Student Support Leadership Cluster #14 “Serving Temagami to James Bay including the Highway 11 Corridor to Hearst”
Large Geographic area with two sections in Cluster
Level of awareness of community services available Expected outcomes – August 31, 2010: At staff and school community members involved in serving “at risk students” will have easy access to information and best practices available in local communities and at a distance Front line staff and agency/board/authority/school staff will be able to identify appropriate resources and contacts in order to expedite service delivery
Existing formal or informal partnerships Expected outcomes – August 31, 2010: Front line workers will be meeting on a regular basis to enhance working relationship; these meetings will be held throughout the cluster in order to provide a community focus for support and collaboration The list of partners working together to offer a concerted, collaborative approach to service delivery will have increased The existing and new partnerships will honour the special needs of the more isolated former school authorities
Establishment of formal or informal protocols between school boards and agencies (e.g.) communication, referrals Expected outcomes – August 31, 2010: Partners will routinely involve each other in matters of mutual interest and benefit with respect student support leadership Protocols will be published among members Regional meetings will ensure that protocols, lines of communication and referrals are exemplary based on close contacts established Members will know “who to call” when making referrals; referrals/protocols will ensure expedited services for students in need
Representation on existing local planning tables/networks Expected outcomes – August 31, 2010: Duplication of meetings will be avoided and coordination of meetings will be promoted when agenda/action offers mutual gains for at risk students Collaborative funding of events and activities which meet SSL planning outcomes will be tried Documents and information will be shared among planning tables in order to move forward directly where appropriate and practical Jurisdictional boundaries will be “softened” for the benefit of at risk students
Identification of existing successful practices or programs; and resources which benefit students Expected outcomes – August 31, 2010: The development and implementation of a web-based portal to provide contact information, program offerings and on-line training opportunities for agency/school/board/authority staff as well as community members (where appropriate) Development and initial delivery of training and educational modules and/or course (accredited) Continued publication of “best practice” materials and programs
Issues or challenges faced by the cluster in partnership building Expected outcomes – August 31, 2010: Partnerships will widen; be well-known; and working Agency leaders will value and “champion” SSL as demonstrated through their support for the SSL key contacts representing their agencies Training will be provided for front line workers in innovative ways Agencies will consider the sustainability of SSL initiatives as they develop their 20010-2011 and future budgets
Big question... What key activities will take place during the 2009-2010 school year in order to deliver these outcomes? A series of three community-based workshops during the school year (i.e. at multiple sites including Moosonee/Moose Factory) for “front line” workers (agency and school staff) (Note: these sessions will feature a speaker, discussion, a process activity designed to develop relationships and improve service delivery as we understand the nature of each other’s capacity, restraints and challenges plus discussion about best practices based on case studies); Three “champions” meetings bringing together senior administrators from participating agencies, school boards/authorities and allied partners;
What key activities will take place during the 2009-2010 school year in order to deliver these outcomes? Custom designed professional training opportunities offered through a community college using several delivery models (i.e. on-site, distance learning, e-learning); and, The development of a web-based portal designed to provide accessible, pertinent information; a means for SSL partners and community members to communicate; and, a “platform” for professional learning.
Student Support Leadership Support4northernkids Professional learning certificate Workshops for “front line staff”
Our vision... Our stretch... “At the end of August 2010 it is hoped that the initial success of collaboration with respect to meeting, problem-solving, referrals, case management, training and information sharing will motivate participants and other potential “funders” to continue for many years in the future. It is critical that the SSL project is seen as an “incubator” of collaborative practices... not just another injection of “seed money” providing some good things that are not sustained.”
Student Support Leadership – Interview with Hon. Kathleen Wynne – Study Guide Why are you so passionate about student success? What are Minister Wynne’s reasons? Why are you passionate about student success? Where do you see SSL fitting into the Provincial Government’s agenda? Why is the Provincial Government committed to student success? Where does student support fit into the agenda/purpose of your organization? Can you recall an occasion where you saw evidence of student success due to the efforts of school and/or community-based workers? What made it work? What evidence cited by Minister Wynne stood out for you? Why? From your own experience, please cite a good example of student success. What made it successful?
Student Support Leadership – Interview with Hon. Kathleen Wynne – Study Guide What does collaboration look like among various service providers? What key components did Minister Wynne identify? What key components come to mind for you? Can you identify one that would be at the top of your list? Why? How can we support each other noting the very personal (frequently emotionally demanding) nature of the work provided by “front line” workers? How does Minister Wynne describe support? Do you agree? Why? What would you add? How will the Student Support Leadership initiative make a difference for “at risk” students as they enter various post secondary pathways in the future? In your experience, what kind of things stands in the way of students who aspire to do well at work, university or college? What would you like to see included in a child’s education that might help?
Student Support Leadership – Interview with Hon. Kathleen Wynne – Study Guide How can we best address diversity in our work together with special reference to our Aboriginal students and community? How does diversity impact your work with students? What suggestions would you have to make our work with at risk student more responsive to diversity including sensitivity to the needs of our Aboriginal students and their families/community? Summary: What key points stand out for you based on the video and your study guide comments?
Student Support Leadership Take a walk in my shoes! Who are you….as an organization? We are ___________ based in ____________serving ______ employing _________ people who _________________________. What does your organization look like? (Please elaborate on your structure.) What are you trying to do? (Please elaborate on the key goals of your organization and your own goals.) What is the physical work? How do you/we learn? How might you/we learn in the future? What are some of your issues/tensions … “blocks” to achieving your goals?
Student Support Leadership Take a walk in my shoes! Who are you….as an organization? We are ___________ based in ____________ serving ______employing _________ people who _________________________. What does your organization look like? (Please elaborate on your structure.) Comment about structure … teams; elaboration about the organizational comments in the first section; etc. What are you trying to do? (Please elaborate on the key goals of your organization and your own goals.) This is an opportunity to outline some of the key goals and activities of their organization. What is the physical work? Comments about shift structure; work week; how day is organized; work flow over the year; etc. How do you/we learn? How might you/we learn in the future? Comments about professional learning both formal and informal including focus of current training now and in the future. What are some of your issues/tensions … “blocks” to achieving your goals? Participants can exhibit caution in this section but they are encouraged to identify general areas that impede service delivery with respect to their own organization and working with others.
Student Support Leadership Community Agency Presentation
Student Support Leadership Case Study Outline Describe a challenging situation with a school-aged student that you have worked with in your organization. Give student profile noting situation in and “out of” school. Name “presenting” or major issues to be addressed. What worked has worked well in terms of supporting this student? What are/were some of the blocks and barriers to achieving maximum support for the student? Other comments …
Student Support Leadership Child and Adolescent Mental Health Certificate Program offered by Northern College Community Services This program will be a two semester certificate program designed for students, individuals and/or professionals who are currently working with children and adolescents, or who plan to work with children and adolescents and require additional knowledge around the mental health needs of this population. The certificate program will provide the learner with specific information and intervention strategies around mental health/behavioural disorders while working with families and community services. Modular, on-line
Student Support Leadership Community Agency Presentation
Student Support Leadership Summary and Future Workshop Plans