The document provides strategic objectives and descriptions for the Good Spirit School Division. It outlines four key objectives for improving student learning outcomes, well-being, engagement, and supports. It also describes four initiatives for strengthening instruction, enhancing business processes, improving communication, and effective change management. Each objective and initiative includes intended results and potential measures to track progress.

1. GOOD SPIRIT SCHOOL DIVISION
STRATEGIC OBJECTIVE DESCRIPTIONS‐WORKSHEET Draft May 1, 2012
REVISED May 2, 2012
(P2, P4, S1 through S4)
Objective Descriptive Intended Results Potential Measure Notes Initiatives
Commentary
C1 Improve student Students perform to the  Students to read at or near grade  Fountas & Pinnell (Gr1‐6)
learning outcomes best of their ability in all level (need to define the range). RAD (Gr7‐9)
areas of learning  Students are using the identified  Need to make this
(S1, S4, S11, W2, W5, including reading reading strategies. realistic for high school
W16, O8, T9,10). comprehension and  Students are using problem students as well. Can use
problem‐solving. solving strategies and math AFL testing.
processes.  May not need to
 Students are able to solve real life concentrate on Gr10‐12
problems/realistic problems. right now but can be a
 There is evidence of problems focus into the future.
solving through observation in  Keep in mind that have to
classrooms, student do a CIF report to the
conversations, products. Ministry Spring, 2013
 There is cross curricular use of (share AFL data) so
strategies. strategic planning
definitely needs to align
with CIF.
 Graduation rates as part
of the strategic plan?
Assume yes.
 The strategic plan is/will
be the continuous
improvement plan so our
report to the Ministry
becomes our CIF report
GSSD Strategic Objective Worksheet‐May 1, 2012 1

2. into the future
C2 Enhance student Students are able to  Students are engaged in activities  Forty (40) Developmental
well‐being‐(W13, O7, achieve social, within the school such as e.g. Assets factors/indicators.
T7, T9, T11). emotional, physical and extra‐curricular.  Student safety survey like
spiritual wellbeing in a  Less counsellor referrals. BC.
safe and supportive  There are less incidents of  Incidents of non‐
environment. discipline tracking and student respectful behavior.
suspensions.
(May need to define  There is an increased number of
spirituality for GSSD) students with improved capacity
related to the 40 Developmental
Assets.
 There is evidence of opportunities
for students to express their
spirituality (safely) in the learning
environment.
 Children demonstrate respectful
behaviors for others with reduced
incidents of bullying.
 Students feel safe during their
daily school experience, including
their journey to and from school.
 Children engage in daily physical
activity during their daily school
experience.
 Schools promote nutritional food
options.
C3 Strengthen Students have a sense Students
student and parent of belonging and feel  There is increased involvement in
engagement‐ (S8, S9, connected to their school activities e.g. school spirit
W7, W10, O1, O5). school. They are willing activities, rally, charity events etc.
GSSD Strategic Objective Worksheet‐May 1, 2012 2

3. and desire to actively  There is demonstrated
participate in their commitment to learning ‐
learning and in Developmental Assets 21‐25,
school/division Bonding with school ‐40 asset
activities. They take Opportunities for meaningful
pride in their school and input into school and division
are positive planning.
ambassadors for the  Asset # 37 personal power.
school/division.  They initiate activities to support
the school/division/community.
Parents
Parents are willing and  Evidence in improvement of the
are actively involved DA #1‐6.
helping their child  Parents are actively participating
succeed in school, in school events.
become actively  Parents attend parent/teacher
involved school interviews and/or educational
activities/events, and events for parents.
are positive  Parents speak positively about the
ambassadors for the Division, School, and learning
schools. experience both internally to
GSSD staff and externally within
the community.
 There are an increase in parent
accolades and fewer complaints.
 Parents initiate and develop
events in support of the
school/division with community
partnerships (self‐directed
leadership).
GSSD Strategic Objective Worksheet‐May 1, 2012 3

4.
C4 Improve student All students have access  All supports are at a minimum
learning supports‐ to a consistent baseline level at all schools for all
(S2, S3, W5,W12, (minimum/baseline) students.
O2). standard of supports to  There are baselines established
enhance their learning for student supports.
experience based on  There is an appropriate balance
their needs. Supports between workload/vs/ caseload
may include Education related to baseline standard.
Assistants, professional  Staff delivering the supports
service providers, report that baselines are being
student support met with appropriate student
teachers, learning outcomes.
technology i.e. assistive,  Staff have the appropriate level of
and computer credentials and initial/ongoing
soft/hardware funded professional development to
by the division. provide the baseline levels of
support.
Objective Descriptive Intended Results Potential Measure Initiatives
Commentary
I1 Strengthen Staff have clear  Staff and the learning team work
Instruction‐ (S3,S7, expectations regarding collaboratively to unpack the
W2, W3,W16, O8). instruction and have curriculum to determine learning
comprehensive outcomes.
Links to C1; this is opportunities to  A consistent planning template
more of the staff enhance their skills, (UBD) is used.
supports. knowledge, and practice  There is evidence of RTI Tier one
in instruction. The interventions in practice.
learning team (all  There is a comprehensive system
professionals, family, plan for professional development
GSSD Strategic Objective Worksheet‐May 1, 2012 4

5. student) work with actualization or % of uptake.
collaboratively to  Checklist of Transition at a Glance
ensure smooth is being used.
transitions and  There is a reduction of reported
achievement along the incidents of students falling
learning continuum as through the cracks.
defined by “Transition
at a Glance”.
I2 Enhance business GSSD demonstrates  Process standards and efficiency
processes‐S4,S6, effective resource targets/outcomes are identified
W12, W14,O2). allocation and data for priority business processes.
driven decision‐making  Process efficiencies have been
to efficiently manage achieved (e.g. use less time or
their processes. This resources to achieve the desired
results in improved outcome).
student value for  There is consistent reliability of
investment, student systems (decreased down‐time).
equity, and Division  Process timelines/deadlines are
accountability. met or are within certain
timeframe.
 There is increased access to
meaningful data to facilitate
decision‐making.
 There is evidence that
data/information is utilized for
decision‐making and process
improvement.
 There are appropriate staffing
levels with the right skills to
capitalize on the system(s) and/or
provide data for decision‐making.
I3 Improve internal Students, families, staff  Staff are more passionate and
GSSD Strategic Objective Worksheet‐May 1, 2012 5

6. and external and community partners more driven towards the work
communication‐ engage in two way, they do and know how their job
(S5, S14, W1, W4, open and transparent contributes to student
O3). communication to fully achievement.
understand and  All stakeholders have an
internalize the strategic opportunity to engage in dialogue
direction of the Division about the strategic plan.
(know why we do this,  There is a higher level of adoption
know and understand of initiatives within the Division
their role, make the plan with higher completion rates.
their own, understand  There is an increase in job
where we are going and satisfaction amongst staff.
I know where and how I  Engagement scores indicate staff
can contribute). understanding and their work is
Information is aligned with the strategic plan.
communicated  Conversations with staff/family
consistently with a demonstrate they have a greater
common message understanding of the strategic
throughout division. direction.
 A comprehensive communication
plan is developed.
 People state that communications
have improved.
I4 Improve effective There is a united  There is an increased sense of
change direction, a clear sense ownership and responsibility
management‐ of purpose and common towards the goals (their part in
processes (S7, W8, understanding of how to achieving the goals) evidenced by
W9, O8, T4, T6). achieve the strategic division work‐plans with assigned
priorities of the Division. accountability.
Staff are motivated and  Increased evidence of the staff’s
committed to achieving ability to demonstrate
the strategic objectives improvement to improve student
and continuously seek wellbeing/success.
GSSD Strategic Objective Worksheet‐May 1, 2012 6

7. new ways to improve  There is a common, consistent
their practice resulting process/template for managing
in greater student change (project management
success. practices).
 The strategic plan & annual
operating plan clearly identifies
what is changing and what is
business as usual or core service
delivery.
Objective Descriptive Intended Results Potential Measure Initiatives
Commentary
P1 Improve our GSSD has improved  Increasing number of education
capacity to work their ability to create service agreements with FN
with First Nation meaningful and trusting communities.
people (S8, W7,O5, relationships with the  Evidence of enactment of the
T8). FN community through agreements with the FN
greater connections communities.
Use staff to unpack. between the Board and  More joint governance meetings.
FN governance  Increase staff confidence in
structures and the relating in meaningful ways with
implementation of FN people including engaging
innovative ways of elders in the learning experience.
communicating. Staff  There is evidence of staff utilizing
and FN families engage new and effective approaches to
together in the relate with FN people/families.
education experience to  Increased participation of FN
improve the learning families in school events (learning
outcomes for children of experience of the own child,
FN heritage and the extracurricular, learning events,
cultural experience of all volunteering, School Community
GSSD Strategic Objective Worksheet‐May 1, 2012 7

8. students. Councils SCC).
 Increased number of people with
FN heritage and experience are
part of the GSSD team.
P2 Enhance levels of Statements are  Job descriptions will be
qualified staff‐ contradictory; one completed for all staff outlining
Ensure appropriate refers to a number and minimum qualifications.
staffing levels (S1, the other to education  An orientation process will be
W2,O9, T2). levels; quality and developed and implemented for
quantity. all staff (including casuals).
 Consistent and appropriate hiring
Provide training and practices. The right staff are in
professional the right position. A system
development target is in place to determine
opportunities for all appropriate allocations.
staff.  Performance appraisals will be
Recruit staff that meet used regularly to monitor and
or exceed our minimum enhance performance.
qualifications.  Increase opportunities for
Recruiting staff that innovative and creative work
“fit” our culture. practices. Procedure to release
Develop processes that staff to be able to use their
monitors and identify creative energies (could lose staff
staff for succession due to disengagement and
planning in all frustration). Ie Leadership
classifications?? Capacity to focus on areas of
Mentorship?? interest.
?? Where do these
belong?
P3 Strengthen staff People believe in what  Increase in staff retention. Employee
engagement and they do, are committed  Responses to exit surveys ‐ Engagement Tool‐
GSSD Strategic Objective Worksheet‐May 1, 2012 8

9. morale‐ (S1,W1, to their work and have a indicate “what is working well, check with other
W3,O9, T2). sense of ownership for and what to do differently”. divisions.
the Division. Staff are  Indicators of positive employee
proud of their work, the engagement on a survey.
outcomes they achieved  There is a staff engagement
and are positive tool/measure/process is in place.
ambassadors of the  There is a greater sense of unity
Division. within the Division.
 There is increased attendance at
Division functions by staff.
 Decrease in number
grievances/complaints.
 Partnerships are strengthened
amongst various employment
groups
 There is a reduction in sick‐days.
P4 Increase We are committed to  Defined, commonly shared
Leadership Capacity‐ developing leaders in succession plan in place for all
Enhance leadership all and levels of the areas of the organization.
development, organization so that  Provide professional
increase there is continuity in development opportunities to
opportunities for the school division. train and support current and
organizational In order for leadership future leaders.
leadership capacity and  Defined job descriptions to
development, opportunity to be understand roles and
Investigate and successful, all levels of responsibilities throughout the
implement and the organization share a organization.
effective succession common purpose and  Need to define and develop a
plan x2, increase direction. continuum of leadership skills
GSSD Strategic Objective Worksheet‐May 1, 2012 9

10. leadership and abilities (ie SASBO ELIS
capabilities (S1, S12, program); would include skill
W1, W3, O9,T2). development.
Objective Descriptive Commentary Intended Results Potential Measure Initiatives
S1 Improve alignment of GSSD will ensure  We have to determine
resources‐with strategic resources are targeted to the baseline. A
priorities and objectives, meet the identified needs process will then be
fostering greater balance within the established developed to identify
(S5, S10, S13, S14, W6, baseline. Transparent the gap.
W11, W14, O4, T5). equity processes will be  The perceived gap of
employed. inequity will be
reduced.
 Transparent processes
What does “fostering will be developed to
greater balance” refer to? address equity
processes.
Rural vs urban inequities?  The baseline of what
is required to meet
Would like some clarity minimal operational
around the demands part. standards will be
developed (ie staffing
levels, budget
Ensuring resources are allocations).
aligned with our  Long term resource
priorities. planning aligns with
priorities for each
Alignment and allocation; year of the 5‐year
related closely to S3. strategic timeline
(may mean resources
GSSD Strategic Objective Worksheet‐May 1, 2012 10

11. levels in budget areas
vary from year to
year).
S2 Reduce risk to GSSD‐ We will identify, assess  Completion and full
Increase risk management and prioritize risks in implementation of
practices (S5,S6,S12, W5, areas including financial, Continuity
W14, O3,T1). human resources, Management Plan;
facilities, technology and established review
transportation. GSSD will process to ensure up‐
provide a safe, secure to‐date.
learning and work  Facilities are up to
environment for all. OH&S standards;
INSTEAD… playgrounds well
GSSD will make maintained.
reasonable effort to  Identify and
minimize risk in order to implement effective
provide a safe, secure procedures in terms
learning and work of risk management
environment for all. practices (ie HR and
probationary
Last sentence fits? Will practices; CRC’s). A
people be too focussed risk management
here? See change. checklist available in
all areas.
 Third party risk
Self‐explanatory management audits
(ie financial audit).
 Records management
practices defined and
implemented (ie
information
management security,
HR files, LAFOIP).
GSSD Strategic Objective Worksheet‐May 1, 2012 11

12.  Development of
process to review all
AP’s on a schedule to
ensure each remains
timely.
S3 Enhance transparency We recommend  The perceived gap of
of resource allocations‐ combining S1 and S2???? inequity will be
increase awareness of One is addressing the reduced
resource allocation‐ alignment of resources  The gap (the
capital, R & M, program and one is the difference between
(S5, S14, W1, O3, T1). transparency the current and
desired state) will be
identified once the
GSSD will ensure baseline is established
resources targeted to – need to
meet the identified needs communicate what
are communicated and the gaps and what the
are consistent with the plan is to reduce it
established baseline.  The transparent
Transparent equity system to address
processes will be equity processes
communicated developed will be
communicated
 The baseline of what
R&M refers to repairs and is required to meet
maintenance. This could minimal operational
also apply to staffing standards will be
levels. developed (ie. Staffing
levels, budget
allocations)
Increase awareness of communication of
GSSD Strategic Objective Worksheet‐May 1, 2012 12

13. resource allocation in all  Communicating the
areas. long term resource
planning aligns with
This refers to priorities for each
communication of how year of the 5 year
resources are allocated; strategic
an accountability piece. timeline(may mean
resource levels in
budget areas vary
from year to year)
This is extremely
important
S4 Improve Infrastructure GSSD will ensure that  Establishment of a
‐(S2, S13, W6, W12, O2, budget priorities align to baseline for
T3). support infrastructure infrastructure in the
needs in the areas of following areas:
technology, facilities and transportation,
transportation. facilities and
technology (ie
support wiring of
This can refer to a lot of classrooms).
things.  Spending
infrastructure dollars
in an equitable and
transparent manner
so that baseline
expectations are met
and educational
requirements are
fulfilled (ie using
facility dollars to
GSSD Strategic Objective Worksheet‐May 1, 2012 13

14. upgrade a classroom
to a Reggio
philosophy).
 Need to develop a
system of measuring
perceptions around
infrastructure .
 Develop policies for
continual renewal and
replacement (ie
replacement of buses
and GSSD vehicles,
facilities, technology).
 Allocation of more
financial resources for
infrastructure needs;
need to develop a
prioritization system
(ie balancing priorities
of how dollars are
spent and what is
needed to ensure
students are provided
the best learning
environment).
GSSD Strategic Objective Worksheet‐May 1, 2012 14

15.
NEXT STEPS:
Step Lead Date
1. Complete the draft of objective commentary and intended results. L. Soparlo May 2, 2012
2. Compete the aspirational statements for the Strategic Priorities GSSD AC May 2, 2012
3. Establish and confirm a date to engage the next level of GSSD leadership. GSSD AC May 2, 2012
4. Complete and finalize the strategic framework (Vision, Mission, Values) Refinement team May 15, 2012
5. Establish a “Core Measurement Team” to establish measures to correspond with the objectives GSSD AC June 2012
and intended results. Start with measures that are already in place.
6. Discuss and prepare a change management process to engage the staff and stakeholders in the GSSD AC/L. Soparlo May 28, 2012
implementation of the strategic plan.
7. Present draft Strategic Framework, Strategy Map, Objectives and Intended Results to GSSD AC and May/June 2012
representative group of GSSD leadership. (L. Soparlo to prepare process and discussion Leadership
questions). representatives
GSSD Strategic Objective Worksheet‐May 1, 2012 15