Putting Students at the Center: School District Reorganization

1. Putting Students at the Center:School District Reorganization Education and Early Childhood Development Technical Briefing May 3, 2012

2. Government Renewal December 2010 • Began a renewal process with a mission to think differently and strategically about the Education system • Began an extensive consultation process with stakeholders and partners January 2012 • Announced plans to reorganize districts from 14 to 7 (4 Anglophone and 3 Francophone) • Proposed district boundaries posted on-line for 30-day consultation February 2012 • Announced the new boundaries based on input and over 500 online submissions from stakeholders, partners and the public

3. Vision for Renewal • Not just about savings, it is about thinking differently and doing better with what we have • Student learning and child development at the center of efforts within quality, inclusive learning environments from early childhood to graduation • On-going collaboration, communication and integration with partners and stakeholders • Sustainable, efficient, effective, accountable and continuous improvement of programs and services • Respect and promote linguistic duality and dual mission • Innovate and apply unconventional thinking to current challenges

4. Transition Team and Consultation • Transition Teamand Minister’s Advisory Committeeestablished per sector (Francophone; Anglophone) • Made of experts at the school, district and department level • Consulted extensively with DECs and other partners within each linguistic community • Developed a district model that reflects input received from each linguistic community

5. Objective of New Organizational Model Increase, and close the gap on, student achievement by: • Creating a culture shift that fosters shared leadership, collective capacity and collaboration between and within all levels – in the classroom, the school, the district and the Department – and empowers all these levels to actively participate and be accountable for decision making.

6. New Model

7. Key Features of Model • Enhanced support to schools • Enhanced synergy among schools • Empowerment of principals • Educational leadership and capacity building • Improved support for inclusion • More effective and efficient use of administrative functions • Realignment of the role of the Department • Culture of accountability

8. Organizational Model: Anglophone School Districts School cluster 4-12 schools School cluster 4-12 schools School cluster 4-12 schools School Cluster 2-3 per district Education Support Centre* Office of the Superintendent* *to be housed in schools where possible

9. Staffing

10. Staffing Adjustments* *includes both sectors **applies only to Anglophone sector

11. Staffing Adjustments Additional opportunities for Part II employees: • Placement in vacant positions in other areas of Government including Part I, III, and IV • Returning to the schools • Potential retirements • Eligible for the redeployment program

12. Staffing Process for Reorganized Districts • Cascading Approach • Consistent Process • Non-Bargaining Positions • Unionized positions • Timeframe

13. Benefits of New Model

14. How will the system be better? • We have designed a system where educators can focus on the needs of our students • We have positioned our educational supports to be closer to our students • We have built a foundation to better align resources on closing the student achievement gap • We have created a system with clear accountabilities and more consistency

15. Organizational Model: Anglophone School Districts School cluster 4-12 schools School cluster 4-12 schools School cluster 4-12 schools School Cluster 2-3 per district Education Support Centre* Office of the Superintendent* *to be housed in schools where possible

16. Le centre d’appui à l’apprentissage Raison d’être: Répondre aux besoins particuliers des écoles en permettant plus facilement l’accès aux ressources humaines spécialisées. On y retrouvera entre autres des ressources en: • Pédagogie • Construction identitaire • Partenariats école-famille-communauté • Services de soutien à l’apprentissage • Appui administratif (pour les directions d’école) Centre d’appui à l’apprentissage

17. Les communautés d’école Raison d’être: • optimiser l’intégration des services; • briser l’isolement des écoles; • consolider l’esprit de collaboration; • partager les connaissances et les meilleures pratiques; • renforcer la capacité collective. Composition: • Un regroupement approximatif de 6 à 12 écoles par communauté (ex.: écoles nourricières avec école secondaire). Précision: Dans chaque communauté d’écoles, on retrouvera un centre d’appui à l’apprentissage.

18. Next steps

19. Next Steps • Minister will appoint the new superintendents to oversee staffing and operations in the new districts for the new school year. • Focus will be on supporting staff • Transition support ongoing over next several months • Regular business in current school districts until the end of the school year (June 30) • New school districts and newly elected DECs in place July 1

20. Putting Students at the Center:School District Reorganization Education and Early Childhood Development Technical Briefing May 3, 2012

21. Putting Students at the Center:School District Reorganization Education and Early Childhood Development Minister Jody Carr May 3, 2012

23. Organizational Model: Anglophone School Districts School cluster 4-12 schools School cluster 4-12 schools School cluster 4-12 schools School Cluster 2-3 per district Education Support Centre* Office of the Superintendent* *to be housed in schools where possible

24. Key Features of Model • Enhanced support to schools • Enhanced synergy among schools • Empowerment of principals • Educational leadership and capacity building • Improved support for inclusion • More effective and efficient use of administrative functions • Realignment of the role of the Department • Culture of accountability

25. District Offices