2013 Director`s Annual Report for the Thames Valley District School

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2013
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Director’s Annual Report
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I would like to start off by thanking our staff
and each and every one of our partners
who have contributed to the success of our
students over the past year. Our parents
and guardians, community members and
service organizations, to name but a few,
contribute countless hours of their time. This
dedication and commitment is truly valued and
appreciated by the Board.
There has been a lot of change in the Board over the past little
while, but what has not changed is the Board’s commitment to
the students of Thames Valley. Our new Vision and Mission, which
were developed through a collaborative and consultative process,
reinforces this commitment. The culmination of this work came in
the form of seven commitments.
Each of the commitments was created after careful consideration
of input received from all our stakeholders. We asked our
community to help identify what we needed to do to achieve our
Vision and Mission, as well as what they needed from us to ensure
that Thames Valley remain a leader in public education. Each of
the broader commitment statements also includes a subset of
statements that identify how we will support each commitment.
We are looking forward to the future and the opportunity to live
the commitments. Each of us in Thames Valley has a role to play
in building each student’s tomorrow, every day. By living the
commitments we will provide “a strong foundation
for all students.”
RUTH TISDALE
Board Chair
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Throughout my first few months as Director
of Education, I have had the opportunity to
meet many students and staff during my visits
to schools and departments. As well, I have
met with community stakeholders, business
leaders, Ministry personnel and our Board of
Trustees. I wanted to know: “What can we do
to better meet the needs of our students?”
Although I have not yet completed my
meetings, I have learned that a strong and firm foundation has
been established by my predecessors and there is unanimous
support for continuing to place our emphasis on delivering the
highest quality of education to our students. I also heard that there
is still a great deal of work to be done.
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Our Mission
We build each student's
tomorrow, every day.
Our Vision
The Thames Valley learning community
inspires innovation, embraces diversity,
and celebrates achievements –
a strong foundation for all students.
Thames Valley District School Board
In September 2013, a new senior administrative structure was
implemented. This new model will allow our Superintendents to
more effectively support our school administrators and teachers
in their practice. Through collaborative teamwork, our school
communities will ensure that we provide the highest quality
classroom instruction to the students we serve.
Our Board of Trustees revisited and renewed their Strategic
Plan this past year. I look forward to working collaboratively
with all staff members as we implement programs in support
of our Mission “We build each student’s tomorrow, every day”
and our Vision, “The Thames Valley learning community inspires
innovation, embraces diversity and celebrates achievements – a
strong foundation for all students”.
As a learning organization, we will continue to model and support
each other as we find new ways to achieve the commitments in
our Strategic Plan.
The front line of the Thames Valley District School Board
belongs to the teachers, custodians, clerical and facility staff,
the educational assistants, administrators, Trustees, community
organizations and our thousands of volunteers. It is a privilege to
witness their dedication and it truly inspires me to lead our system
with compassion, perseverance and clarity of purpose.
LAURA ELLIOTT
Director of Education
see: www.tvdsb.ca/DirectorsBlog
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Our Mission
We build each student’s
tomorrow, every day.
Our Vision
The Thames Valley learning community inspires
innovation, embraces diversity and celebrates
achievement – a strong foundation for all students.
Our Commitments
As leaders in public education, we commit to putting the needs
of the students first by: • Keeping the needs of all students at the forefront during the decision-making process.
• Advancing collaborative practices among staff members that stimulate critical and creative thinking.
• Seeking input and communicating effectively with parents in a transparent and timely fashion.
• Engaging our community to share expertise in supporting the needs of students.
As leaders in public education, we commit to recognizing and
encouraging leadership in all its forms by:
• Providing students with opportunities that develop leadership skills and innovation.
• Providing professional learning opportunities for staff that foster leadership and continuous improvement.
• Encouraging and supporting parent learning and leadership.
• Supporting student leadership development opportunities in the community. As leaders in public education, we commit to ensuring safe,
positive learning and working environments by:
• Supporting student learning by setting high standards and clear expectations.
• Providing parents with an educational environment that is welcoming, inviting and accepting.
• Creating healthy workplaces and addressing the wellness needs of staff.
• Recognizing the rights of all to feel safe and respected. As leaders in public education, we commit to inspiring new ideas
and promoting innovation by:
• Providing students with inquiry-based learning and higher level thinking experiences.
• Encouraging and supporting risk-taking and innovation by staff.
• Engaging the community to provide real world experiences for students.
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Thames Valley
schools offer more
diverse programs and
career options
than ever before.
As leaders in public education, we commit to taking responsibility
for the students and resources entrusted to our care by:
• Providing access to resources, technology and experiences that meet students’ strengths and needs.
• Allocating appropriate resources to staff and students.
• Establishing, maintaining and nurturing partnerships with parents.
As leaders in public education, we commit to actively engaging
our students, staff, families and communities by:
• Promoting students’ voices and advocacy for self and others.
• Communicating effectively to the staff and seeking feedback from all employee groups.
• Encouraging and supporting parent involvement and participation.
• Gathering input and feedback from the community around planning and program implementation.
As leaders in public education, we commit to being inclusive,
fair and equitable by:
• Empowering students to become caring community members and responsible global citizens.
• Recognizing and celebrating the contributions and diversity of students, staff and volunteers.
• Recognizing and promoting our diversity and achievements. For more details see: www.tvdsb.ca/StrategicPlan
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Strategic Plan Commitment
Putting the needs
of students first
At TVDSB, we put students first. It’s a commitment
that demands excellence from our students,
teachers, administrators and support staff.
Program helps
students transition
to high school
Many students entering
high school for the first time
struggle with the transition from
elementary school to Grade 9.
It’s not only a transition to
a larger school with new
academic expectations, but also
a significant milestone in the
progression toward adulthood.
Research shows that students
who fail just one credit early in
their high school careers are
at a significantly greater risk
of dropping out – making a
successful transition to Grade 9
essential for long-term success in
high school.
Ensuring a successful transition
is the goal of High School, Here
I Come! – a four-day program
offering tips, hints and coping
skills for students getting set to
enter high school.
The program has grown in
popularity since it began 10 years
ago and now is offered at all 28
high schools across Thames
Valley.
When a Full-Day Kindergarten student at Stoneybrook Public School in
London asked, “How do you make a paper airplane?” the teacher initiated
a class trip to London International Airport where 22 students learned
about air travel and other lessons.
The inquiry-based learning model allows the students to take the lead in
their learning. The questions about making a paper airplane motivated
the class to learn more about airplanes and led to a project of exploration
through play.
This positive learning environment is facilitated by a certified teacher and
an early childhood educator together. Teacher Sherry Davis and ECE Luz
Maria Aguilar agree that children are improving their emotional and social
problem-solving skills and experiencing different ways of learning.
“By exploring with artifacts, books and sharing their own ideas and
creations, like creating their own planes, they turned their dramatic play
centre into an airplane,” says Aguilar.
To further support the children’s learning, Principal Cynthia Kneale and
Gerry Vanderhoek, manager of Commercial Services and Passenger
Experience at London International Airport, organized a trip to the airport.
“They were able to learn and explore more about planes, the airport,
travelling around the world, inclusion and diversity,” says Davis, adding
that, “connecting with the community is a strong link that helps children to
succeed in school.”
“Investing in early learning provides a remarkable return in better
outcomes for children and a healthier and more prosperous society for
everyone,” Dr. Charles E. Pascal, special advisor on early learning, wrote
in a report prepared for the Ministry.
Ontario began phasing in the Full-Day Kindergarten Program in
September, 2010. Full implementation at TVDSB will be realized in
September, 2014.
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see: www.tvdsb.ca/EarlyYears
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The inquiry-based learning model
allows students to ask questions
about making a paper airplane.
A trip to the airport helped them
understand more about air travel.
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Strategic Plan Commitment
Encouraging leadership
Everyone who shows initiative, vision and drive in
Thames Valley sets an example of leadership. As a
leader in public education, we’re proud to see our
students and staff members recognized for their
many leadership efforts.
Student Josh Yandt leads with an open heart – and an open door.
Teacher wins
Humanitarian
Award
Louise Bourassa, a teacher at
Jeanne Sauvé French Immersion
Public School, received the
Elementary Teachers’ Federation
of Ontario’s 2013 Humanitarian
Award for her outstanding
service to education and/or the
community.
Bourassa was honoured for her
tireless work in promoting global
citizenship by establishing and
sustaining a special needs school
in Western Kenya.
In 2009, she began raising
funds to build the Muungano
Special Needs School through
her Muungano Foundation. In
addition to five classrooms and
one staff office, she had a kitchen
constructed off-site so the staff
could offer breakfast and lunch
programs for students.
Bourassa brings her African
experience into the classroom
to inspire her students with a
real-world example of global
citizenship.
“I believe that my personal
engagement provides me with
tangible tools and resources to
open the minds and hearts of my
students to the meaning of global
family and citizenship,” says
Bourassa.
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“Let me get that for you” became a common phrase of Yandt, a Clarke
Road Secondary School student who graduated in June, 2013.
A target of bullying at his former high school, Josh’s family moved to
London where he seized the opportunity to change his life and make
high school a more positive experience for himself and others.
It all began with the simple gesture of holding the door open for the staff
and students. “On the first day people seemed shocked, but I persisted.
“Being nice should be the norm. It’s not something that I expected to
stand out,” says Yandt.
Yandt led by example by contributing many acts of kindness in his
community. When he wasn’t holding doors, he could be found mowing
neighbours’ lawns, assisting peers with developmental challenges and
he even volunteered with Clarke Road’s custodians.
Yandt’s story was so inspiring that it captured the attention of CBC’s
The National news program, where he was featured in the popular “Only
in Canada” series.
The story went on to become one of three national finalists for the year’s
top “Only in Canada” video, selected based on tweets, posts and emails
from viewers.
While Yandt has graduated and moved on to study at Fanshawe College,
his leadership inspired a lasting legacy at Clarke Road. Visitors don’t
even notice Clarke Road’s many doorways because they are all held
open by welcoming students.
You can watch the inspiring story about The Doorman on CBC’s The
National. see: http://www.youtube.com/watch?v=E40nAWiIFuc
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“Being nice should be the norm,” says high school
student Josh Yandt, whose simple gesture of holding
the door for others gained him national
recognition for his fight against bullying.
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Strategic Plan Commitments
Ensuring safe, positive
learning environments
Respect is lesson #1 in TVDSB athletics, which
mandates special training for all teacher and
community coaches.
Mental health
champions
The Canadian Mental Health
Association conferred the title of
Mental Health Champion upon
Lisa Mercer, shown here with
Olympian Clara Hughes at the
Breakfast of Champions Award
ceremony in April.
A graduate from Sir Frederick
Banting Secondary School,
Mercer earned the recognition for
her local advocacy and support
work in the interests of youth
mental health.
Superintendent Karen Edgar, who
worked with Mercer on the TVDSB
Mental Health and Wellness
Committee, says Mercer’s work
has far-reaching effects.
“Her work with our Board to
speak up about mental health,
to lead students to speak openly
and honestly about mental
health and to create stigma-free
environments where each student
can learn every day feeling
safe and cared for cannot be
underestimated.”
In September, Mercer began
studying in the Social Work
Program at Fanshawe College.
More than 1,000 Thames Valley staff members, volunteers and
administrators have completed the Respect in Sport (RIS) training program
created by former NHL hockey player Sheldon Kennedy – who raised
public awareness when he came forward as a victim of abuse at the hands
of his coach.
“TVDSB has shown great leadership,” says RIS spokesperson Holly
Abraham. “Several school boards are using our programs, but TVDSB
was the first in Ontario and the largest school board implementation in the
country.”
The training is intended to empower and educate coaches and volunteers
on the prevention of abuse, bullying and harassment; build a holistic
culture of respect within the Thames Valley Regional Athlectics (TVRA)
sport community; and provide fundamental training tools enabling all
coaches and youth leaders to become even better role models for the
young athletes in their care.
“I hope for most people that it’s been a reminder of the role modeling
and the ethics that we’re trying to teach,” says Keith Heard, Athletic
Coordinator of Thames Valley Regional Athletics, noting that RIS training is
mandatory for all TVDSB coaches and volunteers.
Some TVDSB coaches are also providing the training to student leaders
and coaches as part of their physical education curriculum.
“Much of the material reflects common sense,” says Rob Steller, athletic
director and head football coach at Clarke Road Secondary School.
“Coaches who hold themselves and their athletes to a high moral and
ethical standard will find affirmation in the program.”
Stellar adds that volunteer community coaches, who are not teachers
and who are sometimes not as well versed in the standards of conduct
and behaviour for leading young people, tell him they find the training
invaluable.
see: www.tvraa.com
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More Thames Valley coaches have received
certified training to protect student athletes
than any other school board in Canada.
Canada
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Strategic Plan Commitment
Inspiring new ideas and
promoting innovation
When it comes to scientific inquiry, Thames
Valley students are winners on the national and
international stage.
Innovative
environmental
education
Environmental Leadership
Program (ELP) students at East
Elgin Secondary School took
the classroom to the wetland for
about 400 elementary students in
local Elgin County schools for a
unique learning experience called
Marsh Quest.
Held at the Yarmouth Natural
Heritage Area southwest of
Aylmer, Marsh Quest is an
interactive and experiential
program designed to encourage
and promote environmental
stewardship and awareness that
students can implement in their
homes, schools and communities.
Students in the ELP learn valuable
leadership skills as they teach
younger students to become
environmental stewards.
The Environmental Leadership
Program has earned
accolades from students and
environmentalists alike, including
international recognition with a
Ramsar Wetland Conservation
Award in 2011. Teacher Duncan
Sinclair, who created and
continues to run the program,
accepted the award in Mexico.
The Ramsar Convention is
an international treaty for the
conservation and sustainable
utilization of wetlands.
TVDSB students score big at Science Fairs. In May, three students from
TVDSB schools represented Team Canada at the Intel Science and
Engineering Fair (ISEF) in Phoenix, Ariz., while five others earned bronze
awards at the Canada-Wide Science Fair in Lethbridge, Alta.
Jessie MacAlpine, a Grade 12 student from Huron Park Secondary
School in Woodstock, won three prestigious awards at the ISEF for
her research in mustard oil as a potential cure for malaria. Among the
awards valued at a total of $15,500, MacAlpine earned the Best in
Category award in Medicine and Health Sciences, also known as the
“Olympic Gold Medal” of the science fair world.
“I have been allowed to achieve my dreams and meet the students
responsible for our very bright future!” says MacAlpine, who
acknowledges the support of the London District Science and
Technology Fair and Intel Canada. She continues her studies at the
University of Toronto.
ISEF is the annual global science competition where more than
1,500 students in Grades 9 to 12 from around the world display their
independent research.
The students competing at the national and international fairs first
realized success with their projects at the London District Science and
Technology Fair, which attracted 154 young scientists in Grades 4-12
from more than 17 schools across the London region this year.
Thames Valley students’ success at science fairs is one of many
benefits of the Smarter Science curriculum – an innovative and engaging
framework for teaching K-12 science that was developed by TVDSB and
is now used across Canada.
MacAlpine, now in her first year at the University of Toronto, was dubbed
a “science prodigy” in a recent Toronto Star feature.
see: http://www.thestar.com/news/world/2014/01/23/science_prodigy_jessie_
macalpine_18_takes_on_malaria_with_mustard_oil.html
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Many students find TVDSB schools the
perfect learning environment to explore
their scientific dreams. Students such
as Jessie MacAlpine receive international
awards for their innovative research.
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Strategic Plan Commitment
Taking responsibility for
students and resources
in our care
Community
donations fund
student success
Awards and scholarships
administered by the Thames
Valley Education Foundation can
make all the difference.
Westminster Secondary School
graduate Shahd Khammash is
one grad who is pursuing her
educational goals, with the
support of General Dynamics
Land Systems Canada’s
Proficiency in Business Award.
The $500 award is helping
Khammash to achieve her future
goals in education.
“I’m currently at Western
University and I’m in business
working towards an honours
specialization degree in
accounting. After receiving my
CPA designation I would like to
open my own accounting firm
here in Canada.”
Every year, the Thames Valley
Education Foundation disburses
$350,000 in endowed student
awards and scholarship funds,
which are established by
generous donors like General
Dynamics.
Rena Princis, executive director
of the Education Foundation,
says the number of bursaries
and scholarships established by
community funds continues to
grow each year.
see: www.tvdsb.ca/TVEF
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Trustees and administrators work diligently to
provide the resources necessary for students
to reach their potential. Last year, a major
initiative was approved to replace aging musical
instruments.
The Thames Valley District School Board approved an investment of
$1.25 million to replace aging musical instruments in elementary and
secondary schools, as part of the $822-million budget for 2013-14.
The money for instrument replacements will be spread over five years,
says Budget Chair Jennifer Coghlin.
“This is a significant investment in music programming across the school
district,” says Coghlin, who was pleased her fellow Trustees voted
unanimously to fund the instrument replacement initiative.
A report presented to the Board showed that 87 per cent of instruments
in TVDSB secondary schools are more than 20 years old.
“Replacing musical instruments is a wise investment,” says Education
Director Laura Elliott, who advocated for the new instruments in her
former role as Executive Superintendent of Program Services. “Students
are more eager to learn how to play using a good quality instrument.”
The report also indicated that even high-quality instruments last an
average of only 10 to 15 years, while instruments of average quality last
between just 4 to 10 years.
Elliott says the initiative to replace aging instruments is part of the
Board’s ongoing commitment to music in schools. Between 2008 and
2011, the Board accessed $600,000 in special Ministry of Education
funding which allowed all elementary schools to have a Grade 7/8
instrumental music program.
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Trustees
approved a major
investment of $1.25 million to
replace aging musical instruments in
elementary and secondary schools.
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Strategic Plan Commitment
Actively engaging our
students, staff, families
and communities
TVDSB fundraising
plays important
role in community
Students and staff members of
the Thames Valley District School
Board were determined to raise at
least $359,000 for the 2013 United
Way campaign.
The district-wide campaign was
launched at a student-driven
event at Woodstock Collegiate
Institute in September.
“We wanted the students to
understand why we support
and promote causes and hope
that this will drive them to make
a change in whichever way
possible,” says Nicole Plant, a
Grade 11 student who led the
launch.
WCI Principal Chris Friesen served
as co-chair of the 2013 campaign
in Oxford County.
Over the past eight years, TVDSB
has raised almost $3 million for
United Way.
Creating links between classrooms and the
community enriches students’ learning experience
and develops civic responsibility.
In what is believed to be the only project of its kind in North America, 53
TVDSB students take to the stage and work behind the scenes in the
semi-annual Grand Theatre High School Project each fall and spring.
The community was invited to see the 2013 production of “Legally
Blonde” – an all-singing, all-dancing romantic comedy about rejecting
labels and discovering who you are. Director Susan Ferley says she saw
students realize their full potential every day in rehearsal.
“It was so exciting to see the participants grow as they gain skills
each day – learning that challenging dance routine, finding that sweet
harmony and claiming that visceral connection with a character.”
Ferley adds that there were many causes for celebration before, during
and after the production hit the stage. “I had the opportunity to see
the story come to life, while also witnessing the growth of these young
people. Sometimes it is their increased confidence or perhaps stepping
forward as a leader.”
The Grand creates an authentic, professional working atmosphere so
that students can learn as much as possible about the behind-thescenes aspects of creating theatre. TVDSB students were cast in leading
and other acting roles, played in the orchestra, while others took on roles
in stage management, photography, wardrobe, props, scenic art, lighting
and assistant directing.
They worked on stage with the theatre’s professional mentors,
completed technical and dress rehearsals, and learned about the
stamina and discipline required to do 16 shows over an 11-day period.
They also experienced the joy of being involved in the creative process,
the thrill of recognition from the audience and developing relationships
with students from other schools. The experience is free to students and
hundreds audition each year for a chance to be involved in the project.
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see: https://www.grandtheatre.com/index.php/programs/youth/high-school-project/
Photos (Opposite and Page 5) by Central S.S. student Jessie Tucker,
courtesy of The Grand Theatre, 2013 fall High School Project, Legally Blonde.
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Students gain valuable experience backstage and under
the spotlight in the Grand Theatre’s annual High School Project.
It is believed to be the only project of its kind in North America.
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Strategic Plan Commitment
Inclusive, fair and
equitable places to learn
Settlement Workers in Schools make new
Canadians feel welcome in their new school
communities.
Special Olympics
celebrate
human spirit
Thames Valley students
demonstrated the strength of the
human spirit and sportsmanship in
the annual Special Olympics at TD
Waterhouse Stadium in June.
The Thames Valley District
School Board provided three
fun-filled days of fellowship and
athletic events for students with
developmental challenges.
The Special Olympics begin with
an Olympic March and Opening
Ceremonies each day followed by
track and field events and special
events.
More than 990 athletes and their
peer coaches from 62 elementary
and secondary Thames Valley
schools participated in the event
in 2013. Organizers say the event
wouldn’t be possible without
community support; there were
395 volunteers, including retired
TVDSB employees, community
partners and students.
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People from around the world who choose to make a new home in
London arrive with hope – for new opportunities, such as an excellent
education – and with challenges, such as learning a new language and
culture.
The Settlement Workers in Schools program, funded by the federal
government, helps students and families to settle in Canada. There
are 18 settlement workers in London schools who help students feel
connected to activities in their new school, where they will make friends
and feel included.
They also offer help to parents and guardians so that they will feel at
home in their new country and community. For example, one family
might need help with finding a new apartment, while another might need
help with making a doctor’s appointment or filling out job applications.
In elementary schools, the workers meet with parents on an individual
basis or in groups to discuss issues or provide information. They keep
regular office hours to hear about needs of newcomers and refer them to
the appropriate services, resources and programs.
In secondary schools, settlement workers check in directly with students
and help them to connect with activities in the schools and services
in the community. They chat with them about the cultural differences
between schools in their home country and schools in Canada.
Settlement Workers in Schools proactively support newcomer families
by helping them to:
• Register for school
• Become involved in their school activities
• Find tutors
• Understand the Ontario education system
• Teach Principals and teachers about different cultures
• Find a doctor
• Locate job-finding resources
• Access transportation in the city
• Register for a driver’s licence
• Connect with others in their community•
see: www.tvdsb.ca/SWIS
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Settlement Workers in Schools
help students and families
feel at home in their new
country and school community.
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Grade 3
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Student Achievement
Positive trends continue
Standardized provincial test scores rose in
almost all measures in 2013 – continuing a
positive upward trend in recent years.
Standardized provincial assessment scores increased in Grades 3 and 6
in TVDSB schools last year – results that closely match provincial trends
for the same period.
“I’m encouraged because I know how hard our teachers and
administrators are working to improve literacy and numeracy levels,” says
Education Director Laura Elliott.
Standardized tests, administered by the Education Quality and
Accountability Office, or EQAO, are one of many tools used by TVDSB
educators and administrators to measure effectiveness and plan for the
future.
Grade 6
Grade 9 math scores increased in both Applied and Academic categories
and Grade 10 literacy test scores remained stable at 77 per cent in
2013 for participating, first-time, eligible students reaching provincial
standards.
Director Elliott notes that EQAO tests tell just part of the student
performance story.
“EQAO scores are one of many tools used to measure our effectiveness,”
says the Director. “The tests provide a snap shot in time of how our
students are doing.”
Grade 3 scores in reading and writing increased in 2013, with scores
dipping one point in math. Grade 6 reading and writing scores increased
over the previous year, while math scores remained the same.
Michelle Deman, Superintendent of Student Achievement whose portfolio
includes promoting School Effectiveness, says coordinated efforts have
been made in recent years to improve school performance through
intensive reviews of individual schools by groups of principals and
superintendents.
Fifteen elementary and nine secondary schools underwent a school
review in 2012-13, while 15 elementary schools were reviewed in 2013-14
to provide “focused feedback” for teachers and administrators.
see: www.eqao.com
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“We feel considerable progress has been made over the years and
the long-term trend remains positive,” says Superintendent Deman.
“But EQAO assessments are just one measure of student learning.
We carefully review the results to determine where there is room for
improvement.”
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Improvement Plan for Student Achievement
System Goal
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Grade 9 Math
To increase the literacy and numeracy skills of TVDSB students to
meet Provincial achievement and graduation targets and to decrease
student achievement gaps.
Guiding Principles
• Our students will acquire skills that reflect their relevant grade
level and provincial standards.
• Our students will have access to programs appropriate to their
needs and pathways.
• Our staff will foster a positive and engaging environment to
support student learning.
• Our staff will foster family and community supports to assist
student learning.
Strategic Goals
• Increase reading skills among Early Years students.
• Increase writing skills among Primary and Junior students.
• Increase credits earned by Grade 9 students.
• Increase secondary school graduation rates.
For a more detailed version of the Board Improvement Plan for Student
Achievement, see: www.tvdsb.ca/BIPSA
Grade 10 Literacy
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Capital Planning
School and facility upgrades
support student success
“TVDSB is committed to providing facilities and
programs so that students can learn, grow and gain
the skills and knowledge they need to succeed.”
– Chair Joyce Bennett (2012, 2013)
Hospitality and Tourism
courses are a popular option at
Emphasis-Technology schools.
Planning Goals
The Board has focused on these
capital project areas in 2013:
• Emphasis-Technology renewal
• Accommodation Review
building and renewal
• Full-Day Kindergarten
implementation
• French Immersion enrolment
growth
By the numbers
• 53,700 students at 127 TVDSB
schools realized accommodation
enhancements in 2013 because
of the following initiatives and
projects:
• Nine new schools
• 51 additions and/or renovations
to existing facilities
• 19 FDK classroom additions
• Nine conversions of schools
• 38 school closures
• 221 portable reductions
Total spending: $289.9M
Consolidation savings: $9.2M
(annually)
22
In TVDSB’s continuing effort to accommodate current and future
enrolment, the new Mary Wright Public School in Strathroy will
accommodate up to 534 students in JK to Grade 8. The two-storey
building features a general arts room, gymnasium, library resource centre
and learning support room. Mary Wright Public School also incorporates
a number of energy-efficient measures for long-term sustainability.
As part of its commitment to technology emphasis renewal, TVDSB is
creating spaces that will provide relevant, transferable knowledge and
skills in programs such as hospitality and tourism, manufacturing, health
care and horticulture. Schools across the district have been upgraded
based on the findings of the Technological Education Review completed
in 2010. The committee reviewed existing facilities and recommended
alternatives for future initiatives, ensuring that the equipment and the
delivery of programs align with Ministry of Education curricula and future
employment prospects.
In London secondary schools, technology renovations have enhanced
the horticulture program at Clarke Road, improved the manufacturing
offerings at Montcalm and Saunders students are enjoying new
hospitality facilities. In Middlesex County, Strathroy District Collegiate
Institute has an improved Emphasis-Technology facility. And, in Oxford
County, College Avenue Secondary School’s technology classrooms and
labs are creating new learning opportunities for students.
see: www.tvdsb.ca/Tech
Among elementary schools, there have been additions or other
renovations to support the implementation of Full-Day Kindergarten
at six schools. Renovations at several other schools are underway for
completion in 2014.
Finally, continued enrolment growth for French Immersion (FI) programs
is placing pressure on existing FI elementary schools across the district.
With the goal of harmonizing enrolment and capacity, the administration
has put forward a long-term sustainable accommodation plan for the FI
program, which was approved by the Board of Trustees in 2013.
see: www.tvdsb.ca/FrenchImmersion
MARCH 11, 2014
Page 24 of 33
Early childhood education pioneer
Dr. Mary Wright attends the
groundbreaking of a new
Strathroy public school named
in her honour.
11. C.16 - CW INFO
MARCH 11, 2014
Page 25 of 33
11. C.16 - CW INFO
Our Trustees
Middlesex County
Rob Campbell
Jennifer Coghlin
519-452-2000 ext. 22401 519-452-2000 ext. 22402
[email protected] [email protected]
see: www.tvdsb.ca/Trustees
Elementary
A.J. Baker Public School
Algonquin Public School
Annandale School
Blenheim District Public School
Central Public School
East Oxford Central Public School
Eastdale Public School
Emily Stowe Public School
Harrisfield Public School
Hickson Central Public School
Innerkip Central Public School
Laurie Hawkins Public School
Maple Lane Public School
Northdale Public School
Oliver Stephens Public School
Plattsville & District Public School
Roch Carrier French Immersion
Public School
Oxford County
Rolph Street Public School
Royal Roads Public School
South Ridge Public School
Southside Public School
Springbank Public School
Tavistock Public School
Thamesford Public School
Winchester Street Public School
Zorra Highland Park Public School
Secondary
College Avenue Secondary School
Glendale High School
Huron Park Secondary School
Ingersoll District Collegiate Institute
Woodstock Collegiate Institute
Bill McKinnon
Graham Hart, Vice-Chair
519-452-2000 ext. 22411
[email protected]
519-452-2000 ext. 22404
[email protected]
Elementary
Adelaide-W.G. Macdonald Public School
Caradoc North Public School
Caradoc Public School
Centennial Central Public School
Colborne Street Public School
Delaware Central Public School
East Williams Memorial Public School
Ekcoe Central Public School
J.S. Buchanan French Immersion Public School
Mary Wright Public School
McGillivray Central Public School
Mosa Central Public School
North Meadows Public School
Northdale Central Public School
Oxbow Public School
Parkhill-West Williams Public School
Parkview Public School
River Heights Public School
Valleyview Public School
West Nissouri Public School
Wilberforce Public School
WOODSTOCK
PARKHILL
MIDDLESEX
INGERSOLL
LONDON
DORCHESTER
OXFORD
STRATHROY
TILLSONBURG
ST. THOMAS
Secondary
Glencoe District High School
Lord Dorchester Secondary School
Medway High School
North Middlesex District High School
Strathroy District Collegiate Institute
ELGIN
AYLMER
WEST LORNE
Student Trustees
Diana Idibe
Claire Tully
519-452-2000 ext. 62403
[email protected]
519-452-2000 ext. 67054
[email protected]
Elementary
Aldborough Public School
Davenport Public School
Dunwich-Dutton Public School
Elgin Court Public School
Forest Park Public School
John Wise Public School
June Rose Callwood Public School
Locke’s Public School
McGregor Public School
Mitchell Hepburn Public School
New Sarum Public School
Pierre Elliott Trudeau French Immersion Public School
Port Burwell Public School
Port Stanley Public School
South Dorchester Public School
Elgin County
Southwold Public School
Sparta Public School
Springfield Public School
Straffordville Public School
Summers’ Corners Public School
West Elgin Senior Elementary
School
Secondary
Arthur Voaden Secondary School
Central Elgin Collegiate Institute
East Elgin Secondary School
Parkside Collegiate Institute
West Elgin Secondary School
James Todd
Tracy Grant
519-452-2000 ext. 22407
[email protected]
519-452-2000 ext. 22403
[email protected]
MARCH 11, 2014
London Wards 7, 8, 9, 10 & 13
Donna J. Clark
Joyce Bennett
519-452-2000 ext. 22409
[email protected]
519-452-2000 ext. 22400
[email protected]
Page 26 of 33
Elementary
Aberdeen Public School
Arthur Ford Public School
Byron Northview Public School
Byron Somerset Public School
Byron Southwood Public School
Clara Brenton Public School
Eagle Heights Public School
Emily Carr Public School
Jeanne Sauvé French Immersion Public School
John Dearness Public School
Lambeth Public School
Lord Roberts French Immersion Public School
Masonville Public School
Riverside Public School
Sir Isaac Brock Public School
W. Sherwood Fox Public School
West Oaks French Immersion Public School
Westmount Public School
Wilfrid Jury Public School
11. C.16 - CW INFO
London Wards 2, 3, 4, 5 & 6
Secondary
Central Secondary School
H.B. Beal Secondary School
Oakridge Secondary School
Saunders Secondary School
Sir Frederick Banting Secondary School
Peter Jaffe
Matt Reid
519-452-2000 ext. 22406
[email protected]
519-452-2000 ext. 22410
[email protected]
Elementary
Bishop Townshend Public School
Bonaventure Meadows Public School
Chippewa Public School
Evelyn Harrison Public School
F.D. Roosevelt Public School
Hillcrest Public School
Huron Heights French Immersion Public School
Jack Chambers Public School
John P. Robarts Public School
Knollwood Park Public School
Lord Elgin Public School
Lord Nelson Public School
Lorne Avenue Public School
Northbrae Public School
Northridge Public School
Orchard Park Public School
Prince Charles Public School
Princess Anne French Immersion Public School
Ryerson Public School
Sir John A. Macdonald Public School
St. George’s Public School
Stoney Creek Public School
Stoneybrook Public School
University Heights Public School
Secondary
A.B. Lucas Secondary School
Clarke Road Secondary School
Montcalm Secondary School
Sir George Ross Secondary School
London Wards 1, 11, 12 & 14
Sheri Polhill
Ruth Tisdale, Chair
519-452-2000 ext. 22408
[email protected]
519-452-2000 ext. 22412
[email protected]
Elementary
Arthur Stringer Public School
Ashley Oaks Public School
C.C. Carrothers Public School
Cleardale Public School
Ealing Public School
Fairmont Public School
Glen Cairn Public School
Kensal Park French Immersion Public School
Lester B. Pearson School for the Arts
Mountsfield Public School
Nicholas Wilson Public School
Princess Elizabeth Public School
Rick Hansen Public School
Sir Georges Etienne Cartier Public School
Tecumseh Public School
Trafalgar Public School
Tweedsmuir Public School
Victoria Public School
Westminster Central Public School
White Oaks Public School
Wilton Grove Public School
Woodland Heights Public School
Wortley Road Public School
First Nations Trustee
Secondary
London South Collegiate Institute
Sir Wilfrid Laurier Secondary School
Thames Secondary School
Westminster Secondary School
Warren Huff
519-452-2000 ext. 22405
[email protected]
MARCH 11, 2014
Page 27 of 33
11. C.16 - CW INFO
School Board Governance
The Role of Trustees
In my 2013 Inaugural Address, I
said that links with our student
leaders led by our Student
Trustees will prove to be a
valuable pulse moving forward.
This was very clearly illustrated
during our discussion and
debate on the 34-credit
cap. Our Student Trustees,
Claire and Diana, provided
us with feedback from their
Student Advisory Council
meeting, which influenced
our discussion and ultimate
decision.
There were several challenges
as a result of Bill 115: The
Putting Students First Act.
Extra-curricular activities were
discontinued for a period of
time but sports, drama and
music, which are enjoyed by
both students and staff, began
again in the spring and were
back in full force in Fall 2013.
Thank you for entrusting
me with the responsibility
to represent your interests
as Chairperson. I challenge
you again to continue to
fight passionately for public
education, to always put
students first, and to commit
to role modeling our system
vision.
We have cause to celebrate
our students, our system and
public education because
together we have made a
difference.
Past Chair Joyce Bennett
2012, 2013
The Thames Valley District School Board is governed by a 13-member
Board of Trustees. Twelve Trustees are elected during municipal
elections to serve a term of four years and one Trustee is selected by the
First Nations Communities to serve as the First Nations Trustee by Board
appointment for four years. In addition, two secondary school students
are elected annually to the Board by their fellow students to represent the
interests of Thames Valley students and to bring the student perspective
to the decision-making process. The student Trustees have a nonbinding advisory vote at Board meetings.
It is important to note that Trustees as a collective board have the
legislative authority to make decisions, and that no individual Trustee has
any authority under the Education Act. It is the responsibility of a Trustee
to bring to the Board the concerns of parents, students and community
members. However, once a decision is made the Trustees are legally
bound to uphold the decisions of the Board. Trustees may not agree with
the decision but they must still uphold the implementation and wishes of
the collective Board.
It is clear that Trustees carry a dual responsibility recognized in the
Education Act and underscored in the Governance Review report (2009):
“As a member of the Board, an individual Trustee is
expected to act within the Board’s by-laws and be
loyal to the Board’s decisions. However, as elected
persons, Trustees are also expected to advocate for
the interests of their constituencies.”
Good Governance Report
Ontario Public School Boards’ Association
The Education Act states every board shall:
• Promote student achievement and well-being;
• Promote a positive school climate that is inclusive and accepting
of all pupils;
• Promote the prevention of bullying;
• Ensure effective stewardship of the Board’s resources;
• Deliver effective and appropriate education programs to its pupils.
If you have any questions or concerns or would like more information,
please feel free to contact your local Trustee.
see: www.tvdsb.ca/Governance
26
MARCH 11, 2014
PageStudent
28 of 33
11. C.16
- CW INFO
Trustees
represent
the
voice of students on the Board.
MARCH 11, 2014
Page 29 of 33
11. C.16 - CW INFO
13th Annual Award of Distinction
Award honours commitment to our students
The 13th annual Award
of Distinction ceremony
recognized 20 recipients
from across the Thames
Valley school district for
their extraordinary work and
outstanding commitment to
public education.
“The educational experience in
schools across Thames Valley is
enriched by the contributions of
staff, community members and
of the students themselves,”
says Superintendent Karen
Edgar, chair of the Award of
Distinction committee.
The Award of Distinction was
established by Trustees in
2000 to recognize members
of our school communities
who model the Board’s
foundation principles and
make a significant difference in
improving student learning.
About 940 nominees and
290 recipients have been
recognized since the inception
of the awards.
see: www.tvdsb.ca/Awards
2013 AWARD RECIPIENTS
Diane Allen, Head Secretary
East Elgin Secondary School
Kim Gain, Speech-Language Pathologist
Aberdeen Public School
Claudette Andress, Teacher
Masonville Public School
Paula Greenberg, Principal
Sir Frederick Banting Secondary School
Scott Armstrong, Principal
East Williams Memorial Public School
Janis Johnston, Early Childhood Educator
Lambeth Public School
Jared Baribeau, Student
Sir Wilfrid Laurier Secondary School
Const. Ian Norman, School Resource
Officer, London Police Services
Jim Burnard, Volunteer
Sir Isaac Brock Public School
Nicole Rimniyak Shewan, Teacher
Sparta Public School
Virginia Dahms, Educational Assistant
Glen Cairn Public School
Jeffery Robinson, Learning Coordinator
Program Services
Sue Dodds, Volunteer
Parkside Collegiate Institute
Mary Janet Ross, Learning Support Teacher
Eagle Heights Public School
Grace Doucette, Learning Support Teacher
Eagle Heights Public School
Elizabeth Thompson, Volunteer
Southwold Public School
Barrie Evans, Coordinator
Psychological Services
David Weaver, Teacher
H. B. Beal Secondary School
Jim Foster, Volunteer
Kensal Park Public School
Margaret & Dennis Williamson, Volunteers
Clara Brenton Public School
MARCH 11, 2014
Page 30 of 33
11. C.16 - CW INFO
We build each student’s tomorrow,
every day.
MARCH 11, 2014
Page 31 of 33
11. C.16 - CW INFO
Staff service recognition
Celebrating the
dedication and
commitment of staff
Students
recognized for
volunteer service
Hanein Madlol was among 1,500
London and area students who
volunteered a total of 8,700 hours
during the 2013 ChangeTheWorld
Ontario Youth Volunteer
Challenge.
In addition to making a positive
contribution to their community,
Madlol was one of two TVDSB
students recognized by the
ChangeTheWorld campaign.
At the end of the provincewide
campaign, all participating
students were asked to complete
a survey for the Ontario
Government, which funds the
ChangeTheWorld campaign in
partnership with the Ontario
Volunteer Centre Network.
All students who completed
the survey were entered into a
random draw for prizes. Madlol
and Mohammed Eid each won
one of the top two prizes.
More than 1,300 staff members received
recognition for their years of service to public
education, including 248 who reached their
25-year milestone
For the past decade, the Thames Valley District School Board has
presented pins to employees to recognize their many years of service
through the Service Recognition Program.
Thousands of pins have been given to employees who complete an
increment of five years of service during the previous calendar year.
In November 2013, 1,338 employees were recognized – some with as
many as 45 years of dedicated service to the students and families of
Thames Valley.
In addition to the recognition pins, 248 employees who have served
TVDSB and predecessor Boards for 25 years or more were honoured by
the Board of Trustees at a special evening in November.
Chair Joyce Bennett (2012, 2013) expressed the Board’s appreciation for
the long-standing dedication and commitment of the staff. Director Laura
Elliott thanked the staff for their ongoing service to our students, parents
and system.
“Career longevity is worthy of celebration and we have many people to
celebrate,” said Director Elliott, who recognized Chair Bennett for her 25
years of service as a school board Trustee. “Twenty-five years of service
with one organization is a significant milestone.”
In addition to recognizing one employee’s 45 years of dedicated service,
two others were recognized for 40 years of service, 19 employees for
35 years of service and 53 individuals for 30 years of service to public
education.
30
“I hope that each employee feels tremendous pride in his or her
contributions to public education and to our students,” said Director
Elliott. “I thank each of our honourees for their service, dedication and
leadership in helping us lay the foundation of the Thames Valley team.”
MARCH 11, 2014
Page 32 of 33
11. C.16 - CW INFO
Chair Bennett (left) and Director Elliott (right)
congratulate Principal Paul Mckenzie – one of 248
employees recognized in 2013 for 25 years of service.
MARCH 11, 2014
Page 33 of 33
11. C.16 - CW INFO
available online at www.tvdsb.ca/AnnualReport