multi-year strategic plan interim report interim... · 2014. 6. 18. · multi-year strategic plan...

Vision:

At Toronto Catholic we transform the

world through witness, faith, innovation

and action.

Mission:

The Toronto Catholic District School

Board is an inclusive learning community

rooted in the love of Christ. We educate

students to grow in grace and knowledge

and to lead lives of faith, hope and

charity.

MULTI-YEAR STRATEGIC PLAN

INTERIM REPORT

The point is this: whoever sows sparingly will also reap sparingly, and

whoever sows bountifully will also reap bountifully. 2 Corinthians 9:6

Created, Draft First Tabling Review Approval Implementation

May 12, 2014 May 22, 2014 Click here to

enter a date. Click here to enter

a date. Click here to enter a

date.

Loretta Notten, Superintendent of Learning and Achievement

Education Council

Marina Vanayan, Educational Research

INFORMATION REPORT

Gary Poole

Associate Director of Academic Affairs

A. Sangiorgio

Associate Director of Planning and Facilities

S. Pessione

Associate Director of Business Services,

Chief Financial Officer and Treasurer

Angela Gauthier

Director of Education

REPORT TO REGULAR BOARD

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A. EXECUTIVE SUMMARY

The Multi-Year Strategic Plan (MYSP) 2012- 2015 was approved by the Board of Trustees on April

4, 2012 to guide the decisions and actions of all TCDSB employees. The goals of the plan, with their

focus on student achievement and Catholic values, went through several revisions in development, to

reflect the input received during the consultation sessions to ensure that the plan would, in its ideal,

be one embraced by every member of the TCDSB community—students, parents, staff and trustees.

To inform and support the successful implementation of the Multi-Year Strategic Plan (MYSP), the

TCDSB is committed to gathering feedback on a cyclical basis. In 2012-13, the first outreach for

system-wide feedback offered a preliminary picture of the Board’s delivery of the MYSP. In 2013-

14, a more comprehensive approach was adopted for the communication and gathering of input.

Staff have also reflected on their implementation plans and system impact. Generally, stakeholders

and staff have affirmed that Board practices correspond with the MYSP. Stakeholder groups offered

varying views on potential areas for growth within the Multi-Year Strategic Plan.

B. PURPOSE

The Ministry of Education has identified for several years its strategic priorities and has held

steadfast to the primacy of increased student achievement and well-being, equity of achievement and

opportunity for all students, and increased public confidence, which are now re-affirmed within their

newest roadmap for education in the province, released this April 2014 (Achieving Excellence: A

Renewed Vision for Education in Ontario). The province has clearly identified its aspiration that

Ontario’s Educators will be supported in learning continuously and will be recognized as amongst

the best in the world. The Toronto Catholic District School Board Multi-Year Strategic Plan has

endeavoured to be faithful to these articulated priorities, as well to our Catholic Graduate

Expectations and the principles of our Catholic Social Teachings.

Board action plans must be aligned with our Multi-Year Strategic Plan and reflect the progress

toward our stated goals. Effective implementation can be measured in a variety of ways, including

stakeholder feedback, staff reporting on implementation of action plans and reporting of evidence

which reflects progress to date.

To inform and support the successful implementation of the MYSP, the TCDSB is committed to

gathering feedback on a cyclical basis to help achieve the Board mission and vision.

Mission: The Toronto Catholic District School Board is an inclusive learning community

rooted in the love of Christ. We educate students to grow in grace and knowledge and to

lead lives of faith, hope and charity.

Vision: At Toronto Catholic, we transform the world through witness, faith, innovation

and action.

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C. BACKGROUND

1. The Multi Year Strategic Plan (MYSP) 2012- 2015 was approved by the Board of Trustees

on April 4, 2012 to guide the decisions and actions of all Board employees. The MYSP is the

result of a year-long collaborative process that allowed for input from all members of the

TCDSB community.

2. The MYSP is defined by six strategic directions. Each direction is further defined by nine

‘priorities’ that guide the work mandated by the MYSP. 36 goals further illuminate the

priorities, outlining the actions that the Board is to carry out in accordance with the MYSP.

The following is a summary of the six strategic directions and the related priorities:

i. Living Our Catholic Values: To apply Catholic social teachings to all actions and

decisions of the Board

ii. Fostering Student Achievement and Well-Being: To support students in meeting the

Ontario Catholic school graduate expectations, To apply critical and innovative thinking

in all subjects, and To create equitable learning environments

iii. Strengthening Public Confidence: To create enhanced, regular communication with all

stakeholders

iv. Providing Stewardship of Resources: To establish integrated decision-making

structures and processes to support responsive and responsible allocation of resources,

and To ensure fiscal responsibility at all levels of the organization

v. Achieving Excellence in Governance: To lead and model best practices in Board

governance

vi. Inspiring and Motivating Employees: To create a learning and work environment that

is equitable and diverse and supportive of professional learning, innovation and

collaboration.

3. The first outreach for system-wide feedback on the implementation of the MYSP took place

in fall 2012-13, largely through an on-line survey, though paper copies were also available.

The survey consisted of 36 statements that align with the goals of the MYSP. Respondents

were asked to indicate the extent to which they agreed that the Board’s practices align with

the goals, and had the option to respond ‘don’t know.’ A final prompt asking for comments

or suggestions was also included.

4. The results of the survey offered a preliminary picture of the MYSP. Of the 1259 responses

collected, most respondents were TCDSB staff (88%), 10% were parents/guardians, and the

remaining were community members. It was noted that moving forward, a more

comprehensive approach to gathering feedback was needed to support the system.

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D. EVIDENCE/RESEARCH

1. Recognizing the importance of representing all stakeholders, in 2013-14 the MYSP survey

was revised to aid its understanding and a broad dissemination and communication plan was

carried out. The survey was renamed the MYSP Report Card. (See Appendix A for a copy of

the survey.)

2. The MYSP Report Card was comprised of 30 statements that represented the MYSP goals.

Items from the original survey were simplified, and a scale, consistent with student report

cards, was used. Respondents are asked to rate on a scale of 1 to 4 the extent to which they

agree that the Board is delivering as described in each statement. Participants have the option

to indicate ‘don’t know.’ A final open-ended prompt for comments or suggestions is also

asked.

3. The MYSP dissemination plan collected feedback from parents/guardians, staff, students,

and the wider TCDSB community. The MYSP Report Card was made available in a variety

of mediums, and stakeholders were given multiple opportunities to share their views. The

MYSP Report Card was sent home with student report cards to maximize parent participation

and was made available in sixteen different languages. It was available both in hard copy

and on-line. All TCDSB staff members were invited to complete the MYSP Report Card

electronically over a period of a month. In addition, clergy, students, community members,

and parents/guardians who had yet to provide feedback were also welcome to complete the

on-line Report Card. Concurrently, all TCDSB stakeholders were invited to participate in one

of four community town halls. Finally, the collection of feedback from students used a

similar approach. Four town halls were conducted and facilitated by student leaders. Each

secondary school was invited to select 5 school leaders to participate. The template used in

the community town hall was also used to guide discussions with students, with a view

towards developing recommendations that may best position the Board in progressing in its

embodiment of the MYSP. (A research report appears in Appendix B)

4. There was strong participation from all stakeholder groups, providing for highly valuable,

reliable and valid feedback.

A total of 18,772 parents/guardians completed the MYSP Report Card. About 8.7%

of the parents provided comments to the open-ended prompt, and less than 5% of

parents did not provide a response to each item. Over 90% of the respondents used

the paper format, and almost all of the MYSP Report Cards were completed in

English (99.3%). This in itself is a form of feedback that while parents and the

system desire 21C tools, in this case, the convenience of a paper survey proved more

effective than previous on-line tools. Also notable however, there is still not a high-

response rate with our non-English speaking parents. These parents may have

responded using the English version, but it is possible these stakeholders have not yet

been fully engaged.

1062 staff members completed the MYSP Report Card, of which 9.1% offered

comments to the open-ended prompt. For each item, 26% to 38.5% of staff

participants did not offer a response. This is notable as it suggests staff may have

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been selective regarding those questions they addressed. It may also reflect survey

fatigue as there were more questions left incomplete toward the end of the survey

tool. (There was no pattern regarding specific questions that were skipped.) The

elementary and secondary panels, as well as central office and “other” TCDSB

locations are represented in the results.

Twenty-three community members (e.g., clergy) and 13 students completed the on-

line MYSP Report Card. Additionally, 52 students participated in the student-focused

town halls.

Parents:

5. Overall, parents/guardians affirmed the Board’s implementation of the MYSP. For most of

the items on the Report Card, 60% or more of parents ‘agree’ or ‘strongly agree’ that the

Board is delivering the six strategic directions. The following table lists the 6 strategic

directions and the corresponding percentage range of parents that ‘agree’ or ‘strongly agree’

that the Board is implementing the goals of the MYSP.

MYSP Strategic Directions Range of % of ‘Agree’ and ‘Strongly Agree’

Living Our Values (5 items) 74.8% to 97.7%

Fostering Student Achievement and Well-Being

(10 items)

74.8% to 94.8%

Strengthening Public Confidence (6 items) 54.9% to 90.5%

Providing Stewardship of Resources (5 items) 51.0% to 86.2%

Achieving Excellence in Governance (2 items) 75.8% to 85.1%

Inspiring and Motivating Employees (2 items) 85.2% to 88.0%

6. Of the 30 items probed, the greatest number of parents agreed that the Board is carrying out

the following aspects of the MYSP:

Item 5: Our school community participates in ongoing faith development such as

daily prayer, mass, liturgical celebrations and retreats (97.7%).

Item 12: Our school community is safe and welcoming (95.6%).

Item 13: Our school promote practices that support intellectual, spiritual, social,

physical and mental well-being (94.8%).

7. While generally affirming the Board’s implementation of the MYSP, parents also suggest

two items as potential areas for growth. Specifically, 15% or more of parents/guardians

indicated that they ‘disagree’ or ‘strongly disagree’ with the Board’s communication

practices regarding the School Learning Plan (SLIP), and the MYSP:

Item 19: The School Learning Plan (SLIP) has been communicated to me (24.2%)

Item 18: The MYSP has been communicated to me (17.7%)

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Derived from the strategic direction called “Strengthening Public Confidence”, for each of

the above items another 20% of parents/guardians indicated “don’t know”. Similar findings

were evident among community members.

8. There were other parent responses that reveal their unfamiliarity with certain items on the

MYSP Report Card. In addition to the two listed above, the following had a response rate of

15% of parents or more indicating “Don’t know”:

Item 5: TCDSB’s mission and vision is reflected in the practices of decision-

makers (18.7% said “don’t know”)

Item 11: Students with special needs are supported through a range of placements

from regular to special education classrooms, offering targeted support. (20.0% )

Item 16: I am aware of the Board’s regular communications. (18.4% )

Item 17: The TCDSB website offers helpful source of information on school and

Board events and initiatives. (18.1% )

Item 25: Central and corporate level decisions are aligned with the MYSP

(44.6%)

Item 26: The TCDSB budget consultation and planning process is delivered in a

timely, effective and inclusive manner. (39.6%)

Item 22: Research and evidence inform board and school decision-making and

instructional practices in our school community. (26.3%)

Item 28: There are professional learning opportunities to strengthen educational

leadership, accountability and transparency at both the school and system level.

(18.8%)

Staff:

9. Generally, a large proportion of staff members affirmed the Board’s implementation of the

MYSP. For most items, 60% or more of staff ‘agreed’ or ‘strongly agreed’ that the Board is

carrying out the MYSP as described in the Report Card. One of the most frequent comments

from staff echoes this sentiment, expressing thanks to the Board for its current practices.

What follows is a table outlining the strategic directions and the corresponding percentage

range of staff members that ‘agreed’ or ‘strongly agreed’ that the Board is fulfilling the goals

described:

MYSP Strategic Directions Range of % ‘Agree’ and ‘Strongly Agree’

Living Our Values (5 items) 67.7% to 96.0%

Fostering Student Achievement and Well-Being (10 items) 59.4% to 93.4%

Strengthening Public Confidence (6 items) 71.6% to 90.9%

Providing Stewardship of Resources (5 items) 48.4% to 73.0%

Achieving Excellence in Governance (2 items) 77.3% to 78.4%

Inspiring and Motivating Employees (2 items) 69.5% to 69.6%

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10. Of the 30 items in the Report Card, staff reflected a similar satisfaction to parents with the

Board’s delivery of faith development and their perception of safety, but there was a marked

improvement on the perceived value of the TCDSB website:

Item 2: Our school community participates in ongoing faith development such as

daily prayer, mass, liturgical celebrations and retreats. (96%)

Item 12: Our school community is safe and welcoming. (93.4%)

Item 17: The TCDSB website offers a helpful source of information on school and

Board events and initiatives. (90.9%)

11. Staff also identified ways the Board may continue to progress in its embodiment of the

MYSP. There were 21 items of 30 for which at least 15% of staff indicated ‘disagree’ or

‘strongly disagree.’

Below are the items in which 20% or more of staff indicated “disagree” or “strongly

disagree”.

Item 3: There is a strong sense of partnership between home, school and parish in our

community. (25.7%)

Item 5: TCDSB’s stated mission and vision is reflected in the way decision-makers

do business. (24.9%)

Item 8: Students, staff and parents share a common understanding of the concept of

learning goals and related success criteria. (27.6%)

Item 10: The TCDSB accommodates the broad range of student needs to fully

engage them in their learning. (20.7%)

Item15: Students have access to appropriate technology-enabled learning. (39.0%)

Item 21: My feedback is valued and responded to in a timely and sensitive manner.

(23.9%)

Item 23: Students have the tools and resources they need to support their learning.

(37.7%)

Item 24: Our school buildings reflect a commitment to optimal learning

environments. (23.9%)

Item 25: Central departments and corporate level decisions are aligned with the

MYSP. (21.4%)

Item 29: Staff contributions to support the overall goals and objectives of the TCDSB

are valued and deemed important. (26.0%)

Item 30: There is a culture of collaboration within our Catholic educational

community. (27.1%)

12. For each of the six strategic directions, staff identifies ways that the Board may continue to

make strides towards a closer alignment with the MYSP. The areas where feedback and

suggestions emerged most strongly include within “Living Our Values”, the need to continue

developing the home, school, parish connection and on ensuring that TCDSB mission and

vision are reflected in decision making. Email as a primary means of communicating to

parents was endorsed by students, as a means of moving this direction forward. Within

‘Fostering Student Achievement and Well-Being,’ almost all of the items emerged as areas

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for growth and continuous improvement, in particular, student access to appropriate

technology. Students also conveyed the importance of using technology to support their

learning, and emphasized the training that is necessary to complement the provision of such

resources. Additionally, students recommended student-to-student support as a means of

promoting their achievement and well-being. Continuing to encourage innovation in the

classroom is another recommendation that students provided to inspire and motivate

employees. Stemming from ‘Providing Stewardship of Resources,’ school buildings as

optimal learning environments (#24), and students’ having sufficient resources and tools

(#23) are other key ways the Board may move towards a closer embodiment of the MYSP.

With regards to student tools, students themselves discussed the benefits of the ‘Bring Your

Own Device’ policy, and suggest that further communications on the policy would be

helpful. From a staff perspective, further enrichment of communications regarding central

and corporate decision-making (#25) and the budget consultation process (#26) is of value, as

about 30% of staff indicated ‘don’t know’ for both items. Members of the community were

equally unfamiliar with board decision-making processes.

E. ACTION PLAN

1. Each of the six identified Strategic Directions of the MYSP has 1 to 3 priorities which were

to provide a focus to assist in the attainment of our Mission and Vision. Each priority had an

identified number of goals and for each of those goals, there are also a number of finite

actions (with associated activities) identified that are seen as integral to the attainment of the

articulated goals. Each of the TCDSB staff departments responsible for these goals has

completed a Strategic Direction Action Status Report (see Appendix D), in which they have

reported back on the activities undertaken under the auspices of the priority area.

2. Staff have consistently reported a fairly high degree of completion for those actions which

they saw as critical to their articulated goals. Particular areas of strength, with high levels of

activity were noted within Living Our Values and Fostering Student Achievement and Well-

Being.

3. Within Living Our Values there were a number of activities that reflected an alignment to the

articulated goals, as the Board fostered its pastoral plan and supported the spiritual growth of

staff and students alike. The goal of developing decision-making processes which reflect

Catholic Social Teachings is owned by all decision-makers of the TCDSB. There has been a

good deal of activity in fostering awareness of our Catholic Social Teachings, in educating

our staff about the realities of poverty and with the formation of a Social Justice Committee.

There is a good alignment here to the work being done under the auspices of the Student

Achievement Strategic Directions and specifically, the priority toward creating equitable

learning environments. Feedback from stakeholders, a decision making matrix might be a

possible next step/identifiable action under “Living Our Values” that will help with better

alignment and faithfulness to this articulated goal.

4. Also aligned with the goals of Fostering Student Achievement and Well-Being, the Ontario

Catholic School Graduate Expectations (OCSGE’s) have been embedded and interwoven in

many of the initiatives of the system and in particular, the work promoted by the central

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team. They have been integrated into the work of all central departments, including but not

limited to: The Pastoral Plan, Student Success Learning Networks, Pathways Planning,

Collaborative Inquiries, 21C Learning/Project NeXt, Safe Schools and Student Leadership.

5. Within Fostering Student Achievement and Well-Being, student achievement data (See

Appendix C) reflects a general pattern of growth over the 2 years of the current Multi-Year

Strategic Plan. Areas of strength are seen in the domain of writing where TCDSB exceeds the

province in our achievement. Within reading there is steady growth and in mathematics our

patterns of achievement remain on par with the province. Credit Accumulation and

Graduation Rates have seen steady growth and reflect greater awareness and implementation

of recommended strategies. Staff have reported on system surveys a high level of awareness

of Learning Goals and Success Criteria (critical assessment for learning strategies). Parents

also echo a high awareness. With that said, field superintendents have noted within SLIP

visits that while awareness and even implementation is evident, deep understanding is still

evolving and an identified need.

6. Site based School Learning and Improvement Plan visits are now a well-established practice

across the system. The completion of the District Review process for all schools is a

valuable starting point for reflection and data to inform the next iteration of the Board

Learning and Improvement Plan. (BLIP) Collaborative Inquiries define much of the work

taking place across different departments and areas, at the classroom, school and system

level. Precise and responsive teaching has been a focus, all in support of the development of

the Student Achievement priority of critical and innovative thinking. Expansion of

technology – both in terms of awareness and access has also assisted in this regard, but

survey feedback would suggest that this is still an area where the system has room to grow.

7. The persistent and widespread use of social media and all other available communication

tools has assisted in the MYSP’s Strategic Direction of Strengthening Public Confidence.

The use of Twitter has allowed for frequent and timely updates on Board good news stories,

and the diligent use of the Board website, the Board’s Intranet, media releases and regular e-

News updates has helped to ensure that the TCDSB community feels informed. That said –

survey results indicate a discrepancy between what staff have identified as a true strength and

what the general public still feels is an area for some growth. At a local level, feedback

would suggest that schools could improve their communication about the SLIP, its goals and

related strategies.

8. Staff report a high degree of faithfulness to the articulated actions that support strong

Stewardship of Resources. Data is informing decisions with greater frequency and

communications and consultations have increased with a goal of greater transparency. Both

school staff and parents indicate that they perceive a need for greater alignment of decisions

with the MYSP, and staff have articulated that learning environments and resources are not

as “optimal” as they might prefer.

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9. Gains have been made in building capacity in the area of Achieving Excellence in

Governance. Over the past 2 years there have been a number of learning opportunities.

Some have been informed by workshops or retreats for the full trustee team, some have been

accessed by individual trustees. Parents are indicating that they may not have a clear

understanding of the distinct roles that the various stakeholders play in achieving our mission

and vision. A comprehensive policy review continues. Next steps will include formulating

an Annual Governance Plan and then completing an annual governance review to assess

alignment to articulated “best practices”.

10. Within the Strategic Direction of Inspiring and Motivating Employees there has been a

faithfulness to fair and transparent hiring practices and a building of capacity for newly-

appointed leaders. In addition to an alignment to the articulated goals and actions of the

MYSP, there is a fidelity to the Ontario Catholic Leadership Framework. Staff feedback

would indicate that despite these important advances, a fairly significant number do not feel

that staff contributions are valued significantly enough and would suggest that continuing t

listen to stakeholder views and encouraging innovation in the classroom may enable ongoing

growth in this area.

11. Overall, ‘Providing Stewardship of Resources’ is a domain for ongoing growth. For

parents/guardians and other community members, additional sharing and learning of the

many facets of the MYSP may result in advancing its implementation. For staff, deepening

the Board’s MYSP practices may entail a dual focus on ‘Fostering Student Achievement and

Well-Being’ and ‘Inspiring and Motivating Employees.’ For students, continued emphasis on

encouraging student voice may further support the MYSP.

F. METRICS AND ACCOUNTABILITY

1. With the strong response received from parents, staff and students this interim report

provides a reliable and valid snapshot of how stakeholders situate themselves within the

MYSP and their level of understanding/engagement.

2. Staff have used both their own metrics in assessing how well they have carried out

articulated action plans, as well as those we can use which provide us with empirical

evidence through assessments and system surveys.

3. The TCDSB has a solid foundation from which to reflect on the past two years and upon

which to build for year three and for the next cycle of the MYSP.

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G. STRATEGIC COMMUNICATIONS

1. The communication plan should encompass the following elements:

a. A letter of thanks to offer appreciation to all stakeholders who helped inform the

comprehensive review of our Multi-Year Strategic Plan.

b. A press release announcing highlights from our MYSP Interim Report.

c. Sharing the MYSP report with any interested stakeholders.

H. STAFF RECOMMENDATION OR CONCLUDING

STATEMENT

1. This report is offered for the consideration of the Board.

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MYSP Report Card Appendix 1

The TCDSB Multi‐Year Strategic Plan (MYSP) 2012‐2015 was approved by the

Board of Trustees on April 4, 2012. We are currently in the process of gathering

input to assist us with our ongoing implementation of the MYSP. Earlier in

February 2014, we invited all parents in our community to complete the MYSP

Report Card (one per family). At this time, we are seeking input from TCDSB

staff and the broader Catholic community. If you have a child in the system, and

have already responded to the MYSP Report Card as a parent, it is not necessary

to respond again. Your input is valued and appreciated. The MYSP Report Card

is best viewed in "Desktop" mode.

I am:

Teacher

Supportstaffornon‐teachingstaff

Administrator

Student

Clergy

Communitymember

I am currently located in an:

Elementaryschool

Secondaryschool

Centraloffice

Other

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The Ontario Catholic School Graduate Expectations are to be: discerning

believers, effective communicators, reflective thinkers, self‐directed learners,

collaborative contributors, caring family members and responsible

citizens.Please indicate how well the TCDSB is meeting each of the elements

stated below.

Living Our Values LevelofPerformance________________________

4StronglyAgree

3Agree. 2Disagree. 1StronglyDisagree

Don'tKnow

1.StudentlearningisrootedingospelvaluesandinformedbytheOntarioCatholicSchoolGraduateExpectations.

2.Ourschoolcommunityparticipatesinongoingfaithdevelopmentsuchasdailyprayer,mass,liturgicalcelebrationsandretreats.

3.Thereisastrongsenseofpartnershipbetweenhome,schoolandparishinourcommunity.

4.TCDSBprioritiesreflectCatholicsocialteachings.

5.TCDSB'sstatedmissionandvisionisreflectedinthewaydecision‐makersdobusiness.

Fostering Student Achievement and Well‐Being LevelofPerformance________________________

4StronglyAgree


Don'tKnow

6.MembersofourschoolcommunityhaveaclearunderstandingoftheimportanceoftheEducationQualityandAccountabilityOffice(EQAO)assessmentsinsupportingschoolimprovementinitiatives.

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7.MembersofourschoolcommunityarefamiliarwiththeOntarioCatholicSchoolGraduateExpectations.

8.Students,staffandparentsshareacommonunderstandingoftheconceptoflearninggoalsandrelatedsuccesscriteria.

9.TeachingstrategiesthatsupportstrongstudentlearningareroutinelyusedtohelpstudentsmeettheOntarioCatholicSchoolGraduateExpectations.

10.TheTCDSBaccommodatesthebroadrangeofstudentneedstofullyengagethemintheirlearning.

11.Studentswithspecialeducationneedsaresupportedthrougharangeofplacementsfromtheregulartospecialeducationclassrooms,offeringtargetedsupport.

12.Ourschoolcommunityissafeandwelcoming.

13.Ourschoolpromotespracticesthatsupportintellectual,spiritual,social,physicalandmentalwell‐being.

14.Ourschoolpromotespracticesthatsupportstudentseatingnutritiousmealsandbeingphysicallyfit.

15.Studentshaveaccesstoappropriatetechnology‐enabledlearning.

Strengthening Public Confidence LevelofPerformance________________________

4StronglyAgree


Don'tKnow

16.IamawareoftheBoard'sregularcommunications(e.g.,TCDSBtwitterfeed,VoicesofHope,HighlightsfromtheBoardandCommitteeMeetingsthatare

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postedontheboardwebsite).

17.TheTCDSBwebsiteoffersahelpfulsourceofinformationonschoolandBoardeventsandinitiatives.

18.TheMYSPhasbeencommunicatedtome(e.g.,viatheweb,newsletters,presentations,etc.)

19.TheSchoolLearningImprovementPlan(SLIP)hasbeencommunicatedtome.

20.Ourschoolcommunityregularlycirculatesnewslettersandcommunicationsthatreflectafocusonstudentachievementandwell‐being.

21.Myfeedbackisvaluedandrespondedtoinatimelyandsensitivemanner.

Providing Stewardship of Resources LevelofPerformance________________________

4StronglyAgree


Don'tKnow

22.Researchandevidenceinformboardandschooldecision‐makingandinstructionalpracticesinourschoolcommunity

23.Studentshavethetoolsandresourcestheyneedtosupporttheirlearning.

24.Ourschoolbuildingsreflectacommitmenttooptimallearningenvironments.

25.CentraldepartmentsandcorporateleveldecisionsarealignedwiththeMYSP.

26.TheTCDSBbudgetconsultationandplanningprocessisdeliveredinatimely,effectiveandinclusivemanner.

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Achieving Excellence in Governance LevelofPerformance________________________

4StronglyAgree


Don'tKnow

27.Ihaveaclearunderstandingofthedistinctrolesofparents,staffandtrusteesinachievingourmissionandvision.

28.Thereareprofessionallearningopportunitiestostrengtheneducationalleadership,accountabilityandtransparencyatboththeschoolandsystemlevel.

Inspiring and Motivating Employees LevelofPerformance________________________

4StronglyAgree


Don'tKnow

29.StaffcontributionstosupporttheoverallgoalsandobjectivesoftheTCDSBarevaluedanddeemedimportant.

30.ThereisastrongcultureofcollaborationwithinourCatholiceducationalcommunity.

Comments/Suggestions:

Thank you for completing this Report Card!

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