external expertise

• Monitor the number of candidates participating in the Aspiring Leaders Program

• Collect participant feedback by surveys and identify individualized leadership pathways

• Increase in the number of successful candidates in the promotion process resulting in vice principal and principal shortlists for elementary and secondary panels

• Surveys and observation will be used to determine the success of the DDSB onboarding process and guide next steps

• Surveys and observation will be used to determine the impact of the mentorship program

• Monitor participant surveys and utilize OLF Leadership Self-Assessment Tool

• Predictive Index

• Participation and completion of Aspiring Supervisory Officer Program

• Increase in the number of experienced administrators participating in the capacity building, professional learning opportunities

• Monitor participant feedback surveys to identify enhanced leadership capacity

3

3

3

3

3

3

3

2



Promote a sense of belonging and increase equitable outcomes for all by identifying and

addressing barriers to success and engagement.

Develop staff capacity to implement Indigenous practices that honour and

engage Indigenous perspectives

KEY INITIATIVES ACTIONS METRICS STATUS/ STAGE

Indigenous Culturally Relevant and Responsive Pedagogy working sessions

• Develop working sessions to support the release of the grade 9-12 First Nation, Métis and Inuit Studies Curriculum

• Engage schools through a co-plan/teach model of supporting the integration of Indigenous content

• Quantitative data re: student engagement, student achievement, school participation

• Pre-/post survey educator/ student surveys

Indigenous and Racialized Leadership Program

• Increase ratio of Indigenous and racialized staff in various leadership roles throughout the system

• Collect feedback from newly appointed and external Indigenous and racialized staff to inform capacity building practices

• Examine trend in numbers of participants over time

• Ratio of self-identified Indigenous and racialized leaders applying to positions of responsibility

• Quantitative survey data of Indigenous and Racialized leaders (mid year and end of year)

3

2


Ignite Durham Learning Foundation

• Launch the Ignite Durham Learning Foundation, a charitable community organization that raises funds to remove barriers, create opportunities and provide support environments that enable students to reach their full potential

• Development of strategic plan and bylaws

• Completion of Canada Revenue Agency application

• Raise $15,000 during first year of operation

• Additional board member seats to be filled based on evaluation and skills matrix

Implementation of CRRP Toolkit and website

• Number of schools/departments integrating CRRP strategies in curriculum, assessment strategies and school structures

• Participation numbers and feedback survey from community

1• Integrate CRRP into system capacity building structures (staff meetings, BCI’s, department professional development

• Community engagement to bring awareness of CRRP Toolkit and website

1

Analysis of Student Census Data

• Analyze data to determine patterns and trends

• Determine barriers, disproportionate outcomes, and system needs

• Develop communication plan for stakeholder groups

• Data analysis

• Document to outline data results and proposed initiatives

• Action plan for next steps

2

Anti Black Racism Working Sessions

• Train kindergarten, Guidance, SERT and intermediate teachers, focusing specifically on Anti-Black Racism and Unconscious Bias

• Quantitative data re: student behaviour, student engagement and student achievement

• Staff implementation data

• School Leader implementation data

2


Engage students, parents and community members to improve student outcomes

and build public confidence.


STAGE

Engagement Strategic Plan

Ignite Accessibility

Positive Youth Development Strategy

Partnership Development, Engagement and Retention

• Create resources for parents/ guardians

• Engage diverse voices of students, staff, and community members

• Host events for parents, families, and members of the learning community to support student achievement and well-being

• Implement Multi-Year Accessibility Plan

• Enhance programs and services, aligned to the three pillars of opportunity identified in the research report

• Provide professional learning opportunities to secondary educators to build capacity on successful implementation of Positive Youth Development Strategy

• Six Youth Hubs across the system will provide programs and services to youth through designated lead partner agency

• Develop Partnership Development and Retention Strategy

• Collect survey data on utilization of resources

• Collect and analyze input gathered and shared through Secondary Student Voice—Inclusive Programming Initiative

• Gather quantitative and qualitative data through Special Education Advisory Committee and Parent Involvement Committee to increase community connections

• Collect quantitative and qualitative data on system events

• Ignite Accessibility Annual Report March 2020

• Develop Youth Consortium with community partners to offer responsive programs for youth

• Monitor student referrals to youth liaison workers and mental health support workers

• Benchmark of current partnership development status

3

3

3

1

2

2

2



Reimagine learning and teaching spaces through digital technologies

and innovative resources.


STAGE

3Pedagogical Practices:Establish a professional learning network to effectively implement and model innovative teaching strategies

Create and support on-line professional development modules and face-to-face professional development

Innovative Learning Environments: Continue to support schools and classrooms in utilizing innovative and learning spaces and to provide equitable outcomes for all

Digital Technologies: Utilize Global Competencies as a framework for principals and staff to embed into all curricular areas

• Individualize training for schools based on the stage of implementation

• Embed coaches at each school to support capacity building through co-planning and co-teaching

• Facilitate and participate in interdepartmental co-planning and implementation of pedagogical initiatives

• Embed inclusive services technology facilitators and trainers to build educator and student capacity specific to accesible technologies

• Train and support system leaders, central staff and administrators to effectively create and implement professional online learning using D2L

• Facilitate the interdepartmental implementation of innovative learning spaces within schools

• Mobilize current digital resources through training sessions for all staff (on-line and in-person)

• Incorporate Global Competencies into each digital and professional development session

• Monitor training completion rates and hardware usage statistics—Chromebook initiaive and SEA Devices (specialized equipment)

• Collect data from coaches and facilitators with respect to the impact of training and classroom modelling on student achievement

• Assess number of courses created, course completion statistics and participant feedback

• Evaluate qualitative and quantitative data from administrators, teachers and students with respect to innovative space implementation

• Monitor the number of innovative spaces in use and being created

• Analyze Chromebook usage and SEA device usage

• Collect and analyze feedback from administrators on stages of implementation

3

3

2



IMPLEMENTATIONAWARENESS

• This stage focuses on recognizing and defining the problem• Some initial planning is beginning to take place• The majority of effort is on building system readiness for the new initiative

BEGINNING IMPLEMENTATION• This stage is composed of professional learning, networking and

inquiry about the problems of practice• The initiative/strategy is being implemented in some locations

with scaffolds gradually withdrawn• There is a developing awareness of the initiative as a framework

for effective practice

PARTIAL IMPLEMENTATION• The initiative/strategy is being implemented in a number of sites across

the system• Staff are at various levels of understanding and engagement• As in the Beginning Implementation stage, this phase of activity

provides an opportunity for ongoing monitoring of key areas to inform and adapt implementation

FULL IMPLEMENTATION• Most obstacles have been overcome and strategies for refining specific areas

of the initiative have been identified through data collection and analysis• The initiative has been integrated across the system and is common place• Data and evidence from research is routinely used to inform and adapt

the implementation, often in innovative ways to precisely meet the needs of the system

Four Stages of

Adapted from PRISA Report, A Summary and Analysis of the 2016-2017 Planning and Interim Planning for Student Achievement (PRISA) Reports

IGNITE LEARNING

LEADERSHIPIdentify future leaders,

actively develop new leaders and responsively

support current leaders

ENGAGEMENTEngage students,

parents and community members to improve student

outcomes and build public confidence

EQUITYPromote a sense of belonging and

increase equitable outcomes for all by identifying and addressing barriers to

success and engagement

SUCCESSSet high expectations and provide support to ensure all students and staff reach

their full potential every year

WELL-BEINGCreate safe, welcoming,

inclusive learning spaces to promote well-being for

all students and staff

INNOVATIONReimagine learning

and teaching spaces through digital technologies and

innovative resources

GROWEVERY

STUDENTSTAFFSCHOOLYEAR

ddsb.caDURHAM DISTRICT SCHOOL BOARD

The annual operational plan provides a blueprint for the implementation of the

Ignite Learning priorities and goals

“strategic thinking can be - ddsb...strategic planning puts big thinking into action. it involves...

Documents