Workshops

A1 - Assignment Design Makeover: Six Questions. Alan November

This workshop is based on Alan’s New York Times best selling book, “Who Owns the Learning” and a powerful new 6 step model of designing transformational learning experiences.  If the answer is no to all 6 questions chances are very good that the assignment has not leveraged the power of technology. Participants are encouraged to bring samples of student assignments to this interactive workshop.

  1. Did the assignment build capacity for critical thinking on the web?
  2. Did the assignment develop new lines of enquiry?
  3. Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
  4. Is there an opportunity for students to publish – across various media with capacity for continuous feedback?
  5. Is there an opportunity for students to create a contribution (purposeful work)?
  6. Who owns the learning?

A2 - A True Story of Co-Leadership: Reinvigorating Reflection and Improving Action. Jessica Saada & Sujata Saha (RSB)

From passionate pedagogue to captain of a ship in turbulent waters, when you move from teaching into school administration, there is the distinct possibility of feeling lost at sea.  You know students, you feel at home with them, but now you are expected to deal with adults, many of them, as well as with budgets and unions, with outside agencies, with board and ministerial obligations, and so on.  In the midst of this all, breathless and exhausted, you want to hold steadfast to your pedagogical ideals and you keep telling yourself that you must stay focused on the larger goal:  student success.  This presentation is not about miracle solutions.  Rather, it recounts a true story of co-leadership by two administrators who faced the turbulent waters of vice-principalship in a large high school, and not only met the challenges of their new roles, but grew through them as a result of genuine, daily collaboration.  The presenters invite all elementary and high school administrators, as well as decision-makers, to consider co-leadership as an option for re-energized schools and for student success.

Jessica has touched upon the many facets of education through her work as a teacher and course lecturer, a consultant and speaker, an author of pedagogical resources, a school administrator and now Assistant Director of Educational Services for Riverside School Board.  Jessica has a Master’s degree in second language teaching and is currently completing her Ph.D. at McGill University.

Sujata is solicited around North America and abroad for her expertise in the International Baccalaureate Program.  A teacher of mathematics, she showed signs of leadership much before she became a school administrator, for instance as an IB coordinator. She has a Master’s in the teaching of mathematics as well as a graduate certificate in administrative leadership from McGill University.  Sujata is currently a high school principal for Riverside School Board.

A3 - French Immersion Students who Struggle with Literacy – Is Bilingualism to Blame? Caroline Erdos & Corinne Haigh

The goal of this session is to provide administrators with evidence-based information about identifying and providing intervention for students at-risk for reading difficulty as early as kindergarten, regardless of their language background. Many teachers and school professionals do not feel that they can confidently differentiate between students with true reading difficulty who are slow learning to read in a second language because they have an underlying reading impairment versus students who are in the early stages of second language learning and, thus, temporarily lack the oral language skills necessary to function well in the area of reading. We will present how to go about making this distinction in the process of identifying children from various language backgrounds (anglophones, francophones and students whose first language is not English or French) who struggle with reading. We will also outline some possible strategies and interventions that could be used to improve these students’ reading skills once they have been identified as being at-risk.

Caroline Erdos became coordinator of the ALDI Project in December 2017. She holds a doctorate; the topic of her dissertation was oral and written language disorders in the context of bilingualism through French immersion instruction. Prior to ALDI, she worked for over 20 years at the Montreal Children’s Hospital where she served as an expert-level speech-language pathology consultant for a clinic serving students with complex profiles of ADHD, learning disability, and developmental disorders, and more recently as a speech-language pathologist in a school setting.

Corinne Haigh is an associate professor in the School of Education at Bishop’s University. She completed her graduate work at the University of Western Ontario, in the areas of Educational and Cognitive Psychology and went on to a postdoctoral fellowship at McGill University and the Centre for Research on Language, Mind, and Brain. Funded by SSHRC and FRQSC, her research is centered on literacy development in school-age children in second language programs like French Immersion or Intensive English. Her work has a particular emphasis on children at-risk for difficulty with reading, writing, and language and how best to support them in bilingual contexts. Dr. Haigh teaches in the area of inclusive education, and gives courses on individual differences, educational psychology and the reading process.

A4 - Inquiring Minds Want to Know. Elaine Roy & Yannick Blier

As citizens of the 21st century, we are continually bombarded with a variety of information. To succeed, our students need to be able to navigate through all of this information that is presented to them. To specify the desired information, to find it, to analyze it and to use adequately are all competencies necessary to be an active citizen in today’s world. The Inquiry Process will provide your teachers with a framework that can help their students and themselves interact with all this information. The suggested steps in the process also facilitate the development of information literacy skills as well as students’ ability to think critically. In this workshop, we will explore various strategies and tools that can be used by your teachers for this purpose. Please bring your own devices.

A6 - Disconnect to Reconnect: The Compelling Case for Outdoor Education. Sean Day

The Québec government has just released ‘Au Québec, on bouge en plein air‘, a document that clearly outlines the benefits of the great outdoors education and time spent outside. Many children (and adults!) are suffering from  nature deficit disorder. There is a growing trend among children and youth of socializing through screens rather than face-to-face. This is associated with higher rates of depression and anxiety, which can be combatted by providing children and youth with spaces where they can disconnect from their phones and social media, and rebuild their connections with the natural world and each other. Outdoor education is a powerful tonic and part of the solution if we want healthier and happier kids. In this presentation Sean will briefly present some recent information/trends and research regarding the importance and impact of Outdoor education as well as practical  techniques used at Camp YMCA Kanawana that demonstrate the positive impact of outdoor education on children and teachers alike  including nature journaling, trust building and team building activities and nature connection.  Depending on the background and interest of attendees we will share ideas on how to bring to prepare for and unpack an outdoor education experience in the traditional classroom.

Sean Day has made a career of providing children and youth with transformative nature experiences. He has worked in the outdoor education industry for more than 20 years. He has run his own Outdoor Education company. He has also worked as a backcountry guide, and a naturalist at the Biodome. Since 2004, he has managed a summer camp and Outdoor Education centre for the YMCAs of Québec, which serves more than 2500 children and youth per year. He is now also responsible for 10 Montréal-based YMCA day camps that serve about 2000 children per summer.

A7 - Finding their Moxie*: How Principals Energize and Refocus their Schools on Learning (*Moxie = Courage). Julie Hobbs, Carol Marriott & Diane Wood

Principals and teachers learn to collaborate on what matters most – helping all students become self-confident and successful learners.  By using the best of a range of frameworks and approaches – Universal Design for Learning (UDL), Response to Intervention (RTI), Restorative Justice, Formative Classroom Walkthroughs – and focusing in on how students learn best, principals and their school teams re-think their practices and make changes that not only support student learning but build learning communities where each member of the school team becomes an energized learner.

How does this happen?  This session will explore what it takes to summon the moxie and move a school community forward beyond the glitz and toward a sustainable meaningful focus on learning.

Julie Hobbs is a retired ADG from Riverside School Board. She has been involved in supporting school administrators through ASSET, and through mentoring programs supporting new administrators, across the province.

Julie has worked as a high school special education teacher, a head teacher in a special education school, a special education consultant, Coordinator of Student Services, an elementary school principal and Director of Educational Services. In addition to her B.A. in Anthropology and Deviant Sociology, she has a Certificate in Education and Special Education and a M.Ed. in the Teaching of Reading (now Literacy).

Most recently, Julie is a part-time education consultant to the Kahnawake Education Center, supporting them in the development of their educational services.  This has been an incredible learning opportunity for her.

Carol Marriott is a retired high school principal from Riverside School Board.

For the past several years, Carol has created and participated in mentoring programs for new and early career teachers and administrators, working as both mentor and program animator. In addition, she is an Adjunct Professor at McGill University where she teaches courses in the Graduate Certificate in Educational Leadership program.

Carol has worked as an elementary and high school regular and special education teacher, a special education consultant, and a high school vice-principal and principal.  In addition to her B. Ed., she has a Certificate in Special Education and her M.Ed. in Special Education.

Diane Wood is a retired elementary school principal from English Montreal School Board.

For the past several years, Diane has participated in mentoring and coaching administrators, promoting inter-school and board visits and exchanges, leading PLCs and book studies and offering workshops on high-effect strategies for teachers.

Diane has worked as an elementary regular and special education teacher and as an elementary school principal. She has been recognized locally and nationally as a Learning Partnership Canadian Outstanding Principal (2005) for her innovative initiatives in engaging all students and teachers in authentic, active and inclusive practices.

In addition to her B. Ed., she has a Certificate in Outdoor Education.

B1 - Web Literacy. Alan November

In today’s Web-driven world, it is essential to teach young children the grammar and literacy skills to be safe and skilled “Web detectives.” This workshop will provide teachers and administrators with an overview of how to teach elementary students to choose the right search engine, find who controls the information, and develop early cross-referencing strategies. Participants will also learn how to incorporate age-appropriate bogus websites into the curriculum to help children question web-based content.

B2 - Nothing Energizes like Success. Kandy Mackey (ETSB)

Find a leader who manages a “successful” change and one will observe an energized leader!  At the Eastern Townships School Board, our administrators participate in an intensive 2-year training focused on managing successful change, based on the work of Pierre Collerette.  This breakout session will provide attendees with an overview of the content, ranging from leadership profiles to school profiles, from exercise of power to process of change (including the awakening, transition, and ritualization phases as well as the triggers of change).

Many can lead change but to lead a successful change – that is the energizer in pedagogical leadership, and the difference-maker for student learning.

Teacher, High School Staff Assistant, Elementary Principal, Assistant Director of Pedagogical Services are positions Kandy Mackey has held in her 23-year career at the Eastern Townships School Board.  Since 2012, she has been the Director of Pedagogical Services, adding the role of Assistant Director General in December 2013.  Her passion for education and focus on student and adult learning is as evident in this role as it was in the classroom, and her continuous zest for evidence-based knowledge has been influential on the organization.  She was the recipient of the “Eastern Townships Administrators Association Leadership Award 2014”, in recognition of outstanding leadership in education, and in addition, Kandy is the ETSB’s facilitator for Change Management, based on the work of Pierre Collerette.

B3 - NEXTschool: Re-Designing the Future of Education. Noel Burke & Michael Canuel

Of interest to commissioners and administrators alike – this workshop is a unique opportunity for ‘energized leaders’ to look into the quite possible future of education. NEXTschool is an extraordinary initiative that promises to transform our high schools for a rapidly evolving world. The project has now developed a series of prototypes for a high school of the 21st Century and beyond – using an integrated model of systems and design thinking. This presentation is a summary of the work of over sixty contributors to ten design teams over the past five months. The result is an exposé of the components of a NEXTschool which is based on an ‘adaptable-design’ approach to the teaching and learning experience, embedded in the local and global community. Participants will be engaged in exploring and responding to the various elements of this exciting model school ahead of its introduction to interested schools, which will begin this fall. This will be complemented with a series of poster displays around the room detailing the various components of NEXTschool.

Dr. Canuel, who is the CEO of LEARN as well as the Chair of the Canadian e-Learning Network, is a educator who combines 45 years of experience from the world of education and business.  Dr. Canuel has presented internationally on the subject of e-learning and effective pedagogy and currently is engaged in a ground-breaking project entitled NEXTSchool which involves the systemic re-design of the high school as it is currently understood.

Noel Burke is a well-known champion of Lifelong Learning, a successful agent of change, and a sought-after consultant and speaker on educational and institutional innovation. Noel is recently retired and currently working as a sessional lecturer for the Graduate Certificate in Educational Leadership at McGill University. Noel is the founder of the Community Learning Center initiative and co-founder of LEARN. As the principal partner of nEDworks Consulting, Noel provides consultation services to educational stakeholders as well as leadership and career coaching to individuals and organizations.

B4 - The School Success Team: Creating Leadership from Within. Jessica Saada, Louise Bourque, Karen Rye & Stacy Pinho

The Riverside School Board Curriculum Team is a very varied group of passionate pedagogues with diverse talents.  Bringing together experience at the elementary and secondary levels, and expertise in the teaching of all subjects including French, English, mathematics, arts and social studies, as well as in the pedagogical integration of technology and library services, this team comes together around success for all students, across the curriculum and beyond.

Jessica Saada has touched upon the many facets of education through her work as a teacher and course lecturer, a consultant and speaker, an author of pedagogical resources, a school administrator and now Assistant Director of Educational Services for Riverside School Board. Jessica has a Master’s degree in second language teaching and is currently completing her Ph.D. at McGill University.

With more than thirty years in the education field, Louise Bourque has had a wide variety of teaching experiences at the elementary, secondary and post secondary level. She has worked in the public and private systems including many years in Kahnawake. Louise’s experience includes working for Ministère de l’education et de l’Enseignement Supérieur where she created and planned implementation sessions for the new ELA program and worked with teachers across Quebec. In addition, Louise has presented at conferences in both Canada and the United States. Currently, she is working as a consultant with Riverside School Board.

Stacy Pinho has a Bachelor’s and Master’s degree in education and has been teaching for Riverside School Board for the past 10 years. She currently holds the position of early literacy and early numeracy consultant. Stacy brings her knowledge of the classroom and her passion for teaching to Kindergarten and cycle 1 teachers, demystifying mathematics and exploring literacy across the curriculum.

Karen Rye been the RECIT for Riverside School Board for the past seven years. Prior to that, she was an elementary teacher at St Johns Elementary School. As a teacher, she frequently integrated technology into the learning process, as a way of allowing students the opportunity to create new content, collaborate on projects and express their creativity. Currently, she works with teachers and consultants, continuing to integrate technology to better serve the curriculum and foster student high levels of learning.

B5 - Flexible Learning Spaces: Elements to Consider. Avi Spector & Traci Rosen

Why is there so much talk about changing our classroom or common spaces? At first, it is because we want to provide a more comfortable environment for students. Moving beyond the comfy chairs, do our learning spaces reflect the more collaborative approaches we see in competency-based programs? A different environment for learning also helps with the implicit use of technology in order to meet the diversity that exists in all of our classrooms. How can we make sure that our changing classroom spaces are well thought-out and intentional?

Avi Spector is an education consultant with the Riverside School Board and the RECIT Regional Service to General Adult Education in Quebec. He is also a K-12 Adobe Education Leader. Avi believes in creating school culture change through flexible learning environments, empowering teachers, and modelling the implicit use of technology. Connect with him on Twitter at @a_spector or follow his blog at www.beyondthetools.com

Tracy Rosen is an education consultant with the RECIT Provincial Service to Adult Education in Quebec and the Commission scolaire de la Seigneurie-des-Mille-Îles. With over 20 years teaching, she believes in technology use that makes sense for sharing our stories about learning and teaching. You can see some of those stories at PdPractice.com and PDMosaic.com. Connect with her on Twitter at @tracyrosen

B6 - Indigenizing Centers: The Circle of Change - Part I. Diane Labelle

The move to Indigenize or decolonize education has gained a lot of momentum.  Yet, in order to make effective change, there is a need to understand and experience the difference between the present educational approach and an Indigenous approach.

Participants will be actively engaged in experiencing an Indigenous approach, in order to understand how to undertake changes within the classrooms and their centers. Note:  There are two parts to this workshop, which can be given consecutively, or morning and afternoon.  The first part is the experiential activity, and the second is concrete planning using an Indigenous approach.

Diane Labelle is the Director of the First Nations Regional Adult Education Center, one of the four centers entrusted to provide FGA services to First Nation people in the province.  She strives to make changes in how education is delivered to FN learners, and trains on how to better serve the needs of this population.

Diane has worked more than 35 years in FN education, as teacher, consultant, pedagogical advisor, and administrator.

C1 - Leadership: Managing the Transition to Energized Education. Alan November

While technology leaders are essential, it is the principal and curriculum leaders who are key for successful implementation of technology.  This workshop covers non-technical leadership skills such as clear articulation of vision and building in accountability to staff development.  We will also look at various ways that a leader can role model the use of technology, such as building teamwork among the faculty and advanced research skills.  Aligning technology to primary curricular goals will also be emphasized.

C2 - Innovation in Deep Learning: Ottawa Catholic School Board. Karen McEvoy & Jennifer Flinn (Ottawa Catholic School Board)

Join the Ottawa Catholic School Board team as they share how they built precision around deep learning over the past 4 years. From creating awareness and capacity to leveraging digital and igniting student voice and agency, Karen and Jennifer will share how their district made New Pedagogies for Deep Learning (NPDL) tangible, meaningful, and authentic!  System conditions and key strategic moves will be shared along with lessons learned from this exciting journey.

Karen McEvoy, M.Sc @kmcevoy50 has been an educator for the past 28 years. She began her teaching career at the University of Guelph while attending graduate school. She later found her true passion in the elementary panel where she served 24 years as an Educator, Student Success Consultant and Leading and Learning Coordinator for the Ottawa Catholic School Board.  She has received recognition locally and provincially for her contributions to the Ministry’s New Teacher Induction Program, the Learning Connections Information Technology Initiative, and the New Pedagogies for Deep Learning Global Initiative.

Dr. Jennifer Flinn, EdD, is an Educational Consultant in the Elementary Student Success Department of the Ottawa Catholic School Board in Ottawa, Canada. She has been working in the education field for the past 16 years, first as a classroom teacher and presently at the school board, where she works on supporting the system scale of Deep Learning as part of her role. Jennifer completed her Doctorate in Educational Leadership in 2016 at Western University, with thesis work focusing on the interactions between educational leadership, policy, and rare chronic health conditions in an Ontario context.

C3 - Collaborative Professional Learning at Work. Alain Breuleux

We describe the recent and ongoing initiative of the collaborative professional learning partnership between RSB & McGill’s PRACTIS group. We will focus on Creating, Collaborating, and Computing in Mathematics (CCC-M), a multi-year project involving a group of teachers, pedagogical consultants, and researchers developing and investigating teaching practices and digital literacy in mathematics, with a focus on the transition between elementary and secondary classes. The core activity is on-going collective exploration, reflection, inquiry, sense-making, and knowledge sharing during which teachers develop a deeper sense of their teaching and how to develop it further.

We will hear the voice of teachers and consultants reflecting on their experience, identifying and illustrating key enablers and outcomes of this initiative. Those include: establishing a climate of collegial trust, identifying a shared purpose and a real perceived need to change, to innovate, to question aspects of the accepted practice, a focus on students and their academic performance, mutual accountability for student growth and success, and engaging in distributed leadership.

Alain Breuleux is a learning scientist leading research-practice partnerships with school teachers, consultants, and administrators to investigate and foster learning, professional development, expertise, and to co-design technology-enabled networks for learning and high-leverage pedagogical practices. He holds a Ph.D. in cognitive psychology, is Associate professor in the Faculty of Education at McGill University, where he is also Associate Dean (Infrastructure), providing academic leadership for the (re)design of learning spaces.

C4 - Administrators Ed Camp. Avi Spector

Avi Spector is an education consultant with the Riverside School Board and the RECIT Regional Service to General Adult Education in Quebec. He is also a K-12 Adobe Education Leader. Avi believes in creating school culture change through flexible learning environments, empowering teachers, and modelling the implicit use of technology. Connect with him on Twitter at @a_spector or follow his blog at www.beyondthetools.com

C5 - English Minority Education - Know your Charter Rights (QESBA). Marion Sandilands

This session will introduce participants to minority language education rights under the Canadian Charter of Rights and Freedoms. The presentation will introduce the basic concepts of minority language education rights under the Canadian Charter, and how these apply in Quebec. Drawing on specific examples from across Canada, the presentation will describe how these rights manifest in different minority language contexts, and how these rights can support a revitalized, energized minority language education sector. The presentation will also discuss the particular case of Quebec, and how the Charter of the French Language affects these rights (in particular, the eligibility requirements to receive instruction in English).

Marion Sandilands is a lawyer with Juristes Power Law. Her practice focuses on public, constitutional, and administrative law, informed by her clerkships at the Supreme Court of Canada and Federal Court. Marion’s interest in public law stems from her background, and first career, in international development and public policy. Today she advises and represents a number of clients, notably institutional clients in the educational sector, on matters of administrative law, human rights, general legal obligations, statutory interpretation, minority rights, and language rights. Born on the island of Montreal, she attended elementary and high school in Hemmingford, Cowansville, Chambly, and St-Hubert, in what is now New Frontiers, Eastern Townships, and Riverside School Boards. She practices in English and French.

C6 - Indigenizing Centers: The Circle of Change - Part II. Diane Labelle

The move to Indigenize or decolonize education has gained a lot of momentum.  Yet, in order to make effective change, there is a need to understand and experience the difference between the present educational approach and an Indigenous approach.

Participants will be actively engaged in experiencing an Indigenous approach, in order to understand how to undertake changes within the classrooms and their centers. Note:  There are two parts to this workshop, which can be given consecutively, or morning and afternoon.  The first part is the experiential activity, and the second is concrete planning using an Indigenous approach.

Diane Labelle is the Director of the First Nations Regional Adult Education Center, one of the four centers entrusted to provide FGA services to First Nation people in the province.  She strives to make changes in how education is delivered to FN learners, and trains on how to better serve the needs of this population.

Diane has worked more than 35 years in FN education, as teacher, consultant, pedagogical advisor, and administrator.

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