TDSB

1. TDSB A Vision of Hope!

2. Every decision made by the TDSB must support a school system where the No. 1 priority is supporting Learning for All. 2

3. Learning for All “What we teach” “How we teach” “Where we teach” “Who we teach” The quality of curriculum The quality of instruction The effectivenessof schools The unique characteristicsand background of the student 3

4. Social Justice The path to social justice begins with gaining passion for the plight of disadvantaged students. We need to ask ourselves: • Who tends to be privileged? • What does it mean to be privileged in this way? • Who tends to be marginalized? • What does it mean to be marginalized in this way? • Ways we tend to deny that privilege is occurring? • What happens in the classroom? • How can we take action in the classroom/system to interrupt these cycles of oppression? Richard A. McCormick, S.J. (1999). Blueprint for Social Justice LII(11), 1.] 4

5. Achievement Gap • Exists when specific groups of students do not achieve in school at the same level. Achievement gaps may correlate with race, ethnicity, family income level, language background, ability/disability status, gender etc. 5

6. The “achievement gap” is not as much an “achievement gap” as it is an “opportunity gap! 6

7. Imagine a TDSB where… All schools share a common core set of characteristics: they are all academically rigorous, equity oriented, community-driven and focused on teaching and learning. A wider variety of schools of choice in the district appeals to different learning styles and interests to allow student/parent choice. There is a critical mass of students in every school to drive program. There is a comprehensive, system-wide, continuum of streamlined processes, integrated supports and alternative programming to enhance students’ capacity to achieve success. 7

8. Imagine a TDSB where… We actively contribute to all aspects of a child’s life – health, well-being, safety, and development of the wider experiences and skills that characterize holistic development. Every student is engaged, has a voice, has access to a caring adult and the opportunity to develop to their full potential. Every employee, irrespective of job category, will have the opportunity to develop their full potential and their contributions to the mission of the TDSB are recognized and valued. 8

9. Imagine a TDSB where… We provide a vital community resource by opening our facilities and offering wider opportunities for young people and their families. We work in partnership with other services and as an active partner in planning and program delivery. 9

10. Director’s Entry Plan • Listen, Learn and Lead Key Questions: • Where are we now? • Where do we want to go? • How are we going to get there? • How will we know our work has made a difference? 10

11. Guiding QuestionsFrom Listening to Leading • Who are our learners? • What are their needs? • What skills, values, and knowledge will they need to be successful, productive members of society? 11

12. Who are today’s youth? Average school-aged child spends (per week): • ½ hour with Dad • 2.5 hours with Mom • 2.2 hours doing homework • ½ hour reading for pleasure • More than 25 hours exposed to electronics 12

13. Some have never … • Lived without a computer • Received a busy signal • Used a phone booth • Lived in a house withoutmultiple TVs and remotecontrols 13

14. 64% of today’s kids come home to no one! • What has taken the place of human interaction with Mom or Dad? • The virtual relationships and electronic interactions have taken the place of real, face-to-face relationships. 14

15. Our job is to teach the kids we have; not the kids we used to have, not the kids we wish we had, not the kids whoexist only in our dreams. Reach and Teach 15

16. In the 21st century students will be: • Selling to the world - Buying from the world • Working for international companies • Managing employees from other countries & cultures • Competing with people on the other side of the world for jobs and markets • Working with people all over the world in joint ventures and global work teams • Solving global problems such as AIDS, environmental problems, and resolving conflicts Are we ready? 16

17. “In the global economy & society of the 21st century, all children will be left behind if their education is not organized with a global context in mind.”GOLDMAN SACHS FOUNDATION 17

18. A Laser Like Focus Equity of Outcome Focused Intervention Capacity Building Community Engagement Communication Improved Student Achievement! 18

19. 3 Priorities - Less Is More • Student Achievement • Parent and CommunityEngagement • Financial Stability 19

20. Student Achievement • Every School an Effective Full-Service School • Boys’ Education Strategy • Technology • Caring and Safe Schools • Re-creating Our Schools 20

21. Improvement Characteristics of Improved School Districts - Conceptual Framework Quality Teaching and Learning Coordinated and Aligned Curriculum and Assessment High Expectations and Accountability Coordinated & Embedded Professional Development Quality Classroom Instruction Sustained Improvement Efforts Over Time Focus on All Students Learning Dynamic & Distributed Leadership Effective Leadership Clear, Collaborative Relationships Professional Culture, Collaborative Relationships Clear Understanding of School & District Roles & Responsibilities Interpreting & Managing the External Environment Support for System-wide Improvement Effective use of data Strategic Allocationof Resources Policy and ProgramCoherence 21 Time

22. High School Strategy • Expanding program options • Building sense of belonging • Building engagement • Building community partnerships 22

23. Student Success More Choices/Pathways for Students • Specialist High Skills Major • Dual Credits • Differentiated Instruction • Credit Recovery/Credit Rescue • Experiential Learning 23

24. K-8Elementary Schools Fewer transitions, a sense of community and greater access to quality programming through specialty teachers: • Drama/Dance • Guidance and Career Education • Health and Physical Education • Technology • Library and Learning Resources • Music • Science and Technology • Visual Arts 24

25. Boys’ Education Strategy The objective of this strategy is to cast a critical eye on how we reach, teach and develop our boys. By bridging the gap between research and educators; and by providing tangible strategies for teachers/staff/ parents and others by focusing on the changing demands of teaching boys. 25

26. Fatherless World • One of the most reliable predictors of whether a boy will succeed or fail in high school rests on a single question: does he have a man in his life to look up to? • “A boy without a father figure is like an explorer without a map” Michael Gurian 26

27. What we know about boys • Boys underachieve in comparison to girls - across age groups, socioeconomic classes, and ethnic groups. • Boys are over-represented in learning support programs. • There is increasing evidence of boys’ disengagement from school involvement in an anti-learning culture. • Disruptive, aggressive and violent behaviors by boys are demonstrated in school district discipline data. 27

28. Single Gender Classrooms/Programs/Schools? • Most of the time, coeducational classes are going to be the right answer for a child’s learning needs. But studies conclude that in some instances students do better in a single sex setting. • Male Leadership Academy Sept 2010 28

29. Equipping Every Learner for the Digital Age - The Vision (2015) • Access • All TDSB sites will be wireless-enabled • Every teacher will have access to a computer in their classroom • Every student will have access to an electronic learning environment (both inside and outside of the classroom) • Parents will have electronic access to teachers and information about their child and the school environment 29

30. First Steps • Develop a strategic plan for how technology will be engaged in the teaching process • Conduct a broad consultation and planning process which includes: • Wide academic representation • ITS technical representation • Board & community representation • External research from vendors and other jurisdictions • Develop specific strategies and an implementation plan • Address challenges around in-school technology • Strategies for providing wireless capability in schools • Evaluate alternative device strategies • Explore partnership strategies with government and the private sector • Fast-track rollout of technical and support infrastructure • Wide Area Network • Academic Workspace 30

31. Safe and Caring SchoolsA Safe School Is a Shared Responsibility • Reduce the number of violent incidents in the TDSB by 10% • Reduce the number of Non-Discretionary Transfers by 15% • Reduce the number of suspensionsby 20% and increase the number of suspended students participating in supportive programs by 20% • Reduce the number of “all schools” expulsions by 10% and reduce the number of “school only” expulsions by 20% 31

32. Re-Creating Our SchoolsEffective/Full Service Schools 32

33. Re-Creating Our Schools • Launch eight ARCs in November 2009 impacting 35 schools • These eight ARCs will recreate some of our schools and result in improved learning environments including: additions, program upgrades, building renewal (roofs, windows, boilers), green sustainable measures, information technology and full-service schools. 33

34. Re-Creating Our Schools • Launch four new Local Feasibility Studies to prepare for four potential new ARCs in January 2010 34

35. Parent & Community Engagement -Together We’re Better! When schools work together with families to support learning, children tend to succeed not just in school but throughout life. 35

36. Recognize and Address Barriers • Past experiences • Time • Transportation • Location • Translation 36

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38. Benefits of Parent Involvement The Triple A’s • Student Achievement • Student Attendance • Student Attachment 38

39. Parent and Community Engagement • Satisfaction Survey • Establishment of a Parent Academy • Full-Service Schools • Establishment of a Community Advisory Committee on Environmental Sustainability 39

40. Financial Stability - Essential Question? How will the expenditure of our resources (people and money) impact student achievement over a sustained and measurable period of time? 40

41. Financial Stability • International Students: new initiatives to increase the number of students and to encourage schools to receive more students. 41

42. Financial Stability • Generate Capital Through Redevelopment • Launch five significant redevelopment projects • The projected revenue from the five redevelopment projects will be used to clear the capital deficit and fund new school construction as required 42

43. Director of Marketing • Student enrolment is vital to our funding. • Enrolment Promotion and Awareness Campaign. 43

44. An ambitious undertaking: Approve policy and develop a School Energy Plan to align TDSB with Federal Green House (GHG) Emission targets of 20% by 2020 & 80% by 2050. Nurture and grow our Eco Schools family. GO GreenClimate Change Action Plan 44

45. Design and install solar photovoltaic (PV) systems on up to 20 schools per year. Apply for Ministry funding for renewable energy projects by applying to install a broad range of technologies including solar PV solar thermal for schools with pools and geothermal retrofits. Go Green 45

46. Go Green Work collaboratively with the City of Toronto to develop a Community Energy Plan that links the Mayor’s Tower Renewal Initiative with local schools Develop School grounds as the host sites for community energy hubs and gardens 46

47. Require all schools to switch to once-a-week garbage pick up Use Operations savings to plant trees and set up a school based environmental fund Go Green Publish an Annual TDSB Goes Green Report - Be environmentally accountable 47

48. A culture of success includes • belief in the possibility • commitment to priorities &results • awareness of urgency • visibility of the focus • culture of collaboration • Accountability 48

49. Sustaining Improvement • Creating together • Learning together • Embedding growth and risk takingin the culture • Being flexible, patient, and persistent 49