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September 12th, 2014

SIMBarrie Region

Leadership

The research is clear – Leadership is

second only to classroom instruction

among all school-related factors that

contribute to what students learn at

school.

The question here is: Do you as

“system” leaders believe this?

How would I know?

Leadership

Trying to get everyone to like you is a

sign of mediocrity.

Colin Powell

Achieving Excellence: A renewed vision for education in

Ontario

“We want schools … where students will feel free to

dream about their futures, where they are able to

connect their passions with possible career options,

and where the opportunities and resources needed to

support these decisions are provided. ”

– Minister’s Student Advisory Council

Representatives

The Planning Process

Ministry Goals

Multi-Year Strategic Plans

What is missing?

Strategic Priorities

Let’s look at the strategic priorities of the

Boards in this region.

See if you can identify yours

1. Ensure the well-being of students and staff in

a safe supportive environment for teaching,

learning and working

2. Provide quality instruction and learning

experiences in an equitable and inclusive

environment

3. Encourage parent engagement

4. Be accountable for the responsible

stewardship of resources (added in June

Bluewater DSB

1. Teaching and Learning

2. Expanding Pathways

3. Inspiring Leadership

4. Celebrating Inclusion

5. Serving in Partnership

6. Emerging Technology

7. Advancing Communications

8. Managing Resources

9. Continuing Education

Durham CDSB

1. Student Achievement and Well-Being

2. Delivery of Effective and Sustainable

Educational Programs.

3. Stewardship of Board Resources

York RDSB

1. Communication

2. Effective Learning Environment

3. Organizational Culture

Bruce Grey CDSB

1. Living in a changing world.

2. Learning in a changing world.

3. Leading in a changing world.

Kawartha Pine Ridge

1. Relevant, purposeful learning

supporting high achievement, well-

being and learning for life

2. Inclusive, equitable and safe learning

and working environments

3. Responsible stewardship of resources

4. Confidence in Public Education

Simcoe County DSB

1. Ensure our structures, processes, relationships, and actions reflect

our Gospel values and Catholic Social Teachings

2. Implement the most effective, evidenced-based instructional and

assessment practices to help all students meet the Catholic School

Graduate Expectations

3. Embed technology to support digital literacy, creativity, innovation,

collaboration, and the learning needs of all students

4. Develop the intellectual, spiritual, mental, physical, and emotional

well-being of students in safe, diverse, respectful, and faith-filled

learning environments

5. Implement fair and transparent processes in recruitment, leadership,

talent development, and succession planning to ensure our

employees have the necessary knowledge, skills, and attributes to

support our Vision

PVNC CDSB

1. Student Engagement and Achievement

2. Staff Engagement and Development

3. Parent and Community Engagement

Trillium Lakelands

1. Continuous Improvement of Student

Achievement

2. Engaging our communities

3. Effective use of resources

York CDSB

1. Promote Student Achievement and

Discovery.

2. Ensure Openness, Accountability and

Safety.

3. Implement Equitable Principles and

Practices

Durham DSB

1. Improving Student Achievement and

Well-Being

2. Using Resources Wisely

Simcoe Muskoka CDSB

Academic

Align resources to further enhance programs in the Arts, Sciences,

Literacy, Numeracy, and Technology to enrich learning and close

gaps for all learners. Enhance open and clear communication as

related to students, parents, teachers and the community.

Social

Nurture positive self-esteem and positive peer relationships within

and among all members of the Board and the School community.

Enhance parental and student engagement within the School and

Community to support Board priorities.

Physical

Support learning programs related to healthy lifestyle choices.

Support physical activity with programs that encourage involvement

based on student interests and needs.

Penetanguishene Protestant Separate School

Achieving Excellence: A renewed vision for education in

Ontario

Renewed goals for education are:

Achieving Excellence

Ensuring Equity

Promoting Well-Being

Enhancing Public Confidence

Map of CanadaPopulation 34 million

Highlighting Ontario

Population 13.51 million

Boards within the EOSDN

Student PopulationBluewater DSB 0.8%

Bruce-Grey CDSB 0.2%

Durham CDSB 1.1%

Durham DSB 3.3%

Kawartha Pine Ridge DSB

PVNC CDSB 0.7%

Penetanguishine Protestant Separate .01%

Simcoe Muskoka CDSB 1.0%

Simcoe County DSB 2.5%

Trillium Lakelands DSB 0.8%

York CDSB 2.7%

York Region DSB

Total: 20.31%

Overview of EQAO

• Independent, arms-length agency, established in 1996

• Mandate: provide educators and public with accurate, objective and

reliable information about the quality of the publicly funded education

system

• Assessments: Primary and Junior (reading, writing and mathematics

administered in Grades 3 and 6), Grade 9 (mathematics), OSSLT

(literacy: Grade 10)

• Student, Teacher and Principal Questionnaires

• All assessments are based on expectations in The Ontario Curriculum(See Framework Documents at http://www.eqao.com/pdf_e/08/6e_Framework_07_web.pdf )

• Large number of educators involved in item development and scoring

• National and International Assessments

• Reporting data to be integrated into the school improvement planning

process

• Research

Some assumptions

EQAO assessment is but one measure of student achievement.

The classroom teacher’s professional judgement of assessment as, of and for learning relative to a student’s achievement over time can be one of the strongest measures of student performance.

For the most part the format of the tests have remained consistent for the past 10 years.

Some understanding

It takes approximately three years before an item ends up in front of a student on a test.

We have an extremely high level of confidence in the validity and reliability of the tests year to year.

Much time is spent to ensure sensitivity and eliminate bias within questions.

We are a world leader in large scale assessment.

Monitoring through Implementation

What gets monitored gets done Are we monitoring what really matters?

Albert Einstein reportedly had a sign on

his office wall that stated: “Not

everything that counts can be counted,

and not everything that can be counted

counts.”

Monitoring is not a foreign concept to us

– District Support visits (gathering,

reviewing and assessing)

What some have chosen to focus on

Proportional Reasoning

Process of Representation

Teacher Fluency

Early on we recognized that we needed to be paying

Attention to Proportional Reasoning K-12

What is proportional reasoning?

Proportional reasoning involves thinking

about relationships and making comparisons

of quantities or values.

In the words of John Van de Walle,

“Proportional reasoning is difficult to define.

It is not something that you either can or

cannot do but is developed over time through

reasoning…

It is the ability to think about and compare

multiplicative relationships between

quantities” (2006, p. 154).

Why is it important?

Beyond the mathematics classroom,

proportional reasoning is evident in other

subject areas like science, music and

geography, as well as in everyday activities.

People use proportional reasoning to

calculate best buys, taxes and investments,

to work with drawings and maps, to perform

measurement or monetary currency

conversions, to adjust recipes or to create

various concentrations of mixtures and

solutions.

Proportional Reasoning Concepts

Key Concepts from the Ministry Document

EQAO Question Types

Legend

• Precursor

• Partial (could be)

• Fully

• Other

Fully (Uses Proportional Reasoning)

Grade 3 Released 2013

Fully (Uses Proportional Reasoning)

Precursor (to Proportional Reasoning)

Grade 3 2013 – Precursor

Grade 6 2011 - Partial

Precursor to Fully

Grade 9 Applied 2013 - Fully

Grade 3 2011 Grade 6 2011 Grade 9 AP 2012

Precursor to Fully

What we have done as a support

One example for Grade 3

..\Documents\Proportional Reasoning

examples from 2013

tests\3e_Math_0813.pdf

Mathematical Processes

Connecting

Reason and Proving

Reflecting

Representing

Tools and Computational Strategies

Representing

Process of Representing

Information from the Curriculum

Documents Representing involves:

Representing mathematical ideas and relationships using

concrete materials, pictures, diagrams, graphs, tables, numbers,

words and symbols

e.g. representing multiplication using arrays

This will help students to:

Understand mathematical concepts and relationships;

Communicate their thinking, arguments, and understandings;

Recognize connections among related mathematical concepts;

And use mathematics to model and interpret realistic problem

situations.

Representing mathematical ideas and relationships using

concrete materials, pictures, diagrams, graphs, tables, numbers,

words and symbols

Communicate their thinking, arguments, and understandings

Process of RepresentingRecognize connections among related mathematical concepts

Grade 9 Academic Released 2013

Procedural Fluency

Procedural fluency involves thinking

and knowing when, not just how, to use

a procedure and to use it flexibly and

efficiently.

Teacher Fluency

Framework Document

Teacher Fluency

Rubrics and Scoring Guides

Primary and Junior Division Assessments

MINDS ON

Observations

Students performed best on the

cognitive skill of Knowledge and

Understanding

Students performed least well on the

cognitive skill of Thinking

Students performed best on questions

from the Number Sense and

Numeration strand

Grade 3 Students

Observations

Grade 3 Students

Primary Division Assessment

Number Sense and Numeration

Measurement

Geometry and Spatial Sense

Patterning and Algebra

Data Management and

Probability

Observations

Grade 3 Students

Knowledge and Understanding

Application

Thinking

Observations

Students performed best on the

cognitive skill of Knowledge and

Understanding

Students performed about the same on

the cognitive skills of Thinking and

Application

Students performed least well on

questions from the Number Sense and

Numeration strand

Grade 6 Students

Observations

Grade 6 Students

Junior Division Assessment

Number Sense and Numeration

Measurement

Geometry and Spatial Sense

Patterning and Algebra

Data Management and

Probability

Observations

Grade 6 Students

Application

Thinking

Grade 9 Assessment of Mathematics

Table Talk

Let’s pause and engage in a table

conversation about this cohort

information.

Observations

Students who meet the provincial

standard early in their schooling are

more likely to maintain their high

achievement in secondary school

Students who do not meet the standard

early are more likely to continue not

meeting it in later grades

Pinpointing the needs of students early

and providing support makes a

difference

Observations

Students in the Academic course

performed least well on questions on

the cognitive skill of Thinking

Students in the Applied course

performed least well on questions on

the cognitive skill of Application

Grade 9 Students

Observations

Grade 9 Students - Academic

Grade 9 Assessment - Academic

Number Sense and Algebra

Linear Relations

Analytic Geometry

Measurement and Geometry

Observations

Grade 9 Students - Academic

Application

Thinking

Observations

Grade 9 Students - Applied

Grade 9 Assessment - Applied

Number Sense and Algebra

Linear Relations

Measurement and Geometry

Observations

Grade 9 Students - Applied

Application

Thinking

ACTION

For me there is a continuum of response

Evidence

Process of inquiry

Identify a problem of practice

Look for alignment within constraints

Set a plan of action

Mobilize knowledge

Move to knowledge integration

How does one go about making sense of the data?

Table Talk

Such a continuum is not new to you nor

unique in your experience.

Each of your Boards has a continuum of

response.

Take a moment and identify within your

Board what your continuum of response

Regional Action

Profile School 1 (mixed performance) lower percentages of ELL students, however,

higher proportions of students whose first

language learned was other than English;

higher special education needs (SEN) in Grade

3 than provincially

Higher Grade 3 Writing results; lower Math

Similar achievement to the province in Grade 6

Writing and Math; lower Reading

Regional Action

Profile School 2 (high math

performance example 1) Lower SEN, ELL

Both Grade 3 and Grade 6, lower proportion of

students whose first language learned at home

was other than English

Highly stable population (students in the board

for 3+ years or more)

Exceeds provincial results in all subject areas

Regional Action

Profile School 3 (high math

performance example 2) Lower SEN, ELL

Both Grade 3 and Grade 6, higher proportion of

students whose first language learned at home

was other than English

Less stable population (fewer students in the

board for 3+ years or more)

Exceeds provincial results in all subject areas

Regional Action ProfilesProvince Profile School 1 Profile School 2 Profile School 3 Region: Barrie

Grade 3 Number of students 127 505 55 66 50 28 576

English language learners 13% 4% 2% 0% 8%

Special education needs 17% 24% 9% 4% 17%

Born outside Canada 10% 11% 9% 4% 6%

First language learned other than English 22% 62% 6% 42% 18%

Entered board 3 or more years ago 78% 78% 74% 52% 72%

Reading: At/above provincial standard 70% (+8) 69% (+23) 94% (+12) 94% (13) 72%

Writing: At/above provincial standard 78% (+8) 87% (+25) 100% (-) 94% (+7) 81%

Math: At/above provincial standard 67% (-4) 56% (-8) 95% (-) 96% (+6) 71%

Grade 6 Number of students 127 286 64 48 95 29 261

English language learners 10% 3% 0% 0% 7%

Special education needs 21% 23% 12% 3% 21%

Born outside Canada 12% 28% 17% 6% 8%

First language learned other than English 23% 69% 4% 57% 18%

Entered board 3 or more years ago 82% 81% 90% 58% 78%

Reading: At/above provincial standard 79% (+7) 62% (+15%) 100% (+13) 99% (+9) 82%

Writing: At/above provincial standard 78% (+8) 75% (+15%) 100% (+20) 98% (+7) 80%

Math: At/above provincial standard 54% (-7) 50% (+8%) 98% (+18) 99% (+6) 57%

Lower than the province

Higher than the province

+/- indicates change in results from 5 years ago

a dash (-) indicates no change

Regional Action SQ G6

Profile School 1 Profile School 2 Profile School 3

Barrie

Region

Al Students Level 3+ Below Level 3

127 505 54% 46% 64 48 95 28 464

I like mathematics. 48% 62% 31% 50% 73% 58% 48%

I am good at mathematics. 52% 71% 29% 44% 90% 72% 53%

I am able to answer difficult mathematics questions.

38% 54% 18% 33% 67% 53% 38%

I do my best when I do mathematics activities in

class. 75% 84% 64% 64% 85% 83% 74%

I read over the mathematics problem first to make

sure I know what I am supposed to do. 80% 88% 71% 78% 88% 84% 71%

I think about the steps I will use to solve the

problem. 49% 57% 39% 53% 58% 63% 37%

I ask for help if I don’t understand the problem. 60% 61% 59% 73% 62% 60% 60%

I check my work for mistakes. 47% 55% 38% 41% 62% 51% 36%

I check my answer to see if it makes sense. 65% 72% 56% 53% 81% 75% 54%

We talk about the mathematics work I do in school. 31% 33% 30% 28% 19% 21% 28%

We look at my school agenda. 32% 32% 32% 17% 12% 38% 32%

We use a computer together. 9% 7% 11% 16% 2% 2% 10%

* Most of the time

** Every day or almost every day

Lower than the province 3+

Higher than the province 3+

Province

Student Engagement. About math:*

Cognitive Strategies Used in Math. When I am working on a

math problem,*

Parental Engagement. How often do you and a parent, a

guardian or another adult who lives with you do the

following?**

Regional Action TQ K-8Province Profile School 1 Profile School 2 Profile School 3 Region

Number of Respondents 14008 6 6 33 2995

To reflect on school-level data (e.g., EQAO,

dioagnotstic tests) for planning purposes 80% 83% 67% 82% 81%

To track student progress 66% 83% 50% 82% 66%

To reflect on delivery of the mathematics currciulum

(e.g., to plan lessons, discuss instructional stratgies

and materials) 55% 67% 33% 86% 55%

To coordinate mathematics instruction among

teachers 52% 83% 50% 69% 51%

The school's improvement goals for student

achievement have been communicated to me 83% 100% 83% 88% 84%

The school's improvement goals were clear to me 80% 100% 83% 84% 81%

I had the support of other staff mebers in the school

to help me work toward the improvement goals

74% 100% 67% 69% 75%

The school provided me with materials to help me

work toward the improvement goals 69% 67% 67% 62% 70%

The school has taken steps to meet its improvement

goals 77% 100% 83% 91% 78%

I had the opportunity to particpate in decisions about

the school's improvement goals 68% 100% 83% 66% 72%

* At least once a month

** Agree or strongly agree

Lower than the province

Higher than the province

Meetings with other staff*

School improvement goals in mathematics**

Regional Action Report

..\Documents\Barrie Region Report

(2).pdf

Regional Action BIPSA Math

Examine the Math goals within each of the

BIPSA’s

These goals belong to the Boards and not

intended to be evaluated by anyone.

The following exercise is to help you get a feel

for where Boards within the region are relative to

their BIPSA Math goals and encourage you to

ask the rhetorical question – Now What?

Bluewater – Goal – Provide quality instruction and learning experiences

in an equitable and inclusive environment.

The following actions were listed under Professional Learning:

Building understanding and skills around 3 part lesson (teaching

through problem solving, uncovering student thinking, authentic

connections, student driven inquiry, curriculum/subject knowledge)

Questioning techniques for critical thinking and open ended problem

solving

Building facility around student/teacher inquiry learning (i.e., building

on student wonderings, problem based learning, critical thinking)

Addressing curriculum expectations through student questions and

interests

Creating an effective consolidation and capturing student thinking

Creating quality assignments that facilitate student thinking

Bruce-Grey Catholic –

Engage schools in Numeracy Inquiry

that focuses on collaboration and

sharing of positive teaching practices

and strategies in Primary, Junior and

Intermediate classrooms.

Durham Catholic-

Engaging learners in rich experiences

that are anchored in the Ontario

Curriculum, reflective of student voice,

and supported with focused instruction

and timely and effective feedback.

GoalDurham District

By June 2014, 75% of participating primary

students and 66% of participating junior

students will achieve the Provincial standard,

as reported by the 2013-2014 EQAO Strengths

Profile in the areas of Application and Thinking.

45% of Grade 9 Applied and 85% of Grade 9

Academic students will achieve the Provincial

standard on the EQAO Test of Numeracy.

By June 2014, 44% of Grade 9 and 42% of

Grade 10 applied level Math students will be

achieving at Level 3 or Level 4.

GoalKawartha Pine Ridge Primary Division Targets:

By June 2014 there will be an increase from 62%-67% in Math by

applying the mathematical processes and supporting students

to demonstrate mathematical procedures and strategies in

order to communicate and apply math concepts related to specific

curriculum strands as evidenced in school’s data related to

fractional reasoning.

Junior Division Targets:

By June 2013 there will be an increase from 54%-58% in Math by

applying the mathematical processes and supporting students

to demonstrate mathematical procedures and strategies in

order to communicate and apply math concepts related to specific

curriculum strands as evidenced in school data in the area of

fractional reasoning.

Secondary Numeracy Targets: By June 2013 there will be an

increase in applied from 45-56% and academic from 81%-83%

related to specific curriculum content related to school data with

targeted Board focus on algebraic reasoning.

GoalPVNCCDSB

If we collaboratively (using a team approach) teach K-12 Math:

through the 3 part lesson model which embeds student inquiry and

problem solving

using differentiated, open-ended, authentic and meaningful tasks

with tiered Learning Goals, Success Criteria, and timely feedback

which focus on both the content and the Mathematical Processes*

then students will show improvement in their ability to reason,

represent, prove and communicate solutions to mathematical

problems.

The Mathematical Processes are:

● problem solving ● reasoning and proving ● communicating ●

representing

● connecting ● reflecting

● selecting tools and computational strategies

GoalSimcoe County

If schools implement the SCDSB Essential

Practices, then students will

demonstrate conceptual understanding and

proficiency in solving problems using a variety

of learning tools and processes in all program

areas.

Focus:

Numeracy Instruction Based on Conceptual

Understanding

GoalSimcoe-Muskoka Catholic Numeracy Goal

(Classroom) If we increase the number of student

centred, practical and relevant problem solving

opportunities that students are exposed to then

problem solving skills (including communication of

thinking) may improve leading to an improvement in

achievement (School) If we build a common

understanding of effective mathematics instruction, then

we might increase the number of student centred

practical and relevant problem solving opportunities

that students are exposed to (Board) If we provide

collaborative professional learning opportunities for

administrators and teachers in math, then we will build

a common understanding of effective mathematics

instruction

Trillium Lakelands

If we provide students with rich tasks

supported with targeted instruction and

timely qualitative feedback linked to

Success Criteria then more students will

demonstrate higher order thinking

independently

GoalYork Catholic

IF WE, collectively and consistently, engage in these practices:

Co--‐develop and share learning goals and success criteria with

students on the Mathematical Processes and Problem Solving

Provide ongoing opportunities for students to receive descriptive

feedback

Support the development of metacognition and reflective habits of

Use open--‐question and gradual release of responsibility to meet

individual learning needs and enhance intellectual engagement

and meaningful inclusion

Facilitate meaningful opportunities for student identity, engagement

and choice in an instructional context

THEN STUDENTS, from Kindergarten to Grade 12, will

Demonstrate improved achievement in Mathematical Problem

Solving using meaningful cross--‐curricular contexts

GoalYork Region

An increase from 71% to 78% in Junior Math: Students will

participate actively as they persevere to solve multi-step

mathematical problems and improve their ability to articulate

mathematical thinking in different ways as measured by report card

mark distribution and EQAQ.

An increase from 28% to 40% in Junior Math: Students identified

with Learning Disabilities will increase in achievement as

measured by EQAO.

An increase from 50% to 60% in achievement in Gr. 9 Applied

Math: Students will participate actively as they persevere to solve

multi-step mathematical problems and improve their ability to

articulate mathematical thinking in different ways as measured by

report card mark distribution and EQAO.

An increase from 43% to 53% for students identified with learning

disabilities

Table Talk

Given what you have seen with the

BIPSA Math goals of Boards in the

Region and the overall Regional

evidence – What do you need from the

Regional team to support your action?

Action

One possible articulation:

All children can learn (do math)

Teachers control the conditions for

success

Time is the variable

Teaching is not complete until learning

has taken place

Articulate with clarity your strongest beliefs about teaching and learning

Action

Refine questioning techniques to glean

valid and valuable information that attends

to learning.

What do we believe about the content of

the academic and applied level courses

and about students who study at these

levels?

Encourage an “I don’t get it” culture.

Growth Mindset

Practice (96% to 41%) versus Think/invent

(<1% to 50%)

Let’s move away from a Math by democracy approach

Action

There are many ways to solve a problem

Dan Meyer speaks to this

Recent study in Brazil showed the

unschooled able to solve problems

readily until they were required to do so

by a particular method.

Tap into the student’s narrative.

Action

Don’t be fooled by a change in

classroom environment

Instructional practice needs to change

Develop a culture where teachers

exchange ideas informally.

Action – You know this!

Ensure students are all engaged (less talking

at the board, and more involvement of

students throughout the lesson to ensure

understanding).

Various group and pair work incorporated in

the lesson to ensure all students understand

the learning. Increases communication by

students and increases practicing justifying

answers.

Ask students what they need to show in their

work (what is the minimum needed to support

their answer).

Action – Pedagogy transfer

Good teachers transfer good pedagogy

Current debate is around content

versus pedagogy

Consolidation

When students see themselves as readers

they enjoy reading and become more

proficient at it. This is also true of students

who see themselves as mathematicians.

Our French language students outperform

our English language students.

Can we move away from text books in

Math? How do we tap into the student

narrative?

Some next steps

Consolidation

From our understanding of Heifetz’s

work – are we attempting to use a

technical solution to solve an adaptive

problem?

Should the issue of Math education be

owned more broadly than just by

teachers? (we speak about a societal

construct)

In the end for me hope abounds!

Next steps

Where are we going?

What do you believe are the pressure points

in education for the next few years?

Some thoughts

Let’s leave the political climate out for

Computer based assessments

Enlightened teaching strategies designed

to enhance learning

Crowd Sourcing

Crowd funding

3-D printing

Crowd Sourcing

The practice of obtaining needed services,

ideas, or content by soliciting contributions

from a large group of people and

especially from the online community

rather than from traditional employees or

suppliers.

Crowd Funding

Financial contributions from online investors,

sponsors or donors to fund for-profit or non-profit

initiatives or enterprises.

Three types of crowdfunding models: (1)

Donations, Philanthropy and Sponsorship where

there is no expected financial return, (2) Lending

and (3) Investment in exchange for equity, profit

or revenue sharing.

3-D Printing

A machine reminiscent of the Star Trek

Replicator, something magical that can create

objects out of thin air. It can “print” in plastic,

metal, nylon, and over a hundred other

materials. It can be used for making nonsensical

little models like the over-printed Yoda, yet it can

also print manufacturing prototypes, end user

products, quasi-legal guns, aircraft engine

parts and even human organs using a person’s

own cells.

Artificial Intelligence

The theory and development of computer

systems able to perform tasks that

normally require human intelligence, such

as visual perception, speech recognition,

decision-making, and translation between

languages.

Google car

So what is happening in our classrooms?

Are we still preparing students for

university?

Degrees are no longer needed

Are we asking questions where the

answers can easily be found on Google?

Do we believe that collaboration is

cheating? (I, We, You) to (You, Y’all, We)

Do we even plan for “just in time”

learning?

What is a PLC anyway? 140

We are speaking 21st Century Skills

The train has left the station...

We need to move on and understand

global competencies and innovation.

Change your definitions.

There are leaders and then there are

those who lead.

Leaders have power and authority; those

who lead inspire through what they believe

Data and evidence are the prerequisites

for establishing why you believe what you

believe.

Knowledge is needed but most of all in

leadership we require wisdom.

It is extremely complex

I understand we don’t do this in a vacuum.

We work with and within a fragile and frail

human eco system.

We are responsible for educating young

minds but more importantly young hearts.

Schools need to be the heart of the

community... They don’t belong to the

Staff, Principal, Superintendent or Board.

Our role is to facilitate the success of

every student and uphold the human

dignity of each.

And so they come to us –The speeding summer gone –

With faces mirroring their past.Some show remembrance of last June,

And some of yesterday, or of this morning –For no child comes to school alone.

They come with hopes, and fears, and dreams.They come with memory of home –

The mother’s kiss and father’s fond embrace,Or grim reality of emptiness.

Some mothers have no time to wave goodbye;A father has no face who is not known,Who never was, or who will never be.

And so they come to us –With laughter and with tears,

The sturdy strong and woeful weak,The members of the throng

Who look and act alike –Their dress and manners of a kind –Yet each a separate mind and soul,

Unlike what ever was before in all of time.They come to greet the world,

To seek life out,To find their own identity in space.

And so they come to us –And we reach out to them

With understanding and with love.We share the sacred trust we hold,

Yet know that each of usMust somehow stand alone

With every child in turnTo help them see, and hear, and feel.

Our children come to learnThe way to truth –

and so they come to us Joseph Manch

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