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PUBLIC

BACKGOUND INFORMATION ON CHAPLAINCY RESOURCES AND FURTHER

INTEGRATION WITH THE ARCHDIOCESE OF TORONTO

“The Chaplaincy Team serves and ministers to its school community like the Good Shepherd who works

in harmony with students, parents, local parish priests, principal, staff and others.”

Chaplaincy Guidelines for Secondary Schools - Archdiocese of Toronto

Created, Draft First Tabling Review

May 5, 2014 May 8, 2014

Geoff Grant, Superintendent of Faith Development and Area 8 Schools

Dan Koenig, Superintendent of Curriculum and Accountability

Anne Marum, Program Co-ordinator, Religion & Family Life

INFORMATION REPORT

Vision:

At Toronto Catholic we transform the world

through witness, faith, innovation and action.

Mission:

The Toronto Catholic District School Board is an

inclusive learning community rooted in the love of

Christ. We educate students to grow in grace and

knowledge and to lead lives of faith, hope and

charity

G. Poole

Associate Director of Academic Affairs

A. Sangiorgio

Associate Director of Planning and Facilities

S. Pessione

Associate Director of Business Services,

Chief Financial Officer and Treasurer

Angela Gauthier

Director of Education

REPORT TO

STUDENT ACHIEVEMENT AND

WELL BEING, CATHOLIC

EDUCATION AND HUMAN

RESOURCES COMMITTEE

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A. EXECUTIVE SUMMARY

INFORMATIONAL REPORT ARISING OUT OF A FURTHER INQUIRY BY TRUSTEES MOVED BY

TRUSTEE DEL GRANDE AND SECONDED BY TRUSTEE TANUAN ABOUT BACKGROUND

INFORMATION ON ALTERNATIVE MODELS FOR CHAPLAINS, THE CRITERIA USED FOR HIRING

AND ASSESSING CHAPLAINS AND FURTHER INTEGRATION WITH THE ARCHDIOCESE OF TORONTO

IN THE PROCESS OF CONFIRMATION OF CANDIDATES.

B. PURPOSE

At Student Achievement meeting of February 6, 2014, there was a trustee request for “staff to

look at: alternative models for Chaplains in our schools; the criteria we use for hiring and

assessing Chaplains; and the process to get confirmation from the Archdiocese on the

candidates.”

C. BACKGROUND

1. Our strategic goals of Living our Catholic Values and Fostering Student Achievement

and Well-Being ensures students will be instructed in a curriculum that is rooted in

Gospel values and informed by the Ontario Catholic School Graduate Expectations and

rooted in the application of Catholic Social Teaching to all that we do. Particularly, in

Living our Catholic Values, we educate students to grow in grace and knowledge to lead

lives of faith, hop and charity in partnership with parents and parishes. Currently, TCDSB

has Chaplaincy Team Leaders in all of its Catholic Secondary Schools who actively

promote opportunities for students and staff that support and grow their spiritual

formation and make connections for family and parish involvement. Chaplaincy services

is one of the many necessary approaches to ensuring the Catholicity of an age appropriate

Secondary School Faith Formation for our Students meeting the needs of our strategic

goals. This is further supported by the provincial Religious Education Curriculum and

resources available through the assembly of Catholic Bishops of Ontario

http://acbo.on.ca/catholiclink.htm, Institute of Catholic Education (ICE)

http://www.iceont.ca/news_events.aspx, and Catholic Curriculum Cooperative

https://www.google.ca/#q=catholic+curriculum+corporation.

D. EVIDENCE/RESEARCH/ANALYSIS

TCDSB – Chaplaincy in Secondary Schools

1. Each secondary school has a Chaplaincy team of experienced teachers who work with adolescents and knowledgeable about scripture, theology, liturgy and Chaplaincy service to organize prayer groups, liturgies, celebrations of the Holy Eucharist, and prayer services throughout the year. Chaplaincy team leaders support and encourage students and staff on their faith journey and celebrate the

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http://acbo.on.ca/catholiclink.htm

http://www.iceont.ca/news_events.aspx

https://www.google.ca/#q=catholic+curriculum+corporation

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board’s pastoral plan of Faith Hope and Charity as well as encourage service to others through peer support groups, mission groups, special needs projects and community outreach to the elderly and disabled. http://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/Curriculum/Pages/Chaplaincy.aspx

2. TCDSB staffing for Chaplaincy Team Leaders is funded out of the teacher’s envelope Grants for Student Needs (GSN). Each high school receives a staffing proportionate to the student population which allows for the Chaplaincy teams to professional education partners and faith animators for their schools. In regards to Chaplaincy Services in the 2013-14 Budget Estimates:

24.29 FTE Chaplains in Secondary Schools spread proportionally across 32 Secondary Schools

Total cost of approximately $2.326M Assuming an average Secondary Teacher Salary & Benefit cost of $95,758. Within our contractual agreements, Chaplaincy positions are posted and

qualified applicants interviewed by the Principal and where appropriate consult with Religion and Family Life Co-coordinator Anne Marum with regards to Chaplaincy Team Leader expectations. Chaplaincy teams are created by using the staffing teacher allocation in a shared model in most schools.

As well as working in the local school community, the expectation is that school Chaplaincy Team leaders meet with the Central TCDSB Chaplaincy Team headed by Religion and Family Life Co-coordinator Anne Marum and Catholic Teacher Centre pastoral team 5 times a year to assess curricular supports, engage in professional dialogue, listen to guest speakers, and share resources.

Reference for the Chaplaincy expectations is found in TCDSB Policy Register: Chaplaincy Program H.S.09. Please note that our direct contact prior to the appointment of a chaplain if needed is through Archdiocesan Education Liaison currently Dan Smith facilitated through Religion and Family Life Co-ordinator

Greater Toronto Area – Chaplaincy in Secondary Schools

3. Alternative modes of delivery in comparable Greater Toronto Area (GTA) Catholic boards include: Dufferin-Peel Catholic District School Board (DPCDSB) has one Chaplaincy team leader per high school where deemed reasonable subject to enrolment considerations. It has 25 Chaplaincy leaders of whom 11 are non-teachers (ordained clergy appointed as full-time Pastoral Care Ministers called “Chaplains”) paid on different pay scale lower than the teacher salary grid and 14 certified teachers (lay persons appointed as “Chaplaincy Team Leaders”) paid on the teacher salary grid. As each non- teacher retires, the replacement is a certified teacher funded out of the

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http://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/Curriculum/Pages/Chaplaincy.aspx

http://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/Curriculum/Pages/Chaplaincy.aspx

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teacher’s envelope with the intent move all Chaplaincy positions with natural turn over into the certified teaching funding model; it is increasingly challenging to fund non- teachers from the Grants for Student Needs (GSN). Individual principals hire the candidates best suiting the needs of the school community and meeting the Chaplaincy Team Leader expectations of guiding the spiritual and faith formation of students and staff through curriculum supports, prayer/liturgy services, retreats, and community outreach acts of service. Durham Catholic District School Board (DCDSB) has a chaplaincy leader in each of its 7 Secondary School who are non-teachers but funded on a grid similar to teachers with a maximum salary of 79,778 from Grants for Student Needs (GSN). DCDSB find it challenging in funding non-teachers from the GSN and are looking to move towards the TCDSB model. Central Superintendent of Faith, Senior HR staff and Chaplaincy Lead review applications, hire and select Chaplains after posting the job – there is consultation with Archdiocese in reviewing application files with regards to faith experiences and credentials. York Catholic District School Board (YCDSB) has 15 teacher allocations for Chaplaincy team leaders with a model of dividing the allocation into two people aiming for a male/female teams that model faith animation for staff and students. Individual principals hire the candidates best suiting the needs of the school community and meeting the centrally determined Chaplaincy Team Leader job expectations of guiding the spiritual and faith formation of students and staff through curriculum supports, prayer/liturgy services, retreats, and community outreach acts of service. Simcoe Muskoka Catholic District School Board (SMCDSB) has a Chaplaincy team teacher leader in each of its 9 Secondary Schools available to provide spiritual guidance and support faith development for the school community funded from Grants for Student Needs (GSN). Central staff review applications and work individual principals hire the candidates best suiting the needs of the school community and meeting the Chaplaincy Team Leader expectations of guiding the spiritual and faith formation of students and staff through curriculum supports, prayer/liturgy services, retreats, and community outreach acts of service. The chaplaincy leaders with the SMCDSB are in the role for only a three year term.

4. Bishop John A. Boissonneau is Auxiliary Bishop of Toronto with responsibility for Vicar for Christian Education (Elementary and Secondary GTA Catholic School boards), Vicar for Liturgy and Archdiocesan Liaison with the Catholic Faculties of Theology who meets regularly with GTA Directors, Superintendents of Faith, and Religion and Family Life Co-ordinators. The Archdiocese has been involved most recently in a consultative and advisory approach to Catholic Curriculum and Faith Formation as well as reviewing the expectations for Chaplaincy teams. The Archdiocese of Toronto’s ongoing partnership with Chaplaincy teams in TCDSB, DPCDSB, DCDSB, YCDSB and SMCDSB focuses on spiritual guidance and support for student and staff faith formation, connections for Catholic community services and outreach opportunities for student/staff active volunteer service across the four pastoral regions comprising 14 pastoral zones.

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5. The four pastoral regions which divide the Archdiocese are the Central (Bishop McGrattan), Northern (Bishop Kirkpatrick), Eastern (Bishop Nguyen) and Western (Bishop Boissonneau) Regions made up of parishes within a geographical boundary. Archdiocese Liaison for Catholic Education, Dan Smith is in constant contact with each school board providing a consistent contact for each pastoral region as well. He sits on Religion Education committees for each board (Nurturing our Catholic Community for TCDSB) and hosts meetings for the GTA Directors, Superintendents of Faith and Religion and Family Life co-ordinators. Currently, the Archdiocese consults on the expectations of the chaplaincy teams with Senior staffs in all boards through Archdiocesan Educational liaison Dan Smith or directly through Bishop John A. Boissonneau. The practice is not to sit on interview teams but review pastoral letters or where deemed appropriate chaplaincy candidates’ credentials and applications so that out of province experience can be qualified and/or parish references.

6. As per the Guidelines for School Chaplaincy in Ontario (CSCO), the Diocesan bishop is represented by his Archdiocesan Educational Liaison and consulted where needed in the course of selection process for chaplains/chaplaincy. The role of Chaplaincy is the ultimate responsibility of the Canadian Council of Bishops who have set clear expectations that the Chaplain/Chaplaincy Team Leader must be a practicing Catholic with academic and theological credentials and training in pastoral care and youth ministry although the daily conduct of the program is supervised by the school board. School Chaplains/Chaplaincy team leaders answer directly to the local School administration and are to keep them apprised of their work within the school. They are part of the school crisis team along with Social Work department as well as working closely with the pastoral team of the Catholic Teacher Centre. They collaborate with the local pastor and local ordinary in matters of theology and liturgical practice.

7. All 5 GTA boards have worked in partnership with the Archdiocese in establishing qualifications for role of Chaplaincy within their secondary schools and are in constant contact and partnership in order to improve spiritual and faith formation. There is no direct confirmation of the chaplaincy candidate by the Archdiocese as each school board supervises the hiring and placement of chaplains through an internal interview process of posting positions and hiring as per Human Resources conditions of employment and provincial Labour Relations Act. Each board has a rigorous process of systematic teacher appraisal process which governs the assessment of chaplaincy services. There are ongoing connections to parishes as a link to the diocese and centrally facilitated central office Religion or supervisory officer staff on a regular consultative basis.

E. METRICS AND ACCOUNTABILITY

1. Input was given from senior staff, Superintendent of Faith, Superintendent of Curriculum

and Accountability and/or Religion and Family Life Co-ordinator in each Board on the

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Chaplaincy model; Bishop Boissoneau and Archdiocesan educational Liaison Dan Smith

spoke to the input on the advisory assessment of Chaplains from the Archdiocese

perspective.

F. CONCLUDING STATEMENT

This report is for the consideration of the Board.

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Appendix D

Page | 1

LIVING OUR CATHOLIC VALUES

Strategic Directions # Priorities #Goals #Actions Strategic Direction Action

Status Report – (Activities)

Living Our Values 1 4 11 10

Priority: To apply Catholic Social Teachings to all that we do

Goal Actions Level of

Completion

Students will

be instruction

in a

curriculum

that is rooted

in Gospels

Values and

informed by

the Ontario

Catholic

School

Graduate

Expectations

The senior staff, central staff, school administrators and school staffs will

engage in and support learning opportunities on applying Catholic Social

Teachings and the Ontario Catholic School Graduate Expectations

(OCSGE) Ensure that the OCSGE are contextually reflected in all our

TCDSB resource documents , lesson plans and communication

Support the integration of the OCSGE in curricular planning and teaching

and learning

Support the integration of Catholic Social Teachings (CST) in the

curriculum

All Catholic Leadership Programs, elementary, secondary and adult, will

align themselves with the Ontario Catholic Graduate Expectations and

have focused instruction on Catholic Social Teachings

Implementation

Staff will

participated

in ongoing

faith

development

through

liturgical

celebrations

and

opportunities

for spiritual

retreats

Ensure that trustees and staff have the opportunity for an annual retreat and

for reflective practice.

Implementation

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Appendix D

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Parents will

be supported

in their

integral role

of nurturing

the

relationship

between

home, school

and parish

The Pastoral Plan 2012-15 for year of Faith, Hope and Charity launched

with trustees, parents, parish priest, students and staff in May 2012 will

support a focused approach to faith development. The launch provided an

opportunity for learning and celebration and included a comprehensive

resource package to support the plan.

The senior team, central staff and school administrators will continue to

provide opportunities such as the ‘Zone’ meetings that strengthen dialogue

between the school, the parish and homes

The senior team, central staff and school administrators and school staffs

will continue to provide opportunities such as retreats, liturgies, prayer

services and social justice outreach to further the ongoing faith

development

The pastoral plan of Faith, Hope and Charity is rooted in the belief of the

need for strong relationships between the home, school and parish

Implementation

Senior Team

and Trustees

will develop

decision-

making

processes and

ensure setting

policy

priorities that

reflect

Catholic

Social values

(e.g.

stewardship

of God’s

creation,

option for the

poor and

vulnerable ..)

Opportunities for the senior team and trustees to deepen their knowledge

and understanding of Catholic Social teachings through presentations such

as the ‘Poverty Strategy’ will continue to be provided.

The review and development of policy and its implementation will have an

integral lens Gospel values and Catholic Social Teachings.

Implementation

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Appendix D

Page | 3

Overall Status Summary:

Activities: Highlights from Program Staff related to this priority include:

System roll out for Pastoral Plan of Faith, Hope and Charity focus on Theological

Virtue of Hope through electronic resources and in-services to Chaplaincy Leaders and

Religion Reps.

Religion Rep and Chaplaincy Leader In-services on the Year of Hope with curricular

links provided to schools (CGE, CST and Virtue of the Month). The Anchor of Hope

Highlights the second year of our Pastoral Plan – Faith, Hope, and Charity

connecting with 21st century learning and the Arts Department, through the use of

digital images on the wooden anchor.Working with 21st Century Learning, the launch

of The Anchor of Hope will take place during Catholic Education Week 2014. The

Anchor of Hope will also feature in the dual school canonization celebrations on May

9th

Central Religion Team Bi-monthly meetings ensure that the OCSGE, CST, Virtues,

Year of Hope student/school activities are contextually reflected in all TCDSB

resource documents, lesson plans and communication online, as well in student

activities at ES and SS local and system level

Doors of Hope project and system connections online / calendar to support Catholic

Charities / Nuit Blanche connection to the larger community – Project Reach second

generation planning for year of Charity

Religion Department staff provides retreats for Sacramental Classes making

connections with OCSGE, CST and virtues. Sacramental Retreats for Gr. 2 and 8

students across the system supported by central Resource curricular links and also

facilitation

Religion Department, CTC, and Student leadership will arrange for representative

students lead opening prayer at CEC to reflect and inspire best practices. Student led

prayers at the TCDSB Board and Student Achievement meetings focusing on liturgical

seasonal prayer and/or links to OCSGE and CST

Continue to support the integration of the OCSGE in curricular planning, teaching and

learning (Fully Alive In-services) and use critical thinking skills in the light of

OCSGE/CST and connect to strands in Fully Alive and Religious Education

Student Leadership workshops for students/teachers:WFMP, WFMP Youth Forum,

We Day; We Day In-Service for Teachers, Voices that Challenge

Conference, Camp Olympia, ILITE, Circling our Angels of Hope,

ECSLIT meetings and CSLIT, India Leadership Program (Loretto Sisters) and

Philippines Leadership Program; Kenya Leadership Program (Free the Children);

Smile program – Elementary and Secondary; Merry Go Round Program (Kids, Cops,

Computers)

Provide all Grade Seven students with a Fully Alive text book and provide all

teachers of Grade Seven students with a Fully Alive teacher’s Guide. Teachers were

in-serviced in the updated Grade Seven Fully Alive Program approved by the

Assembly of Catholic Bishops of Ontario with input from parents, teachers and

students. The revised program connects students and teachers with a program rooted

in Gospel values.

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Appendix D

Page | 4

To enhance ongoing faith development through liturgical celebrations and

opportunities for retreats and to build and foster a strong faith community, there are

connections to Pastoral Plan in Year of Hope in our various Faith Development

opportunities, which range from NTIP retreats, training and orientation, to various

retreats for different staff employee groups (Principals, VPs, Chaplaincy Leaders,

Religion Reps, Non-Academic staff, Central Program staff, etcetera).

Alignment Aligning the Catholic Social Justice Teachings with the Catholic School Graduate

Expectations to support curriculum for ongoing student/staff activities through student

Leadership Department and Religion and Family Life in-servicing as well as Retreats

reflect a consistent approach in the development of a common understanding of

ongoing faith development through liturgical celebrations and opportunities for

retreats/in-serving and to build and foster a strong faith community The activities

provided by the central staff are clearly linked to the identified priority and goals and

support a high degree of alignment.

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Appendix D

Page | 5

Growth The receptivity to the Catholic Social Justice Teachings with the Catholic School

Graduate Expectations has been an expanding online presence through twitter, portal

pages and other web based tools to support the work of this particular priority has

demonstrated significant growth over the past two years. As well a growing culture of

teacher and student lead community outreach in the year of Hope to embrace Catholic

Social Justice Teachings within the school and larger community has been initiated by

central staff and deepened the shared understanding of spiritual and faith formation

practices during the last two school years.

Next Steps There will to be a continued focus community outreach in the pastoral “Year of

Charity” as we use the symbol of the Heart as a sign of charitable acts so that all

religion and Family Life curricular resources can have an intentional inclusion

Catholic Social Justice Teachings with the Catholic School Graduate Expectations. All

program areas will demonstrate purposeful intentionality in regards to embedding the

CST and OCSGE’s in curriculum planning and professional learning sessions. The aim

is for the language of the OCSGE to become part of the regular conversation of

educators, students and parents. To that end a review of all web resources and portal

pages needs to be completed in order to determine gaps related to the inclusion of the

CST and OCSGE’s.

The central Religion and Family Life Team have begun consultation with stakeholders

with an intention to align the plan with the CST and OCSGE’s, the School

Effectiveness Framework and the Multi Year Strategic Plan.

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Appendix D

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FOSTERING STUDENT ACHIEVEMENT

AND WELL-BEING



Fostering Student Achievement

and Well-Being 3 10 26 30

Priority: To support our students in meeting the OCSGE.

Goal Actions Level of Completion

(Priority)

Student work in K

to 12 will show

evidence of the

Ontario Catholic

School Graduate

Expectations

1. The senior team and central staff have provided

differentiated professional learning both at the

system and school level on the Ontario Catholic

School Graduate Expectations (OCSGE) to support

staff, students and parents in their understanding of

the OCGSE and their application.

2. Ensure that the OCSGE are contextually reflected

in all our TCDSB resource documents , lesson plans

and communication.

3. Support the integration of the OCSGE in

curricular planning and teaching and learning.

Implementation

Routine Use

Implementation

Students will

exceed the

provincial average

in literacy and

numeracy as

measured in

Education Quality

and Accountability

4. Ensure that a purposeful and system-wide focus

for supporting staff underpins the Board Learning

and Improvement Plan (BLIP).

5. Continue to have School Learning and

Improvement Plans, SLIP team visits HUB

networks, teachers professional learning, principals’

Implementation

Implementation

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Appendix D

Page | 7

Office assessments

by 2015

meetings support the BLIP.

Students will

exceed the

provincial average

in credit

accumulation and

graduation rate by

2015

6. Senior team, central staff, school administrators

and school staffs will continue to monitor and

support the implementation of the strategies and

goals articulated in the Board Learning and

Improvement Plan. This includes the implementation

of Individual Program Planning for students 7 to 12,

and next year K to 12.

Implementation

Students, staff and

parents will share a

common

understanding of

the learning goals

and related success

criteria by 2015.

7. Senior team, central staff, and school

administrators will continue to lead, model, promote

and participate in professional learning about setting

learning goals, co-created success criteria and

descriptive feedback .

8. Learning goals and related success criteria will be

posted in all classrooms and will be evident in

student work.

9. Special Education Advisory Committee, Catholic

Parent involvement Committee and Catholic

School Advisory Councils in their efforts to help

parents understand the use of learning goals and

related success criteria.

Implementation

Early Implementation



New Context

for Learning

In year Two there has been a deeper understanding of the OCSGE as the

set of learning skills or competencies that as a Board learning community

we view as essential for students life-long learning. In this light, 21C

competencies and provincial ‘Growing Success ‘Learning skills and

work habits were understood in the context of the OCSGE. As well,

connections have been made between the School Effectiveness

Framework components and the skills embedded in the OCSGE. As a

consequence, the OCSGE are proving to be a powerful touchstone for

teacher planning , a unifier for professional inquiry at the classroom,

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Appendix D

Page | 8

Activities

school and system level and a means to the innovation cited in the Board

Mission.

Highlights from Program Staff related to this priority include: In

Year 2 the OCSGE

● Central staff has consistently focused during Year 2 on having the

OCSGE’s reflected on resources provided to schools.

● Staff has worked to develop an integration of these expectations

into their professional learning sessions, including collaborative inquiry

sessions.

● Staff has developed a resource that will be provided to all

teachers that aligns the OCSGE’s with the 21st Century learning

competencies, the school effectiveness framework, and the learning skills

and work habits as described in the Ministry Growing Success document.

● Parents and students have been provided a pamphlet that supports

the importance of the OCSGE’s as a feature of the community service

hours and OCSGE are regularly referred to at Parent Engagement

meeting and events.

● Student Success regionals and learning networks as well as

department head symposiums have integrated the 21st Century

competencies, the ‘Growing Success’ learning skills and the OCSGE’s

within their professional collaboration activities.

● Project NeXt used the OCSGE’s to develop the framework for

this particular project.

● Work has been done to integrate OCSGE into Individual

Pathways Planning for students 7 to 12, further work will be done to

expand K to 12 for next year.

● All program areas have developed professional learning sessions

using learning goals, co-construction of success criteria and descriptive

feedback as a focus for their professional development with teachers in

the system.

● The skill development articulated in the OCSGE’s are embedded

within the collaborative inquiry work undertaken with classroom

teachers.

● Student leadership initiatives supported all staff with the

integration of the OCSGE’s in curricular planning, the teaching/learning

cycle and student engagement activities.

● A system approach was used to link the OCSGE with Catholic

Social Teachings, Virtues of the Month and the pastoral plan of Faith,

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Appendix D

Page | 9

Hope and Charity.

● In our professional learning sessions there has been a focus on the

use of multiple sources of data (e.g., student artefacts, focus groups,

surveys, assessments, report card marks) supporting an evidence-based

approach to inform practice. Our system-wide surveys for staff and

students are reviewed annually to ensure they reflect departmental

priorities.

Alignment All visits by area Superintendents in regards to each school’s learning

improvement plan reflect a consistent approach in the development of a

common understanding of learning goals and the co-construction of

success criteria. The activities provided by the central staff are clearly

linked to the identified priority and goals and support a high degree of

alignment.

Growth The receptivity to the OCSGE as a set of skills and prism for assessment

have been well received by educators. Most interesting has been how

information and dialogue has taken place. There has been an expanding

online presence through blogs, e-community, portal pages, e-learning and

other web based tools to support the work of this particular priority has

demonstrated significant growth over the past two years. As well a using

traditional means, educators have integrated the use of different

technological tools for pedagogical documentation, assessment and

dialogue. Hand held digital devices are making a remarkable change in

teacher practice.

As well a growing culture of teacher and student inquiry has embedded

the understanding of learning goals, co-construction of success criteria

and descriptive feedback into all of collaborative inquiries initiated by

central staff.

The sharing of artifacts and evidence based strategies linked to these

specific goals and the OCSGE’s has deepened the shared understanding

of these specific assessment practices during the last two school years.

In the last 2 years there have been increases on many of the EQAO

assessments; mathematics remains an area that requires increased focus;

credit accumulation in Grade 9 and Grade 10 and graduation rates have

all shown increases.

Next Steps There has to be a continued focus on reviewing all resources for the

intentional inclusion OCSGE’s. All program areas will demonstrate

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Appendix D

Page | 10

purposeful intentionality in regards to embedding the OCSGE’s in

curriculum planning and professional learning sessions. The aim is for

the language of the OCSGE to become part of the regular conversation of

educators, students and parents. To that end a review of all web resources

and portal pages needs to be completed in order to determine gaps related

to the inclusion of the OCSGE’s.

Further there is a need to develop consistency with regards to the

effective development of school improvement plans which are linked to

reinforcing student learning skills and work habits.

Continue the implementation of Individual Pathways Planning for

students

Central staff in consultation with stakeholders has begun the next

iteration of the Board Learning Improvement Plan with an intention to

align the plan with the OCSGE’s, the School Effectiveness Framework

and the Multi Year Strategic Plan.

Priority: To support our students’ ability to apply critical and innovative

thinking in all subjects.

Goal

Actions

Level of Completion

Use evidenced based

teaching and learning

strategies to provide students

opportunities to become:

discerning believers,

effective communicators,

reflective thinkers, self-

directed learners,

collaborative contributors,

caring family members and

responsible citizens (Ontario

Catholic School Graduate

Expectations)

10. Ensure a common understanding of

learning goals and related success criteria and

the applications of the OCSGE in order to

provide coherence to our systems’ approach

to 21st learning.

11. Senior team, school administrators and

school staffs will continue to use the process

of the School Learning and Improvement

Plan (SLIP) visits to ensure that critical and

innovative thinking and 21st century fluencies

are evident in student work.

Implementation

Implementation

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Appendix D

Page | 11

Employ a variety of

instructional strategies to

ensure that individual

learning needs are

accommodated and to

engage students fully in

learning

12. The system wide plan for District Review

and The School Effectiveness Framework

(SEF) will help the Senior team, central staff

and school staffs deepen their understanding

of evidence informed teaching and learning.

13. Senior team, school administrators and

central staff will learn how to conduct

effective learning walks and develop a

common understanding of high yield

instructional practices in all classroom

settings.

14. Senior team will ensure student

assessment policy is developed to support

assessment practices outlined in Growing

Success.

Implementation


Awareness

Increase investments in

technology to better support

21st century fluencies and

the overall needs and

aspirations of students

15. Senior team, school administrators,

central staff and school staffs will continue to

build capacity through professional

development on technology-enabled learning

and the connection between the OCSGE and

21st century fluencies.

16. The senior team, school administrators,

central staff and school staffs will be

encouraged to model the use of technology.

17. Digital learning resources will be

increasingly used in all classrooms.

18. Promote and increase the availability and

improve the quality of eLearning courses for

all secondary students.


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Appendix D

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Learning

Context

Activities

In Year Two a significant part of our learning is with respect to a deeply

understanding of the full range of learning skills and disposition (mindsets) that

promote critical and innovative thinking and wellbeing. Alongside thinking

skills cited in the OCSGE are the dispositions that lead to deeper caring and

empathy. Such hope filled dispositions allow students to be more fully alive in

all aspects of their being, including the physical, spiritual, social, intellectual

and emotional.

Highlights from Program Staff related to this priority include:

● Area Superintendents have facilitated learning walks with principals and

staff members to identify effective instructional strategies and collect

evidence related to the school learning improvement goals.

● Staff has developed a resource that will be provided to all teachers that

aligns the OCSGE’s with the 21st Century learning competencies, the

school effectiveness framework, and the learning skills and work habits

as described in the Ministry Growing Success document.

● Innovations through the implementation of collaborative inquiries along

with the integration of 21st Century competencies has resulted in schools

developing effective instructional practices to support student learning.

● System implementation and monitoring teams grouped in area

superintendencies have focused on literacy and numeracy initiatives for

the purpose of precise school planning and implementation of effective

strategies.

● All participants in District Review have had the opportunity to provide

feedback into the review process. Data will be reviewed to improve the

process and ensure relevance for school improvement planning and

actualizing the school learning improvement plan.

● Student Success and the 21st Century Learning Department have

provided schools with a framework to find a common area of focus,

based on their area of critical need. These networks of learning (SSLNs)

have aligned their work between the NeXt Lesson competencies, the

OCSGE’s and the learning skills as outlined in Growing Success.

● Project NeXt used the OCSGE’s to develop the framework for this

particular project.

● Online professional development courses designed to help teachers learn

the use of D2L is currently developed and implemented. The focus is on

D2L in a blended classroom to better infuse NeXt Lesson competencies

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in their lessons.

● Expansion of the 21C (Tech) Innovators across the system has led to

improved spread of Project NeXt. Vice Principals, supported by

TCDSB21C staff are leading teachers representing all schools in a PD

series intended to build capacity across the system.

● Staff has initiated a collaborative inquiry with teachers to look at

blended learning pedagogy. The goal of the inquiry is to examine how a

students’ ability to apply critical and innovative thinking in all subjects

is effected by a’ flipped’ learning environment.

● Staff has initiated a plan to refresh, increase in numbers and renew

current technology devices within all schools.

Alignment Significant alignment in regards to the implementation of the NeXt Lesson

competencies has been evident in many school visits as indicated by our area

Superintendents.

The initiation of learning walks during school learning improvement plan visits

by area Superintendents have become a regular practice. This practice

promotes a high level of interaction amongst school leaders and their staff. It

provides for a shared sense of responsibility for school improvement.

A consistent alignment amongst departments and school divisions and their

implementation of collaborative inquiry along with the integration of 21st

Century competencies and OCSGE’s has developed over this past school year.

Growth A consistent approach in regards to the monitoring of the school learning

improvement plans by all senior staff has resulted in a more aligned approach to

improving student learning. The sharing of over 600 school visits has allowed

for senior staff to determine the promising practices evident in many classrooms

and also determine the next steps to target the implementation of effective

strategies related to groups of underperforming students.

Next Steps If Jonathan Swift is correct ‘Vision is the art of seeing what is invisible to

others’ then our vision is make learning visible to all.

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This means a continued focus on the monitoring of school learning

improvement plans by senior staff to allow for the sharing of effective

instructional practices within our schools. For school communities this means

further opportunities for collaborative learning of practise that are respectful of

professionalism.

Coupled to this will be a refresh of new technology will allow for further

professional development linked to the NeXt Lesson competencies. The spread

and depth of learning will be enhanced as we increase the number of devices

within each school.

Increase in the number of staff trained in the use of blended learning will result

in further development of 21Century competencies within our student

population.

The completion of the district review process for all schools will provide data to

support the next iteration of our Board Learning Improvement Plan. A focus on

the school needs as identified through the 200 district reviews will provide

central staff with an aligned approach to address the student learning needs in

our schools.

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Priority: To create equitable learning environments for all students

Goal

Actions

Level of

Completion

Provide all students with

equitable access to learning

and technology and strive to

close the opportunity gap so

that the most vulnerable

students achieve their full

potential

19. The senior team and school administrators

will ensure a systematic and transparent approach

to the distribution of learning and human

resources.

20. The senior team, school administrators ,

central staff and school staff will support all

students by implementing

Learning for All and the Accountability

Frameworks and Many Roots, Many Voices.

Implementation

Early

Implementation

Strive to ensure that the

physical, emotional,

intellectual, and spiritual

needs of all students are met

21. Provide professional learning on the Student

Well-Being Research Framework to ensure a

holistic approach to the well-being of all students

Early

Implementation

Strive to ensure that all

students are eating

nutritionally and are

physically fit

22. Continue to support curricular and co-

curricular programs on healthy and active living

23. Continue to support the system-wide nutrition

program

Routine Use

Implementation

Provide all students with

safe, healthy learning

environments by promoting

a positive school climate,

inclusive and accepting of

all pupils and by promoting

the prevention of bullying.

24. Ensure through ongoing professional

learning a deeper understanding of the direct link

between student success and a school climate

where all students feel safe and supported.

25. Support staff, students and parents in

developing their awareness and understanding of

safe school legislation, policy and practice

regarding bullying prevention, progressive

discipline and restorative justice

Implementation

Implementation

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Page | 16

26. Develop planning and facilities standards

that reflect leading practices in ensuring optimal

health and safety in learning and work

environments.

Implementation


New

Learning

Context

Activities

Part of the focus in year two has been examining factors that can create

opportunities for students to optimize their ability to learn. This means ensuring, to

the extent possible, there is a good understanding, on the part of staff of a student

and a family’s experience outside the school since those external factors such as

housing, nutrition, persona and family health are all impact on a student’s ability to

learn. This understanding can be deepened through understanding Catholic Social

Teaching, including the preferential option for the poor and vulnerable and the

Catholic principle of subsidiarity (participation in the local community).

Highlights from Program Staff related to this priority include:

● Staff has used a multi-step approach to understanding the learner living in

poverty. Staff have worked on raising awareness of students living in

poverty and also provided resources to support the implementation of

effective strategies.

● A system approach to the distribution of technology based on socio-

economic indicators has been established and supported by senior staff.

● A distribution of school block funds based on socio-economic needs has

been implemented for the upcoming school year.

● Numerous opportunities for students to engage in co-curricular activities at

both the elementary and secondary level continue to be supported by all

school and central staff.

● The continued professional learning for Health Action Teams has allowed

for development of strategies to support the physical, emotional, spiritual

and intellectual well-being of all our students.

● Staff has provided support to schools during the implementation phase of a

nutrition program. Staff is also raising awareness regarding the need for

communities to further embrace the concept of a nutrition program in all

schools.

● Staff has implemented a mental health strategy, part of which ‘Stop the

Stigma’ that is raising staff, student, and parent awareness and expanding

Page 73 of 190

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Page | 17

the literacy of mental health thereby building capacity and decreasing

stigma.

Through system-wide student surveys, we gather feedback on school

climate, engagement, transition, safety and well-being (e.g., emotional,

intellectual and spiritual). Summary school and board-level reports are

created to help support the creation of a healthy learning environment for

all students.

A wide variety of Professional learning modules related to Safe Schools,

Positive School Climate, Equity and Inclusion, Promoting Positive Student

Behaviour and Well-Being have been delivered to teachers, support staff,

administrators, superintendents.

Alignment A system approach to supporting schools identified as having challenges related to

socio-economic factors has supported the integration of our Catholic Social

Teachings.

A consistent understanding of how to best support schools along with professional

learning sessions related to understanding issues related to living in poverty has

resulted in school learning plans that reflect initiatives to address these student

needs.

Staff will develop a deeper understanding of topics related to promoting safe,

positive, inclusive and accepting school communities. Participating staff are

encouraged to share newly acquired knowledge and practical strategies with local

school staff (Safe and Accepting Schools Team) to promote school climates where

all members feel safe and supported.

Parent engagement is addressed by continuously supporting Parents in their

understanding of Safe Schools’ legislation, policies and practices.

Growth The implementation of a mental health strategy has raised awareness amongst all

stakeholders that support and contribute to the mental health of our students.

A system approach to supporting schools in need has been considered when

making budget decisions and when allocating resources to schools.

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Additional new staff’s including support staff and new administrators continue to

receive updated in-services. Capacity continues to increase across the system.

Familiarity with Progressive discipline processes amongst Administrators is

evident.

Next Steps Continue to look for ways to further build capacity in schools that are struggling

due to issues of poverty by using an assets based model for action.

Continue to build capacity and support schools with the implementation of a

school wide nutrition program.

In an analytical manner (who, what, when, where) identify and address the factors

that create a readiness to both learn and participate fully in school life as part of

the school learning plan process.

Create instruments for school communities to determine their students opportunity

to learn with the aim to creating more resilient students and communities.

Continue to raise awareness with our leaders so that they become more aware of

the impact of mental health upon student achievement.

Continue with in-servicing new staff with particular focus toward Elementary

administrators. The goal is to extend this professional learning to students so that

they feel more confident in assuming leadership roles in their school communities

that promote positive school climate, student achievement and well-being.

Support ongoing dialogue with school principals, dialogue with safe schools staff

(pre-expulsion hearing meetings, case conferences, restorative conflict mediation

and threat assessment processes, interactions with TIPSS teachers/Social Workers)

and Safe Schools presentations delivered to CSAC communities.

Expand use of RCMC in Elementary panel.

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STRENGTHENING PUBLIC CONFIDENCE



Strengthening Public

Confidence 1 5 14

Priority: To create enhanced, regular communication with all stakeholders


Improve communication

and provide expertise for

public communications

that reflect the mission,

vision and values of the

board

1. Trustees, the senior team, and

principals will be provided with

opportunities for learning about

enhancing skills in public

communication and engagement

2. The Catholic Parent Involvement

Committee will be provided with

support to improve its parent

engagement and communication

strategies

3. Practice of providing translations and

interpreters for non-English speaking

families will continue

4. The Multi-Year Strategic Plan is

available on the board website in

several languages

5. Web-based resources to assist parents

to support student achievement and

well-being will be further developed

and posted in a variety of languages

6. An annual Parent Survey will be

conducted to measure engagement

and perceptions of school climate



Implementation




Ensure timely and

sensitive responses to

7. The senior team, central staff, school

administrators and school staffs will

Routine Use

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Page | 20

stakeholder questions and

concerns

continue to communicate and ensure

full implementation of policies and

guidelines that deal with the concerns

of stakeholders

8. The review and monitoring of

policies and administrative

procedures to ensure alignment with

the mission, vision and values and

strategic directions articulated in the

MYSP

9. The senior team will continue to

work with trustees to identify any

gaps and system-wide issues

Implementation

Implementation

Create opportunities for

meaningful dialogue,

feedback and input from

the community

10. Continue to support trustees in the

development and implementation of

a comprehensive policy on

community engagement.

11. Provide trustees, senior team, central

staff and school administrators with

opportunities for differentiated

learning on community engagement

policy and promising practices to

ensure successful implementation.

Implementation


Build and maintain

community partnerships

12. Continue to support a variety of

partnership development projects.

13. Communicate frequently with

stakeholders on the various

partnerships that currently exist

across the TCDSB community.

Implementation

Ensure public transparency

in all processes and

activities

14. Post Multi-Year Strategic Plan, an

overview of strategic actions, the

Board Learning and Improvement

Plan, the Board Leadership

Development Strategy as well as

Strategic Plans for Facilities and

Planning and Business Services

Routine Use

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Page | 21


Many of the actions are ongoing. Outstanding actions will be achieved through the roll out of

tcdsd.org web portal version 2.0 expected to occur in July/August 2014.

Activities: Comprehensive communications actions plans have been instituted for all major

TCDSB consultation and community engagement initiatives including, MYSP

Report Card, Budget Consultation, Admissions and Placement Policy, Boundary

Reviews etc.

Ongoing initiatives to engage schools and staff in use of 201 school websites

through Talk with Yan series, and personalized school visits of Communications

web staff to support local school staff training and portal improvements.

Providing support to identify and enlist additional local associations to work with

SEAC.

Alignment: Alignment with MYSP priorities is ongoing.

Growth: The Communications Teams continues to look for opportunities to use all

multimedia and communications modalities to improve the flow of information to

parents, staff, and the Toronto Catholic Community at large.

Social media footprint has increased more than 10 times through Twitter strategy

over past 24 months. Growth from 790 followers of TCDSB in May 2012 to

10,700+ followers as of May, 2014.

Next Steps: The Communications Team continues to support the IT team in the roll out of

version 2 of the TCDSB web portal which will feature ability to allow for Google

Translation based universal access for parents from all language and cultural

groups.

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PROVIDING STEWARDSHIP OF RESOURCES



Providing Stewardship of

Resources 2 6 11 4

Priority: To establish integrated decision-making structures and processes to

support responsive and responsible allocation of resources we will: Ensure that every student has the tools and resources they need to support their learning

Increase the use of research and evidence to guide decisions and actions in teaching,

administration and governance

Priority: To ensure fiscal responsibility at all levels of the organization we will: Establish informed, accountable and ethical decision-making for policy development and

resource management

Align operational and capital budgets with the Multi-Year Strategic Plan

Maintain a sustainable balanced budget that reflects ecological justice principles

Report results and actions annually


The Research

Department will

continue to support the

senior team in

developing research

tools to gather and

analyse meaningful data

to support student

achievement and well-

being

1. Use evidence and other research data to guide

decision-making processes

2. Research data and evidence used during budget

consultation efforts

Routine Use

Routine Use

Business Services will

work with senior team

to develop and refine a

budget planning tool

that is clearly aligned

with the MYSP

1. Budget Initiative Impact Statement

2. Aligning the Budget Estimates with the MYSP

Routine Use

Implementation

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Page | 23


The Senior Team will

model and lead the way

in using technology and

electronic formats for

agendas and reports to

save paper and printing

costs and to reflect

ecological principles

1. Agenda & Minutes Management

2. Issuance of e-Pay Statements

3. Issuance of e-T4 Statements

4. Process for e-Mileage Reimbursement

Routine Use

Routine Use

Routine Use

Routine Use

Increase the frequency

and timeliness of

financial analyses and

reporting for

accountability and

public transparency

1. Monthly & Quarterly Budget Status Reports

2. Internal Audit Reports

3. Detailed Revenue and Expenditure Reports

Routine Use

Routine Use

Routine Use


Activities/Results:

In both years, the greatest focus was on the implementation of

strategies with the goal of increased public accountability and

transparency. As part of these strategies, the use of Research tools

and data/evidence has increasingly become part of many business

processes which rely on data for evidence-based decision making

processes.

In Year 2, Business Services further enhanced public accountability

by implementing quarterly financial reporting procedures which

simulate the normal year-end financial reporting exercises, and

increased the number of internal audit reports, i.e. School,

Enrolment and other special purpose audits, to the Audit

Committee.

As part of the Senior Team’s commitment to using technology and

electronic formats, further strategies were adopted in the second

year to implement the electronic creation dissemination of T4 forms

and enabling the electronic processing of mileage cost

reimbursements.

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Alignment: The budget setting processes are evidence informed and aligned to the

tenets of the MYSP.

Growth:

In Year 2 there is evidence of further incorporation of research data

towards the decision-making processes and the allocation of limited

resources to address concerns of equity within the TCDSB

Community. Research data has been used extensively during the

annual budget consultation process and further strategies will be

developed to allocate school funds on a system-wide basis to

recognize the unique socioeconomic factors on a school by school

basis.

Recent budget consultation efforts have revealed there is ongoing

support in the TCDSB Community for continuing investments in

Literacy, Numeracy and Technology-enabled Resources in the

classroom.

Next Steps:

The Business Services team has begun to envision further

opportunities to adopt e-Solutions for invoice processing activities,

and introduce e-Commerce functionality in both central

departments and School offices.

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Appendix D

Page | 25

ACHIEVING EXCELLENCE IN GOVERNANCE



Achieving Excellence in

Governance 1 5 12 10

Priority: To lead and model best practices in Board governance


Completion

To build trustees capacity for

governance and establish a

mentoring program for new

trustees

Provide professional learning

to strengthen leadership,

accountability and

transparency at all levels

Regularly review board

meetings and committee

meetings for the purpose of

continually improving

effectiveness and

Provide opportunities for learning and capacity

building on good governance for school boards

including facilitated sessions with leaders in

the field of governance.

Highlight web resources for on-line learning

for trustees and staff including Trustee

Modules on Good Governance for School

Boards.

Post resources and research on leading

practices in school board governance on

website.

Provide ongoing opportunities for trustees to

be familiar with the Board Learning and

Improvement Plan, the Board Leadership

Development Strategy, Capital and Facilities

Strategic Plans and their alignment and

coherence with the Multi-Year Strategic Plan

Implement processes for debriefing and

assessing board and committee meetings.

Lead and model 21st century learning and more

effective processes for accountability and

Early

Implementation

Implementation

Implementation

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Appendix D

Page | 26

accountability.

Develop an Annual

Governance Plan and conduct

an annual governance review

Develop appropriate

managerial and trustee

governance oversight to carry

out the annual plan in a fiscally

responsible and transparent

process in collaboration with

staff.

transparency by adopting electronic formats

for agendas and reports.

Continue to improve the quality and

effectiveness of Board meetings by ensuring

relevance of agenda items.

Develop more effective options for the sharing

of information.

Use the best available research on leading

practise for developing, implementing and

monitoring an annual governance plan.

Post the plan and share it with stakeholders to

ensure accountability.

Ensure that board reports focus on the critical

impacts including budget and alignment with

the mission, vision, values and strategic

directions.

Continue to use the strategic plan as a

mechanism to ensure transparent and

accountable processes at all levels of the

system.

Awareness

Routine Use

Routine Use


Activities: TCDSB trustees and staff have taken significant steps towards meeting the goals

established in order to lead and model best practices in Board governance.

1. A number of opportunities for learning and capacity building on good

governance for school boards have been provided, including facilitated sessions

with leaders in the field of governance.

2. The chair, vice-chair, standing committee chairs and vice-chairs and director and

associate directors have established scheduled meeting times to continue to

improve the quality and effectiveness of board meetings by ensuring the

relevance of agenda items. As well, the pending lists for all Board and

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Page | 27

committee meetings have been consolidated and are appended to the appropriate

agenda package.

3. Since 2011, five staff-trustee retreats have taken place. The content of these

retreats focused largely on the strengthening of relationships and the

improvement of governance practices and clarifying roles and responsibilities.

4. Trustees and staff have also called upon the expertise of parliamentarians and

by-law experts in order to ensure improved practices.

5. A by-law review committee has been established to review and update the

Board’s bylaws in order to ensure effective and efficient conclusion of board

business. This committee has met over the last 2 years and is almost finished its

work. The revised bylaws are expected to be approved before the end August

2014. A parliamentarian has been brought in to ensure ‘best practice’ in this

area.

6. Trustees and senior staff continue to work together to lead and model 21st

century learning and more effective processes for accountability and

transparency by adopting electronic formats for agendas and reports. The

agenda management tool, E-Scribe is being implemented and board and

committee meetings are being migrated to this electronic format. Not only will

this allow for great effectiveness and efficiencies, but it will allow staff and

trustees to easily track and monitor the work of the board.

7. Trustees have continued to build their own effectiveness and knowledge by

attending appropriate courses and workshops. Two of our trustees are amongst

the first graduates of a governance program delivered by OCSTA.

Congratulations to trustees Nancy Crawford and Ann Andrachuk. A meta-policy

has been created to ensure consistency in policy development for the TCDSB.

8. A comprehensive policy review process continues. A review of trustee and

student policies has been completed and opportunities for policy consolidation

have been identified.

9. A Community Engagement policy has been created to capture the community

voice in policy development. This spring has witnessed some very successful

consultation events in the areas of policies for Catholic School Advisory

Councils and the Board’s Admission policy.

10. A Community Engagement policy has been created to capture the community

voice in policy development. This spring has witnessed some very successful

consultation events in the areas of policies for Catholic School Advisory

Councils and the Board’s Admission policy.

Alignment: All of the above noted activities are closely aligned with the original plan developed and

approved in 2012. In particular the actions taken to date respond to the first three of

five goals, which focus on building capacity, professional learning and improving

efficiencies and accountability.

Growth: Governance practices and structures have seen significant positive impact.

Relationships between senior staff and trustees have grown significantly and there is a

real commitment to mutual respect. Staff and trustees continue to focus on ongoing

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learning and continuous improvement and innovation.

Next Steps: The fourth and fifth goals of the Achieving Excellence Priority have yet to be addressed.

They will form the basis of future work. Essentially we will focus on the development

of a template for an Annual Governance Plan and its subsequent review.

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Appendix D

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INSPIRING AND MOTIVATING EMPLOYEES



Inspiring and Motivating

Employees 1 6 15

Priority: To create a learning and work environment that is equitable and

diverse, and that supports professional learning, innovation and collaboration


Completion

Create a culture of

respect and

professionalism that

recognizes and

supports excellence

and innovation at all

levels of the

organization

1. Senior Staff and central staff demonstrated its commitment to

focusing on establishing a diverse workforce reflective of the

student population and the respective communities.

2. A culture of respect and professionalism is strategically

addressed with TCDSB leaders through:

i. Leadership Strategy Events;

ii. Head Start Summer Leadership Institute for newly-

appointed school leaders;

iii. Issues and Succession Series for newly-appointed school

leaders

iv. Renewal Series for experienced school leaders

3. Continuation of fair and transparent hiring and promotion

practices at the TCDSB, providing authentic and relevant

feedback to candidates.

4. Regular meetings with labour and association representatives

to ensure concerns and needs are identified and addressed in

a timely manner to support respectful and professional

relationships in all worksites.

Implementation

Routine Use

Implementation

Routine use

Page 86 of 190

Appendix D

Page | 30


Completion

Support the Catholic

Leadership

Frameworks for

superintendents,

principals, vice-

principals and

aspiring leaders

5. Three Catholic Leadership Symposia held for

Superintendents, Principals/Vice Principals, Teachers on

Short Lists and Business Leaders were held to ensure that

there is a shared understanding of the expectations of

Catholic leaders in the TCDSB community.

6. Provide professional learning for newly-appointed principals

and vice principals through the Issues and Succession Series,

held four times throughout the school year.

7. Catholic leadership and spiritual retreats held for all system

leaders.

Routine use

Routine use

Routine use

Ensure procedures for

authentic leadership

development,

succession planning

are in place for

recruiting, selecting,

cultivating,

empowering effective

leaders

8. Provide professional learning for newly-appointed principals

and vice principals through the Issues and Succession Series,

held four times throughout the school year.

9. The Board’s Mentorship Strategy Leadership Development

Strategy will provide authentic growth experiences for

newly-appointed principals and vice principals

10. Invitation to Leadership session held to attract teachers to

consider and apply for school leadership positions.

Routine use

Routine use

Routine use

Ensure that staff

recruitment and

promotion processes

are systematic,

transparent, inclusive

and reflect the

mission, vision and

values of the board

11. Compliance with Regulation 274 hiring practices, including

authentic and relevant feedback to candidates, maintenance

of the teacher roster and teacher list, and the expedient

facilitation of interviews and placement procedures.

12. Development of an innovative and parent-friendly Catholic

School Advisory Council Principal/Vice Principal Profile to

create greater cohesion in matching prospective leaders to the

needs of the school community, set to be completed on line in

2015.

Implementation

Implementation

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Page | 31


Completion

Work collaboratively

and proactively with

unions and

associations to

continue to build right

relationships rooted

in trust and to reduce

grievances.

13. Frequent meetings are held with the two main teacher groups

for authentic consultation, including:

i. Staffing Advisory Committees

ii. Professional Development Committees

iii. Safe Schools Committees

iv. Special Education Committees

14. Meetings are held with the Principals’ and Management

Association representatives to ensure leadership alignment

within the organization.

15. Unions are afforded frequent opportunities to meet with

members of Employee Relations department to deal

proactively about collective agreement issues in a timely

manner, seeking to resolve issues in a respectful and

agreeable manner. (Note: there is an increase in the number

of grievances strategically initiated by OECTA in this past

year)

Routine use

Routine use

Implementation


Activity: In both years, the greatest focus was on the following key Actions:

i. Expanding the Board Leadership Strategy to leaders on the Business side

of the organization;

ii. Fair and transparent hiring practices compliant with Regulation 274;

iii. Building capacity for newly-appointed leaders through varied learning

opportunities;

Alignment: There was increased alignment with consensus-derived leadership attributes

derived from the Ontario Catholic Leadership Framework and parental input into

prospective leaders in school.

Growth: In Year 2 there is evidence of fair and equitable hiring practices, free from

nepotism and cronyism, and supportive of creating a diverse workforce, reflective

of students in the TCDSB.

Hiring functions throughout the organization are more centralized through the

Human Resources-Recruitment Department to ensure consistency in the

application and promotion processes.

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Next

Steps:

The Human Resources Department will revise its Succession Plan strategy to

ensure a comprehensive understanding of the organization’s leadership needs,

investigating electronic tools supportive of identifying prospective leadership

potential within the workforce.

To introduce a formalized process to support the recognition, development and

promotion of prospective leaders within the organization.

To further develop leadership attributes with school leaders to ensure greater

alignment with the needs in the schools and parent communities.

Develop mentorship and professional leadership development opportunities for

leaders and prospective on the Business side of the organization.

Page 89 of 190

Student Achievement Data – Educational Research Appendix C

A. Achievement Data

EQAO Assessment Data

Primary

Over the past five years1, the percentage of Grade 3 TCDSB students who performed at or above the

provincial standard:

- increased from 62% to 67% in reading

- increased from 72% to 79% in writing, and over the last four years,

- has remained relatively stable in math, this year at 67%.

There has been a steady improvement in the Board and Province primary reading and writing scores.

TCDSB results for primary writing remain consistently higher than the Province.

Primary TCDSB mathematics scores remain relatively stable over the past four years and is at par

with the Province.

Junior

Over the past five years, the percentage of Grade 6 TCDSB students who performed at or above the


- increased from 66% to 72% in reading

- increased from 71% to 78% in writing, and

- decreased from 62% to 55% in math.

TCDSB and Ontario results in junior reading and writing continue to improve steadily over the past

five years.

In writing, results for TCDSB students remain higher than those of the Province.

Grade 6 mathematics results have decreased in both the Board and the Province.

Grade 9

Over the past five years, in Grade 9 math, the percentage of TCDSB students at or above the


- increased from 76% to 84% for students in academic courses

- increased from 34% to 40% for students in applied courses.

In Grade 9 academic math, there has been an 8% gain for the Board over the last five years; TCDSB

is at par with the province, both at 84% meeting or exceeding the provincial standard.

Over the last 5 years, there has been 6% improvement in the Grade 9 applied results for both the

Board and the Province.

OSSLT

TCDSB continues to be at par with the province for the past three years, both at 82% successful on

the Spring 2013 OSSLT.

Credit Accumulation

TCDSB credit accumulation in Grade 9 has increased from 75% to 84% in the last 5 years.

TCDSB credit accumulation in Grade 10 has increased from 65% to 77% in the last 5 years.

Note: Data are as of June 30 of the year reported.

1 From 2008-2009 to 2012-2013

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Graduation Rates

TCDSB Graduation rates had increased from 72% to 80% in the last 5 years.

Note:

- This is a 5 year Graduation rate.

- Only students graduating from a TCDSB school as of June 30 with a diploma or certificate

are included.

B. Survey Data

At the TCDSB, we have a strong system-wide survey program to help inform continuous learning and

improvement planning. Our surveys are designed to gather feedback on school climate, engagement,

transition, safety and well-being (e.g., emotional, intellectual and spiritual). The content of the survyes

are reviewed each year to reflect departmental priorities.

Four surveys are administered annually across our Board to gather feedback from students: Safe and

Caring Catholic School Climate (SCCSC) in the Elementary panel (Grades 6 and 8), the Transition: Your

Move to High School Survey (in Grade 9), My School My Voice (MSMV), and Safe School Survey in the

Secondary panel (Grades 10 and 12). Additionally, there are surveys to garner input from teachers,

notably the Student Success Reflective Practice Feedback Form in secondary schools. Results are

summarized to help inform planning at the school and Board level.

Learning goals and success criteria

Below is an update regarding survey data that pertains to ‘learning goals and success criteria’ which is a

departmental priority included in the TCDSB Multi Year-Strategic Plan.

My School, My Voice and Safe and Caring Catholic School Climate (Spring 2014, students)

A new question was added in 2014 to both MSMV and SCCSC surveys that asked students to

indicate their level of agreement with the statement: “I understand learning goals and success

criteria”. These data are currently being processed.

Student Success Year-End Reflective Feedback (June 2013, secondary school staff)

85% of staff agreed or strongly agreed with the statement “Members of my department are familiar

with Learning Goals and Success Criteria”

88% of staff agreed or strongly agreed with the statement “My department is working towards

implementing Learning Goals and Success Criteria”

Multi-Year Strategic Plan Report Card (April 2014, staff and parents)

Results from the recently completed MYSP Report Card indicate that 68% of staff agree or strongly agree

with the statement: “Students, staff and parents share a common understanding of the concept of learning

goals and related success criteria.” Among parents, the vast majority (91%) agree or strongly agree with

the statement; “Students, staff and parents share a common understanding of the concept of learning

goals and related success criteria.”

Taken together the perceptual data reported above appear to suggest that while there has been a deepening

of our understanding of ‘Learning goals and success criteria’ continued efforts are required in this

domain.

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APPENDIX B

Educational Research

Research Report: Multi Year Strategic Plan – Stakeholder Feedback

Executive Summary

The Multi Year Strategic Plan (MYSP) 2012- 2015 was approved by the Board of Trustees on April 4,

2012 to guide the decisions and actions of all TCDSB employees. To inform and support the successful

implementation of the MYSP, the TCDSB is committed to gathering feedback on a cyclical basis. In

2012-13, the first outreach for system-wide feedback offered a preliminary picture of the Board’s

delivery of the MYSP. In 2013-14, a more comprehensive approach was adopted for the communication

and gathering of input. Generally, stakeholders affirm that Board practices correspond with the MYSP.

Stakeholder groups offered varying views on potential areas for growth within the strategic directions.

Comments:

A. Background

1. The Multi Year Strategic Plan (MYSP) 2012- 2015 was approved by the Board of Trustees on

April 4, 2012 to guide the decisions and actions of all Board employees. The MYSP is the result

of a year-long collaborative process that allowed for input from all members of the TCDSB

community.

2. The MYSP is defined by six strategic directions. Each direction is further defined by nine

‘priorities’ that guide the work mandated by the MYSP. 36 goals further illuminate the

priorities, outlining the actions that the Board is to carry out in accordance with the MYSP. The

following is a summary of the six strategic directions and the related priorities:

i. Living Our Catholic Values: To apply Catholic social teachings to all actions and decisions

of the Board

ii. Fostering Student Achievement and Well-Being: To support students in meeting the Ontario

Catholic school graduate expectations , apply critical and innovative thinking in all subjects,

and create equitable learning environments

iii. Strengthening Public Confidence: To create enhanced, regular communication with all

stakeholders

iv. Providing Stewardship of Resources: To establish integrated decision-making structures and

processes to support responsive and responsible allocation of resources, and to ensure fiscal

responsibility at all levels of the organization

v. Achieving Excellence in Governance: To lead and model best practices in Board

governance

vi. Inspiring and Motivating Employees: To create a learning and work environment that is

equitable and diverse and supportive of professional learning, innovation and collaboration.

3. To inform and support the successful implementation of the MYSP, the TCDSB is committed to

gathering feedback on a cyclical basis to help achieve the Board mission and vision.

Mission: The Toronto Catholic District School Board is an inclusive learning community

rooted in the love of Christ. We educate students to grow in grace and knowledge and to lead

lives of faith, hope and charity.

Vision: At Toronto Catholic, we transform the world through witness, faith, innovation and

action

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B. MYSP Survey – 2012-2013

The first outreach for system-wide feedback on the implementation of the MYSP took place in fall

2012-13, largely through an on-line survey, though paper copies were also available. The survey

consisted of 36 statements that align with the goals of the MYSP. Respondents were asked to indicate

the extent to which they agreed that the Board’s practices align with the goals, and had the option to

respond ‘don’t know.’ A final prompt asking for comments or suggestions was also included.

The results of the survey offered a sample of responses. Of the 1259 responses collected, most

respondents were TCDSB staff (88%), 10% were parents/guardians, and the remaining were community

members. The findings offered a preliminary picture of the implementation of the MYSP and it was

noted that moving forward, a more comprehensive approach to gathering feedback is needed to support

the system.

C. MYSP Report Card – 2013-14

Recognizing the importance of representing all stakeholders, in 2013-14 the MYSP survey was revised

to aid its understanding and a broad dissemination and communication plan was carried out. The survey

was renamed the MYSP Report Card. (See Appendix A for a copy of the survey.)

The MYSP Report Card comprises of 30 statements that represent the MYSP goals. Items from the

original survey were simplified, and a scale, consistent with student report cards, was used.

Respondents are asked to rate on a scale of 1 to 4 the extent to which they agree that the Board is

delivering as described in each statement. Participants have the option to indicate ‘don’t know.’ A final

open-ended prompt for comments or suggestions is also asked.

The MYSP dissemination plan collected feedback from parents/guardians, staff, students, and the wider

TCDSB community. The MYSP Report Card was made available in a variety of mediums, and

stakeholders were given multiple opportunities to share their views. What follows is a description of

how feedback was collected, a description of the participants, and a summary of the views shared.

a) Data Collection

To collect data, a four-step process was devised beginning with the collection of feedback from

parents/guardians, then staff, the larger TCDSB community, and students.

Parents/Guardians were invited to complete the MYSP Report Card on paper or electronically. Paper

copies of the Report Card and an envelope were purposefully distributed to each family alongside the

February 2014 elementary and secondary student report cards, to help ensure parent/guardian responses.

To further facilitate the collection of parent input, the MYSP Report Card was translated into 16

languages, also made available on paper and on-line. Parents/Guardians were asked to provide feedback

by February 28, 2014. Hard copies were to be returned in the envelope provided to the school office and

subsequently, to the Research Department by March 6, 2014.

All TCDSB staff members were invited to complete the MYSP Report Card electronically over a period

of a month. In addition, clergy, students, community members, and parents/guardians who had yet to

provide feedback were also welcome to complete the on-line Report Card. Concurrently, all TCDSB

stakeholders were invited to participate in one of four community town halls.

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At the community town halls, participants had the opportunity to discuss key aspects of the MYSP. A

template was developed to guide the discussion. Town halls were hosted by central staff in 4 areas of

the city: north (CEC), south (St. Mary’s), east (JPII), and west (Don Bosco).

Finally, the collection of feedback from students used a similar approach. Three town halls were

conducted at the CEC, Notre Dame, and Blessed Mother Teresa, and facilitated by the student trustees.

Each secondary school was invited to select 5 school leaders to participate. The template used in the

community town hall was also used to guide discussions with students, with a view towards developing

recommendations that may best position the Board in progressing in its embodiment of the MYSP.

b) Participants

A total of 18,772 parents/guardians completed the MYSP Report Card. About 8.7% of the parents

provided comments to the open-ended prompt, and less than 5% of parents did not provide a response to

each item. Over 90% of the respondents used the paper format, and almost all of the MYSP Report

Cards were completed in English (99.3%). An additional 13 parents participated in the town hall

meetings, and one parent offered feedback in writing on behalf of a subsection of CSAC members.

1062 staff members completed the MYSP Report Card, of which 9.1% offered comments to the open-

ended prompt. For each item, 26% to 38.5% of staff participants did not offer a response. The

elementary and secondary panels, as well as central office and “other” TCDSB locations are represented

in the results. 12 staff members and 4 trustees also participated in the town hall meetings.

23 community members (e.g., clergy) and 13 students completed the MYSP Report Card. Additionally,

52 students participated in the student-focused town halls.

D. Findings

Given the relatively high participation of parents/guardians and staff, valid responses from these groups

are reported separately. The views of community members and students are integrated into the sections

that follow to provide a fulsome picture of the Board’s delivery of the MYSP.

a. Parents

Overall, parents/guardians affirmed the Board’s implementation of the MYSP. For most of the items on

the Report Card, 60% or more of parents ‘agree’ or ‘strongly agree’ that the Board is delivering the six

strategic directions. The following table lists the 6 strategic directions and the corresponding percentage

range of parents that ‘agree’ or ‘strongly agree’ that the Board is implementing the goals of the MYSP.

MYSP Strategic Directions Range of % of ‘Agree’ and ‘Strongly Agree’

Living Our Values (5 items) 74.8% to 97.7%

Fostering Student Achievement and Well-Being (10 items) 74.8% to 94.8%

Strengthening Public Confidence (6 items) 54.9% to 90.5%

Providing Stewardship of Resources (5 items) 51.0% to 86.2%

Achieving Excellence in Governance (2 items) 75.8% to 85.1%

Inspiring and Motivating Employees (2 items) 85.2% to 88.0%

Of the 30 items probed, the greatest number of parents agreed that the Board is carrying out the

following aspects of the MYSP:

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5. Our school community participates in ongoing faith development such as daily prayer, mass,

liturgical celebrations and retreats (97.7%).

12. Our school community is safe and welcoming (95.6%),

13. Our school promotes practices that support intellectual, spiritual, social, physical and mental

well-being (94.8%).

In the comments section of the Report Card and at the community town halls, parents expanded on the

top-rated items. The most frequent comment expressed parents’ appreciation for the work of the Board,

a specific school, and/or a staff member; work that speaks to their positive appraisal of the school

climate, and, in the mind of many parents, includes nurturing students’ faith. Community members,

parents and students offered suggestions on how to continue to promote students’ faith development.

Further integration of Catholicism in daily lessons, greater school involvement in students’ preparations

for the holy sacraments, and student-run programming focused on Catholic values are examples.

Parents and students went on to describe extracurricular activities, Board-sponsored events like ‘Me to

We,’ and multicultural nights as evidence of the holistic approach inherent to school practices.

While generally affirming the Board’s implementation of the MYSP, parents also suggest two items as

potential areas for growth. Specifically, 15% or more of parents/guardians indicated that they

‘disagree’ or ‘strongly disagree’ with the Board’s communication practices regarding the School

Learning Plan (SLIP), and the MYSP:

19. The School Learning Plan (SLIP) has been communicated to me (24.2%).

18. The MYSP has been communicated to me (17.7%).

Derived from the strategic direction called ‘Strengthening Public Confidence,’ for each of the above

items another 20% of parents/guardians indicated ‘don’t know.’ Similar findings were evident with

community members.

Parent responses suggest that they were unfamiliar with other items on the MYSP Report Card. What

follows is a list of the items for which at least 15% of parents/guardians reported ‘don’t know.’ The list

is organized using to the MYSP strategic directions and ordered, within each area, beginning with the

item with the greatest percentage of parents. The top three items rated ‘don’t know’ (regardless of

strategic direction), are bolded.

I. Living Our Values

Item Don’t Know

5. TCDSB’s mission and vision is reflected in the practices of decision-makers do

business. 18.7%

II. Fostering Student Achievement and Well-Being

Item Don’t Know

11. Students with special needs are supported through a range of placements from

regular to special education classrooms, offering targeted support. 20.0%

III. Strengthening Public Confidence

Item Don’t Know

19. The School Learning Plan (SLIP) has been communicated to me. 20.9%

18. The MYSP has been communicated to me. 19.2%

16. I am aware of the Board’s regular communications. 18.4%

17. The TCDSB website offers a helpful source of information on school and Board

events and initiatives. 18.1%

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IV. Providing Stewardship of Resources

Item Don’t Know

25. Central and corporate level decisions are aligned with the MYSP. 44.6%

26. The TCDSB budget consultation and planning process is delivered in a timely,

effective and inclusive manner. 39.6%

22. Research and evidence inform board and school decision-making and

instructional practices in our school community. 26.3%

V. Achieving Excellence in Governance

Item Don’t Know

28. There are professional learning opportunities to strengthen educational

leadership, accountability and transparency at both the school and system level. 18.8%

Within each of the strategic directions, parents indicated that they were unfamiliar with various items.

In ‘Living Our Values,’ some parents did not know how the Board mission and vision are reflected in

decision-making (#5), while in ‘Fostering Student Achievement and Well-Being,’ the support for

students with special needs (#11) was not widely known. With regards to ‘Strengthening Public

Confidence,’ parents were unacquainted with a number of items that include the School Learning

Improvement Plan (#19), the Board’s regular communications (#16), and the TCDSB website (#17).

With respect to ‘Achieving Excellence in Governance,’ the provision of professional learning

opportunities to strengthen educational leadership, accountability and transparency (#28) was also not

broadly known.

Of the six directions, parents were most unfamiliar with the goals delineated in ‘Providing Stewardship

of Resources:’ the alignment of central and corporate level decisions with the MYSP (#25), the delivery

of the TCDSB budget consultation and planning process (#26), and the extent to which research and

evidence inform board and school practices (#22). Members of the community indicated that they were

also unfamiliar with facets of this direction. Community members also reported a degree of

unfamiliarity with regards to various items in each of the strategic directions, most notably regarding

central and corporate decision-making (#25), and staff contributions to Board goals (#29).

b. Staff

Generally, a large proportion of staff members affirmed the Board’s implementation of the MYSP. For

most items, 60% or more of staff ‘agreed’ or ‘strongly agreed’ that the Board is carrying out the MYSP

as described in the Report Card. One of the most frequent comments from staff echoes this sentiment,

expressing thanks to the Board for its current practices. What follows is a table outlining the strategic

directions and the corresponding percentage range of staff members that ‘agreed’ or ‘strongly agreed’

that the Board is fulfilling the goals described therein.

Of the 30 items in the Report Card, staff were most satisfied with the Board’s delivery of the following:

MYSP Strategic Directions Range of % ‘Agree’ and ‘Strongly Agree’

Living Our Values (5 items) 67.7% to 96.0%

Fostering Student Achievement and Well-Being (10 items) 59.4% to 93.4%

Strengthening Public Confidence (6 items) 71.6% to 90.9%

Providing Stewardship of Resources (5 items) 48.4% to 73.0%

Achieving Excellence in Governance (2 items) 77.3% to 78.4%

Inspiring and Motivating Employees (2 items) 69.5% to 69.6%

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2. Our school community participates in ongoing faith development such as daily prayer, mass,

liturgical celebrations and retreats (96.0%).

12. Our school community is safe and welcoming (93.4%).

17: The TCDSB website offers a helpful source of information on school and Board events and

initiatives (90.9%).

Comments received from staff and students speak to the above findings. Regarding faith development,

staff notes that a close relationship with the neighboring church contributes to a welcoming school

environment. It was acknowledged that variations of this relationship exist at the local level. When

strong, regular visits from the parish priest and shared promotion of school and church events are

common. Students affirmed the welcoming environment of schools, stating that generally, schools are

safe and teachers care about their students. The high rating that staff gave to the TCDSB website was

also found with community members and may speak to the emphasis staff placed on the value of using

and promoting the use of technology to support student learning.

Staff also identified ways the Board may continue to progress in its embodiment of the MYSP. Below

are the items for which at least 15% of staff indicated ‘disagree’ or ‘strongly disagree.’ The items are

organized according to the six strategic directions, beginning with the item requiring the most focus in

each of the areas. The three items with the greatest percentage of staff responses are bolded.


Item

Range of %

‘Disagree’ and

‘Strongly

Disagree’

3. There is a strong sense of partnership between home, school and parish in our

community. 25.7%

5. TCDSB’s stated mission and vision is reflected in the way decision-makers do

business. 24.9%


Item

Range of %

‘Disagree’ and

‘Strongly

Disagree’

15. Students have access to appropriate technology-enabled learning. 39.0%

8. Students, staff and parents share a common understanding of the concept of

learning goals and related success criteria. 27.6%

11. Students with special education needs are supported through a range of

placements from regular to special education classrooms, offering targeted support. 21.8%

10. The TCDSB accommodates the broad range of student needs to fully engage

them in their learning. 20.7%

7. Members of our school community are familiar with the Ontario Catholic School

Graduate Expectations. 18.2%

6. Members of our school community have a clear understanding of the importance

of the Education Quality and Accountability Office (EQAO) assessments in

supporting school improvement initiatives.

16.9%

14. Our school promotes practices that support students eating nutritious meals and

being physically fit. 15.3%

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Item

Range of %

‘Disagree’ and

‘Strongly

Disagree’

21. My feedback is valued and responded to in a timely and sensitive manner. 23.9%

20. Our school community regularly circulates newsletters and communications that

reflect a focus on student achievement and well-being. 16.1%

19. The School Learning Improvement Plan (SLIP) has been communicated to me. 15.9%


Item

Range of %

‘Disagree’ and

‘Strongly

Disagree’

24. Our school buildings reflect a commitment to optimal learning environments.

38.6%

23. Students have the tools and resources they need to support their learning. 37.7%

25. Central departments and corporate level decisions are aligned with the MYSP. 21.4%

26. The TCDSB budget consultation and planning process is delivered in a timely,

effective and inclusive manner. 18.7%

22. Research and evidence inform board and school decision-making and

instructional practices in our school community. 16.4%


Item

Range of %

‘Disagree’ and

‘Strongly

Disagree’

27. I have a clear understanding of the distinct roles of parents, staff and trustees in

achieving our mission and vision. 17.4%

28. There are professional learning opportunities to strengthen educational

leadership, accountability and transparency at both the school and system level. 16.3%

VI. Inspiring and Motivating Employees

Item

Range of %

‘Disagree’ and

‘Strongly

Disagree’

30: There is a culture of collaboration within our Catholic educational community. 27.1%

29: Staff contributions to support the overall goals and objectives of the TCDSB are

valued and deemed important. 26.0%

In each of the six strategic directions, staff identifies ways that the Board may continue to make strides

towards a closer alignment with the MYSP. Within ‘Living Our Values,’ emphasis is placed on

continuing to develop the partnership between the home, school and parish (#3), and on ensuring that

the TCDSB mission and vision are reflected in decision-making (#5). Staff responses also draw

attention to the Board mission and vision within ‘Achieving Excellence in Governance,’ particularly in

relation to the various stakeholder roles (#27). Student remarks reflect that of staff in the importance

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attributed to the connection between the home and school. Students emphasized the need to ensure

parents are informed of school life, recommending enhancements be made to communications with the

home, like multi-lingual documents. Email as the primary means of communicating with the home was

also endorsed by students.

Within ‘Fostering Student Achievement and Well-Being,’ almost all of the items emerged as areas for

growth and continuous improvement, in particular, student access to appropriate technology (#15). Staff

often commented on the need to update the technology provided within schools, as well provide more

technological tools like Smart Boards and iPads. Students also conveyed the importance of using

technology to support their learning, and emphasized the training that is necessary to complement the

provision of such resources. Additionally, students recommended student-to-student support as a means

of promoting their achievement and well-being.

With regards to ‘Strengthening Public Confidence,’ staff responses call attention to the feedback they

provide (#21), and offer a similar message in the domain of ‘Inspiring and Motivating Employees.’

Community members and students also draw attention to the importance of continuing to gather

stakeholder input, as well as ensure that they too are informed of the processes guiding the allocation of

Board funds. Continuing to encourage innovation in the classroom is another recommendation that

students provided to inspire and motivate employees.

Stemming from ‘Providing Stewardship of Resources,’ school buildings as optimal learning

environments (#24), and students’ having sufficient resources and tools (#23) are other key ways the

Board may move towards a closer embodiment of the MYSP. Staff comments often described various

repairs and updates to buildings. With regards to student tools, students themselves discussed the

benefits of the ‘Bring Your Own Device’ policy, and suggest that further communications on the policy

would be helpful. From the perspective of staff, additional suggestions to support advancements within

this strategic direction emerged. Further enrichment of communications regarding central and corporate

decision-making (#25) and the budget consultation process (#26) is of value, as about 30% of staff

indicated ‘don’t know’ for both items. Members of the community were equally unfamiliar with board

decision-making processes.

E. Emerging Conclusions

What follows are the emerging conclusions on the implementation of the six strategic directions of the

MYSP.


Stakeholders generally affirmed Board practices within the priority area of ‘Living Our Values.’ In

particular, the greatest number of participants agreed that school communities achieve the goal of

ongoing faith development. The partnership between the home, school and parish emerged as an area

for continuous growth.


Parents and community members largely agreed that the Board’s practices align with the strategic

direction of ‘Fostering Student Achievement and Well-Being’, though some efforts may be needed to

continue to raise parents’ awareness of the various Board practices that apply to this domain.

Additionally, staff and students identified a number of ways in which the Board may continue to

advance student achievement and well-being, most notably by sustaining its focus on student access to

appropriate technology-enabled learning.

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While most stakeholders suggest that Board practices align with the goals inherent to ‘Strengthening

Public Confidence,’ progress may be made in this domain through enhanced communication concerning

the MYSP and SLIP. For parents, additional sharing and learning regarding the Board’s communication

strategies and especially the website may be beneficial, while for staff and students attentiveness to

feedback may assist in advancing this aspect of the MYSP.


Though some goals within this strategic direction were affirmed, ‘Providing Stewardship of Resources’

warrants further consideration from the perspective of stakeholders. Focusing outreach with parents and

students on the processes that support decision-making and the responsible allocation of resources may

result in growth for this domain. For staff, the Board may grow in this area by continuing to ensure that

schools remain optimal learning environments and that students have the tools and resources they need

to support their learning.


Most respondents reported an alignment between the Board practices and the goals within ‘Achieving

Excellence in Governance.’ However, stakeholder responses also suggest the importance of

communicating about, and continuing to provide professional learning opportunities on educational

leadership, accountability and transparency, to further assist the Board in satisfying this aspect of the

MYSP. Staff suggests that moving forward in this domain may merit further communications on how

different stakeholders achieve the Board’s mission and vision.

VI. Inspiring and Motivating Employees

In large, parents are satisfied with the Board’s practices related to the valuing of staff contributions and

the culture of collaboration within the Catholic educational community. Staff, community members and

students suggest that continuing to listen to stakeholder views, communicating about the practices

relevant to this domain, and encouraging innovation in the classroom may enable ongoing growth in

this area.

F. Conclusion

The process for collecting feedback on the TCDSB’s implementation of the MYSP shed light on the

current state of the Board’s delivery of the plan. In general, stakeholders affirm that practices within the

TCDSB support the MYSP. That said, for each of the six strategic directions, there are potential areas

for growth as well. Overall, ‘Providing Stewardship of Resources’ is a domain for ongoing growth. For

parents/guardians and other community members, additional sharing and learning of the many facets of

the MYSP may result in advancing its implementation. For staff, deepening the Board’s MYSP

practices may entail a dual focus on ‘Fostering Student Achievement and Well-Being’ and ‘Inspiring

and Motivating Employees.’ For students, continued emphasis on encouraging student voice may

further support the MYSP.

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