Director's Work Plan

 Image of boy on blue background. Text: "Director's Work Plan: Direct and define key work to support Board priorities"

The Director’s Work Plan is an annual plan and it directs and defines the efforts of senior staff to support the priorities identified by the Board of Trustees. In general, the areas of focus throughout the Director’s Work Plan include the 3 main areas of the Strategic Plan (2020-2024): I am prepared, I am well, I am engaged. 

 

2021-2022 Director's Work Plan

Note: a PDF document containing this information can be found at the bottom of this page. 
 

I am Prepared

Goal #1: Enhance mathematics learning outcomes for all students through full implementation of the 2020 Math Curriculum 1-8 and de-streamed Mathematics Grade 9 through professional development for educators. 
 
To meet this goal, we will monitor: Report card data (teacher professional judgements as communicated through report card assessments, emerging summative data, and learning skills data); changes in teacher knowledge, skills, and efficacy as a result of professional development through survey feedback; students who meet or exceed the provincial standard on EQAO 3, 6 and 9 Assessment of Mathematics disaggregated for demographic trends; students who meet or exceed the provincial standard in math report card assessments in Grades 3 and 6 and 9 disaggregated for demographic trends; students who meet or exceed the provincial standard in Grade 9 de-streamed math disaggregated for demographic trends; percentage of students in Grades 9-10 participating in locally developed compulsory credit courses has not increased disaggregated for demographic trends. 
 
Goal #2: Support primary educators (with a focus on JK and SK) to improve literacy instruction and assessment using the Leveled Literacy Intervention Resources.
 
To meet this goal, we will monitor: Multiple data sources for growth in student learning, including progress and report card assessments and use of Literacy Acquisition Portfolio resources; students who meet or exceed the provincial standard on Grade 3, 6 EQAO reading and writing disaggregated for demographic trends; students who meet or exceed the provincial standard in reading and writing report card assessments in Grades 3 and 6 disaggregated for demographic trends; students who are successful on the OSSLT disaggregated for demographic trends. 
 
Goal #3: Build educators’ capacity for using assessment and instructional strategies, including the collection of observations, conversations and products.
 
To meet this goal, we will monitor: Learning session attendance data (disaggregated for school site, employee group, and divisional level), and pre/ mid/post surveys to measure teachers’ self-assessment of efficacy and impact of sessions on Assessment, Evaluation and Reporting; feedback from Principals’ focus group to assess for transfer, sustainability and impact of AER professional learning sessions. 

Goal #4: Develop and implement an ongoing Leadership Development series for Principals and Vice Principals focused on enhancing their personal leadership skills.
 
To meet this goal, we will monitor: Attendance at leadership workshops (four throughout the year) with a target of 50% of current Principals and Vice Principals participating; survey feedback (qualitative data) collected from participants before and after attending the workshops.
 

I am Prepared/I am Engaged

Goal #1: Continue to build the resources and tools to inform the long term plans for AMDSB schools, known as the Long-Term Accommodation Plan (LTAP). 
 
To meet this goal, we will monitor: The timing for launching the initial version (aiming to develop and share the initial version of the dashboards by January 2022, with Principals, Trustees and municipal partners).
 
Goal #2: Undertake a formal Boundary Review Consultation process in the North Perth Community, to respond to the enrolment pressures in the area. 
 
To meet this goal, we will monitor: The process of conducting a formal Boundary Review Consultation process in the North Perth community, including the creation of a consultation committee and the process to gather feedback from the larger school community.
 
Goal #3: Enhance understanding and access to diverse opportunities such as apprenticeships (OYAP), Dual Credit, Specialist High Skill Majors (SHSM), cooperative education, and various experiential learning (FunTech, career exploration sessions, Real Deal, VR goggles, etc).
 
To meet this goal, we will monitor: Participation rates in these opportunities by school, by pathway and by student profile; completion rates in OYAP, Dual Credit and SHSM; feedback from students, staff and community in relation to each of the experiential learning opportunities; percentage of student enrollment in University (U), College (C), University/College (M), and Workplace (E) courses in Grade 11 and 12.
 

I am Engaged

Goal #1: Measure and monitor attendance, staff and student perceptual feedback and credit accumulation rates in all AMDSB education structures: traditional school learning, AMRLS (synchronous and asynchronous), Connections, Riverside and SAL, with the goal of increased student engagement.  
 
To meet this goal, we will monitor: Percentage of students participating in job skills programs (including co-op, Specialist High Skills Majors, Ontario Youth Apprenticeship Program and Dual Credits); student attendance rates across the following structures: traditional school learning, AMRLS (synchronous and asynchronous), Connections, Riverside and Supervised Alternative Learning (SAL); secondary student credit accumulation rates across the following structures: traditional school learning, AMRLS (synchronous and asynchronous), Connections, Riverside and SAL; graduation rates across diverse structures and will examine student profiles in relation to graduation rates; staff, student and parent feedback related to engagement in AMRLS Connections, Riverside and SAL.
 
Goal #2: Include evidence of data and research in the implementation of School Improvement Plans.
 
To meet this goal, we will monitor: Use of data reports (by role) to determine what tools are being used, by whom and how often
 
Goal #3: Promote the successful integration of International Education students into the school and broader community.
 
To meet this goal, we will monitor: Number of homestay families; number of domestic and international students that participate in virtual and in-person events; survey feedback collected from administrators on communication with the department, understanding of the IE strategy, and the usefulness of provided resources. 
 

I am Engaged/I am Well

Goal #1: Build consistency in STRIVE programming across the district.
 
To meet this goal, we will monitor: All school team meetings in the student information database; intake forms completed for all student on STRIVE caseload; STRIVE caseload discussions during Supervisory Officer visits.
 
Goal #2: Enact key elements of the AMDSB Equity, Diversity and Inclusivity Plan 2021-2024 through the provision of staff Equity, Diversity and Inclusivity (EDI) training for all employee groups.
 
To meet this goal, we will monitor: Percentage of Supervisory Officers, Principals, and Vice- Principals whose performance appraisal plan include one or more goals to eliminate disparities revealed by both student and workplace demographic data collection; the percentage of Senior Staff (Director, SOs, System Principals and Central Managers) leading and attending on-going Equity, Diversity, and Inclusivity training 2021-2022 in respective departments; the percentage of Trustees attending on-going Equity, Diversity, and Inclusivity Training; percentage of staff (across employees groups) who have undertaken on-going professional development in Equity, Diversity, Inclusivity to support student learning, wellbeing, and discipline.
 
Goal #3: Launch an Inclusion Indicators Resource to deepen inclusionary practices across the district.
 
To meet this goal, we will monitor: Number of schools that include an Inclusion goal in their School Improvement Plan; results from an inquiry project involving up to 10 schools to measure the impact of specific indicators and evaluate inclusive education practices; participation rates in the workforce census, disaggregated by employee group, with a goal of 50% participation; analysis of and recommendations from the workforce census to create baseline data and establish future goals.
 
Goal #4: Develop and implement the first of an annual workforce census to collect demographic and engagement data from all employee groups.
 
To meet this goal, we will monitor: Participation rates in the workforce census, disaggregated by employee group, with a goal of 50% participation; analysis of and recommendations from the workforce census to create baseline data and establish future goals.
 

I am Well

Goal #1: Revise and implement Safe Schools practices in AMDSB (e.g. Tragic Events Response Support Team and Police Protocol), in collaboration with community partners to include culturally relevant and responsive practices.
 
To meet this goal, we will monitor: Number of community and consultation meetings
Include exit surveys after protocol is used or after a workshop on a new topic (e.g. sex trafficking); percentage of students in Grades 4-12 who feel their school is a safe and inclusive environment as reported in school climate surveys; percentage of students who are suspended and/or expelled across Grades 4-12 disaggregated for demographic trends; consultation with Equity lead (and other community partners as needed) to ensure culturally relevant and responsive practices are included. 
 
Goal #2: Develop and implement the AMDSB Incident Tracking Tool for incidents motivated by hate to uncover and respond to hate-based incidents in the district. 
 
To meet this goal, we will monitor: Number of reported hate-based incidents; number of human rights complaints raised and percentage resolved (informally and formally).
 

I am Well/I am Prepared

Goal #1: Develop appropriate professional learning opportunities to increase the number of board-level staff and educators trained in the student mental health literacy and board protocols regarding student mental health (e.g. suicide prevention, intervention and post-intervention protocols, and pathways to mental health care within and external to the school board).
 
To meet this goal, we will monitor: Percentage of board-level staff and educators receiving professional learning in student mental health literacy and board protocols regarding student mental health (including but not limited to suicide prevention, intervention and post-intervention protocols and pathways to mental health care within and external to the school board); survey feedback collected from participants after attending professional learning opportunities, including workshops; confirm that 95% of AMDSB staff completed Suicide Prevention and Intervention Training and Certification; mental health website metrics. 
 
Goal #2: Increase the use of Culturally Sustaining Pedagogy in all classrooms.
 
To meet this goal, we will monitor: Increased percentage of students in Grade 4-12 who report they see themselves reflected and affirmed in their learning.