Welcome to CASS Leadership Learning

New Members Academy

Orientation/Mentorship Training

September 24-25, 2018

Del Litke, Ph.D.

Director of Leadership Learning: CASS

Purposes: New Member Academy

– note evaluation will be sent

Participants will have a better understanding of CASS…it’s purpose and programing.

Participants will make connections (and build relationships) with other CASS members.

An introduction to some key CASS partners.

To “kick start” the mentorship programs in a positive way.

Participants will develop an awareness and understanding the Superintendent Leadership Quality

Standard and the CASS System Education Leader Quality Framework.

Participants will understand the purpose of CASS’s professional learning program and appreciate its

uniqueness.

Participants will be introduced into the research on system improvement

To cause participants to think deeply about their new role within the context of a greater system.

College of Alberta School Superintendents

Vision: Leadership Excellence for world-class public education

Mission: CASS – the professional voice of system leaders, provides

leadership, expertise and advocacy to improve, promote and

champion student success.

Values: students are first, trustworthiness, learnedness, respect for

research and best practices, respect for individual members, spirit of

collaboration, integrity.

Why is CASS work important?

Imagine a school where you become a better educator just by being part of the staff. Imagine a school division where this exists everywhere… (Marzano, 2008)

Teacher School District Student

P50 P50 P50 P50

P84 P50 P50 P63

P98 P50 P50 P74

P50 P84 P84 P59

P50 P98 P98 P67

Why system work is important…Math (Marzano, 2008)

Teacher School District Student

P50 P50 P50 P50

P84 P50 P50 P67

(+4)

P98 P50 P50 P76

(+6)

P50 P84 P84 P61

(+2)

P50 P98 P98 P71

(+4)

So What do Systems do to Make a Difference?

This will be the question that guides our New Members Academy professional

learning… and our CASS Leadership Learning agenda.

However, the Research is clear…

➢ If you want improved student learning for ALL (systemically), “raising the bar and

closing the gap” (Fullan)…

➢ It’s about teachers and teaching practices, and

➢ It’s about leadership.

➢ And it takes change…

➢ Because anything is possible, but everything is not…

➢ John Hattie’s work (Marzano on steroids) analyzes over 140 different factors that

have various effects on students…all “potentially” positive…

➢ All improvement is CHANGE, but not all CHANGE is improvement! Leadership’s job is

to facilitate the former! That’s the work of systems…

Ultimately…

➢ “Learning is the work…” (Fullan)

➢ CASS has three pillars to promote systemic learning

➢ Leadership Learning program

➢ Professional Quality Standards work

➢ Research on System Excellence: eg, Leithwood, Alberta Framework for School Success…

➢ “CASS professional learning opportunities and resources will support Superintendents and System Leaders in building their professional practice capacity in order to support quality school leadership and teaching to create optimum learning for all students in Alberta.”

Leadership Learning…

➢ World-class education requires world class learning for world-class leadership

➢ Previous Years’ Comments – too many initiatives…it undermined the “collaborative” learning.

➢ Induction Program/Mentorship

➢ New Members Academy – Introduction

➢ November 8 @ Fall Conference (Nov 7-9) (mentorship: @ 4:00 – 5:15)

➢ January 12, 2018 – Edmonton @ CASS office or EPSB… *

➢ March 21, 2019 – Edmonton @ Annual Conference (March 20-22) (mentorship)

* Mentors are welcome, but not required to attend.

Mentorship

➢ Training component will take place tomorrow; used to be a full-day…

➢ Mentorship time at both Fall and Spring Conferences

➢ Thursday, Nov. 8, 2018

➢ Thursday, March 21, 2019

➢ Informal – FREE Beverages and appies… thanks to the mentors…

➢ Ray Hoppins will be leading the discussion for the Fall Conference. (4:00 – 5:15)

Other Events

April 10-12, 2019: First Nations, Metis and Inuit Education Gathering.

Zone Meetings – usually bi-monthly.

CASS/ASBOA Summer Learning Conference

August 13-16, 2019 - Pomeroy Kananaskis Mountain Lodge

Start Right and Leading for Learning Short Courses

July 2-5 @ Olds College

What makes CASS Learning different?

➢ Most PD focuses on improving the knowledge, skills and

attitudes of individuals to improve student learning and

schools. (eg. APDC)

➢ CASS learning is focused on systemic improvement to

improve the learning in ALL schools and for ALL students.

➢ Different “Problem of Practice”….

➢ 1 class vs. 100’s, 1 school vs dozens…

Learning in CASS is aligned with the vision, mission and values of the organization around two important pieces

The research on system improvement, including The Alberta Framework for

School System Success

Implementation of the Professional Standards (SLQS and SELQF)

➢ Think of it as an aligned professional learning discussion about systems, not a

series of events.

➢ We want it to complement, not dominate your professional learning. Eg.

inclusion…

Viviane Robinson (2014) Leaders have three primary roles:

Maintaining business as usual.

Dealing with Crisis and Surprise

Pursuing priority goals – this is the system improvement

work.

So far, what percentage have you spent on each? What would

be your ideal percentages?

2 pie charts

70/20/10

Study of the most successful CEO’s…

What do you think the 10% represents?

50-60 books/year???

Danger:

➢ People are so busy doing their jobs, they don’t make time to develop themselves.

➢ Trap: you can only effectively do 70% of your job this way.

➢ However: you can’t do the most complex work in system improvement without developing

yourself… Big difference in moving forward in one school and 25+ schools…

➢ Again: CASS Leadership Learning is committed to providing the system “piece” of your

professional learning.

➢ Eg. Simon Breakspear, Michael Fullan, Viviane Robinson, team leadership learning…

➢ What makes me nervous…. Purpose is EVERYTHING!!

Six Secrets of Change (Fullan) – Why is CASS

professional learning is “team orientated”?

Systems learn – expectation that learning and sharing are a cultural commitment.

Love Your Employees – window and mirror Connect Peers and Purpose – start with the “why”. Capacity Building Prevails Transparency Rules “Learning is the work!”

Not just for the masses… for ALL of us…for student success…

2 Common

Mentorship Mistakes

➢ 1. Being too eager to solve their problem - telling them how you would have done it… 3 issues…

➢ You can get “Mini Me’s”

➢ Disillusionment – doesn’t meet their needs. These are high will/high skill people…don’t want to be told…

➢ Or Dependency…please keep solving my problems…

➢ All are bad…If it works well, mentors often gain as much as the protégés.

➢ 2. Not creating time regularly.

➢ Relationships are not built on a “Call me if you need help basis…”

➢ Research show protégés will not come…don’t want to bother you and don’t want to appear needy.

Mentoring: Communication is key. The 3 C’s, Think Kurt’s issue…

Coaching – Offering support and providing resources.

“I have never made a divisional education plan, can you guide me through it?”

Consulting – Affirm, question, and/or give input into plan of action. The plan of action

MUST remain theirs.

“I have a problem and I need some advice. I’m thinking of…”

Collaborating - helping make connections to facilitate and clarify professional vision.

“I just can’t seem to make sense of…”

Key skills – a.) questioning - so you get clarity… b.) silence – he who does the talking grows

the dendrites.

Intendent Outcomes of CASS Mentorship –pp. 6-7

➢ Create a partnership where the mentee is comfortable asking for help and support.

➢ Regularly apply the skills of communicating for understanding.➢ Regularly apply the skills of questioning for insight.➢ Regularly apply the skills of offering feedback as a gift.➢ Regularly apply the skills of supporting and self-managing.➢ Regularly model the standards of professional practice and

code of professional practice.

Devise Your Plan

➢ Please read pp. 6-8 in the CASS Induction Program Handbook.

➢ Then complete your Mentor-Mentee Expectation Agreement.

(Appendix D)

➢ If time remains, discuss the initial question (topics of focus). If your

mentor is not here or if you don’t have a mentors, please discuss the

initial question.

Alberta Education Terms

“Standard”

A standard (Small S) is a policy that identifies the requirements for the

competent professional practice of members of a profession. In turn,

Alberta’s “Capital S” Standards adopted by Ministerial Order are

authorized under Section 39(1) (f) of the School Act. This makes them

part of the legislative framework under the School Act . Within each of the

TQS, LQS and SLQS “Standard” policies is the “standard” statement. This

standard is the clear expression of the outcome of competent practice.

Alberta Education Terms

“competency” means an interrelated set of knowledge, skills, and attitudes developed over time and

drawn upon and applied to a particular leadership context in order to support quality leadership, teaching

and optimum learning as required by the Superintendent Leadership Quality Standard; e.g., Visionary

Leadership

“Descriptor of the competency” The sentence that describes the competency. A superintendent

engages with the school community in implementing a vision of a preferred future for student success,

based on common values and beliefs.

“indicators” means actions that are likely (such as) to lead to the achievement of the competency and

which, together with the competency, are measurable and observable;

CASS TermsSupport for Implementation

Competency Overview – “Two pager” providing awareness of

the competency based on 4 frames: Legal and Key References,

Research, Practice in Alberta, Resources

Learning Modules - are designed to deepen and apply system

leader’s professional practice with opportunities to examine

Alberta context through a community of inquiry approach

based on research.

Caution: Superintendent Leadership Quality Standard (SLQS) + System Education Leader Quality Framework (SELQF)

● System Leadership is a team sport. All system leaders have a role to play in everyone

meeting their respective standards.

● Thus, when we say “Superintendent” in this workshop, we mean ALL: Chief, Deputy,

Assistant, Associate…and any system leader.

● Honestly, we need to be more focused on how out team actions can positively affect

student learning than the Standards.

● The Standards do, however, provide a great framework for our learning.

Always Remember!!!

● Nothing – absolutely nothing – in education

happens until it happens to a student…

○ Len Luders, former Superintendent, Red Deer Public Schools

CASS Principles (and the research)

➢ System work is similar but also significantly different that school leadership work. In some areas, it is reflective of the work of principals; however, in other areas, it is more reflective of the work of superintendents. Finally, in some areas and positions, it is unique from both.

➢ Major premise: it is a highly different problem of practice to move multiple schools and school communities forward in the best interest of students than it is to move a single school and school community forward.

➢ The standards, if they are to effectively promote growth and be informed by current relevant research, must reflect these differences. This is a major premise on the current research in system leadership.

SLQS and SELQF

SLQS and SELQF

SLQS and SELQF

SLQS and SELQF

Eg. *Sustaining Effective Instructional Leadership: A system education leader ensures that every student has access to quality

teaching and optimum learning experiences.

➢ Achievement of this competency is demonstrated by indicators such as:

➢ building the capacity of teachers, principals and other system education leaders to respond to the learning needs of all

students;

➢ facilitating authority-wide professional growth, supervision and evaluation processes to ensure that all teachers, principals and

other system education leaders meet their respective professional practice standards;

➢ facilitating mentorship and induction supports for teachers, principals and other system education leaders in the school

authority as required;

➢ supporting principals, other system leaders and superintendents in providing opportunities for members of the school

community to develop leadership capacity;

➢ demonstrating a strong understanding of effective pedagogy and curriculum;

➢ developing authority-wide supports that facilitate the use of a variety of technologies to support learning for all students;

➢ ensuring a wide range of data is utilized to inform school practice and enable success for all students;

➢ facilitating access to resources, agencies and experts within and outside each school community to enhance student learning

and development; and

➢ promoting a school authority-wide culture of collaboration, excellence and professionalism.

The Superintendent Leadership Quality Standard (and SELQF)

➢ Quality superintendent leadership occurs when the

superintendent’s ongoing analysis of the context, and the

superintendent’s decisions about what leadership

knowledge and abilities to apply, result in quality school

leadership, quality teaching and optimum learning for all

students in the school authority.

Let’s deconstruct…

➢ Quality superintendent leadership occurs… what decisions about leadership knowledge and abilities to apply

➢ Resulting in

➢ Quality School Leadership

➢ Quality Teaching

➢ Optimum Learning for all students in the school authority.

So…what do you need to know to provide “Quality Superintendent” or Quality “System Education Leader” Leadership?

Brainstorm at your table…as many items as you can in two

minutes…

Prioritize your top 3…

Report

1. How many items you brainstormed, and

2. Your top three…

Del’s opinion…I could not get down to three…

You need to know…

1. What a quality system looks like,

2. What a quality school and quality school leadership looks like,

3. You need to know what quality teaching + quality learning environments look like,

4. You need to know where you students are at and how to measure/track/monitor

progress,

5. and you need to know how to make it ALL happen. (systemic change)

➢ Quality superintendent leadership is no longer about the 4 B’s: Boards, , Busses,

Buildings and Budgets…

Important Note!

➢ Superintendents are accountable for the entire standard.

District office teams are responsible for him/her reaching the

standard.

➢ Therefore, your role may focus more specifically on some

competencies and indicators than others.

➢ Consequence: System leadership is a “team sport”.

Building Effective Relationships (p. 4 Appendix A)SELQF – same… (p. 2, Appendix B1 Practice Profile)

➢ A superintendent/system education leader establishes a welcoming, caring, respectful

and safe learning environment by building positive and productive relationships with

members of the school community and the local community.

➢ Although, the competencies are not in order, this one was chosen to be first…

➢ Huh? Yeah, I said it….

➢ Individually - If you were being evaluated using these indicators, what evidence would you

provide to indicate exemplary practice?

➢ Sharing with elbow partner…what is your best strategy for building trust and productive

relationships?

Modeling a Commitment to Professional Learning (p. 4, Ap A); SELQF (p. 2, Appendix B1 Practice Profile)

➢ A superintendent/system education leader engages in career-long professional learning and ongoing critical

reflection, identifying and acting on research-informed opportunities for enhancing leadership, teaching, and

learning.

➢ Intentional message to superintendents…model…generally not done from your office… not 4B’s…

➢ Looking at each indicator…

➢ Which ones are you currently modeling? How you are modeling them?

➢ Where are their opportunities in the indicators to model?

➢ Sharing: In the next two weeks, what is your most important next step for modeling PL moving forward?

➢ Sharing – Stand up and take your show “on the road”.

Visionary Leadership (p.5, Ap A); SELQF (p. 3 Ap B1)

A superintendent engages with the school community in implementing a vision of a preferred

future for student success, based on common values and beliefs. (system leader supports the…)

Reflect: Common vision – is everyone looking through the same glasses? PD, HR, CEO, Board?

➢ Looking at each indicator, analyze the following:

➢ How do you gather evidence for ENSURING that each indicator is a reality?

➢ What is your role in ensuring success?

➢ Some thoughts about improving the indicators.

➢ Sharing – take one indicator and share your biggest challenge. Again, stand up and take

your show on the road…finding someone you have not worked with yet.

Leading Learning (p.5, Ap A);

SELQF (p. 3-4, Ap B1)

➢ A superintendent establishes and sustains a learning culture in the school community that

promotes ongoing critical reflection on practice, shared responsibility for student success

and continuous improvement. (system ed. leader facilitates…)

➢ Reflection - Modeling: Fullan – the leader does not need to be the best pedagogue. BUT

he/she needs to be an engaged pedagogue… How do people know…?

➢ Looking at each indicator, analyze the following:

➢ Are there any indicators where you feel you have exemplary practice in your division?

Choose the indicator where your division is strongest

➢ Sharing – take one indicator and share your story of success… again, with someone you

have not worked with…

Ensuring First Nations, Metis and Inuit Education for All Students (p.6, Ap A); SELQF (p. 4, Ap B1)

➢ A superintendent establishes the structures and provides the resources

necessary for the school community to acquire and apply foundational knowledge

about First Nations, Métis and Inuit for the benefit of all students. (system leader

supports the…)

➢ There was debate…including it as a competency was a signal that this is a critical

area of priority.

➢ It cannot be avoided by rationalizing: 1) We don’t have many FNMI students or 2.)

All of are students are equal so they are all priorities, etc.

Individually: Looking at each indicator, analyze the following:

➢ Is this a strength in your system? Justify…

➢ What is your role in ensuring success?

➢ Are there indicators that require action?

➢ Sharing – take one indicator and share your analysis with

your elbow partner.

School Authority Operations and Resources

➢ A superintendent directs school authority operations and strategically

allocates resources in the interests of all students and in alignment with

the school authority’s goals and priorities. (System education leader

supports the superintendent in managing)

➢ Leadership vs. management.

➢ You don’t want a leader who can’t manage; you don’t want a manager

who can’t lead.

➢ The reality, your role is both leadership AND management.

➢ Individually – move through the indicators and make notes according to

your role…

Supporting Effective Governance (SLQS only)

➢ A superintendent of schools as referred to in the School Act, as chief

executive officer of the board and chief education officer of the school

authority, provides the board with information, advice and support

required for the fulfillment of its governance role, and reports to the

Minister on all matters required of the superintendent as identified in the

School Act and other provincial legislation.

Stuff I learned too late:

➢ The Board has one employee – the Superintendent.

➢ The Board only has decision-making power as a corporate board.

➢ An individual board member in the public has no authority unless it is granted to him/her through a

resolution of the Board.

➢ Board members cannot direct the work of any employee other than the Superintendent…and the Sup’t

only through resolution and policy. (Sitting in my office…)

➢ …but “establishing and sustaining a productive working relationship with the board, based on mutual

trust, respect and integrity;”

➢ There’s a difference between “I need you to resolve this” and “I want it done this way.”

➢ Common Issue – neither division personnel nor the Board have clarity of the role of the Board and Board

members. Personnel think the Board is one of their bosses and Board members think they are “mini-

MLA’s”. Both are false…

Boards…challenges vs. opportunities

➢ Read through the indicators…What are the areas that caught your

eye in terms of achievement of the competency? How might you or

your team address them?

➢ Remember: Team Sport

➢ Table Talk: What might actions your team consider in making your

new Board more effective than your current Board?

Sustaining Effective Instructional

Leadership – SELQF only

• A system education leader ensures that every student has access

to quality teaching and optimum learning experiences. (same

statement as LQS)

• Rank order your system vs. the indicators.

• Find a final person who you have not worked with and share your

“Alberta story of success”.

Overview: reflect on the standard “as a whole”

➢ Are there areas that comprise the core of your

work?

➢ What might be three or four areas to consider for

your IPGP?

Old Guy’s Top 10 for the newbie

10. Always message articulately: writing, verbally and

electronically. You are a role model for learning, leading and

professionalism.

P.S. Get off the inappropriate jokes email list, be cautious of ALL

social media (Instagram, Facebook, Twitter) …and understand

FOIP (text and email). It’s all public now!!!!!

Number 9 Relationships

➢ The big things are the little things: (keeping commitments, body

language, being attentive, answering email/phone messages in a

TIMELY manner, showing empathy, being human (vulnerability),

etc.)

➢ You can’t be the ‘leader of the opposition’ and the leader. Be

positive, be constructive and be solution focused.

Number 8

➢ Lead with integrity. Tell the truth and be honest.

➢ The great thing about telling the truth is you can’t

change your story.

➢ “If it turns out differently, it was because I was wrong,

not because I lied.”

Number 7

Be visible. What’s the biggest complaint staff have about the “suits”?

They never see them. It means, “You don’t care.”

When you give up your most precious commodity – time – it’s huge…

Reflect: when are high visibility times? Before school…after school…big

events…

Try to avoid “in and out of the principal’s office”

Hamster droppings????

Number 6

➢ Listen… Lead with your ears…

➢ At our core, we are teachers; we like to talk and

teach. Ask questions and seek clarity – it shows

we are listening.

➢ Be comfortable with silence.

Number 5

➢ “Repeat to remember; remember to repeat.” (Silver)

➢ “Communication during implementation is far more

important than communication before

implementation” – Fullan

➢ Rule of 6…and 3…

Number 4

➢ Be humble – avoid the royalty trap.

➢ Politics aside…Allison Redford did not lose her job because she was

not intelligent or capable… neither did Jim Prentice.

➢ People do not forgive the “culture of entitlement”.

➢ Where do you park? What do you order? Where do you stay? How do

you travel? The answer should be – just like the rest of the staff.

➢ Why do you always order????

Number 3

“Learning is the work.” – Fullan

Hello, we are in education!!!

Schools that are hostile to adult learning will by default be hostile to

student learning. – Barth

I think the same things apply at the division level.

You can’t be a great system without a collective commitment to

learning.

Number 2

➢ Purpose is everything. Why are you doing

what you are doing?

➢ Imagine a school…

Number 1

➢ It’s about kids… all kids, raising the bar and closing the gap.

➢ If you have to choose between “doing things right” and “doing the

right thing”, choose “doing the right thing”.

➢ You can always sleep at night when you do the right thing for a

child.

➢ All kids need hope… never crush a child’s hope.

Q and A…Bearpit

Anyone? Anything?

Purposes: New Member Academy – note

evaluation has been sent

Participants will have a better understanding of CASS…it’s purpose and programing.

Participants will make connections (and build relationships) with other CASS members.

An introduction to some key CASS partners.

To “kick start” the mentorship programs in a positive way.

Participants will develop an awareness and understanding the Superintendent Leadership

Quality Standard and the CASS System Education Leader Quality Framework.

Participants will understand the purpose of CASS’s professional learning program and appreciate

its uniqueness.

Participants will be introduced into the research on system improvement – if time

To cause participants to think deeply about their new role within the context of a greater system.

Feedback

Del.Litke@cass.ab.ca

Survey has been emailed to you. Please complete before you go.

Always remember – “Nothing – absolutely nothing – in education

happens until it happens to a student.”