Entry Plan aimed at gathering data from a wide

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Entry Plan aimed at gathering data from a wide Powered By Docstoc
					Entry Plan aimed at gathering data from a wide
      spectrum of system stakeholders:


 •  Trustees               •  Director’s Services

 •  Supervisory Officers   •  Employee Groups

 •  Managers               •  Parent Groups
 •  Community Partners     •  Students
             Entry Plan questions target strengths as
                 well as opportunities for growth

Some Typical Questions Include:

•  What do you perceive to be the current greatest strengths of the Thames
   Valley District School Board?

•  What are the areas which require greater attention/less attention
   within the Board?

•  What are your organization’s priorities for this school year and the
   next and how can the senior administration support your initiatives?

•  How can we become a better and stronger team?
           Developing an Action Plan

Director’s Entry Plan identifies three key areas of focus to
          continue to Improve Student Learning:

•  Communication

•  Teamwork

•  Alignment
                    The Second Decade
                  Developing an Action Plan

                    COMMUNICATION
•  Director of Education        Trustees

•  Supervisory Officers         Trustees

•  System                System
                        Schools
                     Parents and Community
        The Second Decade
      Developing an Action Plan

           TEAMWORK
•  Trustees
•  Parents
•  Senior Administration
•  Trustees and Senior Administration
•  Staff
•  Community
The Second Decade: Developing an Action Plan
              ALIGNMENT
Trustees:
            •  Ensure communication strategies are implemented
               and monitored
            •  Involvement of Student Trustees
            •  Director’s relationship with Trustees – consultative and
               responsive to Board directions
            •  Enhance working relationships among and between Trustees
               and Supervisory Officers
            •  Open Door policy with Director
            •  Support Trustee governance model
            •  Developing opportunities for Trustees to enhance their own
               profiles within the community and province.
Supervisory Officers:
         •    Recognition of accomplishments
         •  Increased involvement of supervisory officers in decisions
         •  Maintain Administrative Council
         •  Meet at least twice per year to discuss system
            priorities and goal(s)
         •  Team building experiences
         •  Director needs to be visible, available and accessible
         •  Encourage and celebrate involvement of newest
            supervisory officers
Employee Groups:

        •  Maintain Council of Presidents – meet twice per year

        •  Include employee recognitions/accomplishments
          in system newsletter

        •  Recognition and resolution of workload issues
          (staff, administration)
Parents and Community Partners:

         •  Parent resource centre

         •  Extend invitation to meet with community partners
            (eg. presentation to service clubs)

         •  Redefine role of Director’s Services Department
Trustees:
        •  Ensure communication strategies are implemented and monitored
        •  Model expectations for the system
        •  Incorporate new technology to assist with communication
          (efficient, consistent, responsive)
        •  Better to communicate too much than too little
        •  Information sheets re: important/key issues that may hit the media
            or be a concern to the community
        •  Share information prior to release to the public
        •  Share information as soon as possible
        •  Director needs to be visible, available and accessible
Supervisory Officers:
          •  Initiate directory via phone system
          •  Model and promote open door policy
          •  Maintain Administrative Council
          •  Involve supervisory officers in the decision making
              process (ie. ground level)
          •  Transparency
          •  Executive Council/Executive Counsel
Employee Groups:
       •  Meet with union executive groups twice a year
       •  Involve Public Affairs eg. Notices sent to union groups
         and employee associations
       •  Include employee groups (management, unions,
         associations, school administration) “closer to ground
         level” (need to communicate and model this expectation)
       •  School/department visits by Director and support staff
       •  Director’s quarterly newsletter
Parents and Community Partners:
         •  Parent Resource Centre
         •  Director’s newsletter sent to partners
         •  Yearly breakfast with stakeholder groups
            (need to develop comprehensive list)
         •  Distribution of Director’s “roadmap” and yearly Board report
         •  Enhance Board’s Ad Hoc Community Partnership Committee
         •  Enhance parent involvement through use of technology
Trustees:

            •  Governance workshop and follow-up strategies

            •  Accommodation reviews

            •  Director’s evaluation

            •  Budget process
Supervisory Officers:

          •  Redefinition of roles and responsibilities

          •  Explore possibilities of new organizational structure(s)

          •  Succession planning (recruitment/retention/
             capacity building)
Employee Groups:
     •  Review organizational structure (Director’s Services, Human Resource Services,
       Program Services, Business Services and Operations Services)

     •  Examine Administrative efficiencies

     •  Expansion and alignment of professional
       development initiatives
     •  Refinement/review of Board’s Vision
     •  Take action to reduce workload (see teamwork)
     •  Redefine “the main thing” (Improve Student Learning)
     •  Refocus on “the main thing”
     •  Succession planning (recruitment/retention/capacity building)
Parents and Community Partners:

         •  Review of existing partnerships (need to examine
           effectiveness and efficacy)
         •  Recruitment of new partnerships that support
           student learning
         •  Involve Thames Valley Education Foundation in
           alignment with Board’s Goals and Improvement Plan
         •  Raise profile of and system’s commitment to the TVEF
Business Services:
Finance, Payroll, Facilities, Maintenance, Purchasing
 •  Transportation consortium          •  Co-ordinate Budget
                                         Working Group
 •  Department restructuring
                                       •  Long-term funding and debentures
 •  Responsibility - Audit Committee     - Capital Plan

 •  Responsibility - Budget            •  Sale of surplus properties and sites

 •  Advisory Committee                 •  Audited Financial Statements

 •  Multi-Year Budget Planning         •  Executive Officer
Director’s Services:
Trustees, Corporate Services, Community Focus,
Partnerships, Parent Engagement

➔ Redefine “Manager, Public Affairs and Community Relations” role

          •  Parent Groups      •  Communications

          •  Partnerships       •  Media

          •  Foundation         •  Community Use of Facilities
Director’s Services:
➔ Reduce one staff position in Electronic Publishing and Graphics

➔ Community Use of Facilities
 Supervisor (Community Outreach)           Supervisor (Community Outreach)
      (Paid by Ministry of Education)             (Paid by Ministry of Education)




➔ Parent Resource Centre
   $14,000 donation by School Council Executive
Human Resource Services:
Human Resources, Staffing, Staff Development
➔ Assume responsibility for elementary and secondary staffing
➔ New position required
➔ Assume responsibility for “System Staff Leadership
  and Development”
       •  Redefine Principal’s Leadership position - becomes a
          Learning Supervisor (term appointment)
       •  New Staff Development Officer position
       •  Will require a co-ordinating   body with strategic plan
Human Resource Services:
         Co-ordinating Body

                         Learning Supervisor      Staff Development Officer
                                                  Clerical Assistant

New Admin.        NTIP     Community of Schools   L&N Sec.             SBLI/III

Principal/VP      OFIP     Home and School                   Support Staff
           Etc.

       ➔ review assignments of Human Resources Supervisory Officers
Operations Services:
School Improvement and Capital Planning
     ➔ Move Learning Supervisor over from Program Services
     ➔ Move all Supervisory Officers into CEC Central
     ➔ Close CEC South
     ➔ Renovate Woodstock Collegiate Institute for
       upcoming French Immersion Students
     ➔ Remove schools from Executive Superintendents of
       Program Services and Human Resource Services
Operations Services:
School Improvement and Capital Planning

     Executive Superintendent of Operations Services
    Learning Supervisor

                                                        Planning Officer
                                                        •  Assistant Planning Officer
         Research and
          Assessment


      8 full time Supervisory Officers and 4 (.5) Supervisory Officer Positions
Program Services:
Student Achievement

    ➔ Information Technology Services renamed
      “Learning Technology Services”

    ➔ Integration of Curriculum, Special Education
      and Information Technology departments

    ➔ Staff reorganization to better meet the needs of schools
System Goal:
To increase student achievement in literacy
while reducing identified learning gaps, leading
to graduation
Guiding Principles:
TVDSB students will acquire skills that reflect their relevant
grade level and provincial standards. (Foundation Principle: Quality Learning)
TVDSB students will have access to programs appropriate to their
needs and pathways. (Foundation Principle: Quality Learning)
TVDSB staff will foster a positive and engaging environment to
support student learning. (Foundation Principle: Teamwork)
TVDSB staff will engage family and community to support
student learning. (Foundation Principles: Communication / Teamwork)
Strategic Goal #1
➔ To increase the percentage of primary students reading
  at the TVDSB set targets by 3 - 5% or higher, on the
  May 2009 DRA assessment
➔ Kind. Levels 3 or higher from 75 to 78%
       •  (Gr. 1 Level 16 from % to % - TBD)
       •  (Gr. 2 Level 28 from % to % - TBD)
       •  (Gr. 3 Level 38 from % to % - TBD)
Strategic Goal #2
➔ To increase the percentage of primary students attaining
  levels 3 and 4 from 58% to 66% and junior students from
  55% to 60%, or higher, on the writing component of the
  2009 spring EQAO assessment
Strategic Goal #3
➔ To increase the percentage of intermediate/grade 9 students
  who attain 8 credits by the end of grade 9 from 80% to 83%,
  or higher for the 2008-09 cohort


Strategic Goal #4
➔ To increase the 4 and 5 year graduation rates from
  63% to 65% (4 year rate) and from 78% to 80%,
  or higher (5 year rate) for the 2008-2009 cohorts