Wednesday, January 25, 2012
Thursday, January 19, 2012
Calgary Board of Education Parent Meeting
Mark your calendars!
Meet with your Trustee
Date: Thursday, Feb. 2, 2012
Time: 7:00 – 9:00 p.m.
Place: Multipurpose Room, Education Centre, 1221 – 8 Street S.W.
Parking: free underground parking available
Meet with your Trustee
Date: Thursday, Feb. 2, 2012
Time: 7:00 – 9:00 p.m.
Place: Multipurpose Room, Education Centre, 1221 – 8 Street S.W.
Parking: free underground parking available
Role of the Board of Trustees in the Coherent Governance Model
At our meeting last night, Trustees Pat Cochrane and Lynn Ferguson sat down with members to discuss the new governance model and revised Governance Policies that trustees are hoping to adopt. A hand out was provided for meeting attendees and the text has been copied below:
Role of the Board of Trustees
in one of the world’s best education systems
Citizens of Calgary elect trustees to govern the Calgary Board of Education. The CBE is one of the best education systems in the world.
The CBE is a learning organization. More than 104,000 students learn in our schools and from people who number among the best educators in the world.
Our learning extends to the work of the Board of Trustees as well. In 2007 the Conference Board of Canada recognized the Board of Trustees for its governance excellence. Building on that success, we are committed to continuously learning and improving.
In the spring, the Trustees agreed that we would all work together to review the work that we do and how we work together to oversee, govern and focus the performance of the Calgary Board of Education.
Governance is not management and certainly not micro-management. As Trustees we govern the CBE. That means we set the ultimate objectives for the organization and—of course—our students. Today we call those objectives “Ends.” The new governance model calls these “results.” Doesn’t “results” make more sense than “ends”? Indeed, one reason why we are moving to a new governance model is that it is easier for everyone to understand. Everyone includes trustees, administration, employees, students and parents.
As Trustees, we also set boundaries for how our results can be achieved. In our new governance model, these are called “operational expectations.” Operational expectations are easy to explain.
The Aspen Group created “Coherent Governance.” Aspen is a leader in governance with special expertise in education. The Aspen group defines operational expectations (OE) this way:
“The board wants to remove itself from preoccupation with the day-to-day operation of the organization. But yet, it has concerns about those operational matters that it must express in order to represent and serve the interests of the ‘owners’ of the organization on whose behalf the board does its work.”
In addition to the results and the operational expectations, the governance policies include clear delegation of work to the Chief Superintendent of Schools and governance culture. Governance culture clearly states how Trustees are expected to behave individually and collectively.
Financial Accountability
The new governance policies will improve how the Board of Trustees oversees the financial management and performance of the organization. There are at least four policies directly related to finance. The policies include:
1 financial planning;
2 financial administration;
3 asset protection; and
4 communication with and support for the board.
Together these polices require the Chief Superintendent of Schools to:
1 effectively manage the immediate and long-term financial health of the CBE;
2 ensure the budget balances;
3 protect and maintain assets;
4 provide the Board of Trustees with timely information relevant to the board’s work.
When you read the details of the policies you will see that the board will have effective and thorough oversight of how the CBE manages its taxpayer’s money. Some of the details have changed but the Board of Trustees will have a close eye on the accounts.
Transportation & Other Fees
The same is true for fees. A board could do the job of accountants in Finance by setting the actual fees for things like transportation and noon supervisions. That would not be effective. What is effective—and reflected in the new policies—is that the board will review and oversee how the fees come together as part of the overall budget process. And we will want to know how fees reflect what the community expects of a complex school system.
Community Engagement
CBE Trustees spend a lot of time meeting with parents, students, employees and others who care about public education. Understanding the community is not something else Trustees do, it is integral to everything we do every day.
The governance change will engage the community to gain feedback. When we initiated this work we wanted to improve our governance for students and taxpayers. The School Act says it’s our job to develop our governance policies. We have done that. Soon, when the system starts to work, we will invite feedback to help us understand whether we are achieving our objectives. Based on what we learn, we will move forward.
Collaboration
The governance policies presented at the public board meeting are the result of a lot of work by all seven trustees. It was difficult work. The outcome reflects debate, differences, compromise and, ultimately, agreement about how we want to govern one of the best education systems in the world. We all need to remember that real value of this work is what it means for how we deliver learning as unique as every student.
Update: Please link to the online version of the document and look for the section with further information on Coherent Goverance. Among the items offered, you can read about one board's experience with this model.
For more information about
1 Aspen Group of governance experts http://www.aspengroup.org/home.html
2 Governance policies proposed by the CBE Board of Trustees (page 3 of the PDF) http://www.cbe.ab.ca/Trustees/agendas/a12Jan17.pdf
Role of the Board of Trustees
in one of the world’s best education systems
Citizens of Calgary elect trustees to govern the Calgary Board of Education. The CBE is one of the best education systems in the world.
The CBE is a learning organization. More than 104,000 students learn in our schools and from people who number among the best educators in the world.
Our learning extends to the work of the Board of Trustees as well. In 2007 the Conference Board of Canada recognized the Board of Trustees for its governance excellence. Building on that success, we are committed to continuously learning and improving.
In the spring, the Trustees agreed that we would all work together to review the work that we do and how we work together to oversee, govern and focus the performance of the Calgary Board of Education.
Governance is not management and certainly not micro-management. As Trustees we govern the CBE. That means we set the ultimate objectives for the organization and—of course—our students. Today we call those objectives “Ends.” The new governance model calls these “results.” Doesn’t “results” make more sense than “ends”? Indeed, one reason why we are moving to a new governance model is that it is easier for everyone to understand. Everyone includes trustees, administration, employees, students and parents.
As Trustees, we also set boundaries for how our results can be achieved. In our new governance model, these are called “operational expectations.” Operational expectations are easy to explain.
The Aspen Group created “Coherent Governance.” Aspen is a leader in governance with special expertise in education. The Aspen group defines operational expectations (OE) this way:
“The board wants to remove itself from preoccupation with the day-to-day operation of the organization. But yet, it has concerns about those operational matters that it must express in order to represent and serve the interests of the ‘owners’ of the organization on whose behalf the board does its work.”
In addition to the results and the operational expectations, the governance policies include clear delegation of work to the Chief Superintendent of Schools and governance culture. Governance culture clearly states how Trustees are expected to behave individually and collectively.
Financial Accountability
The new governance policies will improve how the Board of Trustees oversees the financial management and performance of the organization. There are at least four policies directly related to finance. The policies include:
1 financial planning;
2 financial administration;
3 asset protection; and
4 communication with and support for the board.
Together these polices require the Chief Superintendent of Schools to:
1 effectively manage the immediate and long-term financial health of the CBE;
2 ensure the budget balances;
3 protect and maintain assets;
4 provide the Board of Trustees with timely information relevant to the board’s work.
When you read the details of the policies you will see that the board will have effective and thorough oversight of how the CBE manages its taxpayer’s money. Some of the details have changed but the Board of Trustees will have a close eye on the accounts.
Transportation & Other Fees
The same is true for fees. A board could do the job of accountants in Finance by setting the actual fees for things like transportation and noon supervisions. That would not be effective. What is effective—and reflected in the new policies—is that the board will review and oversee how the fees come together as part of the overall budget process. And we will want to know how fees reflect what the community expects of a complex school system.
Community Engagement
CBE Trustees spend a lot of time meeting with parents, students, employees and others who care about public education. Understanding the community is not something else Trustees do, it is integral to everything we do every day.
The governance change will engage the community to gain feedback. When we initiated this work we wanted to improve our governance for students and taxpayers. The School Act says it’s our job to develop our governance policies. We have done that. Soon, when the system starts to work, we will invite feedback to help us understand whether we are achieving our objectives. Based on what we learn, we will move forward.
Collaboration
The governance policies presented at the public board meeting are the result of a lot of work by all seven trustees. It was difficult work. The outcome reflects debate, differences, compromise and, ultimately, agreement about how we want to govern one of the best education systems in the world. We all need to remember that real value of this work is what it means for how we deliver learning as unique as every student.
Update: Please link to the online version of the document and look for the section with further information on Coherent Goverance. Among the items offered, you can read about one board's experience with this model.
For more information about
1 Aspen Group of governance experts http://www.aspengroup.org/home.html
2 Governance policies proposed by the CBE Board of Trustees (page 3 of the PDF) http://www.cbe.ab.ca/Trustees/agendas/a12Jan17.pdf
Wednesday, January 18, 2012
The Coherent Governance Model
At last night's regular meeting of the CBE Board of Trustees, the board brought forward a report that recommended the adoption of the Coherent Governance Model and the approval of revised Governance Policies. This report was a culmination of work that all seven trustees had embarked on last March through their governance committee. It should be noted that the board has been governing through policy for a number of years.
If you visit the website, be sure to click on the newsletters and articles tab as they have some interesting reading specific to school boards.
Final approval by trustees will take place at the next regular meeting of the Board on Tuesday, January 24. If you have any questions regarding this model and the revised policies, please contact your trustee.
If you visit the website, be sure to click on the newsletters and articles tab as they have some interesting reading specific to school boards.
Final approval by trustees will take place at the next regular meeting of the Board on Tuesday, January 24. If you have any questions regarding this model and the revised policies, please contact your trustee.
Tuesday, January 17, 2012
Tripartite Discussions Update from the Alberta Teachers' Association
The Tripartite discussions have been back in the news. These discussions between the Alberta Government, the Alberta School Boards' Association (ASBA) and the Alberta Teachers' Association (ATA) were resumed this fall. The ATA recently released an update, "Tripartite discussions enter final stage." Introductory comments from the text are excerpted below:
The Alberta Teachers’ Association has participated in tripartite discussions with the government of Alberta and the Alberta School Boards Association (ASBA) since fall 2011.
The discussions are being held to achieve a framework agreement that would lead to collective agreements for an additional term. The government is looking to secure labour peace, cost certainty and workforce stability in the education sector.
To read the full article, click here.
The Alberta Teachers’ Association has participated in tripartite discussions with the government of Alberta and the Alberta School Boards Association (ASBA) since fall 2011.
The discussions are being held to achieve a framework agreement that would lead to collective agreements for an additional term. The government is looking to secure labour peace, cost certainty and workforce stability in the education sector.
To read the full article, click here.
Thursday, January 12, 2012
Invite to U of C Language Research Centre Conversation Cafe: Lifelong benefits of learning languages
Dear SAHLA language school representatives and friends,
Please join our friends from the University of Calgary Language Research Centre next Thursday 7-9pm for an enlightening, fun and lively discussion centred around the lifelong benefits of learning languages. It takes place at Bottlescrew Bill's downtown at 140 10th Avenue SW. Lots of free evening parking nearby, free admission and free refreshments will be served.
Space is limited, so if you are able to attend, please RSVP to lrc@ucalgary.ca
Kindest regards,
Michael Gretton
Coordinator, SAHLA
Southern Alberta Heritage Language Association
http://www.sahla.ca/
The Southern Alberta Heritage Language Association (SAHLA) is a non-profit umbrella organization whose mission is to lead, advocate and provide resources for the promotion of International/Heritage Languages and Cultural Education. SAHLA represents over 30 community-based language schools teaching 38 languages to over 6,000 students, both children and adults
Please join our friends from the University of Calgary Language Research Centre next Thursday 7-9pm for an enlightening, fun and lively discussion centred around the lifelong benefits of learning languages. It takes place at Bottlescrew Bill's downtown at 140 10th Avenue SW. Lots of free evening parking nearby, free admission and free refreshments will be served.
Space is limited, so if you are able to attend, please RSVP to lrc@ucalgary.ca
Kindest regards,
Michael Gretton
Coordinator, SAHLA
Southern Alberta Heritage Language Association
http://www.sahla.ca/
The Southern Alberta Heritage Language Association (SAHLA) is a non-profit umbrella organization whose mission is to lead, advocate and provide resources for the promotion of International/Heritage Languages and Cultural Education. SAHLA represents over 30 community-based language schools teaching 38 languages to over 6,000 students, both children and adults
Tuesday, January 10, 2012
Alberta School Councils' Association Response to Education Minister's 10-point Plan
The Alberta School Councils' Association (ASCA) posted a media release in response to the Education Minister's announcement:
Education Plan Identifies Significance of the Parents’ Voice
The release of Minister Lukaszuk’s 10‐point plan for education in Alberta includes creating a stronger voice for parents in the system to supplement the work of school councils.
Alberta School Councils’ Association (ASCA) is identified in the plan to work with the department on new initiatives to strengthen parental input and develop supports for online interaction with parents.
“We are pleased that the voice of parents is recognized for its value in education and is incorporated into the plan,” said ASCA President, Marilyn Sheptycki. “Strengthening the role parents play in student success will benefit education and we look forward to implementing strategies with the Minister.”
A result of extensive consultation, including conversations with parents on school councils, produced the plan to affect an immediate difference for students and will form the basis for future legislation.
The 10‐point plan also captures the Association’s perspectives on full‐day Kindergarten, student travel times, provincial achievement testing, supporting First Nations students and parental choice.
Promoting parental involvement in public education through school councils, ASCA appreciates the commitment to opportunities reflecting parents as partners in the education system.
Education Plan Identifies Significance of the Parents’ Voice
The release of Minister Lukaszuk’s 10‐point plan for education in Alberta includes creating a stronger voice for parents in the system to supplement the work of school councils.
Alberta School Councils’ Association (ASCA) is identified in the plan to work with the department on new initiatives to strengthen parental input and develop supports for online interaction with parents.
“We are pleased that the voice of parents is recognized for its value in education and is incorporated into the plan,” said ASCA President, Marilyn Sheptycki. “Strengthening the role parents play in student success will benefit education and we look forward to implementing strategies with the Minister.”
A result of extensive consultation, including conversations with parents on school councils, produced the plan to affect an immediate difference for students and will form the basis for future legislation.
The 10‐point plan also captures the Association’s perspectives on full‐day Kindergarten, student travel times, provincial achievement testing, supporting First Nations students and parental choice.
Promoting parental involvement in public education through school councils, ASCA appreciates the commitment to opportunities reflecting parents as partners in the education system.
CBE Board of Trustees responds to Education Minister's 10-point plan
The Board of Trustees have released a response to the Education Minister's 10-point plan. The text of the media advisory follows:
Calgary Board of Education welcomes the provincial 10-point plan
CALGARY – The Board of Trustees for the Calgary Board of Education welcomes the 10-point plan for Alberta’s education system announced today by Minister of Education Thomas Lukaszuk.
“Minister Lukaszuk is fulfilling his promise to advance education in Alberta,” says Pat Cochrane, chair of the Board of Trustees. “The CBE has been involved in a process that invited every Albertan to contribute to the vision for education. We are excited that listening is turning into action so quickly.”
The plan follows a province-wide consultation process. The initiatives, which the Minister indicated will roll out in the coming months, include “philosophical approaches that are best addressed in legislation and practical solutions to the challenges students face every day.”
The 10-point plan involves many areas of education including school design; transportation; preparing students for learning after high school; learning for First Nations, Metis and Inuit students; transparency; and the voice of parents.
“We have been looking forward to the Minister’s plan and to the legislation that will follow.” Cochrane added, “As the largest school district in Alberta, we appreciate having a Minister who understands that initiatives have many possible implications so predictable, sustainable funding is crucial for our students.”
Calgary Board of Education welcomes the provincial 10-point plan
CALGARY – The Board of Trustees for the Calgary Board of Education welcomes the 10-point plan for Alberta’s education system announced today by Minister of Education Thomas Lukaszuk.
“Minister Lukaszuk is fulfilling his promise to advance education in Alberta,” says Pat Cochrane, chair of the Board of Trustees. “The CBE has been involved in a process that invited every Albertan to contribute to the vision for education. We are excited that listening is turning into action so quickly.”
The plan follows a province-wide consultation process. The initiatives, which the Minister indicated will roll out in the coming months, include “philosophical approaches that are best addressed in legislation and practical solutions to the challenges students face every day.”
The 10-point plan involves many areas of education including school design; transportation; preparing students for learning after high school; learning for First Nations, Metis and Inuit students; transparency; and the voice of parents.
“We have been looking forward to the Minister’s plan and to the legislation that will follow.” Cochrane added, “As the largest school district in Alberta, we appreciate having a Minister who understands that initiatives have many possible implications so predictable, sustainable funding is crucial for our students.”
Education Minister Introduces 10-point Plan for Education
In a news release today, Education Minister, Thomas Lukaszuk, announced a 10-point plan for education. This plan came out of the Education Act consultations that were open to the public from late November to early January. The Minister hopes to move ahead on these initiatives in the coming months.
The 10-point plan for education includes:
Practical improvements to enhance students’ experiences
-Reducing travel times for students who spend more than one hour on a bus will help improve the school experience. A trial project in one school division will identify bus route efficiencies and improve transportation services. Another trial will look at enabling students to better use technology when they travel.
-Creating more opportunities for students to earn credits in high school and post-secondary programs at the same time will help them be successful in their chosen career. A provincial dual credit strategy will be developed to help school boards develop stronger programs. Separately, a new project will provide apprenticeship training to teachers so they are better equipped to teach advanced dual credit courses in Career & Technology Studies.
-Updating design specifications will mean government can better support communities when we build new schools. New school design specifications will better accommodate health-related services, community sports programs, and wheelchair access.
-Developing a better process for building playgrounds at the same time as new schools will mean that children can be active sooner.
Stronger partnerships to set the right foundation for the future
-Reducing the administrative burden for established, effective charter schools will mean that they can focus on their students.
-Working with the federal government will better co-ordinate support for First Nations students. Our focus will be on enhancing literacy and numeracy skills, with a focus on students in Northland and band schools adjacent to Northlands.
-Creating a stronger voice for parents in the education system will supplement the work of school councils. Working with the Alberta School Councils’ Association, new initiatives will be developed to strengthen parental input and new materials will support the department’s online interaction with parents.
-Providing better information about what the school system is doing, accomplishing, and spending will increase transparency, clarity and accountability. More efficient and relevant reporting from school boards will help identify information and ways to present it that are useful for Albertans.
Reviews to set the stage for future decisions
-Reviewing provincial achievement tests, first so that we can find better ways to understand how students, schools, and the system are doing and then so we can use that knowledge to improve students’ success. The review will be launched by spring 2012, and provincial tests will continue for students in grades 3, 6 and 9 until the review is complete and any resulting changes are made.
-Reviewing the learning benefits of full-day kindergarten and identifying operational issues will help us better understand the implications of a possible future programming change.
The Education Act will be reintroduced at the spring sitting of the Legislature.
The 10-point plan for education includes:
Practical improvements to enhance students’ experiences
-Reducing travel times for students who spend more than one hour on a bus will help improve the school experience. A trial project in one school division will identify bus route efficiencies and improve transportation services. Another trial will look at enabling students to better use technology when they travel.
-Creating more opportunities for students to earn credits in high school and post-secondary programs at the same time will help them be successful in their chosen career. A provincial dual credit strategy will be developed to help school boards develop stronger programs. Separately, a new project will provide apprenticeship training to teachers so they are better equipped to teach advanced dual credit courses in Career & Technology Studies.
-Updating design specifications will mean government can better support communities when we build new schools. New school design specifications will better accommodate health-related services, community sports programs, and wheelchair access.
-Developing a better process for building playgrounds at the same time as new schools will mean that children can be active sooner.
Stronger partnerships to set the right foundation for the future
-Reducing the administrative burden for established, effective charter schools will mean that they can focus on their students.
-Working with the federal government will better co-ordinate support for First Nations students. Our focus will be on enhancing literacy and numeracy skills, with a focus on students in Northland and band schools adjacent to Northlands.
-Creating a stronger voice for parents in the education system will supplement the work of school councils. Working with the Alberta School Councils’ Association, new initiatives will be developed to strengthen parental input and new materials will support the department’s online interaction with parents.
-Providing better information about what the school system is doing, accomplishing, and spending will increase transparency, clarity and accountability. More efficient and relevant reporting from school boards will help identify information and ways to present it that are useful for Albertans.
Reviews to set the stage for future decisions
-Reviewing provincial achievement tests, first so that we can find better ways to understand how students, schools, and the system are doing and then so we can use that knowledge to improve students’ success. The review will be launched by spring 2012, and provincial tests will continue for students in grades 3, 6 and 9 until the review is complete and any resulting changes are made.
-Reviewing the learning benefits of full-day kindergarten and identifying operational issues will help us better understand the implications of a possible future programming change.
The Education Act will be reintroduced at the spring sitting of the Legislature.
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