Modeling Commitment to Professional Learning

Achievement of this competency is demonstrated by indicators such as:

The principal:

Engaging with others such as teachers, principals and other leaders to build personal and collective professional capacities and expertise;
Actively seeking out feedback and information from a variety of sources to enhance leadership practice;
Seeking, critically reviewing and applying educational research to inform effective practice;
Engaging members of the school community to build a shared understanding of current trends and priorities in the education system.

Ongoing Professional Development

2023 - Peter Liljedahl - Assessment PD
2023 - Peter Liljedahl - Who Teaches The Teachers
2023 - LIM Symposium
2020 & 2023 - Franklin Covey - The 4 Essential Roles of Leadership
2023 - Leader in Me Core 3 Facilitator Training - in progress
2022 - SLGBTQ+ Inclusive Education - Alex Marshall (U of A)
2022 - Train by Brene Brown - Dare to Lead
Facilitator - 7 Habits of Highly Effective People
Ongoing - SIVA Training
2022 - ULead 2022- Presenter: Empowering Staff and Students through a Leader in Me Framework
2021-22 - 2 years of Collaborative Response Inservice (LRSD Divisional PD for Administrators) with Jigsaw Learning
2022- 23- Shelley Moore PD (LRSD Divisional PD for Administrators)
2018 - Mental Health First Aide
2018 - AHS Mental Health Core Component Training
2020-21 - CSTAG Level 1 and 2
Ongoing - St. John's First Aid Level C
2020 - Franklin Covey - The 4 Disciplines of Execution Operating System (4DX OS)
2020 - Franklin Covey - Unconscious Bias: Understanding Bias to Unleash Potential
2020 - Franklin Covey - The 5 Choices to Extraordinary Productivity Essentials - Google
2021 - Franklin Covey - The 6 Critical Practices For Leading a Team
2020 - Franklin Covey - Leadership Modular Series: Clarifying Your Team’s Purpose and Strategy
2020 - Franklin Covey - Inspire a Culture of Trust
2020 - Franklin Covey - Execute Your Team's Strategy and Goals
2020 - Franklin Covey - Create a Shared Team Vision and Strategy

Training and Professional Learning Community on Mathematical Mindsets
2018 - Start Right Program in Leadership - CASS
Dr. Jody Carrington (2019)
TQS SYMPOSIUM (2019)
LQSb - Leadership Quality Standard Certification - completed March 21st, 2019
LEADING FOR LEARNING PROGRAM FOR SCHOOL LEADERS (JULY 2018)
NEW PEDAGOGIES FOR DEEP LEARNING (April 2018)
AAC SPRING SYMPOSIUM (MAY 2018)
EDUCATION FOR RECONCILIATION: Assembling Strength (May 2018)
INDIGINOUS CANADA COURSE (U OF A) (March 2018);
FRANKLIN COVEY - THE SPEED OF TRUST (2018);
THE HISTORY AND LEGACY OF RESIDENTIAL SCHOOLS (2018);
LEADERSHIP ESSENTIALS FOR ADMINISTRATORS (2014, 2017);
AAC LEADERSHIP DAY (2017) - A comprehensive look at assessment with Dylan Willam);
MENTAL HEALTH FACILITATOR TRAINING (2017);
LEADER IN ME SYMPOSIUM (2017-18);
DIGITAL VTRA (2017);
uLEAD (2016-2017);
VTRA LEVEL 1

2022 - Presenter at uLead - Empowering Staff and Students through a Leader in Me Framework

2018 - Presentation to Stavely School and Parent Council

2022 - 23 Stavely School Continuous Growth Plan

Our school improvement plan is jointly created with staff, student and parent input and is grounded in critically reviewed educational research, academic results and student surveys (Our School Survey and Alberta Education's Accountability Pillar). The school improvement plan is reviewed throughout the year and is responsive to student and community needs.

Teacher Professional Growth Plans are designed with the LRSD and Stavely School goals in mind. Professional development sessions are designed to respond to teachers' growth plans.

2022 Stavely School Report on Results - Priorities

The 4 Essential Roles of Leadership Evaluation - Report

I actively sought out feedback and information from a variety of sources to enhance leadership practice. This report was generated from an anonymous survey of my entire staff and direct supervisor.

I believe I have demonstrated achievement of this competency by:

ensuring all my students know I believe in their potential and I will help them find their passion(s) either through career exploration, passion projects, informal conversation or targeted conversations;
continually working with all stakeholders to clarify the vision of the school in our dynamic society (both local and global) at staff meetings, parent council meetings, community events, student conversations, round table discussions, leadership meetings etc.;
analyzing multiple sources of data including, but not limited to, Provincial Achievement Test results, AERR, Measurable Results Assessment and qualitative data;
Stavely School Continuous Growth Plan was a collaborative effort involving staff, students, parents and community members. It was revised many times to ensure it was responsive to student learning, socio-emotional and cultural needs while grounded in critically reviewed research;
ensuring consultation with staff, parent and students on all educational initiatives. Parent volunteers and community members have been involved in our decision making, staff from other schools have been consulted and partnered with (i.e. West Meadow in our 2 Schools 1 Book, WCCHS with our Passion Projects, WA Day and sports events);
communication methods are vast and varied ranging from individual emails, class emails, school newsletters and calendars, school community emails, individual phone calls, messages, town newsletter, Claresholm Local Press and Twitter;
continuing to keep up the website up-to-date to not only celebrate student achievements but also to announce community partnerships, help promote community events, work collaboratively with PAC and Stavely Public Library as well as coordinate school and community events;
planning where I would like the school to be and begin research and change conversations now, understanding that change takes time - forward thinking, planning and conversation is imperative
in order to ensure new staff have a thorough understanding of the deep historical roots of Stavely School, they engaged in a time-line PD process in August which allowed them to not only see/hear what happens throughout the year at Stavely School but what events have transpired that have shaped Stavely School as well as the Town of Stavely (see photo below).

Seeking Student Input

In an effort to hear what surveys do not tell us, students were given the opportunity to tell staff what they loved about Stavely School, what they would like to start and what they would change. The results were so informative and students are thrilled to see that changes are coming from their ideas. I would like to continue this process annually.

Seeking Stakeholder Input

Each year, all stakeholders are invited to participate in our Data Walk where we share, unpack and look for trend data to set our future goals. It also allows stakeholders (and students) an opportunity to discuss what they love about the school, what they would potentially change (and why) and new ideas.

Critical Consumer of Educational Research

In order to inform practice and improve leadership capacity, I am a subscriber to Teachers College Record, an educational research database that allows me to critically examine educational research in a variety of areas. I use the research to inform my practice as well as to provide professional development resources to our staff. Further to that, I am a subscriber to ASCD, NAESP, CAP and the University of Lethbridge library. I am happy to share my favourite articles upon request but cannot link them due to copyright.