“Re-Thinking High School” Online Symposium Presentations

“Re-Thinking High School: Intentional Conversations Around High School Redesign

This collection of presentations shared by educators throughout Alberta was a result of an Online Learning Symposium held in January 2016. These educational presentations inspired conversation and dialogue around topics related to increasing student engagement and supporting student learning at the high school level. These messages have been archived for the purposes of professional learning, and are accompanied by a “Conversation Guide” resource to support educational dialogue and collaboration at your school site.


Why Redesign?

Brad Clapp
Olds High School,
Olds, AB
Grades 9-12, 600 Students, Phase 1

A Review of How Flexibility, Personalization and Student Engagement can revolutionize high school learning. Brad will explore underlying principles of high school redesign and provide his insights from his work as a school leader involved in implementing strategies to promote positive relationships and instructional practices that support student engagement and student success.

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Balancing Pedagogy and Structure

Trevor Mitchell
St Francis of Assisi School
Slave Lake, AB
Grades 7-12, 170 Students, Phase 1

How does a focus on pedagogical practices influence and transform school structures and program models for student learning?

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Creating a Collaborative Culture

Carol Koran and Marshall Cox, Shelley Kirkvold
Catholic Central High School
Lethbridge, AB
Grades 10-12, 760 Students, Phase 1

Essential to supporting the change in culture that is a part of High School Redesign, is the importance of providing opportunities for staff to achieve greater collaboration – to truly see themselves as a community of educators who support learning in all its forms. At Catholic Central, we have devoted time and resources to ensuring that staff has these opportunities to collaborate and celebrate during “team” attendance at conferences, to share expertise and support each other during our staff meeting/PD days, and to experiment and innovate with cross-curricular projects.

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Creating Links with CTS Programming Through the Use of Community Resources

Scot Leys and Chris Burris
High Level Public School
High Level, AB
Grades 9-12, 500 Students, Phase 3

Relevant learning opportunities help students make connections beyond the classroom and in the community. Explore strategies for creating community connections for work experience and CTS programming, creating relevance and transitioning students to the next level through a school entrepreneurial model.

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Engaging in the Process of MFWHSR

Gregg McNeil and Shelly Cloke
Frank Maddock High School
Drayton Valley, AB
Grades 9-12, 525 Students, Phase 4

Learn more about how one school was intentional in planning and communicating changes, using the tools provided by Alberta Education and ARPDC, to increase student engagement and staff collaboration in supporting practices that improve student success.

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Facilitating Learning Pathways and Career Planning

Barb Mulholland, Community Learning Centre
Olds, AB
Chinook’s Edge School Division

Chinook’s Edge School Division is in the process of reworking our approach to learner pathways and career planning. Our vision is that all students leave high school with a clear plan to transition to post-secondary (whether in apprenticeship training, college, or university) or the world of work, with confidence in their ability to implement or adapt their plan throughout their lives as they and the world around them change. This session will provide an overview of the actions that are being taken at the district level to support schools as they work towards that vision. Development of a scope and sequence, defining the roles of the career team, and connecting students to opportunities such as dual credit and off campus education will be discussed.

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Formative Assessment

Jacqui Connelly, Kristal Derbyshire, Lori Gale, Peter Rowe
Robert Thirsk High School
Calgary, AB
Grades 10-12, 1400 Students, Phase 2

Learn how one school has shifted their school-wide assessment practices to support student learning.

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Redesign Strategies in a Small School

Danica Martin, Jay Steeves, Spruce View School
Spruce View, AB
Grades 1-12, 300 Students, Phase 2
TJ Kennerd, Andrew School
Andrew, AB
Grades 1-12, 125 Students, Phase 3

Strategies shared by two schools who implemented school wide collaborative structures and practices to support systemic changes that enhance student learning in a small school setting.

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Redesign Strategies in a Large School

David Bouma and Susie Sirman
Archbishop O’Leary Catholic High School
Edmonton, AB
Grades 10-12, Pop 1650, Phase 1

An example of one school’s implementation of school wide collaborative structures and practices to bring about systemic changes that support student learning in a large school community.

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Redesign Strategies in a Large School

Dan Lower
Lindsay Thurber Composite High School
Red Deer, AB
Grades 10-12, 1800 Students, Phase 3

An example of one school’s implementation of school wide collaborative structures and practices to resulting in systemic changes that support student learning in a large school community.

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MFWHSR in the Midst of School Leadership Change

Pam Davidson, Principal, Springbank Community High School
Calgary, AB
Grades 9-12, 675 Students, Phase 2

When leadership changes occur in a school, how do new leaders “re-calibrate” the school plan while still honouring the work that has been done in the past? This high school principal will share strategies to consider when moving forward in a new school.

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Responding to Student Needs through Flexible Learning (Teacher Innovation Leading from Behind)

Deana Helton, Principal, Bishop McNally Catholic High School
Calgary, AB
Grades 9-12, 1300 Students, Phase 1

Flexible Learning environments offer the opportunity to meet the needs of all students in our building. Learn how this larger high school with a diverse learning community and high ELL population uses various instructional approaches, resources and opportunities to ensure that all students are successful.

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Teacher Advisory

Laurie Johnston-Drebert
Bert Church High School
Airdrie, AB
Grades 9-12, 930 Students, Phase 3

Research is clear that students are more deeply engaged in schools that focus their work on developing meaningful relationships. This conversation will explore the use of Teacher Advisory as a strategy to enhance relationships in high school while also addressing the importance of networking and mentorship in MFWHSR.

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Quand l’évaluation contribue à la pédagogie de la réussite … les élèves en ressortent gagnants!

Lucie Rodrigue, Direction, École de la Rose sauvage, Calgary, AB
Grades 7-12, Phase 3
Simone Levesque, Conseillère, Conseil scolaire Franco Sud

L’évaluation a été une pratique sur laquelle on s’est penché au niveau du Conseil FrancoSud.  Zéro n’est plus acceptable! Et les excuses pour ne pas écrire un examen ne sont plus permises!  Toutes les évaluations doivent être écrites.  On vous expliquera comment on y est parvenu. Cette nouvelle façon de procéder fait en sorte que les évaluations sont maintenant au service de l’apprentissage tant pour l’élève que pour l’enseignant.

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Des exemples de modèles où les élèves vivent des succès

Lucie Rodrigue, Direction, École de la Rose sauvage, Calgary AB
Grades 7-12, Phase 3
Simone Levesque, Conseillère, Conseil scolaire FrancoSud

Lorsqu’on permet aux élèves de reprendre des évaluations pour hausser leur note finale d’un cours, ils sont davantage motivés à réussir. Le temps n’est plus une barrière, surtout avec la possibilité d’écrire des examens en tout temps.

Pour permettre à tous d’acquérir des apprentissages, on offre à certains élèves plus de temps, tandis que d’autres peuvent s’avancer et progresser pour finir un cours plus tôt.  De plus, d’autres exemples de réussite vous seront présentés…

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