Northern Partnerships
Rapid Response Northern School Team
As of August 31, 2022, the support of the Rapid Response Northern School Team (RRNST) has been requested formally on 23 occasions. Most support has been virtual due to COVID-19 restrictions; however, the team has travelled to four communities. Support was provided in all instances and is ongoing for several. The team has also provided ongoing professional development for First Nations communities through monthly virtual sessions and book studies. Educators from over 37 different communities have participated. Due to COVID-19 restrictions and the move to online learning for many Indigenous students, the team has provided various supports to engage students in learning and support credit attainment.
Lac Seul Connect Program
In a pilot project, the Lac Seul Education Authority, RRNST, and Sioux North High School (SNHS) worked together to create the Lac Seul Connect program. The goal was to engage Lac Seul SNHS students who have been disengaged from learning since the pandemic began.
The learning space was located in the Frenchman’s Head recreation complex and was staffed with members of the RRNST. Lac Seul partners provided local transportation for the students. KPDSB staff provided breakfast and lunch, which the students helped make, and snacks for them throughout the day. The day was focused on a balance of academics, wellness, and group dynamics.
As a result of this work, 15 students were re-engaged with learning, and 35 high school credits were earned. Two students were able to complete what was needed to graduate.
Bearskin Lake First Nations Summer Literacy Program
We collaborated Windigo Tribal Council and Bearskin Lake First Nation to bring a summer literacy program to Bearskin Lake First Nation. This program was supported by two RRNST members, one Windigo staff member, and two Bearskin Lake First Nation summer students. The academic program focused on learning recovery while ensuring the incorporation of culturally relevant pedagogy. Unfortunately, when our members got to the Bearskin community, one of them tested positive for COVID, so they had to be isolated, so the program could not be run.
NAN KPDSB School Support Program
The KPDSB Principal Mentor Coach offers support to principals of schools that participate in the NAN KPDSB School Support Program. While professional learning for principals focused on effective leadership and instructional practice during the 2021–2022 school year, support was also given to assist schools as they adapted to the ongoing challenges associated with the pandemic. Professional learning was also provided to the principals within Windigo First Nations Council as part of the MOU with the KPDSB.
Ten teachers from four schools in Nishnawbe Aski Nation participated in the NAN KPDSB New Teacher Induction Program (NTIP) last school year. They participated in various professional learning sessions offered by the KPDSB and partner organizations. New teachers had opportunities to network with one another and share best practices. Successful teacher candidates received NTIP accreditation on their Ontario Teaching Certificate.
NAN KPDSB Mental Health Champion Program
The NAN KPDSB Mental Health Champion Program invites the participation of Mental Health Champions from 18 NAN First Nations. The participants are provided with a number of learning opportunities and resources to complement the mental health and wellness programs at the community level. Most recently, the Mental Health Champions met face-to-face in Thunder Bay to share best practices that support the development of school-based prevention and intervention strategies in wellness for students and staff.
Vice-Principal and Principal Hiring Pool
In the fall of 2019, educators across the system applied to be considered for the KPDSB Vice-Principal Pool. In December 2021, in anticipation of open administrator positions and to help with succession planning, the Vice-Principal Pool advertised for new applicants. Last month, nineteen (19) staff across the system were interviewed to be considered for placement into the Vice-Principal Pool. After reference checks and a recommendation meeting, new candidates will be added to the pool.
While in the Vice-Principal Pool, educators participate in learning sessions to prepare them for the administrator role. The sessions include special education, operations, instructional leadership, Indigenous education, and more.
In December, vice principals across the system also had the opportunity to apply to the KPDSB Principal Pool. It is from this pool that vice principals can be placed into the role of principal. Interviews will occur at the beginning of March.
KPDSB LEAD Program
KPDSB LEAD is a leadership development program open to all permanent KPDSB staff interested in seeking professional learning and leadership development. KPDSB LEAD assists participants in becoming certified for future leadership roles with KPDSB, although program participants are not obligated to seek leadership roles within the Board.
With this program, funding is available to support courses that align with the Board Strategic Plan, Board Improvement and Equity Plan, and School Improvement plans. This year, participants can access up to $350 for approved professional learning opportunities.
As well as funding, KPDSB LEAD will provide learning sessions throughout the year that participants will attend as a group. These sessions will be specifically designed to meet the needs of future leaders at KPDSB.
Student Leadership
The KPDSB offers various ways for students to participate in leadership opportunities. An example of those opportunities included two student senates during the 2021–2022 school year.
Student Senate 1 — April 6, 2022
Topic: Student Census
Students went through each of the Students Come First Student Demographic Census questions and offered feedback.
Question areas:
- Languages
- Indigenous Identity
- Ethnic Origins
- Race
- Religion/Spirituality
- Gender Identity and Sexual Orientation
- Disability
- Status in Canada
- Caregiver Information
Students provided feedback on individual questions, potential responses, the frameworks, support resources, the information leading up to each question and more. Questions within the census were added to and modified in some cases to meet the needs of students.
Students contributed greatly to how KPDSB would communicate census information to students and families. KPDSB identified the importance of communication in this process, so stakeholders understood the “why” and the “how” of the census.
Student Senate 2 — June 1, 2022
Topics: Census, Anti-Sex Trafficking, Semesters
Questions:
- How might our schools raise awareness and develop student knowledge about colonialism, racism, sexism, homophobia, and ableism? How do we create caring schools, increase sense of belonging, and reduce bullying?
- What are your suggestions to ensure students understand the important information about sex trafficking?
- What are some considerations for administrators and educators in the transition back to the Semester System?
Students provided extensive feedback on each question, which will be shared with the administration for planning purposes.
Staff Recruitment
As a part of recruitment efforts, KPDSB launched the Love Where You Teach and Love Where You Work websites. Using the slogan ‘Your dream job, in a spectacular setting!‘, the sites highlight the many reasons an individual will love working at the KPDSB. The information available on the sites includes open job postings with toggle buttons for website visitors to target their job search, promotional videos and information, an interactive map with helpful links to information about each of our communities, and more.
Instructional Leadership
Over the last two years, senior administrators and school leaders have focused on leading a quality instructional program to improve student achievement outcomes. School improvement at KPDSB begins with the belief that all children can learn. Goals are set for improvement based on data to guide the intentional actions of educators and other adults in the school community to achieve those goals. Changing student outcomes through learning requires school leaders and communities to focus on the actions, strategies, and adult learning that will support a change in student learning. Creating an effective school improvement plan requires intentional thinking and actions to support students in getting where they need to go.
Administrators from across the system have undergone professional development through various learning activities. These activities have deepened their knowledge and understanding of assessment for learning, descriptive feedback, setting quality learning goals, co-creating success criteria, and using mediative questions when having professional conversations to improve practice across the system.
Difference Makers Awards
On Friday, October 21, 2022, the Ontario Principals’ Council (OPC) honoured their 2022 Difference Makers, which included KPDSB’s Shawnda Norlock and Deanna Pacheco.
OPC Difference Makers are chosen from school boards across the province and awarded to principals and vice principals who go above and beyond their work for students.
Records Information Management Project
KPDSB is responsible for the records and information in its custody and control. After reviewing the practices of many school boards throughout Ontario, a Records Information Management (RIM) system has been developed during 2022 to meet the needs of KPDSB.
This system will enable KPDSB to look after all records appropriately, and in a timely and cost-effective manner. It will also provide access to records in accordance with legislation. A RIM system authorizes the destruction of records once they are no longer required for administrative, legal, or financial purposes. It also identifies records of enduring value and ensures that they are protected while in operational use and transferred to an archival facility.
The widespread use of electronic information systems has made the application of systematic controls and protective measures even more critical to the survival and accessibility of information.
The RIM system will:
- Assign responsibility for records management to a senior official;
- Clearly state policies and procedures to control access and disclosure, protection, and disposition of all records in the custody or under the control of the Board;
- Comply with all statutory and regulatory records management obligations;
- 4Include a records retention and disposition schedule for all records;
- Designate an archive location for the permanent records of the board; and
- Be adopted by the KPDSB Trustees by means of a formal resolution.
KPDSB staff have created a RIM retention and disposition schedule. This is a living document broken down into twelve areas of function:
- Administrative Management (ADM)
- Communications and Public Relations (COM)
- Facilities Management (FAC)
- Finance and Accounting (FIN)
- Governance and Policy (GOV)
- Human Resources (HUM)
- Information and Computer Technology (ICT)
- Legal (LEG)
- Program Design and Development (PDD)
- Research and Planning (RPL)
- Programs and Services in the Community (PSC)
- Student Services (STU)
This process has established who is responsible within each department/position for maintaining records for the purposes of this system. This will create more efficient access to information and reduce overlap, confusion, and redundant copies of documents. The schedule contains the minimum retention periods for various documents based on legislation and regulations.
Departmental organizational charts have been developed and focus on the position title and description of role rather than staff names. This will allow for clarity in who maintains which records in the event of staff changeover. This will also allow for a continuity of and access to information when long-term staff leave the organization, taking years of corporate knowledge with them.
KPDSB staff have begun the implementation of the RIM system by mapping out what this system will look like in a functional capacity. This large-scale project will be implemented one department at a time, starting with board offices and administrative departments before moving on to schools. Policy and procedures will evolve as the implementation of the RIM System unfolds and develops.
Business Continuity Plan
In the summer of 2022, KPDSB started the development of a Business Continuity Plan (BCP). The BCP is a comprehensive response plan put in place in the event of a disaster and is much more extensive in content than KPDSB’s existing Disaster Recovery Plan (DRP). The BCP looks at all outcomes and functions and provides a step-by-step backup process to address situations that may arise due to disastrous events. It’s focused on the continuity of education for students despite any unforeseen circumstances that may occur.
During the 2022-23 school year, KPDSB will develop and implement a BCP that includes the following:
- Procedure documents, including roles and responsibilities within it in preventing, preparing for, responding to, and recovering from a disruption.
- Business Impact Analysis (BIA) to identify and evaluate business processes and to provide the foundation for the development of recovery strategies.
- Monitoring and tracking of scenario planning and emergency preparedness.
- General awareness and training activities for staff members to ensure the BCP contains the messages and procedures necessary to facilitate effective communication during a crisis.
Not having a business continuity plan can cause significant financial and reputational damage when an unexpected or unavoidable event disrupts the Board’s ability to deliver services. To mitigate this risk, the KPDSB will develop and implement a BCP by the end of the 2022-23 school year.